Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 30 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 30 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1 WEEK 30 Period: 59 Teaching date:8 / 04 /2025 FUN TIME 4 Part 1, 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /n/ (letter n) and /t/ (letter t) - Vocabulary: Nick, noodles, banana, nuts,Teddy bear, turtle, tiger, top. 2. Competences: - Identify the letters n and t and the sounds they have learnt - Identify some learnt words top, teddy bear, turtle, tiger. - Say the sounds and words 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, E- book, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim: help ss to be eager and happy to begin the new lesson. -Stick some flashcards including some pictures of the words from Unit 13 and 14 on the board. Have Ss play Kim’s game in three minutes. Activity 2. Trace and colour. Then point and say:13’ *Aim: help Ss identify some learnt words (top, teddy bear, turtle, tiger), trace and colour. Then point and say. *Procedure: - Have Ss look at the pictures and explain what to do. You can model with one picture. -Ask Ss to trace and colour the pictures. Go around to offer help, if necessary. -Have Ss work in pairs to compare their work and practise saying the words. Move around and correct their pronunciation, if necessary. -Call some Ss to show their work and say the words in front of the class. Give comments. *Outcome identify some learnt words (top, teddy bear, turtle, tiger) trace and colour. Then point and say.
2. Activity 3.Let’s play. Mystery bag. 14’ *Aim: help Ss review some sounds and words they have learnt. *Procedure: - Have Ss look at the picture. Explain the rules of the game: Teacher gives a mystery bag having letter cards (the letters can be all the letters the Ss have learnt or the letters from Unit 13 to Unit 14).Ss play this game in teams. One pupil from each team picks up a letter card from teacher’s mystery bag. He/She reads the letter aloud, and then says a word which includes that letter. -Divide the class into two big teams. Call one representative from each team to the board. Ask him/her to pick up one letter card from the bag and read aloud the letter. Then say a word that includes the letter. If he/she is correct, his/her team gets 1 point. The team with more points is the winner. -Keep record of the stars/points for each team. Announce the winning team. *Outcome: review some sounds and words they have learnt. 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: 60 Teaching date: 9/ 4/2025 FUN TIME 3 Part 3, 4 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /n/ (letter n) and /t/ (letter t) - Vocabulary: Nick, noodles, banana, nuts,Teddy bear, turtle, tiger, top. 2. Competences: -Revise the content of Units 13 and 14 through fun and meaningful activities. This fun time is divided into two lessons. -Say the words they have learnt with correct pronunciation.
3. -Write the letters to complete the words. 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: - Organise a quick Mystery bag game. Show different letters for Ss to read aloud the letters and the words including the letters. Activity 2. Write and say.13’ *Aim: help Ss write some words: noodles, nuts, tiger, bananas. *Procedure: - Have Ss look at the pictures. Explain how to do the activity. Ss look at each picture and complete the words by writing the missing letters. After that, they read the words out loud. - Model one word with the whole class. -Have Ss do the activity individually. Go around to offer help, if needed. -Get Ss to check their answers in pairs. Then ask some pairs to give their answers. Give comments and confirm the correct answers. -Have pairs practise saying the words. Go around to check their pronunciation. *Outcome: SS write some words: noodles, nuts, tiger, bananas. *Procedure: Activity 3. Let’s play: Pictionary. 14’ *Aim: help Ss review and say the words they have learnt. *Procedure: - Have Ss look at the pictures and ask them to guess how to play in the game (they may speak out their guesses). Explain how to play this game: Ss will play the game in teams. Give a pupil a word card, and he/she draws the word. Other team members have to guess the word the team member is drawing on the board. - Divide the class into two big teams and draw a line down the middle of the board - Call two Ss, one from each team to the board. Give each of them a word card. Remember the two words are the same.
4. - Tell the Ss to draw a picture which is the same picture from the word card on the board and encourage their team to guess the word. The first team who shouts the correct answer gets a point. - The Ss who has completed drawing should then nominate someone else to draw for their team. Repeat this until all the words are gone. -Keep record of the stars/points for each team. Announce the winning team. *Outcome: review and say the words they have learnt. 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 LESSON PLAN TIENG ANH 3 WEEK 30 Tuesday, April 8, 2025 UNIT 18: PLAYING AND DOING Lesson 1 – P 1 - 3 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts to talk about an action in progress; - correctly say the words and use I’m _____. to identify an action in progress; - enhance the correct use of I’m _____. to identify an action in progress in a freer context. Core Decision making, teamwork, reliability, motivation, adaptability, competencies: problem-solving, integrity, communication, planning and organization. General Listening: listen and repeat. competences: Oral communication: let’s talk. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups.
5. Sociability: talk to each other, say good words to others. Attributes: Kindness: help partners to complete learning tasks. Diligence: complete learning tasks. Responsibility: appreciate kindness. Secure and organized: join activities to have fun and relax after busy working or studying. II. RESOURCES AND MATERIAL: - - Student’s book Page 52 - - Audio Tracks 74, 75 - - Teacher’s guide Pages 221, 222, 223 - - Website sachmem.vn - - Flash cards/ pictures and posters (Unit 18) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Chant and do activities (Unit 17, Lesson 3). - - Ask pupils to chant and do the actions in Unit 17, Lesson 3 in groups. - Give points for the groups and encourage them. Domino Game - Divide the class into 2 teams: Boys and Girls. - Members of each team try to give answers after seeing the animal’s pictures on the screen to get the points. If they answer incorrectly, they lose their turns. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the pictures. Point at each picture, elicit the names of the speakers in the pictures. Step 2: Have pupils look at Picture a. Play the recording again for them to listen. Step 3: Play the recording again for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.
6. Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the sentence I’m dancing. Tell pupils that it is used to talk about an action in progress. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the picture cues, and elicit the actions in progress. Step 2: Have pupils point at Picture a (writing), listen to the recording and repeat the word. Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Hold up the flash cards for writing, dancing, singing and reading and have pupils say the words. Step 3: Point at the speech bubble and have pupils listen and repeat after the recording (I’m writing). Repeat the same procedure with the other three pictures. Step 4: Point at one of the pictures randomly to elicit the sentence or use the flash cards for writing, dancing, singing and reading to elicit the action and I’m _____. Have pupils do the TPR action while saying each sentence. Step 5: Give pupils time to work in pairs. Remind them that they can select any of the four pictures to point and say the sentence. Go around the classroom to offer support. Step 6: Invite a few pupils to point at the pictures and say the sentences in front of the class. Game: Moving matchmaker - - T divides the class into 2 teams: Boys and Girls. - T calls each member to choose one number. - The pictures will move around the words. - Pupils will say STOP to match the correct pictures and words. - T clicks the button again to stop. Pupils then say I’m ______. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture cue and read the gapped speech bubble. Tell them about the activity.
7. Step 2: Give pupils time to practise in pairs, do the action and say: I’m _____. in context. Remind pupils to do the action while saying. Circulate round the class during the activity and offer help or correct the pronunciation where necessary. Step 3: Invite some pupils to the front of the class to act and say. Praise them, and get the class to cheer or clap hands if they do a good job. Extension: Pupils can choose a pupil in the picture cue, do the action, say I’m _____. to describe an action in progress, and have other friends guess who they are pretending to do. Game: Guess what? T asks some pupils come to the board and do some actions to describe words (dancing, singing, writing, reading) and the others will give their guesses. If pupils can say the answer correctly, they will get points for their teams. 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 to consolidate the lesson. Option 2: Game: WHERE’S MICKEY? A game for up to 4 players. How to play: 1. Decide on the winning overall score for this game (e.g. 20). 2. Each player then clicks on the small cube on their cloud to indicate which cube they think Mickey is going to be found under. 3. Click on the Mickey sitting on top of the big cubes. He will fly off and hide in one of the cubes. 4. Click on each cube to see if Mickey is there. 5. Any players who have chosen the correct cube can click the numbers on their scoreboards to add the points they get. 6. Then click the ‘NEXT’ sign for the next game. 7. Continue to play until one team achieves the winning overall score. 8. The remaining team can continue. PRACTICE: When choosing the correct cube, pupils have to say the sentences with I’m ____. Option 3: Preparation for the project:
8. Tell pupils about the project on page 57. Ask them to prepare the photos of themselves to share with their friends and introduce what they are doing in the photos. 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. Tuesday, April 8, 2025 UNIT 18: PLAYING AND DOING Lesson 1 – P 4-6 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - listen to and understand two communicative contexts about identifying actions in progress and tick the correct pictures; - complete the four target sentence patterns with the help of picture cues; - practise the target vocabulary and sentence patterns by playing the Miming game. Core Decision making, teamwork, motivation, adaptability, problem-solving, competencies: integrity, and initiative. General Listening: listen and respond by choosing correct answers (tick the competences: correct one). Oral communication: sing the song – let’s sing. Written communication: complete the sentences. Self-control & independent learning: perform listening tasks. Communication and collaboration: work in pairs or groups. Attributes: Kindness: pupils wait for their turns to answer the questions. Diligence: complete learning tasks. Responsibility: appreciate kindness. Leadership: collaborate with teachers to enhance language skills. II. RESOURCES AND MATERIAL: - - Student’s book Page 53 - - Audio Tracks 76 - - Teacher’s guide Pages 223, 224
9. - - Website sachmem.vn - - Flash cards/ pictures and posters (Unit 18) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. GAME: Hidden Picture Guessing - Teacher asks pupils to choose the numbers to reveal and guess the pictures behind (words of activities in Lesson 1 - Period 1). Option 3: Invite a few pupils to stand up, come to the board, do an action and say I’m _____. for the others to guess. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Have pupils look at Pictures 1a and 1b. Elicit the word for the action in each picture. 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. Repeat the same procedure with the second exchange. Step 2: Have pupils swap books with a partner, then check answers as a class. Write the correct answers on the board. 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 individually and in chorus. Correct their pronunciation where necessary. Game: Slap the board Let pupils listen and read the sentence with I’m _____., then come to the front and slap on the correct picture. The one who can do it fast and correctly will be the winner. The winner has 2 points, the others have 1 point. This game can be more interesting when playing in groups or teams. PRACTICE Activity 5. Look, complete and read. 9 minutes
10. Step 1: Have pupils look at the pictures and identify the actions in the pictures. Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model Picture 1. Have pupils look at the sentence. Ask them what is missing in the sentence (dancing). Then have them look at the picture and identify the action. Have them complete the gap (I’m dancing.). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the sentences individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pupils to read the sentences aloud. Game: Matching Pairs - Divide the class into two teams. - Each pupil from each team comes to the board, choose a card from the left, then choose one from the right. If they match, he/ she gets points for the team. PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Tell pupils the goal of the game and how to play it: Point at the game illustration, point at the girl, do an action, pretend to be the girl to elicit the word dancing. Then say: Yes. I’m dancing. Step 2: Nominate a pupil to come to the front of the class. Show him or her a flash card and tell him / her to do the action for the class to guess. Check the answer as a class. Step 3: Divide the class into two groups. Have pupils in each group choose a picture and do the action. The group that guesses correctly wins a star. After three or four rounds, the group with more stars is the winner. Note: You may use other words in Unit 10 to play this game. Fun corner and wrap-up: 5 minutes Game: Tic Tac Toe - T divides class into 2 teams (BOYS and GIRLS). - The teams will choose the circle or cross before playing. - T asks 2 members of each team to listen and write the words (activities) on the board. Who can write fast and correctly will have a chance to mark on “tic tac toe board”. Goodbye and Bye activity
11. Use goodbye and bye greetings to dismiss the class. Say goodbye to individual pupils and have them respond as they leave. Wednesday, April 9, 2025 UNIT 18: PLAYING AND DOING Lesson 2 – P 1-3 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about an action in progress. - correctly say the words and use What are you doing? – I’m _____. to ask and answer questions about an action in progress. - enhance the correct use of What are you doing? – I’m _____. to ask and answer questions about an action in progress in a freer context. Core Problem-solving, decision making, teamwork, reliability, motivation, competencies: adaptability, and initiative. General Listening: look, listen and repeat. competences: Critical thinking: listen, point and say. Oral communication: let’s talk. Sociability: talk to each other, say good words to others. Attributes: Diligence: complete learning tasks. Responsibility: appreciate kindness. Secure and Organized: joining activities to exercise and have fun. II. RESOURCES AND MATERIAL: - Audio Tracks 77, 78 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18) III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to your greeting.
12. Game: Sing, sing, sing! Ask pupils to sing this song with some words are covered. When they finish singing, check the lyrics. Option 2: Game: Remember that! - T divides the class into 4 teams. - T put pupils in teams look at pictures in 30 seconds and try to remember as many pictures as they can. - T asks pupils to write the words they remember on the board to get points. Option 3: Play Pass the ball game. Stand up and pass the ball with music. When music stops, those who keep the ball must look at a picture on the board and say a sentence. I’m ______. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Picture a and Picture b. Point at each picture, elicit the names of the speakers in the pictures. Step 2: Have pupils look at Picture a. Play the recording for them to listen. Step 3: Play the recording again for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What are you doing? and the answers I’m singing. and I’m watching TV. Tell pupils that they are a question and answers to ask an action in progress. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the actions in progress. Step 2: Have pupils point at Picture a (playing basketball), listen to the recording and repeat the phrase. Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Hold up the flash cards for drawing a picture, listening to music, playing basketball and watching TV and have pupils say the phrases.
13. Step 3: Point at Picture a, do the TPR action for playing basketball and have pupils do the action for playing basketball. Ask: What are you doing? and point at the target speech bubble to elicit the missing word. Then have the class repeat the completed sentence a few times: I’m playing basketball. Have the class repeat the question: What are you doing? and the answer: I’m playing basketball. Have pupils listen and repeat after the recording. Repeat the same procedure with other three pictures. Step 4: Give pupils time to practise asking and answering the question What are you doing? Remind them that they can use any of the four pictures to point, ask and answer the question. Go around the classroom to offer support. Step 5: Invite a few pairs to point at the pictures, ask and answer the question in front of the class. Game: Spin and Say - T calls some pupils to say the sentences with the pictures after they spin the wheel. - T asks: What are you doing? Pupils answer: I’m _______. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture. Point at the picture and elicit the answer I’m drawing a picture. Have pupils do the action for drawing a picture. Pretend to start a phone call and ask pupils: What are you doing? and elicit the full answer: I’m drawing a picture. Have pupils repeat the question a few times, and then the answer. Correct their pronunciation and intonation where necessary. Step 2: Have pupils sit back-to-back in pairs. One pupil is doing something while the other calls and asks: What are you doing? Give pupils time to take turns making a phone call and practising the questions and the answers in pairs. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to interact with each other, pointing at the activity in the picture cue in their books. Praise them, and get the class to cheer or clap hands if they do a good job. Fun corner and wrap-up: 5 minutes
14. Game: Act out and guess who? - Let the class sit or stand in a circle. - One person is choosen to be in charge of doing the action by starting an action (such as playing basketball, then change to singing, next is dancing, then reading ) for the rest to follow and copy. - Another students will stand outside and guess who is the chosen one. Friday, April 11, 2025 UNIT 18: PLAYING AND DOING Lesson 2 – P 4-6 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which pupils ask and answer questions about an action in progress and number the correct pictures; - complete four gapped dialogues with the help of picture cues; - sing the song What are you doing? with the correct pronunciation and melody. Core Problem-solving, decision making, teamwork, reliability, motivation, and competencies: adaptability General Listening: listen and number. competences: Critical thinking: look, complete and read. Oral communication: let’s sing. Sociability: talk to each other, say good words to others. Attributes: Diligence: complete learning tasks. Responsibility: appreciate kindness. Secure and organized: spend time to join activities and have fun. II. RESOURCES AND MATERIAL: - Audio Tracks 79, 80 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 18)
15. III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to your greeting. Game: Pass the flashcards. Review the previous lesson by having the class pass the flashcards with music. When the music stops, those who have flash cards have to stand up and say the sentence: I’m _______. Game: Matching pairs - Divide the class into two teams. (Boys and Girls) - Ask pupils to choose the matching pairs. (words with pictures) - Pupils come to the front and choose the pictures in order to match with the words. Who can make it will have points for the team. Give points for the pupils. Encourage the pupils to join the activity. PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Have pupils look at the four picture cues. Point at the picture cues in turn and elicit the actions in progress. Step 2: Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers together as a class. Play the recording again for the pupils to double- check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Game: What’s missing? - Ask pupils to look at the pictures. - One picture is missing, they have to say quickly what the picture is. - This game will become harder when there are 2 pictures missing. This game can be play in groups or by the whole class. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the actions in the pictures.
16. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (listening). Then have them look at the picture and identify the action. Have them complete the sentence (I’m listening to music.). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the dialogues individually. Get pupils to swap and correct their answers in pairs. Check the answers as a class. Ask a few pairs to read the dialogues aloud. Game: Slap the board - T divides the class into 2 teams: BOYS and GIRLS. T shows 1 sentence on the TV, 1 boy and 1 girl of each team come to the board, look at the sentences and choose the best words to make correct sentences. (Pupils slap the words on the board). PRODUCTION Activity 6. Let’s sing. 8 minutes Step 1: Have pupils look at the pictures illustrating the song lyrics and tell what they can see in the pictures. Elicit the actions: listening to music, drawing a picture, watching TV and playing basketball. Step 2: Play the recording and ask pupils to clap their hands when they hear the word doing. Play the recording again for the class to listen and clap their hands. Step 3: Play the recording and ask pupils to do the TPR actions for listening to music, drawing a picture, watching TV and playing basketball when they hear the words listening, drawing, watching and playing. Play the recording again for the class to listen and do the TPR actions. Step 4: Play the recording a few times for them to practise singing, and doing the clapping hands and doing actions while singing. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform while the rest of the class sings and / or claps along. Encourage the class to praise or cheer the performers. Fun corner and wrap-up: 5 minutes Game: Memory game
17. Step 1: Tell pupils that they are going to look at the cards in 60 seconds, memorise the words, then remember as many of the words as possible. Explain how the game is played. Check comprehension. Step 2: Put the cards on a desk or stick them on the board. Then cover them with a piece of cloth. Do not let pupils see what is beneath the piece of cloth. Step 3: Divide the class into 2 or 4 groups. Remove the cloth and show the cards for 60 seconds. Then cover them again. In their groups, pupils try to say as many of the words as they can remember. Step 4: Have the groups say the names of the things aloud. For each correct word, give them a star or a point. The group with the most stars / points wins. Option 3: Teacher tells pupils to make sentences with I’m _______. LESSON PLAN TIENG ANH 4 WEEK 30 Tuesday, April 8, 2025 UNIT 18: AT THE SHOPPING CENTRE Lesson 1 – Period 1 I. OBJECTIVES By the end of the unit, pupils will be able to: Language knowledge & skills – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; – use Where’s the bookshop? – It’s . to ask and answer questions about locations; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; – read and write about locations; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - use appropriate gestures and intonation when talking about locations of some places in a shopping center.
18. II. RESOURCES AND MATERIALS - Website hoclieu.vn - Flash cards/ pictures and posters III. Warm-up and review – Look, listen and repeat – Listen, point PROCEDURE and say – Let’s talk – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. 1. Option 1: Say the chant on page 50 - Ask pupils to open their books at page 50 and look at Activity 3. - Ask pupils to chant and do the actions in Unit 17, Lesson 3 in groups. - Give points to the groups and encourage them. Option 2: 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 passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences. EXPLORATION Activity 1. Listen and number. 5 minutes Step 1: Ask pupils to look at Pictures a and b, and identify the characters in the pictures. Encourage pupils to talk about details in the backgrounds of the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the conversation a few times. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the question Where’s the bakery, please? and the answer It’s near the gift shop. Tell pupils that they are used to ask and answer questions about locations. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Look, complete and read. 10 minutes
19. Step 1: Have pupils point at Picture a, listen to the recording and repeat the word near. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times and correct their pronunciation where necessary. Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing words in the answer by pointing at Picture a. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times (Where's the bookshop? – It's near the bakery.). Repeat the same procedure with Pictures b, c and d. Step 3: Divide the class into two groups to take turns repeating the question and the answer for Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d. Step 4: Have pairs practise asking and answering the questions using the pictures. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s play. 8 minutes Step 1: Draw pupils’ attention to the picture and elicit the words or phrases to describe locations. Step 2: Elicit the missing word in the first bubble. Ask pupils to look at the second bubble and identify what the answer should be. Give an example conversation: Where’s the bakery? – It’s near the bookshop. Get pupils to repeat the question and answer several times. Step 3: Have pairs practise asking and answering questions about the locations of the shops in the picture. Go around the classroom to observe and provide help. Step 4: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number - Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. - They need to ask and answer with the picture corresponding to that number to get points. - The group with more points at the end of the game will be the winner. - Praise the winner, encourage the other team.
20. Option 2: Preparation for the project: Ask pupils to prepare for the project on page 57 by making a shopping list as homework so that they can give a short presentation in front of the class at Project time in Lesson 3, Activity 6. Wednesday, April 9, 2025 UNIT 18: AT THE SHOPPING CENTRE Lesson 1 – P 4-6 I. OBJECTIVES By the end of the unit, pupils will be able to: Language knowledge & skills – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; use Where’s the bookshop? – It’s . to ask and answer questions about locations; listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; read and write about locations; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - use appropriate gestures and intonation when talking about locations of some places in a shopping center. II. RESOURCES AND MATERIALS - Student’s book: Page 53 - Teacher’s guide: Pages 256, 257 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Listen and tick– Look, complete and PROCEDURE read – Let’s sing – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Lucky number - Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. They need to ask and answer with the picture corresponding to that number to get points. - The group with more points at the end of the game will be the winner. - Praise the winner, encourage the other team. Option 2: Game: Slap the board - T divides the class into 2 teams: BOYS and GIRLS. - T shows a picture, 1 boy and 1 girl from each team come to the board, look at the