Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 26 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 26 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1 WEEK 26 Period: 51 Teaching date: 11/ 3 /2025 REVIEW 2: SELF CHECK Part 1, 2, 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds: /o/, /m/, /u/, /l/. - Vocabulary: clocks, locks, mops, pots mango, monkey, mother, mouse bus, running, sun, truck 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 unit 9, unit 10, unit 11, unit 12 and say them with correct pronunciation. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. - Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, recording. III. PROCEDURE: Activity 1: Warm up: *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 letter sounds. - Stick some flashcards including some pictures of the words from Units 11 and 12 on the board. Have Ss play Slap the board in three minutes. Activity 2. Listen and tick: *Aim: help Ss to identify some learnt words (truck, bus, pots, mops, monkey, mouse). *Procedure: -Have Ss look at two pictures and say what they can see. Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. -Encourage 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. - T gets feedback
2. *Outcome: identify and read the learnt words (truck, bus, pots, mops, monkey, mouse). Activity 3. Listen and circle: *Aim: help Ss listen and circle the sound correctly. *Procedure: - Have Ss look at the letter and say. -Encourage some Ss to point to the letter and say the words in front of the class - Play the recording for Ss to listen and circle the correct answer. - Let ss to listen again and check - T gets feedback *Outcome: listen and circle the sound correctly. Activity 4. Listen and tick or cross: *Aim: help Ss listen and tick or cross some words correctly (bell, fish, hair, pencil). *Procedure: -Have Ss look at the pictures and say what they can see. Draw Ss’ attention to pictures. Check comprehension. -Encourage 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 or cross. - Let ss to listen again and check - T gets feedback *Outcome: help Ss listen and tick or cross some words correctly (bell, fish, hair, pencil). Activity 5. Consolidation - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink - Practice more at home. - Prepare new lesson. IV. COMMENT . ************************** Period: 52 Teaching date: 13/ 03/2025 REVIEW 2: SELF CHECK Part 4, 5 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds: /o/, /m/, /u/, /l/. - Vocabulary: clocks, locks, mops, pots mango, monkey, mother, mouse
3. bus, running, sun, truck 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 unit 9, unit 10, unit 11, unit 12 and say them with correct pronunciation. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. - Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: -Show flashcards or the letters o, m, u, l Have Ss say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Units 11 and 12 on the board. Have Ss play Slap the board in three minutes. Activity 2. Read and tick: 12’ *Aim: help Ss read and tick on the right pictures. *Procedure: - Have Ss look at the pictures and say what they can see. Draw Ss’ attention to the words for suitable for each picture. Check comprehension. - Encourage some Ss to point to the pictures and say the words in front of the class. - Have time for ss to read and tick the correct answer. - Let ss to read their answer - T gets feedback *Outcome: read and tick on the right pictures. Activity 3. Find the words:9’ *Aim: help Ss find some words (bus, lake, leaf, lemons, locks, mouse, pots, sun). *Procedure: - Have Ss look at the letter and the cross word puzzle. Have ss to read each word - Ask ss to find the words: bus, lake, leaf, lemons, locks, mouse, pots, sun. - T call some ss to show their answer. - Encourage some Ss to point to the letter and say the words in front of the class - T gets feedback *Outcome: find some words (bus, lake, leaf, lemons, locks, mouse, pots, sun) Activity 4. Write the letters: 9’
4. *Aim: help Ss write the letters (mother, bus, truck, sun, leaf). *Procedure: - Have Ss look at the pictures and guess the words. - Have time for SS to write the words. - T call some SS to read their answer. - Encourage some Ss to point to the letter and say the words in front of the class - T gets feedback *Outcome: write the letters (mother, bus, truck, sun, leaf). Activity 5. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) IV. COMMENT . ************************** LESSON PLAN TIENG ANH 3 WEEK 26 Tuesday, March 11, 2025 Unit 15: AT THE DINING TABLE Lesson 3 – P1-3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - Correctly repeat and pronounce the sounds of the letters ea and ea in isolation, in the words bread and meat, and in the sentences I’d like some bread, please; Would you like some meat? - Identify the target words bread and meat while listening. - Say the chant with the correct rhythm and pronunciation. Core communication, planning and organization, stress tolerance, and competencies initiative General Listening: listen and recognize the sounds then repeat 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 Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Audio Tracks 49, 50, 51
5. - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Play game Board Race! - 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. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letters ea, the word bread and the sentence I’d like some bread, please. Play the recording and encourage them to point at the cluster / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the letters ea, the word meat and the sentence Would you like some meat? PRACTICE Activity 2. Listen and tick. 9 minutes Step 1: Draw pupils’ attention to the sentences and the gap-fill options (a, b and c). Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and tick the correct options. Step 3: Get pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Model them line by line for pupils to repeat. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Step 3: Play the recording line by line while pupils listen and repeat. Correct their pronunciation, if 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 take turns listening and repeating the chant, while the rest of the class claps along.
6. Fun corner and wrap-up: 5 minutes Game: play the game in the powerpoint Unit 15 – lesson 3 – period 5 - Have the whole class play “Word search puzzle”. - Have pupils find out the words about food and drinks. - This game is just for fun. Option 3: Preparation for the project: Tell pupils about the project on page 35. Ask them to prepare it at home by doing a survey with classmates (interviewing) about food and drinks they would like to eat and drink and report the results to the class. Wednesday, March 12, 2025 Unit 15: AT THE DINING TABLE Lesson 3 – P 4- 6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and complete a passage with five words “dining, drinks, like, rice, some” provided in a box. - complete a paragraph about what a pupil and his / her family members would like to eat and drink by writing the target words in the gaps. - do a survey with classmates and tell the class about food and drinks they would like to eat or drink. Core communication, planning and organization, stress tolerance, and competencies initiative General Critical thinking: do an interview with friends competencies Oral communication: ask question about what other pupils like Written communication: practice writing about favourite food and drinks 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 Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 15, Lesson 1. - Ask pupils to sing the song.
7. - 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 15, Lesson 3). - Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups. - Give points and encourage them. Option 3: play the game in the power point Unit 15 – lesson 3 – period 6 - Divide the class into 2 teams to play “Hangman”. - Have pupils guess the word letter by letter. - Whenever the pupils guess a letter that is in the secret word, click on the letter to fill it into the blank where it occurs. The team that has more correct answers is the winner. PRACTICE Activity 4. Read and complete. 8 minutes Step 1: Draw pupils’ attention to the words provided in the box and the five gaps in the passage. Step 2: Have pupils work individually. Step 3: Set a time limit for pupils to complete the activity. Go around the classroom to monitor their reading task. Step 4: Get pupils to swap their answers with a partner, then check answers together as a class. Write the answers on the board. PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Write the first incomplete sentence on the board: My father and mother would like _______. Step 2: Read the incomplete sentence together as a class. Elicit the words pupils have to use in the gap and encourage them to say the answers. Step 3: Give pupils time to write the answers in their notebooks. Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. PRODUCTION Activity 6. Project. 8 minutes Step 1: Draw the table on the board. Ask a pupil: What would you like to eat and drink? then write their name and answers on the table. Step 2: Tell pupils to draw their own tables in their notebooks. Step 3: Explain to pupils that they should move around the classroom and find three classmates to ask. Remind them to write their answers in the table before moving on to the next person. Step 4: Allow enough time for all pupils to complete their tables. Go around the classroom to monitor and offer support. Extension: If time allows, invite a few pupils to share their results with the class. Fun corner and wrap-up: 5 minutes
8. 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. Game: - Play game in the powerpoint for Unit 15 – lesson 3 – period 6 - Divide the class into 2 teams to play “ Memory Matching Games”. - Have pupils turn any two cards picture-side-up. - Give pupils points If the two cards turned picture-side-up are identical and miss turn if the cards are not identical. - The game continues until all cards have been matched. - The team that gets the most points is the winner. Thursday, March 13, 2025 REVIEW 2 Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to review the following sentence patterns: ● Is this our ? – Yes, it is. / No, it isn’t. ● Let’s go to the . – OK, let’s go. ● __ , please. ● May I ? − Yes, you can. / No, you can’t. ● I have . ● Do you have ? − Yes, I do. / No, I don’t. ● What colour is it? − It’s . ● What colour are they? − They’re . ● I at break time. ●What do you do at break time? − I . Core teamwork, reliability, motivation, adaptability, problem-solving, competencies integrity, communication General Self-control & independent learning: perform listening tasks competencies 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 Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL:
9. - Audio Tracks 107,108 - Website sachmem.vn - Flashcards/pictures and posters III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 3: Game: Jeopardy Review the previous lesson by having the class play the game jeopardy which covers all the subjects from Unit 6 - 10. PRACTICE Activity 1. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell pupils about the activity. Elicit the context of Pictures 1a and 1b and give feedback. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Step 2: Repeat Step 1 for the rest of the pictures. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording for 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 2. Listen and number. 9 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Elicit the content and context of each picture. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check the answers. Step 2: Tell pupils to swap books with a partner, then check 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: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. Fun corner and wrap-up: 5 minutes
10. Materials: A small piece of paper, a shoe box or a coffee can. Write words on pieces of paper and fold them in half. Also add a few cards that say "BANG!". Pupils take turns picking cards and if they read the word correctly they get to keep the word. If they draw a BANG! they yell BANG! and then return all their cards (except the BANG! card) to the can/box. Option 3: Group race. - Pupils work in groups, each group has a set of questions related to the topics from unit 6 - 10. - Pupils ask and answer the questions in groups. - The fastest group to finish all the questions is the winner. Friday, March 14, 2025 REVIEW 2 Period 2 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and match pairs of target sentence patterns. - understand and complete two incomplete sentence patterns and two exchanges. - read and understand five question patterns, then take it in turns to ask and answer the questions. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Website sachmem.vn - Flashcards/pictures and posters III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Say the chant on page 72 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points for the groups and encourage them.
11. Look and guess! PRACTICE Activity 3. Read and match. 8 minutes Step 1: Draw pupils’ attention to the five pairs of sentence patterns. Tell them about the activity. Get pupils to read Question 1 in chorus and elicit the answer (Sentence e). Then give feedback and match with Sentence e. Have the class role-play the exchange. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and role-play the matched exchanges. PRACTICE Activity 4. Look, complete and read. 9 minutes Step 1: Draw pupils’ attention to the incomplete sentences and picture cues. Tell pupils about the activity. Get them to read the first sentence. Elicit the missing words and give feedback. Complete the sentence and get pupils to read the completed sentence in chorus. Step 2: Give pupils time to look, complete and read the rest of the sentences. Go around the classroom to offer support where necessary. Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and read the completed sentences and the exchanges aloud. PRACTICE Activity 5. Ask and answer. 8 minutes Step 1: Draw pupils’ attention to the questions and the pictures. Tell them about the activity. Point at Question 1, tell pupils to look at the picture, elicit the answer and give feedback. Write the answer on the board and have pupils read the question and the answer as a class. Step 2: Repeat Step 1 with the rest of the questions. Step 3: Have pupils work in pairs. Tell them to take it in turns to ask and answer the questions. Go around the classroom to offer support where necessary. Extension: Invite a few pairs of pupils to stand up and take turns asking and answering the target questions Fun corner and wrap-up: 5 minutes Option 1:
12. Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turns passing the ball. After the music ends, 3 students who have the ball – stand up and say the sentence model. Option 3: Game: Lucky number ************************************************** LESSON PLAN TIENG ANH 4 WEEK 26 Monday, March 10, 2025 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - use Where does he / she go on Saturdays? – He / She goes to the knowledge & _____. to ask and answer questions about where someone goes; skills - use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what someone does; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends”; 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 48, 49, 50 - Website hoclieu.vn - Flash cards/ pictures and posters III. PROCEDURE Warm-up and review: 5 minutes
13. Greet the class. Option 1: - Greet the class and encourage pupils to respond to your greeting. - Have the class play the Matching game in groups or in pairs. - Ask pupils to open their books at page 34 and look at Unit 15, Lesson 3, Activity 1. Tell them what they will learn in this lesson. Option 2: Game: Pick the movie game (ppt) - Divide pupils into groups, each group takes turns to choose a number. - Pupils read the description and choose the correct picture. - The team with the most points will be the winner. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the letter g, the word go and the sentence I go to the cinema on Saturdays. Play the recording and encourage pupils to point at the letter, the word and the sentence while listening Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 with the letter s, the word television and the sentence We watch television on Sundays. Step 4: Let pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences until they feel confident. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers.
14. Extension: Invite one or two pupils to stand up, listen to and repeat the completed sentences. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys 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 for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters g and s in the words go and television. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation if necessary. Step 4: Play the recording all the way through for pupils to chant along. Encourage them to clap along while chanting. Extension: Divide the class into two groups to take turns listening to and repeating the chant while the rest of the class 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 - Have pupils listen to a sentence several times, then ask them to find the sound /g/ or /ʒ/ with the given word. Pupils identify the word by throwing the sticky ball. - When pupils answer correctly, the teacher or pupils click to reveal the score for that question. Option 2: Game: Slap the board - Divide pupils into 2 - 3 groups. - Each team sends one representative to the board. Teacher draws two boxes and writes g and s in each box. - Teacher reads a word and the representatives slap the box containing letters g or s according to the sound that they hear. - The first pupil to touch the box gets one point. Option 3: Ask pupils about what they have learnt from the lesson today (- Correctly pronounce the sounds of the letters g and s in isolation, in the words go and television, and in the sentences I go to the cinema on Saturdays. and We watch television on Sundays.)
15. Monday, March 10, 2025 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 – P 4- 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read a text and decide whether the statements about Ben and his knowledge & family’s Sunday activities are true or false. skills - complete a text about what Mai’s family members do at the weekend by writing the target words in the gaps. - make notes about where pupils’ family members go and what they do at the weekend, and present the results to the class, using the target language. 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 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) III. Warm-up and review – Read and tick True or False – Let’s PROCEDURE write – Project – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Catch the sentence (ppt) - Divide the class into 2 or 3 teams. - T calls one pupil from each team to come up to the front. - T explains the rules. - Letters or words will appear then disappear. - Read them quickly, the quicker one gets points for their team. Option 2: - Spend a few minutes revising the previous lesson by having the class say the chant on page 34. - Ask pupils to open their books at page 35 and look at Unit 15, Lesson 3, Activity 4.
16. PRACTICE Activity 4. Read and tick True or False. 5 minutes Step 1: Draw pupils’ attention to the four statements, focusing on the activities of each member of Ben’s family on Sunday. Step 2: Ask pupils to read the text individually first, then in pairs to decide if the statements are true or false. Step 3: Set a time limit for pupils to do the task. Go around the classroom and offer help where necessary. Step 4: Select a few pupils to read their answers in front of the class. Get them to provide reasons for their answers. Then check answers as a class and give explanations where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Ask pupils to read the gapped text and fill in the gaps with information about Mai’s family members’ activities. Tell pupils that the gaps in the text focus on Mai’s family members’ activities at the weekend. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit Mai’s father’s activities. Then have them write an answer, e.g. plays tennis, in the gap. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their answers. Extension: Invite a few pupils to read their completed texts in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to look at the notes they have prepared at home and present the results to the class. Step 2: Have pupils work in groups of five. Each pupil looks at his / her notes and tells the group about where each member of his / her family goes at the weekend and what each of them does there. Step 3: Invite a few pupils to look at their notes and tell the class about them, e.g. On Sundays, my father goes to the sports centre. He plays tennis. Step 4: Have the rest of the class applaud if pupils perform well. Assessment - Performance products: Student's talks and interaction
17. - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 5 minutes Option 1: Game: Whisper - Teacher divides the class into groups of 4. - Teachers ask 2 groups to get in 2 lines and stand back to the board. - Teacher asks the first pupil of each line to look at 1 out of 4 pictures and whisper to the next one. - The last one of each line comes to the board and chooses the picture and sticks it on the board. - Change the position of the first pupil and repeat the activities. Option 2: Ask pupils what have you 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”; - Use Where does he / she go on Saturdays? – He / She goes to the . to ask and answer questions about where someone goes.) Tuesday, March 11, 2025 REVIEW 3: FUN TIME Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly use the following sentence patterns: knowledge & ● Where do you live? – I live ____. skills ● What’s the ____ like? – It’s ____. ● What does he / she do? – He’s / She’s ____. ● Where does he / she work? – He / She works ____. ● What does he / she look like? – He’s / She’s ____. ● What does he / she look like? – He / She has ____. ● When do you watch TV? – I watch TV ____. ● What do you do in the morning? – I ____. ● Where does he / she go on Saturdays? – He / She goes to the ____. ● What does he / she do on Sundays? – He / She ____. – take part in fun activities to apply their language knowledge and competences. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks
18. - Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Audio tracks 51 - Website hoclieu.vn - Flash cards/ pictures and posters III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. – Spend a few minutes revising Unit 15 by having pupils sing the song Where do they go on Saturdays? on page 31 and / or say the chant on page 34. – Ask pupils to open their books at page 36 and look at Review 3. Tell them what they will learn in this unit. Individual work Activity 1. Listen and number. 10 minutes d. Procedure Step 1: Draw pupils’ attention to Pictures a, b, c and d. Elicit what is shown in each picture (See Input). Check comprehension. Step 2: Play the recording for Question a. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity if needed. Step 3: Repeat Step 2 for the rest of the pictures. Step 4: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 5: Play the recording for 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. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers Activity 2. Ask and answer. 10 minutes d. Procedure Step 1: Draw pupils’ attention to the first picture. Get them to look at Mary’s thought bubble to identify what the girl looks like. Check comprehension. Step 2: Draw pupils’ attention to Nam’s question (What does your sister look like?). Have pupils look at the girl in Mary’s thought bubble to answer the question.
19. Step 3: Repeat Steps 1 and 2 with the rest of the pictures. Step 4: Have pupils work in pairs to role-play the four exchanges. Go around the classroom to monitor the activity. Extension: Invite some pairs of pupils to stand up and take it in turns to role-play the target exchanges. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 10 minutes Option 1: play Review Game (PPT) - Divide the class into 2 or 4 teams. - T reminds pupils of 4 topics (Jobs, Appearance, Daily activities, My family’s weekend) they will review in this lesson. - T calls 1 pupil from each team choose a topic and the points they want to get. Then, they answer the questions. If the pupil answers correctly, they will get the chosen points for that question. - After 16 numbers, the team with the most points is the winner. Option 2: Wrap up - Ask students to answer the following questions: What have you learnt from the lesson today? Review Units 11-15: My home, Jobs, Appearance, Daily activities, My family’s weekend. ******************************************* Wednesday, March 12, 2025 REVIEW 3: FUN TIME Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be abl e to: Language – correctly use the following sentence patterns: knowledge & ● Where do you live? – I live ____. skills ● What’s the ____ like? – It’s ____. ● What does he / she do? – He’s / She’s ____. ● Where does he / she work? – He / She works ____. ● What does he / she look like? – He’s / She’s ____. ● What does he / she look like? – He / She has ____. ● When do you watch TV? – I watch TV ____. ● What do you do in the morning? – I ____.
20. ● Where does he / she go on Saturdays? – He / She goes to the ____. ● What does he / she do on Sundays? – He / She ____. – take part in fun activities to apply their language knowledge and competences. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Teacher’s guide: Pages 204,205 - Website hoclieu.vn - Flash cards/ pictures and posters III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. *Option 1: Play a game - Everyone stands up. - One person reads the word or sentence on the screen. - Then, the next person goes. - If Billy is struck by lightning when you’re reading, you’re out (sit down). - The last person standing is the winner! * Option 2: Game Spend a few minutes revising Units 11 to 15 by having pupils play a game (e.g. Whispering, Guessing game, Tic-tac-toe) using language learnt in these units. – Ask pupils to open their books at page 37 and look at Review 3, Activity 3. Tell them what they will learn in this unit. Activity 3. Read and match. 10 minutes Procedure Step 1: Draw pupils’ attention to the sentences. Tell them about this activity. Point at Sentence 1, elicit the answer and give feedback. Draw a line to match Sentence 1 with the letter d. Step 2: Give pupils time to do the task individually. Go around the classroom to offer support. Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Extension: Invite some pairs of pupils to stand up and read the matched exchanges aloud. Assessment