Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 25 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 25 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1 WEEK 25 Period: 49 Teaching date: 04/ 03/2025 UNIT 12: AT THE LAKE Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: Lucy, lake, leaf, lemons - Sound: /l/ - Sentence pattern: “Look at Lucy.” or “Look at the lemons. 2. Competences: - Use: “Look at Lucy.” or “Look at the lemons.” is used to express a command. - Sing a song with the structures: “Look at Lucy.” or “Look at the lemons 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 a few pupil to point to the picture in for Unit 4 and say the sentences, e.g. This is my dog. This is my desk. Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: “ Look at Lucy.” or ”Look at the lemons. *Procedure: - Have Ss look at the picture, saying: What can you see? I can see a girl. I can see a lake. Yes. Look at Lucy. Look at the lake.. Explain the meaning of the sentence and how it is used. Check comprehension. -Play the recording several times for Ss to listen and repeat the sentence. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the sentences in front of the class. - T checks and corrects. *Outcome: practise sentence pattern: “ Look at Lucy.” or ”Look at the lemons. Activity 3. Let’s talk :7’ *Aim: help Ss to improve speaking skill with sentence pattern: “ Look at Lucy.” or ”Look at the lemons. - Have Ss look at the picture in Student’s book. Point to the lake and ask them Who is this? The Ss may answer “It’s Lucy”. -Ask Ss to point to Picture a and say the sentence Look at Lucy in chorus. Correct pronunciation, if necessary.
2. -Ask them to look at the pictures to identify the other things. Then let them point to the pictures and say the words. -Ask Ss to work in pairs or in groups to practise introducing things to each other, saying “ Look at Lucy.” or ”Look at the lemons Give further support to those Ss who find it difficult to do the task. -Invite some pairs of Ss to practise introducing things to each other in front of the class. to each other. *Outcome: improve speaking skill with sentence pattern: “ Look at Lucy.” or ”Look at the lemons. Activity 4. Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: -Have Ss read the lyrics to familiarize themselves with the first verse of the song. Explain the meaning of the structures “ Look at Lucy.” or ”Look at the lemons” -Play the recording several times for Ss to repeat line after line to make sure that they can sing the verse correctly. - Have Ss listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Then let Ss practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. - Call one or two groups to sing the song in front of the class. *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 *************************** Period:50 Teaching date: 06/ 03/2025 REVIEW 3: PHIL AND SUE I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds: /o/, /m/, /u/, /l/. - Vocabulary: clocks, locks, mops, pots mango, monkey, mother, mouse bus, running, sun, truck
3. Lucy, lake, leaf, lemons - Sentence patterns: + How many clocks? -> Two. ( asking and answering about quantities.) +That’s a _____. (introducing one thing) + _____’s running. (describing what someone is doing) + Look at _____. (using the imperatives) 2. Competences: - Identify some learnt words in uint 9, unit 10, unit11, unit 12 and say them with correct pronunciation. - Role play dialogue betwwen Phil and Sue. 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: -Revising the sounds and words Show flashcards or the letters o, m, u, l. Have Ss say the letter names and the sounds. Activity 2. Listen and repeat:13’ *Aim: help Ss to identify some learnt words and say them with correct pronunciation. *Procedure: - Have Ss look at the picture and draw Ss’ attention to the dialogue between Phil and Sue. -Play the recording for ss to listen and repeat. Correct pronunciation, if necessary. -Have time for ss to role play in pairs. -Call some Ss to role play in front of the class. - T gets feedback. *Outcome: SS identify some learnt words and say them with correct pronunciation. Activity 3. Look and circle:14’ *Aim: help Ss identify and circle some learnt words. *Procedure: - Have Ss look at the picture and identify the other things. Then let them point to the pictures and say the words: dog, book, cat, duck. Correct pronunciation, if necessary. -Have time for ss to look at the pictures and circle the correct word individually. - Call some Ss to tell their answer. - T gives the correct answer and corrects if necessary. *Outcome Identify and circle some learnt words. Activity 4.Consolidation(2’)
4. - Asking Ps to focus on sounds and vocabulary again. Activity 5.Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT ************************** LESSON PLAN TIENG ANH 3 WEEK 25 Tuesday, March 4, 2025 Unit 15: AT THE DINING TABLE Lesson 1 – Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - Use the words bean, fish, meat, juice in relation to the topic “Food and drinks”; - Use Would you like some _____? – Yes, please. / No, thanks. To offer someone food or drinks and accept or decline someone’s offer. - Understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on offering someone food or drinks and accepting or declining someone’s offer. - Correctly use Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. - Enhance the correct use of Would you like some _____? – Yes, please. / No, thanks. to offer someone food or drinks and accept or decline someone’s offer. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 42, 43 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes
5. Greet the class. - Play game in the powerpoint Unit 15 – lesson 1 – period 1 - Divide the class into 2 teams to play “Colorful flowers 1”. - Each team chooses one flower to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any flowers left. The team that gets the most points is the winner. 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. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: : Draw their attention to the question Would you like some rice? and the answer Yes, please. and Would you like some juice? and the answer No, thanks. Tell pupils that they are the questions and the answers about offering someone food or drinks and accepting or declining someone’s offer. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the food and drink. Have the class repeat the words a few times. Step 2: Have pupils point at Picture a, listen to the recording and repeat the words (beans/ yes). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at Picture a and have pupils listen and repeat after the recording (Would you like some beans? – Yes, please.). Point at Picture c and have pupils listen and repeat after the recording (Would you like some meat? – No, thanks.). Step 4: Have pairs practise asking and answering questions Would you like some ______? Yes, please./ No, thanks. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board. - Divide the class into four teams. - Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. PRACTICE Activity 3. Let’s talk. 8 minutes
6. Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary. Step 3: Put pupils into pairs and encourage them to offer someone food or drinks and accept or decline someone’s offer. Step 4: Invite some pairs to the front of the class to perform the conversations. Preparation for the project: Tell pupils about the project on page 35. Ask them to do it in class by doing a survey with classmates (interviewing) and report the results to the class at Project time about food and drinks their friends would like to eat and drink. Fun corner and wrap-up: 5 minutes - Play a game in the powerpoint Unit 15 – lesson 1 – period 1. - Divide the class into 2 teams to play “Colourful flowers 2”. - Each team chooses one flower to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any flowers left. - The team that gets the most points is the winner. Wednesday, March 5, 2025 Unit 15: AT THE DINING TABLE Lesson 1 – Period 2 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - Use the words bean, fish, meat, juice in relation to the topic “Food and drinks”; - Use Would you like some _____? – Yes, please. / No, thanks. To offer someone food or drinks and accept or decline someone’s offer. - Listen to and understand two communicative contexts about food and drinks. - Look, complete and read six target sentences with the help of picture cues. - Sing the song Would you like some ? with the correct pronunciation, rhythm and melody.
7. Core decision making, teamwork, work standards, reliability, motivation, competencies adaptability, problem-solving General Listening: listen and recognize the contexts focus on food and drinks competencies Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 44, 45 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. - Play games in the powerpoint Unit 15 – lesson 1 – period 2. - Divide the class into 2 teams to play “Fruit Juice”. - Each team chooses one jar of juice to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any jars of juice left. - The team who gets the most points is the winner. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Draw pupil’s attention to Pictures 1a and 1b. Elicit the names of the food. Play the recording for Question 1. Step 2: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Play the recording again for the pupils to double- check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes
8. Step 1: Have pupils look at the pictures. Have them identify the names of food and drinks in the pictures. Step 2: Have pupils look at the incomplete sentences. Draw their attention to the missing words in the questions and answers. Step 3: Model with Picture 1. Have pupils look at the first question. Ask them what word is missing in the question (rice). Then have them complete the question (Would you like some rice?). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the questions and answers in Pictures 2, 3 and 4. Step 5: Have pupils complete the gaps in the questions and answers individually and ask a few pairs to read them aloud. Game: Slap the board. - Divide the class into four teams. - Stick the pictures of activities on the board. - Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. 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 characters’ picture to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody. 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 sing along. Step 5: Introduce actions for pupils to do while singing along with the recording. Extension: Put pupils into groups to make up actions for the song. Invite some groups to the front of the class to perform while the rest of the class sings and/or claps along. Game: Matching game - T uses pictures and flashcards, gets 3 pupils to hold the pictures and 3 more to hold the sentences. - Ask them to find and match. - Praise the ones who finish matching. - Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes - Play the game in the powerpoint for Unit 15 – lesson 1 – period 2. - Divide the class into 2 teams to play “ Yummy”. - Each team chooses one bowl to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any bowls left. - The team who gets the most points is the winner.
9. ******************************************** Thursday, March 6, 2025 Unit 15: AT THE DINING TABLE Lesson 2 – Period 3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - Use the words bean, fish, meat, juice, egg, chicken, water, milk and rice in relation to the topic “Food and drinks”; - Use What would you like to eat/drink? – I’d like some, please. To ask and answer questions about food and drinks; - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on what someone would like to eat or drink. - correctly use What would you like to eat / drink? - I’d like some ____, please. to ask and answer questions about what someone would like to eat or drink. - enhance the correct use of What would you like to eat / drink? – I’d like some ____, please. to ask and answer questions about what someone would like to eat or drink. Core communication, planning and organization, stress tolerance, and competencies initiative General Listening: listen and repeat competencies Oral communication: ask and answer the question about what people like to eat or drink Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 46, 47 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Option 2: Play game Board Race!
10. - Divide the class into two teams. - Give each team a colored marker. - Draw a line down the middle of the board and write a topic at the top. - Have pupils write as many words related to the topic in a relay. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters and food and drinks in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What would you like to eat? and the answer I’d like some bread, please. and What would you like to drink? and the answer I’d like some milk, please. Tell pupils that they are the questions and the answers about what Nam and Mai would like to eat and drink. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the food and drinks. Have the class repeat the words a few times. Step 2: Have pupils point at Picture a, listen to the recording and repeat the words (eggs). Follow the same procedure with the other three pictures. Step 3: Point at Picture a and have pupils listen and repeat after the recording (What would you like to eat? – I’d like some eggs, please.). Point at Picture c and have pupils listen and repeat after the recording (What would you like to drink? – I’d like some water, please.). Step 4: Have pairs practise asking and answering questions What would you like to eat / drink? – I’d like some ____, please. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. 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). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary.
11. Step 3: Put pupils into pairs and encourage them to ask and answer questions about what someone would like to eat or drink. Go around the classroom to offer support. Step 4: Invite some pairs to the front of the class to perform their conversations. Matching game T uses pictures and flashcards, gets 3 pupils to hold the pictures and 3 more to hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes - Play game in the powerpoint Unit 15 – lesson 2 – period 3 - Divide the class into 2 teams to play “ Yummy”. - Each team chooses one bowl to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for pupils to choose another question. - Pupils continue their turns until there are not any bowls left. - The team that gets the most points is the winner. Friday, March 7, 2025 Unit 15: AT THE DINING TABLE Lesson 2 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words bean, meat, juice, egg, chicken, water, milk and rice in relation to the topic “Food and drinks”; - use What would you like to eat/drink? – I’d like some____, please. To ask and answer questions about food and drinks; - listen to and understand four communicative contexts in relation to food and drinks. - look, complete and read four target sentences with the help of picture cues. - revise target words about food and drinks by playing the game Board race. Core communication, planning and organization, stress tolerance, and competencies initiative General Listening: listen and recognize the food and drinks competencies Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks
12. Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 48 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 2: Play the game Hot Seat! - Divide the class into 2 teams. - Choose one pupil to sit in front of their team. - Stand behind the pupil and write a word on the board. - Have the pupil in the hot seat listen to their teammates and try to guess the word. - The first pupil to say the word wins a point for their team. Then change the pupils with a new member of each team taking their place in their team's hot seat. PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Elicit the names of the food and drinks. Play the recording for pupils to listen. Step 2: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers together as a class. Play the recording again for pupils to double- check their answers and correct their answers in pairs. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the names of food and drinks in the pictures. Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the first sentence. Ask them what word is missing in the gap (bread). Then have them complete the sentence (I’d like some bread, please.). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and 4. Step 5: Have pupils complete the sentences individually and ask a few pairs to read them aloud. Game: Slap the board.
13. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Tell pupils that they are going to play the game Board race. Write Food and Drinks on opposite sides of the board. Step 2: Have two teams play the game. When you say “Go”, the teams have to race to write the name of a food or drink. Each pupil writes one word at a time, before passing the marker /chalk to the next pupil and going to the back of the line. Step 3: Explain that a pupil who makes spelling mistakes or writes a word of food or drink under the wrong category will be out of the game. Step 4: At the end of the game, announce the winner for the team that has written more correct words. Game:Matching game T uses pictures and flashcards, gets 3 pupils to hold the pictures and 3 more to hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle - Divide the class into groups of four. - Give each group a sentence that is broken/cut into pieces. - Ask them to arrange the words to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. ******************************** LESSON PLAN TIENG ANH 4 WEEK 25 Monday, March 4, 2025 UNIT 15: MY FAMILY’S WEEKENDS 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 in which the characters ask and answer skills questions about where a family member goes at the weekend. - correctly say the words and use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about
14. where a family member goes at the weekend. - enhance the correct use of Where does he / she go on Saturdays? – He /She goes to the _____. to ask and answer questions about where a family member goes at the weekend in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS - Audio tracks 41, 42 - Website hoclieu.vn - Flash cards/ pictures and posters III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Spend a few minutes revising the previous lesson by having pupils play Miming game on page 27. Option 2: - Elicit that there are many places in town. - Ask pupils to name as many places as they know. EXPLORATION Activity 1. Look, listen and repeat. 5 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. Play the recording again, sentence by sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question Where does she go on Saturdays? and the answer She goes to the shopping centre. Tell pupils that they are used to ask and answer questions about where a family member goes at the weekend.
15. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. 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 Pictures a, b, c and d and identify the people and the places. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (sports centre). Point at the bubbles and Picture a again and have pupils listen to and repeat after the recording (Where does he go on Saturdays? – He goes to the sports centre.). Step 3: Repeat the same procedure with the other three pictures. Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the questions Where does he / she go on Saturdays? – He / She goes to the _____. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. e. 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 pictures. Ask questions to help them identify the context (see Input). Step 2: Put pupils into pairs and have them practise asking and answering questions about where a family member goes at the weekend. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to the front of the class to practise asking and answering questions about where a family member goes at the weekend. Praise pupils if they perform well. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Pokemon (ppt) - Divide the class into 3 teams.
16. - Pupils from each team choose a number then answer the questions - After 9 numbers, the team with the most points is the winner. Option 2: Ask pupils what they have learnt from the lesson today: (- Use the words shopping centre, sports centre, cinema, and swimming pool and the sentence pattern “Where does he/ she go?” – “He/ She goes to the ” to say where do their family go on the weekends.) Preparation for the project: Tell pupils about the project on page 35, Lesson 3, Activity 6. Ask them to make notes about where their family members go and what they do on the weekend. They will present the results to the class at Project time. Monday, March 4, 2025 UNIT 15: MY FAMILY’S WEEKENDS Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand two communicative contexts about where a knowledge & family member goes at the weekend and tick the correct pictures. skills - complete two gapped sentences and two gapped exchanges with the help of picture cues. - sing the song Where do they go on Saturdays? 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 listening tasks Attributes - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS
17. - Audio tracks 43, 44 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Use the flashcards to revise the words and phrases on page 30. - Spend a few minutes revising the previous lesson by asking the question Where does he / she go on Saturdays? and call on a few pupils to answer the question using picture cues. - Ask pupils to open their books at page 31 and look at Unit 15, Lesson 1, Activity 4. Option 2: Game: Slap the board - T divides the class into 2 teams. - T calls 1 pupil from each team to come to the board. - T shows clues (picture and some given letters) on the slides, pupils need to slap the board as quickly as possible to choose the missing letters. - The first pupils who slap at the correct answer get 1 point for their team. PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Ask questions to help them identify the characters and places. Step 2: Play the recording of the first dialogue for pupils to listen to. Play the recording again for them to listen and do the task by ticking the correct picture. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. 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. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Listen; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes
18. Step 1: Have pupils look at the pictures. Get them to identify the places and characters in the pictures. Step 2: Have pupils look at the gapped sentences. Draw their attention to the missing words and phrases in the sentences. Step 3: Model Sentence 1. Have pupils look at the sentence. Ask them what word is missing (swimming pool). Then have pupils complete it (My brother goes to the swimming pool on Saturdays.). Step 4: Repeat the same procedure with Sentence 2 and Exchanges 3 and 4. Step 5: Have pupils complete the gapped sentences and gapped exchanges individually and ask pupils to read them aloud. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the places in the pictures to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation, rhythm and melody. 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 sing and clap along with the recording. Extension: Invite some groups to the front of the class to perform while the rest of the class sings and claps along. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky Wheel (ppt) - Divide the class into 2 teams. - Pupils from each team choose a number, then answer the questions. If the pupils answer correctly, T spins the wheel on the slide to get the points for that question. - After 6 numbers, the team with the most points is the winner. Option 2: Ask pupils what they have learnt from the lesson today: (- Use the words and phrases cinema, shopping centre, sports centre, swimming pool in relation to the topic “My family’s weekends”; and use Where does he / she go on
19. Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes.) Tuesday, March 4, 2025 UNIT 15: MY FAMILY’S WEEKEND Lesson 2 – 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 skills contexts focusing on asking and answering questions about what a family member does at the weekend. - correctly say the phrases and use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend. - enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. Attributes - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS - Audio tracks 45, 46 - Website hoc lieu.vn - Flash cards/ pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Greet the class.
20. Option 1: - Greet the class and encourage pupils to respond to your greeting. - Get the class to sing the song Where do they go on Saturdays? on page 31. - Ask pupils to open their books at page 32 and look at Unit 15, Lesson 2, Activity 1. Option 2: Game: Hot potato - Pupils pass a ball when the teacher plays music. When the music stops, the pupil holding the ball says where he/ she goes on Sundays. EXPLORATION Activity 1. Look, listen and repeat. Step 1: Have pupils look at Pictures a and b and identify the places, characters and their activities in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What does he do there? and the answer He plays tennis. Tell pupils that they are used to asking and answering questions about what a family member does at the weekend. Assessment - Performance products: Student’s answers. - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. Step 1: Have pupils look at Pictures a, b, c and d and elicit the activities of the people. Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (cooks meals). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What does she do on Sundays? – She cooks meals.). Step 3: Repeat the same procedure with the other three pictures. Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the questions What does he / she do on Sundays? – He / She ____. using picture cues. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment