Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 21 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 21 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 21 Period: 41 Teaching date: 06/ 02/2025 UNIT 10: AT THE ZOO Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: mango, mother, mouse - Sound: /m/ -Sentence pattern: That’s _____. 2. Competences: - Use That’s a _____ to identify someone or somethings. - Sing a song with the structures That’s _____. 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’ *Procedure: * - Have a group of Ss to sing the chant in previous lesson, in front of the class. The class claps hands. Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: That’s _____. *Procedure: - Have Ss look at the first picture .Play the recording for Ss to listen and repeat, - Have Ss look at the sentence: That’s _____. 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: That’s _____. Activity 3. Let’s talk:7’ *Aim: help Ss to improve speaking skill with sentence pattern: That’s _____. *Procedure:
2. - Have Ss look at the first picture. Say Look at Picture a, please! Point to the monkey and say: That’s a monkey. Have ss to point and say. Correct pronunciation, if necessary. - Ask Ss to say the sentence “That’s a monkey.” in chorus and individually. - Follow the same procedure with Pictures b, c, d. Give further support to those Ss who find it difficult to do the task, if necessary. - Ask Ss to work in pairs or groups, to point to the pictures and say “That’s a monkey” Offer help, if necessary. - Invite some pairs of Ss to practise pointing to the pictures and say what they have in front of the class. *Outcome: improve speaking skill with sentence pattern: That’s _____. Activity 4. Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: - Have Ss look at the lines of the lyrics. Explain the meaning of the structures “That’s a monkey. Then ask them to read the first line aloud. Check comprehension, if necessary. - Play the recording of the first line several times for Ss to listen and repeat. - Follow the same procedure with other lines. Correct pronunciation and the tune, the rhythm and the melody of the verses of the song, if necessary. - Play the recording all the way through for Ss to listen, to sing and clap their hands. Offer help, if necessary. - Invite some Ss to sing the song in front of the class. The rest of the class sings along and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. *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 ***************************
3. Period: 42 Teaching date: 07/02 /2025 FUN TIME 3 Part 1, 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /o/ (letter o) and /m/ (letter m) - Vocabulary: clock, mop, monkey, mouse. 2. Competences: - Identify the letters o and m and the sounds they have learnt - Identify some learnt words clock, mop, monkey, mouse. - Say the sounds and words with correct pronunciation. 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’ *Aim: help ss to be eager and happy to begin the new lesson. *Revising the sounds and words - Show flashcards or the letters o and m. Have Ss say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Units 9 and 10 on the board. Have Ss play Slap the board in three minutes. Activity 2. Trace and colour. Then point and say:13’ *Aim: help Ss identify some learnt words (clock, mop, monkey, mouse.), trace and colour. Then point and say. *Procedure: -Have Ss look at the pictures and say the words, saying Look and say, please -Ask Ss to look at the word search, find and circle the words in it individually. Then say the words. Explain how to do the task: Find and circle the words in
4. the word search. Then say the words. The words can go across or down. Model with the first word if necessary. Give further support to those Ss who find it difficult to do the task. - Have time for ss to do the task. -After the Ss find the words and pronounce them, organize a short game. Divide the class into two teams. Call on one pupil from each team to go to the board. Call out a word and the two Ss have to write them on the board. Give a point to each correct word. Ss from the teams take turns to write the words. *Outcome identify some learnt words (clock, mop, monkey, mouse.), trace and colour. Then point and say. Activity 3.Let’s play.Simon say. 14’ *Aim: help Ss imitate the upper case and lower case O/o and M/m, using body positions. *Procedure: -Have Ss look at the pictures. Explain how the game is played: Teacher gives a command which begins with Simon says... and Ss have to use their body positions to show the letters. The Ss who make the wrong position will be out of the game. - Model the position of the first letter. - Instruct Ss to imitate each position. - Help them practise this position until they can remember. Follow the same procedure with the other letters. Give further support to those Ss who find it difficult to do the task. -Have the whole class play the game. Call two Ss to be the observers of the game. Give out the commands and monitor how Ss play the game. The Ss who cannot show the right position will be out and become the observers. Divide the class into two teams. Each team plays the game. Give stars/points to the winner.Ss can also give the commands for other Ss to play. *Outcome: Imitate the upper case and lower case O/o and M/m, using body positions. Activity 4. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. IV. COMMENT ************************** LESSON PLAN TIENG ANH 3 WEEK 21 Wednesday, February 5, 2025
5. Unit 12: JOBS Lesson 2 – P 1-3 I. OBJECTIVES 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 someone’s job. - Correctly say the words and use Is he / she ____? and Yes, he / she is. / No, he / she isn’t. to ask and answer questions about someone’s job. - Enhance the correct use of Is he / she ____? – Yes, / No, ____. to ask and answer questions about someone’s job in a freer context. Attributes Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Pupil’s book Page 14 - Audio Tracks 16, 17 - Teacher’s guide Pages 154, 155 - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Simon says Review the previous lesson by having the class play the game Simon says, using the words: doctor, teacher, driver, worker. Teacher says “Simon says ” for the pupils to do the actions. When the teacher doesn’t start the sentence with “Simon says”, pupils do nothing. Who can make it until the end is the winner. - Simon says: Be a teacher. - Be a cook. - Simon says: Be a cook. - Simon says: Be a nurse. - Simon says: Be a farmer. - Be a singer. Simon says: Be a singer. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes :
6. Step 1: Have pupils look at Pictures a and b and elicit the names of the speakers and the people in the pictures. Step 2: Have pupils look at 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 questions Is she a worker? and Is he a doctor? and the answers Yes, she is. and No, he isn’t. Tell pupils that they are questions and answers to ask about someone’s job. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the jobs. Step 2: Have pupils point at Picture a (a cook), 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. Use the flashcards for cook, farmer, singer and nurse to elicit the words. Step 3: Point at Picture a and ask the question Is he a cook? Elicit the answer Yes, he is. Continue with Picture c to elicit the answer No, she isn't. Have pupils listen and repeat after the recording. Step 4: Hold up a flash card and ask a question. Complete the question with different words for jobs to elicit Yes, she/he is. or No, she/he isn’t. Then have the class repeat the answer. Step 5: Have pairs use the pictures in their books to ask and answer questions. Go around the classroom to offer support. Step 6: Invite a few pairs to point at the pictures and make a dialogue. Game: Listen and choose. - Pupils listen to the recording, look at the picture, then choose the answer (Yes or No). - This game can be played in groups. - Each group has a board to write the answers. - Groups that have the correct answers will get points. Encourage pupils to say the sentences aloud after checking the answers. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Hold up the flash cards to elicit the jobs. Have pupils look at the pictures. Point at the pictures and elicit the jobs. Point at a certain person in the picture and elicit the missing words in the gapped bubbles. Step 2: Give pupils time to take turns practising the questions and answers in pairs. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the people in the pictures.
7. Game: Let’s go fishing Step 1: Divide the class into 4 teams. Step 2: Invite 2 pupils from each team to go to the board, choose one question and practise speaking “Is he/ she ________? – Yes, he/she is – No, he/ she isn’t.”. Step 3: Encourage pupils to practise speaking English. Step 4: Give points to pupils. Fun corner and wrap-up: 5 minutes Game: Bingo Step 1: Divide the class into 4 teams. Step 2: Give each pupil one piece of paper. Draw a Bingo grid 3x3 on the board. Ask pupils to tell you the words they have learnt in the lesson. List them on the board. Each pupil chooses nine words from the list to copy into their grid. While they are doing this, copy each word onto a piece of paper, put the pieces of paper into a bag and mix them up. Nominate pupils one by one to pick out a piece of paper and read the word out loud. Pupils having that word in their grids can cross it out. Continue the game until there is a pupil who has all the words in their grid crossed out and calls out Bingo! That pupil is the winner. Step 3: Encourage pupils to join in the game. Step 4: Give candies/stickers for those who get Bingo. Thursday, February 6, 2025 Unit 12: JOBS Lesson 2 – P 4- 6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures. - correctly the four gapped dialogues with the help of the picture cues. - revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’. Core reliability, teamwork, motivation competencies General Listening: listen and number competencies Critical thinking: play the game “Clap for yes” Oral communication: ask and answer the questions about jobs Self-control & independent learning in doing tasks Attributes: Diligence: complete learning tasks
8. Responsibility: appreciate kindness to others in class II. RESOURCES AND MATERIAL: - Audio Tracks 18 - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 2: Game: What do they do? Review the previous lesson by having the class play the game, using the words: farmer, nurse, singer, cook, doctor, worker, teacher and driver. Step 1: Divide the class into 4 teams. Step 2: One pupil from each team will go to the front, look at the picture then answer the question. The fastest pupil will get points. After that, each of them has to say the job word aloud 3 times. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. Option 3: Game: Throw the ball. Step 1: Divide the class into 2 teams. Step 2: Stick the pictures of jobs on the board. Teacher says a word, a pupil from each team has to point/throw the ball to the right picture and say the word three times. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils. PRACTICE Activity 1. Listen and number. 8 minutes Step 1: Have pupils look at the pictures. Point at each picture to elicit the job. Play the recording twice so that pupils can do the task. Play the recording the third time to give pupils another listening opportunity. Step 2: Check answers together as a class. Play the recording again for pupils to correct 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 2. Look, complete and read. 9 minutes
9. Step 1: Have pupils look at the pictures and identify the jobs in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the answers. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask the question, have them look at the picture and answer the question. Have pupils complete the answer (she is). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the dialogues individually. Get pupils to swap books with a partner, then check the answers as a class. Ask a few pairs to read the 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 “Is she/ he a _____? – Yes, she/ he is. No, she/ he is.” Step 3: Encourage pupils to practise speaking. Step 4: Give points to pupils. PRODUCTION Activity 3. Let’s play. 8 minutes Step 1: Hold up a flash card for driver and ask pupils Is he a driver? and elicit the answer Yes, he is. Ask pupils to clap their hands and repeat the answer. Ask pupils to clap their hands and say Yes, he / she is. if the answer is Yes. Keep holding a flash card for driver and ask another question to elicit No, he isn’t. Ask pupils to stamp their feet and repeat the answer. Ask pupils to stamp their feet and say No, he / she isn’t. if the answer is No. Step 2: Repeat the procedure with the other flash cards. Extension: Invite a few pupils to the front of the class and ask questions. Fun corner and wrap-up: 5 minutes Option 2: Game: Guessing Step 1: Ask pupils to sit in a circle. Step 2: A pupil shows a flashcard for the whole class, then pupils will ask and answer “Is he/she ______? - Yes, he/ she is. No, he/she isn’t.” Step 3: Students who answer correctly will stand up and hold another flash card. Encourage pupils to practise speaking English. Friday, February 8, 2025 Unit 12: JOBS Lesson 3 – P1-3 I. OBJECTIVES: Language By the end of the lesson, pupils will be able to:
10. - correctly pronounce the sounds of the letters er and or in isolation, in the words mother and doctor and in the sentences My mother is a teacher. and My father is a doctor. - identify the words mother and doctor while listening. - say the chant with the correct rhythm and pronunciation. Core reliability, teamwork, motivation competencies General Listening: listen and repeat competencies Critical thinking: listen and circle Self-control & independent learning: perform speaking in a chant Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks II. RESOURCES AND MATERIAL: - Audio Tracks 19, 20, 21 - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Picking coconuts Review the previous lesson by having the class play the game, using the words: teacher, nurse, driver, cook, doctor, driver, farmer and singer. Step 1: Divide the class into 4 teams. Step 2: Invite one pupil from each team to the front, listen to the recording and choose the right answer. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letters er, the word mother and the sentence My mother is a teacher. Play the recording and encourage them to point at the letter/ word/ sentence during their listening. Step 2: Play the recording again and encourage pupils to listen and repeat. 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 letter or. Game: Listen and choose.
11. Divide the class into 2 groups. Let the pupils listen to the recording, then choose the correct word. PRACTICE Activity 2. Listen and circle. 9 minutes Step 1: Draw pupils’ attention to the sentences and tell pupils what to do in the task. Play the recording twice for pupils to circle the correct options. Step 2: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Play the recording so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. Game: Chinese whisper Step 1: Divide the class into four teams. Step 2: Invite 5 pupils from each team to line up. The first pupil gets a card/ listens to the teacher’s whisper. Pupils whisper sentences to the next friends in their lines. The last pupils say the sentences aloud. Step 3: Encourage pupils to join in the game. Step 4: Give points to the teams. PRACTICE Activity 3. Let’s chant. 8 minutes Fun corner and wrap-up: 5 minutes Game: Guessing Step 1: Divide the class into 4 teams. Step 2: Look at the cards (1-8), there are pictures behind them. Let pupils guess the jobs in the pictures. (Spin the lucky wheel to get points.) Step 3: Encourage pupils to take part in the game and practise speaking English. Step 4: Give points to pupils. LESSON PLAN TIENG ANH 4 WEEK 21 Wednesday, February 5, 2025 UNIT 12: JOBS Lesson 2 – P 1- 3 I. OBJECTIVES By the end of the lesson, pupils will be able to:
12. Language – understand and correctly repeat the sentences in two knowledge & skills communicative contexts in which pupils ask and answer questions about the place of work of a family member. – correctly say the phrases and use Where does he / she work? – He / She works _____. to ask and answer questions about places of work. – enhance the correct use of Where does he / she work? – He / She works _____. to ask and answer questions about places of work in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Audio tracks 15, 16 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) III. PROCEDURE Warm-up and review: 5 minutes - Greet the class and encourage pupils to respond to your greeting. Option 1: Invite a few pupils to the front of the class to sing the song My lovely family. The class may sing along and clap hands. Option 2: Game: Slap the board (using flashcards) to review words about jobs in the previous lesson Option 3: Sing the warm-up song (Powerpoint) EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and identify the characters. Check comprehension. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and familiarise themselves with the characters’ voices. Play the recording again, sentence by sentence, for pupils to listen and repeat. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 3: Invite a few pairs to the front of the class to listen to and act out the exchanges. Step 4: Draw pupils’ attention to the question Where does she work? and the answer She works at a nursing home. Explain that these structures are used to ask and answer questions about where someone works. Assessment - Performance products: Pupils’ answers.
13. - Assessment tools: Observation; Questions & Answers. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Ask pupils to look at Picture a and identify the place of work of the woman. Play the recording for pupils to listen to and repeat the phrase in chorus and individually until they feel confident. Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing phrase in the answer. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant picture when they are repeating. Step 3: Repeat Steps 1 and 2 with Pictures b, c and d. Go around the classroom and offer help if necessary. Step 4: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Ask pupils to look at the pictures and identify the job as well as the workplace of the character in each picture. Ask What does he / she do? Where does he / she work? Check comprehension. Step 2: Give pupils time to work in pairs and take turns asking and answering the questions. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to come to the front of the class and act out the roles. Assessment - Performance products: Pupils’ questions and answers. - Assessment tools: Observation; Questions & answers. Fun corner and wrap-up: 5 minutes Option 1: Play the game Where does he/she work? (powerpoint) Option 3: Swap flashcards to revise the learnt words and get to know some new words of jobs Wednesday, February 5, 2025 UNIT 12: JOBS Lesson 2 – P 4-6 I. OBJECTIVES
14. By the end of the lesson, pupils will be able to: Language – listen to and understand two communicative contexts in which knowledge & pupils ask and answer questions about jobs and workplaces of skills family members and tick the correct pictures. – complete two gapped exchanges with the help of picture cues. – practise using the target vocabulary and sentence patterns by playing the game Guessing game. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Audio track 17 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) III. Warm-up and review – Listen and tick – Look, complete and PROCEDURE read – Let’s play – Fun corner and Wrap-up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking for and answering about the places of work of the people on page 14. Option 2: Play a quizizz game about jobs (powerpoint) PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Ask pupils to look at Pictures 1a and 1b and identify the job and the workplace of each character. Ask What does she do? and Where does she work? Draw their attention to the places of work of the women. Check comprehension. Step 2: Play the recording of the first dialogue for pupils to listen to. Then play the recording again for them to tick the correct pictures. Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers if needed. Play the recording a third time for pupils to double-check their answers. Key: 1. b 2. b
15. Extension: If time allows, play the recording, sentence by sentence, for the class to listen to and repeat the dialogues individually and in chorus. Correct pronunciation where necessary. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Have pupils look at the pictures. Get them to identify the characters and places in the pictures. Step 2: Have pupils look at the two gapped exchanges. Draw their attention to the missing words in the questions and answers. Step 3: Model Exchange 1. Have pupils look at the first gap. Ask them what word is missing (She's). Then have them complete the sentence (She is a nurse.). Get them to guess the missing word in the second answer and complete the answer (hospital). Step 4: Repeat the same procedure with Exchange 2. Set a time limit for pupils to complete the gaps individually. Go around the classroom and give further support to pupils who find it difficult to do the task. Step 5: Get pupils to swap books, then check the answers as a class. Invite a few pairs to read the completed exchanges aloud. Key: 1. nurse; work at 2. a worker; work; at a factory Extension: Invite two pairs of pupils to act out the completed exchanges in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Tell pupils the goal of the game and how to play it. Explain that they have to listen to the teacher’s sentences and reply to the places where they work as quickly as possible. Step 2: Invite two groups of pupils (three pupils in each group) to the front of the class. Then say (e.g. He’s a farmer.) and ask the groups to reply (e.g. He works on a farm.). The group that gives the correct answer more quickly gets one point / star. The group with more points / stars is the winner. Extension: When pupils feel confident with the game, call on one or two pupils to act as the teacher to say the sentences to the groups. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Guess the jobs or work places (powerpoint)
16. Option 2: Guess where? Call some pupils to write down or draw one thing or one word related to the job they choose, The teacher describes the word/ drawing and asks the rest to guess the job and the workplace. Option 3: Whispering game Wednesday, February 5, 2025 UNIT 12: JOBS Lesson 3 – P 1-3 I.OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly repeat the sounds of the letters ar and ur in isolation, in knowledge & the words farmer and nurse, and in the sentences My father is a skills farmer. and My mother is a nurse with correct pronunciation and intonation. – identify the target words farmer and nurse while listening. – say the chant with the correct pronunciation and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Audio tracks 18, 19, 20 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDURE Let’s chant – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Lip- reading game - Guide pupils to say any jobs they like without making a sound. Divide them into groups - Each pupil takes turns to say any job without making a sound while the rest guess the job. Option 2: Game: Guess the job (powerpoint)
17. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils point at the letters ar, the word farmer, and the sentence My father is a farmer. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation where 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 with the letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation where 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: Pupils’ 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 gapped sentences and guess which option can be chosen to fill in each gap. Step 3: Play the recording, once or twice, for pupils to listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers. Step 4: Invite a few pupils to stand up, listen to and repeat the completed sentences in front of the class. Correct their pronunciation where necessary. Key: 1. b 2. c Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils read the first verse of the chant and draw their attention to the sounds of the letters ar and ur, the words farmer, farm, nurse and nursing and the sentences My father is a farmer. He works on a farm. My mother is a nurse. and She works at a nursing home. Check comprehension. Step 2: Play the recording of the first verse. Play the recording again, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 3: Repeat Steps 1 and 2 with the second verse of the chant. Draw pupils’ attention to the sounds of the letters ur and ar, the words nurse, nursing, farmer and farm, and the
18. sentences Our father is a nurse. He works at a nursing home. Our mother is a farmer. and She works on a farm. Step 4: Play the recording all the way through for pupils to chant and clap their hands. Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along. Assessment - Performance products: Pupils’ performance - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Ask pupils to sketch anything related to the places of work and ask their friends to guess the working place their friends sketch. Option 2: Create your own chant about your family. LESSON PLAN TIENG ANH 5 WEEK 21 Period 82 Wednesday, February 5, 2025 Unit 12: OUR TET HOLIDAY Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative contexts about where someone will go at Tet, and number the pictures - complete two gapped exchanges with the help of picture cues - revise the target vocabulary items and structures by playing the game Board race. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control and independent learning: perform listening and reading tasks. 3. Attitude/ Qualities: - Show their pride in the traditional holiday in their country. B. TEACHING AIDS:
19. - Teacher: Teacher’s guide Pages 200, 201, 202; audio Tracks 17; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Student’s book Page 15, notebooks, workbooks, school things. C. PROCEDURES: 1.Warm- up and review: (5’) Game: Pass the teddy bears *Aims: to revise the learned sentence structures. *Procedure: - Give two different coloured teddy bears to two ss, a black teddy bear (ask the question) and a white teddy bear (answer the question). - Ask ss to listen to music and pass the teddy bears. - Stop music suddenly. Have the student with a black teddy bear make a question. Have the student with a white teddy bear answer the question. - Repeat the game several times. - Say “Open your book page 15” and look at “Unit 12, Lesson 2 (4,5,6)”. 2.Practice: (25’) Activity 1. Listen and number: *Aims: Ss will be able to listen to and understand four communicative contexts about where someone will go at Tet and number the correct pictures. *Procedure: - Elicit and ask questions to elicit the home in the pictures + What can you see in this picture? + Where are they? + What do they do? - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording + Play the recording again for pupils to do the task.
20. + Play the recording a third time for pupils to check their answers. - Get Ss to swap books with their partner, then check answers as a class. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - If time allows, play the recording, sentence by sentence, for Ss to listen and repeat individually and in chorus Key: 1. b 2. a 3. d 4. c Activity 2. Read and complete. *Aims: Ss will be able to complete two gapped exchanges with the help of picture cues. *Procedure: - Have ss look at the pictures and identify the activities in the pictures. - Have Ss look at the two incomplete exchanges and elicits the missing words in the sentences. - T models with the first gap + Have Ss look at the picture and identify the needed information (where). - Have Ss work in groups and complete - Get Ss to swap books with a partner and check their answers before checking as a class. - Invite two pairs of Ss to act out the two completed exchanges in front of the class Key: 1. Where; grandparents’ house 2. won’t; Where; go to a fireworks show Activity 3. Let’s play *Aims: Ss will be able to revise the target vocabulary items and structures by playing the game Board race. *Procedure: