Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 22 - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 2+4+5 - Tuần 22 - Năm học 2022-2023

1. GIÁO ÁN DẠY TIẾNG ANH LỚP 2 TUẦN 22 Planning date: 10/2/2023 Period 41 FUN TIME 3 LESSON 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: - say the letters, sounds and words they have learnt with correct pronunciation. - imitate the upper case letters O and M and the lower case letters o and m, using body positions. II. INPUT Language: - Sounds /ɒ/ (letter o) and /m/ (letter m) - Vocabulary: clocks, mops, monkey, mouse Resources/Material: - Student’s book p. 46 - Teacher’s guide pp. 112-114 - Sachmem.vn III. PROCEDURE Warm-up – Trace and colour. Then point and say – Let’s play - Homelink Procedures Teaching and learning activities Classroom management Option 1: Revising the sounds and words Warm-up - Write the letters o and m on the boards. Have pupils say the letter Whole class names and the letter sounds. - Stick some flashcards including some pictures of the words from Individual work Units 9 and 10 on the board. Have pupils play Kim’s game in three minutes. Option 2: Singing the songs - Ask pupils to sing the songs in Unit 9 and Unit 10 together. Have Whole class them stand and clap their hands when they sing. - Lead to Activity 1, Fun time 3.
2. 1. Trace and colour. Then point and say. 13 minutes Step 1 Have pupils look at the pictures and explain what to do, saying Trace and Whole class colour the pictures, please! Model with the first picture, if necessary. Step 2 Ask pupils to trace the pictures and colour them individually. Whole class Give further support to those pupils who find it difficult to do the task. Individual work Step 3 Have pupils work in pairs to compare their work and practise saying the Pair work words, saying Point to the pictures and say the words, please!. Move around and correct their pronunciation, if necessary. Step 4 Call some pupils to show their work, point to the pictures and say the Whole class words in front of the class. Praise them when they perform well. Key: 1. clocks, 2. mops, 3. monkey, 4. mouse. Extension After the pupils have finished the above activity, divide the class into two Whole class teams. Call one pupil from each team to go to the board. Read out a word Group work for these pupils to write the word down. Pupils from each team take turns to go to the board and write the words. Give a point for each correct word. 2. Let’s play: Simon says. 12 minutes Step 1 Have pupils look at the pictures. Ask them to explain how to play Whole class the game. Explain the rules of the game again: Teacher gives a command which begins with Simon says and pupils have to use their body positions to show the letters. The pupils who make the wrong position will be out of the game. Check pupils’ understanding by getting one pupil to repeat what they have to do.
3. Step 2 Model the position of the first letter. Instruct pupils to imitate Whole class each position. Help them practise this position until they can remember. Follow the same procedure with the other letters. Give further support to those pupils who find it difficult to do the task. Step 3 Have the whole class play the game, saying Let’s play, please! Ask Whole class one or two pupils to be the observer of the game. Give out the commands and monitor pupils to play the game. The pupils who cannot show the right position will be out and become the observers. Step 4 Divide the class into two teams. Each team plays the game. Give Group work stars/points to the winner. Extension With a better class, after pupils become experts at the game, you can Whole class increase the difficulty. A command starting with Simon says means the Group work pupils must obey that command. A command without the beginning Simon says means do not do this action. Anyone who breaks one of these two rules is eliminated from the game. Pupils can also give the commands for other pupils to play. Homelink 5 minutes - Have pupils say the letters m and o as well as the sounds /m/ and /ɒ/ Whole class again. Individual work - Then: Option 1: Show flashcards and have pupils say the words they have revised in the lesson. Option 2: Write letters m and o on the board. Ask pupils to speak out all of the words they learnt that have letter m or o. - Tell pupils to practise saying the letters, sounds and words at home.
4. Period 42 FUN TIME 3 Lesson 2 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 III. PROCEDURE Warm-up – Match 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 work Ask pupils to say out loud all of the words they have learnt and played with. Option 2: Have pupils play The Matching Game. Stick the picture flashcards on the Whole class board. Write the words from Unit 9 and Unit 10 on the board. Call on some Individual work pupils to go to the board and draw lines to match the words and the pictures. - Lead to Activity 3, Fun time 2. 3. Match and say. 12 minutes Step 1 Have pupils look at the phrases and the pictures. Explain how to do the Whole class activity: Pupils look at each phrase on the left. Draw their attention to the
5. number of things in each picture. Then pupils look at the pictures on the right and find one appropriate picture to match with the phrase. After that, pupils draw a line from the phrase to the suitable picture. Check comprehension. Step 2 Model the first phrase with the whole class. Have pupils read the phrase in Whole class the first question, saying Read the first phrase, please! Then ask pupils to say, e.g. five monkeys. Have them look at the pictures and ask them In which picture can you see five monkeys? Have them point to the picture with five monkeys and say the phrase (e.g. a. five monkeys). Ask them to draw a line from the phrase to the suitable picture, saying Draw a line, please! Step 3 Follow the same procedure with questions 2, 3 and 4. Give further support to Individual work those pupils who find it difficult to do the task. Step 4 Have pupils work in pairs to compare their work and practice saying the Pair work phrases. Move around and correct their pronunciation, if necessary. Whole 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 about Pair work 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 Whole class things/ 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
6. 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. Whole class Remember to use pictures which have different numbers of things. Step 3 Have pupils look at the pictures of the words for 30 seconds, saying Look Group work at the pictures, please! Step 4 Put all of the pictures away and have pupils say out the number of Group work things/animals 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 divide the class into groups. After putting all of the pictures on the board work 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. Ask some pupils Individual work 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.
7. GIÁO ÁN KHỐI 4 Period 81. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 3: Part 1, 2, 3 I. Objectives: By the end of the lesson Ss will be able to listen about where someone works and know how to pronounce the sound ie, ea correctly. II. Language focus: - New words: hospital work, piece - Structures: review III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Slap the board -Write words on the board: field, farmer, nurse, teacher, Whole class school, mother, father, worker, hospital - Call 2 pupils to go the board and ask them to slap the correct word when T say the word aloud - The pupil can slap the most words will be a winner Whole class 2. Listen and - Tell pupils that they are going to practice saying the letter, Whole class repeat: 10’ words and sentence in the book. - Put the letter ie/ ea in the words field, piece, teacher, reading on the board and say them a few times. Ask pupils to repeat after T - Play the recording a few times and let Ps say the words and Individual the sentences - Do choral and individual repetition of the sounds, words Whole class and sentences - Get some Ps to say the sentences in front of the class. Correct the pronunciation if necessary
8. 3. Listen and - Tell them that they are going to listen to two sentences and Whole class circle. Then say circle the correct words the sentences with - Ask Ps to read the words in silence the circled words: - Play the recording and ask Ps to circle the words. Remind Individual 10’ them to focus on the words with the sound ie/ea while listening - Call some pupils to read aloud the answers. Check and correct the answers - Call few pupils to read aloud the sentences, the rest of the Whole class class listen and give comments 4. Let’s chant: - Introduce the chant: Jobs and places of work Whole class 13’ - Ask Ps to read the chant and check comprehension - Play the recording for Ps to listen - Do choral and individual repetition - Show them how to chant and do actions - Get Ps to work in groups to practice chanting and doing Individual actions - Go around offering help if necessary Group work - Call two groups of three to the front of the class to chant and do actions. The rest of the class claps along to the rhythm Whole class 5.Home –link : 2’ - Do exercises in the workbook. Whole class Period82. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 3: Part 4, 5, 6 I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about someone’s job and places of work. II. Language focus. Revision of: - New words:
9. - Structures: III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1. Warm up : - Have the class say the chant: Jobs and places of work Whole Class 5’ - Divide the class into groups to chant the questions and the answers respectively Group work 1. Read and - Tell pupils that they are going to read about an interview between Whole class complete: Mai and Phong and complete the table 10’ - Give a few seconds for pupils to read the text in silence. Check their comprehension by asking: Who is the interviewer? Who is she interviewing? What does Phong’s father do? Where does he work? - Give pupils time to do the task individually Individual - Go around to offer help when necessary - Get them to swap their answer with their partner - Call some Ps to go the board and write down the answers Pair work - Correct the answer Answer: Whole class 2. Write - Tell pupils that they are going to write about the jobs of your Whole class about the family members and where they work jobs of your - Tell pupils stick a photo of their family next to the paragraph or family draw simple stick figures members - Give pupils time to do the task and where - Go around to help when necessary they work: - Get pupils to swap and check their answers Individual 13’ - Call some Ps to read aloud their writing while the others should listen and try to remember what they say. Then ask the class some Pair work questions: How many people are there in someone’s family? What does he/ she do? Whole class Key: Pupil’s answers 4. Project: 10’ -Tell Ps that they are going to do interview two classmates about Whole class their parent’s jobs and the places where they work. Complete the table when they interview their classmates
10. - Prepare the interview questions with the class and write them on Individual the board for pupils to practise - Give a time limit for pupils to do their interviews. - Go around to offer help when necessary - Call some Ps to report their interview to the class Group work - Teach pupils how to report their interview Key: Hi. My name’s My first interview is with .. His/ Her father/ mother is .. He/ She works in My second interview Whole class 5.Home –link : 2’ - Do exercises in the workbook. Learn by heart the new words. Whole class Period 83. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 1: Part 1, 2 Objectives: By the end of the lesson Ss will be able to ask and answer questions about favourite food and drink. II. Language focus: - New words: food, chicken, fish, beef, pork, apple juice, mineral water - Structures: What’s your favourite drink/ food? It’s chicken / fish . III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Play the game: Guessing game - Prepare a packet of milk and put it in to a box. Whole class - Divide the class into groups Group work - Ask Ps to ask some questions, T answers, Ps listen and find out what it is. + What colour is it? + Is it big? + Is it small? + Is it used to drink? + Is it used to eat?
11. 2. Look, listen - Tell them that they are going to read a story in which pupils ask and Whole class and repeat: 10’ answer questions about their favorite food and drink - Ask Ps to look at the four pictures and read the text in silence - Get them to identify the characters and the content of the story by asking Who are they? Where are they? What are they saying? - Play the recording and ask Ps to listen and repeat. Do choral and Whole class individual repetition - Call some pairs to read the story aloud, the rest of the class listen and Individual give comments Pair work 3. Point and say: - Tell pupils that they are going to practice asking and answering the Whole class 13’ questions about their favorite food and drink, using What is your favorite food/ drink? It’s .. - Teach new words: Chicken, fish, beef, pork, mineral water, drink, orange juice - Teach modal sentence: What is your favorite ____? It’s ______. Individual - Point to each picture and elicit the meaning of new words. Point to the first picture and elicit the word to fill the gap. Put the question and answer on the board and have Ps repeat them a few times Do choral and individual repetition, using the pictures in the book. - Get Ps to work in pairs to ask and answer partner using What is your favorite ____? It’s ______. - 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 practice more asking and answering Whole class Ask your questions about time partners about - Ask Ps to work in pairs: one asks the question and the other gives the their favorite answer Pair work food and drink: - Go around to offer help when necessary 10’ - Call some pairs to perform the dialogue - Listen and give marks Whole class 5. Home –link : 2’ - Do exercises in the workbook. Learn by heart the new words Whole class
12. Period 84. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 1: Part 3, 4, 5 I. Objectives: By the end of the lesson Ps will be able to ask and answer questions about favourite food and drink. II. Language focus - New words: Fish, apple juice - Structures: Review III. Resources: - Students’ book, puppets, recording. IV. Procedures: Steps Learning activities Modes 1.Warm up : 5’ Chatting - Call some pairs to the front of the class to ask and answer the question What’s your favorite food/ drink? Pair work 2. Listen and - Tell pupils that they are going to listen to three dialogues about Whole class tick: 10’ some children’s favorite food and drink and tick the correct pictures - Ask them to look at the pictures and identify the food and drink Whole class - Have them say the times aloud - Play the recording 2 times for Ps to listen and tick the pictures - Get them to swap their answers with their partner - Play the recording again and check the correct answers Individual Key: 1.b 2. c 3. a Pair work Whole class 3. Look and - Tell pupils that they are going to read the questions and answer Whole class write: 13’ them about favorite food and drink, using the picture cues - Give a few seconds for pupils to look at the pictures to identify the food and drink. Then ask them to read the questions and write the answers
13. - Ask Ps to do the task individually - Go around to help when necessary - Get pupils to swap and check their answers - 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: 1. It’s chicken 2. It’s orange juice 3. It’s fish and water Whole class 3. Let’s sing: - Introduce the song “My favorite food and drink” Whole class 10’ - Ask Ps to read each line of the lyrics aloud and check their comprehension - Play the recording all the way through and ask Ps to do choral and individual repetition of the song line by line - Ask them to repeat after T a few times - Ask Ps to work in groups to sing the song - Go around to offer help when necessary - Call on 2 groups to perform the song in the front of the class. The Individual rest of the class listen and give comments - Ask the whole class to sing the song and clap their hands Pair work Whole class 5.Home –link : 2’ - Do exercises in the workbook. Whole class GIÁO ÁN KHỐI 5 Period:81 UNIT 12:DON’T RIDE YOUR BIKE TOO FAST! Lesson 3: Part 1, 2, 3
14. I. OBJECTIVES 1. Language focus/ Knowledge: - Phonic: intonation - Vocabulary: review - Sentence patterns:review 2. Competences: + Listen and repeat intonation correctly. + Listen and circle about accident prevention. + Listen and read the chant: Why shouldn’t he do that? 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to know about accident prevention ; love learning English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: Slap the board (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: bike, knife, stove, matches *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -T counts the points for each team, announces the winner -SS listen. and gives compliment. - SS play game in two teams. - T links to the new lesson.
15. Activity 2:Listen and repeat ( 10’) *Aim: help Ss to repeat intonation correctly. *Procedure: - Let Ss pay attention to intonation. - Have Ss learn to practising saying questions and answerwith the correct intonation. - Play the tape and ask Ss to listen. - Play the tape again and ask Ss to repeat each line of the - SS pay attention. text in chorus. - Have Ss read in groups/ in pairs. - SS listen. *Outcome: SS can repeat intonation correctly. Activity 3:Listen and circle a or b. Then say the - Listen and repeat each line of the text in chorus. sentences aloud (8’) *Aim: help ss to improve listening skill about accident - Read in groups./ in pairs. prevention. *Procedure: - Have ss that they are going to listen and circle correct answer. -Ask ss to read the text in silence before listen. - Play the recording 2 times ss to listen and circle correct answer. Check their guess. Compare the answer with the partner. - Play the recording again ss to check their answers. - Have ss to practise saying aloud the sentences in pairs. - SS listen. -T checks and coreccts their pronunciation. *Outcome: SS can improve listening skill about accident -Read in silence. prevention. - Listen and write. Activity 4: Let’s chant (9’) *Aim:help ss practise the chant: Why shouldn’t he do that? -SS check their answers. *Procedure: -SS practise saying aloud the sentences in pairs..
16. - Introduce the Chant: Why shouldn’t he do that? -Have ss to read the chant and check their *Keys: 1. a 2. a 3.b 4.b comprehension. -Play the recording a few time for ss to listen. - Have ss to listen and repeat the chant line by line. - Have ss to chant in group and individual. - Have ss to chant and do the action. -Teacher reinforce their pronunciation *Outcome: SS can practise the chant: Why shouldn’t he do that? - SS listen. Activity 5: Consolidation (2’) -SS read the chant . *Aim: help ss focus on the contents of this lesson. -SS listen. -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. - SS listen and repeat the chant line by line.. - SS chant in group and individual Activity 6. Homelink. 1’ -SS chant and do the action - Practice more at home. -Ss to retell the contents of this lesson - Prepare for the next lesson. -SS listen. IV. COMMENT Period: 82. UNIT 12:DON’T RIDE YOUR BIKE TOO FAST! Lesson 3: Part 4, 5, 6,7 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences:
17. +Reading and doing the task about accident prevention. +Write what may happen. + Do project by making a poster about accidents at home and how to avoid them + Colour the stars to remark the ability. 3. Attitude: - Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about accident prevention and love doing project about themselves. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game: rub out and remember (5’) *Aim:help ss to remember vocabulary that they learnt , feel eager and happy with the new lesson. -Vocabulary: near, children, may, home *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -SS listen. -T counts the points for each team, announces the winner and - SS play game in two teams. gives compliment. - T links to the new lesson. Activity 2:Read and do the tasks ( 8’) *Aim: help ss to improve reading skill reading and doing the tasks with the answer about accident prevention. *Procedure: - Tell the class that they are going to read the text and circle the best title.
18. -Ask students to read the text in the book and find information -SS listen. to circle. - T asks ss to compare their answerbefore checking as a class. - SS read the text individually and do the task. - T ask ss to read the text again and tick the boxes. - Ss compare the answer - Ask students to read the text in the book and find *keys:b information to tick. -SS listen. *Outcome: SS can improve reading skill reading and doing - Read the text individually and do the task. the tasks with the answer about accident prevention. * Keys:1.T; 2.F; 3.T; 4.F; 5.F Activity 3: Write what may happen.(8’) *Aim: help ss to improve writing skill by writing about what may happen. *Procedure: - Have Ss look at the sentences. - Guide Ss to write sentences about accidents that may happen to Tony, Linda and Quan. - Give them time to read and do the task. - Ask ss to do the task independently. - Look and listen. - Call on some students to report the answer to the class. - Read and write sentences about accidents that may - Check and correct. happen to Tony, Linda and Quan. *Outcome: SS can improve writing skill by writing about - Do the task independently. what may happen. - Reports the answer the answer to the class. - Complete the excercise Activity 4: Project (8’) *Key: SS’ answer. *Aim: help ss to do project by making a poster about accidents at home and how to avoid them . *Procedure: - Have SS make a poster about accidents at home and how to avoid them. - Ask them to work in groups. - Ask ss to illustrate their ideas on a poster. - Have ss to report the result.
19. *Outcome: SS can do project by making a poster about accidents at home and how to avoid them . - SS listen - SS work in groups to discuss. Activity 5: Colour the stars (4’) -SS illustrate their ideas on a poster *Aim: help ss to remark their ability about about what may - Report the result. happen. *Procedure: - Have ss to read the statements and check their comprehension. - Have ss time to colour the stars and call some ss to read the statements aloud. - Give further support to ss to find it difficult to achieve certain objectives. - T gets feeback. *Outcome: SS can remark their ability about about what may -SS read the statements happen. -SS ss time to colour the stars and call some ss to Activity 6: Consolidation (2’) read the statements aloud. *Aim: help ss focus on the contents of this lesson. -T calls ss to retell the contents of this lesson -SS listen. - T gets feedback and corrects pronunciation if necessary. Activity 7. Homelink. 1’ - Practice more at home. - Prepare for the next lesson. -Ss to retell the contents of this lesson -SS listen. IV. COMMENT
20. Period:83 UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME? Lesson 1: Part 1, 2, 3 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: karare, freetime, programme, world - Sentence patterns: What do you do in your freetime ? -> I . 2. Competences: + Remember and say some new words: karare, freetime, programme, world + Look, listen and repeat the dialogue about what someone does in his/her freetime. + Asking and answering questions about what someone does in his/her freetime. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about what someone does in his/her freetime and love learning English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Activity 1:Warm –up: Play game : hangman (5’) *Aim:help ss to be eager and happy to begin the new lesson. -Vocabulary: *Procedure: -T tells ss what they have to play game. -Have SS play game in two teams. -SS listen. -T counts the points for each team, announces the - SS play game in two teams. winner and gives compliment. - T links to the new lesson. Activity 2:Look, listen and repeat ( 12’)