Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 23 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 23 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 23 Period: 45 Teaching date:18 /02/2025 UNIT 11: AT THE BUS STOP Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: sun, truck, bus, running. - Sound: /u/ - Sentence pattern: “Look at the ____.”, “The _____ is running” 2. Competences: +Say the letter U/u and the words sun, truck, bus, running. +Listen and identify the words sun, truck, bus, running. +Trace the letter U/u complete the words b _s, tr _ck, s_n ,r_nning. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: -Invite a few Ss to point to the picture/poster and pronounce the sound of the letter U/u and say the words sun, truck, bus, running. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: sun, truck, bus, running. *Procedure: - Have Ss look at the chant and draw Ss’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter U/u and the words apple, bag and the sentence: “Look at the ____.”, “The _____ is running”Check comprehension. - Play the recording for Ss to listen and to get familiarized with the tune. Then play the recording again, ask Ss to listen and repeat, line by line, Give further support to those Ss who find it difficult to do the task. -Follow the same procedure with the 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. -Put the class into two groups to practise chanting and clapping. Each of the groups should sing one verse of the chant. -Invite some groups to the front of the class to chant and clap their hands. The rest of the class may clap their hands along to the rhythm. *Outcome: read the chant with some words: sun, truck, bus, running.
2. Activity 3. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words sun, truck, bus, running. *Procedure: - Have Ss point to the pictures of Question 1 and say what they can see and draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. -Invite some Ss to point to the pictures and say the words in front of the class. E.g. 1a: a can, 1b: an apple. - Play the recording for Ss to listen and tick - Have ss listen again and check -Call a few Ss to the front of the class to point to the pictures and say what they have heard. *Outcome: improve listening skill with some words sun, truck, bus, running. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter U/u. *Procedure: - Have Ss look at the letter U (upper case) and u (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter U/u.. T can demonstrate by air tracing or tracing the broken lines of the letter U/u on the board and then write. -Then let Ss do the tracing and 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 U/u. in broken lines on the board and invite some Ss to trace them. *Outcome: look and trace with the sound of the letter U/u. Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT *********************** Period: 46 Teaching date: 20 / 02/ 2025 UNIT 11: AT THE BUS STOP Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge:
3. - Vocabulary: sun, truck, bus, running. - Sound: /u/ -Sentence pattern: “He’s running.”, “She’s running.” 2. Competences: -Use “He’s running.”, “She’s running.” are used to express the action that is going on/happening at the moment of speaking. - Sing a song with the structures : “He’s running.”, “She’s running.” 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - Have a group of Ss to sing the chant on page 15 in front of the class. The class claps hands. Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: “He’s running.”, ”She’s running.” *Procedure: - Have Ss look at the picture, saying Who are they? They are Ss. Can you see a boy? Yes, he’s running. Then let them point to the first sentence, listen and repeat, saying Listen to the recording and repeat, please! “He’s running”. - Explain the meaning of the sentence and how it is used, if necessary. Play the recording several times for Ss to listen and repeat. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the sentences “He’s running.”, “She’s running.” in front of the class. - T checks and corrects. *Outcome: practise sentence pattern: “He’s running.”, “She’s running.” Activity 3. Let’s talk:7’ *Aim: help Ss to improve speaking skill with sentence pattern: “He’s running.”, “She’s running.”. - Show a real bag (or a flashcard of a bag) and ask Ss to look at it, and say (“He’s running.”, “She’s running.”). Let them listen and repeat the sentence several times until they feel confident. -Have Ss look at the bubble (“He’s running.”, “She’s running.”.) to understand how the language is used. Explain the meaning of the sentence, if necessary. -Ask them to look at the pictures to identify the things they may possess. Then let them point to the pictures and say the words, Check comprehension. -Point to Picture a and model the task, using the expression in the bubble and the word in the picture. E.g. (“He’s running.”, ”She’s running.”.) Then ask Ss to say the sentence This is my bag in chorus and individually. Correct pronunciation, if
4. necessary. -Follow the same procedure with Pictures b, c, d by getting Ss to point to the pictures and say what they have. Give further support to those Ss who find it difficult to do the task. -Have Ss point to the pictures and say the sentences in pairs or groups. Go around and offer help, if necessary. -Invite some Ss to point to the pictures and say the sentences in front of the class. *Outcome: improve speaking skill with sentence pattern: “He’s running.”, ”She’s running.” Activity 4. Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: -Have Ss read the lyrics of the song. - Play the recording several times for Ss to repeat the verse, line after line, to make sure that they can sing the verse correctly. -Have Ss listen to and sing the whole song. -Let Ss practise singing the song in pairs of groups. Go around and offer help, if necessary. -Have a few groups sing the whole song and clap their hands to reinforce the tune, the rhythm and the melody in front of the lass. *Outcome: sing the song. Activity 5.Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6.Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT *************************** LESSON PLAN TIENG ANH 3 WEEK 23 Tuesday, February 18, 2025 UNIT 13: MY HOUSE Lesson 3 – P 1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house!;
5. - identify the target words house and brown while listening - say the chant with the correct rhythm and pronunciation. 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 29, 30, 31 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDUR Let’s chant – Fun corner and wrap-up E Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, Lesson 1 page 18. - 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: Lucky number Review the previous lesson by having the class play the game Lucky number, using the model sentences. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letter cluster ou, the word house and the sentence Wow, it’s a big house! Play the recording and encourage pupils to point at the letter cluster / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until they feel confident. Correct their pronunciation where necessary. Step 3: Repeat Step 1 and 2 for the second letter cluster ow. PRACTICE Activity 2. Listen and circle. 5 minutes Step 1: Draw pupils’ attention to the sentences and the answer options. Tell them about the activity. Play the recording for pupils to listen. Play the recording again for them to do the task. Play the recording a third time for them to check the answers.
6. Step 2: Get 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 3: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter clusters ou and ow in the words house and brown. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to listen to and repeat the chant in turn while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Option 1: Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Video watching - Have children watch and repeat after a video introducing the pronunciation of “ou”, “ow” in seperation, in words and sentences. - Video link: Option 3: Preparation for the project: Tell pupils about the project on page 23. Prepare for the presentation in class. Guide them with the presentation language. Wednesday, February 19, 2025 Unit 13: MY HOUSE Lesson 3 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to:
7. - read a paragraph and complete sentences with the words from the paragraph - read, understand and complete a gapped text using the information from a picture cue - make a doll’s house and tell the class about it. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Pupil’s book Page 23 - Teacher’s guide Pages 170, 171 - Website sachmem.vn - Flashcards/pictures and posters (Unit 13) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, 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 the chant in Unit 13, Lesson 3. - Ask pupils to chant and do the actions. - Give points for the groups and encourage them. Option 3: Game: Lucky number (PowerPoint slides) PRACTICE Activity 4. Read and complete. 8 minutes Step 1: Tel l Step 1: 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. 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: Get pupils to swap their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite a few pupils to stand up and read the completed sentences. Praise them and get the class to clap or cheer if they have good pronunciation.
8. PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Write the writing frame on the board. Tell pupils about this activity. Read the sentences as a class. When you reach the first gap, elicit the missing word and give feedback. Tell pupils to read and look at the picture cue to guess the missing words and complete the sentences. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Invite a few pupils to stand up and read their sentences aloud. PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils about the activity. Check their doll’s houses. Stick a sample of a doll’s house on the board, and write the presentation language under it. Check comprehension and give feedback. Have pupils repeat the sentences until they can say them by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the classroom to model the presentation. Watch and offer your support with the language. Step 3: Put pupils into groups to rehearse their presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to present their doll’s houses in front of the classroom. Extension: Create a class display of doll’s houses and vote for the best decorated one. 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: Lucky number Option 3: 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. - The group that makes it first will be the winner.
9. Thursday, February 20, 2025 UNIT 14: MY BEDROOM 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 quantities of things in a room; - correctly say the words and use There’s / There are _____ in the room. to talk about quantities of things in a room; - enhance the correct use of There’s / There are _____ in the room. to talk about quantities of things in a room in a freer context. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness II. RESOURCES AND MATERIAL: - Student’s book Page 24 - Audio Tracks 32, 33 - Teacher’s guide Pages 172, 173, 174 - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 13, 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 13, Lesson 3). - Ask pupils to chant and do the actions in Unit 13, Lesson 3 in groups. - Give points and encourage them. Option 3: Game: What room is this? - A picture is hidden behind some coloured squares. - Pupils choose a square to open, then try to guess what the room behind is.
10. Teacher shows the whole picture then asks pupils to say out loud the name of the room. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Step 3: Play the recording again, 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 sentences There’s a desk in the room and There are two chairs in the room. Tell pupils that they are used to talking about quantities of things in a room. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at Picture a and elicit the name of the thing in the room. Have the class listen to the recording and repeat the word a few times. Then let them work in pairs, pointing at the pictures and saying the words until they feel confident. Step 2: Model by getting pupils to point at the sentence There’s _____ in the room. in the first bubble. Have them point at Picture a and elicit the missing words (e.g. a desk). Then get pupils to listen to the recording and repeat the sentence There’s a desk in the room. a few times until they feel confident. Go around and offer help or correct pupils’ pronunciation. Repeat the same procedure with Picture b. Step 3: Repeat Steps 1 and 2 with Picture c. Remind pupils that the structure There are _____ in the room. is used with more than one thing (e.g. Pictures c and d). Let pupils listen to the recording and repeat the sentence There are two doors in the room. a few times until they feel confident. Repeat the same procedure with Picture d. Step 4: Give pupils time to work in pairs or groups, pointing at the pictures and saying the quantities of the things in the room. Go around and offer help. Step 5: Invite a few pupils to point at the pictures and say the quantities of the things in the room in front of the class. Game: What’s missing? - T divides the class into 2 teams: BOYS and GIRLS. - T shows 4 pictures on the board. For example: take out 1 picture then ask pupils to find out what it is. Members of each team try to say out loud the missing room as fast as possible. PRACTICE Activity 3. Let’s talk. 8 minutes
11. Step 1: Have pupils look at the things in the bedroom and elicit their names. Draw pupils’ attention to the singular things (e.g. a bed, a desk) and multiple things (e.g. two chairs, two windows). Step 2: Model by getting pupils to point at the gapped sentence There’s _____. in the first bubble. Then point at one thing in the bedroom (e.g. a bed), and say There’s a bed in the room / bedroom. Step 3: Repeat the same procedure with the gapped sentence There are _____. in the second bubble and one plural thing (e.g. two chairs) and say There are two chairs in the room / bedroom. Step 4: Give pupils time to practise in pairs or groups. One pupil points at and says the quantities of things in the room / bedroom and the others listen and make comments. Step 5: Invite a few pupils to say the quantities of things in front of the class. Extension: If time allows, encourage pupils to point at and say about the things in the classroom. E.g. There is a board in the classroom. Game: Look and say - Divide the class into 2-4 teams. - Show the pictures on the screen. Ask pupils to look at the picture, the arrows point to things in the room and pupils say the sentences. - One pupil from each team comes to the front and says. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings. Option 2: Game: What can you see in the room? - Teacher shows pictures of rooms. - For example: Teacher asks pupils about the picture of the bedroom: + What can you see in the picture? + How many ..? Option 3: Preparation for the project: Tell pupils about the project on page 29. Ask them to find a picture of any bedroom and tell the class about it. They need to prepare the sentences that they are presenting. In Lesson 2, period 4, remind pupils of what they need to prepare for the project.
12. Friday, February 21, 2025 UNIT 14: MY BEDROOM 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 describe things in the bedroom and tick the correct pictures. - complete the four gapped sentence patterns with the help of picture cues. - revise the target vocabulary items through the game Memory game. Attributes Kindness: pupils wait for their turns to answer the questions Diligence: complete learning tasks Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Student’s book Page 25 - Audio Track 34 - Teacher’s guide Pages 174, 175, 176 - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the Hello song. - Ask pupils to sing the song. - Let pupils do actions (waving, clapping, shaking hands ). Option 2: Game: Pick a door - T divides the class into 2 teams: BOYS and GIRLS. - Each member of 2 teams takes turns choosing 1 door and uses the words (a bed, a desk, two windows, two doors) and structures (There’s a ../ There are two ) to make correct sentences. - Click the numbers on the door (1, 2, 3, 4) to choose. - Click the BACK button to go back to THE DOORS. Option 3: Invite a few pupils to stand up, look at the pictures in the book and say There is There are PRACTICE Activity 1. Listen and tick. 8 minutes
13. Step 1: Have pupils look at Pictures 1a and 1b. Ask them some questions such as What’s this? and Where is it? Then have them point at the bed in Picture 1a and say the word bed or the sentence There’s a bed in the room. Ask them to point at the desk in Picture 1b and say the word desk or the sentence There’s a desk in the room. Check comprehension. Step 2: Play the recording of the first text for pupils to listen and tick the box next to the picture. Repeat the same procedure with Pictures 2a and 2b. Step 3: Get pupils to swap the answers with a partner, then check answers as a class. Write the correct answers on the board. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct pronunciation if necessary. PRACTICE Activity 2. Look, complete and read. 9 minutes Step 1: Have pupils look at the first picture. Ask them some questions such as What’s this? and Where is it? Draw pupils’ attention to the gap in the sentence and say what they should write. Check comprehension. Step 2: Give pupils time to read the other gapped sentences and look at the pictures and fill in the gaps independently. Step 3: Ask pupils to swap and check the answers. Correct the answers if necessary. Step 4: Invite a few pupils to read the completed sentences aloud in front of the class. Game: Slap the board - T divides the class into 2 teams: BOYS and GIRLS. T shows a picture, 1 boy and 1 girl from each team comes to the board, looks at the sentence under the picture and chooses the best words to make correct sentences (Pupils slap the words on the board). PRACTICE Activity 3. Let’s play. 8 minutes Step 1: Tell pupils that they are going to look at the cards for 60 seconds, memorise the words, then remember as many of the words as possible. Explain how the game is played. Check comprehension. Step 2: Put the cards on a desk or stick them on the board. Then cover them with a piece of cloth. Do not let pupils see what is beneath the piece of cloth. Step 3: Divide the class into groups. Remove the cloth and show the cards for 60 seconds. Then cover them again. In their groups, pupils try to say as many of the words as they can remember. Step 4: Have the groups say the names of the things aloud. For each correct word, give them a star or a point. The group with the most stars / points wins. Fun corner and wrap-up: 5 minutes Option 1: Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Movement activity: Sing and Move - Teacher asks the whole class to listen to the music, sing and move.
14. - Pupils will sing and dance/move to the song. When the music stops, the pupils have to stop and point at the pictures. (T stop the music at times when a room or objects is mentioned Option 3: Say goodbye to pupils and have them respond as they leave. LESSON PLAN TIENG ANH 4 WEEK 23 Monday, February 17, 2025 UNIT 13: APPEARANCE 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 l and r in isolation, in the knowledge & words long and round, and in the sentences My sister has long hair. skills and My brother has round eyes. With the correct pronunciation and intonation. – identify the target words long and round while listening. – say the chant with the correct rhythm and pronunciation. 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 - Student’s book: Page 22 - Audio tracks 28, 29, 30 - Teacher’s guide: Pages 192, 193 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, 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. Option 1: – Spend a few minutes revising the previous lesson by asking pupils to play the Tic-tac- toe game in Lesson 2.
15. Option 2: Drawing game (PPT) - Divide pupils into groups, Have them line up. - Teacher gives the pupil at the back one piece of paper describing a person (He is slim / She has long hair / He has a round face ...) - Pupils whisper the sentence to the next student until they reach the student at the front, who comes to the board to draw what the sentence describes and say the sentence out loud. * Ask pupils to open their books at page 22 and look at Unit 13, Lesson 3, Activity 1. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils look at the letter l, listen to the recording and repeat the letter until they feel confident. Correct their pronunciation where necessary. Step 2: Have pupils point at the word long, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help. Step 3: Get pupils to point at the sentence My sister has long hair., listen to the recording and repeat it several times. Then get a few pupils to listen to and repeat the sentence in front of the class. Step 4: Repeat the procedure with the letter r, the word round and the sentence My brother has round eyes. Step 5: Give pupils a time limit to practise pronouncing the sounds, saying the words, and reading the sentences in pairs or groups until they feel confident. e. Assessment - Performance products: Student’s pronunciation - 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 to complete the sentences. Have pupils read the incomplete sentences. Draw pupils' attention to the sounds of the letters l and r. Step 2: Play the recording for pupils to listen to. Play the recording again for them to listen and circle the correct options. Step 3: Tell pupils to swap their books with a partner then check their answers in pairs or groups. Correct their answers if necessary. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite a few pupils to read the completed sentences in front of the class. Give corrections and feedback where necessary. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE
16. Activity 3. Let’s chant. 8 minutes Step 1: Have pupils scan the first verse of the chant. Draw their attention to the word long and the sentence He’s got long hair. Explain that He’s got is the short form of He has got. Check pupils’ comprehension. Step 2: Play the recording and ask pupils to listen to and repeat the first verse line by line. Show them how to chant and clap their hands. Step 3: Play the recording of the whole verse again for pupils to do choral and individual repetition. Give corrections and feedback where necessary. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Draw pupils’ attention to the word round and the sentence She’s got a round face. Step 5: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Listen and find the word with the given sounds. - Have pupils listen to a sentence several times, then ask them to find the word with the given sound l or r. Pupils identify the word by saying the number. - When pupils answer correctly, the teacher or pupils click on the play/stop button to start/stop the dice to find out the score for that question. Option 2: Game: Slap the board * Ask students about what they have learnt in the lesson What have you learnt from the lesson today? ******************************** Tuesday, February 18, 2025 UNIT 13: APPEARANCE Lesson 3 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – read a text and complete four gapped sentences about knowledge & appearance. skills – complete a gapped paragraph with personal information about family members. – use What does he / she look like? – He's / She's _____. He / She has _____. to ask and answer questions about someone’s appearance;
17. – carry out a survey on the appearance of pupils’ family members and present it to the class. 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 appreance II. RESOURCES AND MATERIALS - Student’s book: Page 23 - Teacher’s guide: Pages 194, 195 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, 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: – Spend a few minutes revising the previous lesson by asking pupils to say the chant in Lesson 3, Activity 3. Option 2: Game: Number Race - Teacher divides the class into teams. - Teacher gives each pupil in one team a number so that each team has equal numbers. - Teacher shows the questions, allowing time for pupils to think. Then T calls out a number, pupils with that number from each team stand up and shout out the answers. T praise and give points to the teams. * Ask pupils to open their books at page 23 and look at Unit 13, Lesson 3, Activity 4. PRACTICE Activity 4. Read and complete. 5 minutes Step 1: Have pupils look at the picture and guess what the text is about. Draw their attention to the characters in the picture. Step 2: Have pupils look at four incomplete sentences below the text. Pay attention to the sentences about appearance. Step 3: Ask pupils to read through the text to find the information and complete four sentences. Set a time limit for them to do the task individually. Go around the classroom and offer help where necessary. Step 4: Have pupils swap their books with a partner and check the answers.
18. Step 5: Ask a few pupils to read the sentences in front of the class. Give corrections and feedback where necessary. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Have pupils read through the paragraph to get the general idea. Then, ask pupils to think about their own families. Step 2: Draw pupils’ attention to the first gap and ask them what the missing word might be. Have pupils suggest answers then write about their own family members. Step 3: Repeat the same procedure with the other gaps. Give pupils enough time to write the answers. Step 4: Have some pupils read their completed paragraphs aloud. Give corrections and feedback where necessary. e. Assessment - Performance products: Student's writing - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project 8 minutes Step 1: Point at the sample survey and explain that pupils are going to report the results of their surveys about their family members’ appearance. Step 2: Have pupils hold up their completed surveys. Revise some words and sentence patterns that pupils can use for their presentations. Give pupils some time to practise their presentations by themselves and within groups. Go around the classroom to monitor and offer support. Step 3: Select a few pupils to give their presentations in front of the class. Have the rest of the class give comments and praise pupils if they perform well. e. Assessment - Performance products: Student’s interaction and presentation - Assessment tools: Observation; Questions & Answers Fun corner and Wrap-up: 5 minutes Option 1: - Have pupils mark their friends’ survey/presentation according to a rubric. - Vote for the best presentation. Option 2: - Have pupils bring their family photo and describe their family to their friends in pairs or in groups.
19. - Have pupils present their survey, using family photos as a support. * Ask pupils about what they have learnt in the lesson *************************************** Tuesday, February 18, 2025 UNIT 14: DAILY ACTIVITIES Lesson 1 – Period 1 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 when someone watches TV. - correctly say the phrases and use When do you watch TV? – I watch TV _____. to ask and answer questions about when someone watches TV. - enhance the correct use of When do you watch TV? – I watch TV _____. to ask and answer questions about when someone watches TV 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 - Care about other people - Be aware of and responsible for their daily activities II. RESOURCES AND MATERIALS - Student’s book: Page 24 - Audio tracks 31, 32 - Teacher’s guide: Pages 196, 197, 198 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Option 1: Guessing game (ppt)
20. Look at the pictures and guess the answers for the questions. Option 2: - Spend a few minutes revising Unit 13 by getting the class to sing the song What do your parents look like? on page 19. * Have pupils open their books at page 24 and look at Unit 14, Lesson 1, Activity 1. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b to identify the time of the day 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 stand up to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the pictures. Tell them that the question When do you watch TV? and the answer I watch TV in the evening. are used to ask and answer questions about when someone watches TV. 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 look at the pictures. Elicit the time of the day from pupils (looking at the clock and the sun in the pictures). Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase in the morning. Repeat the same procedure with Pictures b, c and d. Have the class point at the time of the day and repeat a few times. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (When do you watch TV?). Point at Picture a and have pupils listen to and repeat after the recording (When do you watch TV? – I watch TV in the morning.). Repeat the same procedure with Pictures b, c and d. Step 4: Set a time limit for pupils to work in pairs to practise asking and answering the question When do you watch TV? – I watch TV_____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures and saying the questions and answers. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys