Global Success là bộ sách giáo khoa Tiếng Anh được biên soạn dựa trên Chương trình giáo dục phổ thông môn tiếng Anh (Ban hành kèm theo Thông tư số 322018TTBGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo) và Khung năng lực ngoại ngữ 6 bậc dùng cho Việt Nam của Bộ Giáo dục và Đào tạo.
TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit 15 In the clothes shop Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - correctly pronounce the name of the letter combination Sh/sh (/ʃ/); - correctly pronounce the sound of the letter combination sh (/ʃ/) in isolation and in the words shirts, shoes and shorts Language: - Sound /ʃ/ - Vocabulary: shirts, shoes, shorts Resources/Material: - Student’s book, p 65 - Teacher’s guide, pp 127-129 - hoclieu.vn - Flashcards for Unit 15 - Poster for Unit 15 - Flashcards/Pictures for Warm-up and Fun Corner - Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Listen and repeat – Point and say – Fun corner – Wrap-up Teaching and learning activities Classroom management minutes Option Whole class - Refresh pupils’ memory of the previous unit by showing pictures of a brother, sister and grandmother on the board - Underneath each picture, write the person’s age Say “How old is your brother/ sister/ grandmother?” and encourage pupils to answer using the full sentence structure “He’s/ She’s _.” Option Whole class Refresh pupils’ memory of the previous unit by having them sing the song from Unit 14, Lesson Option Whole class Introduce the topic of the new unit by showing pictures of clothes or by bringing some items of clothing to class Discuss what the clothes are (e.g T-shirt, skirt, trousers) and where you might buy them Listen and repeat 10 minutes Step 1: Draw pupils’ attention to the picture (say Whole class “Look at the picture.”) Ask questions to help them identify the context (The picture shows a clothes shop Shirts, shoes and shorts are labelled, with the letter combination sh in red) Step 2: Have pupils point to the letter combination sh Individual work (say “Point to the letter combination sh.”) and listen to its sound /ʃ/ (say “Listen /ʃ/”.) Step 3: Play the recording of the sound of the letter Whole class/ combination sh and encourage pupils to repeat Individual work (say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: Have pupils look at the shirts (say “Look at the Individual work shirts.”) Then have them point to the word shirts (say “Point to the word shirts.”) Draw their attention to the colour of the letter combination sh (say “Look at the colour of the letter combination sh It is red.”) Step 5: Play the recording of shirts and encourage Whole class/ pupils to repeat (say “Listen and repeat.”) Individual work Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 6: Repeat Steps and for shoes and shorts Whole class/ Individual work Step 7: Play the recording in full and encourage pupils Whole class/ to repeat the name and sound of the letter Individual work combination sh, shirts, shoes and shorts both individually and in chorus Extension: In group, have pupils draw shirts, shoes, shorts Group work and make labels for the pictures The ask them show the pictures to the class and say the words Point and say minutes Step 1: Have pupils point to the letter combination sh Whole class and correctly pronounce its sound (say “Point to the letter combination sh Say /ʃ/”) Step 2: Have pupils point to and correctly pronounce Whole class/ the word shirts (say “Point to the shirts Say Individual work shirts.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 3: Repeat Step for shoes and shorts Whole class/ Individual work Step 4: Put pupils into pairs or groups for further Group work/ practice of Steps to Go around the class to Pair work offer help or correct pupils’ pronunciation, if necessary Fun corner: What’s missing? minutes Step 1: Divide the class into two teams: Team A and Group work Team B Step 2: Write Team A and Team B side by side at the top Group work of the board Underneath each heading, stick a different set of flashcards Step 3: Point to each flashcard and say the word Group work Encourage pupils in the relevant team to repeat Step 4: Tell pupils to look carefully at the flashcards and Group work remember their team’s words Explain that when you say “Close your eyes!”, pupils should close their eyes You will then remove one of the flashcards from the board When you say “Open your eyes!”, pupils should open their eyes Step 5: Encourage each team to call out the missing Group work word from their set A correct answer scores one point Step 6: Play the game The team with the most points Group work wins Wrap-up: minutes Revise the main teaching point of the lesson: the Whole class sound of the letter combination sh and the words shirts, shoes, shorts Option Whole class Using hoclieu.vn, have pupils look at the clothes items in the picture and repeat the words after the recording Option Whole class/ Using Poster for Unit 15, ask pupils to point to Individual the things in the picture and say the words work For better pupils, teacher may cover the words and ask them to point to the clothes items and say the words aloud Option Individual For better pupils, using the new and learnt in the work previous units vocabulary and have the pupils make labels for the clothes items Ask them to attach the cards to the corresponding items and practise saying the words TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit 15 In the clothes shop Lesson – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: - correctly pronounce the sound of the letter combination sh (/ʃ/) and the words shoes, shirts and shorts in a chant; - recognize target words while listening; - write the letter combination sh and complete the words _ _irts, _ _oes and _ _orts II INPUT Language: - Sound /ʃ/ - Vocabulary: shirts, shoes, shorts - Phrases/sentences with the sound /ʃ/, the words shirts, shoes, shorts Resources/Material: - Student’s book, p 66 - hoclieu.vn - Teacher’s guide, pp 129-131 - Pictures/flashcards for Warm-up - Workbook, pp 46-47 - Computer, projector III PROCEDURE Warm-up – Listen and chant – Listen and tick – Write and say – Wrap-up Procedure Teaching and learning activities Warm-up minutes Classroom management Option Whole class - Ask pupils what letter combination and sound they learnt in Lesson (Sh/sh, /ʃ/) - Show pictures of the words that pupils learnt in Lesson (shirts, shoes, shorts) and encourage them to say the words in chorus More advanced classes can add other words with the letter combination sh Option Group work Ask the class to play What’s missing? again, using the numbers in Lesson 1, Unit 13 and the numbers learnt in Tieng Anh 1, saying Now let us play Number race! Option Whole class Get pupils to play What’s Missing? Game, using the pictures and flashcards with the words learnt in Lesson and the previous units Pupils should guess the missing cards and say the words correctly Listen and chant 10 minutes Step 1: Draw pupils’ attention to the picture and have Whole class them point to the shoes (say “Look at the picture Point to the shoes.”) Step 2: Say “shoes” and encourage pupils to repeat Whole class Step 3: Repeat Steps and for shirts and shorts Whole class Step 4: Play the recording of the chant to familiarize Whole class pupils with the words and rhythm (say “Listen.”) Step 5: Have pupils point to each line of the chant (say e g “Point to line one.”) Play the recording of each line and encourage pupils to chant (say “Listen and chant.”) Step 6: Play the recording in full and encourage pupils to chant (say “Listen and chant.”) Pupils can clap along or other actions to help them keep the rhythm Step 7: Divide the class into two teams Teams take it in turns to chant a line The whole class can clap along or other actions Extension: For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud For example: Sh, sh, shoes Sh, sh, shirts Sh, sh _ Shoes, and shorts Are in the shop Are in the Individual work/ Whole class Whole class Group work Individual work Listen and tick minutes Step 1: Have pupils look at the pictures and say the Whole class words (say “Point and say.”) When pupils answer correctly, confirm by saying “shirts/ shorts/shoes/shorts” Step 2: Play the recording and allow pupils time to Individual work complete the activity (say “Listen and tick.”) Step 3: Play the recording again, if necessary (say “Listen again.”) Individual work Step 4: Check the answers by asking “a or b?” When Whole class pupils answer correctly, confirm by saying “1a Look at the shirts.”/“2b Look at the shorts.” and encourage them to repeat Audio script: Look at the shirts Look at the shorts Answers: a b Write and say minutes Step 1: Write the letter combination sh (lower case) Whole class on the board and say “sh” (/es/ /eɪtʃ/) Step 2: Write the letter combination sh (lower case) on the board again, but this time is more slowly Invite a few pupils to come to the front of the class and write the letter combination sh (lower case) on the board Step 3: Draw pupils’ attention to the picture and labels (say “Look and write.”) Allow pupils time to complete the activity Go around the class to offer support and feedback Step 4: Have pupils say the words (say “Say the words.”) Extension: - For weaker pupils, have them Activity 3, Unit 15 in their workbooks - For better pupils, have them Activity 4, Unit 15 in their workbooks Wrap-up Individual work Whole class/ Individual work Whole class Individual work minutes Option Have pupils listen to the recording, then say the chant again Whole class Option Whole class Ask pupils to look at the pictures in Listen and circle and say about them, e.g shirts, shorts, Encourage better pupils to use learnt structures e.g I can see shirts.; Look at shorts.; Option Individual work To reinforce the vocabulary, get pupils to Activity 1, Unit 15 in their workbooks 10 TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit 15 In the clothes shop Lesson – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: - use the sentence structures Where are the _? and Over there to ask and answer questions about where things are; - sing a song with the sentence structure Where are the _? and Over there to ask and answer questions about where things are II INPUT Language: - Where are the _? Over there Resources/Material: - Student’s book, p 67 - hoclieu.vn - Teacher’s guide, pp 131-133 - Workbook, p 48 - Computer, projector 11 III PROCEDURE Procedure Warm-up Warm-up – Listen and repeat – Let’s talk – Let’s sing – Wrap-up Teaching and learning activities Classroom management minutes Option Whole class/ - Have pupils listen to the recording, then sing Individual the chant on page 66 work - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option Individual - Invite one or two pupils to write the letter work combination Sh/sh on the board - Get pupils to say words that contain the sound of the letter combination Sh/sh from Lessons & and the learnt units Option Individual Have pupils play Game Pass the Card work - Place pupils in rows - Hand out picture cards of shirts, shoes, shorts to the first pupil in each row - Have pupils in each row name the item on each card as they pass the card to the classmate behind them Listen and repeat minutes Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”) Say “Where are the shoes?” – “Over there.” Step 2: Have pupils point to the sentences (say “Point to the sentences.”) Whole class Individual work Step 3: Play the recording and encourage pupils to Whole class repeat (say “Listen and repeat.”) 12 Step 4: Do this several times, with pupils repeating both Whole class/ individually and in chorus Correct their Individual pronunciation if necessary, and praise them work when their pronunciation is good Let’s talk 10 minutes Step 1: Write Where are the shoes? on the board and Whole class underline the word shoes Say “Where are the shoes?” Step 2: Erase shoes and replace it with shorts Say “Where are the shorts?” Step 3: Repeat Step for shirts Step 4: Erase shirts and leave the sentence structures Where are the _? and Over there on the board Step 5: Draw pupils’ attention to Picture a (say “Look at Picture a.”) Say “Where are the _?” and encourage them to complete the sentence with “shorts” When they answer correctly, confirm by saying “Where are the shorts?” and encourage pupils to repeat the full sentence structure Step 6: Write Over there on the board Say “Over there.” And encourage pupils to repeat Step 7: Divide the class into two groups Explain that when you show a picture, one group will say “Where are the shorts/ shirts/ shoes?” and the other group will say “Over there” Groups should take it in turns to ask and answer Correct pupils’ pronunciation if necessary, and praise them when their pronunciation is good Extension: Invite some pupils to point to the pictures and act out the exchanges in front of the class For better pupils, ask them to point to the things in the classroom (pens, pencils, books, bags, …) to ask and answer about them using Where are the _? and Over there 13 Whole class Whole class Whole class Whole class/ Individual work Whole class Group work Individual work Let’s sing 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”) Whole class Step 2: Play the recording of the song to familiarize pupils with the rhythm and melody (say “Listen.”) Step 3: Read the song line by line and encourage pupils to repeat (say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: Say “Let’s sing!” Play the recording line by line and encourage pupils to sing along Step 5: Have pupils work in groups to make up actions for the song Invite a few groups to perform the song for the class Whole class Wrap-up Whole class/ Individual work Whole class Group work minutes Revise the main teaching point of the lesson: the Whole class sentence structure Where are the _? and Over there to ask and answer questions about where things are Option 1: Practise two-part singing Divide the Group work class into two groups and ask each group to sing one part of the song Option 2: Have pupils Activity 6, Unit 15 in Individual their workbooks work Option 3: Show pupils the lyrics of the song with Individual some missing words, e.g.: work I like shoes Where are the _? Over there I like shirts Where are the _? 14 Then ask some advanced pupils to guess the missing words and sing the complete song aloud 15