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School: Grade: Teacher: Date of teaching: Attendance: UNIT 11: MY FAMILY Lesson – Period I OBJECTIVES Language focus: Core Competencies: General Competences: By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother? and Are you sure? - use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”; - use Who’s this / that? – It’s my _ to ask and answer questions about a family member; - use How old is he / she? – He’s / She’s _ to ask and answer questions about the age of a family member; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; - read and write about family members and their ages; - collect a picture of their family and show to the class decision making, teamwork, work standards, reliability, motivation Listening: listen and recognize the contexts focus on introduce someone, then repeat Critical Thinking: talk about friends Oral Communication: speak about friends, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II RESOURCES AND MATERIAL: - Student’s book Page III PROCEDURE Procedure - Audio Tracks 2, - Teacher’s guide Pages 140 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 11) - Computer, projector, … Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up Teacher’s activities Pupils’ activities Warm-up and review: minutes Greet the class Option 1: Sing the song in Unit 10, Lesson Whole class - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing Group work Option 2: Chant and activities (Unit 10, Lesson 3) - Ask pupils chant and the actions in Unit 10, Lesson in groups - Give point for the groups and encourage them Option 3: Play game “I’m a fairy.” in the powerpoint for Unit 10 – Lesson – Period Individual work/ Group work Activity Look, listen and repeat minutes a Goal: b Input: To understand and correctly repeat the sentences in two communicative contexts (pictures) to ask and answer questions about a family member - Context a: Mary: Who’s this? Lucy: It’s my sister - Context b: Nam: Who’s that? Mai: It’s my brother Note c Outcome: d Procedure: Pupils can understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about a family member Step 1: Have pupils look at Pictures a and b Whole class and identify the characters in the pictures Step 2: Ask pupils to look at Picture a Play the Whole class recording for them to listen Play the recording again, sentence by sentence, for pupils to listen and repeat Follow the same procedure with Picture b Correct their pronunciation where necessary Step 3: Play the recording again for pupils to Whole class/ listen and repeat in chorus sentence by Individual work sentence Step 4: Invite a few pairs to the front of the Whole class/ classroom to listen and repeat the sentences in Individual work the recording Step 5: Draw their attention to the questions Pair work Who's this / that? and the answers It's my sister/ Individual work brother Tell pupils that they are questions and answers about a family member Activity Listen, point and say minutes a Goal: To correctly say the words and use Who’s this / that? – It’s my to ask and answer questions about a family member b Input: – Picture cues: a mother b father c brother d sister – Speech bubbles: Who’s this / that? – It’s my - Audio script: a mother b father c brother d sister A: Who’s that? c Outcome: A: Who’s this? B: It’s my mother B: It’s my father Pupils can correctly say the words and use Who’s this / that? – It’s my to ask and answer questions about a family member d Procedure: Step 1: Have pupils look at the pictures and Whole class/ elicit the name of each family member Individual work Step 2: Have pupils point at Picture a (a Whole class/ woman), listen to the recording and repeat Individual work the word (mother) Follow the same procedure with the other three pictures Have the class repeat the words a few times Step 3: Point at the bubble and have pupils Whole class/ listen and repeat after the recording (Who’s Individual work that?) Point at Picture a and have pupils listen and repeat after the recording (It's my mother) Follow the same procedure with the other three pictures Step 4: Have pairs practise asking and Individual work answering the question Who’s this / that? – It’s my Step 5: Invite a few pairs to point at the Group work pictures and say the questions and answers in front of the class Activity Let’s talk minutes a Goal To enhance the correct use of Who’s this /that? – It’s my to ask and answer questions about a family member b Input c Outcome d Procedure – Picture cues: a brother and a sister are playing badminton and their parents are sitting on a bench nearby – Speech bubbles: Who’s this / that? – It’s Pupils can enhance the correct use of Who’s this / that? – It’s my to ask and answer questions about a family member Step 1: Draw pupils’ attention to the picture Whole class/ Tell them about the activity Ask questions Individual work to help them understand the context (see Input) Step 2: Put pupils into groups of four Tell Group work them to ask and answer questions Who's this / that? Go around the classroom to offer support Step 3: Invite some pupils to the front of the Individual work class to present their exchanges Preparation for the project: Tell pupils about the project on page 11 Ask Individual work/ them to prepare it at home by collecting a Whole class picture of their family and bring their work to the classroom at the project time to present it Fun corner and wrap up: minutes Option 1: Using sachmem.vn, have pupils look at the Whole class words in the picture and repeat after the recording Option 2: Game: Sentence Puzzle Divide the class into groups of four Give each group a sentence that is broken/cut in to pieces Ask them to arrange them to make a complete sentence, then read it aloud Group work The group makes it first will be the winner Option 3: Play game “I’m a fairy” in the PowerPoint for Unit 11 – Lesson – Period BOARD PRESENTATION , 2022 Unit 11: MY FAMILY Lesson – Period 1 Vocabulary: HH family brother father sister mother Model sentence: Who’s this/ that? – It’s my _ School: Grade: Teacher: Date of teaching: Attendance: UNIT 11: MY FAMILY Lesson – Period I OBJECTIVES By the end of the lesson, pupils will be able to: Language focus: - correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother? and Are you sure? - use the words mother, father, brother, sister, and numbers from 11 – 20 related to the topic “My family”; - use Who’s this / that? – It’s my _ to ask and answer questions about a family member; - use How old is he / she? – He’s / She’s _ to ask and answer questions about the age of a family member; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; - read and write about family members and their ages; Core Competencies: General Competences: - collect a picture of their family and show to the class decision making, teamwork, work standards, reliability, motivation, adaptability, problem-solving Listening: listen and recognize the contexts focus on introduce someone, then repeat Critical Thinking: talk about friends Oral Communication: speak about friends, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes: Sociability: talk to each other, say good words to others Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II RESOURCES AND MATERIAL: - Student’s book Page III PROCEDURE Procedure - Audio Tracks 4,5 - Teacher’s guide Pages 142 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 11) - Computer, projector, … Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up Teacher’s activities Pupils’ activities Warm-up and review: minutes Greet the class Option 1: Sing the song in Unit 10, Lesson Whole class - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing Option 2: Chant and activities (Unit 10, Group work Lesson 3) - Ask pupils chant and the actions in Unit 10, Lesson in groups - Give point for the groups and encourage them Individual Option 3: Play game “ Hangman” in the work/ powerpoint for Unit 11 – Lesson – Period Group work Activity Listen and tick minutes a Goal: To listen to and understand two communicative context to ask and answer questions about a family member Note b Input: c Outcome: d Procedure: Picture cues: 1a father 1b brother 2a mother 2b sister Audio script: A: Who’s this? B: It’s my father A: Who’s that? B: It’s my sister Pupils can listen to and understand two communicative contexts to ask and answer questions about a family member Key: a b Step 1: Draw pupils’ attention to Pictures 1a and 1b Tell them about the activity Elicit the word for each family member and its cue, and play the recording of the first exchange Play the recording again for pupils to the task Play the recording a third time for pupils to check their answers Step 2: Repeat Step for the second exchange Step 3: Tell pupils to swap books with a partner, then check answers as a class Write the correct answers on the board for pupils to correct their answers Step 4: Play the recording again for pupils to double-check their answers Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus Correct their pronunciation if necessary Whole class Whole class Whole class/ Individual work Whole class/ Individual work Pair work Individual work Activity Look, complete and read minutes a Goal: To complete two sentences and two gapped dialogues with the help of the relevant picture cues b Input: – Four picture cues c Outcome: – Two gapped sentences and two gapped dialogues Pupils can complete the two sentences and two gapped dialogues with the help of the relevant picture cues d Procedure: Key: mother brother sister father Step 1: Have pupils look at the pictures Have Whole them identify the people in the pictures class/ Step 2: Have pupils look at the four incomplete Individual sentences and dialogues Draw their attention to work the missing words in the sentences Step 3: Model with Picture Have pupils look at the sentence Ask them what is missing in the answer (mother) Then have them complete the gap Whole class/ Individual work Step 4: Follow the same procedure with Pictures 2, 3, Draw the pupils' attention to gaps Step 5: Have pupils complete the sentences Whole individually and ask a few pupils / pairs to read class/ them aloud Individual Game: Slap the board work Divide the class into four teams Stick the pictures of activities on the board Teacher says a sentence, Individual a pupil from each team has to point/slap the right work picture and says the sentence again The one says faster will get points Group work them to find and match Praise the ones who finish the matching Then ask the class to look and say aloud Fun corner and wrap up: minutes Option 1: Using sachmem.vn, have pupils look at the Whole class words in the picture and repeat after the recording Option 2: Game: Sentence Puzzle Divide the class into groups of four Give each Group work group a sentence that is broken/cut in to pieces Ask them to arrange them to make a complete sentence, then read it aloud The group makes it first will be the winner Option 3: Play game in the powerpoint for Unit 19 – Lesson – Period BOARD PRESENTATION , 2022 Unit 19: OURDOOR ACTIVITIES Lesson – Period Vocabulary: HH skating flying a kite cycling skipping Model sentence: Where’s ? He’s/ She’s Where’s he/ she doing? He’s/ She’s _ He’s / She’s _ School: Grade: Teacher: Date of teaching: Attendance: UNIT 19: OUTDOOR ACTIVITIES Lesson – Period I OBJECTIVES Language focus: By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball and He’s flying a kite; - use the words play badminton, run, paint, walk, skate, cycle, kite and skip in relation to the topic “Outdoor activities”; - use He’s / She’s to talk about where someone is; - use What’s he / she doing? − He’s / She’s to ask and answer questions about what someone is doing outdoors; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Outdoor activities”; - read and write about what someone is doing; Core Competencies: General Competences: - trace and colour the friends in the picture, then telling the class where they are and what they are doing communication, planning and organization, stress tolerance, and initiative Listening: listen and recognize someone, then repeat Critical Thinking: talk about someone Oral Communication: speak about someone, ask and answer the questions Written Communication: practice writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Attributes: Sociability: talk to each other, say good words to others - Kindness: help partners to complete learning tasks - Diligence: complete learning tasks - Honesty: tell the truth about feelings and emotions - Responsibility: appreciate kindness - Leadership: collaborate with teachers to enhance language skills - Secure and Organized: keep school things in the right ways II RESOURCES AND MATERIAL: - Student’s book Page 62 III PROCEDURE Procedure - Audio Tracks 91, 92, 93 - Teacher’s guide Pages 238 - Website sachmem - Flashcards/pictures and posters (Unit 19) - Computer, projector… Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap up Teacher’s activities Pupils’ activities Warm-up and review: minutes Greet the class Option 1: Sing the song in Unit 19, Lesson Whole class - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing Option 2: Play game Sit down, please! (Unit Group work 19, Lesson 1) - Ask pupils give instructions for his / her group to act out - Give point for the groups and encourage them Individual Option 3: Play game in the powerpoint for Unit work/ Group 19 – Lesson – Period work Activity Listen and repeat minutes To correctly repeat the sounds of the consonant clusters pl and fl a Goal: in isolation, in the words play and fly, and in the sentences She’s playing volleyball and He’s flying a kite with the correct pronunciation and intonation Note b Input: c Outcome: d Procedure: The consonant cluster pl, the word play and the sentence She’s playing volleyball The consonant cluster fl, the word fly and the sentence He’s flying a kite Pupils can correctly repeat the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball and He’s flying a kite with the correct pronunciation and intonation Step 1: Draw pupils’ attention to the consonant Whole class cluster pl, the word play and the sentence She’s playing volleyball Play the recording and encourage Whole class them to point to the consonant cluster / word / Whole class/ sentence while listening Individual Step 2: Play the recording again and encourage work pupils to listen and repeat Do this several times until pupils feel confident Correct their Whole class/ pronunciation where necessary and praise them if Individual work their pronunciation is good Step 3: Repeat Steps and for the consonant Pair work cluster fl Individual work Activity Listen and circle minutes a Goal: To identify the target words playing and flying while listening b Input: Two sentences for completion Audio script: Mai is playing volleyball c Outcome: d Procedure: Minh is flying a kite Pupils can identify the target words playing and flying while listening Key: b b Step 1: Draw pupils’ attention to the sentences Whole class/ and the gap-fill options (a, b) Individual work Step 2: Play the recording for pupils to listen Step 3: Play the recording again for pupils to listen and circle the correct options Whole class/ Step 4: Tell pupils to swap books with a partner, Individual then check the answers together as a class Write work the correct answers on the board Step 5: Tell pupils to return the books to their Whole class/ partners Play the recording again for pupils to Individual double-check their answers work Extension: Invite one or two pupils to stand up, Individual listen to and repeat the sentences work Group work Activity Let’s chant minutes a Goal To say the chant with the correct rhythm and pronunciation b Input The lyrics and recording of the chant c Outcome Pupils can say the chant with the correct rhythm and pronunciation Step 1: Draw pupils’ attention to the lyrics of Whole class/ the chant Model them line by line for pupils to Individual repeat work d Procedure Step 2: Play the recording all the way through so that pupils can listen to the whole chant Group work Encourage them to listen carefully to the rhythm and pronunciation Step 3: Play the recording line by line for pupils to listen and repeat Correct their pronunciation Individual where necessary work Step 4: Play the recording all the way through for pupils to say the chant Encourage them to clap along while chanting Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along Individual work/ Whole class Fun corner and wrap up: minutes Option 1: Using sachmem, have pupils look at the words Whole class in the picture and repeat after the recording Option 2: Game: play game in the powerpoint for Unit 19 – lesson – period Option 3: Preparation for the project: Group work Tell pupils about the project on page 55 Ask them to prepare the instructions at home and the language to present them Tell them to bring the instruction cards to the classroom at the project time to talk with their classmates Guide them the presentation language BOARD PRESENTATION , 2022 Unit 19: OURDOOR ACTIVITIES Lesson – Period Vocabulary: HH playing football flying a kite playing volleyball flying a plane Model sentence: Where’s he/ she doing? He’s/ She’s _ He’s / She’s _ School: Grade: Teacher: Date of teaching: Attendance: UNIT 19: OUTDOOR ACTIVITIES Lesson – Period I OBJECTIVES By the end of the lesson, pupils will be able to: Language focus: By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the consonant clusters pl and fl in isolation, in the words play and fly, and in the sentences She’s playing volleyball and He’s flying a kite; - use the words play badminton, run, paint, walk, skate, cycle, kite and skip in relation to the topic “Outdoor activities”; - use He’s / She’s to talk about where someone is; - use What’s he / she doing? − He’s / She’s to ask and answer questions about what someone is doing outdoors; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Outdoor activities”; - read and write about what someone is doing; Core Competencies: General Competences: - trace and colour the friends in the picture, then telling the class where they are and what they are doing communication, planning and organization, stress tolerance, and initiative Listening: listen and recognize someone, then repeat Critical Thinking: talk about someone Oral Communication: speak about someone, ask and answer the questions Written Communication: practice writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Attributes: Sociability: talk to each other, say good words to others - Kindness: help partners to complete learning tasks - Diligence: complete learning tasks - Honesty: tell the truth about feelings and emotions - Responsibility: appreciate kindness - Leadership: collaborate with teachers to enhance language skills - Secure and Organized: keep school things in the right ways II RESOURCES AND MATERIAL: - Student’s book Page 63 III PROCEDURE Procedure - Teacher’s guide Pages 240 - Website sachmem - Flashcards/pictures and posters (Unit 19) - Computer, projector… Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap up Teacher’s activities Pupils’ activities Warm-up and review: minutes Greet the class Option 1: Sing the song in Unit 19, Lesson Whole class - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing Option 2: Play game Sit down, please! (Unit 19, Group work Lesson 1) - Ask pupils give instructions for his / her group to act out - Give point for the groups and encourage them Individual Option 3: Play game in the powerpoint for Unit work/ Group 19 – Lesson – Period work Activity Read and answer minutes Note a Goal: To read a passage and answer the questions about what someone is doing outdoors b Input: A passage and four questions c Outcome: Pupils can read a passage and answer the questions about what someone is doing outdoors Key: They’re in the park d Procedure: She’s cycling He’s flying a kite He’s playing football Step 1: Draw pupils’ attention to four questions and Whole class his / her outdoor activity in the passage Step 2: Have pupils work individually Whole class Step 3: Set a time limit for pupils to read and Whole class/ answer the questions Go around the classroom to Individual work offer support where necessary Step 4: Tell pupils to swap the answers with a Whole class/ partner, then check answers as a class Write the Individual work answers on the board Pair work Individual work Activity Let’s write minutes a Goal: To complete a paragraph about what a pupil and his / her friend are doing outdoors b Input: A gapped paragraph: Lucy and Nam are my friends They like Lucy is _ c Outcome: d Procedure: Nam is I like _ I’m What are you doing? Pupils can complete the paragraph about what they and their friends are doing outdoors Key: (pupils’ answers) Step 1: Draw pupils’ attention to the first gap Whole class/ and elicit the words (sports and games) Have Individual work pupils write their answers Whole class/ Step 2: Repeat Step with the next gap Individual work Step 3: Give pupils time to complete the Whole class/ paragraph Individual work Step 4: Have some pupils read their completed Individual work paragraphs aloud Group work Activity Project minutes a Goal To trace and colour the friends, then tell the class where they are and what they are doing b Input A general picture c Outcome Pupils can trace and colour the friends, then tell the class where they are and what they are doing Step 1: Have pupils work in groups Whole class/ Step 2: Model by saying: Look at this boy He is Individual work d Procedure Bill I’ll trace and colour him Then trace and colour the character (Bill) in different colours Group work Finally, describe the character For example: Look! This is my friend Bill He’s in the Central Park now He’s skating… Step 3: Hand out copies of the picture to pupils Individual work (as shown in Input) and coloured pencils Step 4: Give time for all groups to their task Go around the classroom and check their work Step 5: If time allows, invite representatives of one or two groups to tell the class about the characters they have traced and coloured, then Individual work/ describe where and what they are doing Whole class Fun corner and wrap up: minutes Option 1: Using sachmem.vn, have pupils look at the Whole class words in the picture and repeat after the recording Option 2: Game: Sentence Puzzle Divide the class into groups of four Give each group a sentence that is broken/cut in to pieces Ask them to arrange them to make a complete sentence, then read it aloud The group makes it first will be the winner Option 3: Presention the project: Group work Tell pupils to present the project on page 55 Ask them to show the picture of their friends and present them to the class at the project time Option 4: Play game in the powerpoint for Unit 19 – Lesson – Period BOARD PRESENTATION , 2022 Unit 19: OURDOOR ACTIVITIES Lesson – Period Vocabulary: HH playing football flying a kite playing volleyball flying a plane Model sentence: Where’s he/ she doing? He’s/ She’s _ He’s / She’s _