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

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

1. LESSON PLAN TIENG ANH 1-2 Week: 5 Period: 9 Teaching date: 08 /10 /2024 UNIT 3: IN THE STREET MARKET Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sound /ổ/ - Vocabulary: apple, bag, can, hat 2. Competences: - Pronounce the sound of the letter A/a. - Say the words apple, bag, can, hat. 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: - Give Ss some flashcards (of a car, cup, cat, cake, book, bike, ) and let him/her talk about possession, e.g. I have a car. Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter A/a and remember and say some new words: apple, bag, can, hat. *Procedure: - Have Ss look at the picture, and answer some questions such as: Who are they? Where are they? And What are they doing? Draw Ss’ attention to the words next to the things and the colour of the letter A/a. Check comprehension. -Ask Ss to point to the letter A/a. Have them listen and repeat the sound of the letter B/b more than once, if necessary. -Tell Ss to point to hat and the word Hat. Ask them to listen and repeat the word. -Repeat the same procedure with the apple, bag and can. Give further support to those Ss who find it difficult to do the task. -Play the recording again and have them listen, point to the letter A/a.and apple, bag and can. and repeat until they feel confident. Correct pronunciation, if necessary.
2. -Play the recording again and call some Ss to say the letter A/a.and the words hat, apple, bag and can in front of the class. *Outcome: pronounce the sound of the letter A/a and remember and say some new words: apple, bag, can, hat. Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter A/a and remember and say some new words: apple, bag, can, hat. *Procedure: - Have Ss look at the picture again and ask them to describe the picture again (in Vietnamese). Draw their attention to the letter A/a., apple and the things, if necessary. - Get them to point to the letter A/a.and say it. Let them point to an apple and say. - Ask Ss to work in pairs or in groups to point to the picture and say the sound of the letter A/a.and the words. Go around and offer help or correct pronunciation, if necessary. -Invite two or three Ss to point to the picture and say the sound of the letter and the words in front of the class. - T gets feedback. *Outcome: practise pronouncing the sound of the letter A/a and remember and say some new words: apple, bag, can, hat. Activity 4. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 5. Homelink (1’) Pupils do the project on page 9 in Workbook. Week: 5 Period:10 Teaching date: 08/10/2024 UNIT 3: IN THE STREET MARKET Lesson 2 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sound /ổ/ - Vocabulary: apple, bag, cat, hat - Sentence pattern: There’s a/an ___ in/on the ___. 2. Competences: - Say the letter A/a and the words apple, bag, cat, hat and the sentences There’s a/an ___ in/on the ___. - Listen and identify the phrases A can, A hat. 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
3. 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 A/a and say the words bag, can, hat, apple. Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: apple, bag, can, hat. *Procedure: - Have Ss look at the chant and draw Ss’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter A/a and the words apple, bag and the sentence: There’s an apple in the bag. Check comprehension. - Play the recording for Ss to listen and to get familiarized with the tune. Then play the recording again, ask Ss to listen and repeat, line by line, Give further support to those Ss who find it difficult to do the task. -Follow the same procedure with the 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. -Put the class into two groups to practise chanting and clapping. Each of the groups should sing one verse of the chant. -Invite some groups to the front of the class to chant and clap their hands. The rest of the class may clap their hands along to the rhythm. *Outcome: read the chant with some words: apple, bag, can, hat. Activity 3. Listen and tick :7’ *Aim: help Ss to improve listening skill with some words apple, bag, can, hat. *Procedure: - Have Ss point to the pictures of Question 1 and say what they can see and draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. -Invite some Ss to point to the pictures and say the words in front of the class. E.g. 1a: a can, 1b: an apple. - Play the recording for Ss to listen and tick - Have ss listen again and check -Call a few Ss to the front of the class to point to the pictures and say what they have heard. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter A/a. *Procedure:
4. - Have Ss look at the letter A (upper case) and a (lower case). Ask Ss to make sure if they recognize the two forms of the letter. - Tell Ss to trace the letter A/a. T can demonstrate by air tracing or tracing the broken lines of the letter A/a 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 A/a. Activity 5. Consolidation (2’) - Asking Ps to focus on sounds and vocabulary again. Activity 6. Homelink (1’) Practice more at home. - Prepare new lesson. IV. COMMENT LESSON PLAN TIENG ANH 3 Tuesday, October 8, 2024 UNIT 3: OUR FRIENDS Lesson 1 – 1,2,3 I. OBJECTIVES Language focus By the end of the lesson, pupils will be able to: - use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa) in relation to the topic “Our friends”; - use This is / That’s .. to introduce someone. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Our friends” - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on introducing someone. General Competences Listening: listen and recognize the contexts focusing on introduce someone, then repeat.
5. Oral Communication: talk about friends, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Student’s book Page 22 - Audio Tracks 25,26 - Teacher’s guide Pages 39 - 41 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song Hello in Unit 2, 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. Option 2: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: How old are you? - Divide the class into 2 teams. - Have each team choose a number on the PowerPoint slide to go to the question and have them answer. - For each team’s correct answer, T lets that team choose the birthday hat to reveal the points they will get. - The team with more points is the winner. (Please use the provided corresponding PowerPoint slides for reference.) EXPLORATION Activity 1. Look, listen and repeat. 8 minutes
6. 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 their attention to the sentences: This is Mary. and That’s Mr Long. Tell pupils that these sentences are used to introduce Mary and Mr Long. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the characters. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (Ben). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at Picture a and have pupils listen and repeat after the recording (This is Ben). Point at Picture c and have pupils listen and repeat after the recording (That’s Mr Long). Step 4: Have pairs practise saying This is.._. That’s . with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and introduce the characters in front of the class. Game: Slap the board Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again. The one who says faster will get points. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Put pupils into groups of four and encourage them to greet and introduce someone. Go around the class to offer support. Step 3: Invite some groups to the front of the class to perform their conversations. Game: Matching game Using pictures and flash cards, have 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes
7. 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. Preparation for the project Tell pupils about the project on page 27. Ask them to prepare for it at home by drawing three pictures of their friends on a piece of paper or in their notebooks. Remind them to bring their pictures to class to present them at Project time. Wednesday, October 9, 2024 UNIT 3: OUR FRIENDS Lesson 1 – P 4,5,6 I. OBJECTIVES Language focus By the end of the lesson, pupils will be able to: - use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa) in relation to the topic “Our friends”; - use This is / That’s . to introduce someone - isten to and understand two communicative contexts in which pupils introduce someone and respond to the introduction. - read and complete the sentences correctly. - sing the song “This is Linh” with the correct pronunciation and melody. General Competences Listening: listen and recognize the contexts, focus on introducing someone, then repeat. Critical Thinking: talk about friends. Oral Communication: speak about friends, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL
8. - Student’s book Page 23 - Audio Tracks 27,28 - Teacher’s guide Pages 41 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points for the groups and encourage them. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the names of the characters in each picture. Play the recording for Question 1. Step 2: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Get pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Play the recording for pupils to check their answers again. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the characters in the pictures. Step 2: Have pupils look at the two 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 words are missing in the first sentence (this is) and in the second sentence (Hello/ Hi). Then have them complete the gaps (Ben, this is Nam. – Hello / Hi, Nam). Step 4: Follow the same procedure with Picture 2. Draw the pupils’ attention to the two gaps in the dialogue. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Game: Slap the board.
9. Divide the class into four teams. Stick the cards of sentences on the board. Teacher says a sentence, a pupil from each team has to point/slap the right card and says the sentence again. The one who says faster will get points. PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song This is Linh with the correct pronunciation and melody. b. Input The lyrics and the recording of the song This is Linh. c. Outcome pupils can sing the song This is Linh with the correct pronunciation and melody. Step 1: Draw pupils’ attention to the title and lyrics of the song. Model reading the title and lyrics line by line for pupils to repeat. Encourage them to point at the characters in the picture to reinforce their understanding. Step 2: Play the recording all the way through. Encourage pupils to listen carefully to the pronunciation and the melody. 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 sing along. Step 5: Introduce actions for pupils to do while singing along with the recording. Game: Matching game Use pictures and flash cards, have three pupils hold the pictures and thờ more hold the cards of sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. 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 them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Thursday, October 10, 2024 UNIT 3: OUR FRIENDS Lesson 2 – P 1,2,3 I. OBJECTIVES Language focus By the end of the lesson, pupils will be able to:
10. - use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa) in relation to the topic “Our friends”; - use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and answer questions about someone; - ask and answer questions about someone in contexts. - use Is this / that ______? and Yes, it is. / No, it isn’t. It’s______. to ask and answer questions about someone correctly. - ask and answer questions about someone confidently. 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 24 - Audio Tracks 29,30 - Teacher’s guide Pages 43, 44 - Website sachmem.vn - Flashcards/pictures and posters (Unit 3) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class.Game: This is/ That’s Divide the class into three teams. Have students choose the food they like. Teacher clicks the food that is chosen. Let student make a sentence with the hidden picture. Give them points if they are right. 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.
11. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question Is this Bill? and the answer Yes, it is. and Is that Nam? and the answer No, it isn’t. It’s Minh. Tell pupils that they are the questions and the answers about Bill and Minh. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the characters. Step 2: Have pupils point at Picture a, listen to the recording and repeat the words (Linh / yes). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at Picture a and have pupils listen and repeat after the recording (Is this Linh? – Yes, it is.). Point at Picture c and have pupils listen and repeat after the recording (Is that Bill? – No, it isn’t. It’s Ben.). Step 4: Have pairs practise asking and answering Is this that ______? Yes, it is./ No, it isn’t. It’s ____. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board Divide the class into four teams. Stick the pictures of charaters on the board. Teacher says a sentence/dialogue, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context. Step 2: Put pupils into pairs and encourage them to ask and answer questions about the characters Linh and Nam. Go around the class to offer support. Step 3: Invite some pairs to the front of the class to perform their conversations. Game: Matching game Use pictures and flash cards, get three pupils to hold the pictures and three more to hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes Divide the class into 2 teams. Have the teams take turns to choose numbers. Teachers clicks the chosen numbers to go to the questions. For each correct answer, pupils choose a number to get their points. The team with more points will be the winner.
12. Friday, October 11, 2024 Period 20 UNIT 3: OUR FRIENDS Lesson 2 – P 4,5,6 I. OBJECTIVES Language focus By the end of the lesson, pupils will be able to: use the words this, that, it, yes, no, friend, teacher, Mr (Mr Long), Ms (Ms Hoa) in relation to the topic “Our friends”; use Is this / that ? – Yes, it is. / No, it isn’t. It’s . to ask and answer questions about someone; listen to and understand communicative in contexts. look, complete and read the dialogues with the help of picture cues. General competences Listening: listen and recognise someone, then repeat. Critical thinking: talk about someone. Oral communication: speak about someone, ask and answer the questions Written communication: practise writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Sociability: talk to each other, say good words to others. 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 25 - Audio Track 31 - Teacher’s guide Pages 45, 46 - Website hoclieu.vn - Flash cards/pictures and posters (Unit 3) - Computer, projector Warm-up and review: 5 minutes Greet the class.
13. Option 1: Sing the song in Unit 3, 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. Option 2: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: Play the game in the PowerPoint slides for Unit 3 – Lesson 2 – Period 4 PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Elicit the names of the characters in each picture. Step 2: Play the recording. Step 3: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 4: Check answers together as a class. Play the recording again for pupils to double- check their answers and correct their answers in pairs. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation, where necessary. PRACTICE Activity 5. Look, complete and read. 9 minutes Step 1: Have pupils look at the pictures. Have them identify the characters in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the questions. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what words are missing in the question (Is this). Then have them complete the gap (Is this Ben? Yes, it is.). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw pupils’ attention to the gaps in the Dialogues 2, 3 and 4. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Game: Slap the board. Divide the class into four teams. Stick the pictures of sentences/ dialogues on the board. Teacher says a sentence/ dialogue, a pupil from each team has to point/ slap the right picture and says the sentence/ dialogue again. The one who says faster will get points. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Tell pupils to work in pairs.
14. Step 2: Model the activity by identifying the picture of Mary first, draw pupils' attention to the word Mary in the table. Point to the picture of Mary and ask: “Is this Mary?” Ask a pupil to answer the question: “Yes, it is.” Step 3: Have pupils play the game. Explain that after identifying six characters in the pictures and circling their names, pupils should ask and answer questions about six characters (as mentioned in Step 2). Step 4: Set a time limit for pupils to play and check the answers. Extension: If time allows, invite a few pairs to perform the game in front of the class. Game: Matching game Use pictures and cards, have 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. LESSON PLAN TIENG ANH 4 Monday, October 07, 3024 PERIOD 17 UNIT 3: MY WEEK Lesson 1 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about the days of the week. - correctly say the words and use What day is it today? – It’s _____. to ask and answer questions about the days of the week. - enhance the correct use of What day is it today? – It’s _____. to ask and answer questions about the days of the week in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their responsibility by noticing the day of the week.
15. II. RESOURCES AND MATERIALS - Student’s book: Page 22 - Audio tracks 26, 27 - Teacher’s guide: Pages 43, 44, 45 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Have the whole class sing the song What time do you go to school? (ppt) 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. EXPLORATION Activity 1. Look, listen and repeat. 5 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. Repeat 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 to and repeat the sentences in the recording. Step 5: Draw their attention to the question What day is it today? and the answer It's Monday. and It’s Friday. Tell pupils that they have a question and answers about the days of the week. Extension: Invite a few pairs of pupils to ask and answer about the days of the week. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Have pupils look at the pictures and elicit the days of the week. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (Monday). Repeat the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at the bubbles and Picture a and have pupils listen to and repeat after the recording (What day is it today? – It’s Monday.). Repeat the same procedure with the
16. other three pictures (b, c, d). Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the question What day is it today? – It’s _____. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions about the days of the week. Go around the classroom to offer support. Step 3: Invite a few pairs to the front of the class to ask and answer questions about the days of the week using What day is it today? – It’s _____. and the picture cue. Praise pupils if they perform well. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Memory game vocabulary-game/ Option 2: Game: Racing horses - Divide children into groups of four. - Give each group one paper dice. - Race to find the winner. Option 3: Ask pupils two questions related to days of the week. Which day do you like most in a week? Monday? Tuesday?... Why? Why do we need Saturday and Sunday? Option 4: Ask students to answer the following question: What have you learnt from the lesson today? (- Use the words Monday, Tuesday, Wednesday, Thursday, Friday in relation to the topic My week to talk about the days of the week. - Use sentence patterns What day is it today? – It’s _____. to ask and answer questions about the days of the week.) * Preparation for the project: Tell pupils about the project on page 27, Lesson 3, Activity 6. Ask them to take notes of weekend activities at home and present them to the class at Project time.
17. RACING HORSES How to play: Divide children into groups of four. Give each group one paper dice. Race to find the winner. START THE DAY THE DAY THE DAY GO BACK GET A GIFT AFTER BEFORE AFTER TWO FROM THE MONDA THURSDA THURSDA SPACES TEACHER Y Y Y THE DAY GO THREE AFTER GO BACK 6 DAYS FOUR DAYS FORWAR DAYS WEDNESDA ONE AFTER BEFORE D TWO AFTER Y SPACE SUNDAY SATURDAY SPACES SUNDAY GO BACK TO GO THREE THE DAY THE DAY SING A THE FORWAR DAYS BEFORE AFTER SONG START D ONE AFTER WEDNESDA TUESDAY SPACE FRIDAY Y PICK ONE FRIEND THE DAY TWO THE DAY GO BACK 5 TO ASK AFTER DAYS BEFORE FINISH SPACES HIM/ SATURDA START SUNDAY HER TO Y WITH T SING A SONG Monday, October 7, 2024 Period 18 UNIT 3: MY WEEK Lesson 1 – P4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to:
18. Language knowledge & skills - listen to and understand two communicative contexts about the days of the week and tick the correct pictures. - complete four gapped exchanges with the help of picture cues. - revise target words about the days of the week by playing the game Slap the board. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their responsibility by noticing the day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 23 - Audio tracks 29 - Teacher’s guide: Pages 45, 46, 47 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Spend a few minutes revising the previous lesson by asking the question What day is it today? and have a few pupils answer the question. Have the class give comments. Option 2: Sing along the song What day is it today? Option 3: Game: Look and guess (ppt) PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils attention to Pictures 1a and 1b. Ask questions to help them identify the days of the week. Step 2: Play the recording for Question 1 for pupils to listen. Then play the recording again for pupils to listen and tick the correct picture. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Play the recording again for pupils to double- check their answers.
19. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Have pupils look at the pictures. Get them to identify the days of the week in the pictures. Step 2: Have pupils look at the gapped exchanges. Draw their attention to the missing words in the questions and answers. Step 3: Model Picture 1. Have pupils look at the answer. Ask them what word is missing in the answer (Monday). Then have pupils complete it (It’s Monday.). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the gapped exchanges individually and ask a few pairs to read them aloud. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s play. 8 minutes Step 1: Tell pupils that they are going to listen to and slap the correct words as quickly as possible. Have them look at the days of the week on the board to recall the days of the week (as in Input). Step 2: Call two pupils to the front. Get them to stand at a certain distance from the board. Step 3: Say a day of the week using It’s ____. with one of the words on the board, for example, It’s Monday. The pupil who is the quickest to slap the right word (Monday) gets one point. The pupil who slaps the most words is the winner. Step 4: Invite a few pairs to the front of the class to play the game. Praise pupils if they perform well. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Memory game vocabulary-game/ Option 2: Game: Guess the words (ppt)
20. Tuesday, October 8, 2024 Period 19 UNIT 3: MY WEEK Lesson 2 – P1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what someone does on certain days of the week. - correctly say the phrases and use What do you do on _____? – I _____. to ask and answer questions about what someone does on certain days of the week. - enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain days of the week in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their responsibility by noticing the day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 24 - Audio tracks 29, 30 - Teacher’s guide: Pages 47, 48, 49 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class and encourage pupils to respond to your greeting. Option 1: - Get a few pupils to play the game Slap the board in front of the class. Have the class give comments. Option 2: Listen and guess - Spell the first letter of any day/ spell any letter in a day, pupils guess. - Flash the cards to consolidate pupils’ pronunciation and spelling.