Giáo án Tiếng Anh Khối Tiểu học - Week 21 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 21 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: February 2, 2023 Week: 21 Period: 41 Unit 10: At the zoo Lesson 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the letter M/m, the words mango, mother, monkey, mouse and the phrases/sentences containing /m/ and mango, mother, monkey, mouse in a chant. - listen and identify the words monkey, mango. - trace the letter M/m and complete the words _ango, _other, _onkey, _ouse. II. INPUT Language: - Sound /m/ - Vocabulary: mango, monkey, mother, mouse - Phrases/sentences with the sound /m/ and the words mango, monkey, mother, mouse Resources/Material: - Student’s book p. 44 - Sachmem.vn - Teacher’s guide pp. 107-109 - Workbook pp. 31-32 - Flashcards to play games in Warm-up - Computer, projector III. Warm-up – Listen and chant. – Listen and tick. – Look, trace and PROCEDURE write. – Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class Ask two or three pupils to look at the picture in Lesson 1 (Student’s book or sachmem) and say the sound of the letter M/m and the words mango, mother, monkey and mouse. Option 2: Ask the class to play Find the odd one out again, Whole class using the words in Lesson 1, Unit 10 and those in the previous units, saying Now let us play Find the odd one out! Option 3: Get pupils to play What’s Missing Game, using the pictures and flashcards with the incomplete words Whole class _ango, _onkey, _other and _ouse. Pupils should guess the missing letters and say the words correctly.
2. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant, saying Look at the Whole class chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter M/m and the words monkey, mouse. Check comprehension. Step 2: Play the recording of the first verse for pupils to Whole class listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen again and repeat, please! Step 3: Follow the same procedure with the second Whole class verse. Correct pronunciation, if necessary. Step 4: Play the recording all the way through. Ask Whole class pupils to listen and repeat the chant individually Individual work and in chorus, saying Listen, chant and clap your hands, please! Go around and offer help, if necessary. Individual work Step 5: Select some pupils to the front of the class to chant and clap their hands. The rest of the class Whole class may sing the chant and clap their hands along. If they have sung the chant well, praise them, saying Great work! Individual work Extension: For better pupils, cover or omit some letters/ Whole class words in the chant and have them guess and say all the lines aloud. For example: M, m, m. M is for ________. M is for mouse. Monkey and _______. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures in Question 1 and Whole class say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures in Question 1 and say the words in front of the class. Say Point to the pictures and say the words, please! E.g. 1a: a monkey, 1b: a mouse. Step 2: Play the recording of the first sentence for pupils to Individual work listen, saying Now listen, please! Ask pupils what they have heard and ticked, saying What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, it said “There’s a monkey”. You tick the box a. If some pupils say “There’s a mouse”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you
3. hear “There’s a monkey” or “There’s a mouse”? Yes, “There’s a monkey”. Tick the box a. So a is the correct answer. Individual work Step 3: Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen, please! Play the recording (several times if needed) for pupils to listen and tick the correct box. Individual work Step Call a few pupils to the front of the class to point to 4: the pictures and say what they have heard. If they said correct words, praise them, saying Well done! or Very good! 5. Look, trace and write. 8 minutes Step Have pupils look at the letter M (upper case) and m Whole class 1: (lower case). Remind them how to trace it. Give pupils time to trace the letter M/m Individual work Step 2: independently, saying Now trace the letter M/m with your pencil. You can demonstrate by air tracing or tracing the broken lines of the letter M/m on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Pair work Check the results of pupils’ tracing and give Step 3: feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. Whole class Then have pupils look at the four pictures in the Step 4: activity. Ask some questions to help them identify the person and things in the pictures (e.g. What’s/Who’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. Individual work Give pupils time to complete the words Step 5: independently, saying Look at the pictures and complete the words, please! Go around and offer Whole class help, if necessary. Individual work Ask some pupils to show what they have done. Step 6: Praise them if they have done well, saying You’ve done a good job! - For weaker pupils, have them do Activity 3, Unit Extension: 10 in their workbooks. - For better pupils, have them do Activity 4, Unit 10 in their workbooks. Homelink 5 minutes Option 1: Have pupils listen to the recording, Whole class then say the chant again. Whole class Option 2: Ask pupils to look at the pictures in 4. Listen and tick and say about them, e.g. monkey, mouse. Encourage better pupils to use learnt
4. structures e.g. It’s a monkey; It’s a mouse; ... Individual work Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 10 in their workbooks. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 21 Period: 42 FUN TIME 3 Lesson 2 Time allocation: 1 period I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the words they have learnt correctly - identify the words and numbers they have learnt II. INPUT Language: - Vocabulary: clock, lock, pot, mop, monkey, mango, mother, mouse - Numbers: one, two, three, four, five Resources/Material: - Student’s book p.47 - Sachmem.vn - Teacher’s guide pp.114-115 - Flashcards to play games - Computer, projector III. Warm-up – Match and say – Let’s play – Home link PROCEDURE Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class Have pupils play a vocabulary game on sachmem. Individual work Ask pupils to say out loud all of the words they have learnt and played with. Option 2: Whole class Have pupils play The Matching Game. Stick the picture Individual work flashcards on the board. Write the words from Unit 9 and Unit 10 on the board. Call on some pupils to go to the board and draw lines to match the words and the pictures. - Lead to Activity 3, Fun time 2.
5. 3. Match and say.12 minutes Step 1 Have pupils look at the phrases and the pictures. Explain howto do Whole the activity: Pupils look at each phrase on the left. Draw their class attention to the number of thingsin each picture. Then pupils look at thepictures on the right and find one appropriate picture to match with thephrase. After that, pupils draw a line from the phrase to the suitablepicture. Check comprehension. Step 2 Model the first phrase with the whole class. Have pupils readthe Whole phrase in the first question, saying Read the first phrase, please! class Thenask pupils to say, e.g. fivemonkeys. Have them look at the pictures andask them In which picture can you see five monkeys? Have them point to thepicture with five monkeys and say the phrase (e.g. a. five monkeys). Askthem to draw a line from the phrase to the suitable picture, saying Draw aline, please! Step 3 Follow the same procedure with questions 2, 3 and 4. Give Individual furthersupport to those pupils who find it difficult to do the task. work Step 4 Have pupils work in pairs to compare their work and practice Pair work saying the phrases. Move around and correct their pronunciation, Whole ifnecessary. class work Step 5 Call some pupils to show their work and say the phrases in front of the class. Give comments and confirm the correct answers. KEY: 1 d 2 c 3 b 4 a Extension Show flashcards with different numbers of things (1-5). Ask pupils Pair work about the numbers of things, using the question “How many ?” Ask pupils to work in pairs. Give each pair a card and have them ask and answer about the number of things in each card. 4. Let’s play: Kim’s game. 13 minutes Step 1 Explain how to play this game: T is going to stick five or six pictures of things/ Whole class animals on the board. Pupils look carefully at the pictures for 30 seconds. Then T puts all of the pictures away and asks pupils to say aloud the number of things in each represented by each picture. (use number 1-5) Step 2 Stick the pictures of the words from Unit 9 to Unit 10 on the board. Remember to Whole class use pictures which have different numbers of things. Step 3 Have pupils look at the pictures of the words for 30 seconds, saying Look at the Group work pictures, please! Step 4 Put all of the pictures away and have pupils say out the number of things/animals Group work in the pictures. Move around and correct their pronunciation, if necessary Extension Pupils can play and compete in pairs or small groups. With a better class, Whole class/ Group work
6. divide the class into groups. After putting all of the pictures on the board away, ask the groups to write down the numbers and the things (e.g. two monkeys). Then count the correct phrases and give the group with the most correct phrases bonus points. Homelink 5 minutes Option 1: Whole class Show flashcards with different numbers of things/animals. Individual work Ask some pupils to ask and answer, using the question “How many...?” Option 2: Write incomplete words on the board. Invite some pupils to go to the board and write the letters to complete the words. - Tell pupils to practise saying the words and make sentences at home. D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Grade 3 Preparing date: February 2, 2023 Week: 21 Period: 81 Unit 12: Jobs Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about someone’s job. - correctly say the words and use Is he / she ? and Yes, he / she is. / No, he / she isn’t. to ask and answer questions about someone’s job. - enhance the correct use of Is he / she ? – Yes, / No, ..to ask and answer questions about someone’s job in a freer context. - Vocabulary: cook, farmer, singer, nurse - Model sentences: A: Is he / she a cook?
7. B: Yes, he / she is. / No, he / she isn’t. He’s/ She’s . - Skills: speaking and listening 2. Competences: - Critical Thinking: talk about jobs - Co-operation: ready to help friends in pair work/ group work. - Oral Communication: speak about someone, ask and answer the questions 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 154, 155; audio Tracks 16,17, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 14, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Pass the ball *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - T gives Ss a ball. - T asks Ss to listen to music and transfer a ball - Ss listen and keep the ball around the class. - Ss listen to music and play the game - When the music stops, Ss who keep a ball have to practice with partner using: What’s his/ her job? and He’s/ She’s .. - T gives feedback. - Say “Open your book page 8” and look at “Unit - Ss open their books 12, Lesson 2 (1,2,3)”. 2. Presentation (16’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in front of starting the new lesson. *Procedure: -T elicits the new words -Ss listen and answer + cook : đầu bếp (picture) + farmer : nông dân (picture) + singer : ca sĩ (picture) + nurse : y tá (picture) - - Ss listen and repeat - T models (3 times). + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Ss take note
8. - Checking: Rub out and remember - Ss look, remember and write Activity 2. Listen, point and repeat: *Aims: Ss will be able to understand and correctly repeat the sentences in two communicative contexts (pictures) to to ask and answer questions about someone’s job. *Procedure: - Have Ss look at Pictures a and b and identify the -Look at the pictures and get to know the characters and jobs in the pictures. characters in the pictures. + In picture a: Bill asks Is she a worker? And Linh answers Yes, she is. – In picture b: Bill asks Is he a doctor?. And Linh answers No, he isn’t. He’s a nurse. -Ss listen and repeat in chorus (twice) - Play the audio twice (sentence by sentence). -Ss work in pairs to practice Correct their pronunciation where necessary. -Ss practice the diaguage - Have Ss to practice the diaguage - T invites a few pairs to the front of the class to -Ss listen practice. - T checks pronunciation for ss. Activity 3. Listen, point and say. *Aims: Ss will be able to correctly say the words and use Is he / she ? and Yes, he / she is. / No, he / she isn’t. to ask and answer questions about someone’s job. *Procedure: -Ss look at the picture and answer. * Model sentences: - T asks Ss look at picture a, b and helps Ss know -Ss listen the structure from the dialogue. -Ss listen and repeat - T introduces new structure for Ss. - T explains, models and gives meaning. -Ss repeat - Have Ss repeat the model sentences.
9. A: Is he / she a cook? B: Yes, he / she is. / No, he / she isn’t. 3.Practice: (7’) - Ss look, listen and answer *Drill pictures + Picture a: a cook / yes - Elicit and check comprehension the name of each + Picture b: a farmer / yes character. + Picture c: a cook / no / a singer + Picture d: a farmer / no / a nurse -Ss practice in chorus - Ss practice in chorus - Run through all the pictures. - Run through model sentences. +Run through the question sentences +Run through the answer sentences - Have Ss to practise: + T asks, Ss answer picture a -Ss work in pairs to practice + Ss ask, T answers picture b -Ss listen + Group A ask, group B answer picture c + Group B ask, group A answer picture d - Ask Ss to work in pairs. -Ss go to the board and role play. - T controls and corrects. - Invite a few pairs to come to the front of the -Ss listen classroom, point at the relevant character in each picture, and act out his/her role. - T gives feedbacks. 4.Production: (7’) Activity 4. Let’s talk. *Aims: Ss will be able to enhance the correct use of Is he / she .? – Yes, / No, . to ask and answer questions about someone’s job in a freer -Ss look at the picture and answer context. + farmer, nurse, singer and cook *Procedure: - Have Ss look at the pictures and elicit the jobs -Ss note + What can you see in the picture? +Who are they? - Ss say the completed sentences. +What’s his/ her job? -Ss work in groups
10. - T fills the gaps and writes the sentences on the board. -Ss perform in front of the class. - T models - T asks Ss use of Is he / she .? – Yes, / No, . to ask and answer (groups of four) - Invite some groups to perform. - Give feedbacks *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: -Ss answer the questions - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson). - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ - Ss listen good . as well as encourage others to try more. -Ss listen and clap their hands 5. Homework. (2’) - Learn the number by heart - Prepare the new lesson: Unit 12, Lesson 2 (4,5,6). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 21 Period: 82 Unit 12: Jobs Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - listen to and understand four communicative. contexts to ask and answer questions about someone's job and number the correct pictures. - correctly the four gapped dialogues with the help of the picture cues. - revise the target vocabulary and sentence patterns by playing the game Clap for ‘yes’.
11. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: talk about someone - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 156, 157; audio Tracks 18; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 15, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Sing a song: “throw the ball” *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into 2 teams. - Stick the pictures of jobs on the board. - Ss listen and play the game + T says a word, a pupil from each team has to point/throw the ball to the right picture and says the word three times. + The one says faster will get points. - Encourage Ss to take part in the game. - Give points for Ss. - Say “Open your book page 15” and look at “Unit 12, - Ss open their books Lesson 2 (4,5,6)”. 2.Practice: (27’) Activity 1. Listen and number: *Aims: Ss will be able to listen to and understand four communicative contexts to ask and answer questions about someone's job and number the correct pictures. *Procedure: - Elicit the names and jobs of the characters in the pictures. -Look at the pictures and say: - Point at the pictures respectively to explain the + Picture a: a nurse context. + Picture b: a cook + Picture c: a singer + Picture d: a farmer
12. -Ss guess the answers - T ask Ss to guess the answers. - Ss listen to the tape and write number + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording - Ss listen again, write number and swap books with their partners. + Play the recording again and get Ss to swap books with their partners. - Ss check their answers and guessing + Play the recording again to check answers together as a class. -Ss listen and repeat. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. Key: 1.d 2. b 3. a 4. c Activity 2. Look, complete and read. *Aims: Ss will be able to complete four gapped dialogues with the help of picture cues. -Ss look at the pictures and say *Procedure: - Have Ss look at the pictures and ask identify the jobs in the pictures. -Ss listen and answer -Ss read and complete - T models with sentence 1. + Have Ss look at the sentence. + Ask them what is missing in the answer (she is). -Ss work in pairs + Have Ss complete the gap.
13. + Have Ss read the completed sentence in chorus. -Ss read -Have Ss work in pairs and complete the sentences 2, 3 and 4. - Invite pairs of pupils to stand up and read aloud the sentences. -T gives feedbacks. Key: 1. she is 2. he isn't; singer 3. Yes, she is 4. No; farmer Activity 3. Let’s play. *Aims: Ss will be able to revise the target vocabulary and sentence patterns by playing the game Clap for - Ss listen ‘yes’. *Procedure: - Hold up a flash card for driver and ask Ss Is he a driver? and elicit the answer Yes, he is. Ask Ss to clap -Ss play the game their hands and repeat the answer. -Ask Ss to clap their hands and say Yes, he / she is. if the answer is Yes. - Ss play the game - Keep holding a flash card for driver and ask another question to elicit No, he isn’t. Ask Ss to stamp their feet and repeat the answer. Ask Ss to stamp their feet and say No, he / she isn’t. if the answer is No. - Repeat the procedure with the other flash cards. - Invite a few Ss to the front of the class and ask questions. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher -Ss listen and answer can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. 3. Homework. (3’) - Prepare the new lesson: Unit 12, Lesson 3 (1,2,3). -Ss listen and take note D. ADJUSTMENTS (if necessary):
14. . .. ... . .. . ... Week: 21 Period: 83 Unit 12: Jobs Lesson 3 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly repeat the sounds of the letters er and or in isolation, the words mother and doctor and the sentences My mother is a teacher and My father is a doctor with the correct pronunciation and intonation. - identify the target words mother and doctor while listening. - say the chant with the correct rhythm and pronunciation. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 157, 158; audio Tracks 19, 20, 21; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 16, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Find and circle the words *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: D B K K E P S C F T O C T H N E H C A H C L U A A E A O T I T E L N F C T S H N O A W K A I O I E K R C O O R C I S R B S R O E M C V T A H M O T H E R S E A Y D T S S R S O R S M A C E B F A Z Y W
15. - Divide class into 2 groups - Ss listen - Ask Ss to find and circle the words that they learnt. - Which groups find the best correct words is winner. -Ss play game - Give Ss time to play the game. Rows: mother Columns: doctor, farmer, sister, father -T checks who’s winner? - Say “Open your book page 17” and look at “Unit 12, Lesson 3 (1,2,3)”. - Ss open their books 2. Presentation(9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly pronounce the sounds of the letters er and or in isolation, in the words mother and doctor, and in the sentences My mother is a teacher and My father is a doctor with correct pronunciation and intonation. *Procedure: - T gives instruction to the er and or in isolation, in the words mother and doctor, and in the sentences My mother is a teacher and My father is a doctor. - Ss recognize the differences about color of - Play the recording for the letter er, or. letter - Encourage Ss to point at the letter/ word/ sentence while listening. - Play the recording again and encourage Ss to - - Ss listen listen and repeat. - Do this several times until Ss feel confident. - Ss listen and point - T calls some Ss to practice. - Ss listen again and repeat - T gives feedbacks. -Ss listen again and repeat 3.Practice: (19’) Activity 2. Listen and circle. -Ss practice *Aims: Ss will be able to identify the target words -Ss listen mother and doctor while listening. *Procedure: - Elicit the sentences and explain that they have to listen. -Ss listen and say: + Number 1:
16. - T ask Ss to guess the answers. a. My father is a doctor. + T writes Ss’guessing on the board. b. My mother is a teacher. - Listen to the tape: + Number 2: + Play the recording a. Is your mother a cook? b. Is your father a doctor? + Play the recording again and get Ss to swap books -Ss guess the answers with their partners. + Play the recording again to check answers - Ss listen to the tape and circle together as a class. - Ss listen again, circle and swap books with + Write the answers on the board for Ss to correct their partners. their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the - Ss check their answers and guessing class to listen and repeat in chorus. - Invite one or two Ss to stand up and read the -Ss listen and repeat. completed sentences. Key: 1.b 2.b -Ss read the sentences Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the correct rhythm and pronunciation. *Procedure: - Introduce the title and lyrics of the chant. - Ss look and listen. - Play the recording for Ss to listen to the whole chant. + Have them repeat the title and lyrics line by line. + Ask Ss to attend to the sounds of the letters er and or and the words mother and doctor. -Ss listen to the chant - Play the recording all the way through for Ss to listen to pronunciation and melody. - Ss listen and repeat line by line without clap - Play the recording line by line for Ss to listen and their hands repeat - Play the recording for Ss to chant and clap along. -Ss note the sounds, words - Ask Ss to practice chant and clap along in pairs or groups. -Ss listen to melody of the chant
17. - Invite groups to the front of the classroom to - Ss listen and chant line by line. perform the chant -T gives feedback. - Ss chant and clap along. *Consolidation *Aims: Ss will be able consolidate and wrap up the - Ss work in groups (two groups) to chant content of the lesson. -Ss perform in front of the class. *Procedure: - T asks ss to answer the following questions: -Ss listen + What have you learnt from the lesson today? +What are the core values of the lesson? (if the teacher can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss listen. 4. Homework. (2’) - Practice the chant more. - Prepare the new lesson: Unit 12, Lesson 3 (4,5,6). -Ss answer the questions -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... Week: 21 Period: 84 Unit 12: Jobs Lesson 3 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read and complete a table about the jobs of the family members. - read and complete a paragraph about the pupils’ parents’ jobs. - make a mind map about family members and present it to the class. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: talk about jobs - Co-operation: ready to help friends in pair work/ group work.
18. - Self-control and independent learning: perform reading tasks. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. - Diligence: complete learning tasks. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 159, 160, website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 17, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: Guessing *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - Divide the class into 4 teams. - Look at the cards (1-8), there are pictures behind them. - Ss listen + Let Ss guess the pictures then say aloud the job. -Ss play game + Who can make it will have points for the team. (Spin the lucky wheel to get the points) - Encourage Ss to take part in the game and practice speaking English. - Give points for Ss. - Say “Open your book page 11” and look at “Unit 12, Lesson 3 (4, 5, 6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and complete: *Aims: Ss will be able to read and complete a table about the jobs of the family members. *Procedure: - Tell Ss about the context of the paragraphs: Minh and Mary introduce their families. - Point at the table and elicit the type of information -Ss listen they need to find in the texts. - Ask Ss attend to the blank in number 1 and find the - Ss read and answer missing word. - Write the missing word on the board and get the -Ss read and complete class to read the completeed sentence together. - Have Ss work in pairs and complete -Ss write the first word
19. - Tell Ss to swap books with a partner, then check answers together as a class. - Write the correct answers on the board for pupils to -Ss work in pairs correct their answers. -Ss swap books and check - Invite Ss to read the complete text aloud -Ss check the correct their answers -T gives feedbacks. Key: 1. cook 2. pupil -Ss read 3. nurse 4. driver -Ss listen 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to read and complete a paragraph about the pupils’ parents’ jobs. *Procedure: - Explain to the class the goal of this activity. - Ask Ss to read each gapped sentence, guess the missing information and complete the sentence with -Ss listen their own personal information. - Give Ss time to write their answers -Ss read and answer -Ss write This is a photo of my family. My mother is . My father is .. - Ask Ss to swap and correct their answers in pairs. I am .. - Check the answers as a class. -Ss swap books and check their answers Key: Pupils’ answer. -Ss check Activity 3. Project. *Aims: Ss will be able to make a mind map about family members and present it to the class. *Procedure: - Point at the sample mind map and explain that a Ss is going to introduce the jobs of their parents to their friends. -Ss listen - Have Ss show the mind map that they have prepared
20. for the project. -Revise some structures and vocabulary that Ss need for their presentations. -Ss listen and show the mind map +Example: Hello, everyone. My name’s Huong. I’m nine years old. This is my family. There are three people in my family. This is my father. He is a worker. That’s my mother. She’s a teacher. And me, I’m a pupil. - Give Ss time to practise their presentations by themselves. - Give Ss time to practise presenting their mind maps -Ss work in groups within their groups. - Select a few Ss to present their mind maps to the -Ss show the picture and say. class if there is enough time. - Create a class display of the projects and organise a -Ss perform in front of the class. vote to find the most beautiful ones. *Consolidation -Ss vote the most beautiful ones *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? - T praises some Ss who are hardworking / active/ -Ss answer the questions good . as well as encourage others to try more. 4. Homework. (3’) -Ss listen and clap their hands - Prepare the new lesson: Unit 13: Lesson 1 (1,2,3). -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Lesson plan: Grade 5 Preparing date: February 2, 2023 Week: 20 Period: 81 UNIT 12: DON’T RIDE YOUR BIKE TOO FAST! Lesson 3: Part 1, 2, 3