Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 2 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 2 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 Week: 2 Period:3 Teaching date: 17 / 9/2024 UNIT 1: IN THE SCHOOL PLAYGROUND Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: Bill, bike, book, ball. - Sound: /b/ - Sentence pattern: - Hi, I’m + name. Bye, Bill. Hi, I’m + name and Hi, + name. I’m + name. 2. Competences: - Use Hi, I’m + name to greet and introduce someone’s name and Bye, + name to say goodbye to someone. - Sing a song about how to greet and introduce someone’s name. 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, computer, projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up *Procedure: -T invites one or two Ss write the letter B/b and some words on the board. - T gets feedback Activity 2. Listen and repeat *Aim: help Ss to practise sentence pattern: Hi, I’m + name. / Bye, Bill. *Procedure: - Have Ss look at the first picture .Play the recording for Ss to listen and repeat, - Have Ss look at the sentence “Hi, I’m Bill.” 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: HI, I’m + name. / Bye, Bill. Activity 3. Let’s talk :7’
2. *Aim: help Ss to improve speaking skill with sentence pattern: HI, I’m + name. / Bye, Bill. *Procedure: - Have Ss look at the first picture. Point to the boy on the left and ask them Who is this? Tell them that he is Bill, saying He is Bill. Then point to the boy on the right and ask them Who is this? Tell them that he is Ba, saying He is Ba. - Ask Ss to work in pairs or in groups to practise greeting each other in the name of Bill and Ba. Offer help, if necessary. - Have Ss look at the second picture. Point to the boy on the left of the picture and ask Ss to identify who he is, saying Who is this boy? Then tell them that he is Ba, saying He is Ba. Then point to the boy on the right and ask them and who is this? -Tell them that he is Bill, saying He is Bill. Then select two Ss to act out in front of the class. - Ask Ss to work in pairs or in groups to practise saying goodbye to each other in the name of Bill and Ba. - Ask a few pairs of Ss to introduce themselves, saying Now introduce yourself to your friends. Offer help, if necessary. - Ask a few pairs of Ss to say goodbye to each other. *Outcome: improve speaking skill with sentence pattern: HI, I’m + name. / Bye, Bill. 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. 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.
3. IV. COMMENT Week: 2 Period :4 Teaching date: 19 / 09/2024 UNIT 2: IN THE DINING ROOM. Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: cake, car, cat, cup. - Sound: /c/ 2. Competences: + Remember and say some new words: cake, car, cat, cup. + Pronounce the sound of the letter: C/c 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, computer, projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: -Have Ss to role-play the exchange Hi, I’m + name. -Ask ss to sing the song P.8 Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter C/c and remember and say some new words: cake, car, cat, cup. *Procedure: - Have Ss look at the picture and draw Ss’ attention to the letter C/c, the word next to the things and the colour of the letter C/c.
4. -Ask Ss to point to the letter C/c. Have them listen and repeat the sound of the letter C/c more than once, if necessary. -Tell Ss to point to Cat and the word Cat. Ask them to listen and repeat the word. -Repeat the same procedure with: cake, car, cup. Give further support to those Ss who find it difficult to do the task. -Play the recording again and have them listen, point to the letter C/c and: cake, car, cup, and repeat until they feel confident. Correct pronunciation, if necessary. -Play the recording again and call some Ss to say the letter C/c and the words Cat, cake, car, cup in front of the class. *Outcome: pronounce the sound of the letter C/c and remember and say some new words: cake, car, cat, cup. Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter C/c and remember and say some new words: cake, car, cat, cup. *Procedure: - Have Ss look at the picture again and ask them to describe the picture again (in Vietnamese). Draw their attention to the letter C/c, cake and the things, if necessary. - Get them to point to the letter C/c and say it. Let them point to Cat and say - Ask Ss to work in pairs or in groups to point to the picture and say the sound of the letter C/c and the words. Go around and offer help or correct pronunciation, if necessary. -Invite two or three Ss to point to the picture and say the sound of the letter and the words in front of the class. - T gets feedback. *Outcome: practise pronouncing the sound of the letter C/c and remember and say some new words: cake, car, cat, cup. Activity 4. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) - Practice more at home. - Prepare new lesson. IV. COMMENT
5. LESSON PLAN TIÉNG ANH 3 Tuesday, September 17, 2024 UNIT 1: HELLO Lesson 1 – Period 1(p1-3) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the names Ben, Mai, Minh, Lucy, the words hello, hi. - use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, self-introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness II. RESOURCES AND MATERIALS - Pupil’s book Page 10 - Audio Tracks 5, 6 - Teacher’s guide Pages 17, 18, 19 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Review the numbers and the alphabet by having the class play the game: 1. Pick the numbers Step 1: Teacher says the numbers for the pupils to choose. Step 2: Give points to the pupils with the correct choosing and encourage them. 2. Look and say the missing letters Step 1: Ask pupils to say the missing letters, then check with the class. Step 2: Give points to the pupils and encourage them. Review the numbers and the alphabet as the whole class.
6. 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. Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Step 5: Draw their attention to the sentences Hello. I’m Ben and Hi, Ben. I’m Mai. Tell pupils that these sentences are used to greet, self-introduce and respond to greetings; and that Hi is more friendly than Hello in conversation. Activity 2: Step 1: Draw pupils’ attention to the picture a and b. Elicit the name of each character. Step 2: Point at Picture a and the words Ben and Mai under it. Check comprehension and give feedback. Play the recording for pupils to repeat the words a few times. Follow the same procedure with Picture b. Write the answer on the board until they feel confident. Tell pupils to point at the relevant school thing in the picture when they are repeating the sentence. Step 3: Draw pupils’ attention to the bubble. Explain the meaning. Elicit the missing words. Play the recording for pupils to repeat the sentence a few times. Divide the class into halves to take turns to repeat each character’s speech in picture a until they feel confident. Remind pupils to point at the relevant character in the picture when they are repeating. Step 4: Repeat the same procedure with picture b. Step 5: Give pupils time to work in pairs and take turns to act out the role of each character in picture a and picture b. Step 5: Invite a few pairs to come to the front of the classroom, point at the relevant character in each picture, and act out his/her role. Game: Work in pairs with a partner using of Hello./Hi. I’m ____. and Hello,/Hi, _____. I’m ____. to greet, self-introduce and respond to greetings. Invite some pairs to perform. Encourage pupils to practise speaking English. PRACTICE Activity 3. Let’s talk. 8 minutes
7. Step 1: Draw pupil’s attention to the picture. Ask questions to help them identify the context ( see Input). Elicit the missing words in the bubbles. Complete them. Get pupils to say the completed sentences. Step 2: Put pupils into groups of four. Encourage them to greet, self-introduce and respond to greetings. Go around the classroom to offer support where necessary. Game: Let’s say “Hello”!!! Divide the class into 2 groups: boys and girls. Ask each pupil from one group to come and practise greeting, self-introducing and responding to greetings with one pupil from the other group. Give points to the groups, praise the pupils. ----------------------------------------------------------------------------------------------- Wednesday, September 18, 2024 UNIT 1: HELLO Lesson 1 – Period 2 (p3-5) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the names Ben, Mai, Minh, Lucy, the words hello, hi. - use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, self- introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Pupil’s book Page 11 - Audio Tracks 7, 8 - Teacher’s guide Pages 19, 20 - Website sachmem.vn - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes.
8. Greet the class. Game: Play A, B, C. Step 1: Divide the class into 4 teams. Step 2: Set rule: Pupils go to the monitor/screen and touch/click the correct letter in the tree that is the same to the letter that Mary says. Step 3: Encourage pupils to join the game. Step 4: Give points to the teams and encourage them. (use the PowerPoint file) PRACTICE Activity 4. Listen and circle. 8 minutes Step 1: Draw pupil’s attention to Pictures 1a and 1b. Tell them about the activity. Use Pictures 1a and 1b as an example. Elicit the names of the characters in each picture. Point at the pictures respectively to explain the context. Play the recording for question 1 for pupils to listen. Play the recording again. Elicit pupils to give the answer. Circle the letter b in Picture 1b. play the recording a third time for pupils to double- check their answers. Step 2: Play the recording for Question 2 for pupils to do the task. Step 3: Get pupils to swap books with a partner. Play the recording again to check answers together as a class. Write the answers on the board for pupils to correct their answers. Step 4: Play the recording all the way through for pupils to double-check all the 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: Get pupils to look at the pictures. Get them to identify the characters (Ben, Lucy, Mai and Ben, Minh and Lucy) Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model with sentence 1. Ask them what is missing in the sentence (Hello/ Hi). Have them look at the picture and complete the gap, then read the completed sentence in chorus. Step 4: Follow the same procedure with sentence 2,3 and 4. Draw the pupil’s attention to the gap in sentence 2, and 3; particularly, the two gaps in sentence 4. Tell pupils to think about the appropriate word to fill each gap. Step 5: Have pupils complete the sentences individually and ask a few pupils to stand up and read them aloud. Game: Role play
9. Step 1: Divide the class into 2 teams. Step 2: Invite 1 student in each team to go to the board and role play. Step 3: Give points to each team. Step 4: Encourage students to role play to practise speaking English. PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupil’s attention to the title and lyrics of the song. Check comprehension of the lyrics and give feedback. Play the recording for pupils to listen to the whole song. Have them repeat the title and lyrics line by line. Tell pupils to point at the relevant character while singing his or her name. Step 2: Play the recording all the way through for pupils to listen to the whole song again. Tell them to pay attention to the pronunciation and melody. Step 3: Play the recording line by line for pupils to listen, repeat and point at the relevant character. Correct their pronunciation where necessary. Step 4: Introduce actions for pupils to do while singing along with the recording, for example, using hand movements to greet, introduce and respond to greetings. Play the recording all the way through for pupils to sing and do actions. Step 5: Give pupils time to practice singing and doing actions in pairs or groups. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the classroom to perform the song and the rest of the class sings and/ or claps along the song. Fun corner and wrap-up: 5 minutes Option 2: Game: Sing and do. Then stop! Divide the class into 4 teams: Apple, Banana, Orange, Watermelon. Set the rules: Teacher plays the music, pupils will sing and do the actions of the song. Then the teacher stops the music, pupils stop doing. Those who cannot make it have to sit down. The team with more pupils left and more beautiful dancing is the winner. Give points to pupils. Thursday, September 19, 2024 UNIT 1: HELLO Lesson 2 – Period 3 (p1-3) I. OBJECTIVES Language By the end of the lesson, pupils will be able to:
10. - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self- introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIALS - Pupil’s book Page 12 - Audio Tracks 9, 10 - Teacher’s guide Pages 21, 22 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Point to a pupil and have him/her stand up and say Hi, I’m Other pupils wave back and say Hi. Repeat with other pupils. Point faster and faster to make this more fun. Option 2: Game: Picking coconut Step 1: Divide the class into 4 teams: A, B, C, D. Step 2: Set the rules: Teacher says (or plays the recording of) a number and let the teams take turns to answer. Pupils have to click the correct number on the screen. If the answer is correct, 1 point is given to that team. - Encourage pupils to join the game. - Give points to the teams and encourage the students EXPLORATION Activity 1. Look, listen and repeat. 8 minutes
11. 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 class to listen and repeat the sentences in the recording. Step 5: Draw pupil’s attention to the sentences Hi, Mai. How are you? Fine, thank you. and Goodbye/ Bye. Tell pupils that the sentences are used to greet, respond too greetings, and say goodbye. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Draw pupils’ attention to the pictures a-b. Tell them about the activity. Elicit the name of each character. Step 2: Point at Picture a and the sentence Fine, thank you. under it. Check comprehension and give feedback. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant character in the picture when they are repeating. Repeat the same procedure with picture b. Step 3: Draw pupils’ attention to the first bubble. Explain the meaning. Elicit the missing words in the second bubble. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant character in the picture when they are repeating. Repeat the same procedure with Picture b. Step 4: Give pupils time work in pairs to take turns to say the role of each character in picture a and picture b. Step 5: Invite a few pupils to come to the front of the classroom, point at the relevant character in each picture, and act out his/ her role. Game: Role play Have pupils work in pairs, then change partners for several times. Invite pupils to go to the board and role play. Encourage pupils to practice speaking English. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupil’s attention to the picture. Elicit the context (see Input) and the missing words. Write the answers on the board. Complete the sentences. Invite two pupils to take turns to play each character’s role. Correct their pronunciation where necessary. Repeat the procedure with the second exchange.
12. Step 2: Put pupils into pairs to do the task. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to the front of the classroom to take turns to act out the exchanges. Game: Pass the ball Step 1: Set the rules: Give 2 balls to pupils and turn on the music. Pupils pass the ball until the music stops. The one who is keeping the ball will talk with his/ her friends, asking “How are you?”, the others have to say the answers. Step 2: Encourage pupils to practise speaking. Step 3: Give point to the pupils. Fun corner and wrap-up: 5 minutes Divide the class into groups of four. Invite pupils to role play with their friends. Then change the partners. Encourage pupils to practise speaking English. Give points to the groups. ---------------------------------------------------------------------------------------------- Friday, September 20, 2024 UNIT 1: HELLO Lesson 2 – Period 4(p3-5) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which pupils greet each other, respond to each other’s greetings with thanks, and say goodbye. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello. / Hi. I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIALS - Student’s book Page 13 - Audio Track 11 - Teacher’s guide, Pages 23, 24
13. - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Numbers Divide the class into 4 groups. Invite pupils to go to the monitor and touch to choose the numbers. Pupils will get points for their teams if the answers are correct. Give points to the groups and encourage them. PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Elicit the names of the characters in each picture. Tell them about this activity and show them how to do the task. Play the recording for the first conversation. Elicit the answer and give feedback. Put number 1 in the box of Picture d. Play the recording again for pupils to check the answer. Step 2: Play the recording all the way through for pupils to do the task with the rest of pictures: Picture a, Picture b, and Picture c. Play the recording again for pupils to check their answers. Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Say the correct answer again for pupils to correct their answers. Step 4: Play the recording all the way through for pupils to double-check all the 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. Read and match. 9 minutes Step 1: Draw pupils’ attention to Sentence 1. Tell them about this activity, elicit the context and give feedback. Show them how to do the task. Get pupils to read Sentence 1 in chorus. Draw their attention to the line connecting Sentence 1 with Sentence b. Have pupils read Sentence b in chorus. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and read aloud the matched exchanges. Game: Pass the ball! Step 1: Give 2 balls for pupils. Step 2: Turn on the music and have students pass the ball. Then stop the music. Have students stop to pass the ball. The pupils who have the ball must stand up and practise speaking with their friends.
14. Step 3: Give point to pupils. Step 4: Encourage pupils to practise speaking English. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Tell pupils about the activity. Elicit the language that pupils need to greet, self- introduce, respond to greetings and say goodbye. Write the language on the board. Get the class to read the sentences in chorus. Step 2: Invite two groups of four to the front of the classroom to model the two contexts. – Context 1: Three players are sitting and talking together. One player pretends to be a newcomer, goes to the place, greets the group, and introduces himself or herself (Hello./ Hi. I'm ___.) The group responds to his/ her greetings (Hello, / Hi, ___.). Then he/ she sits down to join the group. One of the previous sitters stands up and goes out to pretend to be a newcomer. He/ She repeats the procedure. One by one, each member of the group repeats the procedure until the last one. – Context 2: Four players are sitting together talking happily. One of them stands up to leave. He/ She says goodbye to the group (Goodbye./ Bye.). The group responds to the leaver (Goodbye./ Bye.). One by one, each member of the group repeats the procedure until the last one. Step 3: Give pupils time to play the game. Move around the classroom to offer support where necessary. Fun corner and wrap-up: 5 minutes Game: Find a partner Step 1: Divide the class into 2 teams: boys and girls. Prepare the name tags. Step 2: Set the rules: Make a circle, then ask 1 pupil to come stand in the circle and choose a name tag. The one whose name is called will come to the circle and practise speaking by saying Hi, I’m ___. Step 3: Encourage students to join the game. LESSON PLAN TIENG ANH 4 Period: 5 Teaching date: Monday, September 16, 2024 UNIT 1: MY FRIENDS Lesson 1 (1-3) I. OBJECTIVES: By the end of the lesson, pupils will be able to: 1. Knowledges:
15. - understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from; - Correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. 2. Skills: Listening and speaking 3. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks 4. Attributes: - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES - Student’s book: Page 10 - Audio tracks 6, 7 - Teacher’s guide: Pages 17, 18, 19 - Flash cards/ pictures and posters (Unit 1) - Computer, projector III. PROCEDURE: 1.Warm up: Greet the class. - Spend a few minutes revising the previous lesson by having pupils sing the song on page 7 and clap hands or do actions. - Elicit that there are many countries around the world. - Ask pupils to name as many countries as they know. 2.New Lesson: Activity 1. Look, listen and repeat. 5 minutes -Ask pupils to look at Picture a and identify the characters. Ask Who is he / she?, Where is he / she?
16. -Draw pupils’ attention to the question Where are you from? and the answer I’m from America. Explain that they are used to ask and answer questions about where someone is from. -Play the recording and encourage pupils to point at the characters while listening. -Play the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary. Repeat Steps 1 to 4 for Picture b. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Activity 2. Listen, point and say. 10 minutes - Ask pupils to look at Pictures a, b, c, and d and identify the characters, the flags and the names of the countries. - Play the recording for pupils to listen to and repeat the words under the pictures in chorus and individually until they feel confident. - Draw pupils’ attention to the speech bubbles and elicit the missing words 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. Then have pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. Invite a few pairs to point at the pictures and ask and answer questions about where someone is from. Activity 3. Let’s talk. 8 minutes - Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). - Elicit the answer in the speech bubble and write it on the board. Get pupils to say the completed sentences. - Put pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary. - Invite a few pairs to point at the pictures and ask and answer questions about where the pupils are from. Game: Lucky number game (ppt) - Divide the class into 3 teams. - Pupils from each team choose a number (or throw sticky balls on the grid to choose the number), then have 2 pupils from each team ask and answer with the picture behind that number.
17. - Pupils or teacher click the flag to reveal the icons indicating the points for that team. - After 9 numbers, the team with the most points is the winner. 3.Wrap up: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use the words America, Australia, Britain and Viet Nam and the model Where are you from? – I’m from to say where someone is from.) 2. What are the core values of the lesson? (Proud of our country; Respect others’ countries) Period: 6 Teaching date: Monday, September 16, 2024 UNIT 1: MY FRIENDS Lesson 1 – (P 4-6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which knowledge & skills pupils ask and answer questions about where someone is from and number the correct pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues; - sing the song Where are you from? with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks
18. Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 11 - Audio tracks 8, 9 - Teacher’s guide: Pages 20, 21 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Invite a few pairs of pupils to come to the front of the class to ask and answer questions about where they are from, using Where are you from? – I’m from _____. - Ask pupils to open their books at page 11 and look at Unit 1, Lesson 1, Activity 4. Option 2: - Have pupils look at a picture of a boy. Draw pupils’ attention to the Big Ben Tower in the background. Ask Where are you from? Pupils look at the background then guess the country (Britain) and answer the question. Encourage pupils to use full sentence I’m from _____. to answer - Repeat with 3 more pictures. PRACTICE Activity 4. Listen and number. 5 minutes d. Procedure Step 1: Draw pupils’ attention to the pictures and ask questions such as Who is he / she? and Where’s he / she from? Remind them to look at the flags while listening. Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and number the pictures. 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 in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 10 minutes d. Procedure
19. Step 1: Model gapped Sentence 1 as an example. Have pupils read the sentence and guess the missing word. Then draw pupils’ attention to the picture (the flag) and elicit the name of the country that can be used to fill in the gap (Viet Nam). 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 one pupil to read aloud Sentences 1 and 2 and a pair of pupils to act out Exchanges 3 and 4 in front of the class. Correct their pronunciation where necessary. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes Procedure Step 1: 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the picture to reinforce their understanding. Step 2: Have pupils read the first verse of the lyrics. Explain that Minh is from Viet Nam. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it, line by line while clapping their hands. Step 3: Repeat Steps 1 and 2 for the other verses. Explain that Minh asks Lucy, Mary and Ben where they are from and each of them answers. Check comprehension and give feedback. Step 4: Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help where necessary. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap to reinforce the activity. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky numbers - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose a number and answer the question. - The team that has more points is the winner. Option 2: Board Game
20. - Put pupils into pairs. - Give pupils the handouts (attached below). - Pupils take turns to roll the dice and move their piece according to the number of dots on the dice. Pupils say the sentence I’m (name). I’m from (country) according to the information inside the grid. - The pupil who reaches the Finish box first is the winner. --------------------------------------------------------------------------------------------------------- Period: 7 Teaching date: Tuesday, September 17, 2024 UNIT 1: MY FRIENDS Lesson 2 – P1- 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 pupils ask and answer questions about where someone is from; - correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. 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 come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 12 - Audio tracks 10, 11 - Teacher’s guide: Pages 22, 23, 24 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURE