Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 8 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 8 - Năm học 2024-2025

1. 1 TUẦN 08 Khối 2, 3, 5 (Từ ngày 28/10/2024 đến ngày 01/11/2024) TIẾT THỨ TIẾT MÔN NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC THỨ 1 5A 29 Unit 3. School life Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 3 3A 29 Unit 2. My school Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books Hai 4 3A 30 Unit 2. My school Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 28/10 5 5D 29 Unit 3. School life Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 3B 29 Unit 2. My school Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 1 5C 29 Unit 3. School life Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 5B 29 Unit 3. School life Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books Funtime and project 3 5A 30 Unit 3. School life Wonderfulworld Flashcards, TV, books (1, 2, 3) Ba 4 2C 15 Review Review 2 (A, B) Wonderfulworld Flashcards, TV, books 29/10 Funtime and project 5 3A 31 Unit 2. My school Wonderfulworld Flashcards, TV, books (1, 2, 3) Funtime and project 6 5D 30 Unit 3. School life Wonderfulworld Flashcards, TV, books (1, 2, 3) 7 3B 30 Unit 2. My school Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books Funtime and project 1 5A 31 Unit 3. School life Wonderfulworld Flashcards, TV, books (4, 5) Tư 2 2A 15 Review Review 2 (A, B) Wonderfulworld Flashcards, TV, books 30/10 3 2B 15 Review Review 2 (A, B) Wonderfulworld Flashcards, TV, books 4 2C 16 Unit 3. Numbers Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books
2. 2 Funtime and project 5 5B 30 Unit 3. School life Wonderfulworld Flashcards, TV, books (1, 2, 3) Funtime and project 6 5C 30 Unit 3. School life Wonderfulworld Flashcards, TV, books (1, 2, 3) 7 2D 15 Review Review 2 (A, B) Wonderfulworld Flashcards, TV, books Funtime and project 1 5C 31 Unit 3. School life Wonderfulworld Flashcards, TV, books (4, 5) Funtime and project 2 5B 31 Unit 3. School life Wonderfulworld Flashcards, TV, books (4, 5) Năm 3 5A 32 Unit 4. Free time Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 31/10 4 2B 16 Unit 3. Numbers Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Funtime and project 5 5D 31 Unit 3. School life Wonderfulworld Flashcards, TV, books (4, 5) 6 5C 32 Unit 4. Free time Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 2A 16 Unit 3. Numbers Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Funtime and project 1 3B 31 Unit 2. My school Wonderfulworld Flashcards, TV, books (1, 2, 3) 2 5D 32 Unit 4. Free time Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu 3 5B 32 Unit 4. Free time Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 01/11 4 2D 16 Unit 3. Numbers Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 5 6 3B 32 Unit 3. Animals Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3A 32 Unit 3. Animals Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 2 WEEK 8 (From 28/10 to 01/11) REVIEW 2: Task A, B Period 15 I. Objectives: After completing this lesson, students will be able to: 1. Language competence - Identify shapes - Develop the four-English skills (Listening, Speaking, Reading, and Writing) 2. Core competence - Build up interests and good habits in learning English - Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work - Demonstrate problem-solving and communicative skills through learning activities 3. Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family and the community II. Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. - Students’ aids: Student books, notebooks, workbooks. III. Procedures: Time Steps/Activities Organization 5’ Warm-up Sing “How are you?”(Feelings) song (source: Teacher – whole class “Musical chairs” game - Have students sit on their seats. - Play music and ask them to move around. Teacher – whole - Take away two chairs and suddenly stop music. Have class/ pair work students sit on any chairs. The two students who have no chairs to sit on will make questions and answers. E.g. + Student A: What’s your name? + Student B: My name is (Vinh). + Student A: How are you? + Student B: I’m happy. - Swap roles and continue. New lesson
4. 4 25’ A. Listen and circle (A or B). (CD1 - Track 40) - Have students look at the pictures and call out the shapes they can see. Teacher – whole - Play audio and demonstrate the activity using the class/ individuals/ example. pair work - Play audio. Have students listen and circle A or B. - Play audio again and check answers as a whole class. - Have students work in pairs, practice asking and answering the questions with the circle shapes B. Point, ask, and answer. - Divide the class into pairs. Teacher – whole - Have Student A point to an object in the classroom class/ pair work and ask, have Student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Game: “Whisper” - Arrange children into rows of at least six. - Secretly show a flashcard (shape) to the first child in Teacher – whole each group. This child whispers the word to the child class/ groupwork next to him/her. - Children continue whispering the word to the child next to them until the word reaches the final child. - The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct. Teacher – whole D. What’s next? Look, read, and draw the shapes. class/ individuals - Have students identify the shapes of question number 1, read each out loud and draw the correct shape into the box. - Continue the next question. E. Listen and (√) the box. (WB 11) - Have students identify all shapes and guess the answers could be. - Play audio. Have students listen and tick. - Play audio again. Have students listen again and check their answers. - Check understanding and give the correct answers as a whole class. F. Draw lines. - Have students look at the shapes, read the questions
5. 5 and answers, then match. - Check understanding and give the correct answers as a whole class. 5’ Wrap up “Drawing on backs” game - Divide the class into four teams. Teacher – whole - Have each team stands in a line, with the first child class/ groupwork standing near the board and the last child standing near the back of the classroom. - The teacher shows a shape (E.g. a triangle) to the last student of each line, but don't let other students look at the card. Then, the teacher says “Go” - Have students take turn drawing the shape very slowly on their classmates’ backs with their fingers. - The first student of the line goes to the board, draws the shape, and writes a sentence “It’s a triangle.”. - The first team with the correct shape and sentence wins. ____________________________________ UNIT 3: NUMBERS Lesson 1 – Task A, B, C Period 16 I. Objectives: After completing this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: eleven, twelve, thirteen, fourteen, fifteen Structures: How many (circles) are there? (Twelve) (circles) 2. Language skills Ask and answer about the number of objects using the structure – “How many (circles) are there?” 3. Core competencies & Personal qualities - Building up interests and good habits in learning English - Being collaborative and supportive in teamwork - Building up responsive and independent-working characteristics to be a life-long learner II. Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV.
6. 6 - Students’ aids: Student books, notebooks, workbooks. III. Procedures: Time Steps/Activities Organization 5’ Warm-up Sing the song “What shape is it?” (Source: Teacher – whole class "Magic finger" game - Divide the class into pairs. Teacher – Whole - Have Student A draw a shape with their finger on class/ pair work Student B's back and ask, “What shape is it?” - Have Student B try to guess what the shape is. - Have students swap roles and repeat. 25’ New lesson A. Listen and point. Repeat. (CD1 - Track 41) - Review numbers from 1 to ten. - Introduce numbers from 11 to 15. Arrange the Teacher – Whole flashcards on the board, play audio, and point to each class/ individuals/ flashcard. pair work - Play audio again and have students point to the numbers in their books. - Play audio again and have students listen and repeat. - Have students work in pairs, one points to the numbers and one says the words. Swap roles. "Heads up. What's missing?" game - Divide the class into two teams. Teacher – Whole - Arrange the flashcards on the board and remove one class/ groupwork card when students are not looking. - Have one student from each team calls out the missing flashcard. B. Listen and point. (CD1 – Track 42) - Have students look at the picture and identify the details of it. Teacher – Whole - Introduce the situation. Bill and Sue are asking about class/ groupwork/ the number of shapes. pair work - Play audio and have students look at the picture. - Demonstrate the activity by pointing to the new vocabulary items.
7. 7 - Play audio. Have students listen and point. - Divide the class into two groups, one reads the question and one reads the answer. - Have students work in pairs, point to the pictures, practice asking and answering the questions. C. Sing. (CD1 – Track 43) - Have students turn to page 70. Teacher – whole - Play audio and have students listen. class/ pairs - Read the lyrics and do actions following them. - Play audio and have students listen, sing along, and do the actions. 5’ Wrap up “Hot Potato” game - Have the teacher prepares some pictures or flashcards Teacher – Whole and sticks them on the board. class/ individuals - Point at a picture and asks, “How many are there?” - Get a soft ball and throw it to a student. - He/ She must answer then throw the ball to the other student which has to answer the following question. GRADE 3 WEEK 8 (28/10 – 01/11) UNIT 2. MY SCHOOL Lesson 3. Task 4, 5, 6 Period 29 I. OBJECTIVES: 1. Knowledge: Students will learn the structure Are you ?/ Are they ? and review words related to the topic school. 2. Competences: - English competences: Students will be able to ask and answer about their school - Common competences: Students will have opportunity to develop communication in working with friends 3. Qualities: - Students will be benevolent in adapting concept about Alien II. EQUIPMENT AND MATERIALS: - For Teacher: PP, track 2.11, Word set, 6 bells, worksheet - For students: student books, notebooks, pens.
8. 8 III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Game: Penguins find the way home Arrange sts to play in 8 groups. Teacher hands each group a set of vocabulary: pen, pencil, book, rubber, ruler, student, teacher, clock. There are 8 little penguins hanging out far away from home. They play happily on ice with each other. It’s getting dark, -Sit in 8 circles however; they can not remember the way home. - Listen to the teacher Please help each penguin find the way home by press on each penguin’s picture, answer the question behind. - Receive the words Sts look at the picture on screen and as fast as possible - Watch the demo carefully pick up the equivalent word and group says it aloud. If the answer is correct, you save that penguin. Set sts as 8 groups - Choose a penguin to save Give game instruction Hand each group a set of words Choose a penguin to play as a demo - Pick up the word and say The first correct team will get a chance to choose the it aloud next penguin Award the winner that has highest score Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 4: Listen and repeat -Set context: Your Alien wants to visit your school on - Listen to teacher earth. However, he doesn’t know any things about it. - Look at the picture and He asks you so many questions whenever he meets guess the question one by anyone or anything. Guess what he asks. Then listen one and check the question. How you answer. - Listen and check - Show the picture one by one - Give response to Alien’s - Ask sts to guess the Alien’s question question - Show answer with audio sound - Listen and check. Then - Sts repeat the questions repeat - Ask them to answer the Alien - Show answer to check - Ask sts to repeat - Continue until the end of the four pictures Checking: Play role - Divide class into 2 big groups
9. 9 One group will take a role of an Alien and one will be school teachers/ students - Let sts Tick-tac-toe to choose their favourite role - Fix the role duty: alien asks, the other answers - Ask sts to play in 2 big groups several times - Have pairs ask and answer -Tick-tac-toe - Stick star on the board for each team after a correct - Play role asking and answering - Ask and answer in groups - Explain the grammar point: - Ask and answer in pairs Are you ?/ Are they .. - Listen and make notes on I’m not = I am not lesson grammar points aren’t = are not Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 5: Point and ask Ring the Bell Game -Split sts into 6 teams. Give each team a bell to ring. - Form 6 teams Teacher shows the pictures of: 1. teacher, 2. Students, - Get the bells 3. rubbers, 4. chairs, 5. pencils, 6. books, 7. pens, 8. - Look at the pictures and rulers on the board at a time. numbers carefully - Show the phrases one by one: - Look at the words 1.you/teacher - Ring the bell to take 2. they/ books answer chances 3. they/ students 4. they/chairs 5. they/ pencils 6. They/ clocks 7. they/ pens 8. they/ rubbers - Sts look at the words and the number on each picture - Ring the bell to take the opportunity to ask the question - The first ringing bell asks questions. Others answer - Have sts continue playing - Give 5 points for each correct questions, 3 points for a correct answer - Award the winner Look, ask and answer Show the picture in task 5 with some changes on it Ask sts to work in pairs Hand them a set of words
10. 10 1.you/teacher 2. they/ books - Look at the picture, 3. they/ students numbers on things 4. they/chairs carefully 5. they/ pencils - Receive the words 6. They/ clocks 7. they/ pens 8. they/ rubbers 9. they/rulers - Ask pairs to play Rock-scissors-paper. - The winner picks up the words and asks. The other answers. - Play rock-scissors-paper - Go around to help when needed - Ask-answer-keep those - The person gets most words win the game words as private Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Task 6: Let’s talk Miming Game -Ask sts to work in pairs - Work in pairs - Have one st act out as school things - Act - The other guesses by asking question: are they ? - Ask question - The actor answers Yes, they are/ No, they aren’t. - Answer Yes/ No -Change the role after 2 minutes - Change the role - The one guesses most things correctly in time gets stickers from teacher Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment Look, read and circle - Check with teacher Answer 1. a 2. b 3. b 4. a 5. a - Check with whole class
11. 11 - Say goodbye - Goodbye ________________________________ UNIT 2. MY SCHOOL Lesson 3. Task 7, 8, 9 Period 30 I. OBJECTIVES: 1. Knowledge: Students will learn how to pronounce properly the sound /k/ and /u/ separately or in words. 2. Competences: - English competences: Students will be able to pronounce words with sound /k/ and /u/ in normal saying. - Common competences: Students will have opportunity to develop language skill in working with friends 3. Qualities: - Students will be hard-working in their self-study II. EQUIPMENT AND MATERIALS: - For Teacher: PP, 6 sentences, magnets, worksheet - For students: pens, piece of paper III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities School things song - Listen to the introduction - Introduce the song - Do actions - Ask sts to copy some actions from the dance: - Look and dance Pick up, write your name, put down, touch - Play the video - Sts listen, do action along Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 7: Listen and repeat -Set context: a Pirate wants to move on land. While - Listen to teacher moving, he’s got hiccups. So he releases a very strange sound /k/,/k/,/k/ (play video of /k/ sound, three - Guess the sounds times, let sts repeat the /k/ sound. If he keeps making - Listen and repeat the 2 hiccups, police will recognize him on land. Can you sounds guess how he controls the hiccups (sts guess ) He makes a very cool sound. Play the video of /u/ sound for sts to listen and repeat several times - Form 2 groups
12. 12 - Split sts into two big groups. - Pretend to be the pirate - Ask one group to pretend the hiccupped pirate and and imitate the sounds one is controlled pirate - Guide sts to take turn imitate the /k/ and /u/ sound correctly to save the pirate on land. The pirate brings lots of things in his suitcase on land. (Let sts guess which things he brings). Open the - Guess the things suitcase and take out: desk, clock, book, toy duck, all of them are black. - Look, listen and repeat - Ask sts to listen to the sound of things ad repeat. Pay attention on /k/ sound. He wants to go to some places on land. (Have sts guess the places) - Show the picture school, classroom with desks in turn with sound for sts to listen and repeat. - Guess the places - Ask sts to look at the desks in the classroom - Look, listen and repeat - Ask how the desks are - Play audio: The desks are cool - Ask sts to listen and repeat - Checking: - Check - Look and match. Then say the sounds and words to Answer: friends Desk k a School oo d Cool oo f Clock k b Classroom oo e Book k c Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 8: Listen and chant - Show the picture to set context: the pirate has come - Look at the picture to visit a classroom and saw a lot of amazing desks. - Listen to the teacher When looking at the desks he said (ask sts what he - Guess what he says said) - Listen and repeat - Show the first part of the chant one by one K k k! Desk, desk,desk
13. 13 They’re desks. - Ask sts to look at the desks and ask how they are (sts guess: they’re brown, funny,nice, cool.._ - Show the rest part: Oo, oo, oo - Look at the picture and Cool, cool,cool! say how the desks are They’re cool. - Listen and repeat They’re desk. And they’re cool. - As showing, ask sts to listen, read and repeat - Play the chant one for sts to listen - Play again, ask sts to listen and chant along - Have chant contest in groups, in pairs - Listen to the chant Task 9: Look and say - Listen and chant Stick the board game Teacher prepares some sentences: - Join chant contest 1. The clocks are black. 2. My school is cool. 3. The desks are in the classroom. 4. The books are red 5. The boards are cool 6. Look at the clock. -Form groups - Ask sts to work in 4 groups - Listen to teacher - Give instruction: T shows the pictures on the screen, and you look at the pictures, pick up the right sentence and stick on the board as fast and possible. Read that - Look at the pictures sentence aloud and you get the point. - Show pictures one by one - Pick the equivalent - Ask sts to pick up the equivalent sentence and stick sentence on the board. - Run to the board and stick - Ask groups to read the sentence out loud - Read the sentence out - Give groups points loud - Award the team with most point at the end Name game: - Hand each group the set of pictures in Stick the board game - Receive pictures - Ask sts to write their name on a piece of paper and - Write your name put it in a box - Choose a name - Sts in turn choose a name, pick a picture and say the - Pick a picture sentence. - Say the sentence - Provide help when needed
14. 14 Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities My Phonics Corner - Sit in groups - Ask sts to work in groups - Ask them to discuss and make their own wordlist k oo - Discuss and write words -Groups take turn to say out loud the words content k or oo sound. The group having most words wins the - Say words aloud game. Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities - Ask sts to do assessment - Do assessment - Look and circle the correct sound - Check with teacher Answer 1. k 2. oo 3. k 4. k 5. oo 6. oo - Check with whole class - Goodbye - Say goodbye ________________________________ UNIT 2. MY SCHOOL Fun time and project: Task 1, 2 Period 31 I. OBJECTIVES: 1. Knowledge: Students review all vocabulary and grammars about school 2. Competences: - English competences: Students will be able to talk about their classroom confidently - Common competences: Students will have opportunity to develop creativeness skill in drawing picture of their dream classroom 3. Qualities:
15. 15 Students will have opportunity to think about their classroom therefore increasing sts’ awareness of keeping it nice. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, flags, stickers - For students: pens, crayon, A4 paper, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Lucky Money Game - Show an animate picture about Tet. Ask sts what do - Listen to teacher they like about Tet. - Share ideas - Arrange sts to form 6 groups - Give instruction: Choose a red envelop, look at the - Form 6 groups picture and raise flag to have chance make sentence - Listen to the instruction with it. The acceptable answer can have the amount of money behind the picture. - Hand each group flags - Get the flag - Choose a red envelop to play as a sample - Choose a red envelop - Have groups play game - Play the game - Write the amount of lucky money for each group on the board Activity 2: Practice (10 minutes) Teacher’s Activities Students’ Activities Task 1: Game: Find and circle - Show the platform of the task - Set context: You’re going to have Tet festival at - Listen to teacher school. To get the ticket for the festival, you have to solve the puzzle as fast as possible. Then read the hidden words out loud. The first team that finish wins - Form groups the ticket. - Listen to the game - Ask sts to work in groups instruction - Give game instruction: look at the picture, circle the equivalent words - Look and circle - Give sts time to play the game - Do cross check - Have sts do cross-check - Check with teacher by - Check with whole class by saying words aloud saying aloud - Award the fastest team with most correct answer - Get award ticket Activity 3: Project (20 minutes) Teacher’s Activities Students’ Activities Introduction: You are going to be the school head
16. 16 teacher. But before taking that very important position, - Listen to teacher you have to show your talent to the School Council. - List things to put in dream Your duty is to design your dream classroom. classroom Vocabulary preparation - Share with friends - Ask sts to list the things to put in dream classroom - Decide where to put - Share some ideas with whole class using: things in the classroom It’s a - Draw your dream He’s a.. classroom She’s a They’re .. - Ask sts put their things in classroom frame - Draw the dream classroom School’s got talent -Ask sts to move around to talk about their dream -Talk about your dream classroom in 3 minutes classroom - Vote for a School Council - Talk in front of School - Choose Sts’ names in random to present their dream Council classroom to the School Council - Vote for the best speaker - Vote for the best presenter - Award the new school head teacher Goodbye Song - Stand up - Ask sts to stand up - Look and copy actions - Ask them to do some actions as in the song - Listen, sing and do - Play the song - Sts sing and do actions ________________________________ UNIT 3. ANIMALS Lesson 1. Task 1, 2, 3 Period 32 I. OBJECTIVES: 1. Knowledge: Students will learn words related to animals: bird, cat, dog, fish, rabbit and review the structure It’s 2. Competences: - English competences: Students will be able to introduce some animals as pets properly - Common competences: Students will have opportunity to develop creativeness in drawing their favourite animals 3. Qualities: - Students will be benevolent with animals
17. 17 II. EQUIPMENT AND MATERIALS: - For Teacher: PP, flashcards, handout, track 3.1, track 3.2 - For students: pens, A4 paper, crayons, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Animals song Ask sts to watch and copy the actions for fun What is the song about? Show tranh Unit Opener Ask: What animal is it? (Funny burrowing owl) Ask: What animals do you like? What colour is your favourite animal? Ask sts: look at the UO and tick the colours you see Check answer with whole class Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 1. Listen and point. Repeat Tomas’ Zoo Listen to teacher Set context: Tomas family has opened a mini zoo in Guess the animals the garden named: Tomas’ Zoo. There are a lot of Listen, repeat and mime animals in his zoo. They are hiding behind the Magic Listen to the sound cage. Guess the animals Show the big cage Listen, repeat and mime Have sts guess what they are in the big cage. Join miming game Show each animal one by one Look at the picture Ask sts to look, listen and repeat Do action Make the clue more interesting by animal sounds Say the animal Guide sts to listen, repeat and do action Change role Checking: Miming Game Set sts playing game in 3 groups One actor comes in front T shows picture is an animal The actor acts, others say the animal. The first mouth wins the point Pass the actor role to another member Change the role of actor and speaker for fun.
18. 18 Award the groups with most points Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 2: Listen and tick Set context: Listen to teacher Ask sts: Do you want to visit Tomas’ Zoo? Let’s go. Guess the animal Which animal do you want to see at Tomas’ Zoo first? Say how it is Guess how it is? Listen and tick Listen and tick which animal and how it is. Do peer checking Show the listening task: Check with teacher Listen to teacher Guess the animal, its colour, what it likes Play audio twice eating/playing Ask sts to listen and tick Look at the picture Ask sts to do peer checking Check your guessing Check with whole class Listen and repeat Role play Act out Set context: you’re going to meet that cat. Guess its Vote for the best colour, what it likes eating. What it likes playing. performance Show the picture of the cats Check sts guessing Play audio one by one with the dialogue Ask sts to listen and repeat Act out the dialogue as Sophie and Tomas Vote for the best acting and speaking Task 3: Look and say Look and match Ask sts to work in pairs Work in pairs Deliver each pair a handout designed with 5 animals in Receive handout task 3 and 12 words: blue, yellow, red, brown, black, Look, read and match white, green, orange, nice, cool, funny, great Talk about the information Ask sts to look at the pictures of animals and match as in the handout with the words (Note: There are more than one option) Change the role Guide sts to do speaking task: one will be listener, one will be speaker Ask speaker to talk about the handout result to a listener Change the role of speaker and listener Go around and offer help when needed
19. 19 Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities My favourite pet Draw and colour Ask sts to draw, colour their favourite animal Make a pet gallery Make a pet gallery Join gallery walk Do gallery walk Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment -Do the assessment - Check with teacher Answer: - Check with class - Say goodbye -Goodbye GRADE 5 Week 8 (From 28/10 to 01/11) UNIT 3: SCHOOL LIFE Lesson 3 - Task 7-8-9-10 Period 29 I. OBJECTIVES: 1. Knowledge: - Students will be able to: + To pronounce verbs ending in /-s/ and /-es/. 2. Competences: - English competences: Students will be able to apply in pronouncing other words ending in /-s/ and /-es/. - Common competences: Students will be able to build more confidence in speaking English with ending sounds. 3. Qualities: - Students will +develop a sense of confidence in speaking English. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s Book, Class Audio CD, IWB, DVD. - Advanced things: PPT, laptop, TV. III. LESSON PROCEDURE: Activity 1: Warm-up (5 minutes) “Watch a video” Teacher’s Activities Students’ Activities
20. 20 Aims: Welcome students. Engage students by letting them watch a video and then lead in the lesson. 1. Greeting Ss and chatting - Greet Teacher. 2. Introducing and conducting the activity “watch a video”: - Join the activity. - Before starting the new lesson, let’s watch a video and pay attention to the ending sound of each word. - After each word with the plural form appears, T can pause the video and ask them how to pronounce the word. Lead in: So today, we are going to discover how to pronounce verbs ending in /-s/ and /-es/. Activity 2: Presentation (7 minutes) Teacher’s Activities Students’ Activities Aims: - know how to pronounce verbs ending in /-s/ and /-es/ and recall them. - Complete task 7 & 9. Task 7. Listen and repeat. - T gives the base verb form of each word “go, start, dance” and then asks Ss to add /-s/ or /-es/. - Look, listen, and answer. - Let Ss listen to these words ending in /-s/ or /-es/ and ask them to focus on how to pronounce the ending sound of each word. T concludes that there are three ways of pronouncing the ending sounds of /-s/ and /- es/. - T shows the table at task 7 on the screen and lets them - Listen and repeat. listen and repeat twice. + The first time: Let them listen to the whole audio. + The second time: Play the audio again and pause after each word for students to point and repeat. - Listen and chant. Task 9: Listen and chant - Tell students they are going to learn a chant. Explain to students that the chant uses the sounds they have just learnt. - Play the recording and tell students to listen and follow the words with their fingers. - Read out the chant one line at a time and ask students