Giáo án Tiếng Anh Khối Tiểu học - Week 3 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Khối Tiểu học - Week 3 - Năm học 2022-2023

1. Lesson plan: Grade 1 Preparing date: September 16, 2022 Week: 3 Period: 5 Unit 2: In the dinning room Lesson 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the letter C/c and the words cup, cake, cat, car and the phrases a cup and a cake, a cat and a car in a chant. - listen and identify the phrases A cat, A cake. - trace the letter C/c. II. INPUT Language: - Sound /c/ - Vocabulary: cup, cake, cat, car - Phrases: a cup and a cake, a cat and a car Resources/Material: - Student’s book p.10 - Sachmem.vn - Teacher’s guide pp. 19-21 - Computer, projector III. Warm-up – Listen and chant – Listen and tick – Look and trace - PROCEDURE Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes - Greet the class and introduce yourself, saying: Hi. I’m + Whole class name. Encourage pupils to greet and introduce their names, e.g. Hi, I’m Hoa. - Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter C/c and say the words car, cake, cup, cat. - Option 2: Ask a group of four to play Pelmanism with the words car, cat, cake, cup in front of the class. - Option 3: Have pupils do the projet (Workbook, page 6) in pairs or groups. - Get pupils to open their books and look at Lesson 2, p. 10 (saying Open the books and look at lesson 2, please!). 3. Listen and chant 10 minutes Step 1: Open books or access sachmem. Have pupils look at the chant, Whole class saying Look at the chant, please! Step 2: Explain the meaning of the first line (as mentioned in Input in Individually Teacher’s guide). Draw their attention to the letter C/c in the words cup. Check comprehension. Let them look at the first line of the chant. Play the recording, ask Step 3: pupils to listen and repeat the sound of the letter c and the word a Whole class and cup, saying Listen and repeat, please! Then have them listen again and repeat the sound of the letter c and the word a cup Individual work Step 4: individually and in chorus. Say Listen and repeat, please! If they chanted well, praise them, saying Well done! Follow the same procedure with other lines. Correct Groups work pronunciation, if necessary. Show them how to chant and clap Step 5: their hands. Play the recording all the way through again (more than once, if Whole class necessary) for pupils to do choral and individual repetition. Step 6: Put the class into two groups to practise chanting and clapping. Each group should sing one verse of the chant, saying Chant in groups, please! Extension: If there is enough time, encourage a few groups to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. If they performed well, praise them, saying Very good!
2. With a better class, encourage pupils to change some lines of the chant and sing it in front of the class. E.g. C, c, a cup. C, c, a cake. C, c, a car. C, c, a cat. 4. Listen and tick 7 minutes Step 1: Have pupils look at the pictures, saying Look at the pictures, Whole class please! and say what they can see, saying What can you see? Can you see a cat? Yes, a cat. Can you see a car? Yes, a car. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures and say the words in Step 2: front of the class, saying Point to the pictures and say, please! Whole class E.g.: 1a: a cat, 1b: a car. Play the recording of the first phrase for pupils to listen, saying Step 3: Now listen, please! Say What did you hear? Did you hear “a cat” Individual work or “a car”? Yes, it said “a cat”. You tick the box near the cat. If pupils tick the wrong box, have them listen to the recording and tick the box again until they have a correct answer. Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording (several times if needed) for pupils Individual work Step 4: to listen and do the task. Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 1. a cat, 2. a cake. Whole class Step 5: 5. Look and trace 10 minutes Step 1: Have pupils look at the letter C (upper case) and c (lower case) in Whole class sachmem, saying What can you see? Yes, you can see the C (upper case) and the c (lower case). Let pupils look at the pencil in sachmem and explain how the Step 2: letter C (upper case) and the c (lower case) is in traced. Check Whole class comprehension. You can demonstrate by air tracing or tracing the broken lines of the letter C/c on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. Step 3: Check the results of pupils’ tracing and give feedback. Ask pupils Individual work to work in pairs and swap their answers. Give pupils time to work. Go around and offer help, if necessary. Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or Good job! With a better class, make a broken line on the board and invite some pupils to write the letter C/c. Pair work Step 4: Whole class Extension: Homelink 3 minutes Option 1: Pupils learn by heart the chant on p.10. Whole class Option 2: Pupils trace the letter C/c in their workbooks. Option 3: Pupils point to the pictures in Listen and tick (p. 10) and say the phrases, e.g 1a: A cat, 1b: A car, 2a: A cup, 2b: A cake. Week: 3 Period: 6 Unit 2: In the dinning room Lesson 2 I. By the end of the lesson, pupils will be able to:
3. OBJECTIVES - use I have a _____ to talk about possession. - sing a song with the structures I have a _____. I have a _____ and I have a _____. II. INPUT Language: - Sentence pattern: I have a _____. Resources/Material: - Student’s book p. 11 - Sachmem.vn - Teacher’s guide pp. 21-23 - Computer, projector III. Warm-up – Listen and repeat – Let’s talk – Let’s sing - Homelink PROCEDURE Classroom Procedure Teaching and learning activities management Warm-up 5 minutes - Greet the class and introduce yourself, saying: Hi. I’m + name. Whole class Encourage pupils to greet and introduce their names, e.g. Hi, I’m Lan. - Option 1: Have a group of pupils to sing the chant on page 10 in front of the class. The class claps hands. - Option 2: Show four flashcards (the cat, the car, the cup and the cat) and ask two pupils to point to the flashards and say the phrases, e.g A cat, a car, a cup, a cake. - Option 3: Invite one or two pupils to write the letter C/c on the board. - Get pupils to open their books and look at Lesson 3 on p. 11 (saying Open the books and look at lesson 3, please!). 6. Listen and repeat 7 minutes Step 1: Open books or access sachmem. Have pupils look at the picture, saying Whole class Look at the picture, please! What’s in his hand? Yes, it’s a car. He has a car. He says “I have a car.” Explain the meaning of the sentence and how it is used. Check comprehension. Play the recording the first time for pupils to listen and repeat the Step 2: sentence, saying Now listen and repeat, please! Correct pronunciation, Individual if necessary. work Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Give support to those Step 3: pupils who find it difficult to do the task. Have pupils point to the car and say the sentence in pairs or groups, Individual saying Point to the car and say, please! Go around and offer help, if work necessary. Step 4: Invite a few pupils to listen and repeat the sentence “I have a car.” in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very well! Group work If time allows or with a better class, give pupils the flashcards (of a car, cup, Step 5: cat, cup, book, bike, ball) and let them show the flashcard and say, e.g. I have a book. Extension: Whole class 7. Let’s talk 10 minutes Step 1: Have pupils look at the bubble to understand how the language is used Whole class (I have a _____). Explain the meaning of the sentence, if necessary. Have pupils look at the first picture. Say Look at Picture a, please! Point to the car and ask them, saying What is this? Tell them that It’s Step 2: a car. Then point to the bubble and the car and say I have a car. Individually
4. Correct pronunciation, if necessary. Ask pupils to say the sentence “I have a car.” in chorus and individually, saying Now, point to Picture a and say “I have a car”. If they said the sentence correctly, praise them Well done! Step 3: Follow the same procedure with Pictures b, c, d. Give further support to those pupils who find it difficult to do the task, if necessary. Individually Ask pupils to work in pairs or groups, to point to the pictures and say “I have a _____.”, saying Now practise saying what you have. Offer help, if necessary. Invite some pairs of pupils to practise pointing to the pictures and say Step 4: what they have in front of the class. Praise them, saying Excellent! if Pair or group they performed well. work If time allows or with a better class, divide the class into groups of five, give Whole class each groups some of the flashcards (of a car, cup, bike, ball) and let them Step 5: show the flashcard and say, e.g. I have a book. Extension 8. Let’s sing 10 minutes Step 1: Open books or access sachmem. Have pupils look at the lines of the Whole class lyrics. Explain the meaning of the structures “I have a _____. I have a ___ and I have a ___”. Then ask them to read the first line aloud, saying Read aloud, please! Check comprehension, if necessary. Play the recording of the first line several times for pupils to listen and repeat, saying Now listen and repeat, please! Step 2: Follow the same procedure with other lines. Correct pronunciation Individually and the tune, the rhythm and the melody of the verses of the song, if necessary. Step 3: Play the recording all the way through for pupils to listen, to sing and Whole class clap their hands. Offer help, if necessary. If they sang well, praise them Excellent! Invite some pupils to sing the song in front of the class. The rest of the Step 4: class sings along and claps their hands to reinforce the tune, the Individually rhythm and the melody. Go around and offer help, if necessary. If time allows or with a better class, have pupils change some lines of Step 5: the lyrics and sing the song in front of the class. E.g. Whole class I have a book. I have a car. I have a book and I have a car. Extension: I have a bike. I have a cat. I have a bike and I have a cat. Homelink 3 minutes Option 1: Pupils sing the song on p. 11 by heart. Whole class Option 2: Pupils create the lyrics of their own songs and practise singing it. Pupil collect things they have (ball, car, bike, cat,...) and talk about Option 3: possession, using I have a ___. Grade 3 Preparing date: September 16, 2022 Week: 3 Period: 9 Unit 1: Hello
5. 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 h and b in isolation, in the words hello and bye, and in the sentences Hello, Ben. and Bye, Ben. with the correct pronunciation and intonation. - identify the target words hello and bye while listening. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Sociability: Talk to each other, say good words to others. 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 25, 26; audio Tracks 12,13, 14; 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: (5’) Game: Find a partner *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into 2 teams: boys and girls. Prepare the name tags. - Ss listen - Set the rules: Make a circle, then ask 1 Ss to -Ss listen the rules come stand in the circle and choose a name tag. The one whose name is called will come to the - Ss play the game circle and practise speaking by saying Hi, I’m ___. - Encourage students to join the game. - Say “Open your book page 14” and look at “Unit 1, Lesson 3 (1,2,3)”. - Ss open their books 2. Presentation(9’) Activity 1. Listen and repeat: *Aims: Ss will be able to correctly repeat the sounds of the letters h and b in isolation, the
6. words hello and bye, and the sentences Hello, Ben. and Bye, Ben. with correct pronunciation and intonation. *Procedure: - T gives instruction to the letter h and b, the word hello and bye, the sentence Hello, Ben and Bye, Ben. - Play the recording for the letter h, b - Ss recognize the differences about color of - Encourage Ss to point at the letter/ word/ letter sentence while listening. - Play the recording again and encourage Ss to - - Ss listen listen and repeat. - Do this several times until Ss - Ss listen and point feel confident. - T calls some Ss to practice. - Ss listen again and repeat - T gives feedbacks. -Ss listen again and repeat 3.Practice: (19’) -Ss practice Activity 2. Listen and circle. -Ss listen *Aims: Ss will be able to identify the target words hello and bye while listening. *Procedure: - Elicit the sentences and the gap-fill options. - T ask Ss to guess the answers. + T writes Ss’guessing on the board. - Listen to the tape: + Play the recording -Ss listen and say: + Number 1: ..,Ben + Play the recording again and get Ss to swap + Number 2: ..,Ben. books with their partners. + Play the recording again to check answers -Ss guess the answers together as a class. + Write the answers on the board for Ss to - Ss listen to the tape and circle correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for - Ss listen again, circle and swap books with the class to listen and repeat in chorus. their partners. - Invite one or two Ss to stand up and read the completed sentences. - Ss check their answers and guessing Key: 1.c 2.a -Ss listen and repeat. Activity 3. Let’s chant *Aims: Ss will be able to say the chant with the -Ss read the sentences correct rhythm and pronunciation.
7. *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 h and b and the words Hello and Bye. - Play the recording all the way through for Ss to listen to pronunciation and melody. - Play the recording line by line for Ss to listen -Ss listen to the chant and repeat - Play the recording for Ss to chant and clap - Ss listen and repeat line by line without clap along. their hands - Ask Ss to practice chant and clap along in pairs -Ss note the sounds, words or groups. - Invite groups to the front of the classroom to perform the chant -Ss listen to melody of the song -T gives feedback. - Ss listen and chant line by line. *Consolidation - Ss chant and clap along. *Aims: Ss will be able consolidate and wrap up the content of the lesson. - Ss work in groups (two groups) to chant *Procedure: -Ss perform in front of the class. - 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). -Ss listen. - T review the vocabulary and model sentences. -Ss listen - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss answer the questions 4. Homework. (2’)
8. - Practice the chant more. - Prepare the new lesson: Unit 1, Lesson 3 (4,5,6). - Ss listen -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Week: 3 Period: 10 Unit 1: Hello Lesson 3 (4,5,6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - read four sentences and choose the correct responses about the topic “Greetings and goodbye”. - read, understand and complete three exchanges with their personal information about the topic “Greetings and goodbye”. - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: self-introduce - 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 26, 27; website sachmem.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 15, notebooks, workbooks, school things.
9. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Nought and crosses” *Aims: to review the vocabulary and structure about greet and respond to greetings. *Procedure: - T helps ss to review the vocabulary and structure - Ss listen and answer about greet and respond to greetings, using “How are you? and fine, thank you. - T introduces how to play game. - T reviews structure before play game. - T guides Ss play game: - Ss listen to the rules + Divide class into 2 groups. -Ss play game + T gives Ss to watch the picture. + T will ask “How are you?” and Ss will answer + Ss have correct answers, they will get a nought or cross and choose the way so that they win. + The group has more correct answers that will be the winner and get a flower. - T gives feedback. - Say “Open your book page 15” and look at “Unit 1, - Ss listen Lesson 3 (4,5,6)”. - Ss open their books 2.Practice: (8’) Activity 1. Read and circle: *Aims: Ss will be able to read four sentences and choose the correct responses. *Procedure: - Elicit the context and give feedback. - T models with sentence 1. - Ss look at the sentences and say + Get Ss to read Sentence 1 -Ss read and circle + Elicit the answer and give feedback. Circle the letter b. -Have Ss work in pairs and circle the sentences 2, 3 and 4. -Ss work in pairs and circle - Tell Ss to swap books with a partner, then check answers together as a class. -Ss swap books and check - Write the correct answers on the board for pupils to correct their answers. - Invite pairs of Ss to stand up and role play -Ss check the correct their answers -T gives feedbacks. -Ss role play Key: 1. b 2. a 3. a 4.b
10. -Ss listen 3.Production: (19’) Activity 2. Let’s write *Aims: Ss will be able to read, understand and complete three exchanges with their personal information. *Procedure: - Get Ss to look at the pictures and identify the characters -Ss look at the picture and say: + They’re Ben and Lucy - Elicit the context and the missing words - T models with sentence 1 + Ask Ss what is missing in the sentence. -Ss look and answer + Have Ss complete the gap, then role -play the exchange. -Ss answer: I’m . -Have Ss work in groups and complete the sentences 2 and 3. -Ss complete and role play - Get Ss to swap books with a partner, then check the answers together as a class. -Ss complete the sentences - Ask a few Ss to stand up and role play the completed sentences aloud. -Ss swap books and check their answers -T gives feedbacks. Key: -Ss role play 1. Pupil’s answer 2. thank you/ thanks -Ss listen 3. Goodbye/ bye Activity 3. Project. *Aims: Ss will be able to make a pupil card for pupils to use, and use their work to practise talking to their classmates. *Procedure: - Ss look and listen - Stick the pupil card sample on the board and model with the name, class, school. -Ss prepare necessary school things to carry out the project (paper, pens, pencils, coloured pencils, scissors , glue, ..) -Ss make their name cards and present them
11. to their class. -Ss work in groups -Ss present their cards - T asks Ss to make their name cards and present them to their class. - Ss stick their cards on the wall of the - T asks ss to work in group and do the project in classroom. class. - T calls some Ss to the front of the class to present -Ss vote their cards, using their name card and saying Hello.I’m -Ss listen + (name). - Have Ss to stick their cards on the wall of the classroom - Create a class display of pupil cards and vote for the best decorated one. - T gives feedback. -Ss answer the 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? -Ss listen and clap their hands +What are the core values of the lesson? (if the teacher can take from the lesson). - T praises some Ss who are hardworking / active/ -Ss listen and take note good . as well as encourage others to try more. 4. Homework. (3’) - Learn the number by heart - Prepare the new lesson: Unit 1, Lesson 2 (1,2,3). D. ADJUSTMENTS (if necessary): . .. ... Week: 3 Period: 11 Unit 2: Our names Lesson 1 (1, 2, 3) A. OBJECTIVES:
12. By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words what, your, name, my in relation to the topic “Our names” - use What’s your name? – My name’s . to ask and answer questions about name - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names" - Vocabulary: what, your, name, my - Skills: speaking and listening 2. Competences: - Oral Communication: speak about names, ask and answer the questions - Co-operation: ready to help friends in pair work/ group work. - Sociability: Talk to each other, say good words to others. 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 26, 27, audio Tracks 15,16, 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: (3’) Game: Who is faster? *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Divide the class into groups. - Arrange the flashcards on the board. - Ss listen. - Invite a student from each group to go to the -Ss look at the board board. - Ss play the game - T says a word and the students run to tap the right card. - The group has more cards that will be the winner. - Ss listen and clap their hands - Say “Open your book page 16” and look at “Unit 2, Lesson 1 (1,2,3)”. - Ss open their books 2. Presentation (16’) Activity 1. Vocabulary. *Aims: Ss will be able to know the vocabulary in
13. front of starting the new lesson. *Procedure: -T elicits the new words + what : gì, cái gì (translation) -Ss listen and answer + name : tên (situation) + my : của tôi (translation) + your : của bạn (translation) - T models (3 times). - - Ss listen and repeat + Choral repetition (3 times). + Individual repetition (3 ss) - T writes the words on the board. - Checking: Rub out and remember - Ss take note - 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) focusing on asking and answering questions about names. *Procedure: - Have pupils look at Pictures a and b and identify the characters in the pictures. -Look at the pictures and get to know the characters in the pictures. + In picture a: Linh says: Hi. I’m Linh. What’s your name? And Ben answers: My name’s Ben. + In pucture b: Minh asks: What’s your name? And Mary answers: My name’s Mary. -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 dialogue - Have Ss to practice the dialogue - T invites a few pairs to the front of the class to -Ss listen practice. - T checks pronunciation for ss.
14. Activity 3 Listen, point and say. *Aims: Ss will be able to correctly say the character names and use What's your name? - My name's .. to ask and answer questions about names. *Procedure: * Model sentences: - T asks Ss look at picture a and helps Ss know the structure from the dialogue. -Ss look at the picture and answer. - T introduces new structure for Ss. - T explains, models and gives meaning. -Ss listen -Have Ss repeat the model sentences. -Ss listen and repeat A: What’s your name? -Ss repeat to the introduce and respond to B: My name’s Ben greetings. * Note: What’s = what is My name’s = my name is 3.Practice: (7’) *Drill pictures - Elicit and check comprehension the name of each - Ss look, listen and repeat character. - Run through all the pictures. - Run through model sentences. + Run through the questions. + Run through the answers. - Have Ss to practise: + T asks the first – Ss answer (change role). + Ss – Ss (change role). - Ask Ss to work in pairs to ask and answer the question What’s your name? My name’s -Ss practice in chorus - T controls and corrects. - Invite a few pairs to come to the front of the -Ss work in pairs to practice classroom, point at the relevant character in each picture, and act out his/her role. - Encourage Ss to practise speaking English. - T gives feedbacks. -Ss point and ask and answer -Ss listen. 4.Production: (7’) -Ss listen Activity 4. Let’s talk.
15. *Aims: Ss will be able to enhance the correct use of What’s your name? and My name’s . . to ask and answer questions about names. *Procedure: - T asks ss look at the second bubble and ask +What’s your name? - Get Ss to repeat the question and the answer several times in pairs. - T models: Go around the classroom, pointing to Ss and asking What’s your name? -Ss look at the picture and answer - Ask Ss ask and answer about their own names in + My name’s Mai pairs. - Invite some groups to perform in front of the -Ss ask and answer class. - Give feedbacks - Ss answer *Consolidation -Ss work in pairs *Aims: Ss will be able consolidate and wrap up the content of the lesson. -Ss perform in front of the class. *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 can take from the lesson). - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss answer the questions 5. Homework. (2’) - Learn the vocabulary and model sentences by heart - Prepare the new lesson: Unit 2, Lesson 1 (4,5,6). - Ss listen -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary):
16. . .. ... . .. . ... Week: 3 Period: 12 Unit 2: Our names Lesson 1 (4,5,6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use What’s your name? – My name’s ... to ask and answer questions about names - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names" - read and write about people’s names - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Critical Thinking: self-introduce - 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 28,29; audio Tracks 17; 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: Interview your friend(s). *Aims: to create a friendly and active atmosphere in the class to beginning the lesson. *Procedure: - Each Ss gets 1 sheet of paper from the teacher. - Ask Ss fill in the information about themselves. - Ss listen Then they can move around the class to ask and answer the questions to know more about their -Ss interview their friends and fill in their paper friends’ family member. -Have Ss perform in front of the class
17. - T gives feedback. - Say “Open your book page 17” and look at -Ss perform “Unit 2, Lesson 1 (4,5,6)”. - Ss open their books 2.Practice: (27’) Activity 1. Listen and tick: *Aims: Ss will be able to listen to and understand two dialogues in which pupils ask and answer questions about names. *Procedure: - Elicit the names of the characters in the pictures. - Point at the pictures respectively to explain the -Look at the pictures and say: context. + Picture 1a: Minh greets Lucy and asks her name. + Picture 1b: Minh greets Mary and asks her name. + Picture 2a: Mai greets Bill and asks his name. + Picture 2b: Mai greets Ben and asks his name. - T ask Ss to guess the answers. + T writes Ss’guessing on the board. -Ss guess the answers - Listen to the tape: + Play the recording - Ss listen to the tape and tick + Play the recording again and get Ss to swap - Ss listen again, tick and swap books with their books with their partners. partners. + Play the recording again to check answers together as a class. - Ss check their answers and guessing + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for -Ss listen and repeat. the class to listen and repeat in chorus. Key: 1.b 2.a Activity 2. Look, complete and read. *Aims: Ss will be able to complete three target sentence patterns with the help of picture cues. *Procedure: - Get Ss to look at the pictures and identify the characters
18. -Ss look at the picture and say: + They’re Nam, Lucy in picture a + They’re Mary and Mai in picture b - Have Ss look at the three incomplete sentences and elicits the missing words in the sentences. -Ss listen and answer - T models with sentence 1 + Ask Ss what is missing in the sentence. + Have Ss look at the picture and complete the -Ss answer: My name’s Lucy gap, then read the completed sentence in chorus. -Have Ss work in groups and complete the -Ss look, complete and read the completed sentence 2. sentence in chorus. - Ask a few Ss to stand up and read the completed -Ss complete the sentence sentences aloud. -T gives feedbacks. -Ss read aloud Key: 1. Lucy 2. your name; Mary Activity 3. Let’s play. *Aims: Ss will be able to review the characters’ names by playing the game Slap the board. *Procedure: - Divide class into 2 groups - How to play: + Put the flash cards or write the words of the six pupils on the board. + Each group chooses six Ss to play. + Invite one Ss to the front of the class and ask - Ss look and listen. What's your name? The class answers the question aloud with one of the names on the board (ex: My name's Bill). -Ss play game + Look at the picture, listen and slap the picture you heard. + Who faster will get 1 mark. + Which group with higher mark is the winner. - T gives feedback. *Consolidation *Aims: Ss will be able consolidate and wrap up the content of the lesson. *Procedure: -Ss listen to the teacher. - T asks ss to answer the following questions: + What have you learnt from the lesson today?
19. +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 answer the questions 3. Homework. (3’) - Ask and answer about the pictures on page 17. - Prepare the new lesson: Unit 2, Lesson 2 (1,2,3). -Ss listen and clap their hands -Ss listen and take note D. ADJUSTMENTS (if necessary): . .. ... . .. . ... Lesson plan: Grade 5 Preparing date: September 16, 2022 Week: 3 Period: 9 UNIT 2: I ALWAYS GET UP EARLY. HOW ABOUT YOU? Lesson 2 (1-2-3) I. Objectives: By the end of the lesson, Ss will be able to: 1.Knowledge: - Ask and answer questions about frequency - Pupils can ask and answer questions about frequency. - Sentence Patterns: How often do you ____?− I ____ every day / once / twice a week / month. - Vocabulary: study with a partner, go to the library, go fishing, ride a bicycle to school every day, once a week, once a month, twice a week 2. Skills: - Listening and speaking. 3. Attitude/ Quality: - Be confident in communicating with friends/ teachers. - Should have good habits. - Love themselves. 4. Forming competence: - Co-operation (ready to help friends in pair work/ groupwork). - Self-study (can perform individual tasks and solve problems by themselves). - Use language to talk about frequency. II. Methods:
20. - Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... III. Preparation. 1. Teacher’s preparation: CDs player, stereo, book. 2. Student’s preparation: Students’ aids:books, notebooks, workbooks. IV. Procedures Content Teacher’s activities Student’s activities A.Warm up - Get the class to the This is the way we - Sing the song (5’) do things song. - Lead into new lesson B. New lesson 1. Look, listen and repeat. (10’) (30’) - Introduce picture and ask some - Look, listen and answer the questions about the situations in the questions. picture: What’s his/her name? What’s he/she talking about? What kind of information is Linda looking for? - Explain new word: surf, looking for, information, kind, project. - Say aloud the word, then ask pupils to - Listen and repeat repeat the word a few times - Play the recording and ask pupils to - Listen. look at their book and listen to the tape - Play the recording again and ask them to repeat a few times. - Listen and repeat - Have pupils write down the new words into their notebook - Write - Ask pupils to work in pairs to practice the dialogue. - Work in pairs. - Go around and check pupils can repeat and understand the dialogue. - Practice in front of class. - Check some pairs. - Others give comments. - Give comments. - Give comments 2.Point and say. (13 minutes) - Tell the class that they are going to practice asking and answering questions - Listen to the T's instruction. about frequency, using: * Structure: How often ...? I ... every day/once/twice ... a week/a month. - Explain new words: far, busy, quiet, crowded and pretty. - Say aloud the structure and the words, - Listen and repeat then ask pupils to repeat the word a few times - Call some pupils to read aloud the - Read aloud structure and the words. - Ask pupils to write down them into - Write down their notebook. - Ask pupils to work in pairs, then point - Work in pairs at the pictures to ask and answer using the structure.