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: REVIEW Phil and Sue – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - repeat and understand a short story; - identify and say the words they have learnt Language: - Vocabulary: eleven, thirteen, fourteen, fifteen, brother, sister, grandmother, shirts, shoes, shorts, tent, teapot, blanket - Structures: How old is your _? and He’s/She’s _ (age) to ask and answer questions about someone’s age Where are the _? and Over there to ask and answer questions about where things are Resources/Material: - Student’s book, p 71 - Teacher’s guide, pp.141 - 142 - hoclieu.vn - Flashcards/Poster - Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Listen and read – Look again and circle – Wrap-up Teaching and learning activities Classroom management minutes - Remind pupils of the names of the topics they Whole class have learnt from Unit 13 to Unit 16 Option - Refresh pupils’ memory of Units 13 to 16 topics by showing pictures of a maths class, a home, a clothes shop and a campsite Encourage pupils to use the words and sentence structures that they learnt - Say “Open your books at page 71 and look at Review 4, Phil and Sue.” Option Group work Have pupils play a game (e.g Slap the board, Pelmanism) with the words they have learnt in the previous units Option Group work Stick some flashcards including some pictures of the words from Unit 13 to Unit 16 on the board Write the words on the board Have pupils match Listen and read 15 minutes Step 1: Have pupils look at the pictures, ask some Whole class questions to help them identify the context Draw pupils’ attention to Picture (saying “Look at Picture 1, please!”) and describe the picture (Picture (1) shows Sue and Kate in a clothes shop They are talking to the shop assistant Kate is saying “I want some shirts Where are they?” The shop assistant is saying “Over there.”) Step 2: Play the recording several times for pupils to Whole class listen and repeat the sentences in the bubbles of Picture 1, saying “Listen, point to the sentence and repeat, please!” Step 3: Repeat Step for Pictures 2, and Whole class Step 4: Play the recording of the whole story several Whole class times and have pupils listen, point to the speech bubbles and repeat until they feel confident Go around and offer help, if necessary Step 5: Have pupils work in groups to act out the story Group work Go around the class to offer help and correct pupils’ pronunciation, if necessary Extension: Invite a few pairs to act out the story for the Individual class Encourage them to use gestures, face work expressions, … Observe and support pupils when needed Look again and circle minutes Step 1: Have pupils point to and say the word sixteen Whole class (say “Point to the word sixteen Say sixteen.”) Step 2: Have pupils look again at the story and try to find Whole class/ sixteen in one of the pictures (say “Look again Individual Is there the word or picture ‘sixteen’ in the work story?”) Explain that if there is ‘sixteen’, pupils should circle the word/picture; if not, they not need to circle the word/picture Step 3: Ask pupils to look at the other pictures and circle Individual the words in the chain, saying “Use your pencil to work circle the words” Give pupils time to work Give further support to those pupils who find it difficult to the task Step 4: Invite some pupils to show what they have done Whole class/ Praise them if they have done well Have the class Individual say all of the words they have circled Answers: brother, shorts, fifteen, shirts work Wrap-up: minutes Revise the main teaching point of the lesson by Whole class asking pupils some questions about the story Option Whole class Using hoclieu.vn, show the pictures of the story without showing the text Have pupils tell the story from their memory Option Individual Show flashcards of the words that appear in the work story and have pupils say the words Option Individual Have pupils play Slap the board with the words work/ from Units 13-16 Group work TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: REVIEW Self check – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - recognise the sounds they have learnt; - recognise the words they have learnt; - listen for specific sounds and words Language: - Sounds: N/n (/n/), er (/ə(r)/), sh (/ʃ/), T/t (/t/) - Vocabulary: eleven, thirteen, fourteen, fifteen, brother, sister, grandmother, shirts, shoes, shorts, tent, teapot, blanket Resources/Material: - Student’s book, p 72 - Teacher’s guide, pp 143-144 - hoclieu.vn - Flashcards - Computer, projector III PROCEDURE Warm-up – Listen and tick or cross – Listen and circle – Write and say – Wrap-up Procedure Teaching and learning activities Warm-up minutes Classroom management Option Group work Using hoclieu.vn, play the video of the story in Lesson Have pupils role play it Option Whole class/ Show flashcards of the letters n, er, sh and t Group work Have pupils say the letter names and the letter sounds Option Group work Have pupils play Hot seat to revise the words they learnt in previous units Listen and tick or cross minutes Step 1: Have pupils look at the pictures and say the Whole class/ words (say “Point and say.”) When pupils Individual answer correctly, confirm by saying “thirteen/ work shirts/ tent/ nineteen” Step 2: Have pupils look at the Picture Play the recording and ask pupils to listen and tick or cross the box Give further support to those pupils who find it difficult to the task Play the recording again, if necessary (say “Listen again.”) Step 3: Follow the same procedure with the pictures of questions 2, and Go around and offer help, if necessary Whole class/ Individual work Whole class/ Individual work Step 4: Check the answers by asking “tick or cross?” Whole class When pupils answer correctly, confirm by saying “1 tick”/“2 cross”/ “3 tick”/“4 cross” and encourage them to repeat Audio script: A: What number is it? B: It’s thirteen A: Where are the shorts? B: Over there A: Is the blanket near the tent? B: No, it isn’t It’s in the tent A: How old is your sister? B: She’s seventeen Answers: 1.√ X Extension: √ X Put the flashcards of Units 13 - 16 at different Group work places in the class Have pupils play in groups of four Say one word, for example, shorts, the pupils will try to run to the flashcard “shorts” as fast as he/ she could to slap on the word Listen and circle minutes Step 1: Have pupils look at the pairs of letters and say Whole class the letter sounds in pairs (say “Point and say.”) Invite some pupils to say the letters and the sounds in front of the class (/n/; /t/; /ə/; /ʃ/ ) Step 2: Play the recording, ask pupils to listen and circle Individual the letters of the sounds (say “Listen and work circle.”) Allow pupils time to complete the activity Play the recording again, if necessary (say “Listen again.”) Step 3: Check the answer to Question by asking “/n/ Individual or/ə/?” Invite some pupils to say the sounds work they have heard When pupils answer correctly, confirm by saying “/n/” and encourage them to repeat Step 4: Repeat Step for Questions 2, and Individual work Audio script: n t er sh Extension: Divide pupils into groups Have them listen to one sound, for example /t/, and in one minute, pupils try to find out the words containing the sound /t/ such as tent, teapot, The group with the most correct words wins Write and say 10 minutes Step 1: Draw pupils’ attention to Picture 1, say “Look at Whole class Picture 1” Have pupils point and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “shorts/ grandmother/ eleven/ teapot” Step 2: Have pupils write the letters to complete the words (say “Look and write.”) Allow pupils time to complete the activity Go around the class to offer support Step 3: Get pupils to check their answers in pairs Then ask some pairs to give their answers Give comments and confirm the correct answers Step 4: Have pupils say the words (say “Now say.”) Extension: Wrap-up Individual work Pair work Whole class Write incomplete words on the board and have Individual some pupils to write letters to complete them work E.g: _ ent , _ oes, _broth_ _, _fiftee_ , … minutes Option Have pupils play Kim’s game Stick flashcards on the board Have pupils look at the cards for 30 seconds Then ask them to close their eyes Have them open their eyes again and say what words have been missing Whole class Option Group work/ Stick some picture cards on the board Write Individual the words on the board Have pupils match work Option Individual Have pupils play Pass the ball game Give work flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: REVIEW Self check – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: – recognize the target words and sentence structures; – write the learnt words II INPUT Language: - Vocabulary: eleven, thirteen, fourteen, fifteen, brother, sister, grandmother, shirts, shoes, shorts, tent, teapot, blanket - Structures: How old is your _? and He’s/ She’s _ (age) to ask and answer questions about someone’s age Where are the _? and Over there to ask and answer questions about where things are What number is it? and It’s _ to ask and answer questions about numbers Is the _ near _? and No, it isn’t It’s _ to ask 10 and answer questions about the position of things Resources/Material: - Student’s book, p 73 - hoclieu.vn - Teacher’s guide, pp 144 - 145 - Flashcards - Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Read and tick – Find the words – Write the words – Wrap-up Teaching and learning activities Classroom management minutes Option Whole class - Have pupils sing one or two songs from Units 13 - 16 to revise the words and structures they have learnt If pupils not remember the songs, play the recording for them to sing along Option Whole class/ Show pupils the lyrics of a chant or a song from Individual Units 13 - 16 with some missing words, e.g.: work Is the near the tent? No, it isn’t It’s in the _ Is the near the tent? No, it isn’t It’s in the tent Is the near the ? No, it isn’t It’s on the table Then ask pupils to listen to the chant/ song and fill in the blanks, then sing the complete chant/ song aloud Option Group work Have pupils play the game Mystery bag to revise the sounds and words they learnt in previous units Read and tick minutes 11 Step 1: Have pupils read and say the sentence structures in Question Where are the shoes? Over there (say “Read and say.”) Step 2: Have pupils look at the pictures underneath the sentence structure (saying “Look at the pictures in Question 1, please!") and say what they can see When pupils answer correctly, confirm by saying “shoes/ shirts” Step 3: Have pupils read the sentence structures and tick the correct box (say “Read and tick.”) Allow pupils time to complete the activity Give further support to those pupils who find it difficult to the task Step 4: Check answers by saying “a or b?” When pupils answer correctly, confirm by saying “a” and encourage them to repeat the question and answer Step 5: Repeat Steps to for the sentence structures in Questions and Whole class Whole class Individual work Whole class Whole class/ Individual work Extension: Say aloud some sentences and have pupils Group work slap the suitable pictures Find the words minutes Step 1: Draw pupils’ attention to the word search and the list of eight words Have them point to and say each word (say “Point and say.”) Step 2: Ask pupils to look at the word search, find and circle the words in it individually Allow pupils time to complete the activity Step 3: Check answers by showing the word search grid on the board and inviting pupils to come to the front and circle the words Extension: Ask some advanced pupils to make sentences with these words Have pupils rearrange the sentences to make meaningful sentence E.g: shirts / Where / the / are / ? (Where are the shirts?) 12 Whole class Individual work Whole class Individual work blanket / tent / Is / near / the / the ? (Is the blanket near the tent.) Write the words minutes Step 1: Have pupils look at and describe the picture using the words they have learnt Whole class Step 2: Write sh_ _ _ _ on the board and encourage pupils to complete the word When they answer correctly, confirm by saying “shirts” and encourage them to repeat Step 3: Repeat Step for fifteen (f _ _ _ _ _ _), eighteen (e _ _ _ _ _ _ _), shorts (sh _ _ _ _), sister (s _ _ _ _ _) and teapot (t _ _ _ _ _) Step 4: Say “Write the words.” and allow pupils time to complete the activity Step 5: Check answers by inviting pupils to come to the front and complete the words shirts, fifteen, eighteen, shorts, sister and teapot on the board Extension: Show the picture of some learnt words and ask pupils to write the words on their notebooks Ask pupils to swap their answers with other classmates Then check the answers as a class Whole class Wrap-up Whole class Individual work Individual work Whole class/ Individual work minutes Option 1: Have pupils play Pass the ball game Whole class Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words Option 2: Show flashcards and have pupils say Individual the words Ask some pupils to make sentences work with the words Option 3: Divide the class into two or four Individual teams Call on one pupil from each team to go work to the board Say out a word or a sentence and the two/four pupils have to write them on the board Give a point to each correct word/sentence Pupils from the teams take 13 turns to write the words The team with the most points wins 14