Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 20 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 20 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 20 Period: 39 Teaching date: 21/01 /2025 UNIT 10: AT THE ZOO Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: mango, mother, mouse. - Sound: /m/ 2. Competences: + Remember and say some new words: mango, mother, mouse. + Pronounce the sound of the letter: M/m 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’ -Ask ss to sing the song in previous lesson. Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter M/m and remember and say some new words: mango, mother, mouse. *Procedure: - Have Ss look at the picture and draw Ss’ attention to the letter M/m, the word mango and other words next to the things and the colour of the letter M/m,. -Ask Ss to point to the letter M/m, Have them listen and repeat the sound of the letter M/m, more than once, if necessary. -Tell Ss to point to mango and the word mango. Ask them to listen and repeat the word. -Repeat the same procedure with : mango, mother, mouse. 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 M/m, and : mango, mother, mouse and repeat until they feel confident. Correct pronunciation, if necessary.
2. -Play the recording again and call some Ss to say the letter M/m, and the words mango, mother, mouse in front of the class *Outcome: pronounce the sound of the letter M/m and remember and say some new words: mango, mother, mouse. Activity 3. Point and say:14’ - Have Ss look at the picture again and ask them to describe the picture again (in Vietnamese). Draw their attention to the letter M/m,, mango and the things, if necessary. - Get them to point to the letter M/m, and say it. Let them point to mango and say - Give further support to those Ss who find it difficult to do the task. - Follow the same procedure with other things. Give further support to those Ss who find it difficult to do the task. - Ask Ss to work in pairs or in groups to point to the picture and say the sound of the letter M/m, 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 M/m and remember and say some new words: mango, mother, mouse. 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 ************************** Period: 40 Teaching date: 23/ 01/2025 UNIT 10: AT THE ZOO Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: mango, mother, mouse.
3. - Sound: /m/ 2. Competences: +Say the letter M/m and the words mango, mother, mouse. +Listen and identify the words mango, mother, mouse. +Trace the letter M/m complete the words __ango, _other, _onkey , _ouse. 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, recording. III. PROCEDURE: Activity 1: Warm up:5’ * Invite a few Ss to point to the picture/poster and pronounce the sound of the letter M/m, and say the words mango, mother, mouse Activity 2. Listen and chant:10’ - 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 M/m, and the word monkey. 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: mango, mother, mouse. Activity 3. Listen and tick :7’ -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.
4. *Outcome: improve listening skill with some words mango, mother, mouse. Activity 4. Look and trace.10’ - Have Ss look at the letter M (upper case) and m (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter M/m,. T can demonstrate by air tracing or tracing the broken lines of the letter M/m, on the board. -Then let Ss do the tracing and then writing. 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 M/m, in broken lines on the board and invite some Ss to trace and write them. *Outcome: look and trace with the sound of the letter M/m. 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 20 Tuesday, January 21, 2025 Unit 11: MY FAMILY Lesson 3 – P1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother? and Are you sure?
5. - use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”; - say a chant Core competencies communication, planning and organization, stress tolerance, and initiative General competencies Listening: listen and repeat, listen and circle Self-control & independent learning: perform learning tasks Communication and collaboration: work in pairs or group 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 9, 10, 11 - 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: 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: Word search puzzle - Have the whole class play “ Word search puzzle”. - Have pupils find out the words about numbers and family members. - This game is just for fun, not for competition. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes
6. Step 1: Draw pupils’ attention to the letter o, the word old and the question How old is your brother? Play the recording and encourage them to point at the correct letter, word and question while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Tell them about the activity. Do this several times until pupils feel confident. Correct their pronunciation where necessary and praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letters ure. PRACTICE Activity 2. Listen and circle. 9 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Play the recording for pupils to listen to. Play the recording again for them to do the task. Play the recording a third time for them to check their answers. Step 3: Tell pupils to swap books with a partner, then check the 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: Invite one or two pupils to stand up, listen and repeat the sentences. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils read the first verse of the chant and elicit its meaning. Draw pupils' attention to the sounds of the letters o and ure in the words old and sure. Check comprehension. Step 2: Play the recording for pupils to listen and repeat the first verse, line by line. Show them how to chant and clap. Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw their attention to the sounds of the letters o and ure in the words old and sure. Go around the classroom and correct pronunciation if necessary. Step 4: When pupils become familiar with the rhythm and pronunciation, play the recording of the whole chant for pupils to do choral and individual repetition. Go around the classroom and correct pronunciation if necessary. Step 5: Invite a few groups to the front of the class to chant. The rest of the class may clap along. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn (activity 1: Listen and repeat), have pupils look at the sounds, words and sentences and repeat after the recording. Option 2: Game: Fabulous sounds - Divide the class into 2 teams. - Each team chooses one number to go to the question.
7. - Have pupils look, read and choose the right words that match the sounds. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any numbers left. - The one who gets the most points is the winner. Option 3: Preparation for the project: Tell pupils about the project on page 11. Ask them to prepare at home by collecting or drawing a picture of their family and bring their work to the classroom at the project time to present it. Wednesday, January 22, 2025 Unit 11: MY FAMILY Lesson 3 – P4- 6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and write about family members and their ages; - collect a picture of their family and show it to the class. Core competencies communication, planning and organization, stress tolerance, and initiative. General competencies Written Communication: practice writing about family members 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 Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - 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.
8. - 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 11, Lesson 3). - Ask pupils to chant and do the actions in Unit 11, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: - Play the game in the powerpoint Unit 11 – lesson 3 – period 6. - Divide the class into 2 teams to play “Funny Sums”. - Each team chooses one letter to go to the question. - Have pupils look, read and do the sums. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any letters left. - The one who gets the most points is the winner PRACTICE Activity 4. Read and complete. 8 minutes Step 1: Tell pupils about this activity. Read the four gapped sentences as a class. Draw pupils’ attention to the blank in Sentence 1. Get pupils to scan the paragraph and find the missing words from the box. When pupils give the correct answer, write it on the board and get the class to read the completed sentence together. Step 2: Give pupils time to do the rest of the sentences individually. Go around the classroom to offer support. Step 3: Check the answers as a class. Get the pupils to swap and correct their answers in pairs. Extension: If time is available, ask one or two pupils to read the complete text aloud and check their pronunciation if necessary. PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Tell the class the goal of this activity. Show them how to complete the task. They should read each gapped sentence, guess the missing information in the sentence to complete it. Check comprehension and give feedback. Step 2: Give pupils time to write the answers. Circulate round the class during the activity and offer help where necessary. Step 3: Get the pupils to swap and correct their answers in pairs. Step 4: Repeat Steps 1 to 3 for the other sentences. Extension: If time allows, invite a few pairs to stand up and read the completed text aloud. The rest of the class listens and cheers or claps their hands if the performers do a good job. PRODUCTION Activity 6. Project. 8 minutes
9. Step 1: Tell pupils about the goal of the activity. Explain that they are going to show a picture of their family and tell the class about them. Step 2: Have pupils work in groups. Each member shows his / her picture and introduces them, e.g. This is my family. This is my mother. Go around and praise pupils when they perform well. Step 3: Invite one or two pupils to show their pictures to the class and tell the class. 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. Option: - Play games in the powerpoint Unit 11 – lesson 3 – period 6. - Divide the class into 2 teams to play “Treasure hunt”. - Have pupils choose a square and make a sentence based on cue words. - Back to the menu for another question. - Pupils continue their turns until there are not any letters left. Thursday, January 23, 2025 UNIT 12: JOBS Lesson 1 – P 1-3 I. OBJECTIVES
10. Language By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about the job of a family member. - correctly say the words and use What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job. - enhance the correct use of What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job in a freer context. Core competencies teamwork, integrity, communication, planning and organization General competencies Listening: listen and recognize the jobs, then repeat Critical thinking: talk about jobs Oral communication: speak about jobs, ask and answer the questions Attributes Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Pupil’s book Page 12 - Audio Tracks 12, 13 - Teacher’s guide Pages 150, 151, 152 - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) - Computer, projector 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: Memory game Review the previous lesson by having the class play the Memory game, using the words: mother; father; sister; brother. - Divide the class into 2 teams. - Each pupil from each team goes to the front and touches 2 squares. If they match the right word with the correct picture, they will get one point for their team. - Encourage pupils to join in the game.
11. - Give points to pupils. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes. Step 1: Draw pupils’ attention to the pictures. Point at each picture, ask questions to help them identify names of the speakers in the pictures. Step 2: Play the recording for Picture a. Play the recording again for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What's her job? and What's his job? and the answers She's a doctor. and He's a teacher. Tell pupils that they are questions and answers to ask about someone's job. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Procedure: Step 1: Have pupils look at the pictures and elicit the jobs. Step 2: Have pupils point at Picture a (a doctor), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for doctor, driver, teacher and worker and have pupils say the words. Step 3: Point at the bubble and have pupils listen and repeat after the recording (What’s her job?) Point at Picture a and have pupils listen and repeat after the recording (She's a doctor.). Repeat the same procedure with the other three pictures. Step 4: Give pupils time to practise asking and answering the question What's her / his job? Remind them that they can use any of the four pictures to point, ask and answer the question. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class. Game: Listen and choose Let the pupils listen to the recording, then choose the correct picture. This game can be played in groups to make it more interesting. PRACTICE Activity 3. Let’s talk. 8 minutes Procedure:
12. Step 1: Hold up the flash cards for doctor, driver, teacher and worker to elicit the question and answer about his or her job. Have pupils look at the picture. Point at the adults in the picture and elicit mother and father and the questions What’s his job? and What’s her job? Step 2: Give pupils time to practise in pairs. One pupil asks the question What's his / her job? and the other answers He’s / She’s ______. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to perform their conversations. Game: Look and say Ask 2 pupils to look at the pictures and practice speaking the structure of the lesson. One pupil asks then the other answers the question. (This can be more interesting when the teacher lets pupils play rock, scissors, or paper to decide who will ask.) Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Matching game T uses pictures and flashcards. Ask them to find and match. Praise the ones who finish matching. Then ask the class to look and say aloud. Option 3: Preparation for the project: Tell pupils about the project on page 17. Ask them to prepare a mind map to introduce the jobs of their family members. They need to prepare the sentences that they are presenting. In Lesson 2, Period 4, T reminds pupils of what they need to prepare for the project. Friday, January 24, 2025 Unit 12: JOBS Lesson 1 – P 4-6 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 the jobs of family members and tick the correct pictures. - Complete the two gapped sentences and two gapped dialogues with the help of the picture cues. - Sing the song My mother and my father with the correct melody and pronunciation. Core competencies
13. work standards, reliability, motivation, teamwork General competencies Listening: listen and recognize the jobs Reading skill: Look, complete and read Self-control & independent learning: sing a song Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 14, 15 - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Game: Throw the ball. Step 1: Divide the class into 2 teams. Step 2: Stick the pictures of the activities on the board. Teacher says a word, a pupil from each team has to point/throw the ball to the right picture and says the word three times. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils. Option 2: Game: Spelling bee Review the previous lesson by having the class play the game Spelling bee, using the words: doctor, teacher, driver, worker. Step 1: Divide the class into 4 teams. Step 2: Pupils from each team take turns to go to the front, then choose one letter to form the correct words. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. PRACTICE Activity 1. Listen and tick. 8 minutes
14. Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the job in each picture. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Repeat Step 1 with Pictures 2a and 2b. Step 2: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Extension: If the time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation if necessary. Game: Listen and choose A or B There are 2 pictures A, B. Pupils listen to the recording and choose the correct one. This can be played in groups to make it more interesting. Step 1: Have pupils look at the pictures and identify the jobs 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 Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (a doctor). Then have them look at the picture and identify the job. Have them complete the gap. (She's a doctor). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the sentences and dialogues individually. Get pupils to swap books with a partner, then check the answers as a class. Ask a few pairs to read the sentences and dialogues aloud. Game: Role play Step 1: Divide the class into 2 teams. Step 2: Invite each pupil from each team to go to the board and practise “What’s her/ his job? – She’s/ He’s ________.” Step 3: Encourage pupils to practise speaking. Step 4: Give points to pupils. PRACTICE Activity 3. Let’s sing. 8 minutes Step 1: Have pupils look at the pictures illustrating the song lyrics and say what they can see in the pictures. Elicit the words worker and driver. Step 2: Play the recording and ask pupils to clap their hands when they hear the words mother and father. Play the recording again for the class to listen and clap their hands. Play the recording again and ask pupils to do the TPR actions for worker and driver when they hear the words worker and driver. Play the recording again for the class to listen and clap their hands. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording a few times for them to practise singing, clapping and doing the actions while singing.
15. Extension: Put pupils into groups and have them create their own actions for the song. Invite groups to the front of the class to perform while the rest of the class sing and/ or clap along. Encourage the class to praise or cheer for the performers. Game: Sing and dance Step 1: Divide the class into 4 teams. Step 2: Play the music for pupils to sing and do the actions. When the music stops, pupils stop their actions. Anyone who can not stop in time will be eliminated. Step 3: Encourage pupils to sing and dance. Step 4: Give points to pupils. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Sentence Puzzle Step 1: Divide the class into groups of four. Step 2: Give each group a sentence that is cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Step 3: The faster group will be the winner. Step 4: Encourage pupils to join in the game. Step 5: Give points to pupils. LESSON PLAN TIENG ANH 4 WEEK 20 Monday, January 20, 2025 UNIT 11: MY HOME Lesson 3 – P1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly pronounce the sounds of the letters i and ee in isolation, in the words big and street, and in the sentences They live in a big village., and They live in Green Street.;
16. - Identify the specific information by listening 2 sentences to identify the target word; - Perform the chant in interesting ways, using appropriate and meaningful gestures; 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 9,10,11 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Option 2: 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 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. - Get pupils to open their books at page 10 and look at Unit 11, Lesson 3, Activity 1. Tell them what they will learn in this lesson. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils point at the letter i, the word big, and the sentence They live in a big village. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation when necessary. Step 2: Invite a few pupils to listen to and repeat the sound, the word and the sentence in front of the class. Praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation if necessary. Step 4: Let pupils work in pairs or groups, pronouncing the sounds, saying the words, and reading the sentences until they feel confident. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Get pupils to read the options and guess the sentences they may hear in the recording.
17. Step 3: Play the recording for pupils to listen to. Play the recording again for them to do the task by circling the correct options. Play a third time for them to double-check their answers. Get pupils to swap books with a partner and check their answers before checking as a class. Step 4: Invite a few pupils to read aloud all the options in front of the class. Go around the classroom and correct their pronunciation if necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils look at the pictures and tell what they can see in the pictures and predict what the pupils can do. Play the recording and have pupils check the prediction. Step 2: Have pupils read the first verse of the chant and draw their attention to the sounds of the letters i and ee, the words with the sounds such as live, in, Little, Bee, Green, and Street. Check comprehension. Step 3: Play the recording of the first verse for pupils to be familiar with the chant. Play the recording again, line by line, for pupils to listen and repeat. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 4: Repeat Steps 2 and 3 with the second verse of the chant. Draw pupils’ attention to the sounds of the letters i and ee, the words with the sounds such as live, in, big, village, Little and Fish. Step 5: Play the recording all the way through for pupils to chant and clap. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Game: Spin the wheel Pupils spin the wheel and say the words with the target sound. Wrap- up: What have you learnt today? Monday, January20, 2025 UNIT 11: MY HOME Lesson 3 – P4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to:
18. Language knowledge & skills - Identify the specific information by scanning the text and circle the correct answers; - Write about their home; - Present pictures to the class at the Project time; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform presentation skill 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 - Student’s book: Page 11 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) III. PROCEDURE Warm-up and review: 5 minutes Option 1: Greet the class, then invite one or two groups of pupils to the front of the class to say the chant in Lesson 3, Activity 3. The rest of the class may chant and clap along. Option 2: 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 3: Chant and do activities (Unit 11, Lesson 3). - Ask pupils to chant and do the actions in Unit 11, Lesson 3 in groups. - Give points for the groups and encourage them. – Ask pupils to open their books at page 11 and look at Unit 11, Lesson 3, Activity 4. PRACTICE Activity 1. Read and circle. 5 minutes Step 1: Tell pupils the goal of the activity and explain that they should read the text and circle the correct options to complete the gapped sentences. Check comprehension. Step 2: Do Sentence 1 as an example. First, have pupils read Sentence 1 and decide what information they need to find in the text. Then, have them read the text carefully and find the information about the flat where the writer lives to decide if option a or b is correct. Circle the correct option. Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. Extension: Invite one or two pupils to read the text in front of the class. Correct their pronunciation where necessary Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION
19. Activity 2. Let’s write. 10 minutes Step 1: Tell the class the goal of the activity and explain that they should read the gapped text and fill in the gaps with their own information. Explain that the gaps in the text focus on the place pupils live in. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the first sentence and elicit the words (e.g. house, flat). Then have them write it in the gap. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner, check and read their friend’s writing. Extension: Invite one or two pupils to read their completed texts in front of the class. Check pronunciation if necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRODUCTION Activity 3. Project. 8 minutes Step 1: Tell pupils the goal of the activity. Explain the project again that pupils are introducing their home. Pupils draw a picture of the place (street, road, village, etc.) where they live and prepare how to present it at home. They should talk at least five sentences about where they live. Ask pupils to show their completed pictures that they have prepared at home and present them to the class. Step 2: Use Mary’s presentation as an example. Act as Mary to make a presentation, for example, “I live in Thang Long Street. It is a small street. There are some shops. There are many trees. I like my street.” Step 3: Have pupils work in their groups. Each pupil shows his or her picture and talks about it. Go around the classroom and offer help if necessary. Step 4: Invite a few pupils to show the pictures and make a presentation about their beautiful homes. Praise pupils when they do the task well. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: George beats the dragon Pupils take turns to answer the quiz. They will get 1 point if they have the correct answer. 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: What have you learnt today? Tuesday, January 23, 2025 UNIT 12: JOBS
20. Lesson 1 – Period 1 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 in which pupils ask and answer the questions about the job of a family member. – correctly say the words and use What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs. – enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs 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 their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Student’s book: Page 12 - Audio tracks 11, 12 - Teacher’s guide: Pages 170-172 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Guess the job (PPT slides) Option 2: Miming game Ask pupils to think about jobs, name one thing related to the job they choose, ask the rest to say the name of the job their friend describes. If possible, prepare some working tools for a policeman (a hat/ white gloves ), a farmer, an office worker and an actor to make the game more exciting. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer the questions about the job of a family member. b. Input