Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1 - 5) - Tuần 19 Năm học 2024-2025 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1 - 5) - Tuần 19 Năm học 2024-2025 (Lê Thị Xuân)

1. LESSON PLAN TIENG ANH 1-2 WEEK 19 Period: 37 Teaching date: 14/01/2025 UNIT 9: IN THE SHOP Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: locks, clocks, pots,mops. - Sound: /o/ 2. Competences: +Say the letter O/o and the words locks, clocks, pots,mops. +Listen and identify the words locks, clocks, pots,mops. +Trace the letter O/o complete the words m _ps, p _ts, l_cks ,cl_ cks. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. - Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: -Have a group of four Ss play Slap the board in front of the class with the words locks, clocks, pots, mops. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: locks, clocks, pots, mops. *Procedure: - Have Ss look at the chant in their books and draw Ss’ attention to the first line and explain its meaning . Ask them to pay attention to the letter O/o and the word clocks Check comprehension. - Play the recording of the first verse for Ss to listen and to get familiarized with the tune. - Play the recording again, ask Ss to listen and repeat the first line. Then play the recording for them to listen and repeat until they feel confident. - Follow the same procedure with the other verse. Show Ss how to chant and clap their hands. Correct pronunciation, if necessary. - Play the recording all the way through. Ask Ss to listen and repeat the chant individually and in chorus. Give further support to those Ss who find it difficult to do the task. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. *Outcome: read the chant with some words: locks, clocks, pots, mops. Activity 3. Listen and tick :7’
2. *Aim: help Ss to improve listening skill with some words locks, clocks, pots, mops. *Procedure: -Have Ss look at two pictures and say what they can see. Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. -Encourage some Ss to point to the pictures and say the words in front of the class - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check. *Outcome: improve listening skill with some words locks, clocks, pots, mops. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter O/o. *Procedure: - Have Ss look at the letter O (upper case) and o (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter O/o. T can demonstrate by air tracing or tracing the broken lines of the letter O/o on the board. -Then let Ss do the tracing. Give further support to those Ss who find it difficult to do the task. - Check the results of Ss’ tracing and give feedback. Ask Ss to work in pairs and swap their answers. Give Ss time to work. Go around and offer help, if necessary. - Ask some Ss to show what they have done. - With a better class, write the letter O/o in broken lines on the board and invite some Ss to trace them. *Outcome: look and trace with the sound of the letter O/o. Activity 5. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT Period:38 Teaching date: 16 / 01 /2025 UNIT 9: IN THE SHOP Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: locks, clocks, pots, mops. - Sound: /o/ - Sentence pattern: How many clocks? -> Two.
3. 2. Competences: - Use: How many clocks? to ask and answer about quantities. - Sing a song about counting the things. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. - Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - T invites one or two Ss write the letter O/o and some words on the board. - T gets feedback Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: How many clocks? -> Two. *Procedure: - Have Ss look at the first picture .Play the recording for Ss to listen and repeat, - Have Ss look at the sentence “How many clocks ? -> Two.” -Explain the meaning of the sentence and how it is used. Check comprehension. - Play the recording several times for Ss to listen and repeat the sentence. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the sentences in front of the class. - T checks and corrects. *Outcome: practise sentence pattern: How many clocks? -> Two. Activity 3. Let’s talk:7’ *Aim: help Ss to improve speaking skill with sentence pattern: How many clocks? -> Two. *Procedure: - Have Ss look at the first picture. Point to the picture and identify the things. - Ask Ss to work in pairs or in groups to practise ask and answer about quantities: “How many clocks? -> Two” Offer help, if necessary. - Call two Ss to act out in front of the class. - Ask Ss to work in pairs or in groups to practise the sentence pattern: “How many clocks? -> Two.” In front of the class. - T checks and corrects. *Outcome: improve speaking skill with sentence pattern: How many clocks? -> Two. Activity 4. Let’s sing: 10’ *Aim: help Ss to sing the song. *Procedure: - Have Ss read the lyrics to familiarize themselves with the first verse of the song.
4. - Explain the meanings of the verse, if necessary. Check comprehension. -Play the recording several times for Ss to repeat line after line to make sure that they can sing the verse correctly. - Do the same with the second verse of the lyrics. Play the recording several times for Ss to repeat to make sure that they can sing the verse correctly. Check comprehension. - Have Ss listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Then let Ss practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. - Call one or two groups to sing the song in front of the class. *Outcome: sing the song. Activity 5. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) - Practice more at home. - Prepare new lesson. IV. COMMENT LESSON PLAN TIENG ANH 3 WEEK 19 Tuesday, January 14, 2025 Unit 11: MY FAMILY Lesson 1 – Period 1 I. OBJECTIVES
5. Language By the end of the lesson, pupils will be able to: - use the words mother, father, brother, sister related to the topic “My family”; - use Who’s this / that? – It’s my _____. to ask and answer questions about a family member; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; Core competencies decision making, teamwork, work standards, reliability, motivation General competencies Listening: listen and recognize the contexts, focus on introducing someone, then repeat Critical thinking: talk about family Oral communication: speak about family, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 2, 3 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 10, Lesson 1. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Chant and do activities (Unit 10, Lesson 3). - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game “I’m a fairy” - Divide the class into 2 teams. - Each team chooses one letter to go to the question. - Have pupils look, read and choose the right options.
6. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are no letters left. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the questions Who's this / that? and the answers: It's my sister/brother. Tell pupils that they are questions and answers about a family member. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the name of each family member. Step 2: Have pupils point at Picture a (a woman), listen to the recording and repeat the word (mother). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at the bubble and have pupils listen and repeat after the recording (Who’s that?). Point at Picture a and have pupils listen and repeat after the recording (It's my mother). Follow the same procedure with the other three pictures. Step 4: : Have pairs practise asking and answering the question Who’s this / that? – It’s my ______. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary. Step 3: Put pupils into groups of four. Tell them to ask and answer with Who's this / that? Go around the classroom to offer support. Step 4: Invite some pupils to the front of the class to present their exchanges. Preparation for the project: Tell pupils about the project on page 11. Ask them to prepare it at home by collecting a picture of their family and bring their work to the classroom at the project time to present it. Fun corner and wrap-up: 5 minutes
7. Option 1: Using sachmem.vn, have pupils look at the phrases or sentences in the pictures of the lesson and repeat after the recordings. Option 2: Game: Sentence Puzzle - Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Option 3: Game: I’m a fairy. - Divide the class into 2 teams. - Each team chooses one letter to go to the question. - Have pupils look, read and answer the questions. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are no letters left. Wednesday, January 15, 2025 Unit 11: MY FAMILY Lesson 1 – Period 2 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand two communicative contexts to ask and answer questions about a family member and tick the correct pictures - to complete the four gapped dialogues with the help of relevant picture cues - sing the song My family Core competencies decision making, teamwork, reliability, motivation, adaptability, problem-solving General competencies Listening: listen and tick the correct pictures of introducing someone Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL:
8. - Audio Tracks 4, 5 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 10, Lesson 1. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Chant and do activities (Unit 10, Lesson 3). - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: Game: Hangman - Divide the class into 2 teams. - Have pupils guess the word letter by letter. - Whenever a team guesses a letter, click that letter. If it belongs to the secret word, it will be filled in the blank, and the team will get one point. If not, parts of the hangman will appear. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the word for each family member and its cue, and play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Step 2: Repeat Step 1 for the second exchange. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation if necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the people in the pictures. Step 2: Have pupils look at the four incomplete sentences and dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the sentence. Ask them what is missing in the answer (mother). Then have them complete the gap. Step 4: Follow the same procedure with Pictures 2, 3, 4. Draw the pupils' attention to gaps.
9. Step 5: Have pupils complete the sentences individually and ask a few pupils/pairs to read them aloud. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the songs. Encourage them to point at the characters' pictures to reinforce their understanding. Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary Step 3: Play the recording all the way through for pupils to sing along. Step 4: Introduce actions for pupils to do while singing along with the recording. Step 5: Invite groups to the front of the class to perform while the rest of the class sings and / or claps along. Fun corner and wrap-up: 5 minutes Option 1: Game: Interview your friend(s). Each pupil gets 1 sheet of paper from the teacher. They fill in the information about their family members. Then they can move around the class to ask and answer questions to know more about their friends’ family members. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Option 3: Game: Gold miner - Divide the class into 2 teams. - Each team chooses one item to go to the question. - Have pupils listen and choose the right pictures. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there is no item left. Thursday, January 16, 2025 Unit 11: MY FAMILY Lesson 2 – P 1-3 I. OBJECTIVES
10. Language By the end of the lesson, pupils will be able to: - use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”; - use How old is he / she? – He’s / She’s _____. to ask and answer questions about the age of a family member; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; Core competencies communication, planning and organization, stress tolerance, and initiative General competencies Listening: listen and repeat Oral communication: speak about someone’s age Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 6, 7 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 11, Lesson 1. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game Buzz! - Arrange pupils into a circle and ask pupils to count from 1 in sequence from pupil to pupil. - Set a goal from one to twenty for pupils.
11. - Each pupil shouts out one number in their turn. If a number is a multiple of 5, or a number with a 5 in it, the player has to shout out "buzz!" instead of saying that number. - The game is meant to be fast paced, so if a pupil takes too long or buzzes at a wrong place, they are eliminated. Option 3: Game: Happy birthday! - Divide the class into 2 teams. - Each team chooses one number to go to the question. - Have pupils look, read and answer the questions. - Let pupils choose one birthday hat to get points. - Back to the menu for another question. - Pupils continue their turns until there are no numbers left. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the questions How old is she / your brother? and the answers She’s thirteen years old. / He’s twenty years old. Tell pupils that they are questions and answers about a family member. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the ages of family members. Step 2: Have pupils point at Picture a (a twelve years old girl), listen to the recording and repeat the word (twelve). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at the bubble and have pupils listen and repeat after the recording (How old is she?). Point at Picture a and have pupils listen and repeat after the recording (She’s twelve.). Follow the same procedure with the other three pictures. Step 4: Have pairs practise asking and answering the question How old is he / she? – He’s / She’s ______. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board. Play this game with the numbers that pupils have learnt in the lesson.
12. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary. Step 3: Put pupils into pairs and encourage them to ask and answer questions using the target patterns. Go around the classroom to offer support where necessary. Step 4: Invite some pairs to stand up to perform their exchanges. Matching game T uses pictures and sentence cards, gets 3 pupils to hold the pictures and 3 others to hold the sentences. Ask them to match the pictures with the correct sentences. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle - Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. - Ask them to arrange the words to make a complete sentence, then read it aloud. Game: Big gifts - Divide the class into 2 teams. - Each team chooses one number to go to the question. - Have pupils look, read and answer the questions. - Let pupils choose one birthday gift to get points. - Back to the menu for another question. - Pupils continue their turns until there are no numbers left. Friday, January 17, 2025 Unit 11: MY FAMILY Lesson 2 – P 4 - 6 I. OBJECTIVES Language
13. By the end of the lesson, pupils will be able to:; - use How old is he / she? – He’s / She’s _____. to ask and answer questions about the age of a family member; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; - write about family members and their ages; Core competencies communication, planning and organization, stress tolerance, and initiative. General competencies Listening: listen and recognize a family members’ age Self-control & independent learning: perform learning tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 8 - Website sachmem.vn - Flashcards/pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 11, Lesson 1. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Buzz! - Arrange pupils into a circle and ask pupils to count from 1 in sequence from pupil to pupil. - Set a goal from one to twenty for pupils. - Each pupil shouts out one number in their turn. If a number is a multiple of 5, or a number with a 5 in it, the player has to shout out "Buzz!" instead of saying that number.
14. - The game is meant to be fast paced, so if a pupil takes too long or buzzes at a wrong place, they are eliminated. Option 3: Game: Bingo - Divide the class into 2 teams. - Have pupils read the numbers on two bingo cards quickly. - Have pupils listen and choose the right bingo cards. - Back to the menu for pupils to choose another question. Pupils continue their turns until there are is no ball left. PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Elicit the age in each picture. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for them to check their answers. Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 3: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Remind them to pay attention to the cakes with candles or numbers. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the sentence. Ask them what is missing in the answer (eleven). Then have them complete the gap. Step 4: Follow the same procedure with Pictures 2, 3, 4. Draw the pupils' attention to gaps. Step 5: Have pupils complete the sentences individually and ask a few pupils / pairs to read them aloud. Game: Slap the board. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Tell the pupils the goal of the game and how to play it. Ask them to revise all vocabulary learnt in Unit 11. Step 2: Invite two groups of four pupils to the front of the class to demonstrate the game. Two pupils play in each round, one from each group. Step 3: Give the pupils time to play the game in two groups of four. Circulate round the class during the activity and offer help where necessary.
15. Extension: Divide the class into two groups. Use the words in the game to get them to take turns writing as many words related to “family” and “numbers” in the correct columns as possible. Game: Matching game T uses pictures and sentence cards, gets 3 pupils to hold the pictures and 3 others to hold the sentences. Ask them to match the pictures with the correct sentences. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words, phrases and sentences in the pictures of the lesson and repeat after the recordings. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Option 3: Game: Water the garden - Divide the class into 2 teams. - Each team chooses one letter to go to the question. - Have pupils look, read and answer the questions. - Back to the menu for another question. - Pupils continue their turns until there are is no letter left. LESSON PLAN TIENG ANH 4 WEEK 19 Monday, January 13, 2025 UNIT 11: MY HOME Lesson 1 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts (pictures) in which characters ask and answer the question about where Mary lives. - correctly say the phrases and use Where do you live? – I live _____. to ask and answer questions about where someone lives. - enhance the correct use of Where do you live? – I live _____. to ask and answer questions about where someone lives in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform learning tasks. Attributes
16. - Show pride in where they’re from and respect to other people by using appropriate gestures and intonation when asking and answering about home locations. II. RESOURCES AND MATERIALS - Audio tracks 1, 2 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Option 1: Watch a chant video about house in Tieng Anh 3 ( BTgFUP3I654rZ9bv&index=21) Option 2: Sing the song in Unit 10, Lesson 1. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 3: Chant and do activities (Unit 10, Lesson 3). - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points to the groups and encourage them. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and identify the characters and say what they can see in the pictures (e.g. 81, Tran Hung Dao Street, lockers, door, building). Step 2: Have pupils look at Picture a and predict when Mary’s birthday is. Play the recording and have pupils check the prediction. Repeat the same procedure with Picture b. Step 3: Play the recording again and encourage pupils to point at the characters while listening. Step 4: Play the recording again, sentence by sentence, for pupils to listen, point at the sentences and repeat after each character in chorus and individually. Correct their pronunciation where necessary. Step 5: Draw pupils’ attention to the question Where do you live? and the answer I live in Tran Hung Dao Street. Tell them that they are used to asking and answering about where Mary lives. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes
17. Step 1: Ask pupils to look at Pictures a and b and tell what the words and numbers on the places are about (e.g. the street name, the street / road number). Step 2: Play the recording for pupils to listen to and repeat the phrases under the pictures in chorus and individually until they feel confident. Use the flashcards ‘in Tran Hung Dao Street’ and ‘at 81 Tran Hung Dao Street’ to practise the word street and distinguish in and at in the phrases. Step 3: Repeat Steps 1 and 2 with Pictures b and d. Step 4: Draw pupils’ attention to the speech bubbles and elicit the missing phrases in the answer by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times. Repeat Step 3 with Pictures b, c, and d. Step 5: Let pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. Step 6: Invite a few pairs to point at the pictures and ask and answer questions about where someone lives. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the maps. Ask questions to help them identify the names of the streets and roads, the house numbers and the houses without specific numbers. Step 2: Elicit an answer to the question and write it on the board. Get pupils to say the completed sentence. Step 3: Ask each pupil to choose a house on the map. Put pupils into pairs to ask and answer about where they live using the map. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to practise asking and answering questions about where they live in front of the class. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky wheel Pupils spin the wheel and answer the question. If they have the correct answer, they will get the point. Option 2: Game: Sentence Puzzle - Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Wrap-up: Ask pupils what they have learnt in the lesson.
18. Preparation for the project: Tell pupils about the project on page 11. Ask them to prepare for it at home by drawing the place (street, road, village, etc.) where they live and preparing how to present it at home. They should say at least five sentences about where they live. Remind pupils to bring the drawing to the class to present it at Project time in Lesson 3, Activity 6. Monday, January 13, 2025 UNIT 11: MY HOME Lesson 1 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - listen to and understand four communicative contexts in which the characters talk about where they live and tick or cross the correct pictures. - complete four gapped exchanges with the help of picture cues. - practise the target vocabulary and sentence patterns by playing the game Whispering. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they’re from and respect to other people by using appropriate gestures and intonation when asking and answering about home locations. II. RESOURCES AND MATERIALS - Audio tracks 3 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Option 1: Play the game Slap the board. (powerpoint) Option 2: Chant and do activities (Unit 10, Lesson 3). - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: Game (Hangman) - Divide the class into 2 teams. - Have pupils guess the word letter by letter.
19. Whenever a team guesses a letter, click that letter. If it belongs to the secret word, it will be filled in the blank, and the team will get one point. If not, parts of the hangman will appear. PRACTICE Activity 4. Listen and tick or cross. 5 minutes Step 1: Draw pupils’ attention to the pictures and elicit the names of the streets or roads, and the house numbers. Remind them to look at the street or road names, the house numbers and tick or cross in the boxes while they listen. Step 2: Play the recording all the way through for pupils to listen. Play the recording again for them to do the task by ticking or crossing the correct pictures. Then play it a third time for pupils to check and complete the activity. Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Answer key; Peer correction PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Model Exchange 1. Have pupils read the exchange and guess the missing word in the answer. Then draw pupils’ attention to the picture and elicit the number to fill in the gap (35). Step 2: Give pupils time to do the task independently. Go around the classroom to offer help where necessary. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. Step 4: Invite four pairs of pupils to act out four completed exchanges in front of the class. Correct their pronunciation where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Invite two or three teams of four pupils to the front. Each team makes a line. Step 2: Show a sentence to the last pupil of each team. Ask them to whisper the sentence to the next pupil. The pupil continues whispering until the one at the front of the line gets the sentence. The pupil at the front of the line shouts out the sentence or writes the sentence on the board. If it is correct, the team gets one star. Step 3: Play the game with other teams in the class. Assessment - Performance products: Pupil’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Bomstar
20. Pupils choose a number and answer the question. If they have the correct answer, they will get 1 point for their team. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Wrap-up: Ask pupils: What have you learnt today? Tuesday, January 14, 2025 UNIT 11: MY HOME Lesson 2 – P 1- 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts (pictures) in which characters ask and answer the question about what a place is like. - correctly say the phrases and use What’s the _____ like? – It’s _____. to ask and answer questions about what a place is like. - enhance the correct use of What’s the _____ like? – It’s _____. to ask and answer questions about what a place is like in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Show pride in where they’re from and respect to other people by using appropriate gestures and intonation when asking and answering about home locations. II. RESOURCES AND MATERIALS - Audio tracks 5, 6 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Option 1: Greet the class, then play the game Whispering with the vocabulary and sentences in Period 2. Option 2: Watch a youtube video (Powerpoint) Option 3: Game: Buzz!