Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 6 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 6 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 6 Period:11 Teaching date: 15/ 10/ 2024 UNIT 3: IN THE STREET MARKET Lesson 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sound /ổ/ - Vocabulary: apple, bag, cat, hat - Sentence pattern: This is my _____. 2. Competences: - Use I have a _____ to introduce things. - Sing a song with the structures Hi, I’m + name and This is my _____. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love learning English II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: Activity 1: Warm up:5’ *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: - Have a group of Ss to sing the chant on page 15 in front of the class. The class claps hands. Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: This is my _____. *Procedure: - Have Ss look at the picture, saying:What’s in her hand? Yes, it’s a bag. She introduces her bag. She says “This is my bag.” Explain the meaning of the sentence and how it is used. Check comprehension. -Play the recording several times for Ss to listen and repeat the sentence. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the sentences “This is my bag.” in front of the class. - T checks and corrects. *Outcome: practise sentence pattern: This is my _____. Activity 3. Let’s talk :7’ *Aim: help Ss to improve speaking skill with sentence pattern: This is my _____. *Procedure: - Show a real bag (or a flashcard of a bag) and ask Ss to look at it, and say This is my bag. Let them listen and repeat the sentence several times until they feel confident.
2. -Have Ss look at the bubble (This is my ____.) to understand how the language is used. Explain the meaning of the sentence, if necessary. -Ask them to look at the pictures to identify the things they may possess. Then let them point to the pictures and say the words, Check comprehension. -Point to Picture a and model the task, using the expression in the bubble and the word in the picture. E.g. This is my bag. Then ask Ss to say the sentence This is my bag in chorus and individually. Correct pronunciation, if necessary. -Follow the same procedure with Pictures b, c, d by getting Ss to point to the pictures and say what they have. Give further support to those Ss who find it difficult to do the task. -Have Ss point to the pictures and say the sentences in pairs or groups. Go around and offer help, if necessary. -Invite some Ss to point to the pictures and say the sentences in front of the class. *Outcome: improve speaking skill with sentence pattern: This is my _____. Activity 4.Let’s sing :10’ *Aim: help Ss to sing the song. *Procedure: -Have Ss read the lyrics to familiarize themselves with the first verse of the song. .Explain the meanings of the verse, if necessary. Check comprehension. -Play the recording several times for Ss to repeat line after line to make sure that they can sing the verse correctly. - Do the same with the second verse of the lyrics. Play the recording several times for Ss to repeat to make sure that they can sing the verse correctly. Check comprehension. - Have Ss listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Then let Ss practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. - Call one or two groups to sing the song in front of the class. *Outcome: sing the song. 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 ***************************
3. Period :12 Teaching date: 17/ 10 /2024 UNIT 4: IN THE BEDROOM Lesson 1 I. OBJECTIVES: 1. Language focus/ Knowledge: - Vocabulary: duck, door, dog, desk - Sound: /d/ 2. Competences: - Pronounce the sound of the letter D/d. - Say the words duck, door, dog, desk. 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: T asks some Ss to show and introduce things they have in the classroom, e.g. This is my bag. This is my book. Activity 2. Listen and repeat:13’ *Aim: help Ss to pronounce the sound of the letter D/d and remember and say some new words: duck, door, dog, desk. *Procedure: - Have Ss look at the picture and answer some questions such as What can you see? Can you see a dog? Yes, this is a dog. Draw Ss’ attention to the words next to the things/pets and the colour of the letter D/d . -Ask Ss to point to the letter D/d, saying Look at letter D/d. Have them listen and repeat the sound of the letter D/d. - Tell Ss to point to the door and the word door. Ask them to listen and repeat the word.Then play the recording again, if necessary, for Ss to do choral and individual repetition. -Repeat the same procedure with the words desk, dog and duck. Correct pronunciation, if necessary. Give further support to those Ss who find it difficult to do the task. -In pairs or groups, play the recording again and have them listen, point to the letter D/d and the words desk, dog, door, duck and repeat until they feel confident. -Play the recording again and call a few Ss to say the sound of the letter D/d and the words desk, dog, door, duck in front of the class.
4. *Outcome: pronounce the sound of the letter D/d and remember and say some new words: duck, door, dog, desk Activity 3. Point and say:14’ *Aim: help Ss to practise pronouncing the sound of the letter D/d and remember and say some new words: duck, door, dog, desk *Procedure: - Have Ss look at the picture/poster . Ask them to describe the picture. Draw their attention to the letter D/d and the things/pet, if necessary. -Get them to point to the letter D/d and say it. Ask them to point to the door and say the word door. - Follow the same procedure with other things. Give further support to those Ss who find it difficult to do the task. - Ask Ss to work in pairs or in groups to point to the picture and say the sound of the letter D/d 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 D/d and remember and say some new words: duck, door, dog, desk. 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 6 Tuesday, October 15, 2024 Period 21 UNIT 3: OUR FRIENDS Lesson 3 – P 1,2,3 I. OBJECTIVES Language focus By the end of the lesson, pupils will be able to: - repeat and pronounce the sounds th (voiced) and th (unvoiced) in isolation, the words that and thank, and the sentences That's Lucy. and Thank you. with the correct pronunciation and intonation.
5. - identify the target words that and thank, and the sentences Thank you, Bill and That’s Lucy while listening. - say the chant with the correct rhythm and pronunciation. 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 26 - Audio Tracks 32, 33, 34 - Teacher’s guide Pages 47, 48 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector Warm-up and review: 5 minutes Greet the class. Game: Find six names Have pupils do the puzzle to find six names of the characters. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the sound th (voiced), the word that and the sentence That's Lucy. Play the recording and encourage them to point to the correct sound/ word/ sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary, and praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the sound th (unvoiced). PRACTICE Activity 2. Listen and tick. 9 minutes Step 1: Draw pupils’ attention to the three sentence options for each question. Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and tick the correct options. Step 3: Get pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Play the recording for pupils to check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. PRACTICE
6. Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check comprehension. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters th in the words that and thank. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation, if necessary. Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to take turns listening and repeating the chant, while the rest of the class claps along. Fun corner and wrap-up: 5 minutes Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask pupils to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Play the game in the provided corresponding PowerPoint slides. Wednesday, October 16, 2024 Period 22 UNIT 3: OUR FRIENDS Lesson 3 – Period 6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - read and match four target sentence patterns with four pictures . - read, understand and complete three sentences by writing the target words in the gaps. - draw three pictures of their friends and introduce them to the class. 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
7. - Student’s book Page 27 - Teacher’s guide Pages 49, 50 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Play the game in the PowerPoint slides for Unit 3 – lesson 3 – period 6 PRACTICE Activity 4. Read and match. 8 minutes Step 1: Draw pupils’ attention to the first sentence (My name's Nam.) and read it as a class. Step 2: Draw pupils’ attention to Picture d. Get them to read the sentence again and match it to the correct picture. Step 3: Repeat Steps 1 and 2 for other sentences. Go around the classroom to offer support where necessary. Step 4: Get pupils to swap books with their partners, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. PRODUCTION Activity 5. Let’s write. 9 minutes Step 1: Write the first incomplete sentence on the board: 1. This _____ my friend, Mai. Step 2: Read the incomplete sentence together as a class, then look at Picture 1. When you reach the first gap, point at it and encourage pupils to say the answer. Step 3: Give pupils time to write the answer in their notebooks. Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils to open their pictures (they have drawn at home) and use them to practise talking to their classmates. Step 2: Put pupils into groups and give them time to show the pictures of their friends to talk to the groups, e.g. “This is my friend, (name).”. Step 3: Tell pupils to do the task. Give them enough time to complete each step. Step 4: Go around the class to monitor and offer support if necessary. Step 5: If time allows, invite two or three pupils to go to the front of the class and present their pictures to the class. Extension: Create a class display using the pictures and vote for the most creative. Fun corner and wrap-up: 5 minutes
8. 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. Thursday, October 17, 2024 Period 23 Unit 4: OUR BODIES Lesson 1 – P1,2,3 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the words ear, eye, face, hair, hand, mouth, nose, open, touch in relation to the topic “Our bodies”; - understand and correctly repeat the sentences in two communicative contexts (pictures) to talk about their body parts. - use What’s this? – It’s ____. to identify parts of the body. Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks II. RESOURCES AND MATERIAL - Student’s book Page 28 - Audio Tracks 35, 36 - Teacher’s guide Pages 51, 52 - Website sachmem.vn
9. - Flashcards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Option 3: Game: Animal and body parts A really fun way to revise animal vocabulary and present new topic. - Teacher gives a question (combined with descriptive gestures), then asks pupils to answer which animal is it. Which animal has long ears? Rabbit – ears. Which animal has round eyes? Fish – eyes. Which animal has a long nose? Elephant – nose. Which animal has small hands? Monkey – hand. Which animal has a big face? Lion – face. 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 their attention to the question What’s this? and the answer It's a nose. Tell pupils that they are a question and an answer about a part of the body. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the parts of the body. Step 2: Have pupils point at Picture a (a face), listen to the recording and repeat the phrase (a face). Follow the same procedure with the other three pictures. Have the class repeat the phrases several times.
10. Step 3: Point at the bubble and have pupils listen and repeat after the recording (What’s this?). Point at Picture a and have pupils listen and repeat after the recording (It's a face.). Follow the same procedure with the other three pictures. Step 4: Have pairs practise asking and answering the question What’s this? - It's __. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Have pupils look at the two bubbles to understand how the question and answer are used. Step 2: Have pupils practise asking the question and giving their own answers in pairs. Make sure pupils understand the structures and say them with the right pronunciation and intonation. Go around the classroom to observe and provide help. Step 3: Invite some pairs to practise asking the question and giving the answers in front of the class. Extension: For a more able class, have pupils point at their body parts and ask and answer questions about them using the structures learnt. Game: Pass the ball - Divide class into 2 big groups, each group has a ball. - While the music plays, pupils pass the ball around the class. - When the music stops, the pupil in each group with the ball has to take turns to ask and answer: What’s this? (point to body part). - It’s a ___. Whole class/ Individual work Pair work Pair work Individual work/ Whole class Individual work/ Whole class Preparation for the project Tell pupils about the project on page 33. Ask them to prepare for it at home by making flashcards of some body parts. Remind them to bring their flashcards to class to present them at Project time. Fun corner and wrap-up: 5 minutes
11. Game: Draw your monster. - Ask pupils to draw a picture about their favourite monsters (with body parts that they learnt today). - Then ask pupils to work with their partners, tell their friends about it. Friday, October 18, 2024 PERIOD 24 UNIT 4: OUR BODIES Lesson 1 – P4,5,6 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use What’s this? – It’s ____. to identify parts of the body. Core Competencies decision making, motivation, problem-solving General Competences Self-control & independent learning: Perform listening and writing tasks. Communication and collaboration: Work in pairs or groups. Attributes Kindness: help partners to complete learning tasks Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL - Student’s book Page 29 - Audio Tracks 37, 38 - Teacher’s guide Pages 53, 54 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class Game “Who is faster?” - Divide the class into 2 big groups: Boys and Girls. - Have two pupils stand back to back. Give them each a different flashcard to hold facing
12. out and away from them. - When teacher says Go, they walk three steps, turn to face each other and say what the other pupil has. - The faster one will get a point. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the name of the body part in each picture. Step 2: Play the recording for Question 1. Ask pupils to listen and tick the correct picture, a or b. 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: Tell pupils to swap their books with their partners, then check answers together as a class. Write the correct answers on the board. Step 5: Tell pupils to return the books to their partners. 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 body parts in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (an ear). Then have them look at the picture and identify the body part. Then have them complete the gap (What’s this? - It's an ear.). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Game: Matching friends Step 1: Teacher asks 4 pairs (8 pupils) to join this game. Divide them into 2 group: A and B. Step 2: Give randomly 4 pictures to each pupil in group A and 5 words to each pupil in group B. Step 3: Pupils have to find a matching pair as fast as they can and say out loud their word. PRACTICE
13. Activity 6. Let’s sing. 8 minutes Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the pictures to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them 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. 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 cheer the performers. Mini game: Follow me! - Teacher plays a song. - Ask pupils to sing along as they continually pass a ball (or any object). - When the music stops, the pupil holding the ball (or any object) has to sing one next sentence in the song. Fun corner and wrap-up: 5 minutes Option 2: Game: Lucky wheel - Divide class into 6 - 8 groups. - Each group has a pupil to spin the wheel. Teacher pushes the button and let’s it spin until a pupil says “Stop!”. - Their group will get points when he/ she answers the question correctly. LESSON PLAN TIENG ANH 4 WEEK 6 Monday, October 14, 2024 Period 21 UNIT 3: MY WEEK Lesson 3 – Period 5 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly repeat the sounds of the letter u in isolation, in the word music (/ju/) as in the sentence I listen to music on Saturdays, and the word Sunday (/ʌ/) as in I do housework on Sundays. - identify the target words music and Sunday while listening. - say the chant with the correct pronunciation and rhythm. Competences
14. - 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 26 - Audio tracks 33, 34, 35 - Teacher’s guide: Pages 51, 52, 53 - 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 pupils answer the questions then sing the song What day is it today?(ppt) Option 2: Have the class sing the song What day is it today? on page 25 and clap along. Option 3: Select one song from the wrap-up part in the previous lesson to sing and have a singing competition among groups. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the letter u, the word music and the sentence I listen to music on Saturdays. Play the recording and encourage pupils to point at the letter, the word, and the sentence while listening. Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the same letter u, the word Sunday and the sentence I do housework on Sundays. Step 4: Have pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences until they feel confident. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 2. Listen and circle. 10 minutes
15. Step 1: Tell pupils that they are going to listen to the recording and circle the correct options. Get them to read the options and guess the sentences they may hear in the recording. Step 2: Play the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter u in the words music and Sunday. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to chant along. Encourage them to clap along while chanting. Extension: Divide the class into two groups to take turns listening to and repeating the chant, while the rest of the class claps along. 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: Play the Memory game from week-esl-vocabulary-game/ - Divide the class into groups. - Each group takes turns to answer the question in the game - The group that gets more correct answers wins. Option 2: Miming Game - Mime to show the subject or activities pupils often do on each day at school or at home. It can be played in groups or the whole class. - Award pupils stickers for their correct answer. Option 3: Game: March and Chant (You'll need a fairly long classroom with space for everyone to march up and down (or space outside). - The teacher stands at one end of the room against the left wall. - Line the students up alongside the teacher and teacher says "Go!". As pupils all march together, teacher starts calling out the days in order ("Monday", "Tuesday", etc.). Pupils
16. repeat each day (Teacher: "Monday", Pupils: "Monday"). March along at a slow pace, but smartly (backs straight, arms swinging). - At certain points, teacher suddenly shouts "Stop!". Everyone must stop and be EXACTLY in line with the teacher. If someone is out of line, order them back in line and then continue marching where left off. Turn around each time reaching the end of the room and continue the march. - Once a round is finished, start again, but this time walk briskly. You can do it the final time running! This is even more fun when there are tables, etc, in the room that pupils need to climb over/under. After a few lessons, teacher shouldn't chorus the words - just get the pupils to chant together as they march.
17. Monday, October 14, 2024 Period 22 UNIT 3: MY WEEK Lesson 3 – Period 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read and show understanding of a text and complete a table about Nam’s week. - complete a paragraph about what pupils do on certain days of the week by writing the target words in the gaps. - draw two pictures about weekend activities at home and present them to the class by using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their responsibility by noticing the day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 27 - Teacher’s guide: Pages 53, 54 - 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 having the class say the chant on page 26. Option 2: Spend a few minutes revising the previous lesson by having pupils answer the questions by using sentence patterns they have learned. (ppt) PRACTICE Activity 4. Read and complete. 5 minutes
18. Step 1: Draw pupils’ attention to the words provided in the table and the four gaps about Nam’s activities on some days of the week. Step 2: Ask pupils to read the text and complete the table with the missing words. Step 3: Set a time limit for pupils to read the text again and look for specific information to fill in the gaps in the table. Go around the classroom to monitor their reading task. Step 4: Tell pupils to swap their answers with a partner, then check answers together as a class. Write the answers on the board. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 5. Let’s write. 10 minutes Step 1: Ask pupils to read the gapped text and fill in the gaps with their own information. Tell pupils that the gaps in the text should focus on their activities and the days on which they do the activities. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit the names. Then have them write their names in the gap, e.g. I am Lan. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help where necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Extension: Invite a few pupils to read their completed texts in front of the class. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 6. Project 8 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to look at the pictures they have prepared at home and present them to the class. Step 2: Have pupils work in groups of five or six. Each pupil looks at his / her pictures and tells the group about what he / she does on Saturdays and Sundays. Step 3: Invite a few pupils to look at their pictures and tell the class about them, e.g. On Saturdays, I play football. or On Sundays, I do housework. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes
19. LESSON PLAN TIENG ANH 5 WEEK 6 Week: 6 Period: 21 Date of teaching: Monday, October 14, 2024 UNIT 3: MY FOREIGN FRIENDS Lesson 3 - Period 5 I. OBJECTIVES By the end of this lesson, pupils will be able to: 1. Knowledge and skills - correctly repeat with correct stress in the two syllable words, as in the words ‘active and ‘friendly, and in the sentences He’s an active boy. and She’s a friendly girl. - identify the word stress on the two syllable words and circle the word with a different stress pattern from the other two words. - say the chant with the correct pronunciation, word stress and rhythm. 2. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. 3. Attributes - Raise their awareness of good personality. II. MATERIALS - Pupil’s book: Page 26 - Audio tracks 32, 33, 34 - Teacher’s guide: Pages 53, 54 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. PROCEDURES 1. WARM-UP & REVIEW (5 minutes) Game: Find someone who is... - Tell pupils that they are to walk around the classroom and find people who have the personality described on the sheet. - Distribute the “Find Someone Who is ...” sheets. - Play the game. Continue until two or three pupils complete the worksheet. - Ask pupils to return to their seats. - Check their pupils’ worksheet. - Praise pupils if they do the activity well. Assessment
20. - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys 2. ACTIVITY 1: KNOWLEDGE CONSTRUCTION (5 minutes) Activity 1. Listen and repeat. (Track 32) Step 1: Have pupils point at the word ‘active and the sentence He’s active. Play the recording of the word and sentence for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation where necessary. Step 2: Invite a few pupils to listen and repeat the stressed word and the sentence in front of the class. Praise good pronunciation. Step 3: Repeat Steps 1 and 2 for the word ‘friendly and the sentence She’s friendly. Go around the classroom and correct their pronunciation if necessary. Step 4: Let pupils work in pairs or groups, say the words and read the sentences until they feel confident Assessment - Performance products: Pupils’ pronunciation - Assessment tools: Observation; Questions & Answers 3. ACTIVITY 2: PRACTICE (10 minutes) Activity 2. Circle, listen and check. (Track 33) Step 1: Tell pupils the goal of the activity. Explain that this is an ‘odd one out’ activity. Pupils read three options and circle the word which has a different stress pattern from the other two words. Step 2: Give pupils a time limit to do the task individually. Have them read the words and odd out the ones that have the stress different from the other two. Then get pupils to swap books with a partner to check their answers. Step 3: Play the recording and have pupils listen and check the options. Correct the answers where necessary. Step 4: Invite a few pupils to read aloud the words in front of the class. Correct the word stress where necessary. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Answer keys; Peer correction 4. ACTIVITY 3: PRACTICE (8 minutes) Activity 3. Let’s chant. (Track 34) Step 1: Have pupils look at the picture and state activity the characters do and the words to show their personality. Step 2: Have pupils read the first verse of the chant and draw their attention to the stress of the words active and friendly as in words and in sentences. Check comprehension. Step 3: Play the recording of the first verse for pupils to listen. Play it again, line by line, for pupils to listen and repeat. Draw their attention to the rhythm, word stress and pronunciation. Encourage them to clap or do actions while chanting. Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Draw pupils’ attention to the words helpful and clever to practice the word stress as in words and in sentences. Step 5: Play the recording all the way through for pupils to chant and clap their hands. Extension (For consolidation): Replace two adjectives in the chant with other adjectives which have the stress on the first syllable for example, happy, busy, quiet, tidy, gentle. Have pupils practice the new chant. Assessment - Performance products: Pupils’ performance and pronunciation - Assessment tools: Observation; Questions & Answers 5. FUN CORNER AND WRAP-UP (7 minutes) Game: Circle jump