Giáo án Tiếng Anh Lớp 3+4+5 - Week 27 - Năm học 2023-2024 - Tôn Thị Hằng

Nội dung tài liệu: Giáo án Tiếng Anh Lớp 3+4+5 - Week 27 - Năm học 2023-2024 - Tôn Thị Hằng

1. Week 27 Monday March 18th 2024 English 3- Period 103 REVIEW 3 & FUN TIME Review – Period 1 I. OBJECTIVES: By the end of the unit, pupils will be able to review the following sentence patterns Who’s this / that? It’s my ____.; How old is he / she? He’s /She’s ____.; What’s her job? – He’s / She’s ____. Is he / she ____? – Yes, he / she is. / No, he / she isn’t. Where’s ____? – It’s here / there.; Where are the ____? – They’re ____. There’s / There are ____ in the room.; The ____ is ____.; The ____ are ____.; Would you like some ____? – Yes, please. / No, thanks. What would you like to eat / drink? – I’d like some ____, please. - Listening: listen and tick the correct answers; Self-control & independent learning: perform listening tasks; Sociability: talk to each other, say good words to others - 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 36 - Audio Tracks 52, 53 - Teacher’s guide Pages 194,195,196 - Website sachmem - Flashcards/pictures and posters (Review 3 & Fun time) - Computer, projector III. PROCEDURES Teacher’s activities Pupils’ 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. 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. Play a game in the powerpoint Review 3 – period 1. Individual work/ Group work
2. - Divide the class into 2 teams to play “ BattleShips”. - Each team chooses one number to go to the question. - Have pupils look, choose and answer the questions. - Pupils can open 2 squares at once if they answer correctly. - Back to the menu to choose a question. - Pupils continue their turns until they can find all the ships. Activity 1. Listen and tick. 8 minutes Whole class Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the characters in each picture. Check comprehension. Whole class Step 2: Play the recording for pupils to listen to Question 1. Ask pupils to listen and circle the correct answer a or b. Play the recording again for pupils to do the task. Play the recording a third time to give pupils Whole class/ another listening opportunity. Individual work Step 3: Repeat the same procedure with the rest of the pictures: 2a – Whole class/ Pair 2b, 3a – 3b, 4a – 4b and 5a – 5b. work Step 4: Get pupils to swap books with a partner, then check answers Whole class/ together as a class. Write the correct answers on the board. Individual work Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. Activity 2. Listen and number. 9 minutes Whole class/ Step 1: Draw pupils’ attention to the pictures. Elicit the context of each Individual work picture (see Input). Whole class/ Step 2: Play the recording for pupils to listen and number the picture. Individual work Play the recording again for pupils to do the task. Play the recording a Whole class/ Pair third time to give pupils another listening opportunity. work Step 3: Check answers together as a class. Play the recording again for the pupils to double-check their answers and correct their answers in Whole class/ pairs. Individual work Extension: If time allows, play the recording sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation, where necessary. Group work 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. WRAP UP: 5 minutes Play game Pictionary! Whole class - Before the class starts, prepare a bunch of words and put them in a bag. - Divide the class into two teams and draw a line down the middle of
3. the board. - Give one pupil from each team a pen and ask them to choose a word from the bag. - Ask pupils to draw on the board and encourage their team to guess the word. - The first team to shout the correct answer gets a point. 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 Play a game in the powerpoint for Review 3 – period 1. - Divide the class into 2 teams to play “Hangman”. - Have pupils guess the word letter by letter. - Whenever the pupils guess a letter that is in the secret word, click the letter to fill it into the blank where it occurs. Whole class IV. EXPERIENCES: ---------------------------------------------------------- Monday March 18th 2024 English 3- Period 104 REVIEW 3 & FUN TIME Review – Period 2 I. OBJECTIVES: By the end of the unit, pupils will be able to review the following sentence patterns: ● Who’s this / that? It’s my ____.; ● What’s his/her job? – He’s / She’s ____.; ● Where’s ____? – It’s here / there.; ● The ____ is ____.; The ____ are ____.; ● What would you like to eat / drink? – I’d like some ____, please. ● Would you like some ____? – Yes, please. / No, thanks. - Reading: read a gapped text and fill in the blanks; 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; Responsibility: appreciate kindness; Leadership: collaborate with teachers to enhance language skills. II. TEACHING AIDS: - Student’s book Page 37 - Teacher’s guide Pages 196, 197 - Website sachmem - Flashcards/pictures and posters (Review 3 & Fun time) - Computer, projector
4. III. PROCEDURES Teacher’s activities Pupils’ 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. 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. Play a game in the powerpoint Review 3 – period 2. Individual work - Get the whole class to play “Talk for one minute about ”. - Have pupils spin the wheel to go to the questions. - Get pupils to talk one minute about the topics they have learnt. Activity 3. Read and match. 8 minutes Whole class Step 1: Draw pupils’ attention to the first sentence (1. How old is your sister?). Read it together as a class. Check comprehension. Step 2: Draw pupils’ attention to the Sentences a to e on the right. Ask them to read and choose the correct answer to Question 1, then match. Whole class When pupils answer correctly, tell them to draw a line to match the question to the answer. Repeat the same procedure with the rest of the questions. Step 3: Tell pupils to swap books with a partner, then check answers Whole class/ Pair together as a class. Write the correct answers on the board. Play the work recording for pupils to check their answers again. Extension: Invite pairs of pupils to stand up and read aloud the matched exchanges. Pair work Activity 4. Read and complete. 8 minutes Whole class/ Step 1: Draw pupils’ attention to the first sentence There (1) _____ two Individual work bedrooms in my house. Write it on the board. Whole class/ Step 2: Draw pupils’ attention to the word cues to choose the correct Individual work word to fill in the gap in the first sentence. When pupils answer correctly, tell them to read and complete the sentence. Repeat the same Pair work/ Whole procedure with the rest of the text. class Step 3: Get pupils to swap books with a partner, then check answers Whole class/ together as a class. Individual work Extension: Invite some pupils to stand up and read aloud the completed
5. text. Group work 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. Activity 5. Ask and answer. 9 minutes Whole class/ Step 1: Draw pupils’ attention to the first picture. Get them to identify Individual work the people in the picture. Check pupils’ comprehension. Whole class/ Step 2: Draw pupils’ attention to Question 1 (1. Who’s this?). Have Individual work pupils point to each person in the picture to answer the question. Repeat the same procedure with the rest of the questions. Pair work/ Whole Step 3: Have pupils work in pairs to role-play the four exchanges. Go class around the classroom to monitor the activity. Pair work Extension: Invite pairs of pupils to stand up and take it in turns to role- play the target exchanges. Game: Matching game Group work 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 matching. Then ask the whole class to look and say aloud. Fun corner and wrap-up: 5 minutes Play the game Board Race! Whole class - 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. Game: Sentence Puzzle - Divide the class into groups of four. Group work - 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. Play a game in the powerpoint Review 3 – period 2. - Divide the class into 2 teams to play “ Fabulous sounds”. - Each team chooses one letter to go to the question. - Have pupils look, read and choose the right letters that match the sounds. Whole class - Back to the menu for pupils to pick another question. - Pupils continue their turns until there are not any numbers left.
6. IV. EXPERIENCES: ---------------------------------------------------------- Monday March 18th 2024 English 3- Period 105 REVIEW 3 & FUN TIME Review – Period 3 I. OBJECTIVES: By the end of the unit, pupils will be able to: - Revise the spelling of five words: teacher, brother, driver, mother and worker; Improve their speed and flexibility when checking vocabulary; Use the target vocabulary and sentence patterns to carry out a survey; Identify healthy and unhealthy foods. - Communication and collaboration: work in pairs or groups; Sociability: talk to each other; Critical thinking: recognize healthy food and drinks - Kindness: help partners to complete learning tasks; Diligence: complete learning tasks II. TEACHING AIDS: - Student’s book Page 38, 39 - Teacher’s guide Pages 197,198 - Website sachmem - Flashcards/pictures and posters (Review 3 & Funtime) - Computer, projector III. PROCEDURES Teacher’s activities Pupils’ activities WARM UP: 5 minutes Choose one song from Unit 11 to 15. 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 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. Play a game in the powerpoint Fun time - period 3. - Divide pupils into 2 teams. - Pupils find words in categories beginning with the set letter. - When they finish, they can shout 'Stop the bus!' Group work - The winner can choose and open a gift box.
7. PRACTICE Whole class Activity 1. Do the puzzle. 8 minutes Step 1: Have pupils look at the puzzle. Ask: Who do you see in the pictures? Stick the flash cards of the words, one by one, on the board. Whole class/ Point to each word on the board, and have pupils say the word as a Individual work class. Step 2: Point at Picture 1, elicit the word, write it in the crossword as Whole class an example. Tell pupils to repeat the same procedure with the other picture cues. Step 3: Check the answers as a class. Activity 2. Quiz time. 9 minutes Whole class/ Step 1: Tell pupils that each of them needs to interview three different Individual work classmates to find out their favourite food or drinks. Whole class/ Step 2: Gives pupils 10 minutes to circulate and complete their survey Individual work tables Step 3: After pupils have interviewed their classmates and taken notes, give them another 5 to 10 minutes to prepare to share their findings. Individual work Step 4: Invite different pupils to come to the front of the class and share their findings. Activity 3. Circle the healthy foods. 8 minutes Whole class/ Step 1: Draw pupils’ attention to the pictures and elicit the names of Individual work the foods: apple, chips, water, rice, fish, noodles, cake. Group work Step 2: Put pupils into pairs and tell them to work together to circle the healthy foods. Individual work Step 3: Display a picture of an apple on the board. Ask pupils if it is healthy or unhealthy. When they answer correctly, write healthy under Individual work/ the picture and model it for pupils to repeat. Whole class Repeat the same procedure for the other foods. If a food is unhealthy, write unhealthy under the picture. WRAP UP: 5 minutes Play a game in the powerpoint Fun time 3. - Divide the class into 2 teams to play “ Build a spaceship”. - Have pupils guess the word letter by letter. Whole class - Whenever pupils guess a letter that is in the secret word, click the letter to fill it into the blank where it occurs. - The one who has the correct answers can build a spaceship and fly to space. IV. EXPERIENCES: ---------------------------------------------------------- Thursday March 21st 2024 English 3- Period 106 UNIT 16: MY PETS
8. Lesson 1 – Period 1 I. OBJECTIVES: By the end of the lesson, pupils will be able to: - Use the words birds, cats, parrots, rabbits in relation to the topic "Pets"; Use some and many to identify the quantity of pets; Use Do you have any _____? - Yes, I do. / No, I don’t. to ask and answer questions about pets; - Listening: listen and recognize the names of the pets, then repeat.; Critical Thinking: talk about pets (names of the pets); Oral Communication: speak about names, ask and answer the questions; Self-control & independent learning: perform listening tasks; Communication and collaboration: work in pairs or groups. - Diligence: complete learning tasks; Leadership: collaborate with teachers to enhance language skills. II. TEACHING AIDS: - Student’s book Page 40 - Audio Tracks 54, 55 - Teacher’s guide Pages 199 - 201 - Website sachmem.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector III. PROCEDURES Teacher’s activities Pupil’s activities WARM UP: 5 minutes Sing the song Would you like some ....? in Unit 15. 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. Sing the song I have a pet from Youtube (link is in the ppt). Group work EXPLORATION Activity 1. Look, listen and repeat. 8 minutes Step 1: Have pupils look at Pictures a and b and identify the characters Whole class in the pictures. Draw their attention to the questions Do you have any cats / dogs? and the answers Yes, I do. / No, I don’t. Check comprehension. Step 2: Ask pupils to look at Picture a. Play the recording for them to Whole class 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 listen and repeat in Whole class/ chorus sentence by sentence. Individual work
9. Step 4: Invite a few pairs to the front of the classroom to listen and Whole class/ Pair repeat the sentences in the recording. work Activity 2. Listen, point and say. 9 minutes Step 1: Have pupils look at the pictures and elicit the names of the pets. Whole class/ Step 2: Have pupils point at Picture a (birds), listen to the recording and Individual work repeat the word. Follow the same procedure with the other three Whole class/ pictures. Have pupils repeat the word under each picture a few times. Individual work Step 3: Point at the Picture a and ask the question (Do you have any birds?). Whole class/ Elicit the answer Individual work (Yes, I do). Point at Picture b and ask the question (Do you have any parrots?). Elicit the answer Pair work (No, I don’t.). Follow the same procedure with the last two pictures. Step 4: Have pairs practise asking and answering the question Do you have any _______? - Yes, I do. / No, I don’t. Pair work Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Whole class/ Activity 3. Let’s talk. 8 minutes Individual work Step 1: Draw pupils’ attention to the picture. Tell them about the Group work activity. Ask questions to help them understand the context (see Input). Step 2: Put pupils into groups of four. Tell them to ask and answer Individual work questions using Do you have any ? – Yes, / No, ______. Go around the classroom to offer support. Step 3: Invite some pupils to the front of the class to ask and answer Whole class questions about their pets. Group work WRAP UP: 5 minutes - Using sachmem.vn, have pupils look at the words in the picture of Activities 1, 2 and repeat after the recordings. Game: Spin the wheels IV. EXPERIENCES: ---------------------------------------------------------- Week 27 Tuesday March 19th 2024 English 4 – Period 103 REVIEW 3
10. Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – review the following sentence patterns: Where do you live? – I live ____. What’s the ____ like? – It’s ____. What does he / she do? – He’s / She’s ____. Where does he / she work? – He / She works ____. What does he / she look like? – He’s / She’s ____. What does he / she look like? – He / She has ____. When do you watch TV? – I watch TV ____. What do you do in the morning? – I ____. Where does he / she go on Saturdays? – He / She goes to the ____. What does he / she do on Sundays? – He / She ____. – listen to and understand four communicative contexts and number the correct pictures. ask and answer questions using picture cues. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks II. RESOURCES AND MATERIALS - Student’s book: Page 36 - Audio tracks 51 - Teacher’s guide: Pages 222 - 224 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. PROCEDURE Teacher’s activities Pupils’ activities Warm-up and review: 5 minutes - Greet the class. – Spend a few minutes revising Unit 15 by having pupils sing the song Whole class/ Where do they go on Saturdays? on page 31 and / or say the chant on Individual work page 34. – Ask pupils to open their books at page 36 and look at Review 3. Tell them what they will learn in this unit. Activity 1. Listen and number. 10 minutes
11. Step 1: Draw pupils’ attention to Pictures a, b, c and d. Elicit what is shown in each picture (See Input). Check comprehension. Step 2: Play the recording for Question a. Play the recording again for Whole class/ pupils to do the task. Play the recording a third time to give pupils Individual work another listening opportunity if needed. Step 3: Repeat Step 2 for the rest of the pictures. Pair work Step 4: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 5: Play the recording for pupils to double-check their answers. Whole class Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. Activity 2. Ask and answer. 10 minutes Step 1: Draw pupils’ attention to the first picture. Get them to look at Whole class/ Mary’s thought bubble to identify what the girl looks like. Check Individual work comprehension. Step 2: Draw pupils’ attention to Nam’s question (What does your sister look like?). Have pupils look at the girl in Mary’s thought bubble to answer the question. Step 3: Repeat Steps 1 and 2 with the rest of the pictures. Pair work Step 4: Have pupils work in pairs to role-play the four exchanges. Go around the classroom to monitor the activity. Extension: Invite some pairs of pupils to stand up and take it in turns to role-play the target exchanges. Fun corner and wrap-up: 10 minutes Option 1: Review Game (PPT) - Divide the class into teams. - Teacher reminds pupils of 4 topics that pupils have learnt about: Jobs, Whole class/ Appearance, Daily activities, My family’s weekend. Group work - T calls 1 pupil from each team to choose a topic and the points they want to get. Then, they answer the questions. If the pupil answers correctly, they will get the chosen points for that question. D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Thursday March 21st 2024 English 4 – Period 104 REVIEW 3 Period 2
12. I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – review the following sentence patterns: Where do you live? – I live ____. What’s the ____ like? – It’s ____. What does he / she do? – He’s / She’s ____. Where does he / she work? – He / She works ____. What does he / she look like? – He’s / She’s ____. What does he / she look like? – He / She has ____. When do you watch TV? – I watch TV ____. What do you do in the morning? – I ____. Where does he / she go on Saturdays? – He / She goes to the ____. What does he / she do on Sundays? – He / She ____. – read and match pairs of target sentence patterns – read and show understanding of a text by completing the gaps. - complete a gapped paragraph using a picture cue. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks II. RESOURCES AND MATERIALS - Student’s book: Page 37 - Teacher’s guide: Pages 224,225 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. PROCEDURE Teacher’s and pupils’ activities Interaction Warm-up and review: 5 minutes - Greet the class. Option 1: Play a game - Pick 5 - 10 pupils to stand up - One pupil reads the word or sentence on the screen. - Then, the next person goes. Whole class/ - If Billy is struck by lightning when you’re reading, you’re out (sit Individual work down). - The last person standing is the winner! Option 2: - Spend a few minutes revising Units 11 to 15 by having pupils play a
13. game (e.g. Whispering, Guessing game, Tic-tac-toe) using language learnt in these units. *Ask pupils to open their books at page 37 and look at Review 3, Activity 3. Tell them what they will learn in this unit. Activity 3. Read and match. 10 minutes Step 1: Draw pupils’ attention to the sentences. Tell them about this Whole class/ activity. Point at Sentence 1, elicit the answer and give feedback. Draw a Individual work line to match Sentence 1 with the letter d. Step 2: Give pupils time to do the task individually. Go around the classroom to offer support. Pair work Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Extension: Invite some pairs of pupils to stand up and read the matched exchanges aloud. Activity 4. Read and complete. 10 minutes Step 1: Draw pupils’ attention to the words in the box and the paragraph. Whole class/ Point at the first gapped sentence and have pupils read it aloud as a class. Individual work Elicit the missing word and give feedback. Complete the sentence and get pupils to read the completed sentence in chorus. Step 2: Give pupils time to do the task individually. Go around the classroom to offer support where necessary. Pair work Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Individual work Extension: Invite a few pupils to stand up and read the completed paragraph aloud. Activity 5. Let’s write. 5 minutes Step 1: Tell the class the goal of this activity: to read the gapped text and fill in the gaps using the picture cue. Check comprehension. Step 2: Write the sentence with the first gap on the board: My father Whole class/ ____. Ask pupils to point at the father in the picture and encourage pupils to say what he does on Sundays (cooks meals). Give pupils time to write Individual work the answers. Step 3: Repeat Step 2 for the other gaps. Step 4: If time allows, invite a few pupils to read the paragraph they have Individual work completed in front of the class. Fun corner and wrap-up: 10 minutes
14. Review Game (PPT) Whole class/ - Divide the class into 2 or 4 teams. Group work - Pupils spin the wheel, answer a question from the teacher and get points. - The team with the most points is the winner. D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Thursday March 21st 2024 English 4 – Period 105 REVIEW 3 Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills Review the following sentence patterns: - Where do you live? – I live ____. - What's ____ like? – It’s ____. - What does he / she do? – He’s / She’s ____. - Where does he / she work? – He / She works ____. - What does he / she look like? – He’s / She’s ____. - What does he / she look like? – He / She has ____. O - When do you watch TV? – I watch TV ____. - What do you do in the morning? – I ____. - Where does he / she go on Saturdays? – He / She goes to the ____. - What does he / she do on Sundays? – He / She ____. - correctly describe the appearance of a family member for a partner to draw. - correctly describe the appearance of someone’s family member. - read and match four descriptions with four pictures of animals, then say what the animals in the pictures are. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. II. RESOURCES AND MATERIALS - Student’s book: Page 39 - Teacher’s guide: Pages 226, 227 - Website hoclieu.vn - Flash cards/ pictures and posters (Review 3) - Computer, projector, III. PROCEDURE Teacher’s and pupils’ activities Interaction
15. Warm-up and review: 5 minutes Greet the class. Option 1: – Greet the class. Have pupils sing any of the songs from Units 11 to 15. Whole class/ Praise pupils and get the class to cheer or clap their hands. Individual work Option 2: PPT game – Have students look at the screen, read and choose the correct picture. Activity 1. Work in pairs. Take turns to describe and draw a family member. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask: What is the girl / boy doing? When pupils answer correctly, confirm the answers: The girl is Whole class describing her mum. / The boy is drawing the girl's mum. Step 2: Write the following prompts on the board: tall or short ?, hair?, face?, eyes? Tell pupils to choose a family member and think about how he or she looks. Step 3: Put pupils into pairs. Tell pupils that they should take it in turns Pair work to describe a family member for their partner to draw. They have five minutes. Remind them to call out “Swap!” when they finish. Step 4: When all the pupils have had a turn, tell them to swap their drawings with their partners. Activity 2. Tell the class about your partner’s family member. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask: What is the boy doing?. When pupils answer correctly, confirm the answer: He is Whole class describing the girl’s mum. Step 2: Nominate a few pairs to come to the front of the class and share Pair work their drawings and descriptions with the class. This step could also be done in small groups so that every pair has a chance to share. Activity 3. Read and match. Then say what the animals are. 9 minutes Step 1: Draw pupils’ attention to Description 1 and read it as a class. Group work/ Explain any new words. Check comprehension. Individual work Step 2: Ask pupils to look at the pictures on the right and elicit the answer. Get them to read the sentences in Description 1 again and draw a line to match it to the correct picture (Picture c) Step 3: Repeat Steps 1 and 2 with the other three descriptions. Go around the classroom to offer support where necessary. Step 4: Get pupils to swap books with a partner, then check answers as a Pair work class. Write the correct answers on the board for pupils to correct their answers. Step 5: Have pupils say the names of the animals in the pictures by asking them questions, e.g. What is it? or What can you see in the
16. picture? Games: 5 minutes Option 1: Review game (PPT) -Teacher divides the class into 3 teams. -Each team takes turns to choose a box and answer the question. -The team that has more points is the winner. Option 2: – Teacher gives each student a piece of paper. Students write 3 sentences to describe a classmate in three minutes. Teacher collects all the pieces of paper and puts them in a box. – Students take turns to pick a piece of paper, read and guess who is he/she. D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Thursday March 21st 2024 English 4 – Period 106 UNIT 16: WEATHER Lesson 1 – Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: 1. Language knowledge & skills – understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the weather in the past. – correctly say the words and use What was the weather like last weekend? – It was _____. to ask and answer questions about the weather in the past. – enhance the correct use of What was the weather like yesterday? – It was _____. to ask and answer questions about the weather in a freer context. 2. Competences – Communication and collaboration: work in pairs and groups to complete the learning tasks 3. Attributes - Care about the weather conditions and love the nature - Help their friends in pair work in group work to complete the learning tasks II. RESOURCES AND MATERIALS - Student’s book: 40 - Audio tracks 52, 53 - Teacher’s guide: Pages 228 - 230 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector,
17. III. PROCEDURE Teacher’s and pupils’ activities Interaction Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Whole class/ Have some pupils say the chant from Lesson 3 of Unit 15, page 34. Individual work Praise them and get the class to cheer or clap if they do a good job. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Have pupils look at Pictures a and b and identify the characters Whole class/ in the pictures. Individual work 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 to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Pair work Picture b. Step 3: Invite a few pairs to the front of the classroom to listen to and Whole class repeat the sentences in the recording. Step 4: Draw pupils’ attention to the question What was the weather like in Sa Pa? and the answer It was sunny. Tell pupils that they are used to ask and answer questions about the weather in the past. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Step 1: Have pupils look at the pictures and elicit the weather in each Whole class/ picture. Individual work Step 2: Have pupils point at Picture a (rainy weather), listen to the recording and repeat the word (rainy). Repeat the same procedure with the other three pictures. Have pupils repeat the words a few times. Check comprehension. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (What was the weather like last weekend?). Point at Picture a and have pupils listen to and repeat after the recording (It was rainy.). Repeat the same procedure with the other three pictures. Step 4: Have some pairs of pupils practise asking and answering the Pair work question What was the weather like last weekend? – It was _____. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Have them look at the Whole class/ weather icons and identify the weather in each place. Check Individual work comprehension. Step 2: Elicit the missing words in the second speech bubble and write them on the board. Get pupils to say the completed sentences.
18. Step 3: Have pupils look at the bubbles to understand how the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using the picture cue. Make sure pupils understand the structure and say it with the right pronunciation and intonation. Go around to observe and provide help. Step 4: Invite some pairs of pupils to practise asking and answering Pair work questions in front of the class. Praise them if they perform well. Fun corner and wrap-up: 5 minutes Option 1: What’s the missing letter? (PPT) Option 2: Play an online game Whole class for-esl-teaching/ Option 3: Miming game - Divide pupils into groups. - One pupil acts to show his favourite type of weather. He/she is not allowed to say or write but acts or uses body language. Preparation for the project: Tell pupils about the project on page 45. Ask them to prepare for it at home by making a weather chart. Remind them to bring the charts to class to present them at Project time. D. ADJUSTMENTS (if necessary): ------------------------------------------------------------- Week 27 Monday March 18th 2024 English 5 – Period 103 REVISION 1 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reoder the letters to make the correct word about knowledge that ss learnt. +Read and complete with knowledge that ss learnt. +Writing about you with knowledge that ss learnt. 3. Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to be studious and obedient students and love English. II. TEACHING AIDS: - Pictures, E- book, computer , projector, pictures, recording. III. PROCEDURE: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
19. Activity 1:Warm –up: Play game: rub out and remember (3’) -T tells ss what they have to play game. -SS listen. - SS play game in two teams. -Have SS play game in two teams. -T counts the points for each team, announces the winner and gives compliment. - T links to the new lesson. Activity 2: Reoder the letters to make the correct word(9’) - Ss listen. - T gives each groups a handout about exercise : Reoder the letters to make the - Ss reoder the letters to make the correct correct word word for 3 minutes in groups of four. - T tells ss what they have to do in this task. - Have Ss reoder the letters to make the correct word for 3 minutes in groups of four. -T goes around and offer help, if necessary. - Call Some ss write their answer on the - Some ss write their answer on the board. board. - Others ss look and comment. -T gets feedback. - Some pairs read in front of the class - Call Some pairs read in front of the class. *Keys: 1.matter 2. fast 3. story - T corrects pronunciation errors if necessary. 4. future 5. like 6. happen *Outcome: SS can improve writing skill about knowledge that ss learnt Activity 3: Read and complete ( 9’) - Ss listen. - T gives each groups a handout about exercise : read and complete. - Ss reoder the words to make the correct - T tells ss what they have to do in this task. sentencesfor 3 minutes in groups of four. - Have Ss reoder the words to make the correct sentencesfor 3 minutes in groups of four. - Some ss write their answer on the board. - Others ss look and comment. -T goes around and offer help, if necessary. - Some pairs read in front of the class - Call Some ss write their answer on the * Keys: board. 1.What’s the matter with you? -T gets feedback. 2. Why shouldn’t I climb the tree? - Call Some pairs read in front of the class. 3. What do you do in your free time? - T corrects pronunciation errors if necessary. 4. What happened in the story? *Outcome: SS can improve writing skill about 5. What do you think of Snow White? knowledge that ss learnt
20. Activity 4: Write about you (9’) -T gives each groups a handout about - SS listen. exercise: Write about you - T tells ss what they have to do in this task. - Ss practise writing about them - Have Ss practise writing about them individually for 3 minutes. individually for 3 minutes. -T goes around and offer help, if necessary. - Call Some ss read their writing in front of the - Some ss read their writing in front of the class. class. - T gets feedback and corrects pronunciation if - Others ss look and comment. necessary. * Keys: Ss’s answer. * Keys: Ss’s answer. *Outcome: improve writing skill about knowledge that ss learnt *Outcome: SS can improve writing skill about knowledge that ss learnt Activity 5: Consolidation (2’) -Ss to retell the contents of this lesson -T calls ss to retell the contents of this lesson - T gets feedback and corrects pronunciation if necessary. Activity 6. Homelink. 1’ -SS listen. - Practice more at home. - Prepare for the next lesson. IV. COMMENT --------------------------------------------------------------- Monday March 18th 2024 English 5 – Period 104 REVISION 2 I. OBJECTIVES 1. Language focus/ Knowledge: - Vocabulary: review - Sentence patterns:review 2. Competences: +Reading and matching about knowledge that ss learnt. +Reoder the words to make the correct sentences with knowledge that ss learnt. +Talking about you with knowledge that ss learnt. 3. Attitude: