Giáo án Tiếng Anh Lớp 1+4+5 - Tuần 30

Nội dung text: Giáo án Tiếng Anh Lớp 1+4+5 - Tuần 30

1. GIÁO ÁN KHỐI 1 Period 59. FUN TIME 4 Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: - identify and say the words they have learnt correctly - write letters to complete the learnt words II. INPUT Language: Vocabulary: bananas, noodles, nuts, top, teddy bear, tiger, turtle Resources/Material: - Student’s book p.64 - Sachmem.vn - Teacher’s guide pp.157-158 - Flashcards to play games - Computer, projector III. PROCEDURE Warm-up – Write and say – Let’s play – Home link Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class Have pupils play a vocabulary game on sachmem. Individual Ask pupils to say out loud all of the words they have work learnt and played with. Option 2: Have pupils play Mystery bag game.Remember to ask them to read aloud both the letters and the words. Whole class - Lead to Activity 3, Fun time 2.
2. Individual work 3. Write and say.12 minutes Step 1 Have pupils look at the pictures. Explain how to do the activity.Pupils Whole class look at each picture and complete the words by writing themissing letters. After that, they read the words out loud. Step 2 Model one word with the whole class. Whole class Step 3 Have pupils do the activity individually. Go around to offer help,if Individual needed. work Step 4 Get pupils to check their answers in pairs. Then ask some pairsto give Pair work their answers. Give comments and confirm the correct answers. Whole class Step 5 Have pairs practise saying the words. Go around to check their Pair work pronunciation. KEY: 1. noodles, 2. nuts, 3. tiger, 4. bananas 4. Let’s play: Pictionary13 minutes Step 1 Have pupils look at the pictures and ask them to guess how to play in Whole class the game (they may speak out their guesses). Explain how to play this game: Pupils will play the game in teams. Give a pupil a word card, and he/she draws the word. Other team members have to guess the word the team member is drawing on the board.
3. Step 2 Divide the class into two big teams and draw a line down the middle Whole class of the board. Step 3 Call two pupils, one from each team to the board. Give each of them Individual a word card. Remember the two words are the same work/Group work Step 4 Tell the pupils to draw a picture which is the same picture from the Group work word card on the board and encourage their team to guess the word. The first team who shouts the correct answer gets a point. Step 5 The pupils who has completed drawing should then nominate Individual someone else to draw for their team. Repeat this until all the words work are gone. Step 6 Keep record of the stars/points for each team. Announce the winning Whole team. class/ Group work Extension Divide the class into groups. After pupils finish playing the game, Whole have the groups write down the words they have encountered in the class/ game. The group with the most words wins. Group work Homelink 5 minutes Option 1: Whole class Individual work
4. Stick some flashcards and write some words on the board. Have pupils draw lines to match the pictures and the words. Then ask them to say the words aloud. 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. Period 60. Unit 15. At the football match - Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter F/f in isolation. - say the words face, father, foot, football. II. INPUT Language: - Sound /f/ - Vocabulary: face, father, foot, football III. PROCEDURE Warm-up – Listen and repeat. – Point and say. – Fun corner – Homelink Procedure Teaching and learning activities Classroom management Warm-up 5 minutes
5. Option 1: Singing the song in Unit 14, Lesson 3. Whole class - Ask pupils to sing the song in Unit 14, Lesson 3 and make some gesture when singing (e.g. gesture of a boy holding a teddy bear). - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands along. Option 2: Reviewing Unit 14. - Ask pupils to open their workbooks on Page 45. - Have them do Activity 7, Unit 14 in pairs. Then select some pupils and ask them to show their Pair work colouring and say the sentence aloud. Option 3: - Let pupils play Find the odd one out, using the words they have learnt in Unit 14 and the previous units. Whole class 1. Listen and repeat. 10 minutes Step 1: Have pupils look at the picture, saying Look at the Whole class picture, please! and describe it. Draw pupils’ attention to the letter F/f, the words next to the person, the things and the colour of the letter F/f. Check comprehension. Ask pupils to point to the letter F/f. Have them listen Step 2: to the recording and repeat the sound of the letter F/f Individual saying Point to the letter F/f, listen and repeat, work please! Tell pupils to point to the boy’s face and the word face, saying Point to the boy’s face and the word “face”, please! Ask them to listen and repeat the word, saying Listen and repeat, please! Individual Step 3: Repeat the same procedure with the words father, work foot and football. Correct pronunciation, if necessary.
6. Play the recording again and have pupils listen, point Step 4: to the letter F/f, the words face, father, foot and football and repeat until they feel confident. Whole class Play the recording again and call a few pupils to say the letter F/f and the words face, father, foot and Step 5: football in front of the class, saying Excellent! or Fantastic! when they performed well. Whole class Language note: The word football can refer to: - a game played between two teams, where each team Step 6: tries to win by kicking a ball into the other team’s goal. Individual - a large ball made of leather or plastic and filled with work air, used in games of football. For better pupils, let them play Jumbled letters using the new vocabulary. Then ask them say the words aloud. Individual Extension: work 2. Point and say. 7 minutes Step 1: Have pupils look at the picture again, saying Look at Whole class the picture again, please! Ask them to describe it. Draw their attention to the letter F/f and the words they have learnt in 1. Listen and repeat. Individually, get them to point to the letter F/f and Step 2: say it, saying Point to the letter F/f and say it, please! Individual Let them point to the boy’s face and say the word face work as a model, saying Point to the face and say “face” please! Remind them of the sound of the letter f in Step 3: the word face. Then ask one pupil to point to the face Individual and to say the word face in front of the class. Check work comprehension.
7. Follow the same procedure with other things/person. Give further support to those pupils who find it difficult to do the task. Ask pupils to work in pairs or in groups to look at the picture, point to the letter F/f and the person/things, Step 4: say the sound of the letter and the words, saying Point Whole class to the picture and say, please! Go around and offer help or correct pronunciation, if necessary. Invite a few pupils to point to the picture and say the Step 5: sound of the letter and the words in front of the class. Group/ If they performed well, praise them, saying Perfect! Pair work Step 6: Individual work Fun corner: Missing flashcard 8 minutes Step 1: Explain how to play the game Missing flashcard, Whole class saying Now, let’s play the game Missing flashcard. Look at the flashcards/pictures, say the words. Then close your eyes and I will take away one card. Then open your eyes and say out the word for that card. Divide the class into four groups. Stick a lexical set Group work of four cards on the board, e.g., a pencil, a pen, Step 2: a book, a bag. Ask the first group to look at the cards and name the Group work things illustrated on the cards. Ask the group to close Step 3: their eyes for 10 seconds, then take out a card of the set. Then let pupils open their eyes and say out the word for that card. Each group plays two or three sets. Stick sets of flashcards/pictures on the board and do Group work the same with other groups. Give one point for each
8. correct answer. Step 4: Count the points for each group and announce the winner. Whole class Step 5: Homelink 5 minutes - Revise the main teaching point of the lesson: the Whole class sound of the letter F/f and the words face, father, foot, football. Option 1: Using sachmem, have pupils look at the things in the Individual picture in 1. Listen and repeat. and repeat the words work after the recording. Option 2: Using Poster for Unit 15, ask pupils to point to the Individual picture and say the words. For better pupils, teacher work may cover the words and ask them to point to the things/person and say aloud the words. Individual Option 3: work/Whole Using pictures and flashcards, get some pupils to class match the words face, father, foot, football and the pictures. Then ask the class to say the words aloud. GIÁO ÁN KHỐI 4 UNIT 18: WHAT IS YOUR PHONE NUMBER? P. 117. Lesson 1: Part 1, 2 I. Objectives: By the end of the lesson Ss will be able to use the words and phrases related to the topics Phone numbers and outdoor activities II. Language focus: - New words: birthday, present, phone number, mobile phone, present
9. - Structures: What’s .’s phone number?___________ It’s ._____________ III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Numbers - Write numbers from zero to nine randomly on Whole class the board. - Point at each of them and have pupils say the numbers - Point at a quicker pace to make it more challenging 2.Look, listen and - Ask Ps to look at the pictures and read the text in Whole class repeat: 10’ silence - Get them to identify the characters and the content of the dialogue by asking Who are they? What are they talking about? Where are they? - Play the recording and ask Ps to listen and repeat. Whole class Do choral and individual repetition - Call some pairs to read the dialogue aloud, the rest of the class listen and give comments Individual Whole class 3. Point and say: - Tell pupils that they are going to practice asking Whole class 13’ and answering questions about phone numbers - Ask them to look at the pictures and the words under them - Teach the words Lily John Sally Sam - Teach modal sentence:
10. What’s ___’s phone number? - It’s _____. Whole class - Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the words under the picture - Get Ps to work in pairs - Go around to offer help when necessary - Call on some pairs to act the dialogue out Pair work - Listen and give comments Whole class 4. Work in pairs. - Tell pupils that they are going to practise asking Whole class Ask your their partners’ phone numbers in pairs partner’s phone - Ask pupils to write their own number on a piece number: 10’ of paper Pair work - Have them work in pairs, one asking and the other giving the answer - Go around to offer help and correct the pronunciation, if necessary Whole class - Call a few pairs to act out the dialogue in front of the class. The rest of the class listen and give comments 5.Home –link : 2’ - Do exercises in the workbook. Learn by heart the Whole class new words UNIT 18: WHAT’S YOUR PHONE NUMBER? P 118. Lesson 1: Part 3, 4, 5 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about phone numbers II. Language focus. Revision of:
11. - New words: - Structures: III. Resources - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Chatting -Call few pairs of pupils to the front of the class to Whole Class ask and answer about their phone numbers Pair work 2. Listen and - Tell pupils that they are going to listen to three Whole class tick: 10’ dialogues about three questions and tick the correct pictures - Ask them to look at the pictures and identify the difference of phone numbers in pictures - Play the recording 2 times for Ps to listen and tick the pictures Individual - Get them to swap their answers with their partner - Play the recording again and check the correct answers Pair work Key: 1.b 2. c 3. a Whole class 3.Look and write: - Tell pupils that they are going to complete the Whole class 13’ sentences, using the picture cues - Give a few seconds for pupils to look at the first picture and the worked example. Then identify the phone number in each picture. - Ask Ps to do the task individually - Go around to help when necessary - Get pupils to swap and check their answers
12. - Call some Ps to write the answers on the board Individual - Correct the answers and call some Ps to read questions and answers Pair work Answer: 2. It’s oh-nine-eight-five, oh – nine- seven, oh –nine-nine 3. It’s oh-nine-one-two, two-eight-three, eight-oh- four 4. Let’s sing: 10’ - Introduce the song “What’s your phone Whole class number?” - Ask Ps to read each line of the song and check their comprehension. - Give the meaning of the new vocabulary - Play the recording few times for Ps’ listening - Ask Ps to sing each line of the song and have Ps repeat it a few times - Show Ps how to sing the song and do the actions - Ask Ps to work in groups to practice singing and doing the actions - Go around to offer help when necessary - Call some groups to perform the song in front of the class. The rest of the class listen and give comments Individual - Have the whole class sing the song to reinforce learning Group work 5.Home –link : 2’ - Do exercises in the workbook. Learn by heart the Whole class song. UNIT 18: WHAT’S YOUR PHONE NUMBER? P 119. Lesson 2: Part 1, 2, 3
13. I. Objectives: By the end of the lesson Ss will be able to accept and decline an invitation II. Language focus: - New words: go for a walk, go for a picnic, go fishing, and go skating - Structures: Would you like to ..? I’d love to. / Sorry, I can’t. III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ - Have the class sing the song “ What’s your phone number?” Whole class - Call some pupils to the front of the class to sing the song 2. Look, listen - Ask Ps to look at the pictures and elicit the Whole class and repeat: 10’ characters and what they are talking about - Have Ps listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ps to repeat the lines in the speech bubbles two times Individual - Divide the class into two groups. They repeat parts - Do choral and individual repetition Group work Whole class 3. Point and say: - Have Ps look at the pictures on page 54 Whole class 13’ - Elicit the characters in the pictures - Give Ps a few seconds to look at the pictures and read the words under them Individual
14. Go for a walk go for a picnic go fishing go skating - Have the class read the words few times - Teach the structure: Would you like to __? – I’d love to. / Sorry, I can’t. - Ask Ps to complete the speech bubbles. Whole class - Point to the first picture and elicit the word to fill the gap. Put the sentence on the board. Have Ps repeat it a few times Pair work - Have Ps work in pairs to ask and answer the question Would you like to __? – I’d love to. / Sorry, I can’t. - Monitor the activity and offer help if necessary. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. Whole class - Call some pairs to act the dialogue out in front of the class - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation 4. Let’s talk: 10’ - Tell Ps that they are going to revise what they Whole class have learnt in Lesson 1 and lesson 2, using Hello. May I speak to ., please! Would you like to _______? What’s your phone number? Individual - Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. - Get Ps to work in pairs to do the task Pair work - Go around and offer help when necessary Whole class
15. - Call some pairs to act out the dialogue in front of the class. The rest of the class listen and give comments 5. Home –link : 2’ - Do exercises in the workbook. Learn by heart the Whole class new words UNIT 18: WHAT’S YOUR PHONE NUMBER? P 120. Lesson 2: Part 4, 5, 6 I. Objectives: By the end of the lesson Ps will be able to accept and decline an invitation II. Language focus Revision of: - New words: - Structures: III. Resources: - Students’ book, puppets, recording IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ CHATTING Call some pairs of pupils to talk about accept and Pair work decline an invitation and phone number 2. Listen and - Tell pupils that they are going to listen to four Whole class circle: 10’ dialogues and circle the correct answers. - Ask pupils to look at the four incomplete sentences and guess the possible answers to each sentence - Play the recording 2 times pupils to listen and circle the answers. Check their guess. Compare the answer with the partner. Individual - Play the recording again pupils check their answers. T give the answer:
16. - Ask some questions to ensure pupils’ Pair work comprehension of the listening text. Key: 1.a 2. b 3. a 4. b Whole class 3. Look and write: -Tell Ps that they are going to look at the pictures Whole class 13’ and write the answers to the invitations. - Ask them to look at the pictures and complete the sentences Whole class - Give pupils time to do the task independently - Go around offering help, if necessary. Individual - Get Ps to swap and check their answers before checking as a class. - Call few pairs of pupils to act out the dialogues - The class listen and give comments Key: 1. To go swimming Pair work 2. Would you like to go for a picnic? 3. your phone number 4. May I speak to 4.Let’s play: 10’ -Tell Ps that they are going to play the game Find Whole class the phone numbers - Prepare 30 pieces of paper. On each of them, write a number from 0 to 9 so that there are in total three instances of each number. Put the pieces of paper in box. Group work - Ask two pairs to come out and stand next to the box. Say a phone number. The pair is quicker to Group work find the correct numbers from the box and put them in the correct order gets a point. Continue to play
17. the game with another pair. The pair that gets the most points at the end of the game is the winner 5.Home –link : 2’ - Do exercises in the workbook. Whole class GIÁO ÁN KHỐI 5 Period:117 UNIT 17: WHAT WOULD YOU LIKE TO EAT? Lesson 3: Part 4, 5, 6,7 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and doin the tasks about the quantity of food and drink. +Writing about your eating habits . + Do project by putting words for foods and drinks into appropriate groups: very healthy and not very healthy. + Colour the stars to remark the ability. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about the quantity of food and drink and love doing project about themselves. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE:
18. TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: matching (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: eating, breakfast, chocolate, fruits, meals *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -T counts the points for each team, -SS listen. announces the winner and gives compliment. - SS play game in two teams. - T links to the new lesson. Activity 2:Read and do the task ( 8’) *Aim: help ss to improve reading skill reading and doing the tasks about the quantity of food and drink. *Procedure: 2.1. Match the heading with the paragraph: - Tell the class that they are going to read the passage and match them with the headings. -Ask students to read the text in the book and find information to answer
19. - Give them time to do the task independently. -SS listen. - Get them to compare their answer in - SS read the text individually and do pairs before annoucing the answer to the the task. class. - Ss compare the answer 2.2. Answer the questions: * keys:1. b; 2.c; 3.a. - Tell the class that they are going answerthe questions about the text. -Ask students to read the text in the book and find information to answer - SS listen - Give them time to do the task independently. - Get them to compare their answer in pairs before annoucing the answerto the class. - SS read *Outcome: SS can improve reading skill reading and doing the tasks about the quantity of food and drink. Activity 3: Write about your eating - SS read the text in the book and find habits (8’) information to answer *Aim: help ss to improve reading and - SS compare their answer in pairs writing skills by reading and writing *Keys:1.We...juice; 2.We...meal; about their eating habits 3.Because...body; 4.Because it...sugar; *Procedure: 5.We..eggs. - Tell the class that they are going to write about their eating habits. - Have them work in pairs to discuss their ideas. - Ask ss to do the task independently.
20. - Call on some students to report the answer to the class. - Check and correct. *Outcome: SS can improve reading and writing skills by reading and writing about their eating habits Activity 4: Project (8’) *Aim: help ss to do project by putting - Look and listen. words for foods and drinks into appropriate groups: very healthy and not - SS work in pairs to discuss their ideas. very healthy. - SS do the task independently. *Procedure: - Reports the answer - Have SS work in groups and put words - Complete the excercise for foods and drink into the appropriate groups: Very healthy and not very healthy. * Keys : SS’s answer - Ask them to work in groups. - Set a time limit for them to dicuss and write notes. - Have ss to report the result. *Outcome: SS can do project by putting words for foods and drinks into appropriate groups: very healthy and not very healthy. Activity 5: Colour the stars (4’) *Aim: help ss to remark their ability about quantity of food and drink. *Procedure: