Giáo án Tiếng Anh Khối Tiểu học - Tuần 9

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Tuần 9

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 1,2 TUẦN 9 Preparing date: 30/10/2022 Period 17 REVIEW 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - recognize the words they have learnt - read the words they have learnt - introduce themselves and introduce what they have II. INPUT Language: - Sounds /b/ (letter b), /k/ (letter c), /ổ/ (letter a), and /d/ (letter d) - Vocabulary: apple, ball, bike, cat, can, cup, dog, duck - Structures: Hi, I’m _______.; This is my _____. Resources/Material: - Student’s book p. 22 - sachmem.vn - Teacher’s guide pp. 50-51 - Flashcards to play games - Computer, projector Warm-up – Read and tick.– Colour the apple, the ball, the cat and the dog. Then point and III. PROCEDURE say. – Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class Have pupils sing the songs from Unit 3 and Unit 4 Individual to revise the words and structures they have learnt. work If pupils do not remember the songs, play the recording for them to sing along. Ask them what words appear in the songs. Stick the flashcards of the words on the board. Option 2: Have pupils play the game Mystery bag to revise the sounds and words they learnt in previous units. Whole class Ask one pupil pick up one card that has a letter from
2. the bag. Other pupils say the words that include the letter. Lead to Activity 4, Review 1. 4. Read and tick. 10 minutes Step 1: Have pupils look at the pictures (saying Look at Whole class the pictures, please!) and say what they can see. Individual Draw pupils’ attention to the boxes work next to the letters a and b. Step 2: Ask pupils to look at the word in Question 1. Whole class Model with this question. Invite one pupil to read Individual the word and choose a or b. Confirm the correct work answer. Step 3: Get pupils to read the phrases in other questions Whole class and tick the correct boxes, saying Individual Now read and tick the correct pictures, please! work Give further support to those pupils who find it difficult to do the task. Step 4: Ask pupils to work in pairs and to swap their Pair work work, saying Now work in pairs and check each other’s answers. Give pupils time to work. Go around and offer help, if necessary. Step 5: Invite some pupils to show what they have done. Whole class Praise them if they have done well. Individual Key: 1. a 2. a 3. b 4. b work Extension: Say aloud some words and have pupils circle the Individual suitab pictures. work 5. Colour the apple, the ball, the cat and the dog. Then point and say. 15 minutes Step 1: Have pupils look at the pictures and say Whole class what they see. Draw their attention to the incomplete sentences and explain what to do, saying You colour the things and pets.
3. Then point to them and say the full sentences, please! Step 2: Have pupils look at the first picture. Ask Whole class them to point to the thing and say the word, saying Point to the apple and say “apple”, please!. Follow the same procedure with other things/pets. Step 3: Ask pupils to identify what information is Whole class missing in the sentences, saying Look at Individual the incomplete sentences and say what work information is missing here. That’s right, you should say your name in the first sentence and the word for the thing you have in the second one. Use the first picture (an apple) as the example, point to it and say Hi, I’m ____. (e.g. Hi, I’m Hoa.) This is my apple. Check pupils’ comprehension. Step 4: Have pupils work individually to colour Individual the pictures. work Step 5: Get pupils to work in pairs to point to the Pair work pictures, look at the sentences and say them (in the first sentence: greeting and saying names, in the second sentence: introducing one’s things/pets). Go around and offer help, if necessary. Step 6: Invite some pupils to point to the Individual pictures and say the sentences in front of work the class. Praise them if they have done well, saying Very well! Extension: Show flashcards of other words and Whole class have pu pils say similar sentences Individual with these words. work Homelink 5 minutes
4. Option 1: Whole class Write a chant with some sentences from Exercise Individual 5 on the board and have pupils read them together. work E.g. Hi, I’m Hoa. (use the names of class members) This is my car. Hi, I’m Mai. This is my bike. Hi, I’m Manh. This is my bag. Option 2: Write some incomplete words on the board and have pupils complete them. - Tell pupils to practise saying the words and sentences at home. Period 18. Unit 5. At the fish and chip shop I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter I/i in isolation. - say the words chicken, chips, fish, milk. II. INPUT Language: - Sound /i/ - Vocabulary: chicken, chips, fish, milk Resources/Material: - Student’s book p. 23 - Teacher’s guide pp. 52-55 - sachmem.vn - Flashcards for Unit 5 - Flashcards/pictures of popular food and drinks
5. - Poster for Unit 5 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game – Sum-up Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Singing the song in Unit 4, Lesson 3. Whole clas - Ask pupils to sing the song in Unit 4, Lesson 3 and make the gesture of a duck, a dog and a desk when singing. - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap their hands. Individual Option 2: Drawing. work - Show pupils some pictures/slides of popular food and drinks in Vietnam and the UK. - Have pupils draw their favourite food or drinks, then colour them. Whole class Option 3: Talking. - Show pupils some pictures/slides of popular food and drinks in the world (fried chicken, hamburger, pizza, sausage, steak, lemonade, apple juice, ). - Ask pupils some questions about their favourite food and drinks, saying (in Vietnamese) What food do you like? What drinks do you like? Do you like fish? Do you like milk? 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture, saying Look at the picture, Whole class please! Describe the picture. Draw pupils’ attention to the letter I/i, the words next to the things in the pictures and the colour of the letter I/i (as mentioned in Input). Check comprehension.
6. Step 2: Ask pupils to point to the letter I/i. Have them listen and Individual repeat the sound of the letter I/i (saying Listen and repeat, work please!) more than once, if necessary. Tell pupils to point to the chicken and the word chicken, saying Point to the chicken Step 3: and the word “chicken”, please! Ask them to listen and Whole class repeat the word, saying Listen and repeat, please! Follow the same procedure with the chips, the fish and the milk. Correct pronunciation, if necessary. Step 4: Play the recording again and have them listen, point to the Whole class letter I/i, the words chicken, chips, fish, milk and repeat until they feel confident. Step 5: Play the recording again and call a few pupils to say the letter Whole class I/i, and the words chicken, chips, fish and milk in front of the class (saying Good job! when they performed well). Cultural note: Teacher may show pupils some illustration of Step 6: Individual a favourite food in Great Britain – fish & chips. It is a hot dish work consisting of fried fish in batter served with chips. A fish & chip shop is a form of a fast food restaurant that specialises in selling fried fish & chips. For better pupils, using the new and learnt in the previous units vocabulary and have the pupils make labels for the food and drink items (apple, cake, chips, fish, chicken, milk). Ask them to attach the cards to the corresponding items and practise saying the words. Individual work Extension: 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again, saying Look at the Whole class picture on page 23, please! Ask them to describe the picture. Draw their attention to the letter I/i and the food/drinks in the picture. Step 2: Get them to point to the letter I/i and say it, saying Point Whole class to the letter I/i and say, please! Let them point to the chicken and say the word chicken, Step 3: saying Point to the chicken and say the word, please! Individual Give further support to those pupils who find it difficult work to do the task. Follow the same procedure with other things. Go around and correct pronunciation, if necessary. Step 4: Ask pupils to work in pairs or in groups to point to the Whole class picture and say the sound of the letter I/i and the words, saying Point to the picture and say, please! Go around and correct pronunciation, if necessary. Step 5: Pair work Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Very good!
7. Step 6: Individual work Fun corner: Matching Game 8 minutes Step 1: Explain how to play the game, saying Listen to the Whole class teacher and make a word from the flashcards, please! Divide the class into four groups and give each group a Step 2: set of flashcards to make one word. Group work Ask pupils in each group to hold the flashcards (each Step 3: pupil holds one card), the other pupils in the group Group work observe and help them, if necessary. Set the time and say one word, e.g. FISH. The group that Step 4: has F, I, S, H should go to the front of the class, show the Individual cards in the correct order to make the word. Follow the work same procedure with other words. Step 5: Have the class look at the words and announce the Whole class winner. Homelink 5 minutes - Revise the main teaching point of the lesson: the sound Whole class of the letter i and the words chicken, chips, fish, milk. Option 1: Using sachmem, have pupils look at the things in the Whole class picture and repeat the words after the recording. Option 2: Using Poster for Unit 5, ask pupils to point to the things Individual in the picture and say the words. For better pupils, teacher work may cover the words and ask them to point to the things and say the words aloud. Option 3: Using pictures and flashcards, get some pupils to match the words chicken, chips, fish, milk and the pictures. Then Individual ask the class to say the words aloud. work Period 33. SHORT STORY CAT AND MOUSE 1
8. I. Objectives: 1. Knowledge: By the end of the lesson Ps will be able to: - Review the phonics, vocabulary and sentence patterns from units 1 - 5. 2. Skills: - Develop Ss speaking, listening and reading skills. 3. Language focus: - Sentence Partners: Revisions. - Vocabulary: Revisions. - Phonic: Revisions II. Teaching aids: 1. Teacher’s: student’s and teacher’s book, cassette. 2. Students’: books, notebooks, workbooks. III. Procedures: Student’s Content Teacher’s activities activities 1. Warm up:3’ - Review the model sentences from unit1 to Pair work unit 5 - Ask Ps to look at the pictures and ask them questions to remind them of the old characters 2. Read and Whole class and introduce the new character Listen to the story: 8’ e.g.: What is the name of the black and white cat? What’s the name of the white mouse? Can you see the yellow mouse? Who is she? Can you guess? What can you see? A chair; a guitar; a window - Play the recording and ask Ps to read and listen
9. 3. Complete -Ask students to read the story in the book and Whole class the fill the suitable words to complete the conversation: dialogue. 7’ - Ask Ps to read the text in silence and check their comprehension Whole class - Ask Ps to work in pairs to do the exercise - Go around and help Ps if necessary Work in pairs - Call on 2 Ps to write the answers on the board - Check the correct answers and call some pairs to read the conversation in front of the class - Correct the pronunciation. - Make a few questions to check pupils’ comprehension of the story Work in pairs Answer: 1. Who 2. My name’s 3. Yes, it is 4. How 5. very well, thank you 4. Work in - Have Ps work in group of three. Use the Group work group of three. conversation in part 3 on page 39 but use the Read the real information about themselves conversation. - Go around to monitor and help them if Then act it out necessary with your own names :15’ - Call on some groups to perform in front of the class. The rest of the class listen and give comments. Whole class
10. 5. Unscramble - Have pupils turn their books to page 38. - Ask Whole class these words Ps to read the story to find the words which from the help them to unscramble these words in part 4 conversation: - Do the first word as an example 5’ -Ask Ps to do the task individually. Monitor the activity and offer help when necessary. - Have pupils trade their answers for Individual correction. - Call on some pupils to report their answers. Pair work The rest of the class listen and give comments. - Have the whole class read each word in chorus to reinforce their pronunciation. Whole class Answer: b. really c. nice d. friends e. guitar d. America 6. Homelink:2’ Review the precious lesson. Whole class Draw experiences UNIT 6: WHERE’S YOUR SCHOOL? Period 34. Lesson 1: part 1, 2 I. Objectives: By the end of the period Ps will be able to: - Asking and answering questions about where a school is - Practice listening, speaking skill, doing exercises in the book II. Language focus. - New words: Oxford Street, Hoa Binh road,Bbat trang village, Hoan Kiem district. - Structures: Where’s your school? It is in . III. Resources: - Students’ book, puppets, recording. IV. Procedures:
11. Student’s Content Teacher’s activities activities 1.Warm up : 4’ -Ps answer some questions What’s the name of your school? Whole class Where is it? What class are you in? What do you know about the school? 2. Look, listen and - Ask Ps to look at the four pictures on page Whole class repeat. 14’ 40 - Ask them questions: Who are the pupils? Whole class Where are they? What are they talking about? - Ask Ps to work in pairs to ask and answer Pair work questions about School - Play the recording for Ps to listen and repeat some times. - Call on some Ps to repeat individually - Listen and correct pronunciation if Individual necessary 3.Point, and say: -Getting started: Whole class 19’ +Ps are going to practice asking and Oxford street , answering questions about where a school is, using Where’s your school? Hoa binh road, Bat Trang village, Hoan It’s in Kiem district. + Ps look at the pictures to understand how * Structures: the language is used. Where’s your +Ps look at the pictures and listen to T who school? It is in . explains new words Whole class +Ps repeat a few times
12. + Ps ask and answer in pairs. Check their performance as a class. Pairs Work in pairs. Ask and answer questions about your school. Ask its name and where it is. Pairs +Ps are going to say the name and location of their own school. - Ps work in pairs - Go around to monitor and help if necessary - Some pairs practice in front of the class. The rest of the class listen and give comments 5. Home –link : 3’ -Remind the structures and words Whole class -Review how to ask and answer about their school. Draw experiences ............................................................................................................... ............................................................................................................... ............................................................................................................... UNIT 6: WHERE’S YOUR SCHOOL? Period 35. Lesson 1: part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about where a school is, using ‘Where’s your school? - It’s in + (place).’ II. Language focus. - New words: for a walk, way, early - Structures: Where’s your school? - It’s in Nguyen Du Street.’
13. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : Call a few pupils to the front of the class to 5’ talk about their school Whole class 2. Listen and - Ask Ps to look at the pictures on page 41 Whole class tick 10’ to identify the similarities and differences by saying what the schools are and where they are - Have them read aloud the names of the schools and their locations Whole class - Check Ps’ understanding - Ask Ps to listen to the recording and tick the correct pictures. Tell them not to worry if they cannot understand every word, and that they should focus on the names of the schools and their locations - Get Ps to swap their answers before you check as a class - Go around to offer help if necessary - Check and T gives the key: Pair work 1. c 2. a 3. c 3.Look and -Tell Ps that they are going fill the gaps of Whole class write: 15’ the sentences with different dates suggested in the pictures - Give Ps a few seconds to read the text in silence. Check comprehension and give Whole class feedback - Get Ps time to do the task independently
14. - Go around to offer help, if necessary Individual - Get Ps to swap and check their answers before checking as a class. Write the Pairs correct answers on the board for Ps to copy down their notebooks. - Call some Ps to read sentences aloud Key: 1.Nguyen Trai Street 2.in Van Noi Village Whole class 3.is in South Street, London 2. Let’s sing: -Tell Ps that they are going to sing the This Whole class 10’ is the way song. - Have Ps look and read each line and check comprehension. - Sing each line and have Ps repeat it. - When Ps are familiar with the tune, ask them to sing and do the actions. - Ask groups of Ps to sit face to face and practice singing and doing the actions. Group work - Call a group of five to sing the song and do the actions. The rest of the class sings together, clapping hands - Have the whole sing the song and do the Whole class actions 5.Home –link : - Do exercises in the workbook. Learn by Whole class 2’ heart the new words. Prepare for the next lesson
15. UNIT 6: WHERE’S YOUR SCHOOL? Period 37. Lesson 2: part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about where a school is, using What class are you in?-I’m in class . II. Language focus. - New words: she, he - Structures: What class are you in? – I’m in class . III. Resources: - Students’ book, puppets, recording. IV. Procedures: Student’s Content Teacher’s activities activities 1.Warm up : Slap the board 5’ Road 10 Ps Street Where South Village
16. 2. Look, listen - Tell Ps that they are going to read a story Whole class and repeat : 8’ in which pupils ask and answer questions about what class someone is, using What class are you in?-I’m in class . - Have Ps look at the three pictures and answer some questions such as: Whole class Who are they? Where are they? What are they saying? - Check comprehension and check the new words - Play the recording for Ps to listen and say along. - Do choral and individual repetition, pointing to the characters speaking. Individually - Have Ps repeat the text a few times. - Play the recording again for Ps to listen and repeat 3.Point and Vocabulary: She He Whole class say: 15’ Sentence Partners: What class are you in? I’m in class . What class is she/he in? Whole class She/He is in class . -Tell Ps that they are going to practice asking and answering questions about what class someone is. - Draw Ps’ attention to the bubbles and pictures to understand how the language is used in different contexts - Point to the first picture and asks Ss to ask What class are you in?
17. Point to the rest of the pictures and asks Ss to ask What class is she/he in? - Get Ps to work in pairs. Pointing to the character speaking. Pair work - Call a few pairs to act out the dialogue in front of the class. Whole class - Check as a class and pronunciation, if any 3. Let’s talk: -Tell Ps that they are going to revise what Whole class 10’ they have learnt in Lessons 1 and 2 in real contexts. - Remind Ps of the questions : What’s the name of your school?, Where is it?, What class are you in? And how to respond to them. - Ask them to work in pairs to ask and answer the above two questions. Pair work - Go around offering help and correcting the pronunciation, if necessary. - Call a few pairs to act out the dialogue in front of the class. The rest of class listen and give comments. Whole class 5.Home – - Do exercises in the workbook. Learn by Whole class link : 2’ heart the new words. Prepare for the next lesson Draw experiences GIÁO ÁN KHỐI 5 Period: 33 SHORT STORY: CAT AND MOUSE 1 I. Objectives: - By the end of this lesson, students will be able to practice all the knowledge they have learn.
18. - Read and listen to a short story. - Read and fill a gapped conversation. -Work in groups of three, read a conversation, and act it out, replacing the original names with the current speakers’ names. - Unscramble the words from the story. 2. Skills: - Listening, speaking, reading and writing. 3. Attitudes/ Quality: -Confident when using English - Working hard - United friends 4.Competences: - Co-operation love schools and about the sounds. - Self-study ability, ability to operate, live responsibly. - Develop speaking skill. - Ss look after, solve problems and study themselves. - Studious and obedient students and love their friends. II. Teaching aids: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, puppets. - Students’ aids: books, notebooks, workbooks. III. Procedures: Teacher’s activities Students’ activities A. Warm up (5’) -Listen and take note - Present vocabulary: story, cousin ( picture, real object).I’m very well. B. New lesson(30’) - Set the scene: Have Ss look at the pictures and introduce six characters.
19. Teacher describe the content of each -Ss look at the picture and read picture. the story a. Complete the conversation -Ss look at the picture carefully and listen to the tape. - Ss look & read silently the sentences. Then complete the - Check and correct. sentences in individual. b.Work in groups of three - Have Ss trade their answers in pairs for correction. - Ss to read the answers aloud to the class. The others listen and give comments. - Ask some questions to ensure Ss’ comprehension of the listening text. 1st reading: Ss read the sentences individually . 2nd reading: Ss do read the sentences in groups of three. - Ss act the conversation out c. Unscramble these words from with their names. conversation - Call on some Ss to role play in C. Homework (2’) front of the class.. Others listen - Review all and comment. - Asking Ss to unscramble in individual. - Call some Ss to write on the board. The rest give comment. - Correct.
20. Period: 34 MID-TERM TEST –GRADE 5 Time allowed: 40 minutes D. ADJUSTMENTS (if necessary): . .. .. .. Period: 35 UNIT 6: HOW MANY LESSONS DO YOU HAVE TODAY? Lesson 1 (1-2-3) I.Objectives: - By the end of the lesson Ps will be able to: 1. Knowledge: - Ask and answer questions about the number of lessons the other speaker has that day. - Sentence Patterns: How many lessons do you have today? – I have _______. - Vocabulary: have, days of the week (abbreviation), Maths, IT, Science, Science, Art, Music, Vietnamese, PE, English. 2. Skills. - Listening and speaking. 3. Attitude/ Quality: - Have concentration, listen carefully, express idea during lesson - Confident in communicating with classmates - Love school subjects, love to learn English 4. Forming competence: - Easy to get to know, easy to make friends