Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 4 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 4 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 Week: 4 Period :7 Teaching date: 01/10/2024 FUN TIME 1 Part 1, 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /b/ (letter b) and /k/ (letter c) - Vocabulary: ball, bike, book, cake, car, cat, cup 2. Competences: - Identify some learnt words (ball, bike, cup, book, cat and car) and say them with correct pronunciation. - Imitate the upper case and lower-case B/b and C/c, using body positions isolation. - Say the words Bill, bike, book, ball. 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’ *Revising the sounds and words - Show flashcards or the letters b and c. Have Ss say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Units 1 and 2 on the board. Have Ss play Slap the board in three minutes. Activity 2. Find and circle. Then say:13’ *Aim: help Ss to identify some learnt words (ball, bike, cup, book, cat and car) and say them with correct pronunciation. *Procedure: -Have Ss look at the pictures and say the words, saying Look and say, please -Ask Ss to look at the word search, find and circle the words in it individually. Then say the words. Explain how to do the task: Find and circle the words in the word search. Then say the words. The words can go across or down. Model with the first word if necessary. Give further support to those Ss who find it difficult to do the task. - Have time for ss to do the task. -After the Ss find the words and pronounce them, organize a short game. Divide the class into two teams. Call on one pupil from each team to go to the board. Call out a word and the two Ss have to write them on the board. Give a point to each correct word. Ss from the teams take turns to write the words.
2. *Outcome: identify some learnt words (ball, bike, cup, book, cat and car) and say them with correct pronunciation. Activity 3. Let’s play: Simon says :14’ *Aim: help Ss to imitate the upper case and lower-case B/b and C/c, using body positions isolation *Procedure: -Have Ss look at the pictures. Explain how the game is played: Teacher gives a command which begins with Simon says... and Ss have to use their body positions to show the letters. The Ss who make the wrong position will be out of the game. - Model the position of the first letter. - Instruct Ss to imitate each position. Help them practise this position until they can remember. Follow the same procedure with the other letters. Give further support to those Ss who find it difficult to do the task. -Have the whole class play the game. Call two Ss to be the observers of the game. Give out the commands and monitor how Ss play the game. The Ss who cannot show the right position will be out and become the observers. Divide the class into two teams. Each team plays the game. Give stars/points to the winner.Ss can also give the commands for other Ss to play. *Outcome: Imitating the upper case and lower-case B/b and C/c, using body positions isolation Activity 4. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) - Tell pupils to practise saying the letters, sounds and words at home. IV. COMMENT Week: 4 Period :8 Teaching date: 03/10/2024 FUN TIME 2 Part 3, 4 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds /b/ (letter b) and /k/ (letter c) - Vocabulary: ball, bike, book, cake, car, cat, cup - Sentence patterns: Hi, I’m _____; I have a _____. 2. Competences:
3. - Identify and read the learnt words - Make a short exchange, using the structures “Hi, I’m _____.” 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’ *Procedure: - Have Ss play slap the board game Activity 2. Read and tick. Then colour and say.13’ *Aim: help Ss to identify and read the learnt words (ball, bike, cup, book, cat and car). *Procedure: -Have them look at the pictures and ask them What can you see in the pictures? Have them point to each picture and say the word (e.g. a. a book, b. a car). Ask them to tick the correct picture. -Have them colour the correct picture, e.g. a book. Then have them say the words a book. -Follow the same procedure with questions 2, 3 and 4. Give further support to those Ss who find it difficult to do the task. -Get Ss to check their answers in pairs. Then ask some pairs to give their answers. Give comments and confirm the correct answers. *Outcome: identify and read the learnt words (ball, bike, cup, book, cat and car). Activity 3. Let’s play: A happy circle. 14’ *Aim: help Ss to make a short exchange, using the structures “Hi, I’m _____.” and “I have a _____.” *Procedure: - Have Ss look at the picture and read the sentences. - Explain the rule of the game: A group of Ss make a circle. The teacher gives each pupil a card with a picture. Two Ss will play first. Pupil A greets, introduces his/her name and says what he/she has in the card by saying Hi, I’m ____. I have a ____. Pupil B does the same as Pupil A. After that, pupil B points to any pupil in the circle and he/she does the same. The last pupil in the circle shouts out “Happy” when he/she finishes his/her turn. -Model the game with one pupil. -Have Ss play the game in groups of five or six. Support and give them help, when necessary. -Ask the whole class to play the game if the time allows. This time Ss can point to any pupil they like in class. *Outcome:practise making a short exchange, using the structures “Hi, I’m _____.” and “I have a _____.” Activity 4. Consolidation (2’)
4. - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) - Tell pupils to practise saying the words and make sentences at home. IV. COMMENT LESSON PLAN TIENG ANH 3 WEEK 4 Tuesday, October 1, 2024 UNIT 2: OUR NAMES Lesson 2 – 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, how old, years old in relation to the topic “Our names”; - use How old are you? - I'm . to ask and answer questions about someone’s age; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names and ages. General competences - Oral communication: talk about ages, 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 Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Website sachmem.vn - Flashcards/pictures and posters (Unit 2)
5. III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 7, Lesson 1. - Ask pupils to sing the song. - Invite some of them come to the board and role play, the rest of the pupils will sing. Option 2: Game: Guess the pictures - Write any words 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. Option 3: Game: Who’s faster? Divide the class into 2 teams. Have children look at the pictures on the screen and shout out the numbers which are hidden. Give points to the team with the faster and correct answers. (Please see the provided corresponding PowerPoint slides for reference.) Then have the whole class count the numbers from 1 to 10. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question How old are you? and the answer I’m eight years old. Tell pupils that they are a question and an answer about the someone’s age. Game: Lucky stars Divide the class into 2 teams (girls and boys). Have the teams take turns to choose the circle and answer the questions. For each correct answer, have pupils click the pink robot to get the stars. The team with more stars is the winner. (Please see the provided corresponding PowerPoint slides for reference.) KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes
6. d. Procedure: Step 1: Have pupils look at the pictures and elicit the numbers on the cakes. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (seven). Follow the same procedure with the other three pictures. Have the class repeat the numbers a few times. Step 3: Point at the bubble and have pupils listen and repeat after the recording (How old are you?). Point at Picture a and have pupils listen and repeat after the recording (I’m seven years old.). Follow the same procedure with the other three pictures. Step 4: Have pairs practise asking and answering the question How old are you? – I’m _____ years old. 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: Have pupils look at the picture and explain that the two children want to buy some birthday cakes. The shop assistant asks their ages and the children answer. Have pupils look at the first speech bubble and read How old are you? Ask them to point at the first cake and say I'm four years old. Let pupils listen and repeat the question and the answer a few times individually and in chorus. Step 2: Go around the classroom, pointing to the cakes and asking How old are you? Let each pupil answer with the numbers on the cakes. Step 3: Have pupils practise asking the questions and giving their own ages in pairs. If pupils find it difficult to say their ages, have them say the numbers in Activity 2 again. Step 4: Invite some pairs of pupils to practise asking and answering about their ages in front of the class. Fun corner and wrap-up: 5 minutes Wednesday, October 2, 2024 UNIT 2: OUR NAMES Lesson 2 – 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, how old, years old in relation to the topic “Our names”; - use How old are you? - I'm . to ask and answer questions about someone’s age;
7. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names and ages. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Website sachmem.vn - Flashcards/ pictures and posters (Unit 2) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song in Unit 1, Lesson 1. - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing. Option 2: Sing a song on YouTube. Option 3: Game: What’s missing Divide the class into 2 teams. Have pupils look at the screen with numbers from 1 to 10. Then hide 1 number each time and have the teams raise their hands to answer. Give points for each correct answer. PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Have pupils look at Activity 4. Ask them How many pictures are there? What can you see in each picture? Draw pupils’ attention to the boxes at the corners of the pictures. Check their comprehension. Step 2: Play the recording of the first dialogue. Tell pupils that they will need to listen to the age (e.g. eight) and number the pictures 1, 2, 3 or 4. Then ask pupils in which picture number eight appears (Picture b). Tell pupils to write “1” next to Picture b. Step 3: Play the recording for the other dialogues and allow pupils to write down their answers. Set a time limit for pupils to swap and check the answers. Correct the 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. PRACTICE
8. Activity 5. Look, complete and read . 9 minutes Step 1: Have pupils look at the pictures. Have them identify the numbers (ages) in the pictures. Step 2: Have pupils look at the three 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 answer (seven). Then have them look at the picture and identify the number. Then have them complete the gap (How old are you? – I’m seven years old.). Step 4: Follow the same procedure with Pictures 2 and 3. Draw the pupils’ attention to the two gaps in the dialogue 3. 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: Have pupils read the lyrics to familiarise themselves with the questions and answers. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation. Step 3: Play the recording of the song once or twice for pupils to listen and repeat line after line and do related actions, e.g. using a finger to trace the words or clapping their hands. Step 4: When pupils feel confident and are familiar with the tune and melody, ask them to sing the whole song while doing actions or clapping hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. Fun corner and wrap-up: 5 minutes Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Have pupils in each team take turns to pass the ball. When the music ends, 3 students who are keeping the balls will stand up and say their names, using the sentence model. Thursday, October 3, 2024 UNIT 2: OUR NAMES Lesson 3 – Part 1,2,3
9. I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the letters m and n in isolation, in the words Mary and Nam, and in the sentences I’m Mary and My name’s Nam. - use the words what, your, name, my, how old, years, old in relation to the topic “Our names”; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names and ages. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Student’s book Page 20 - Audio Tracks 22, 23, 24 - Teacher’s guide Pages 35, 36, 37 - 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 in Unit 2, Lesson 1. - Ask pupils to sing the song. - Invite some of them come to the board to role play, the rest of the pupils will sing. - Option 3: Game: Lucky number Review the previous lesson by having the class play the game Lucky number, using the model sentences: What’s your name? How old are you? KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Have pupils look at the letter m, listen to the recording and repeat the letter until they feel confident. Correct the pronunciation if necessary. Step 2: Have pupils point to the word Mary, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help if necessary. Step 3: Get pupils to read the sentence I’m Mary., to listen to the recording and to repeat it several times. Then call on a few pupils to listen and repeat the sentence in front of the class.
10. Step 4: Repeat Steps 1 to 3 for letter n. Go around the class and correct the pronunciation if necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups. Activity 2. Listen and circle Step 1: Have pupils read the sentences. Explain that they have to listen to the recording and circle the correct option to complete the sentences. Explain that the words Mai, Mary and Minh in the first sentence start with the same m sound, and that the words Mary / Mai and Nam start with two different sounds, m and n. Check their comprehension. Step 2: Play the recording and have pupils circle the correct options. Then have pupils swap and check the answers in pairs or groups. Correct the answers if necessary. Step 3: Invite a few pupils to read the complete sentences in front of the class. Remind them how to stress the target language. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils scan the first verse of the chant and elicit its subject. Draw pupils’ attention to the word Mary and the sentence My name’s Mary. Check pupils’ comprehension. Step 2: Play the recording, asking pupils to listen and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the whole verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Go around the class and offer help to pupils who find it difficult. Extension: If there is enough time, split the class into groups to practise chanting and clapping hands. Each of the groups should sing one verse of the chant. Then select some groups to go to the front of the class to chant and clap hands. Fun corner and wrap-up: 5 minutes Game: Chant - Teacher can create a small competition for the pupils. - Pupils work in group. Try to learn the chant by heart. - Teacher can ask them to say the chant loudly/ quietly/ happily/ sadly. - The group who can perform the best is the winner. ADJUSTMENT:
11. Friday, October 4, 2024 UNIT 2: OUR NAMES Lesson 3 – P4,5,6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and match three dialogues with pictures - read, understand and complete an exchange with personal information - make birthday cakes and use them to introduce names and ages. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Website sachmem.vn - Flashcards/ pictures and posters (Unit 2) III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Lucky stars Review the previous lesson by having the class play the game Lucky stars, using the model sentences: How old are you? – I’m ____ years old. PRACTICE Activity 4. Read and match. 8 minutes Step 1: Have pupils read the first dialogue. Ask them some questions such as Who are they? What are they talking about? Then have pupils look at the pictures and match the dialogue with the correct one. Check their comprehension, if necessary. Step 2: Repeat Step 1 for Dialogues 2 and 3. Draw their attention to number eight while saying about age. Allow pupils to do the activity independently. Go around the class and offer help if necessary. Step 3: Set a time limit for pupils to swap with a partner and check the answers. Step 4: Select three pairs of pupils to read the dialogues in front of the class. PRODUCTION Activity 5. Let’s write. 9 minutes
12. Step 1: Have pupils read the dialogue and say what they are going to do. Ask some questions such as Who asks the questions? What are the questions about? Who has to write the answers? Check their comprehension. Remind them to write their personal information. Step 2: Give pupils time to write the answers to the questions independently. Go around the class and help if necessary. Step 3: Have pupils swap their answers in pairs or in groups before checking as a class. You may invite one or two pupils to write their answers on the board. Step 4: If there is enough time, ask some pairs to role-play the dialogue in front of the class. Encourage the class to praise or cheer the performers. PRODUCTION Activity 6. Project. 8 minutes Step 1: Have pupils take out the pieces of paper on which their names and ages are written. Step 2: Ask pupils to work in groups. Have each pupil show his/ her birthday cake and say about his/ her name and age. The group praises his / her performance. Step 3: Invite some pupils to repeat Step 2 in front of the class. Fun corner and wrap-up: 5 minutes Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turn to pass the ball. After the music ends, 3 students have the ball – stand up and say the name, using the sentence model.
13. LESSON PLAN TIENG ANH 4 WEEK 4 Monday, October 2, 2023 PERIOD 15 UNIT 2: TIME AND DAILY ROUTINES Lesson 3 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly repeat the sounds of the letters t and d in isolation, in the words get and bed, and in the questions What time do you get up? and What time do you go to bed? - identify the sounds of the letters t and d in sentences while listening. - say the chant with the correct rhythm and pronunciation. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning task, solve problems Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 20 - Audio tracks 23, 24, 25 - Teacher’s guide: Pages 39, 40 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Encourage pupils to respond to your greeting. Option 1: - Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns singing the song What time do you go to school? - Ask pupils to open their books at page 20 and look at Unit 2, Lesson 3, Activity 1. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball. After the music ends, 3 students holding the ball will stand up and say the name, using the sentence model.
14. Option 3: 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 them to make a complete sentence, then read it aloud. The group who makes it first will be the winner. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils look at the letter t, listen to the recording and repeat the letter until they feel confident. Correct the pronunciation where necessary. Step 2: Have pupils point at the word get, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help where necessary. Step 3: Get pupils to point at the sentence What time do you get up?, listen to the recording and repeat it several times. Then invite a few pupils to stand up to listen to and repeat the sentence. Step 4: Repeat Steps 1 to 3 for the letter d. Go around the classroom and correct the pronunciation where necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Have pupils read the incomplete sentences. Explain that they must listen to the recording and circle the correct options to complete the sentences. Check comprehension. Step 2: Play the recording and have pupils listen and circle the correct options. Then get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary. Step 3: Invite a few pupils to stand up and read the completed sentences. Remind the class how to stress the target sentences. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils scan the chant, and elicit the words ending with t and d in the lines (get, bed). Check pupils’ comprehension of the chant.
15. Step 2: Play the recording. Get pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Go around the classroom and offer help where necessary. Extension: If there is enough time, divide the class into two groups to take turns chanting and clapping hands. Each of the groups should sing one verse of the chant. Then invite some groups to the front of the class to chant and clap. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Spin and say (ppt) Click the needle to start and then again to stop the wheel. Then say aloud the words to practise the target sounds. (Teachers can divide class into 2 - 3 groups and let them take turns to spin the wheel (add star for correct answers). Option 2: 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 them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. Option 3: Game: Tug of war - Divide the class into 2 teams. - Pupils will choose t or d to fill in the blanks. For each correct answer, pupils will get 5 stars for their teams. Option 4: Ask students to answer the following question: What have you learnt from the lesson today? (- Correctly pronounce the sound of the letters t and d in isolation, in the words get and bed and in the correct questions What time do you get up? and What time do you go to bed? - Identify the specific information by listening to 2 sentences to identify the target word.) ---------------------------------------------------------------------------------------------------
16. Wednesday, October 2, 2024 PERIOD 16 UNIT 2: TIME AND DAILY ROUTINES Lesson 3 – P 4- 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read and match the activities in a paragraph with the clocks showing the corresponding time. - complete a paragraph about pupils’ daily routines. - draw pictures of their daily routines 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 presentation skill Attributes Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 21 - Teacher’s guide: Pages 41, 42 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Encourage pupils to respond to your greeting. Option 1: - Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns saying the two verses of the chant. Option 2: Racing game - Divide the class into 2 teams standing in lines. - Have a pupil in the front row choose a number. The pupil MUST give the answer before the time’s up. If they answer correctly, they will get stars. If their answer is wrong or given after the time meter goes off, they will have to go to the back of the line. - How to use a time-meter: After clicking a number, simply click on the time meter to start it. - Click the STAR at the corner to turn back to the Select Menu. - Give points to the pupils (corresponding to the stars on the pictures).
17. PRACTICE Activity 4. Read and match. 5 minutes Step 1: Have pupils read the paragraph, the sentences, and the time on the clocks. Tell them to scan the paragraph for the appropriate time for the activities. Model Sentence 1 (clock d). Step 2: Set a time limit for pupils to do the activity independently. Go around the classroom and offer help where necessary. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Step 4: Invite some pupils to stand up to read the paragraph aloud. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers, Keys PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Tell pupils what they are going to do. Then get them to read the incomplete paragraph. Ask them what the paragraph is about (daily routines). Remind them to pay attention to the contexts of the sentences before completing them with the appropriate information. Step 2: Set a time limit for pupils to complete the paragraph independently. Go around the classroom and offer help where necessary. Step 3: Get pupils to swap books and check their answers in pairs or groups before checking as a class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project 8 minutes Step 1: Explain that pupils have to show simple pictures of their daily routines (getting up, having breakfast, etc.) which they have prepared at home as homework. They will tell the class about their daily routines in the pictures. Step 2: Invite a pupil to the front of the class to model the presentation. Help him / her stick pictures of his / her daily routine on the board. Observe and offer help with the presentation language where necessary. Put the key presentation language on the board (e.g. I get up at six fifteen.). Have pupils repeat the key presentation language a few times to make them feel confident when they present their daily routines before an audience. Step 3: Set a time limit for pupils to work in groups. Each pupil shows his / her pictures to the group and describes his / her daily routine.
18. Step 4: Invite a few pupils to the front of the class to present the project. Encourage the class to cheer to praise the good presenters. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Angry bird (ppt) Pupils choose the correct answer and have the score for their team. Option 2: Game: Sentence line-up Put pupils into two teams, A and B, and have them sit on chairs facing the rest of the class. Give each team a set of word cards that together form a sentence (each team’s set should be different to the other’s). Read a sentence, e.g. “This is Lan.” If team A has the word cards containing this, is, Lan and the full stop, they should stand up and move quickly into a line to show the sentence in the correct order. Team B should remain seated. If they stand up when T says team A’s sentence, they will lose the game, and vice versa. Option 3: 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 them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. LESSON PLAN TIENG ANH 5 WEEK 4 Week: 4 Period: 13 Date of teaching: Monday, September 30, 2024 UNIT 2: OUR HOMES! Lesson 2 - Period 3 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about someone’s home and address; - correctly say the words and use What’s your address? – It’s ____. to ask and answer questions about someone’s address; - use What’s your address? – It’s __________. to ask and answer questions about
19. someone’s address; - use Do you live in ___? Yes, / No, ___. and What’s your address? – It’s ____. in a freer context. 2. Competences - Critical thinking and creativity: learn how to ask and answer questions about someone’s favourite things correctly and fluently. - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform pronunciation and speaking tasks. 3. Attributes - Show their pride in their personal information and where they live. II. MATERIALS - Pupil’s book: Page 18 - Audio tracks 18, 19 - Teacher’s guide: Pages 38, 39, 40 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) Game: Slap the board - Prepare pictures of different types of homes. - Divide the class into 3 teams. Number pupils in each team. - Focus pupils on the sentences and pictures on the screen. - Call out a number and ask pupil to slap the correct answer on the board. - Check the answer with the whole class. Assessment - Performance products: Pupils’ answers and interactions - Assessment tools: Observation; Questions & Answers 2. ACTIVITY 1: EXPLORATION (5 minutes) Activity 1. Look, listen and repeat. (Track 18) Step 1: Ask pupils to look at Pictures a and b and identify the characters and say what they are talking about. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and follow the language. 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 and repeat the questions and answers of the Exchanges a and b. Extension: Draw pupils’ attention to the question What’s your address? and the answer It’s 45 Ba Trieu Street. Explain how to use capital letters in addresses in English, and how to read the numbers in addresses (45 → forty-five). Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: KNOWLEDGE CONSTRUCTION (10 minutes) Activity 2. Listen, point and say. (Track 19)
20. Step 1: Ask pupils to look at Pictures a, b, c and d and say what they can see in each picture. Step 2: Play the recording for pupils to listen to and repeat the words in chorus and individually until they feel confident. Use the flash cards to practise saying the numbers 116 (one sixteen), 38 (thirty-eight), 93 (ninety-three), 23 (twenty-three) and the street names. Notes: We say: 116: one-sixteen OR one-one-six. DO NOT SAY: one hundred and sixteen Step 3: Point at Picture a. Draw pupils’ attention to the speech bubbles and elicit the missing words in the answer. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c, and d. Step 4: Let pupils point at the pictures and say the sentences in pairs. Go around the classroom to offer help where necessary. Invite a few pairs to act out the exchanges in front of the class. Assessment - Performance products: Pupils’ talks and interaction - Assessment tools: Observation; Answer keys 4. ACTIVITY 3: PRACTICE (8 minutes) Activity 3. Let’s talk. Step 1: Ask pupils to look at the pictures and elicit the addresses. Ask questions to help them identify the context (see Input). Step 2: Point at the first building and elicit the question in the first speech bubble Do you live in __? and the answer in the second speech bubble Yes, / No, ____. as an example. If the answer is No, then point at the question What’s your address? Write the sentences on the board. Get pupils to say the completed sentences. Repeat the same procedure with other pictures. Step 3: Give pupils time to work in pairs and take turns pointing at each picture to ask and answer using Do you live in ____? – Yes, / No, ____. and What’s your address? – ____. Step 4: Invite a few pairs to come to the front of the classroom and act out the exchanges. Assessment - Performance products: Pupil’s talks - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) Game: Bad Luck Billy (ppt) - Ask all pupils to stand up. - In rows, ask one pupil to read the question, the pupil beside answer that question. Then the next pupil goes. - If Billy is struck by lightning when a pupil’s reading/ answering, that pupil is out (sit down). - The last pupil standing is the winner.