Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 3 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 3 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 Week: 3 Period:5 Teaching date: 24/ 9/2024 UNIT 2: IN THE DINING ROOM. Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: cake, car, cat, cup. - Sound: /c/ 2. Competences: +Say the letter C/c and the words cake, car, cat, cup. +Listen and identify the words cake, car, cat, cup. +Trace the letter C/c. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer, projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - Invite a few Ss to point to the picture/poster and pronounce the sound of the letter C/c and say the words car, cake, cup, cat. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: cake, car, cat, cup. *Procedure: - Have Ss look at the chant on p. 7 in their books and draw Ss’ attention to the first line and explain its meaning. Ask them to pay attention to the letter C/c and the word cup. Check comprehension. - Play the recording of the first verse for Ss to listen and to get familiarized with the tune. - Play the recording again, ask Ss to listen and repeat the first line. Then play the recording for them to listen and repeat until they feel confident. - Follow the same procedure with the other verse. Show Ss how to chant and clap their hands. Correct pronunciation, if necessary. - Play the recording all the way through. Ask Ss to listen and repeat the chant individually and in chorus. Give further support to those Ss who find it difficult to do the task.
2. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap their hands. *Outcome: read the chant with some words: car, cake, cup, cat. Activity 3. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words car, cake, cup, cat. *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. E.g. 1. a cat, 2. a cake. - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check. *Outcome: improve listening skill with some words car, cake, cup, cat. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter C/c. *Procedure: - Have Ss look at the letter C (upper case) and c (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter C/c. T can demonstrate by air tracing or tracing the broken lines of the letter C/c on the board. -Then let Ss do the tracing. Give further support to those Ss who find it difficult to do the task. - Check the results of Ss’ tracing and give feedback. Ask Ss to work in pairs and swap their answers. Give Ss time to work. Go around and offer help, if necessary. - Ask some Ss to show what they have done. *Outcome: look and trace with the sound of the letter C/c. Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6.Homelink (1’) Pupils learn by heart the chant on p.10. Pupils trace the letter C/c in their workbooks. IV. COMMENT . Week: 3 Period:6 Teaching date: 26 / 9/2024
3. UNIT 2: IN THE DINING ROOM. Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: cake, car, cat, cup. - Sound: /c/ -Sentence pattern: - I have a _____. - I have a _____. 2. Competences: - Use I have a _____ to talk about possession. - Sing a song with the structures I have a _____. I have a _____ and I have a _____. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. *Procedure: - Have a group of Ss to sing the chant on page 10 in front of the class. The class claps hands. Activity 2. Listen and repeat: *Aim: help Ss to practise sentence pattern: I have a _____. *Procedure: - Have Ss look at the first picture .Play the recording for Ss to listen and repeat, - Have Ss look at the sentence “I have a car.” 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: I have a _____. Activity 3. Let’s talk :7’ *Aim: help Ss to improve speaking skill with sentence pattern: I have a _____. *Procedure:
4. - Have Ss look at the first picture. Say Look at Picture a, please! Point to the car and ask them, saying What is this? Tell them that It’s a car. Then point to the bubble and the car and say I have a car. Correct pronunciation, if necessary. - Ask Ss to say the sentence “I have a car.” in chorus and individually. Follow the same procedure with Pictures b, c, d. Give further support to those Ss who find it difficult to do the task, if necessary. -Ask Ss to work in pairs or groups, to point to the pictures and say “I have a _____.”Offer help, if necessary. -Invite some pairs of Ss to practise pointing to the pictures and say what they have in front of the class. *Outcome: improve speaking skill with sentence pattern: I have a _____. Activity 4. Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: - Have Ss look at the lines of the lyrics. Explain the meaning of the structures “I have a _____. I have a ___ and I have a ___”. Then ask them to read the first line aloud. Check comprehension, if necessary. -Play the recording of the first line several times for Ss to listen and repeat. - Follow the same procedure with other lines. Correct pronunciation and the tune, the rhythm and the melody of the verses of the song, if necessary. -Play the recording all the way through for Ss to listen, to sing and clap their hands. Offer help, if necessary. -Invite some Ss to sing the song in front of the class. The rest of the class sings along and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. *Outcome: sing the song. Activity 5. Consolidation(2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) - Pupils create the lyrics of their own songs and practise singing it. - Pupil collect things they have (ball, car, bike, cat,...) and talk about possession, using I have a ___. IV. COMMENT LESSON PLAN TIENG ANH 3 Tuesday, September 24, 2024 UNIT 1: HELLO Lesson 3: Part 1,2,3 I. OBJECTIVES Language
5. By the end of the lesson, pupils will be able to: - to correctly repeat the sounds of the letters h and b in isolation, in the words hello and bye, and in the sentences Hello, Ben. and Bye, Ben. with the correct pronunciation and intonation. - to identify the target words hello and bye while listening. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. 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 Secure and organized: keep school things in the right ways. II. RESOURCES AND MATERIAL - Student’s book Page 14 - Audio Tracks 12, 13, 14 - Teacher’s guide, Pages 25, 26 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Numbers Divide the class into 4 groups. Invite pupils to go to the monitor and touch to choose the numbers. Pupils will get points for their teams if their answers are correct. Give points to the groups and encourage them. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letter h, the word hello and the sentence Hello, Ben. Tell pupils about the activity. Play the recording for the letter h. Encourage pupils to point at the letter/ word/ sentence while listening. 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 2: Repeat the procedure of Step 1 for the letter b. Activity 2: Listen and circle
6. Step 1: Draw pupils’ attention to the sentences and the gap-fill options. Tell them about the activity. Check their comprehension and give feedback. Step 2: Play the recording for the Sentence 1 for pupils to listen. Play the recording again for them to listen and circle the correct options. Play the recording a third time for pupils to check their answers. Step 3: Repeat the procedure of Step 2 for Sentence 2. Step 4: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Play the recording for pupils to check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the completed sentences. Game: Pass the ball. Step 1: Give 2 balls for pupils. Step 2: Turn on the music and have students pass the ball. Then stop the music. Have students stop passing the ball. The pupils who are having the balls will stand up and practise speaking with their friends. Step 3: Give points to the pupils. Step 4: Encourage pupils practice speaking English. Activity 3: Let’s chant Step 1: Draw pupils’ attention to the lyrics of the chant. Check 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 h and b and the words Hello and Bye. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Game: Sing, do actions, then stop! Step 1: Divide the class into 4 teams. Step 2: Have pupils sing and dance with the lyrics and rhythm of the chant. Step 3: Invite each team to sing and do actions. When the music stops, all of them have to stop doing actions (freeze). Who can freeze longer will win. Step 4: Encourage pupils to join the game. Give points to teams. Wednesday, September 25, 2024 UNIT 1: HELLO Lesson 3: Part 4,5,6 I. OBJECTIVES Language
7. By the end of the lesson, pupils will be able to: - read four sentences and choose the correct responses. - read, understand and complete three exchanges with their personal information. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. 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 - Student’s book Page 15 - Teacher’s guide Pages 26, 27 - Website sachmem.vn - Flashcards/pictures and posters (Unit 1) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Ask two pupils to come up to the front of the classroom to to practice introducing themselves, greeting each other. Repeat with other pairs. Option 2: Review the chant with some missing words. Step 1: Read the chant out loud. Step 2: Cover some words, one by one. Let the pupils remember what they are. Step 3: Say the chant with the lyrics. Step 4: Say the chant without the lyrics. Option 3: Greet the class and encourage them to respond to your greeting. Spend a few minutes revising the previous lesson by having the class say the chant on page 14. – Get the class to open their books on page 15 and look at Activity 4. Tell them what they will learn in this lesson. PRACTICE Activity 1. Read and circle. 8 minutes d. Procedure Step 1: Draw pupils’ attention to the first sentence. Tell them about the activity. Get pupils to read the first number together as a class. Elicit the answer and give feedback. Circle the letter b.
8. 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 together as a class. Write the correct answers on the board for pupils to correct their answers. PRODUCTION Activity 2. Let’s write. 9 minutes d. Procedure: Step 1: Draw pupils’ attention to three two-person exchanges. Tell them about the activity. Write the first exchange on the board: Lucy: Hi. I’m Lucy. You: Hello, Lucy. I’m ____ . Elicit the context and the missing words and give feedback. Complete the sentences. Invite two pupils to role-play the exchange. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. 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 for pupils to correct their answers. Game: Chinese whispers Step 1: Divide the class into 4 groups. Ask them to stand on 4 lines. Step 2: Say a sentence to the first pupil at each line. Step 3: Pupils speak quietly one by one. The one at the back of each line has to say the sentence out loud. Step 4: Give points to the groups who can make it well. Encourage pupils to practise speaking English. Activity 3. Project 8 minutes d. Procedure Step 1: Tell pupils about the activity. Stick the pupil card sample on the board. Write the presentation language on the board. Check comprehension and give feedback. Have pupils repeat the sentences until they can say the sentences by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the classroom to perform the presentation. Watch and offer your support with the language. Step 3: Put pupils into groups to rehearse their pupil card presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to show and talk about their pupil cards in front of the classroom. Extension: Create a class display of pupil cards and vote for the best decorated one. Fun corner and wrap up: 5 minutes Game: Role play Divide the class into 4 teams. Invite each team to go to the board and role play using the given conversation (See the powerpoint file for reference). Encourage pupils to practise speaking English. Give points to the teams.
9. Thursday, September 26, 2024 UNIT 2: OUR NAMES Lesson 1: part 1,2,3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words what, your, name, my in relation to the topic “Our names”; - Use What’s your name? – My name’s . to ask and answer questions about names; - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; Attributes - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIALS - Student’s book Page 16 - Audio Tracks 15, 16 - Teacher’s guide Pages 28, 29 - Website sachmem.vn - Flashcards/pictures and posters (Unit 2) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song Hello in Unit 1 Lesson 1 - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes d. 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. 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.
10. Step 5: Draw their attention to the question What’s your name? and the answers My name’s Ben. and My name’s Mary. Tell pupils that they are a question and answers about the character names. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures. Elicit the name of each character. Step 2: Have pupils point at Picture a (Nam, Bill), listen to the recording and repeat the names (Nam, Bill). Follow the same procedure with Picture b. Have the class repeat the names a few times. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What's your name?). Point at Picture a and have pupils listen and repeat after the recording (My name's Nam). Follow the same procedure with Picture b. Step 4: Put pupils in pairs and have pairs practise asking and answering the question What's your name? - My name's . Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Blow up balloons Divide the class into 2 teams. Let pupils choose a balloon by its colour. Pupil(s) answer the question(s). If their answer(s) are correct, they get points for their teams. The winning team is the team with more points. PRACTICE Activity 3. Let’s talk. 8 minutes d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what the answer should be. Elicit the answer My name's Mai. Get pupils to repeat the question and the answer several times in pairs. Step 2: Go around the classroom, point to pupils and ask What’s your name? Allow each pupil to answer with his / her own name (e.g. My name’s Long). Step 3: Have pupils practise asking and answering the questions about their own names in pairs. Go around the classroom to observe and provide help. Step 4: Invite some pairs to practise asking the question and giving the answer in front of the class. Fun corner and wrap-up: 5 minutes Game: Let’s ask people around you
11. Each pupil gets 1 sheet of paper from the teacher. They fill in the information about themselves. Then they can move around the class to ask and answer the questions to know more about their friends’ family member. Option 3: Preparation for the project Ask pupils to prepare the project on page 21 by making paper birthday cakes or drawing birthday cakes (with numbers showing their ages) as homework so that they can tell the class about their names and ages. Friday, September 27, 2024 Unit 2: OUR NAMES Lesson 1: Part 4,5,6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words what, your, name, my in relation to the topic “Our names”; - use What’s your name? – My name’s . to ask and answer questions about names; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names; Attributes: - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Pupil’s book Page 17 - Audio Track 17
12. - Teacher’s guide Pages 30,32 - Website sachmem.vn - Flashcards/pictures and posters (Unit 2) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Pupils in each team take turns to pass the ball. When the music ends, 3 pupils who have the ball will stand up and say their names, using the model sentences. PRACTICE Activity 4. Listen and tick. 8 minutes d. Procedure: Step 1: Ask pupils some questions about Activity 4 (e.g. How many pictures are there? Who can you see? What are they doing?). Ask them to say about the difference between Picture 1a and Picture 1b. Step 2: Have pupils look at Pictures 1a and 1b. Play the recording of the first dialogue and ask pupils to tick the correct picture. Play the recording again and check their answers. Praise pupils if they have the correct answer (Picture b). Step 3: Repeat Step 2 with the second dialogue. Step 4: Set a time limit for pupils to swap and check the answers. Correct their answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation if necessary. Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the characters in the two pictures. Step 2: Have pupils look at the two incomplete exchanges. 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 answer (Lucy). Then have them look at the picture and identify the character’s name. Then have them complete the gap (Hi. My name’s Nam. What’s your name? - My name’s Lucy.)
13. Step 4: Follow the same procedure with Picture 2. Draw their attention to the two gaps in the second exchange. Step 5: Have pupils complete the exchanges individually and ask a few pairs to read them aloud. PRODUCTION Activity 6. Let’s play. 8 minutes Procedure Step 1: Tell pupils that they are going to listen for the names of the six pupils and slap the correct flash cards / words as quickly as possible. Step 2: Put the flash cards or write the words of the six pupils on the board. Step 3: Call two or three pupils to the front of the class. Ask them to stand at a certain distance from the board. Step 4: Invite one pupil to the front of the class and ask What's your name? The pupil answers the question with one of the names on the board (e.g. My name's Bill.). Have pupils run to the board and slap the correct flash card / word. The pupil who is the quickest to slap the correct word gets one point. The pupil who has the most points at the end of the game wins. 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 in to pieces. Ask the pupils to arrange them to make a complete sentence, then read it aloud. The group who makes it first will be the winner.
14. LESSON PLAN TIENG ANH 4 Monday, September 23, 2024 UNIT 1: MY FRIENDS Lesson 3 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly pronounce the sounds of the letters a and ia in isolation, in the words America and Australia, and in the sentences I’m from America. and She’s from Australia. with the correct pronunciation and intonation; - identify the target words America and Australia while listening; - say the chant with the correct pronunciation and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 14 - Audio tracks 13, 14, 15 - Teacher’s guide: Pages 26, 27, 28
15. - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Option 1: Sing a song - Invite one or two groups of pupils to come to the front of the class and sing the song Where are you from in Activity 6, Lesson 1. - Ask pupils to open their books at page 14 and look at Unit 1, Lesson 3. Tell them what they will learn in this lesson. Option 2: Hangman game (Review country names) - Divide the class into teams. - Set up the game by drawing a gallow and an underline for each letter in the unknown word. As letters in the word are guessed, write them above the corresponding line. If pupils guess a letter which is not in the wỏd, draw a picture of a person on the gallow – one part for each incorrect letter guess. Most frequently, the person is drawn in 6 parts (for 6 letter guesses) in the order: head, body, left leg, right leg, left arm, right arm. If too many letters which do not appear in the word are guessed, the player is hanged (and loses). KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Procedure Step 1: Have pupils point at the letter a, the word America and the sentence I’m from America. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation if necessary. Step 2: Invite a few pupils to listen to and repeat the sound, the word and the sentence in front of the class. Praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation if necessary. Step 4: Have pupils work in pairs or groups, pronounce the sounds, say the words and read the sentences until they feel confident. Assessment - Performance products: Student’s pronunciation - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes
16. Procedure Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Get pupils to read the gapped sentences and guess which option can be chosen to fill in the gaps Step 3: Play the recording, once or twice, for pupils to listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers. Step 4: Invite a few pupils to read aloud the completed sentences in front of the class. Go around the classroom and correct their pronunciation where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys Key: 1. a 2. b PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils read the first verse of the chant and draw their attention to the sound of the letter a in the word America and in the sentences Mary’s from America. And She’s from America. Check comprehension. Step 2: Play the recording of the first verse for pupils to listen. Play the recording again, linen by line, for pupils to listen and repeat. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw pupils’ attention to the sound of the letters ia in the word Australia and in the sentences Ben’s from Australia. and He’s from Australia. Step 4: Play the recording all the way through for pupils to chant and clap along. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1 (Extension): Listen and choose - Introduce 4 new words: Canada, China, India, Cambodia. - Play the audio and the pupils choose the letters a or ia according to the sound that they hear. Option 2: Slap the board - Introduce 4 new words: Canada, China, India, Cambodia. - Divide pupils into 2 or 3 teams. - Each team sends one representative to the board. Teacher draws two boxes and writes a and ia in each box. - Students read a country name and the representatives slap the box containing letters a or ia according to the sound that they hear.
17. - The first pupil to touch the box gets one point. --------------------------------------------------------------------------------------------------- Monday, September 23, 2024 UNIT 1: MY FRIENDS Lesson 3 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read and show understanding the sentences by deciding if the statements are true or false; - complete a gapped text about themselves and their friends; - make pupil cards at home and present them to the class by 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 - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 15 - Teacher’s guide: Pages 28, 29 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Greet the class, then invite one or two groups of pupils to the front of the class to say the chant in Lesson 3, Activity 3. The rest of the class may chant and clap along. - Ask pupils to work in pairs, ask and answer the questions Where from? - from Option 2: Backward spelling - T divides class into teams.
18. - Each team takes turns to have a pupil stand in front of the board. - The rest pupils spell the word written by the teacher on the board backwards. - The team that guesses the word first gets 1 point. The team with the most points is the winner. Ex: N-A-P-A-J JAPAN M-A-N-T-E-I-V VIETNAM E-R-O-P-A-G-N-I-S SINGAPORE PRACTICE Activity 4. Read and tick True or False. 5 minutes Procedure Step 1: Tell pupils the goal of the activity and explain that they should read the sentences and tick True or False. Check comprehension. Step 2: Do Sentence 1 as an example. First, have pupils read the sentence and identify Minh’s age. Then have them read the text and find the correct information to tick the appropriate box. Step 3: Set a time limit for pupils to do the task 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 before checking as a class. Correct the answers where necessary. Extension: Invite one or two pupils to read the text and the sentences in front of the class. You may ask pupils to correct the false sentences if necessary. Assessment - Performance products: Pupil’s answers - Assessment tools: Observation; Questions & Answers, Peer correction PRODUCTION Activity 5. Let’s write. 8 minutes Step 1: Tell the class the goal of the activity and explain that they should read the gapped text and fill in the gaps with their own information. Explain that the gaps in the text focus on their names and age(s), their friends’ names and where they are from. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit the names. Then have them write their names 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 before checking as a class. Extension: Invite one or two pupils to read their completed texts in front of the class. Assessment - Performance products: Pupil's answer - Assessment tools: Observation; Answer keys
19. Games: 5 minutes Option 1: Game Find the treasure - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose the flag and answer the question. - The team that has more points is the winner. Option 2: Hot potato - Teacher prepares a small ball and some cards with a name, a number (age) and a country on them. - Teacher plays the music and pupils start to pass the ball. The pupil who holds the ball when the music stops picks a card and makes sentences: is years old. She is from Linda/ 8 / Britain Linda is eight years old. She is from Britain. PRODUCTION Activity 6. Project 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to show the two pupil cards that they have prepared at home and present them to the class. Step 2: Have pupils work in groups of five. Each pupil shows his / her pupil cards and tells the group about them, e.g. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their cards and tell the class about them, e.g. Hi. My name’s Lan. I’m from Viet Nam. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation ------------------------------------------------------------------------------------------------- Tuesday, September 24, 2024 UNIT 2: TIME AND DAILY ROUTINES Lesson 1 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to:
20. Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and telling the time. - correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time. - enhance the correct use of What time is it? – _____. to ask and tell the time in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 16 - Audio tracks 16, 17 - Teacher’s guide: Pages 30, 31, 32 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Option 1: Sing the song What time is it? Link: Option 2: Game: Slap the board - Divide class into 3 teams, invite 1 member from each team for each turn. - Say the numbers for the pupils to slap and say aloud. - Give points to the pupils with the correct choice and encourage them. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters and the time shown on the clocks in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.