Kế hoạch bài dạy môn Tiếng Anh Lớp 3+4+5 - Tuần 8 năm học 2022-2023 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy môn Tiếng Anh Lớp 3+4+5 - Tuần 8 năm học 2022-2023 (Phan Thị Thu Lài)

1. WEEK 8 CLASS 3 Teaching date:3D: 31/10/2022 , 3C: 2/11/2022 Period: 29. UNIT 2: FAMILY Lesson 3: 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: Stand up! Sit down 2. Follow simple instructions smoothly. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions smoothly. B. LANGUAGE FOCUS 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Stand up! Sit down C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 31 - 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 and say Observation actions 2. Play Simon says Student’s talk and Observation, interaction Questions & answers, 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, following simple instructions interaction Questions & answers smoothly. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Jump game. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. Activity 1: Language input: (Activity E. Point and say). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles.
2. - Have the student A point, have the student B say. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play Simon says.) - Have students time to look and read at the examples. - Tell them they must only follow commands that start with “Simon says ”. - Model the activity in front of the class. - Demonstrate the game by giving the students different commands. If the command starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon says”, students who do the action must sit down. - Invite one student to come to the front of the class to be “Simon”. Ask them to swap roles and repeat with a new “Simon”. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (following simple instructions smoothly) 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 smoothly.) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date:3D: 31/10/2022, 3C 3/11/2022 Period: 30. UNIT 2: FAMILY Culture: A. B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the recording and pictures. (Cognition) 2. Identify the situations using the sentence patterns: I like my cat./ I love cats./ I don’t like dogs. 3. To talk about animals they like and dislike. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about animals they like and dislike. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird.
3. 2. Sentence patterns: I like my cat./ I love cats./ I don’t like dogs. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 33, 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 2. Play Heads up. What’s missing Student’s answers/ Observation actions 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Listen and practice Student’s talk and Observation, interaction Questions & answers Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers following simple instructions. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Go get it game. - Divide the class into two teams. - Place the flashcards around the class. - Say the word twice so that the students can hear. - Say “Go get it” and then the student from each team has to run quickly to find and grab the flashcard the teacher said and they have to repeat the word. - The team with the most flashcards at the end wins. - Lead in the new lesson. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (dog, cat, fish, bird) on the board. -Ask the students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. -Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary.
4. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. 2. Play Heads up. What’s missing?) - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. Activity 3: Language in put (Activity B: 1. Listen and practice) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to talk about things we love, like, and things we don’t like. We use “I like/love my ” to talk about things that belong to us. We use “I like/ don’t like ” to talk about things in general. - Play the audio and have them listen to the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2. Look and write. Practice) - Demonstrate the activity using the example. - Have the students look and write. - 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 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? (talking about animals they like and dislike.) 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 talking about animals they like and dislike.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
5. Teaching date:3D: 02/11/2022, 3C 4/11/2022 Period 31. UNIT 2: FAMILY Culture: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the pictures. (Cognition) 2. Identify the situation using the sentence patterns My family pet is a dog./ I love my dog. 3. Read, listen and speak about the family pet. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about the family pet. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird, pet, Canada, live 2. Sentence patterns: My family pet is a dog./ I love my dog. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 34, 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. Read and circle Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 3. Look and listen Student’s talk and Observation, interaction Questions & answers Student’s answers/ Observation 4. Listen and write Student’s talk and interaction 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers talking about the family pet. 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.
6. - 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. C. Read and circle. - Use DCR on Eduhome to show students the story and the text. - Inroduce some new words. - Have them read the text individually. - Read the text as a whole class. - Help them correct their pronunciation. - Demonstrate the activity using the example. - Have them read and circle. - Check answers as a whole class. D. 1. Look and listen. (CD1 Track 55) - Have the students look at the script and pictures and ask these questions: Who are talking? (Joe and Mary)/ What are they talking about? (their pets). - Play the audio and have them look and listen. 2. Listen and write. (CD1 Track 56) - Have the students look at the sentences. - Play the audio and demonstrate the activity using the example. - Play the audio and have them listen and write. -Play the audio again and check answers as a whole class. 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. 4. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talking the family pet.) 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 talking about the family pet.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
7. Teaching date: 3D: 3/11/2022, 3C 04/11/2022 Period 32. UNIT 2: FAMILY Culture: E,F G STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the recording and pictures. (Cognition) 2. Identify the situations using the sentence patterns: My family pet is a cat./ I love my cat. 3. Read, write and speak about the family pet. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about the family pet. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird, pet, 2. Sentence patterns: My family pet is a cat./ I love my cat. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 34, 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. Read and circle True or False Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 3. Circle Linh’s pet Student’s talk and Observation, interaction Questions & answers 4. Look at E. Write about your pet.Then Student’s answers/ Observation Student’s talk and talk about your pet interaction 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers talking about the family pet. 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.
8. - 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. E. 1. Read and circle True or False. - Use DCR on Eduhome to show the students the text. - Have the students read the text individually. - Read the text as a whole class. - Demonstrate the activity using the example. - Have them read and circle “True” or “False”. - Check answers as a whole class. 2. Circle Linh’s pet. - Have the students look at the pictures. - Have them circle Linh’s pet. - Check answers as a whole class. F. Look at E. Write about your pet. - Have the students read the text in Part E again. - Ask them to fill in the blanks about their pet. G. Talk about your pet. - Divide the class into pairs. - Have the student A read their sentences to the student B. - Swap roles and repeat. - Afterwards, have some students read their sentences in front of the class. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talking the family pet.) 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 talking about the family pet.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
9. CLASS 4 Teaching date: 4D: 31/10/2022, 4C 1/11/2022 UNIT 5: WHAT CAN YOU DO? Period 29th Lesson 3: 1- 3 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. pronounce the sounds of the letters s and sw in the words sing and swim respectively. B. LANGUAGE FOCUS. 1. Key terms:review Lesson 1,2. 2. Key grammatical structure The sentence patterns: Can you ...? Yes, I can./No, I can’t C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 34 - Audios (Unit 5-page 34), posters - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and repeat Students’ answers Questions & answers Key 2. Listen and number. Then say Student’s talks, and Observation aloud interaction Questions & answers Student’s talks, and Observation 3. Let’s chant interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and play game. Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Can you swim? Have the class listen and clap their hands Activity 1: Language input (Activity 1: Listen and repeat.) Tell pupils that they are going to practise saying the sounds of the letters s and sw in the words sing and swim respectively. • First, put the letters s and sw on the board. Play the recording and ask pupils to repeat a few times. Then put the words sing and swim on the board, play the recording and ask pupils to repeat a few more times. After that, write the sentences I can sing and I can’t swim on the board. Play the recording a few more times and let pupils say the sentences, paying attention to the target sounds. • Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. • Get some pupils to perform in front of the class. Check as a class and correct the pronunciation, if necessary. Activity 2: Controlled & guided practice
10. Task 1: Controlled practice (Activity 2: Listen and circle. Thensay aloud.) Tell pupils that they are going to listen to four sentences with the sounds s and sw and number them. • Ask them to read the sentences and identify the words with the letters s and sw. Explain the new word swing. Check pupils’ understanding. • Play the recording for pupils to listen and number the sentences. Remind pupils to focus on the words with the sounds s and sw while listening. • 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. • Ask pupils to say the sentences aloud. Key: a 4 b 1 c 2 d 3 Task 2: Guided practice (Activity 3: Let’s chant) Tell pupils that they are going to say the chant. Follow the procedure in Teaching the unit components in Introduction. • Have them read the chant and check comprehension. • Play the recording more than once, if necessary, for pupils to do choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant. Show pupils how to chant and do actions. Divide the class into groups of four and call two groups to give a demonstration: one group chants the questions, the other chants the answers. • Get groups to sit opposite of each other and practise chanting and doing actions. Go around offering help, if necessary. • Call three groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (pronounce the sounds of the letters s and sw in the words sing and swim respectively.) 2. What’re the core values of the lesson? (ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can’t.) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 4.Lesson 3. 4-6 on pages 35). D.FEEDBACK ................... ****************************************************************** Teaching date: 4D: 2/11/2022, 4C 4/11/2022 UNIT 5: WHAT CAN YOU DO? Period 30th Lesson 3: 4- 6 STAGE 1: DESIRED OBJECTIVES
11. 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. pronounce the sounds of the letters s and sw in the words sing and swim respectively. 3. ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can’t.. B. LANGUAGE FOCUS. 1. Key terms: review 2. Key grammatical structure The sentence patterns: Can you ...? Yes, I can./No, I can’t.. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 35 - Pictures,posters - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Read and complete Students’ answers Questions & answers Key Student’s talks, and Observation 2. Write about yourself interaction Questions & answers Student’s talks, and Observation 3. Project. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and read the chant and chatting. Spend a few minutes revising the previous lesson. Get three groups of two to go to the front of the class to sing the chant Can you sing? and do actions. Ask the rest of the class to listen and clap their hands Activity 1: Language input (Activity 1: Read and complete.) Tell pupils that they are going to read the text about Mai and her friends Nam and Phong and write their names under the pictures. Explain the meaning of 3 and 2 in the pictures (3: can, 2: can’t). Check understanding. Have pupils read the first three lines of the passage and explain why we put Mai under the third pair of pictures. (Mai can sing, but she can’t play the piano.) • Get them to read the text and focus on the information to complete the blanks (what each character can and cannot do). If necessary, get pupils to work in pairs or small groups. • 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. Provide explanations to the answers, if necessary. Key: 1 Nam 2 Phong Activity 2: Controlled & guided practice
12. Task 1: Controlled practice (Activity 2: Write about yourself.) Tell pupils that they are going to write a short paragraph about what they can and cannot do, following the structure of the given text. • You may want to introduce the word blog. (A blog, or a web log, is a website with short articles that are changed regularly.) Ask pupils if they or their family members have written a blog. Explain how and why people write a blog. (People usually write about their daily lives, interests, opinions, and/or experiences on their blogs.) • Tell pupils that the given text is an article from a blog. Ask pupils to read the blog to understand what Linda writes about herself: her name, what she can do and what she cannot do. • Have pupils work in pairs or groups to discuss what they are going to write. Then give them time to do the task independently. • Get pupils to swap their answers before checking as a class. If there is time, ask one pupil to write the answer on the board. Key: Pupils’ own answers Task 2: Guided practice (Activity 3: Project) Tell pupils that they are going to interview three classmates to get information about their abilities and complete the chart. • Ask pupils to pay attention to the sample sentences in the bubbles. Check their understanding of the symbols in the chart. • Get a pair to do a demonstration in front of the class as an example before starting the activity. • Give pupils time to do the interview in class. • Call some pupils to the front of the class to report on their work. • If time allows, you may make a chart to show the number of pupils who can do each of the four activities and put it on the wall for display. Key: Pupils’ own answers Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (read and write about someone’s ability) 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask and answer questions about about whether someone can do something.) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Review on pages 36). D.FEEDBACK . ****************************************************************** Teaching date: 4D: 3/11/2022, 4 C 4/11/2022 REVIEW 1 Period 31st STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
13. By the end of this period, students will be able to: + listen and identify specific information related to the theme Me and my friends. • read and identify specific information related to the theme Me and my friends. • use simple sentences to write about themselves. • read, listen to and understand a short story. B. LANGUAGE FOCUS. 1. Key terms: Review 2. Key grammatical structure Review C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 36,37 - Audios (page 36), - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and tick Students’ answers Questions & answers Key Observation 2. Read and write Students’ answers Questions & answers Key Observation 3. Read and match Students’ answers Questions & answers Key Student’s talks, and Observation 4. Look and write. Then say interaction Questions & answers Observation 5. Write about you Students’ answers Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and chatting. - Review the model sentences from U1 to U5 Activity 1: Listen and tick. Tell pupils that they are going to listen to five dialogues and tick the correct pictures. • Give them a few seconds to look at the pictures. Ask them to identify the similarities and differences among them (1a. Linda is greeting a boy. 1b. Linda is in bed and saying good night to her mum. 1c. Linda is saying goodbye to a boy. 2a. Big Ben in London. 2b. The Opera House in Sydney. 2c. The Statue of Liberty in New York. 3a. a calendar sheet of Monday. 3b. a calendar sheet of Thursday. 3c. a calendar sheet of Sunday. 4a. A calendar sheet of the first of October. 4b. A calendar sheet of the first of December. 4c. A calendar sheet of the first of September. 5a. A boy is cycling. 5b. A boy is swimming. 5c. A boy is drawing a picture.) Check understanding. • Play the recording three times for pupils to listen, do the task and check their
14. answers. • Get pupils to swap their answers before you check as a class. Explain the answers and give further support to pupils who got more than half of the answers wrong. Key: 1 b 2 b 3 b 4 c 5 a Activity 2: Read and write Tell pupils that they are going to read the text and write the answers to the questions. • Give them a few seconds to read the text and questions in silence. Check understanding. Then have pupils read the text again, focusing on the information to answer the questions. • Give pupils time to do the task independently. • Get pupils to swap their answers before checking as a class. Provide explanations, if necessary. Key: 1 She’s from England. 2 She’s nine years old. 3 She can play the guitar and sing many Vietnamese songs. 4 She goes to the Music Club. Activity 3: Read and match Tell pupils that they are going to read the sentences on the left and pair them with those on the right by drawing a line between them. Check understanding. • Give them time to do the task independently. • Get pupils to swap their answers before checking as a class. Provide explanations, if necessary. • Have a few pairs act out the dialogues. Key: 1 d 2 a 3 e 4 c 5 b Activity 4: Look and write. Then say Tell pupils that they are going to look at the pictures and write about the character Tom. • Give them a few seconds to look at the pictures to get some information about Tom. (In Picture 1, Tom is taking a photo with the Statue of Liberty. In Picture 2, Tom is blowing out the candles on his birthday cake. The calendar on the wall shows the fifteenth of January. In Picture 3, Tom is playing badminton. In Picture 4, Tom is going to the zoo.) Elicit the words to fill the gaps. • Get them to work in pairs. Monitor the activity and offer help, if necessary. • Select some pairs to say the sentences about Tom in front of the class. Key: 1 America 2 the fifteenth of January 3 play badminton 4 Sunday Activity 5: Write about you Tell pupils that they are going to complete a paragraph about themselves, using word cues. • Ask them to look at the incomplete sentences to identify the information needed to fill the gaps. Then ask them to think of possible words or phrases to complete the sentences. • 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.
15. • If there is enough time, call some pupils to read their paragraphs aloud. Key: Pupils’ own answers Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Review vocabulary and grammar structures related to the theme Me and my friends.) 2. What’re the core values of the lesson? (Love friends, love school and love people) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Short story on pages 38). D.FEEDBACK ..................... ****************************************************************** Teaching date: 4C,D: 4/11/2022 SHORT STORY Period 32th STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of this period, students will be able to: Ss will be able to use the words and phrases related to the theme Me and my family, listen and understand a short story B. LANGUAGE FOCUS. 1. Key terms: review 2. Key grammatical structure Review C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 38 - Audios (page 38), - A computer and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Read and listen to the story Students’ answers Questions & answers Key Observation 2. Complete the conversation. Students’ answers Questions & answers Key 3. Work in groups of three. Read Student’s play, and Observation the conversation. Then act it out interaction Questions & answers with their own name. Observation 4. Unscramble these words from Students’ answers Questions & answers the conversation Key
16. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Review vocabulary from U1-U5 Activity 1: Read and listen to the story Tell pupils that they are going to read and listen to the story. • Before pupils listen, ask them to look at the pictures and ask them questions to remind them of the old characters and introduce the new character (e.g. What’s the name of the black-andwhite cat? What’s the name of the white mouse? Can you see the yellow mouse? Who is she? Can you guess?). • Ask them to read the story in silence. Then play the tape and let the pupils listen. Activity 2: Complete the conversation Tell pupils that they are going to read the text and fill the gaps. • Give them a few seconds to read the text and check comprehension. • Give them time to do the task. • Ask them to swap and check their answers before checking as a class. • Assign a few pairs to read aloud the dialogue. Key: 1 Who 2 My name’s 3 Yes, it is 4 How 5 very well, thank you. Activity 3: Work in groups of three. Read the conversation. Then act it out with their own name. Tell pupils that they are going to practise the dialogues, using their own names. • Ask them to sit opposite of each other and practise the dialogue. • Call a few pairs to act out the dialogue. Correct the pronunciation, if necessary. Key: Pupils’ own answers Activity 4: Unscramble these words from the conversation Tell pupils that they are going to put the letters in the correct order to make words, and that they can find the words in the story. Do the first word as an example. • Give them time to do the task. • Ask pupils to swap and check their answers before checking as a class. • Ask a few pairs to read aloud the correct words. Key: b really c nice d friends e guitar f America Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Review vocabulary and grammar structures related to the theme Me and my friends.) 2. What’re the core values of the lesson? (Love friends, love school and love people) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Short story on pages 38). D.FEEDBACK CLASS 5 Date of teaching:5C, D: 31/10/2022 Period 29
17. UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Lesson 3: 1-2-3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the words with the stress on the first syllable: 'seaside, 'islands, 'countryside. 2.Listen and circle the letters showing the words filling the gapped sentences. 3. Say the chant Where will you be this weekend 4. Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about activities at the weekend. B. LANGUAGE FOCUS. Vocabulary :Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 34 -Flashcards - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation Students’ say the Questions& 1.Listen and repeat statements answers Observation 2.Listen and circle the letters Students' answers Key 3.Perform a chat using appropriate tone and Student’s Observation gestures performance 4. Use positive attitudes and appropriate Student’s Observation gestures to talkabout what someone did at a interactionand Questions& party. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warm up:Greeting and Role- play, Sing the song: where will you be? - Have the class do a dictation, using the words learnt in the previous lesson. - Lead into new lesson Activity 1: Listen and repeat -Tell pupils that they are going to practice pronouncing two- and three-syllable words with the stress on the first syllable: 'seaside, 'islands and 'countryside. - Play the recording all the way through for pupils to listen first.
18. - Play the recording again for them to repeat the sentences twice - Ask pupils to read the sentences until pupils feel confident. - Get some pupils to say the words and sentences in front of the class. - Correct mistakes of pronunciation. Activity 2.Listen and circle a or b. Then say the sentences aloud. - Tell pupils that they are going to listen to the recording, circle a or b to complete the sentences. - Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. - Play the recording twice for pupils to listen, circle a or b. - Get them to compare their answers in pairs. - Play the recording again for pupils to listen and check. Ask the class to read the sentences aloud. - Give the correct answers. * Key: 1 b 2 a 3 b Activity 3.Let’s chant -Tell pupils that they are going to say the chant: Where will you be this weekend? - Play the recording all the way through for pupils to listen and follow in their books. - Play the recording again, pausing after each line for pupils to repeat. - Play the recording once more for pupils to repeat the whole chant, show pupils how to chant and do the actions - Get pupils to work in pairs to practice chanting and doing the action. - Invite some pairs to say the chant and do actions in front of the class - Give feedback. - Ask the whole class to say the chant and clap along to the rhythm of the chant. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? -(Talking about activities at the weekend). 2. What’re the core values of the lesson? - Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about activities at the weekend. - Prepare for the next lesson 3: P4,5,6 D. ADJUSTMENT .......................................................................................................................................... .......................................................................................................................................... ....................................................................................................................................... Date of teaching:5C: 31/10/2022, 5D: 1/11/2022 Period 30 UNIT 5: WHERE WILL YOU BE THIS WEEKEND? Lesson 3: 4-5-6 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
19. By the end of the lesson, students will be able to: 1.Use language to talk aboutactivities at the weekend 2. Read a paragraph and complete a table. 3. Write about their next Sunday, using the writing frame 4. Interview three classmates about where they will go, and what they will do next weekend. 5.Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about activities at the weekend. B. LANGUAGE FOCUS. Vocabulary :Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 35 - flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1.Read and complete Students’ answers Questions& answers / Key Students' interaction 2. Write about you Observation/ key writing Student’s 3.Project Observation performance 4.Use positive attitudes and appropriate Observation Student’s interaction gestures to topicsto ask and answer activities at Questions& and performance the weekend. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up:Greeting and sing - Have the class say the sing: Where will you be? - Lead into new lesson Activity 1. Read and complete -Tell the class that they are going to the text about Mai and complete the table. - Give them a few seconds to read the text and find appropriate information to complete the table. - Set a time limit for pupils to do the task. - Ask pupils to compare their answers. - Call four pupils to write their answers on the board. - Give feedback and correct mistakes * Key:
20. Activity 2.Write about you. -Tell pupils that they are going to write about themselves. - Have pupils work in pairs or in groups to discuss what they will do next Sunday. - Give them time to do the task. - Get them to work in pairs and swap to read what they have written. - Ask two pupils to write their answers on the board. - Give feedback. Activity 3.Project - Tell the class that they are going to interview their classmates about where they will go and what they will do next weekend. - Each pupil selects three classmates to interview and takes notes. - Give pupils time to do the task. - Invite a few pupils to report the results of their interviews to the class. - Give feedback. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? -Talk about activities at the weekend. 2. What’re the core values of the lesson? (Show loving hometown, country, using appropriate gestures and intonation when asking and answering questions about activities at the weekend.) - Remind students to learn new words and structure by heart. - Prepare for the next lesson Review1 D. ADJUSTMENT .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .. Date of teaching:5C:1/11/2022,5D 2/11/2022 Period 31 REVIEW 1 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Perform their abilities in listening, speaking to the topics from units 1-5, using the phonics, vocabulary and sentence patterns they have learnt. 2. Listen and tick the correct pictures. 3. Listen and number the pictures. 4. Listen and tick the sentences Yes (Y) or No (N). Vocabulary :Revision Key grammatical structure:Revision