Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 22 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 22 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 22 Period: 43 Teaching date: 11/2 /2025 FUN TIME 3 Part 3, 4 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /o/ (letter o) and /m/ (letter m) - Vocabulary: clock, lock, pot, monkey, mango, mouse. 2. Competences: - Say the words they have learnt with correct pronunciation. - Match the phrases with the correct pictures 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. *Procedure: - Have Ss play slap the board game Activity 2. Match and say.13’ *Aim: help Ss match the phrases with the correct pictures. *Procedure: -Have them look at the pictures and ask them What can you see in the pictures? Have them point to each picture and say the word Ask them to tick the correct picture. -Have them colour the correct picture. Then have them say the words. -Follow the same procedure with questions 2, 3 and 4. Give further support to those Ss who find it difficult to do the task. -Get Ss to check their answers in pairs. Then ask some pairs to give their answers. Give comments and confirm the correct answers. *Outcome: Match the phrases with the correct pictures. *Procedure: Activity 3. Let’s play: Kim’s game. 14’ *Aim: help Ss review and say the words (clock, lock, monkey, mango, mouse) they have learnt. *Procedure:
2. - Explain the rule of the game: stick six pictures on the board. Ask ss to look carefully at the pictures of 30 seconds. Then put all of the pictures away. Then ask ss to say out all of the word for suitable with the pictures. -Model the game with one pupil. -Ask the whole class to play the game if the time allows. This time Ss can point to any pupil they like in class. *Outcome: review and say the words (clock, lock, monkey, mango, mouse) they have learnt. 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: 44 Teaching date:13/ 2/ 2025 UNIT 11: AT THE BUS STOP Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: sun, truck, bus, running. - Sound: /u/ 2. Competences: + Remember and say some new words: sun, truck, bus, running. + Pronounce the sound of the letter: U/u. 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. *Procedure:
3. - Give Ss some flashcards and let him/her talk about the words in each picture. Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter U/u and remember and say some new words: sun, truck, bus, running. *Procedure: - Have Ss look at the picture, and answer some questions to identify the pictures. Draw Ss’ attention to the words next to the things and the colour of the letter U/u . Check comprehension. -Ask Ss to point to the letter U/u Have them listen and repeat the sound of the letter U/u more than once, if necessary. -Tell Ss to point to hat and the word Sun. Ask them to listen and repeat the word. -Repeat the same procedure with the sun, truck, bus, running. 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 U/u.and sun, truck, bus, running. and repeat until they feel confident. Correct pronunciation, if necessary. -Play the recording again and call some Ss to say the letter U/u.and the words sun, truck, bus, running in front of the class. *Outcome: pronounce the sound of the letter U/u and remember and say some new words: sun, truck, bus, running. Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter U/u and remember and say some new words: sun, truck, bus, running. *Procedure: - Have Ss look at the picture again and ask them to describe the picture again (in Vietnamese). Draw their attention to the letter U/u apple and the things, if necessary. - Get them to point to the letter U/u.and say it. Let them point to an apple 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 U/u .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 U/u and remember and say some new words: sun, truck, bus, running. Activity 4. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again.
4. Activity 5. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT LESSON PLAN TIENG ANH 3 WEEK 22 Tuesday, February 11, 2025 Unit 12: JOBS Lesson 3 – P4-7 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and complete a table about the jobs of the family members. - read and complete a paragraph about the pupils’ parents’ jobs. - make a mind map about family members and present it to the class. Core teamwork, reliability, motivation competencies General Critical thinking: talk about jobs competencies Oral communication: speak about jobs Written communication: practise writing about jobs (Let’s write) Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Website sachmem.vn - Flashcards/pictures and posters (Unit 12) III. Warm-up and review – Read and complete – Let’s write – PROCEDURE Project – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: Say the chant on page 16. - Ask pupils to chant in groups / teams (boys and girls).
5. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Doraemon English Review the previous lesson by having the class play the game, using the words: farmer, teacher, singer, driver, cook, doctor, worker and nurse. Step 1: Divide the class into 4 teams. Step 2: Invite 1 pupil to choose 1 number and guess the job, then ask and answer about the job. Step 3: Encourage pupils to join in the game. Step 4: Give points to pupils. PRACTICE Activity 1. Read and complete. 8 minutes Step 1: Tell pupils about the context of the paragraphs. Minh and Mary introduce their families. Tell pupils about the task. Point at the table and elicit the type of information they need to find in the texts. Step 2: Read the sentences in Paragraph 1 and tell pupils to fill in the first and second blanks. Let pupils complete the table. Follow the same procedure with Paragraph 2. Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. PRODUCTION Activity 2. Let’s write. 9 minutes Step 1: Draw the pupils’ attention to the first gap and elicit the answer. Have pupils write their answers down. Step 2: Continue with other gaps. Give pupils time to write the answers down. Step 3: Have some pupils read their paragraphs aloud. Game: Presentation time! Step 1: Divide the class into four teams. Step 2: Invite each pupil from each team to go to the board then talk about their parents’ jobs. Step 3: Encourage pupils to take part in the game. Step 4: Give points to pupils. PRODUCTION Activity 3. Project. 8 minutes Step 1: Point at the sample mind map and explain that a pupil is going to introduce the jobs of their parents to their friends. Step 2: Have pupils show the mind map that they have prepared for the project. Revise some structures and vocabulary that pupils need for their presentations. Give pupils time to practise their presentations by themselves. Go around the classroom to monitor and offer support. Step 3: Give pupils time to practise presenting their mind maps within their groups. Step 4: Select a few pupils to present their mind maps to the class if there is enough time.
6. Extension: Create a class display of the projects and organise a vote to find the most beautiful ones. Fun corner and wrap-up: 5 minutes Game: Guessing game Step 1: Divide the class into 4 teams. Step 2: Invite 1 pupil from each team to come to the board and do action about a job. Step 3: Pupils from other teams will guess what the job is. Step 4: Give points to the teams. Wednesday, February 12, 2025 UNIT 13: MY HOUSE Lesson 1 - 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) focusing on asking and answering about the location of a room in a house - enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context - enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context. Attributes Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 22, 23 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Sing a song from youtube ( EXPLORATION
7. Activity 1. Look, listen and repeat. 8 minutes Step 1: Introduce the characters to pupils. Step 2: Have pupils look at Pictures a and b and identify the characters (Mai and Linh) in the pictures. Step 3: Ask pupils to look at Picture a. Play the recording for pupils to listen. Step 4: 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 5: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 6: Draw pupils’ attention to the question and answer Where’s your bedroom? – It’s here. Tell pupils that the sentences are used to ask and answer about the location of the bedroom in the house. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the rooms. Step 2: Have pupils look at Picture a and the word living room under it. Listen to the recording and repeat the word. Have the class repeat the word. Step 3: Point at the question in the speech bubble and Picture a and have pupils listen and repeat after the recording (Where’s the living room?). Point at Picture a and have pupils listen and repeat after the recording (It’s here.). Repeat the same procedure with Pictures b, c and d. Step 4: Have pairs practise asking and answering the question - Where’s the ______? – It’s here / there. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Point at each room, elicit the missing words in the question and answer (for example, the living room). Tell pupils to pay attention to the locations of the hands. Use here for the rooms near the hands, and there for the rooms far from the hands. Complete the sentence. Get pupils to ask and answer the question Where’s the living room? – It’s here. Where’s the kitchen? – It’s there. Step 2: Put pupils into pairs. Encourage them to point at each room in the house in the picture in turn to ask and answer questions about their locations in the house. Go around the classroom to offer support where necessary. Fun corner and wrap-up: 5 minutes Game: What’s behind the square. Preparation for the project
8. Tell pupils about the project on page 23. Ask them to make a doll’s house and prepare the language to present it. Tell them to bring their work to class to present it at Project time. Wednesday, February 12, 2025 UNIT 13: MY HOUSE 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 in which pupils ask and answer questions about the location of a room in a house and circle the correct pictures. - complete four gapped exchanges with the help of picture cues. - sing the song Where is it? with the correct melody and pronunciation. Attributes Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: Audio Tracks 24, 25 Website sachmem.vn Flashcards/pictures and posters (Unit 13) III. Warm-up and review – Listen and circle – Look, complete and PROCEDUR read – Let’s sing – Fun corner and wrap-up E Warm-up and review: 5 minutes Greet the class. Option 1: Noughts and crosses - Divide the class into 2 teams. - The teams take turns to choose numbers. Teacher asks and has pupils answer the questions. - For each correct answer, have the team add O or X to the board. The first team to line up three of their symbols in a row wins. PRACTICE Activity 4. Listen and circle. 8 minutes
9. Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the name of the room in each picture (living room) and play the recording of the first dialogue. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Repeat the same procedure with Pictures 2a and 2b. Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 3: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Get pupils to look at the picture cues and gapped exchanges. Get them to identify the rooms (a living room, a kitchen, a bathroom and a bedroom). Step 2: Have pupils look at the four incomplete exchanges. Draw their attention to the missing words in the sentences. Step 3: Have pupils look at the first exchange. Ask them what is missing in the sentence (living room). Write the answer on the board. Have them complete the gap in the question and ask and answer the completed question and answer in chorus. Repeat the same procedure with Sentences 2, 3 and 4. Step 4: Have pupils complete the sentences individually and ask a few pairs to stand up and read them aloud. PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the song. Model the title and lyrics line by line for pupils to repeat. Encourage them to point at the pictures to reinforce their understanding. Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 3: Play the recording all the way through for pupils to sing along. Introduce actions for pupils to do while singing along with the recording, for example, use hand movements to show the questions and location of the rooms. Step 4: Put pupils into groups to practise the song and make up their own actions while singing. Step 5: Give pupils time to practise 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.
10. Fun corner and wrap-up: 5 minutes Option 2: Game: - Divide the pupils into equal teams of five or six. - Have each team stand in a line. Hold up a flashcard and make a sentence based on the picture. The teams then repeat the sentence three times and sit down. - The team that sits down first scores a point. Then, repeat the game, but this time have the pupils add an action before they sit down, e.g. clap and then sit, jump and then sit, etc. - More action will be added the longer the game goes on. Thursday, February 13, 2025 UNIT 13: MY HOUSE 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) focusing on the question and answer about the locations of things in a room. - correctly say the words and use Where are the____? – They’re ___. to ask and answer questions about the locations of things in a room. - enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context. 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 26, 27 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, Lesson 1.
11. - 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: Spend a few minutes revising the previous lesson and pre teach some new words about objects in a room. Option 3: - Write any words on the board. - The first pupil has to take the last letter of that word and form a new word. - The second pupil does the same, and the chain continues until a pupil is unable to form a word. The pupil who fails to form a word or misspells it is out of the game. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters (Mai and Linh) 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, 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 to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question and answer Where are the chairs? – They’re in the kitchen. Tell pupils that the sentences are used to ask and answer about the location of the chairs in the room. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Draw pupils’ attention to Pictures a to d. Tell them about the activity. Elicit the names of things in the room. Play the recording for pupils to repeat the words under each picture a few times until they feel confident. Step 2: Point at Picture a and the words under the picture (tables / in the living room), play the recording for pupils to repeat the words a few times. Draw pupils’ attention to the gapped question and answer. Explain the meaning. Elicit the missing words and write them on the board. Play the recording for pupils to repeat the completed question and answer a few times. Remind pupils to point at the relevant things in the picture when they are repeating. Step 3: Repeat the same procedure with Pictures b, c and d. Step 4: Give pupils time to take turns asking and answering questions about the locations of things in Pictures a, b, c and d. Go around the classroom to offer support where necessary. Step 5: Invite a few pairs to come to the front of the classroom, take turns pointing at the things in each picture to ask and answer questions about their locations. PRACTICE Activity 3. Let’s talk. 8 minutes
12. Step 1: Draw pupils’ attention to the picture. Elicit the context (see Input) and the missing words in the question and answer. Write them on the board. Complete the question and relevant answer. Invite two pupils to take turns pointing at the relevant things, ask and answer questions. Correct their pronunciation where necessary. Step 2: Put pupils into pairs to ask and answer questions. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to the front of the classroom to take turns pointing at the things in the pictures to ask and answer about their locations. Fun corner and wrap-up: 5 minutes Game: Lucky numbers - Divide the class into 2 teams. - Each team takes turns choosing a number then answering the question. Friday, February 14, 2025 Unit 13: MY HOUSE 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 in which two characters ask and answer questions about the locations of things in a room and number the correct pictures. - circle the correct answers to the gapped exchanges with the help of picture cues. - review vocabulary and structure words in relation to the topic “My house” and use them in the sentence patterns Where’s_____? − It’s here / there. and Where are_____ ? – They’re_____. by playing the game Bingo. 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 Track 28 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Slap the board Spend a few minutes revising the previous lesson by asking the class to play the game
13. Slap the board. Game: Trash can basketball - Divide the class into 2 or 4 teams. - Have each team take turns answering a vocabulary question. - If they can answer correctly, the team gets 1 point. - Then, give that team a ball (by crumpled paper). - If that team can throw the ball into the trash can, reward that team an extra point. Repeat the game until all new words have been tested! PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the location of the lamps in each picture. Use Picture a as an example. Play the recording the first time for pupils to listen and identify the order of Picture a. Play the recording again. Elicit the order of Picture a (3). Write Number 3 on the board. Play the recording a third time for pupils to check their answer. Step 2: Play the recording twice for pupils to do the task with the rest of the pictures. Play the recording a third time for them to check their answers. Step 3: Get pupils to swap books with a partner, then play the recording to check answers together as a class. Write the answers on the board. Step 4: Play the recording all the way through for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation, where necessary. PRACTICE Activity 5. Look, circle and read. 9 minutes Step 1: Get pupils to look at the picture cues, incomplete exchanges and their answer options. Get them to identify the rooms and things in the pictures. Step 2: Have pupils read the four incomplete exchanges. Draw their attention to the missing word(s) in each sentence. Step 3: Have pupils read Sentence 1, the answer options and look at the relevant picture. Ask them what is missing in the question (tables) and read the answer options. Tell them to circle the correct answer and read the completed exchange in chorus. Repeat the same procedure with Exchanges 2, 3, 4. Step 4: Have pupils complete the exchanges individually and ask a few pairs to read completed exchanges aloud. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Explain how to play the game: Draw a 3 x 3 Bingo grid on the board and a list of the vocabulary words for reviewing. Get pupils to copy the grid onto a paper sheet and fill their grids with the vocabulary words. Pupils need to listen carefully for the words that you’ll be calling out from the list on the board. If they have a word that is called out, then they need to cross it out on their grids. Eventually, one pupil will have crossed out all of his or her words and shout out “Bingo!” to show that he / she has finished. You should then check the pupil’s grid to see that he / she has all the words you’ve called out.
14. Step 2: Give pupils time to play the game in pairs or groups. Go around the classroom to offer support where necessary. Step 3: When time runs out, invite a few pairs to stand up and take turns asking and answering questions using the sentence patterns Where’s _____? − It’s here / there. and Where are they? – They’re _______. Fun corner and wrap up: 5 minutes Game: Spin the Wheel - Teacher calls some pairs to the board to practise asking and answering with the sentence models they have learnt. Pupils/ teachers click the “spin” button to get points. LESSON PLAN TIENG ANH 4 WEEK 22 Monday, February 10, 2025 UNIT 12: JOBS Lesson 3 – P 4 - 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – read and show understanding of the text by filling in the gaps in knowledge & the table. skills – use the target language to complete a gapped text about pupils’ family members. – collect photos or draw pictures of family members at home and present them to the class by using the target language. 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 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) III. Warm-up and review – Read and complete – Let’s write – PROCEDURE Project – 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 two groups of three to the front of the class to take turns saying the two verses of the chant and clapping their hands. (Powerpoint)
15. PRACTICE Activity 4. Read and complete. 5 minutes Step 1: Tell pupils the goal of the activity and explain that they should read the text and fill in the gaps in the table. Check comprehension. Step 2: Do the first gap as an example. First, have pupils read the question What does she do? to focus their attention on the job of the mother. Then have them read the text and choose the appropriate word to fill in the gap (nurse). 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: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 5. 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 jobs and workplaces of their family members. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit their mothers’ jobs. Then have them write the jobs down. 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 and check their answers before checking as a class. Extension: Invite one or two pupils to read their completed texts in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to show the photos / pictures that they have prepared at home and present them to the class. Step 2: Have pupils work in groups of three. Each pupil shows their photo / picture and tells the group about it, e.g. This is a photo of my family. This is my mother. She’s a nurse. She works at a hospital. This is my father. He’s a farmer. He works on a farm. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their photos and tell the class about them. Praise pupils when they do the task well. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes
16. Option 1: Play the spinner game: play in groups/ pairs with a pencil, spin the pencil and score one point with one correct answer. Option 2: Look at the picture, name the jobs and workplaces. (Powerpoint) Monday, February 10, 2025 UNIT 13: APPEARANCE Lesson 1 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – understand and correctly repeat the sentences in two knowledge & communicative contexts focusing on asking and answering skills questions about someone’s appearance. – correctly say the words and use What does he / she look like? – He’s / She’s _____. to ask and answer questions about someone’s appearance. – enhance the correct use of What does he / she look like? – He’s / She’s _____. to ask and answer questions about someone’s appearance in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks. Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Audio tracks 21, 22 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Encourage pupils to respond to the greeting and greet each other in pairs. - Spend a few minutes revising Unit 12 by asking the class to use the pictures they have from the previous project to present about their family members or sing the song in Lesson 1. Option 2: Complete the family tree. - Ask pupils to name the family member words they know. Encourage them to say as many words as possible. Correct the pronunciation if needed.
17. - Show a family tree and have pupils complete the family tree with the correct words. - Check with the whole class. * Ask pupils to open their books at page 18 and look at Unit 13, Lesson 1, Activity 1. Tell pupils what they will learn in this lesson. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and identify the characters and other details (e.g. Who are they? Where are they? Is the boy tall or short?). Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the whole conversation several times. 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 class to listen to and repeat the sentences in the recording. Check their pronunciation, give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the question What does he look like? and the answer He’s tall. Tell pupils that they are used to ask and answer about someone’s appearance Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Have pupils point at Picture a, listen to the recording and repeat the word tall. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times. Step 2: Point at the question pattern What does he / she look like? Read it aloud and have pupils repeat it several times. Repeat the same procedure with the answer pattern He’s / She’s _____. Step 3: Point at Picture a and have pupils listen to and repeat after the recording What does he look like? – He’s tall. Repeat the same procedure with Pictures b, c and d. Step 4: Divide the class into two groups to take turns repeating the question and the answer using Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d. Step 5: Put pupils in pairs and have pairs practise asking and answering questions What does he / she look like? – He's / She's _____. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student's talks and interaction
18. - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the characters in the picture. Step 2: Draw pupils’ attention to the two speech bubbles. Read the questions aloud and ask pupils to repeat them. Ask pupils to look at the second bubble and identify what the answers should be. Give an example answer, e.g. He’s tall. Get pupils to repeat the questions and answers several times. Step 3: Have some pairs practise asking and answering questions about the appearance of the family members in the picture. Go around the classroom to observe and provide help. Step 4: Invite some pairs to practise asking and answering the questions in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student’s talks - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number (PPT) - Divide the class into 2-4 teams. - Pupils from each team choose a number, then ask and answer with the picture in that number. If the pupils answer correctly, they get the points for that question. Option 2: Game: Spinner (template attached below) - Pupils work in pairs. - Pupils take turns to put a pen/pencil in the middle of the spinner plate, then spin the pen/pencil to find out the picture the pen/pencil points to. Then ask and answer with the picture. * Preparation for the project Ask pupils to prepare for the project on page 23 by doing a survey about the appearance of their family members as homework so that they can present the results at the Project time.
19. Tuesday, February 11, 2025 UNIT 13: APPEARANCE Lesson 1 – P4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – listen to and understand two communicative contexts in which knowledge & characters ask and answer questions about a family member’s skills appearance, and tick the correct pictures. – complete the target sentence patterns in four exchanges about appearance with the help of picture cues. – sing the song What do your parents look like? 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 learning tasks Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Audio tracks 23, 24 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: – Spend a few minutes revising the words and sentence patterns What does he / she look like? – He’s / She’s _____. to ask and answer questions about someone’s appearance. – Dictate some sentences about someone’s appearance (e.g. My brother is tall. My teacher is big.) and asks pupils to write them down. Then let them work in pairs or groups to check each other’s work. Option 2: Slap the board (PPT) – Show questions and answer choices on the screen, students read and slap the correct answer. If the screen is not big enough, teachers write A, B, C on the board, students read and slap the correct option. * Ask pupils to open their books at page 19 and look at Unit 13, Lesson 1, Activity 4 PRACTICE Activity 4. Listen and tick. 5 minutes