Kế hoạch bài dạy môn Tiếng Anh Lớp 3+4+5 - Tuần 7 năm học 2022-2023 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy môn Tiếng Anh Lớp 3+4+5 - Tuần 7 năm học 2022-2023 (Phan Thị Thu Lài)

1. Week 7 CLASS 3: Date of teaching: 3D (24/10/2022), 3C(26/10/2022) Period: 25. UNIT 2: FAMILY Lesson 2: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ð/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns Who’s he?/ He’s my brother. What’s his name?/ His name’s Alex. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise asking and answering about who someone is. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about who someone is. B. LANGUAGE FOCUS 1. the /ð/ sound 2. Vocabulary: grandfather, grandmother, uncle, aunt, cousin. 3. The sentence patterns: Who’s he?/ He’s my brother. What’s his name?/ His name’s Alex. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 28 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Observation 3. Look and listen then circle Student’s performance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation when saying the sound Student’s interaction Observation correctly and asking and answering about and performance who someone is.
2. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Aha game. - Cover the flashcard with a piece of paper or card. - Very slowly move the paper to reveal the picture. - Ask students to guess the picture on the flashcard. - Have them say “Aha” and the vocabulary. Activity 1: Language input (Activity C: 1. Listen and repeat) - Ask students to look at .) and answer questions to identify the situation. - Tell students that they are going to practise saying about the /ð/ sound - Play the recording more than once, if necessary, ask students to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have students work in pairs. Activity 2: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the Ss listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) - Have the students look at the pictures (using DCR) and ask these questions. - Who can you see? (Alfie and Tom) - What photos do they look at? (Tom’s family photos) - Who are the people in the photos? (Tom’s brother, Tom’s cousin, Tom’s uncle, Tom’s aunt) - Play the audio. Have the students look and listen. Activity 4: Practice (Activity D: 2. Listen and circle.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have the students listen and circle. - Play the audio again and check answers as a whole class. Activity 5: Practice (Activity D: 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the /ð/ sound and asking and answering about who someone is..) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds; asking and answering about who someone is.) - Remind students to prepare for the next lesson. D. FEEDBACK
3. Date of teaching: 3C(24/10/2022), 3C(27/10/2022) Period: 26 UNIT 2: FAMILY Lesson 2: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. identify the situations using the sentence patterns: Who’s he?/ He’s my grandfather 2. Practise asking and answering about who someone is. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about who someone is. B. LANGUAGE FOCUS 1. Vocabulary: grandfather, grandmother, uncle, aunt, cousin. 2. Sentence patterns: Who’s he?/ He’s my grandfather. What’s his name?/ His name’s Dan. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 29 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Draw your family. Ask and answer Student’s talk and Observation, Questions interaction, their & answers, their writing writing 3. Show positive attitudes and appropriate Student’s talk and Observation, Questions gestures and intonation in asking and interaction & answers answering about who someone is. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Circle jump game. - Divide the class into two groups and make two lines to play the game. - Draw two large circles on the ground with chalk. - Place a flashcard in each circle. - Call out a word, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the word when standing inside the circle. - The first student getting the correct answer wins a point for their team. Activity 1: Language input: (Activity E. Point, ask and answer). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer.
4. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Draw your family. Ask and answer) - Have the students draw the faces of their family members. - Divide the class into two pairs. - Have the students look at their drawings, then ask and answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about who someone is.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about who someone is.) - Remind students to prepare for the next lesson. D. FEEDBACK Date of teaching: 3D(26/10/2022), 3C(28/10/2022) Period: 27 UNIT 2: FAMILY Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize simple instructions from the recording and pictures. (Cognition) 2. identify the situations using the sentence pattern: Clean your room! 3. follow simple instructions. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions. B. LANGUAGE FOCUS 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Clean your room! C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 30, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions
5. 2. Play Pass the words Student’s answers/ Observation actions 3. Answer the questions about the situations Observation such as setting, participants, topic (Tom Student’s answers Questions & answers and his mom) 4. Listen and practice Student’s talk and Observation, Questions interaction & answers Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6. Show positive attitudes and appropriate Student’s talk and Observation, Questions gestures and intonation in following interaction & answers simple instructions. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Word chain game. - Place the flashcards on the board in a given sequence. - Have the class say the words in the sequence first. - Point to a student and ask them to say the first word in the sequence. - Point to another student and ask them to say the second word in the sequence. - Continue the activity with the other student and ask them to say the next word in the sequence. - Correct the students’ pronunciation if necessary. - Lead in the new lesson. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about simple instructions - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity A: 2. Play Pass the word.) - Divide the class into groups of 4-5 students. - Have a student stand in a circle. - Have one student point to another student at random and say the first word in the sequence. - The second student must point to another student and say the next word in the sequence. - If a student says the wrong word, they are “out” and must sit down. - The last student standing is the winner. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation - Play audio and have students look at the picture.
6. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2. Look and write. Practice) - Demonstrate the activity using the example. - Have the students look and write their answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have some pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (following simple instructions.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Date of teaching: 3D: 27/10/2022, 3C(28/10/2022) Period: 28 UNIT 2: FAMILY Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /pl/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns: Wake up, clean your room 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise saying simple instructions 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions B. LANGUAGE FOCUS 1. Sound /pl/ 2. Vocabulary: do your homework, clean your room, wake up, go to bed. 3. Sentence pattern: Clean your room! C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page31 - Audios
7. - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Observation 3. Look and listen then write Student’s performance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures Student’s interaction Observation and intonation when saying the sound and performance correctly and introducing family members. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Circle jump game. - Divide the class into two groups and make two lines to play the game. - Draw two large circles on the ground with chalk. - Place a flashcard in each circle. - Call out a phrase, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the phrase when standing inside the circle. - The first student getting the correct answer wins a point for their team. Activity 1: Language input (Activity C: 1. Listen and repeat) - Draw attention to the /pl/ sound. - Briefly explain and demonstrate the sound. - Play the audio (using DCR). - Have the students notice the sound. - Play the audio again. - Have the students listen and repeat. - Correct the students’ pronunciation if needed. Activity 2: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) - Introduce the situation: “Listen to Mom ” - Have the students look at the story and ask these questions. • Who can you see? (Mom/ Mrs. Brown, Lucy, Tom, Alfie, Ben)
8. • Does Mom look happy? (No) • What are the kids doing? (sleeping, playing games, reading, eating) - Play the audio (using DCR). - Have the students look and listen. - Listen to their teacher’s introduction about the situation. - Look at the story and answer their teacher’s questions. - Listen to the story. Activity 4: Practice (Activity D: 2. Listen and write.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and write. - Play the audio again and check answers as a whole class. Activity 5: Practice (Activity D: 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the /pl/ sound and following simple instructions ) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds; following simple instructions) - Remind students to prepare for the next lesson. D. FEEDBACK CLASS 4: Teaching date: 4D: 24/10/2022; 4C: 27/10/2022 UNIT 5: CAN YOU SWIM? Period 25th Lesson 1: 1- 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this period, students will be able to: 1. use the words and phrases related to the topic Things we can do.. 2. ask and answer questions about what someone can/cannot do, using What can you do?I can ... B. LANGUAGE FOCUS. 1. Key terms: read, cycle, skip, skate, cook, swim, play football, play volleyball 2. Key grammatical structure The sentence patterns: What can you do? I can___________ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 30 - Audios (Unit 5-page 30), - Flashcards - A computer and a projector.
9. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Look, listen and repeat. Students’ answers Questions & answers Key Student’s talks, and Observation 2. Point and say. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and chatting. Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3 (e.g. read, cycle, skip, skate, cook, swim, play football, play volleyball). - Teacher tells the class the objects of the lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) Tell pupils that they are going to read a story in which pupils ask and answer questions about what they can or cannot do. • Ask them to look at the four pictures to identify the characters (Mai, Nam and Phong) and the context in which the language is used. Ask them questions such as Where are they? What are they doing? (In Picture a, Mai is holding a picture to show that she can draw a cat. In Pictures b and c, Mai is asking Nam and Phong about what they can do. Explain the meaning of the phrases can dance, can sing and can’t dance. Check comprehension. • Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. • Play the recording again for pupils to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise asking and answering questions about what someone can do. • Have them look at the bubbles to understand how to use the language. Ask pupils to look at the four pictures to identify what the girl can do in each picture. Revise the words skip, skate, cook and swim. • Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture. (Teacher: What can you do? Pupil: I can skip.) Ask pupils to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. • Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures. • Select some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary Task 2: Guided practice Tell pupils that they are going to practise using What can you do? and I can ... • Ask them to work in pairs: one pupil asks the question and the other answers with facts about themselves. • Monitor the activity and offer help, if necessary. • Select some pairs of pupils to role-play in front of the class. • To extend this activity, ask them to say something they cannot do (e.g. I can’t skate.) Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about what someone can/cannot do, using What can you do? I can ...” 2. What’re the core values of the lesson?
10. (Use positive attitudes and appropriate gestures to ask and answer what someone’s can do..) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 5. Lesson1. 3-5 on pages 31). D.FEEDBACK ******************************************************************** Teaching date: 4D: 26/10/2022, 4C: 28/10/2022 UNIT 5: WHAT CAN YOU DO? Period 26th Lesson 1: 3-5 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of this period, students will be able to: 1.Listen and tick,use the words and phrases related to the topics Things we can do. 2.Look and write about what someone can do. 3.Let’s play “ Guesing game”. B. LANGUAGE FOCUS. 1. Key terms:review 2. Key grammatical structure The sentence patterns: What can you do? I can___________ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 31 - Audios (Unit 4-page 31), - Pictures, posters of activities (Activity 2 – page 31) - A computer and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and tick. Students’ answers Questions & answers Key Student’s talks, and Observation 2. Look and write. interaction Questions & answers Student’s play, and Observation 3. Let’s play. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Spend a few minutes revising the question What can you do? and the answer I can ... Get pairs to act out the questions and the answers in front of the class. Activity 1: Language input (Activity 1: Listen and tick.) Tell pupils that they are going to listen to three dialogues about someone’s abilities and tick the correct pictures. • Ask them to look at the pictures to identify the similarities and differences among them (In Picture 1a, Tony is drawing a picture. In Picture 1b, Tony is singing. In Picture 1c, Tony is dancing. In Picture 2a, Nam is cooking. In Picture 2b, Nam is skipping. In Picture 2c, Nam is cycling. In Picture 3a, Akiko is skating. In Picture 3b, Akiko is singing. In Picture 3c, Akiko is reading.) Check understanding. • Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures.
11. • Get pupils to swap their answers before you check as a class. Key: 1 a 2 c 3 a Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write..) Tell pupils that they are going to complete the sentences to express ability, using the picture cues. • Ask them to look at the four pictures to identify what the character in each picture can do. Then have them find appropriate words to complete the sentences. Get pupils to work in pairs, if necessary. • Give pupils time to do the task independently. Go around offering help, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, invite some pupils to read the complete sentences aloud. Key: 1 dance 2 skate 3 swim 4 cycle Task 2: Let’s play. Tell pupils that they are going to play a Guessing game. Follow the procedure in Games in Introduction. • Stick pictures of a dog, a fish and a parrot on the board. Check if pupils can recognize the animals. Point to a picture and ask some questions about the animal (e.g. What’s this animal? What can it do? Can it swim?). • Divide pupils into groups of five. A pupil in one group says two sentences about one of the animals, using can and can’t, and then asks what it is (e.g. It can swim, but it can’t walk. What is it?) The pupils of the other groups guess (e.g. It’s a fi sh.) The group that gives the right answer the quickest gets one point. • The groups take turns asking and answering questions. The one that gets most points wins. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask & answer questions about what someone can/cannot do, using What can you do? I can... 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask and answer what someone’s can do..) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 5. Lesson2. 1-3 on pages 32). D.FEEDBACK ******************************************************************** Teaching date: 4D: 27/10/2022, 4C: 28/10/2022 UNIT 5: WHAT CAN YOU DO? Period 27th Lesson 2 : Part 1-2-3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation between the Tom and Peter (Setting, participants, topics). 2. use the words and phrases related to the topics Things we can do 3 ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can’t.
12. 4. Use positive attitudes and appropriate gestures to ask and answer questions about whether someone can do something B. LANGUAGE FOCUS Key terms/ Vocabulary Review Key grammatical structure Can you ? Yes, I can./ No, I can’t. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 32, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 5 - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Identify the situation for the Observation conversation between Tom and Peter Students’ answers Questions & answers such as setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. ask and answer questions about whether someone can do something, Student’s talks, and Observation using Can you ...?Yes, I can./No, I interaction Questions & answers can’t. 4. Use positive attitudes and appropriate Student’s interaction and Observation gestures to ask about whether someone performance Questions & answers can do something STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to talk about what they can or cannot do. - Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat) Tell pupils that they are going to read a story in which pupils express their ability. • Tell them that they are going to look at, listen to and repeat the dialogue between characters in the three pictures. • Ask pupils to look at the pictures to identify the characters (Tom and Peter) and the context in which the language is used. Ask them questions such as Who are the boys? Where are they? What are they doing? (In Picture a, Tom and Peter are talking in the street. In Picture b, Tom suggests they play football together. In Picture c, Peter kicks the ball and breaks the window.) Check comprehension. • Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. • Play the recording again for pupils to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise asking and answering questions about someone’s ability.
13. • Have them look at the bubbles to understand how to ask and answer questions about someone’s ability, using Can you ...? Yes, I can./No, I can’t. Ask pupils to look at the four pictures to identify what the boy can do in each picture. Teach the phrases play table tennis, play volleyball, play the piano and play the guitar. • Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the phrases under the picture. (Teacher: Can you play table tennis? Pupil: Yes, I can.) Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures. • Ask pupils to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and pictures. • Select some pairs to demonstrate the task in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (Let’s talk) Tell pupils that they are going to practise asking and answering about ability, using What can you do? I can ... and Can you ...? Yes, I can./No, I can’t. • Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. • Ask them to work in pairs, one pupil asking the questions and the other giving the answers to talk about their abilities. Monitor the activity and offer help, if necessary. • Select some pairs of pupils to role-play in front of the class. Activity 3: Wrap -up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (ask and answer questions about whether someone can do something, using Can you ...?Yes, I can./No, I can’t.) 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask about whether someone can do something) - Remind students to learn by heart vocabulary, sentence patterns. - Prepare: Lesson 2 (4-6). * FEEDBACK . . ****************************************************************** Teaching date: 4D, 4C: 28/10/2022 UNIT 5: WHAT CAN YOU DO? Period 28th Lesson 2 : Part 4-5-6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify specific information through listening to conversations to number correct pictures. 2. Read and fill the gapped exchanges, using the pictures. . 3. Let’s sing “ Can you swim?” 4. Use positive attitudes and appropriate gestures to ask about whether someone can do something. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision. Key grammatical structure
14. Revision. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 33, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 5 - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Identify specific information through Observation listening to conversations to number Students’ answers Questions & answers correct pictures. Key Observation 2 Read and fill the gapped exchanges, Students’ answers Questions & answers using the pictures. Key Observation 3. Let’s sing Student’s answers Questions & answers Key 4. Use positive attitudes and appropriate Student’s interaction Observation gestures to ask about whether someone and performance Questions & answers can do something. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing - Spend a few minutes revising the previous lesson by asking some pairs to ask and answer about ability, using Can you ...? Yes, I can./No, I can’t. - Lead into the new lesson. Activity 1: Listening practice (Activity 1: Listen and number.) Tell pupils that they are going to listen to four dialogues about what the four characters can do and number the pictures. • Ask them to look at the pictures and identify what the character in each picture can do (In Picture a, Tom can play the piano. In Picture b, Phong can sing. In Picture c, Peter can play football. In Picture d, Nam can play table tennis.) Check understanding. • Play the recording for pupils to listen and number the pictures. • Play the recording again for them to check their answers. • Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: a 2 b 4 c 3 d 1 Activity 2: Controlled & guided practice Task 1: Writing practice (Activity 2: Look and write) Tell pupils that they are going to write the answers to the questions about what the children can do, using picture cues. • Ask them to look at the four pictures to identify what the character in each picture can/ cannot do. (In Picture 1, Akiko can’t dance. In Picture 2, Adam can play the piano. In Picture 3, Tony can’t play the guitar. In Picture 4, Linda can’t play chess.) Then ask them to read the questions and think of possible answers, using the picture cues. After that, have them write the appropriate answers. Get pupils to work in pairs, if necessary. • Give pupils time to do the task independently. Go around offering help, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, call some pairs to act out the complete dialogues. Key: 1 No, I can’t. 2 Yes, I can. 3 No, I can’t. 4 No, I can’t.
15. Task 2: Guided practice (Activity 3. Let’s chant) Tell pupils that they are going to sing the song Can you swim? Teach the song, following the procedure in Teaching the unit components in Introduction. • Have them read each line of the lyrics aloud. Check comprehension. • Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song. • Play the recording again and get pupils to sing along with the recording. • Divide the class into two groups: one sings the questions and the other sings the answers. Activity 3: Wrap –up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (Look, read, listen, number the pictures, and complete the sentences). 2. What’s the core values of the lesson? (Use positive attitudes and appropriate gestures to ask about whether someone can do something). - Remind students to learn by heart vocabulary, sentence patterns, revise. - Prepare Unit 5: Lesson 3 * FEEDBACK CLASS 5: Date of teaching: 5C,5D( 24/10/2022) Period 25 UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Lesson 1: 1-2-3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1.Identify the situation for the conversation between Tony, Mai and Phong(setting, participants, topics); 2. Ask and answer questions about where someone someone will be. Using : Where will you be this weekend? – I think I’ll be ______. 3. Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about where someone will be B. LANGUAGE FOCUS. Vocabulary: in the countryside, on the beach, at school, by the sea Key grammatical structure : Where will you be this weekend? – I think I’ll be ___. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 30 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1. Answer the questions about the situation for the Students’ answers Observation
16. conversation between Tony, Mai and Phong such as setting, Questions& participant, topics. answers Key 2. Practice a role-play conversation with classmates, using. Students'talks and Observation the picture prompts. interaction Observation Student’stalks 3. Ask and answer questions about where someone someone Questions& will be. Using the sentence patterns. and interaction answers 4.Use positive attitudes and appropriate gestures to ask and Student’s Observation answer questions about where someone someone will be. interaction and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and sing - Get pupils to sing the song: If you are happy and you know - Lead into new lesson Activity 1: Language input 1. Look, listen and repeat - Ask students to look at the four pictures (page 30) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tony, Mai and Phong) 2.What are they talking about? (talking about some places) - Tell students that they are going to practise a conversation among Tony, Mai and Phong . - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Ask students to look at pictures b, (Activity 1) and answer the following questions: 4. What does Mai ask Tony?(Where will you be on Saturday?) 5. How does Tony answer? (I think. I’ll be in the mountains) - Elicit the sentence patterns: Where will you be this weekend? – I think I’ll be ___. Activity 2: Full controlled &less controlled Task 1: Point and say - Use pictures to elicit: in the countryside, on the beach, at school, by the sea - Say aloud the words, then ask pupils to repeat the words a few times - Ask pupils to write down the structure into their notebook. - Tell the class that they are going to practice asking and answering questions about where someone will be, using: Where will you be this weekend? – I think I’ll be ___. - Have pupils practice asking and answering in pairs. - Call some pairs to practice in front of the class - Give feedback and correct mistakes of pronunciation. Task 2: Let’s talk: - Tell the class that they are going to practice further by asking and answering questions about where they will be this weekend.
17. - Get pupils time to work in pairs to ask and answer, using the structure. - Invite a few pairs to act out their conversations in front of the class. - Give feedback Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer questions about where someone someone will be.) 2. What’re the core values of the lesson? - Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about where someone will be - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 5: Lesson 1- 4,5,6 on page 31). D. ADJUSTMENT ...................................................................................................................................................... ...................................................................................................................................................... ..................................................................................................................... Date of teaching: 5C( 24/10/2022) 5D( 26/10/2022) Period 26 UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Lesson 1: 4-5-6 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Ask and answer questions about where someone will be. 2. Listen and tick the pictures. 3. Read and match the questions with the answers. 4. Sing the song Where will you be? 5. Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about where someone will be B. LANGUAGE FOCUS. Vocabulary : The song lyrics Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 31 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1. Listen and tick Students' asnwers Key Student’s aswers Observation 2 . Read and match and performance
18. 3 . Let’s sing Student’s Observation performance Key 4. Use positive attitudes and appropriate gestures when Student’s Observation asking and answering questions about where someone interaction and Questions& will be performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and Role- play - Invite three pupils to act out the story in activity 1. - Call two pairs of pupils to ask and answer the question, using: Where will you be ...? I think I’ll be ... - Lead into new lesson. Activity 1: Listen and tick - Tell the class that they are going to listen to the recording and tick the correct pictures. - Ask them to look at the pictures to identify where the characters are. - Play the recording the second time for pupils to listen and tick. - Get them to compare their answers. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: 1 c 2 a 3 b Activity 2: Read and match - Tell pupils that they are going to read all the sentences on the left and pair them with those on the right by drawing a line between them. - Give a few seconds for pupils to look at the book and read the text in silence. - Ask pupils to read the text again and do the task - Set a time limit for pupils to do the task. - Go around the class and offer help, if necessary. - Ask pupils to compare their answers. - Call some pupils to write their answers on the board. -Give feedback and correct mistakes. * Key: 1b 2d 3a 4c Activity 3: Let’s sing - Tell pupils that they are going to sing the: Where will you be? song. - Get pupils to read the lyrics in silence. Check their comprehension. - Play the recording all the way through for pupils to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song. - Play the recording again, pausing after each line for pupils to repeat. - Play the recording once more for pupils to repeat the whole song. - Then have them practice in groups. - Call on some groups to sing the song in front of the class. The rest of the class clap their hands at rhythms Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1.What have you learnt from the lesson today? (Ask and answer questions about where someone will be). 2. What’re the core values of the lesson?
19. - Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about where someone will be - Prepare for the next lesson Unit 5- Lesson 2 D. ADJUSTMENT ...................................................................................................................................................... ...................................................................................................................................................... ..................................................................................................................... Date of teaching: 5C, 5D (27/10/2022) Period 27 UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Lesson 2: 1-2-3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1.Identify the situation for the conversation between Tony and Mai (setting, participants, topics); 2. Ask and answer questions about what the other speaker will do at Ha Long Bay. Using : What will you do at Ha Long Bay? I think I’ll . / I don’t know. I may 3. Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about activities at the weekend. B. LANGUAGE FOCUS. Vocabulary: explore the caves, take a boat trip around the islands, build sandcastles, on the beach, swim in the sea. Key grammatical structure : What will you do at Ha Long Bay? I think I’ll . / I don’t know. I may C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sachmem .vn,student’s book page 32 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1. Answer the questions about the situation for the Questions& conversation between Tony and Mai such as setting, Students’ answers answers participant, topics. Key 2. Practice a role-play conversation with classmates, using. Students'talks and Observation the picture prompts. interaction Observation Student’stalks 3. Ask and answer questions about where someone someone Questions& will be. Using the sentence patterns. and interaction answers
20. 4.Use positive attitudes and appropriate gestures to ask and Student’s Observation answer questions about where someone someone will be. interaction and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and sing - Get the class to play sing a song: Where will you be? - Lead into new lesson Activity 1: Language input 1. Look, listen and repeat - Ask students to look at the four pictures (page 32) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tony and Mai) 2.What are they talking about? (talking about some activities at the weekend.) - Tell students that they are going to practise a conversation among Tony and Mai. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Ask students to look at pictures b, (Activity 1) and answer the following questions: 4. What does Tony ask Mai?(Where will you go?) 5. How does Mai answer? (I think. I’ll go to Ha Long Bay) - Elicit the sentence patterns: What will you do at Ha Long Bay? I think I’ll . / I don’t know. I may Activity 2: Full controlled &less controlled Task 1: Point and say - Use pictures to elicit: explore the caves, take a boat trip around the islands, build sandcastles, on the beach, swim in the sea. - Say aloud the words, then ask pupils to repeat the words a few times - Ask pupils to write down the structure into their notebook. - Tell the class that they are going to practice asking and answering questions about what someone will do, using: What will you do ...? I think I’ll ... or I don’t know. I may ... - Call on an open pair to the front of the class to give a model practice. - Ask pupils to work in pairs, then point at the pictures to ask and answer using the structure. - Call some pairs to practice in front of the class. - Give feedback and correct mistakes of pronunciation Task 2: Let’s talk: - Tell the class that they are going to practice further by asking and answering the questions in their books, using: + Where will you be next week? + What will you do? - Set a time limit for the class to practice talking in pairs. - Invite a few pairs to act out their conversations in front of the class. - Give feedback. Activity 3: Wrap-up & Assignments