Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 27 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 27 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1 WEEK 27 Period:53 Teaching date: 19/03 /2025 UNIT 13: IN THE SCHOOL CANTEEN Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: Nick, nuts, noodles, bananas. - Sound: /n/ 2. Competences: + Remember and say some new words: Nick, nuts, noodles, bananas. + Pronounce the sound of the letter: N/.n 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: -Ask Ss to sing the song in Unit 12, Lesson 3 and and clap their hands. Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter N/n and remember and say some new words: Nick, nuts, noodles, bananas. *Procedure: - Have Ss look at the picture and discribe the picture. Draw Ss’ attention to the letter N/ n, the words next to the things in the pictures and the colour of the letter N/ n.Check comprehension. - Ask Ss to point to the letter N/ n. Have them listen and repeat the sound of the letter N/ n. Tell Ss to point to the name of boy and the word Nick. Follow the same procedure with the chips, the fish and the milk. Correct pronunciation, if necessary. - Play the recording again and have them listen, point to the letter N/ n, the words Nick, nuts, noodles, bananas and repeat until they feel confident. - Play the recording again and call a few Ss to say the letter N/ n, and the words Nick, nuts, noodles, bananas.milk in front of the class . - T checks and corrects. *Outcome: pronounce the sound of the letter N/n and remember and say some new words: Nick, nuts, noodles, bananas. Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter N/n and remember and say some new words: Nick, nuts, noodles, bananas. *Procedure:
2. - Have Ss look at the picture again and describe the picture. Draw their attention to the letter: N/ n, the word Nick and the food, if necessary. - Let them point to the banana and say the word banana 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 N/ n and the words: Nick, noodles, nuts and bananas. 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 N/n and remember and say some new words: Nick, nuts, noodles, bananas. Activity 4. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) - Practice more at home. - Prepare new lesson. IV. COMMENT ************************** Period: 54 Teaching date: 20/ 03/2025 UNIT 13: IN THE SCHOOL CANTEEN Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: Nick, nuts, noodles - Sound: /n/ 2. Competences: +Say the letter N/n and the words Nick, nuts, noodles. +Listen and identify the words Nick, nuts, noodles. +Trace the letter N/n complete the words _ick, ba _anas, _oodles ,_uts. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure:
3. -Ask Ss to look at the picture in Lesson 1 and say the sound of the letter N/n and the words Nick, nuts, noodles, bananas. Say Look at the picture, please!, Point to the letter N/n and say. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: Nick, nuts, noodles. *Procedure: -Have Ss look at the chant saying Look at the chant, please! Draw Ss’ attention to the first line and explain its meaning. Ask them to pay attention to the letter N/n and the word Nam. Check comprehension. -Play the recording of the first line for Ss to listen and to get familiarized with the tune. - Play the recording again, ask Ss to listen and repeat the first line. Same procedure with the other lines. 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.! Go around and offer help, if necessary. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing along the chant and clap their hands *Outcome: read the chant with some words: Nick, nuts, noodles. Activity 3. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words noodles, nuts. *Procedure: -Have Ss look at the pictures and say what they can see. Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. - Invite some Ss to point to the pictures in Question 1 and say the words in front of the class, saying Point to the pictures and say the words, please! Eg: 1a: noodles, 1b: nuts. - Play the recording of the first sentence for Ss to listen and tick the box. - Have Ss look at the pictures in - Ask Ss to say what they have heard and ticked. E.g. 1a: I like noodles. 2a: He’s having bananas. * Audio script: 1. I like noodles. 2. He’s having bananas. *Outcome: improve listening skill with some words noodles, nuts. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter N/n. *Procedure: - Have Ss look at the letter N (upper case) and n(lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter N /n. T can demonstrate by air tracing or tracing the broken lines of the letter N /n on the board. -Then let Ss do the tracing. Give further support to those Ss who find it difficult to do the task.
4. - 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 N/n. Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) - Practice more at home. - Prepare new lesson. IV. COMMENT *********************** LESSON PLAN TIENG ANH 3 WEEK 27 Tuesday, March 28, 2025 REVIEW 3 & FUN TIME Fun time – 1-3 I. OBJECTIVES Language By the end of the unit, pupils will be able to: - revise the spelling of five words: teacher, brother, driver, mother and worker. - improve their speed and flexibility when checking vocabulary. - use the target vocabulary and sentence patterns to carry out a survey. - identify healthy and unhealthy foods. Core communication, planning and organization, stress tolerance, and competencies initiative General Communication and collaboration: work in pairs or groups competencies Sociability: talk to each other Critical thinking: recognize healthy food and drinks Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skill II. RESOURCES AND MATERIAL: - Website sachmem - Flashcards/pictures and posters (Review 3 & Funtime) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Choose one song from Unit 11 to 15.
5. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Play 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. Activity 1. Do the puzzle. 8 minutes Step 1: Have pupils look at the puzzle. Ask: Who do you see in the pictures? Stick the flash cards of the words, one by one, on the board. Point to each word on the board, and have pupils say the word as a class. Step 2: Point at Picture 1, elicit the word, write it in the crossword as an example. Tell pupils to repeat the same procedure with the other picture cues. Step 3: Check the answers as a class. Activity 2. Quiz time. 9 minutes Step 1: Tell pupils that each of them needs to interview three different classmates to find out their favourite food or drinks. Step 2: Gives pupils 10 minutes to circulate and complete their survey tables Step 3: After pupils have interviewed their classmates and taken notes, give them another 5 to 10 minutes to prepare to share their findings. Step 4: Invite different pupils to come to the front of the class and share their findings. Activity 3. Circle the healthy foods. 8 minutes
6. Step 1: Draw pupils’ attention to the pictures and elicit the names of the foods: apple, chips, water, rice, fish, noodles, cake. Step 2: Put pupils into pairs and tell them to work together to circle the healthy foods. Step 3: Display a picture of an apple on the board. Ask pupils if it is healthy or unhealthy. When they answer correctly, write healthy under the picture and model it for pupils to repeat. Repeat the same procedure for the other foods. If a food is unhealthy, write unhealthy under the picture. 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 Option 3: - Play a game in the powerpoint Fun time 3. - Divide the class into 2 teams to play “ Build a spaceship”. - Have pupils guess the word letter by letter. - Whenever pupils guess a letter that is in the secret word, click the letter to fill it into the blank where it occurs. The one who has the correct answers can build a spaceship and fly to space. *************************************** Tuesday, March 18, 2025 UNIT 16: MY PETS Lesson 1 – Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: focus: - use the words birds, cats, parrots, rabbits in relation to the topic "Pets". - use some and many to identify the quantity of pets; - use Do you have any _____? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - to and demonstrate understanding of simple communicative contexts in relation to the topic "Pets". Core teamwork, reliability, motivation, communication and initiative competencies:
7. General Listening: listen and recognize the names of the pets, then repeat. Competences: Critical Thinking: talk about pets (names of the pets). Oral Communication: speak about names, ask and answer the questions. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. Attributes: Diligence: complete learning tasks. Leadership: collaborate with teachers to enhance language skills. II. RESOURCES AND MATERIAL: - Audio Tracks 54, 55 - - Website sachmem.vn - - Flash cards/ pictures and posters (Unit 16) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Sing the song I have a pet from Youtube (link is in the ppt). Game: Who is faster? Review the previous lesson by having the class play the game Who is faster?, using the words in Unit 15. 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. Draw their attention to the questions Do you have any cats / dogs? and the answers Yes, I do. / No, I don’t. Check comprehension. 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.
8. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the pets. Step 2: Have pupils point at Picture a (birds), listen to the recording and repeat the word. Follow the same procedure with the other three pictures. Have pupils repeat the word under each picture a few times. Step 3: Point at the Picture a and ask the question (Do you have any birds?). Elicit the answer (Yes, I do). Point at Picture b and ask the question (Do you have any parrots?). Elicit the answer (No, I don’t.). Follow the same procedure with the last two pictures. Step 4: Have pairs practise asking and answering the question Do you have any _______? - Yes, I do. / No, I don’t. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Put pupils into groups of four. Tell them to ask and answer questions using Do you have any ? – Yes, / No, ______. Go around the classroom to offer support. Step 3: Invite some pupils to the front of the class to ask and answer questions about their pets. Fun corner and wrap-up: 5 minutes Option 2: Game: Spin the wheels Option 3: Preparation for the project:
9. Tell pupils about the project in page 45. Ask them to prepare the photos of their pets to share with the class and introduce about their pets. They need to prepare the captions for the photos. In Lesson 2, Period 4, remind pupils again of what they need to prepare for the project. Wednesday, March 19, 2025 UNIT 16: MY PETS Lesson 1 – P 4-6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: focus: - use the words birds, cats, parrots, rabbits in relation to the topic "Pets". - use some and many to identify the quantity of pets; - use Do you have any ? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Pets". Core decision making, teamwork, work standards, reliability, motivation, competencies: communication, planning and organization General Listening: listen and recognize the names of the pets, then repeat. Competences: Critical Thinking: talk about names of the pets. Oral Communication: speak about names, ask and answer the questions. Self-control & independent learning: perform listening tasks. Written Communication: practice writing about pets. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. Attributes: - Diligence: complete learning tasks. - Leadership: collaborate with teachers to enhance language skills. II. RESOURCES AND MATERIAL:
10. - Audio Tracks 56, 57 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 16) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Look and guess Pupils take turn choose a number to open until they can say what the hidden picture is. The one who has the correct answer gets 10 points for their team. Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turn to pass the ball. After the music ends, 3 pupils who have the ball – stand up and say the name of pets, using the sentence model. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the word for each pet while pointing at the corresponding picture, and play the recording of the first exchange. 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 second exchange. 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 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. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the things in the pictures and the pets.
11. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the question (cats). Then have them complete the gap. Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils’ attention to two gaps in the dialogues 3 and 4. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage pupils to answer questions such as Do you have any dogs? and Do you have any cats? Play the recording all the way through. Encourage pupils to listen carefully to the pronunciation and melody. Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 3: Play the recording all the way through for pupils to sing along. Step 4: Introduce actions for pupils to do while singing along with the recording. Step 5: Put pupils into groups to practise the song and make up their own actions while singing. Step 6: Invite groups to the front of the class to perform the song while the rest of the class sings and / or claps along. Fun corner and wrap-up: 5 minutes Option 2: Game: Divide the pupils into equal teams of five or six. Have each team stand in a line. Hold up a flashcard and make a sentence based on the picture. The teams then repeat the sentence three times and sit down. The team that sits down first scores a point. Then, repeat the game, but this time have the pupils do an action before they sit down, e.g. clap and then sit, jump and then sit, etc. Repeat the game with a different action or actions each time. As the game progresses, instead of every
12. member of the team speaking at the same time, have each pupil repeat the sentence three times, do an action and then sit down. The idea is to make the tasks more challenging as the game progresses. The team with the most points at the end of the game wins. Option 3: Game: Lucky numbers (ppt) Friday, March 21, 2025 UNIT 16: MY PETS Lesson 2 – P 1- 3 I. OBJECTIVES Language focus: By the end of the lesson, pupils will be able to: - use the words birds, cats, dogs, parrots, rabbits and goldfish in relation to the topic "Pets". - use some and many to identify the quantity of pets; - use Do you have any ? – Yes, I do. / No, I don’t. to ask and answer questions about pets; - use How many do you have? – I have _____. to ask and answer questions about the quantity of pets; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Pets"; Core competencies: teamwork, work standards, motivation, adaptability, communication, and initiative. General Competences: Critical Thinking: talk about one’s pet(s) Oral Communication: speak about one’s pet(s), ask and answer the questions. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. Problem-solving and creativity: answer comprehension questions. Sociability: talk to each other. Attributes: - Kindness: help partners to complete learning tasks.
13. - Diligence: complete learning tasks. - Leadership: collaborate with teachers to enhance language skills. II. RESOURCES AND MATERIAL: - - Audio Tracks 58, 59 - Website sachmem.vn - - Flash cards/ pictures and posters (Unit 16) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 2: Spend a few minutes revising the previous lesson by asking the class to play the game Slap the board. Option 3: Game: Guess the pictures - Write any word on the board. - The first pupil has to take the last four or three letters of that word and form a new word. - The second pupil does the same, and the chain continues until a pupil is unable to form a word. - The pupil who fails to form a word or misspells it is out of the game. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b. Draw their attention to the question and answer in the Picture b. Explain that the question and answer in this context are used to ask and answer about the number of pets in plural. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Then play the recording again sentence by sentence for them to listen and repeat. Follow the procedure with Picture b. Correct their pronunciation if 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 and repeat the sentences in the recording. KNOWLEDGE CONSTRUCTION
14. Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the pets. Step 2: Have pupils point at the words under the pictures, listen to the recording and repeat until they feel confident. Explain that these words are the names and the quantity of the pets in the pictures. Step 3: Model by pointing at the question How many ____ do you have? and have pupils listen to the recording and repeat it a few times. Ask pupils to read the gapped answer in the second bubble and tell them that they should fill in the gap with the quantity of pets. Then have them listen to the recording and repeat the answer a few times. Finally, have pupils ask the question and give answer a few times in pairs. Step 4: Repeat Step 3 with the other pictures. Then give pupils time to work in pairs, pointing at the question and the pictures and giving the answers. Step 5: Invite a few pairs to point at the pictures and practice asking and answering in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions using the target patterns. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to perform their exchanges. Fun corner and wrap-up: 5 minutes Option 1: Using sachmem.vn, have pupils look at the words in the picture of Activities 1, 2 and repeat after the recordings. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball.
15. - Play the music, students in each team take turn to pass the ball. After the music ends, 3 students who have the ball – stand up and say the name, using the sentence model. Option 3: Game: Lucky numbers (ppt) LESSON PLAN TIENG ANH 4 WEEK 27 Monday, March 17, 2025 REVIEW 3 Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills Correctly use the following sentence patterns: - Where do you live? – I live ____. - 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 ____. O - 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 extension 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 - Website hoclieu.vn++ - Flash cards/ pictures and posters (Review 3) III. PROCEDURE Warm-up and review: 5 minutes
16. Greet the class. Option 1: – Greet the class. Have pupils sing any of the songs from Units 11 to 15. Praise pupils and get the class to cheer or clap their hands. – Ask pupils to open their books at page 38 and look at Extension activities, Activity 1. Option 2: (powerpoint) –Have students look at the screen, read and choose the correct picture. EXPLORATION Activity 1. Work in pairs. Take turns to describe and draw a family member. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What is the girl / boy doing? When pupils answer correctly, confirm the answers: The girl is describing her mum. / The boy is drawing the girl's mum. Step 2: Write the following prompts on the board: tall or short ?, hair?, face?, eyes? Tell pupils to choose a family member and think about how he or she looks. Step 3: Put pupils into pairs. Tell pupils that they should take it in turns to describe a family member for their partner to draw. They have five minutes. Remind them to call out “Swap!” when they finish. Step 4: When all the pupils have had a turn, tell them to swap their drawings with their partners. Assessment - Performance products: Student’s talk and pictures. - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Tell the class about your partner’s family member. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What is the boy doing?. When pupils answer correctly, confirm the answer: He is describing the girl’s mum. Step 2: Nominate a few pairs to come to the front of the class and share their drawings and descriptions with the class. This step could also be done in small groups so that every pair has a chance to share. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; PROJECT Activity 3. Read and match. Then say what the animals are. Procedure
17. Step 1: Draw pupils’ attention to Description 1 and read it as a class. Explain any new words. Check comprehension. Step 2: Ask pupils to look at the pictures on the right and elicit the answer. Get them to read the sentences in Description 1 again and draw a line to match it to the correct picture (Picture c) Step 3: Repeat Steps 1 and 2 with the other three descriptions. Go around the classroom to offer support where necessary. Step 4: 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. Step 5: Have pupils say the names of the animals in the pictures by asking them questions, e.g. What is it? or What can you see in the picture? Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Games: 5 minutes Option 1: Game “Jeopardy” -Teacher divides the class into 3 teams. -Each team takes turns to choose the flag and answer the question. -The team that has more points is the winner. Option 2: –Teacher gives each student a piece of paper. Students write 3 sentences to describe a classmate in three minutes. Teacher collects all the pieces of paper and puts them in a box. –Students take turns to pick a piece of paper, read and guess who is he/she. Option 3: - 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. Tuesday, March 18, 2025 UNIT 16: WEATHER Lesson 1 – Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to:
18. Language – understand and correctly repeat the sentences in two knowledge & communicative contexts focusing on asking and answering skills questions about the weather in the past. – correctly say the words and use What was the weather like last weekend? – It was _____. to ask and answer questions about the weather in the past. – enhance the correct use of What was the weather like yesterday? – It was _____. to ask and answer questions about the weather in a freer context. Competences – Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes – Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Student’s book: 40 page - Audio tracks 52, 53 - Teacher’s guide: Pages 228 - 230 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Have some pupils say the chant from Lesson 3 of Unit 15. Praise them and get the class to cheer or clap if they do a good job. Option 2: ppt EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Procedure 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 individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 3: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Step 4: Draw pupils’ attention to the question What was the weather like in Sa Pa? and the answer It was sunny. Tell pupils that they are used to ask and answer questions about the weather in the past.
19. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Procedure Step 1: Have pupils look at the pictures and elicit the weather in each picture. Step 2: Have pupils point at Picture a (rainy weather), listen to the recording and repeat the word (rainy). Repeat the same procedure with the other three pictures. Have pupils repeat the words a few times. Check comprehension. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (What was the weather like last weekend?). Point at Picture a and have pupils listen to and repeat after the recording (It was rainy.). Repeat the same procedure with the other three pictures. Step 4: Have some pairs of pupils practise asking and answering the question What was the weather like last weekend? – It was _____. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes Procedure Step 1: Draw pupils’ attention to the picture. Have them look at the weather icons and identify the weather in each place. Check comprehension. Step 2: Elicit the missing words in the second speech bubble and write them on the board. Get pupils to say the completed sentences. Step 3: Have pupils look at the bubbles to understand how the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using the picture cue. Make sure pupils understand the structure and say it with the right pronunciation and intonation. Go around to observe and provide help. Step 4: Invite some pairs of pupils to practise asking and answering questions in front of the class. Praise them if they perform well. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: ppt Option 2: play the online game from
20. teaching/ Option 3: Miming Game Divide pupils into groups One pupil acts to show his favourite weather, he/she is not allowed to say or write but acts or uses body language. Groups get more answers win and get stickers Change and give the miming pupil cues if necessary. Preparation for the project: Ask pupils to prepare for the project on page 61 by doing a survey on their favourite subjects and the reasons why they like these subjects as homework so that they can present the results at Project time. ******************************************************* Wednesday, March 19, 2025 UNIT 16: WEATHER 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 the weather and number the skills correct pictures. – complete four gapped exchanges with the help of picture cues. – Sing the song What was the weather like yesterday? with the correct pronunciation, rhythm and melody. Competences – Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes – Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Audio tracks 54, 55 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) III. Warm-up and review – Listen and number – Look, complete PROCEDURE and read- Let’s play – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting.