Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 24 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 24 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 24 Period: 47 Teaching date: 25/02 /2025 UNIT 12: AT THE LAKE Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: Lucy, lake, leaf, lemons. - Sound: /l/ 2. Competences: + Remember and say some new words: Lucy, lake, leaf, lemons. + Pronounce the sound of the letter: L/l 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: -Spend a few minutes revising the previous lesson by asking the class to sing the song in Unit 11, Lesson 3 and do actions, saying Sing the song and do actions, please! Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter L/l and remember and say some new words: Lucy, lake, leaf, lemons. *Procedure: - Have Ss look at the picture andanswer some questions, such as Who are they? Where are they? What are they doing? and Can you see the lake? Can you see the leaf? Can you see the lemons? Draw pupil’s attention to the letter L/l, the words next to the character and things, and the colour of the letter L/l Check comprehension. - Have Ss point to the letter L/l, listen to the recording and repeat the sound of the letter L/l. Say Point to the letter L/l, listen and repeat, please! Play the recording several times for Ss to listen and repeat the sound of the letter.
2. - Have them point to the lake and/or the word lake, listen to the recording and repeat the word lake,Then play the recording again, if necessary, for Ss to listen and repeat individually and in chorus. Correct pronunciation, if necessary. -In pairs or groups, play the recording again and have them listen, point to the letter L/l and the words lake, leaf, lemons and repeat until they feel confident. -Play the recording again and call a few Ss to say the sound of the letter L/l and the words lake, leaf, lemons in front of the class. *Outcome: pronounce the sound of the letter L/l and remember and say some new words: Lucy, lake, leaf, lemons. Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter L/l and remember and say some new words: Lucy, lake, leaf, lemons. *Procedure: - Have Ss look at the picture again and ask them to describe the picture again (in Vietnamese). Draw their attention to the letter L/l, Lucy and the things, if necessary. -Get them to point to the letter L/l and say it. Ask them to point to the lake and say the word lake - 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 L/l 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 L/l and remember and say some new words: Lucy, lake, leaf, lemons Activity 4.Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) Practice more at home. IV. COMMENT ************************** Period: 48 Teaching date: 27/ 2/2025 UNIT 12: AT THE LAKE Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge:
3. - Vocabulary: Lucy, lake, lemons - Sound: /l/ 2. Competences: +Say the letter L/l and the words Lucy, lake, lemons +Listen and identify the words Lucy, lake, lemons +Trace the letter L/l complete the words _ucy, _ake, _eaf ,_emons. 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, 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 L/l and say the words Lucy, lake, lemons Activity 2. Listen and chant: *Aim: help Ss to read the chant with some words: Lucy, lake, lemons. *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 L/l and the words duck, dog and the words: Lucy, lake, lemons Check comprehension. - Play the recording of the first verse for Ss to listen and to get familiarized with the tune. - Play the recording again, ask Ss to listen and repeat the first line. Then play the recording for them to listen and repeat until they feel confident. - Follow the same procedure with the other verse. Show Ss how to chant and clap their hands. Correct pronunciation, if necessary. - Play the recording all the way through. Ask Ss to listen and repeat the chant individually and in chorus. Give further support to those Ss who find it difficult to do the task. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. *Outcome: read the chant with some words: Lucy, lake, lemons. Activity 3. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words lemons, lake. *Procedure:
4. - Have Ss look at the pictures and say what they can see, saying Point to the pictures and say, please! Ss may point to the lemons and say, e.g. lemons. 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. - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check . *Outcome: improve listening skill with some words lemons, lake. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter L/l. *Procedure: - Have Ss look at the letter L (upper case) and l (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter L/l. T can demonstrate by air tracing or tracing the broken lines of the letter L/l on the board. -Then let Ss do the tracing and completing the words __ucy, __ake, __eaf and __emons. 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. *Outcome: look and trace with the sound of the letter L/l. Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. IV. COMMENT **************************************** LESSON PLAN TIENG ANH 3 Tuesday, February 25, 2025 UNIT 14: MY BEDROOM Lesson 2 – Period 1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to:
5. - understand and correctly repeat the sentences in two communicative contexts (pictures) to describe things in the room. - correctly say the words and use The _____ is _____. / The _____ are _____. to describe things in the room. - enhance the correct use of The _____ is _____. / The _____ are _____. to describe things in the room in a freer context. Core problem-solving, decision making, teamwork, reliability, competencies motivation, adaptability, and initiative General Listening: look, listen and repeat competencies Critical thinking: listen, point and say Oral communication: let’s talk Sociability: talk to each other Attributes Diligence: complete learning tasks Responsibility: appreciate kindness II. RESOURCES AND MATERIAL: - Audio Tracks 35, 36 - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) III. PROCEDURE Warm-up and review: 5 minutes Game: Who says fast? - Teacher holds a flashcard and a sentence with a missing word. - Ask pupils to guess the answer as fast as possible. - Then have pupils do the same with the rest. - This can be played in groups to make it more interesting. Option 3: - Movement activity: Sing and dance along - Divide the class into 4 groups. - Put the flashcards about rooms in the house on the board. T plays a song from Unit 13 and asks pupils to watch, sing and dance along. When the music stops, pupils have to stand still, then point and name the pictures on the board. Wednesday, February 26, 2025 UNIT 14: MY BEDROOM Lesson 2 – Period 4 I. OBJECTIVES Language By the end of the lesson, pupils will be able to:
6. - listen to and understand four communicative contexts in which characters introduce and describe things in a bedroom and number the correct pictures. - complete four gapped sentences with the help of picture cues. - sing the song My bedroom with the correct pronunciation, rhythm and melody. Core decision making, teamwork, motivation, problem-solving, integrity, competencies communication, planning and organization General Listening: listen and number competencies Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Responsibility: appreciate kindness II. RESOURCES AND MATERIAL: - Audio Tracks 37, 38 - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) III. Warm-up and review – Listen and number – Look, complete PROCEDUR and read – Let’s sing – Fun corner and wrap-up E Warm-up and review: 5 minutes Greet the class. Game: Bricks down - Divide the class into 2 groups: Boys and Girls - Two pupils from each team will play rock, paper, scissors to determine who will go first. - Teacher clicks the bricks. This will reveal a part of the picture hidden behind. As the bricks disappear, pupils can try to guess the picture. PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Have pupils look at the pictures and ask them some questions such as What is this? and What are these? You may explain that they can see a bed in Pictures a and b, but that the bed in Picture a is big and the bed in Picture b is small. Ask them to talk about the chairs in Pictures c and d. Check comprehension. Step 2: Play the recording all the way through so that pupils can get familiar with the characters’ voices. Then play the recording for them to listen and number the pictures.
7. Step 3: Let them swap and check the answers before checking as a class. Correct the answers as necessary. Step 4: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct pronunciation if necessary. Extension: For a more able class, invite a few pupils to point at and describe the pictures (e.g. a. The bed is big.). The class praises them if they perform well. Game: Listen and choose the correct answer. - Teacher shows 2 pictures, and plays the recording twice. - Teacher asks pupils to listen carefully, then choose the correct answer (A or B). - If time allows, ask pupils to say the correct sentence again. (ppt game) PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils read the first gapped sentence. Ask them: What is missing from sentence 1? (e.g. the thing in the bedroom). Then have them look at the picture. Ask: What’s this? (e.g. It’s a bed.). Ask pupils what word they should use to fill the gap (e.g. bed). Check comprehension. Step 2: Give pupils a time limit to read the other gapped sentences, look at the pictures, and fill in the gaps independently. Go around the classroom and give further support to pupils who find it difficult to do the task. Step 3: Ask pupils to swap and check their answers. Correct the answers. Step 4: Invite a few pupils to read the completed texts aloud in front of the class. Mini game: Sentence correction game - Divide the class into 4 groups. Ask pupils to look at the pictures and read the sentences carefully. Give pupils 5 seconds to identify by pointing or circling the incorrect word. Then ask them to say the correct word. PRODUCTION Activity 6. Let’s sing. 8 minutes Step 1: Have pupils read the first verse of the lyrics. Then have them say its main idea. Draw their attention to the thing in the bedroom (e.g. bed) and how it is described (e.g. new). Check comprehension and give feedback. Step 2: Have pupils listen to the whole verse, drawing their attention to the pronunciation, the rhythm and the melody. Then let pupils listen to the verse and practise singing it, line by line first while clapping their hands. Step 3: Repeat Steps 1 and 2 with the second verse. Draw pupils’ attention to the things in the bedroom (e.g. two windows) and how they are described (e.g. small). Step 4: When pupils are familiar with the tune and melody, ask them to sing the whole song and clap their hands. You may get groups of pupils to sit face to face to practise singing and clapping their hands.
8. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap hands to reinforce the activity. Mini Game: CLICK THE BOX TO SHOW THE ANSWER (ALONG WITH A SONG) - Ask students to close their student’s book. Look at the picture and the lyrics on the screen. Listen and write the missing words on their mini board. Fun corner and wrap-up: 5 minutes Option 2: Write your song Ask pupils to write their own song lyrics about things in the room, based on the melody of the song My bedroom in Activity 6. Option 3: Let’s decorate your dream bedroom! - Ask pupils to work in pairs/ groups of four. Pupils will draw things in his/her bedroom. Then introduce the picture to their friends. Thursday, February 27, 2025 UNIT 14: MY BEDROOM Lesson 3 – Period 5 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - correctly repeat the sounds of the letters oo in isolation, in the words room and door, and in the sentences There’s a bed in the room. and The doors are big. with the correct pronunciation and intonation. - identify the target words room and door while listening. - say the chant with the correct rhythm and pronunciation. Core decision making, teamwork, motivation, adaptability, problem-solving, competencies communication, planning and organization General Listening: listen and circle (repeat) competencies Communication and collaboration: work in pairs or groups Attributes Kindness: help partners to complete learning tasks Diligence: complete learning task II. RESOURCES AND MATERIAL: - Audio Tracks 39, 40, 41 - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) III. PROCEDURE
9. Warm-up and review: 5 minutes Greet the class. Lucky number. - Divide the class into two/four groups. - Pupils choose numbers from 1 to 6. Look at the pictures then read the sentences to choose the correct answer. If they answer correctly, their group will get points. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Have pupils look at the letters oo, the word room and the sentence There’s a bed in the room. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Invite a few pupils to listen to and repeat the sound, the word and the sentence in front of the class. Step 2: Repeat Step 1 for the second line. Draw their attention to the difference in pronouncing the letters oo in the word room and the word door. Check comprehension. Go around the class and correct the pronunciation if necessary. Step 3: Let pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences. Step 4: Ask a few pupils to say two lines in front of the class. The class listens and makes comments. Game: Spelling bee - Teacher asks pupils to listen carefully. Then choose the correct letters to make a word. - Spell the word again. - Check pupils’ pronunciation if needed. PRACTICE Activity 2. Listen and circle. 9 minutes Step 1:Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Get pupils to read the sentences and guess which option can be chosen to fill in the gaps. Then ask them to read the sentences and the words aloud. Step 3: Play the recording once or twice for pupils to listen and circle the correct options. Step 4: Let pupils swap and check their answers in pairs or groups before checking as a class. Extension: Invite a few pupils to read the completed sentences aloud in front of the class. Practice: I’m a speed reader! - First, the teacher asks pupils to read each sentence at a slow speed. - Next, ask them to read a little bit faster. - Then, ask them to get ready and read it faster. And finally, ask them to read as fast as possible!
10. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils read the first verse of the chant and elicit its meaning. Draw pupils’ attention to the sounds of the letters oo and in the words door and bedroom. Check their comprehension. Step 2: Play the recording for pupils to listen and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the first verse again, more than once if necessary, for pupils to do choral and individual repetition. Then invite one or two groups of pupils to listen and repeat the verse in front of the class. Praise them to encourage their performance. Step 4: Repeat Steps 1, 2 and 3 for the second verse of the chant. Go around the class and correct pronunciation if necessary. Step 5: Put the class into two groups to practise chanting and clapping hands. Each of the groups should sing one verse of the chant. Then invite a few groups to the front of the class to chant and clap hands. The rest of the class may clap 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: Finish the sentences activity - Divide the class into 4 groups. - Teacher writes a sentence on a board like "There are...," followed by a blank space. - The first pupil in group 1 adds a word to the sentence, such as “ There are 2 ”. - Then each pupil in group 1 repeats all the sentences before including their own, such as “There are 2 windows ...”. - Suggested sentence: There are 2 windows in my bedroom. They are new. - Repeat this process with other groups. Option 3: Speaking - Teacher asks some pupils to stand in front of the class to listen and answer the questions about their room. - Encourage them to practice with friends 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.
11. 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 The door is big. and The windows are small. to describe things in the room. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the things in the room. Have pupils point at the words under the pictures, listen to the recording and repeat them. Step 2: Model by pointing to the gapped sentence The _____ is _____. in the first bubble. Tell pupils that they should fill in the name of the thing in the picture (e.g. door) in the first gap and write an adjective under the picture (e.g. big) in the second gap. Then have them listen to the recording and repeat the sentence The door is big. a few times. Step 3: Repeat Step 2 with Pictures b, c, d. Explain that for plural things (e.g. chairs) they have to use the gapped sentence The _____ are _____. in the second bubble. Step 4: Give pupils a time limit to practise describing things in the bedroom in pairs or groups. Then invite a few pupils to point at the things in the pictures and describe them in front of the class. Game: LUCKY WHEEL - Students choose a number. - T then asks pupils to make sentences with the words, phrases and pictures given. Spin the wheel to get points. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the things in a bedroom and say their names. Then encourage them to describe the things in the bedroom. Step 2: Have pupils complete the first gapped sentence (e.g. The bed is big.). Then have the class listen and repeat the sentence again. Step 3: Give pupils time to practise individually first and then in pairs or groups. Remind them that The _____ is _____. is used with a singular thing and The _____ are _____. Is used with plural things. Check comprehension. Step 4: Invite a few pupils to point at and describe the things in the picture in front of the class. Praise them if they perform well. Extension: If time allows, have pupils point at and describe the things in the classroom (e.g. The windows are big.). Fun corner and wrap-up: 5 minutes Option 2: Game: Look and choose - Teacher divides the class into 2 teams BOYS and GIRLS. - 1 boy says 1 sentence using words and structures in the lesson to describe 1 of 4 pictures (A, B, C, D) and 1 girl says out loud the picture the boy is talking about. - Then the girls team will read and the boys team will guess. Repeat until there are no questions left. Option 3: Preparation for the project:
12. Tell pupils about the project on page 29. Ask them to find a picture of a 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. Friday, February 28, 2025 UNIT 14: MY BEDROOM Lesson 3 – P 4- 6 I. OBJECTIVES: By the end of the lesson, pupils will be able to: Language - read the text and complete the gapped sentences. - read the text and complete the gapped sentences. - complete a gapped paragraph with the help of the picture cue. Core Decision making, teamwork, motivation, adaptability, problem-solving, competencies communication, planning and organization General Listening: listen to the teacher and classmates in communicating competencies Critical thinking: complete a task in reading a text Oral communication: presenting a project Sociability: talk to each other Attributes Self-confidence: ability to work as a team member and practice speaking in front of the class II. RESOURCES AND MATERIAL: - Website sachmem.vn - Flashcards/pictures and posters (Unit 14) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Brainstorming - Divide the class into four groups. - Each group chooses one pupil to be the 'runner'. The runners go to the teacher's desk and read the category. - E.g. Find objects/things in your bedroom/living room. - The runners then go back to their group and tell their group members the category. Their group brainstorms words from that category and writes them down. - The first group to finish shouts 'stop' and then calls out their answers. If their answers are correct, they score one point for each word in the category. - The group with the highest score at the end of the game wins.
13. PRACTICE Activity 4. Read and complete. 8 minutes Step 1: Tell the class the goal of this activity. Tell pupils how to complete the task: They should read the text and find the information to fill the gaps in the sentences. Check comprehension and give feedback. Step 2: Do Sentence 1 as an example. First, have pupils read the sentence, focusing on the gap. Ask them what word is missing (one thing in the bedroom). Then have them read the text and find the appropriate word (e.g. desk) to fill in the gap. Check comprehension. Step 3: Set a time limit for pupils to do the activity independently. Go around and offer help if necessary. Step 4: Let pupils swap and check their answers. Correct the answers if necessary. Step 5: Select one or two pupils to read the completed sentences in front of the class. The class makes comments. You may ask one or two pupils to read the text aloud in front of the class and check pronunciation if needed. Read and choose - Teacher asks pupils to read the text again. - Pupils look at the questions and write answers on their mini board. PRODUCTION Activity 5. Let’s write. 8 minutes Step 1: Tell the class the goal of this activity. Have pupils read the gapped paragraph and say what is missing. Let them look at the picture and find appropriate words to fill in the gaps. Check comprehension. Step 2: Let pupils complete the first gap together as an example. Ask them to answer some questions such as What does the word It mean? (e.g. It means the bedroom), What is missing? (e.g. big or small). Then let them look at the picture and fill in the gap (e.g. small). Step 3: Give pupils time to complete the paragraph. Go around and offer help if necessary. Step 4: In pairs or groups, ask pupils to swap their completed paragraphs before checking answers as a class. Extension: If there is enough time, invite one pupil to read the completed text. PRODUCTION Activity 6. Project. 9 minutes Step 1: Tell pupils to find a photo of a bedroom in a newspaper or a magazine as homework. They should bring their photos to class. Step 2: Have them work in groups. Each member introduces the picture of the bedroom using the structures they have learnt in the unit.
14. Step 3: Invite one or two pupils to show their photos and describe them in front of the class. Fun corner and wrap-up: 5 minutes Option 3: Which is my bedroom? - Divide the class into 2 groups. Have pupils in 2 groups take turns choosing a number. - Ask one pupil to read a sentence. Groups will listen carefully and choose the correct picture. Have points/candies/flowers as given rewards for excellent answers. ********************************************* LESSON PLAN TIENG ANH 4 WEEK 24 Monday, February 26, 2024 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,
15. III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Option 1: Guessing game (ppt) 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.
16. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud, and ask pupils to repeat it. Ask them to look at the second bubble to identify what the answer should be. Draw pupils’ attention to the clocks, the moon for the answers I watch TV in the morning / at noon / in the afternoon / in the evening. Get pupils to repeat the questions and answers several times. Step 2: Set a time limit for pupils to work in pairs, point at the different pictures in this section, ask and answer the question When do you watch TV? – _____. Go around the classroom to observe and offer help where necessary. Step 3: Invite some pairs to take turns asking and answering questions about when someone watches TV in front of the class. Assessment - Performance products: Student’s interaction and talks - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Slap the board (ppt) - Invite 2 or 3 pupils to come to the board. - Give each student a slapper (if not, students can play with their bare hands). - Players look at the pictures and the questions carefully. - Teacher counts down 3...2...1, players run to slap and say the words/phrases aloud. * Ask pupils what they have learnt from the lesson (- Use When do you watch TV? – I watch TV _____. to ask and answer questions about when someone watches TV.) ** Preparation for the project: Get pupils to prepare the project on page 29 by drawing pictures or making notes about the activities that pupils do on Sundays as homework, and present them to their classmates at Project time in Lesson 3.
17. Tuesday, February 27, 2024 UNIT 14: DAILY ACTIVITIES Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which knowledge & pupils ask and answer questions about when someone does an skills activity, and tick or cross the pictures. - complete four gapped exchanges about when someone does an activity with the help of picture cues. - sing the song When do you watch TV and read books? 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 - Care about other people - Be aware of and responsible for their daily activities II. RESOURCES AND MATERIALS - Student’s book: Page 25 - Audio tracks 33, 34 - Teacher’s guide: Pages 198, 199, 200 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. Warm-up and review – Listen and tick or cross – Look, complete PROCEDURE and read – Let’s sing – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. Option 1: Guessing game - Teacher shows some picture cues. - Students guess the activities. Option 2: - Spend a few minutes revising the sentence patterns When do you watch TV? – I watch TV _____. Invite some pairs of pupils to ask and answer questions about when they watch TV in front of the class. * Have pupils open their books at page 25 and look at Unit 14, Lesson 1, Activity 4. PRACTICE Activity 4. Listen and tick or cross. 5 minutes
18. Step 1: Draw pupils’ attention to the pictures and ask them to identify the activities and the time of the day by looking at the clocks and the sun or moon. Step 2: Play the recording of the first dialogue for pupils to listen to. Play the recording again for them to do the task by putting a tick or cross in the box. Play the recording a third time, for them to double-check their answers. Praise pupils if they have the correct answer. Step 3: Repeat Step 2 with the rest of the dialogues. Step 4: Set a time limit for pupils to swap books with a partner, and have them check their answers before checking as a class. 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. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Ask pupils to look at the pictures and identify the activities and time of the day. Step 2: Ask pupils to read Exchange 1. Draw their attention to the missing word (evening). Have them complete the answer. Follow the same procedure with Picture 2, 3 and 4. Step 3: Set a time limit for pupils to complete the exchanges individually, then invite a few pairs to take turns playing the roles of the characters. Assessment - Performance products: Pupil's answer and role-playing interactions - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Have pupils read the lyrics to familiarise themselves with the questions and answers. Encourage them to identify two activities (watch TV; read books) and time of the day in the pictures. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation and tune. Step 3: Play the recording of the song once or twice for pupils to listen and repeat, line after line, and do related actions, e.g. using a finger to trace the words or clapping their hands. Step 4: When pupils feel confident and are familiar with the melody, ask them to sing the whole song while doing actions or clapping hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers
19. Fun corner and wrap-up: 5 minutes Game: Pokémon (ppt) - Divide the class into 3 teams. - Pupils from each team take turns choosing a letter and answering a question. - Pupils answer correctly and get some points.
20. Monday, February 24, 2025 UNIT 14: DAILY ACTIVITIES Lesson 2 – P1- 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 what daily activity someone does. - correctly say the phrases and use What do you do in the morning? - I _____. to ask and answer questions about what activity someone does in the morning. - enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening 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 responsible for their daily activities and willing to share the housework with their family members II. RESOURCES AND MATERIALS - Audio tracks 35, 36 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Change chairs - Teacher says “Change your chairs if you watch TV in the morning/ afternoon/ evening/ at noon.” - Pupils listen and change chairs if their answer is YES. Option 2: - Spend a few minutes revising the previous lesson by asking the class to sing the song When do you watch TV and read books? * Have pupils open their books at page 26 and look at Unit 14, Lesson 2, Activity 1.