Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 8 Năm học 2024-2025

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Tiểu Học (Lớp 1- 5) - Tuần 8 Năm học 2024-2025

1. LESSON PLAN TIENG ANH 1-2 WEEK 8 Week: 8 Period 15 Teaching date: 29 /10 /2024 REVIEW 1: PHIL AND SUE I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds :/b/, /c/, /a/, /d/ - Vocabulary: Bill, ball, bike, book cake, car, cat, cup hat, apple, can, bag door, duck, dog, desk -Sentence patterns: + Hi, I’m + name. / Bye, Bill. + I have a _____. +There’s a/an ___ in/on the ___. +This is a _____. It’s on/ near the ___. 2. Competences: - Identify some learnt words unit 1, unit 2, unit 3, unit 4 and say them with correct pronunciation. - Role play dialogue betwwen Phil and Sue. 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: *Revising the sounds and words - Show flashcards or the letters b, c, a, d. Have Ss say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Units 1 to Unit 4 on the board. Have Ss play Slap the board in three minutes. Activity 2. Listen and repeat:13’ *Aim: help Ss to identify some learnt words (ball, bike, cup, book, cat, car and duck ) and say them with correct pronunciation. *Procedure: - Have Ss look at the picture and draw Ss’ attention to the dialogue between Phil and Sue.
2. -Play the recording for ss to listen and repeat. Correct pronunciation, if necessary. -Have time for ss to role play in pairs. -Call some Ss to role play in front of the class. - T gets feedback. *Outcome: identify some learnt words (ball, bike, cup, book, cat, car and duck ) say them with correct pronunciation. Activity 3. Look and circle:14’ *Aim: help Ss identify and circle some learnt words (dog, book, cat, duck) *Procedure: - Have Ss look at the picture and identify the other things. Then let them point to the pictures and say the words :dog, book, cat, duck. Correct pronunciation, if necessary. -Have time for ss to look at the pictures and circle the correct word individually. - Call some Ss to tell their answer. - T gives the correct answer and corrects if necessary. *Outcome Identify and circle some learnt words (dog, book, cat, duck). 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 ************************** Week: 8 Period 16 Teaching date: 31 /10 /2024 REVIEW 1: SELF CHECK Part 1, 2, 3 I. OBJECTIVES: 1. Language focus/ Knowledge: - Sounds :/b/, /c/, /a/, /d/. - Vocabulary: Bill, ball, bike, book cake, car, cat, cup hat, apple, can, bag door, duck, dog, desk -Sentence patterns: +Hi, I’m + name. / Bye, Bill.
3. + I have a _____. +There’s a/an ___ in/on the ___. +This is a _____. It’s on/ near the ___. 2. Competences: - Identify some learnt words unit 1, unit 2, unit 3, unit 4 and say them with correct pronunciation. - Role play dialogue betwwen Phil and Sue. 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: *Revising the sounds and words - Show flashcards or the letters b, c, a, d. Have Ss say the letter names and the letter sounds. - Stick some flashcards including some pictures of the words from Units 1 to Unit 4 on the board. Have Ss play Slap the board in three minutes. Activity 2. Listen and tick:9’ *Aim: help Ss to identify some learnt words (ball, bike, cup, book, cat and car) . *Procedure: -Have Ss look at two pictures and say what they can see. Draw Ss’ attention to the boxes next to the letters a and b. Check comprehension. -Encourage some Ss to point to the pictures and say the words in front of the class . - Play the recording for Ss to listen and tick the box. - Let ss to listen again and check . - T gets feedback *Outcome: identify and read the learnt words (ball, bike, cup, book, cat and car). Activity 3. Listen and circle *Aim: help Ss listen and circle the sound correctly. *Procedure: - Have Ss look at the letter and say. - Encourage some Ss to point to the letter and say the words in front of the class - Play the recording for Ss to listen and circle the correct answer. - Let ss to listen again and check - T gets feedback *Outcome:listen and circle the sound correctly. Activity 4. Listen and tick or cross:9’ *Aim: help Ss listen and tick or cross some words correctly ( book, bag, desk, door). *Procedure:
4. -Have Ss look at thepictures and say what they can see. Draw Ss’ attention to pictures. Check comprehension. -Encourage some Ss to point to the pictures and say the words in front of the class - Play the recording for Ss to listen and tick or cross. - Let ss to listen again and check - T gets feedback *Outcome: help Ss listen and tick or cross some words correctly ( book, bag, desk, door). 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
5. LESSON PLAN TIENG ANH 3 WEEK 8 Tuesday, October 28, 2024 Period 29 UNIT 5: MY HOBBIES Lesson 1 – Period 1 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about hobbies. - correctly say the words and use: What’s your hobby? – It’s _____. to ask and answer about hobbies. - enhance the correct use of What's your hobby? – It’s _____. to ask and answer questions about someone's hobby. Core Competencies: Teamwork, motivation, communication, planning and organizational skill 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 34 - Audio Tracks 45, 46 - Teacher’s guide Pages 62 - 64 - Website sachmem.vn - Flash cards/ pictures, ppt and posters (Unit 5) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Action Simulation - Show pictures of hobbies: singing, swimming, drawing, dancing. - Ask some pupils who can simulate the actions in the pictures through the shadows  Choose the best ones and gives them points. - Ask pupils to match the numbers from 1 to 4 with the shadows below then the teacher
6. clicks to show the answers. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters (Bill, Linh, Lucy and Ben) 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 class to listen and repeat the sentences in the recording. Step 5: Draw their attention to the sentences: What is your hobby? - It’s singing. and Dancing. Tell pupils that we use the question: What is your hobby? to ask someone’s hobby and to answer we use: It’s ___ (the activities). KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the name of each hobby. Step 2: Have pupils point at Picture a (a girl singing), listen to the recording and repeat the word (singing). Follow the same procedure with the other three pictures. Have pupils repeat the word a few times. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What's your hobby?). Point at Picture a and have pupils listen and repeat after the recording (It's singing.). Follow the same procedure with the other three pictures. Step 4: Have pairs practise asking and answering the question What's your hobby - It's _______. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: What’s missing? Divide the class into 4 groups. A pupil from each group comes to the front, looks at the pictures and says which is missing. Whoever says it fast will get points. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them understand the context. Step 2: Put pupils into pairs. Tell them to ask and answer questions using What's your hobby? – It's ____. Go around the classroom to offer support. Step 3: Invite some pairs to the front of the class to present their hobbies.
7. Game: Matching game - Write 4 new words on the board and ask pupils to read. - Ask 4 pupils to come to the board and write their hobbies on pieces of paper and keep them in secret. - Ask 1 pupil to come to the board and guess the hobbies written in the paper (He/ She has to write the answers in small pieces of paper and stick to each of the 4 pupils.) - Ask the pupil on the board to ask the question to find out the answers and give him or her a point if correct (repeat the activities depending on the time). Fun corner and wrap-up: 5 minutes Option 1: Preparation for the project: Tell pupils about the project on page 39. Ask them to draw pictures of their hobbies and their family members’ hobbies at home. Tell them to bring their pictures to the classroom at the project time to talk with their classmates. Option 2: Game: Watch and guess - Ask 1 pupil to come to the board and face the class. - Show 1 picture of 4 hobbies and let the others act so that the pupil on the board can guess the name of the hobby in the picture (1 student will guess 3 pictures). - Show 4 pictures on the board and ask pupils to repeat -> Wrap-up. Wednesday, October 29, 2024 Period 30 UNIT 5: MY HOBBIES Lesson 1 – Period 2 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which pupils ask and answer questions about hobbies. - read and match the target sentence patterns with pictures. -review vocabulary related to the topic "Hobbies" by playing the game Find the hobby. General competences: Listening: listen and number Critical thinking: read and match Oral communication: let’s play 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.
8. Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions II. RESOURCES AND MATERIAL Student’s book Page 35 Audio Tracks 47 Teacher’s guide Pages 64-65 Website sachmem.vn Flash cards/ pictures and posters (Unit 5) Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Slap the board - T asks 1 pair of pupils to come to the board, look at the pictures and repeat the hobbies in the pictures. - T says out loud the word of 1 picture and asks those pupils to use the sticks to slap the board for the correct picture. (T calls 5 pairs). - T lets the pupils ask and answer using: What’s your hobby? - It’s ____. (1 pupil uses the stick to point to the picture and asks, the other answers.) PRACTICE Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the name of the hobby in each picture and give feedback. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording the third time to give them another listening opportunity. Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 3: Play the recording again for pupils to double-check their answers. PRACTICE Activity 5. Read and match. 9 minutes Step 1: Draw pupils' attention to the question, the four sentences and the pictures. Tell them about the activity and give pupils an example by getting them to read the question and sentence 1 in chorus. Draw a line to match it with the picture of the girl dancing. Step 2: Give pupils time to match sentences 2, 3 and 4 individually. Check answers as a class.
9. Extension: Invite a few pupils to stand up and read the sentences aloud. Correct their pronunciation where necessary, praise them, and get the class to clap or cheer if they have good pronunciation. PRODUCTION Activity 6. Let’s play. 8 minutes Step 1: Tell pupils the goal of the game and how to play it. Have four pupils hold different flash cards (swimming, drawing, dancing, singing). Step 2: Invite four pupils to the front of the class to demonstrate how to play the game. Step 3: Teacher shouts out "swimming", the pupil with the swimming flash card steps forward and shows his / her flash card to the whole class. Step 4: Repeat the procedure with other flash cards. If a pupil fails to show his / her flash card or shows the wrong flash card, he / she is "out" of the game. Game: Guessing and choosing - T shows 4 pictures of hobbies and calls 4 pupils to come to the board and choose. - T asks 4 pupils to come to the board and have each pupil choose 1 picture of a hobby and keep them in secret by covering them. - Each of the other pupils will choose one of the given hobbies, write down on their small boards and keep their ideas a secret. - The pupils on the board will show their pictures in turn. - When the teacher says the word of the pictures shown on the board, the pupils having the same hobbies will raise their boards or raise their hands. The pupils on the board will get the same points as the number of pupils raising their hands. Fun corner and wrap-up: 5 minutes Game: Matching - T asks 2 pupils to come to the board (1 boy and 1 girl). - T asks them to read 4 hobbies on the board. - T asks them to stick the word cards which match with the pictures of hobbies. Thursday, October 31, 2024 PERIOD 31 UNIT 5: MY HOBBIES Lesson 2 – Period 3 I. OBJECTIVES
10. Language: By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about hobbies. - correctly say the words and use What's your hobby? – I like _____. to ask and answer questions about someone's hobby. - enhance the correct use of What's your hobby? – I like _____. to ask and answer questions about someone's hobby. General competences: Listening: look, listen and repeat Critical thinking: listen, point and say Oral communication: let’s talk Written communication: complete the sentence 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 II. RESOURCES AND MATERIAL - Student’s book Page 36 - Audio Tracks 48, 49 - Teacher’s guide Pages 66, 67 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Matching - Teacher divides the class into 2 teams (Boys and Girls). - Pupils in 2 teams take turns to open the boxes to match the shadows and their original pictures. (open: click the numbers; close: click the red signs).
11. - Pupils of each team will get points if their matching is correct. - Review hobbies: singing, drawing, dancing, swimming. 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 your hobby? and the answers I like cooking. and I like walking. Tell pupils that there are questions and answers about hobbies. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the hobbies. Step 2: Have pupils point at Picture a (a boy running), listen to the recording and repeat the word (running). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What’s your hobby?). Point at Picture a and have pupils listen and repeat after the recording (I like running.). Follow the same procedure with the other three pictures. Step 4: Have pairs practise asking and answering the question What’s your hobby? – I like _____. 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. Tell them about the activity. Ask questions to help them understand the context (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions using the target sentence patterns. Go around the classroom to offer support where necessary. Step 3: Invite some pairs to stand up to perform their exchanges. Game: Lucky numbers - T lets pupils review the pictures of hobbies. - T divides the class into 2 teams.
12. - Pupils in 2 teams take turns to open the boxes and answer the questions: What’s your hobby? (T can show pictures/ flash cards of hobbies and ask pupils to say the hobbies out loud). - T clicks on the box to reveal the points beneath. - The team with the most points is the winner. (Please use the ppt slides provided for reference.) Fun corner and wrap-up: 5 minutes Game: Jigsaw puzzle Click on the puzzles and let the pupils get when the pictures of hobbies are revealed. Friday, November 1, 2024 PERIOD 32 UNIT 5: MY HOBBIES Lesson 2 – P 4-6 I. OBJECTIVES Language: By the end of the lesson, pupils will be able to: - listen to and understand two communicative contexts in which pupils discuss different hobbies. - complete four target sentences with the help of picture cues. - sing the song My hobby with the correct pronunciation and melody. General competences: Listening: listen and tick Written communication: look, complete and read 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 Responsibility: appreciate kindness II. RESOURCES AND MATERIAL
13. - Student’s book Page 37 - Audio Tracks 50, 51 - Teacher’s guide Pages 67 - 69 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, II. PROCEDURE Warm-up and review: 5 minutes Greet the class. Game: Top 5 answers - Give questions which have many possible answers. - T lets the pupils in the class write their answers (hobbies) on their boards. - When T shows answers, each of pupils’ correct answers will get 1 point. PRACTICE Activity 4. Listen and tick. 8 minutes Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the hobby in each picture. Play the recording of the first exchange. Play the recording again for pupils to do the task. Play the recording the third time for pupils to check their answers. Step 2: Repeat Step 1 for the second exchange. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat 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 hobbies in the pictures. Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the sentence. Ask them what is missing in the answer (swimming). Then have them look at the picture and identify the hobby. Then have them complete the gap (What’s your hobby? – It’s swimming.). 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 Time: - T reviews words of hobbies by showing pictures.
14. - T divides the class into 2 teams (Boys and Girls). - T asks 1 pupil of each team to come to the board and face the other. (They can’t see the pictures and questions on the ppt slide at the beginning.) - When T says GO, 2 pupils will turn back, look at the screen, and say out loud the answers (A-B-C-D-E-F) as quickly as they can. - The first one to say the letter and the word is the winner. (Please use the provided corresponding ppt slides for reference.) PRODUCTION 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. 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 they sing along with the recording. Game: Let’s sing! Divide the class into 2 teams. Each team has to sing a verse of the song. Then they all sing the last sentence. The team who can make it better will get points. Fun corner and wrap-up: 5 minutes .Guessing game - T lets the whole class look at the pictures and asks: What’s your hobby? - The first one to answer will get points.
15. LESSON PLAN TIENG ANH 4 WEEK 8 Monday, October 29, 2024 UNIT 5: THINGS WE CAN DO Lesson 1 – Period 1 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 someone’s abilities. - correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities. - enhance the correct use of Can you _____? – Yes, / No, _____. to ask and answer questions about pupils’ abilities 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 pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 34 - Audio track 46, 47 - Teacher’s guide: Pages 68, 69, 70 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Have the whole class say the chant on page 32. You may use other food / drink items to have another version of the chant. Option 2: - 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 have the ball – stand up and say the sentences, using the sentence models from the previous unit.
16. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters in the pictures. Step 2: Draw pupils’ attention to the kite and the skipping rope in Picture a and predict what the characters can do or are talking about. Play the recording and have pupils check the prediction. Repeat the same procedure with Picture b. Step 3: Play the recording again and encourage pupils to point at the characters while listening. Step 4: Play the recording again, sentence by sentence, for pupils to listen, point at the sentences and repeat after each character. Correct their pronunciation where necessary. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Ask pupils to look at Pictures a, b, c, and d and identify the activities in the pictures. Step 2: Play the recording for pupils to listen to and repeat the phrases under the pictures in chorus and individually until they feel confident. Use the flash cards for ride a bike, ride a horse, play the piano and play the guitar to practise the phrases. Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words in the answer by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c, and d. Step 4: Have pupils practise asking and answering questions in pairs. Go around the classroom to offer help where necessary. Step 5: Invite a few pairs to point at the pictures and ask and answer questions about what the pupils in the pictures can or can’t do. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the poster about the summer camp. Ask questions to help them identify the activities in the poster. Step 2: Elicit the missing words in the speech bubbles and write them on the board. Get pupils to say the completed sentences. Step 3: Put pupils into pairs to ask and answer about their abilities. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to point at the pictures and ask and answer questions about their abilities. . Assessment
17. - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number (ppt) - Divide the class into 3 groups. - Pupils from each team choose a number, then ask and answer with the picture in that number. - Pupil or teacher clicks the “play” button to roll the dice and clicks the “stop” button to get points. - After 9 numbers, the group with the most points is the winner. Option 2: Use hoclieu.vn, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.) * Preparation for the project: Tell pupils about the project on page 39. Ask them to prepare for it at home by carrying out a school club survey and asking their friends about their abilities. Set up groups of four or five to carry out a survey. Each group should choose two clubs such as sports or music. They should write questions about what their friends can or can’t do to find members for the clubs. Remind pupils to bring their completed surveys to the class to present them at Project time. ---------------------------------------------------------------------------------------------------------- -- Monday, October 29, 2024 UNIT 5: THINGS WE CAN DO Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to:
18. Language knowledge & skills - listen to and understand two communicative contexts in which pupils ask and answer questions about someone’s abilities and tick the correct pictures. - complete four gapped exchanges with the help of picture cues. - practise the target vocabulary and sentence patterns by playing the game Can you ...? Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 35 - Audio track 48 - Teacher’s guide: Pages 70, 71, 72 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Use the flash cards (ride a bike, ride a horse, play the piano, play the guitar) to revise the vocabulary in Period 1 by asking Can you __? - Get pupils to open their books at page 35 and look at Unit 5, Lesson 1, Activity 4. Option 2: - Have students look at the screen and guess the words or phrases (ride a bike, fly a kite, ride a horse, play the piano, play the guitar and skip). Then students use I can __./ I can’t __. to make a sentence for themselves with that word/ phrase. - Review Can you______? – Yes, I can. / No, I can’t. PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to the pictures and ask questions to elicit the activities in the pictures. Remind them to look at each pair of pictures, listen to the recording and choose the activity the speakers can do. Step 2: Play the recording all the way through. Then play the recording for pupils to listen and tick the activity the speakers can do. Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary.
19. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Model Question 1. Have pupils read the exchange and guess the missing words in the answer. Then draw pupils’ attention to the picture and elicit the answer to fill in the gap (Yes, I can.). Step 2: Give pupils time to do the task independently. Go around the classroom to offer help where necessary. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. Step 4: Invite four pairs of pupils to act out four complete exchanges in front of the class. Correct their pronunciation where necessary. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Invite two groups, each with six pupils, to play the game. Tell pupils the goal of the game and how to play it. Explain that they look at a flash card, ask and answer. Then demonstrate the action. Each group has two minutes to play. The teacher holds up a flash card (ride a bike), the first pair looks at the picture, one pupil asks (e.g. Can you ride a bike?) and another pupil replies as quickly as possible. Check with the whole class if the question is correct or not, and ask the group to demonstrate the action. Step 2: The pair who has played goes to the end of the line. The second pair moves up and continues with the next flash card. For each pair, the group gets three stars, one star for the question, one for the answer and one for the group action. Step 3: Play the game with other groups in the class. The group with the most stars is the winner. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose the number and answer the question. - The team that has more points will be the winner. Option 2: - - Teacher gives students handouts (attached below).
20. - Students read and check or cross for themselves. - Students go around the class to ask their friends Can you ___? to find the person who has the same abilities as them and write their names in the blank. - After 4 minutes, the student who can write the most names will be the winner. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.) Tuesday, October 29, 2024 P 31 UNIT 5: THINGS WE CAN DO Lesson 2 – 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 the characters talk about abilities and lack of abilities. - - correctly say the words and use Can he / she _____? – Yes, he / she can. / No, he / she can’t, but he / she can _____. to talk about abilities and lack of abilities. - - enhance the correct use of Can he / she _____? – Yes, _____. / No, _____, but _____. to talk about abilities and lack of abilities in a freer context.