Giáo án Tiếng Anh Lớp 3+4+5 - Week 26 - Năm học 2023-2024 - Tôn Thị Hằng

Nội dung tài liệu: Giáo án Tiếng Anh Lớp 3+4+5 - Week 26 - Năm học 2023-2024 - Tôn Thị Hằng

1. Week 26 Monday March 11th 2024 English 3- Period 99 UNIT 15: AT THE DINING TABLE Lesson 2: 1, 2, 3 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - Use the words bean, fish, meat, juice, egg, chicken, water, milk and rice in relation to the topic “Food and drinks”; Use What would you like to eat/drink? – I’d like some, please. To ask and answer questions about food and drinks; - Listening: listen and repeat; Oral communication: ask and answer the question about what people like to eat or drink; 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 - 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. TEACHING AIDS: - Student’s book Page 32 - Audio Tracks 46, 47 - Teacher’s guide Pages 187, 188 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) - Computer, projector III. PROCEDURES Teacher’s activities Pupils’ activities Warm-up and review: 5 minutes Play game Board Race! Group work - Divide the class into two teams. - Give each team a colored marker. - Draw a line down the middle of the board and write a topic at the top. - Have pupils write as many words related to the topic in a relay. Play games in the powerpoint Unit 15 – lesson 2 – period 3. - Divide the class into 2 teams to play “ What’s missing”. - Each team chooses one jar of juice to go to the question. - Have pupils find what is missing and say out loud the name of the missing food or drinks. Group work/ - Back to the menu for pupils to choose another question. Individual work - Pupils continue their turns until there are not any jars of juice left.
2. - The team that gets the most points is the winner. EXPLORATION Whole class Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the Whole class characters and food and drinks in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils Whole class/ to listen and repeat. Follow the same procedure with Picture b. Individual work Correct their pronunciation where necessary. Pair work Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Individual work Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What would you like to eat? and the answer I’d like some bread, please. and What would you like to drink? and the answer I’d like some milk, please. Tell pupils that they are the questions and the answers about what Nam and Mai would like to eat and drink. KNOWLEDGE CONSTRUCTION Whole class/ Activity 2. Listen, point and say. 9 minutes Individual work Step 1: Have pupils look at the pictures and elicit the names of the Whole class/ food and drinks. Have the class repeat the words a few times. Individual work Step 2: Have pupils point at Picture a, listen to the recording and Whole class/ repeat the words (eggs). Follow the same procedure with the other Individual work three pictures. Step 3: Point at Picture a and have pupils listen and repeat after the recording (What would you like to eat? – I’d like some eggs, Pair work please.). Point at Picture c and have pupils listen and repeat after the recording (What would you like to drink? – I’d like some water, please.). Pair work Step 4: Have pairs practise asking and answering questions What would you like to eat / drink? – I’d like some ____, please. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the Group work questions and answers in front of the class. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. PRACTICE Whole class/ Activity 3. Let’s talk. 8 minutes Individual work Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Group work
3. Step 2: Elicit the missing words in the speech bubble and write Individual work them on the board. Get pupils to say the completed sentence. Correct their pronunciation where necessary. Pair work Step 3: Put pupils into pairs and encourage them to ask and answer questions about what someone would like to eat or drink. Go around the classroom to offer support. Individual work/ Step 4: Invite some pairs to the front of the class to perform their Whole class conversations. Matching game T uses pictures and flashcards, gets 3 pupils to hold the pictures and 3 more to hold the sentences. Ask 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: 5 minutes Using sachmem.vn, activity 1: Look, listen and repeat or activity 2: Whole class Listen, point and say, have pupils look at the words or sentences in the pictures and repeat after the recording Play game Pictionary! - Before the class starts, prepare a bunch of words and put them in a bag. Group work - Divide the class into two teams and draw a line down the middle of the board. - Give one pupil from each team a pen and ask them to choose a word from the bag. - Ask pupils to draw a picture that best describes the word on the board and encourage their team to guess the word. - The first team to shout the correct answer gets a point. Play game in the powerpoint Unit 15 – lesson 2 – period 3 - Divide the class into 2 teams to play “ Yummy”. - Each team chooses one bowl to go to the question. - Have pupils look, read and choose the right option. - Back to the menu for pupils to choose another question. Group work - Pupils continue their turns until there are not any bowls left. - The team that gets the most points is the winner. IV. EXPERIENCES: ---------------------------------------------------------- Monday March 11th 2024 English 3- Period 100 UNIT 15: AT THE DINING TABLE Lesson 2: 4, 5, 6
4. I. OBJECTIVES: By the end of the lesson, pupils will be able to: - Use the words bean, meat, juice, egg, chicken, water, milk and rice in relation to the topic “Food and drinks”; Use What would you like to eat/drink? – I’d like some____, please. To ask and answer questions about food and drinks; Listen to and understand four communicative contexts in relation to food and drinks; Look, complete and read four target sentences with the help of picture cues; - Listening: listen and recognize the food and drinks; Self-control & independent learning: perform listening tasks; Communication and collaboration: work in pairs or groups; Sociability: talk to each other - Kindness: help partners to complete learning tasks;Diligence: complete learning tasks; Responsibility: appreciate kindness; Leadership: collaborate with teachers to enhance language skills II. TEACHING AIDS: - Student’s book Page 33 - Audio Tracks 48 - Teacher’s guide Pages 188, 189, 190 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) - Computer, projector III. PROCEDURES Teacher’s activities Pupils’ activities Warm-up and review: 5 minute Sing the song in Unit 15, Lesson 1. Whole class - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Play the game Hot Seat! Group work - Divide the class into 2 teams. - Choose one pupil to sit in front of their team. - Stand behind the pupil and write a word on the board. - Have the pupil in the hot seat listen to their teammates and try to guess the word. - The first pupil to say the word wins a point for their team. Then change the pupils with a new member of each team taking their place in their team's hot seat.
5. PRACTICE Whole class Activity 4. Listen and number. 8 minutes Step 1: Draw pupils’ attention to the pictures. Elicit the names of Whole class the food and drinks. Play the recording for pupils to listen. Step 2: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Whole class/ Step 3: Check answers together as a class. Play the recording again Individual work for pupils to double-check their answers and correct their answers in Whole class pairs. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. PRACTICE Whole class/ Activity 5. Look, complete and read. 9 minutes Individual work Step 1: Have pupils look at the pictures. Have them identify the Whole class/ names of food and drinks in the pictures. Individual work Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Whole class/ Step 3: Model with Picture 1. Have pupils look at the first sentence. Individual work Ask them what word is missing in the gap (bread). Then have them Individual work/ complete the sentence (I’d like some bread, please.). Pair work Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw the pupils' attention to the gaps in the sentences in Pictures 2, 3 and Group work 4. Step 5: Have pupils complete the sentences individually and ask a few pairs to read them aloud. Game: Slap the board. Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. PRODUCTION Whole class/ Activity 6. Let’s play. 8 minutes Individual work Step 1: Tell pupils that they are going to play the game Board race. Group work Write Food and Drinks on opposite sides of the board. Step 2: Have two teams play the game. When you say “Go”, the teams have to race to write the name of a food or drink. Each pupil Individual work writes one word at a time, before passing the marker /chalk to the next pupil and going to the back of the line. Step 3: Explain that a pupil who makes spelling mistakes or writes a word of food or drink under the wrong category will be out of the game.
6. Step 4: At the end of the game, announce the winner for the team Whole class that has written more correct words. / Individual work Game:Matching game T uses pictures and flashcards, gets 3 pupils to hold the pictures and 3 more to hold the sentences. Ask 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: 5 minutes Using sachmem.vn, activity 1: Look, listen and repeat or activity 2: Whole class Listen, point and say, have pupils look at the words, phrases and sentences in the pictures and repeat after the recording. Play games in the powerpoint Unit 15 – lesson 2 – period 4. - Have the whole class play “ Food maze”. - Have pupils look, read and lead the food eater to find the food or drink. - This game is just for fun. Group work IV. EXPERIENCES: ---------------------------------------------------------- Monday March 11th 2024 English 3- Period 101 UNIT 15: AT THE DINING TABLE Lesson 3: 1, 2, 3 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - Correctly repeat and pronounce the sounds of the letters ea and ea in isolation, in the words bread and meat, and in the sentences I’d like some bread, please; Would you like some meat?; Identify the target words bread and meat while listening; Say the chant with the correct rhythm and pronunciation. - Listening: listen and recognize the sounds then repeat; Self-control & independent learning: perform listening tasks; Communication and collaboration: work in pairs or groups; Sociability: talk to each other - Kindness: help partners to complete learning tasks; Diligence: complete learning tasks; Responsibility: appreciate kindness; Leadership: collaborate with teachers to enhance language skills II. TEACHING AIDS: - Student’s book Page 34 - Audio Tracks 49, 50, 51 - Teacher’s guide Pages 190, 191 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15)
7. - Computer, projector III. PROCEDURES Pupils’ Teacher’s activities activities WARM UP: 5 minutes Sing the song in Unit 15, Lesson 1. Whole class - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Play game Board Race! Group work - Divide the class into two teams. - Give each team a colored marker. - Draw a line down the middle of the board and write a topic at the top. - Have pupils write as many words related to the topic in a relay. KNOWLEDGE CONSTRUCTION Whole class Activity 1. Listen and repeat. 8 minutes Step 1: Draw pupils’ attention to the letters ea, the word bread and the sentence I’d like some bread, please. Play the recording and encourage them to point at the cluster / word / sentence while Whole class listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Whole class Step 3: Repeat Steps 1 and 2 for the letters ea, the word meat and the sentence Would you like some meat? PRACTICE Whole class/ Activity 2. Listen and tick. 9 minutes Individual work Step 1: Draw pupils’ attention to the sentences and the gap-fill Whole class/ options (a, b and c). Individual work. Step 2: Play the recording for pupils to listen to. Play the recording Whole class/ again for pupils to listen and tick the correct options. Individual work Step 3: Get pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Individual work Step 4: Play the recording again for pupils to double-check their Group work answers. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. PRACTICE Whole class/ Activity 3. Let’s chant. 8 minutes Individual work Group work
8. Step 1: Draw pupils’ attention to the lyrics of the chant. Model them line by line for pupils to repeat. Individual work Step 2: Play the recording all the way through for pupils to listen Whole class/ to the whole chant. Encourage them to listen carefully to the Individual work rhythm and pronunciation. Step 3: Play the recording line by line while pupils listen and repeat. Correct their pronunciation, if necessary. Group work Step 4: Play the recording all the way through for pupils to 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. WRAP UP: 5 minutes Using sachmem.vn, activity 1: Listen and repeat, have pupils look Whole class at the sounds, words and sentences and repeat after the recording. Game: play the game in the powerpoint Unit 15 – lesson 3 – period 5 - Have the whole class play “Word search puzzle”. - Have pupils find out the words about food and drinks. Group work - This game is just for fun. Preparation for the project: Tell pupils about the project on page 35. Ask them to prepare it at home by doing a survey with classmates (interviewing) about food and drinks they would like to eat and drink and report the results to the class. Whole class IV. EXPERIENCES: ---------------------------------------------------------- Thursday March 14th 2024 English 3- Period 102 UNIT 15: AT THE DINING TABLE Lesson 3: 4, 5, 6 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - Read and complete a passage with five words “dining, drinks, like, rice, some” provided in a box; Complete a paragraph about what a pupil and his / her family members would like to eat and drink by writing the target words in the gaps; Do a survey with classmates and tell the class about food and drinks they would like to eat or drink. - Critical thinking: do an interview with friends; Oral communication: ask question about what other pupils like ; Written communication: practice writing about favourite food and drinks; Communication and collaboration: work in pairs or groups; Sociability: talk to each other
9. - Kindness: help partners to complete learning tasks; Diligence: complete learning tasks; Leadership: collaborate with teachers to enhance language skills II. TEACHING AIDS: - Student’s book Page 35 - Teacher’s guide Pages 192, 193 - Website sachmem.vn - Flashcards/pictures and posters (Unit 15) - Computer, projector III. PROCEDURES Pupils’ Teacher’s activities activities WARM UP: 5 minutes Option 1: Sing the song in Unit 15, Lesson 1. Whole class - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Chant and do activities (Unit 15, Lesson 3). Group work - Ask pupils to chant and do the actions in Unit 15, Lesson 3 in groups. - Give points and encourage them. Option 3: play the game in the powerpoint Unit 15 – lesson 3 – period 6 Individual work/ - Divide the class into 2 teams to play “ Hangman”. Group work - Have pupils guess the word letter by letter. - Whenever the pupils guess a letter that is in the secret word, click on the letter to fill it into the blank where it occurs. - The team that has more correct answers is the winner. PRACTICE Whole class Activity 4. Read and complete. 8 minutes Individual work Step 1: Draw pupils’ attention to the words provided in the box and Whole class/ the five gaps in the passage. Individual work Step 2: Have pupils work individually. Pair work/ Step 3: Set a time limit for pupils to complete the activity. Go around Whole class the classroom to monitor their reading task. Step 4: Get pupils to swap their answers with a partner, then check answers together as a class. Write the answers on the board. PRODUCTION Whole class/ Activity 5. Let’s write. 9 minutes Individual work Step 1: Write the first incomplete sentence on the board: My father Whole class/ and mother would like _______. Individual work
10. Step 2: Read the incomplete sentence together as a class. Elicit the Individual work words pupils have to use in the gap and encourage them to say the answers. Step 3: Give pupils time to write the answers in their notebooks. Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. PRODUCTION Whole class/ Activity 6. Project. 8 minutes Individual work Step 1: Draw the table on the board. Ask a pupil: What would you Whole class like to eat and drink?, then write their name and answers on the table. Group work Step 2: Tell pupils to draw their own tables in their notebooks. Individual work Step 3: Explain to pupils that they should move around the classroom Whole class/ and find three classmates to ask. Remind them to write their answers Individual work in the table before moving on to the next person. Whole class Step 4: Allow enough time for all pupils to complete their tables. Go around the classroom to monitor and offer support. Extension: If time allows, invite a few pupils to share their results with the class. WRAP UP: 5 minutes Using sachmem.vn, activity 1: Listen and repeat, have pupils look at Whole class the sounds, words and sentences and repeat after the recording. Game: Sentence Puzzle - Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. Group work - The group that makes it first will be the winner. IV. EXPERIENCES: ---------------------------------------------------------- Week 26 Tuesday March 12th 2024 English 4 – Period 99 UNIT 15: MY FAMILY’S WEEKENDS Lesson 2 (1, 2, 3) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - Use the words and phrases cook meals, do yoga, play tennis and watch films in relation to the topic “My family’s weekends” - use What does he / she do on Sundays? – He / She . to ask and answer questions about what someone does; - Skills: speaking and listening
11. 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Oral Communication: speak about someone, ask and answer the questions 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 214, 215; audio Tracks 45, 46, website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 32, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (3’) Game: Lucky Wheel game (ppt) - Divide the class into 2 teams. - Ss listen - Have Ss from each team choose a number, then answer the questions. - Ss play the game - If the Ss answer correctly, T spins the wheel on the slide to get the points for that question. - After 6 numbers, the team with the most points is the winner. - Ss open their books - Say “Open your book page 32” and look at “Unit 13, Lesson 2 (1,2,3)”. 2. Presentation(16’) Activity 1. Vocabulary. -Ss listen and answer -T elicits the new words + cook meals : nấu các bữa ăn (realia) - - Ss listen and repeat + play tennis : chơi quần vợt (realia) + Choral repetition (3 times). + watch films : xem phim (realia) + Individual repetition (3 ss) + do yoga : tập yoga (visual) - Ss take note - Ss look, remember and write - T models (3 times). - T writes the words on the board. - Checking: Rub out and remember Activity 2. Look, listen and repeat: - Have Ss look at Pictures a and b and identify the -Look at the pictures and get to know the places, characters and their activities in the characters in the pictures. pictures. + In picture a:
12. Ben: Where does your father go on Sundays? Linh: He goes to the sports centre + In picture b: Ben: What does he do there? Linh: He plays tennis - Play the audio twice (sentence by sentence). -Ss listen and repeat in chorus (twice) Correct their pronunciation where necessary. - Have Ss to practice the diaguage -Ss work in pairs to practice - T invites a few pairs to the front of the class to -Ss practice the diaguage practice. -Ss listen - T checks pronunciation for ss. Activity 3. Listen, point and say. * Model sentences: - T asks Ss look at picture b and helps Ss know the -Ss look at the picture and answer. structure from the dialogue. - T introduces new structure for Ss. -Ss listen - T explains, models and gives meaning. -Ss listen and repeat - Have Ss repeat the model sentences. -Ss repeat A: What does he / she do on Sundays? B: He/ She plays tennis 3.Practice: (7’) *Drill pictures - Elicit the activities of the people. - Ss look, listen and answer + Picture a: a sister cooking + Picture b: a father playing tennis + Picture c: a brother watching a film + Picture d: a mother doing yoga - Run through all the pictures. -Ss practice in chorus - Run through model sentences. +Run through the question sentences -Ss practice in chorus +Run through the answer sentences - Have Ss to practise:
13. + T asks, Ss answer picture a - Ss practice in chorus + Ss ask, T answers picture b + Group A ask, group B answer picture c + Group B ask, group A answer picture d - Ask Ss to work in pairs. -Ss work in pairs to practice - T controls and corrects. - Invite a few pairs to come to the front of the -Ss listen classroom, point at the relevant character in each picture, and act out his/her role. -Ss go to the board and role play. - T gives feedbacks. -Ss listen 4.Production: (7’) Activity 4. Let’s talk. - Ask questions to help them identify the context. -Ss look at the picture and answer + a mother doing yoga, a brother cooking a meal, a sister watching a film, a father playing tennis - Put pupils into pairs and encourage them to ask and answer questions about what a family member does at the weekend. - Invite a few pairs to practise asking and answering questions about what a family member -Ss work in pairs to ask and answer does at the weekend. - Invite a few pairs to the front of the class to perform their conversations. -Ss ask and answer *Consolidation - T asks ss to answer the following questions: -Ss perform in front of the class. +What are the core values of the lesson? (if the teacher can take from the lesson). - T review the vocabulary and model sentences. - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more. -Ss answer the questions 5. Homework. (2’) - Learn the vocabulary by heart - Prepare the new lesson: Unit 15, Lesson 2 (4,5,6). - Ss listen -Ss listen and clap their hands
14. -Ss listen and take note D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Thursday March 14th 2024 English 4 – Period 100 UNIT 15: MY FAMILY’S WEEKENDS Lesson 2 (4, 5, 6) A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - use the words and phrases cinema, shopping centre, sports centre, swimming pool in relation to the topic “My family’s weekends” -listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends” - Vocabulary: Review - Skills: speaking, listening, reading and writing. 2. Competences: - Co-operation: ready to help friends in pair work/ group work. - Self-control and independent learning: perform listening tasks. 3. Attitude/ Qualities: - Kindness: Help partners to complete learning tasks. - Honesty: tell the truth about feelings and emotions. B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 216, 217; audio Tracks 47; website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector. - Students: Pupil’s book Page 33, notebooks, workbooks, school things. C. PROCEDURES: Teacher’s activities Students’ activities 1.Warm- up: (5’) Game: “Lucky wheel” - Sing and dance the song in chorus. - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose the flag and answer the question. - Ss open their books - The team that has more points is the winner. - Say “Open your book page 33” and look at “Unit 15, Lesson 2 (4,5,6)”. 2.Practice: (27’) Activity 1. Listen and match: -Look at the pictures and say: + Picture a: cinema icon
15. - Ask questions to help Ss identify the people in + Picture b: yoga icon the pictures and the icons. + Picture c: tennis icon + Picture d: cooking icon -Ss guess the answers - Ss listen to the tape and match - T ask Ss to guess the answers. - Ss listen again, match and swap books + T writes Ss’guessing on the board. with their partners. - Listen to the tape: - Ss check their answers and guessing + Play the recording + Play the recording again and get Ss to swap -Ss write the answer books with their partners. + Play the recording again to check answers together as a class. -Ss listen and repeat. + Write the answers on the board for Ss to correct their answers. Then checks Ss’ guessing. - Play the recording, sentence by sentence, for the class to listen and repeat in chorus. Key: 1.c 2. d 3. a 4. b -Ss look at the pictures and say Activity 2. Look, complete and read. - Have Ss look at the pictures and identify the people and their activities in the pictures -Ss look at the gap and pay attention - Have Ss look at the two gapped exchanges. -Ss answer and complete the sentence Draw their attention to the missing words. - Have Ss look at the first gap. Ask them what word is missing (sports centre). Then have them complete the sentence (He goes to the sports -Ss read and complete centre.). +Get them to guess the missing words in the -Ss do the task with exchange 2 following sentences (do; tennis).
16. - Repeat the same procedure with Exchange 2. -Ss swap books and check answer - Get Ss to swap books with a partner and check their answers before checking as a class. - Ask a few pairs to read the completed -Ss read the completed exchanges aloud. -T gives feedbacks. Key: 1. sports centre; do; tennis 2. home; What; cooks meals Activity 3. Let’s play. - Tell Ss that they are going to play Matching game in pairs. - The player turns over a pair of cards. +If the cards show an activity and a place that matches, the player scores a point, ex: the card play tennis matches the card sports centre. - Ss list- Ss listen - The player continues to turn over pairs of cards. + If the cards do not match, the other player has a -Ss play the game turn. + The player who gets more points is the winner. - Have Ss work in pairs. Invite one or two pairs to - Ss play the game the front of the class to play the game. - Ask Ss to make sentences with the words on the cards they have, ex: My father goes to the sports centre on Sundays. He plays tennis. *Consolidation - T asks ss to answer the following questions: + What have you learnt from the lesson today? +What are the core values of the lesson? (if the -Ss listen and answer teacher can take from the lesson). - T praises some Ss who are hardworking / active/ good . as well as encourage others to try more.
17. 3. Homework. (3’) - Prepare the new lesson: Unit 15, Lesson 3 -Ss listen and take note (1,2,3). D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Thursday March 14th 2024 English 4 – Period 101 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 – Period 5 A. OBJECTIVES: By the end of the lesson, Ss will be able to: 1. Knowledge: - correctly repeat the sounds of the letters g and s in isolation, in the words go and television, and in the sentences I go to the cinema on Saturdays, and the word television (/ʒ/) as in We watch television on Sundays. - identify the target words go and television while listening. - say the chant with the correct rhythm and pronunciation. 2. Competences: - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks 3. Attitude/ Qualities: - Express love and care for family members. B. TEACHING AIDS: - Student’s book: Page 34 - Audio tracks 48, 49, 50 - Teacher’s guide: Pages 218, 219 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, C. PROCEDURES: Teacher’s and pupils’ activities Interaction Warm-up and review: 5 minutes Greet the class. Option 1: Game: Pick the movie game (ppt) Group work - Divide pupils into groups, each group takes turns choosing a number. - Pupils read the description and choose the correct picture. - The team with the most points will be the winner. Option 2: - Have the class play the Matching game in groups or in pairs. * Ask pupils to open their books at page 34 and look at Unit 15, Lesson 3, Group work
18. Activity 1. Tell them what they will learn in this lesson. /Pair work KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the letter g, the word go and the sentence Whole class/ I go to the cinema on Saturdays. Play the recording and encourage pupils Individual work to point at the letter, the word and the sentence while listening Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 with the letter s, the word television and the sentence We watch television on Sundays. Step 4: Let pupils work in pairs or groups, pronouncing the sounds, saying Pair work/ the words and reading the sentences until they feel confident. Group work PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen Whole class/ to the recording and circle the correct options. Check comprehension. Individual work Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers Pair work as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the completed sentences. Individual work PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check their Whole class/ comprehension. Individual work Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters g and s in the words go and television. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation if necessary. Step 4: Play the recording all the way through for pupils to chant along. Encourage them to clap along while chanting. Extension: Divide the class into two groups to take turns listening to and Group work repeating the chant while the rest of the class claps along.
19. Fun corner and wrap-up: 5 minutes Option 1: Game: Listen and choose (ppt) - Have pupils listen to a sentence several times, then ask them to find the sound /g/ or /ʒ/ with the given word. Pupils identify the word by throwing Group work the sticky ball. - When pupils answer correctly, the teacher or pupils click to reveal the score for that question. Option 2: Game: Slap the board - Divide pupils into 2 - 3 groups. - Each team sends one representative to the board. Teacher draws two boxes and writes g and s in each box. - Teacher reads a word and the representatives slap the box containing letters g or s according to the sound that they hear. - The first pupil to touch the box gets one point. D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Thursday March 14th 2024 English 4 – Period 102 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 – Period 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read a text and decide whether the statements about Ben and his knowledge & family’s Sunday activities are true or false. skills - complete a text about what Mai’s family members do at the weekend by writing the target words in the gaps. - make notes about where pupils’ family members go and what they do at the weekend, and present the results to the class, using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Express love and care for family members. II. RESOURCES AND MATERIALS - Student’s book: Page 35 - Teacher’s guide: Pages 220, 221 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s write –
20. PROCEDURE Project – Fun corner and wrap-up Teacher’s and pupils’ activities Interaction Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Catch the sentence! (ppt) Group work - Divide the class into 2 or 3 teams. - Teacher calls one pupil from each team to come up to the front. - Teacher explains the rules. - Letters or words will appear then disappear. - Pupils read them quickly. The quicker one gets points for their team. Option 2: - Spend a few minutes revising the previous lesson by having the class say the chant on page 34. Whole class/ Individual work * Ask pupils to open their books at page 35 and look at Unit 15, Lesson 3, Activity 4. PRACTICE Activity 4. Read and tick True or False. 5 minutes Step 1: Draw pupils’ attention to the four statements, focusing on the Whole class/ activities of each member of Ben’s family on Sunday. Individual work Step 2: Ask pupils to read the text individually first, then in pairs to decide if the statements are true or false. Step 3: Set a time limit for pupils to do the task. Go around the classroom and offer help where necessary. Step 4: Select a few pupils to read their answers in front of the class. Get them to provide reasons for their answers. Then check answers as a class and give explanations where necessary. PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Ask pupils to read the gapped text and fill in the gaps with Whole class/ information about Mai’s family members’ activities. Tell pupils that the Individual work gaps in the text focus on Mai’s family members’ activities at the weekend. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit Mai’s father’s activities. Then have them write an answer, e.g. plays tennis, in the gap. Individual work Step 3: Give pupils time to complete the text independently. Go around the Pair work classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their Individual work answers. Extension: Invite a few pupils to read their completed texts in front of the