Giáo án Tiếng Anh Lớp 1+3+5 - Tuần 20 - Năm học 2024-2025

Nội dung tài liệu: Giáo án Tiếng Anh Lớp 1+3+5 - Tuần 20 - Năm học 2024-2025

1. WEEK 20 GRADE 1 Monday, January 20th , 2025 UNIT 10:AT THE ZOO Lesson 2 I. OBJECTIVES: - By the end of the lesson, students will be able to: +Say the letter M/m and the words mango, mother, mouse. +Listen and identify the words mango, mother, mouse. +Trace the letter M/m complete the words __ango, _other, _onkey , _ouse. 1. Knowledge/ Language focus: - Vocabulary: mango, mother, mouse. - Sound: /m/ 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love something relates the zoo. 4. Competences: SS can develop some competences: -Comunicative and collaborative competence: work in pairs/groups, role play: work in pairs/groups, role play: work in pairs/groups, role play -Problem-solving competence: observing, collecting and analyzing information -Self studying and self - control competence: remembering, recalling and guessing words/phrases
2. -Creative competence, linguistic competence: giving ideas, changing information, giving comments, critical thinking. II. TEACHING AIDS / MATERIALS: - Pictures, Textbook, computer, projector, pictures, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities Activity 1:Warm up:5’ *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: * Invite a few Ss to point to the picture/poster and pronounce the sound of the letter M/m, and say the words mango, - SS point and say mother, mouse Activity 2. Listen and chant:10’ *Aim: help Ss to read the chant with some words: mango, mother, mouse. *Procedure: - Have Ss look at the chant in their books and draw Ss’ attention to the first line and explain its meaning . Ask them to pay attention to the letter M/m, and the word -SS look and listen. monkey. Check comprehension. - Play the recording of the first verse for Ss to listen and to get familiarized with the
3. tune. - Play the recording again, ask Ss to listen and repeat the first line. Then play the recording for them to listen and repeat until they feel confident. - Follow the same procedure with the other verse. Show Ss how to chant and clap their -SS listen. hands. Correct pronunciation, if necessary. - Play the recording all the way through. Ask Ss to listen and repeat the chant individually and in chorus. Give further -Ss listen and repeat. support to those Ss who find it difficult to do the task. - Select some Ss to the front of the class to chant and clap their hands. The rest of the class may sing the chant along and clap -SS listen and chant. their hands. *Outcome: read the chant with some words: mango, mother, mouse. Activity 3. Listen and tick :7’ -Ss listen and repeat. *Aim: help Ss to improve listening skill with some words mango, mother, mouse. *Procedure: -Have Ss look at two pictures and say what they can see. Draw Ss’ attention to the boxes next to the letters a and b. Check -SS chant in front of the class. comprehension. -Encourage some Ss to point to the pictures and say the words in front of the class - Play the recording for Ss to listen and tick the box.
4. - Let ss to listen again and check . *Outcome: improve listening skill with -SS look and listen. some words mango, mother, mouse. Activity 4. Look and trace.10’ *Aim: help Ss to look and trace with the sound of the letter M/m. *Procedure: - Have Ss look at the letter M (upper case) and m (lower case). Ask Ss to make sure if they recognize the two forms of the letter. -SS point and say. - Tell Ss to trace the letter M/m,. T can demonstrate by air tracing or tracing the - Ss listen and tick. broken lines of the letter M/m, on the board. - Ss listen and check. -Then let Ss do the tracing and then *Key: 1.a 2. b. writing. Give further support to those Ss who find it difficult to do the task. - Check the results of Ss’ tracing and give -SS look and listen. feedback. Ask Ss to work in pairs and swap their answers. Give Ss time to work. Go around and offer help, if necessary. - Ask some Ss to show what they have done. - With a better class, write the letter M/m, in broken lines on the board and invite some Ss to trace and write them. -SS trace. *Outcome: look and trace with the sound -SS check. of the letter M/m. -SS show Activity 5.Consolidation(2’) -SS listen. - Asking Ps to focus on sounds and -SS listen and take note. vocabulary again.
5. Activity 6.Homelink (1’) Practice more at home. - Prepare new lesson. ___________________________________ Thursday, January 23th , 2025 UNIT 10:AT THE ZOO Lesson 3 I. OBJECTIVES: - By the end of the lesson, students will be able to: - Use That’s a _____ to identify someone or somethings. - Sing a song with the structures That’s _____. 1. Knowledge/ Language focus: - Vocabulary: mango, mother, mouse - Sound: /m/ -Sentence pattern: That’s _____. 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to become studious and obedient students; love something relates the zoom. 4. Competences: SS can develop some competences: -Comunicative and collaborative competence: work in pairs/groups, role play: work in pairs/groups, role play: work in pairs/groups, role play -Problem-solving competence: observing, collecting and analyzing information
6. -Self studying and self - control competence: remembering, recalling and guessing words/phrases -Creative competence, linguistic competence: giving ideas, changing information, giving comments, critical thinking. II. TEACHING AIDS / MATERIALS: - Pictures, Textbook, computer, projector, pictures, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities Activity 1:Warm up:5’ *Aim:help ss to be eager and happy to begin the new lesson. *Procedure: - Have a group of Ss to sing the chant in previous lesson, in front of the class. The - SS chant. class claps hands. Activity 2. Listen and repeat:10’ *Aim: help Ss to practise sentence pattern: That’s _____. *Procedure: - Have Ss look at the first picture .Play the recording for Ss to listen and repeat, - Have Ss look at the sentence : That’s -SS look and listen. _____. Explain the meaning of the sentence
7. and how it is used. Check comprehension. -Play the recording several times for Ss to listen and repeat the sentence. Give more support to those Ss who find it difficult to do the task. - Invite some Ss to listen and repeat the sentences in front of the class. -SS listen. - T checks and corrects. *Outcome: practise sentence pattern: That’s _____. Activity 3. Let’s talk :7’ -Listen and repeat. *Aim: help Ss to improve speaking skill with sentence pattern: That’s _____. *Procedure: - Have Ss look at the first picture. Say Look at Picture a, please! Point to the monkey and say: That’s a monkey. Havw ss to point and say. Correct pronunciation, if necessary. - Ask Ss to say the sentence “That’s a monkey.” In chorus and individually. Follow the same procedure with Pictures b, c, d. Give further support to those Ss who find it difficult to do the task, if necessary. -Ask Ss to work in pairs or groups, to point -Ss look and listen. to the pictures and say “That’s a monkey” Offer help, if necessary. -Invite some pairs of Ss to practise pointing to the pictures and say what they have in front of the class. *Outcome: improve speaking skill with sentence pattern: That’s _____. Activity 4.Let’s sing :10’ -SS listen and say.
8. *Aim: help Ss to sing the song. *Procedure: - Have Ss look at the lines of the lyrics. Explain the meaning of the structures “That’s a monkey. Then ask them to read the first line aloud. Check comprehension, if necessary. -Play the recording of the first line several -SS work in pairs or in groups times for Ss to listen and repeat. to practise. - Follow the same procedure with other lines. Correct pronunciation and the tune, the rhythm and the melody of the verses of -SS practise in front of the the song, if necessary. class. -Play the recording all the way through for -SS look and listen and read. Ss to listen, to sing and clap their hands. Offer help, if necessary. -Invite some Ss to sing the song in front of the class. The rest of the class sings along and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary. *Outcome: sing the song. -SS listen and repeat. Activity 5.Consolidation(2’) -SS sing and clap their hands - Asking Ps to focus on sounds and -SS sing the song. vocabulary again. -SS listen. Activity 6.Homelink (1’) -SS listen and take note. Practice more at home. - Prepare new lesson. ___________________________________ GRADE 3 Tuesday, January 21st , 2025
9. UNIT 11: MY FAMILY Lesson 3- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: - correctly pronounce the sounds of the letters o and ure in isolation, in the words old and sure and in the sentences How old is your brother?. and Are you sure? -listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family”; -read and write about family members and their ages; -collect a picture of their family and show it to the class. 1. Knowledge/ Language focus: - Phonic: Sound /o/, /ure/ - Vocabulary: review - Sentence patterns:review 2. Skills: - Listening and speaking. 3. Quality /Attitude: -Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to family members and their ages Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness 4. Competences: SS can develop some competences: - Teamwork, reliability, motivation -Listening: listen and recognize the characters, then repeat -Critical Thinking: self-introduce -Self-control & independent learning: perform listening tasks -Communication and collaboration: work in pairs or groups II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method.
10. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Numbers *Aims: to help ss to review the alphabet and be happy to learn new lesson. *Procedure: -Divide the class into 4 groups. Invite Ss to go -SS play game. to the monitor and touch to choose the numbers. Ss will get points for their teams if their answers are correct. -Give points to the groups and encourage -SS open their book. them. -Say “Open your book page 10 and look at, Lesson 3” 2. New lesson Activity 1. - 1. Listen and repeat:10’ *Aims: To correctly repeat the sounds of the letters o and ure in isolation, in the words old and sure, and in the questions How old is your brother? and Are you sure? with the correct pronunciation and intonation. *Procedure: -Draw Ss’ attention to the sounds of the letters -Look at the picture and o and ure in isolation, in the words old and identify the characters in the sure, and in the questions How old is your pictures. brother? and Are you sure? .Tell Ss about the activity. -Listen, point, listen and -Play the recording again and encourage Ss to repeat. listen and repeat. Do this several times until Ss feel confident. Correct their pronunciation where necessary. -Ss practise in pairs. -Have time for ss to practise in pairs. Go around the classroom to offer support if necessary. -Ss practise in pairs. - Call some pairs to act out in front of the class.
11. - T corrects pronunciation, if necessary. -SS practise in front of the -T gets feedback. class. *Outcome: Ss can correctly repeat the sounds of the letters o and ure in isolation, in the words old and sure, and in the questions How old is your brother? and Are you sure? with the correct pronunciation and intonation. Activity 2 - 2. Listen and circle:10’ *Aims: to identify the target words old and sure in the sentences while listening *Procedure: -Look at the picture and -Draw Ss’ attention to the sentences and the answer. gap-fill options. Tell them about the activity. Check their comprehension and give feedback. -Ss listen and do the task. -Play the recording again for them to listen and -SS swap and check. circle the correct answers. - Tell Ss to swap books with a partner, then -Sss listen and check. check the answers together as a class. -Play the recording for Ss to check their -SS write the correct answers answers again. on the board. -Call some ss to write the correct answers on the board. -SS read in front of the class. - Call some ss to read in front of the class. - T corrects pronunciation, if necessary. -T gets feedback. *Outcome: Ss can identify the target words old and sure in the sentences while listening * Key: 1. a 2. A Activity 3. Let’s chant :6’ *Aims: To say the chant with the correct rhythm and pronunciation. -Ss look and listen. *Procedure: - Draw Ss’ attention to the lyrics of the chant. -Ss listen and chant. Check comprehension. - Play the recording all the way through for Ss to listen to the whole chant. Encourage them to listen carefully to the rhythm and -SS listen and repeat line by pronunciation. line.
12. - Play the recording, line by line, for Ss to listen and repeat. Correct their pronunciation if -SS chant and clap. necessary. - Play the recording all the way through for Ss to chant. Encourage them to clap along while -SS chant in groups. chanting. - Divide the class into two or more groups to take turns listening and repeating the chant. -SS chant in pairs. while the rest of the class claps along. -Have time for ss to chant in pairs. Go around -SS chant in front of the class. the classroom to offer support if necessary. - Call some pairs to read the chant in front of the class. - T corrects pronunciation, if necessary. *Outcome: Ss can say the chant with correct -SS retell. rhythm and pronunciation. 3. Consolidation :3’ - T tells Ss about the main content of the lesson. -T tells Ss about the educational aims of the -SS listen. lessons. - Practice more at home. ___________________________________ UNIT 11: MY FAMILY Lesson 3: Activity 4, 5, 6 I. OBJECTIVES: By the end of the lesson, students will be able to: - read four sentences and circle the correct responses about family. - read, understand and complete three exchanges with their personal information. - do projcect to make the student card. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude:
13. Actively participate in activities with their classmates in pairs, groups or class. Educate Ss about family. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills 4. Competences: SS can develop some competences: -Comunicative and collaborative competence:work in pairs/groups, role play, motivation, adaptability -Problem-solving competence: observing, collecting and analyzing information -Self studying and self - control competence: remembering, recalling and guessing words/phrases. Critical Thinking: self-introducing Self-control & independent learning: perform listening tasks II. TEACHING AIDS / MATERIALS: - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Pass the ball. *Aims: to help ss to remember the chant. *Procedure: - Give 2 balls for Ss. - Turn on the music and have students pass the - SS play game ball. Then stop the music. Have students stop passing the ball. The Ss who are having the balls will stand up and practise speaking with their friends. - Give points to the Ss. - Encourage Ss practice speaking English.
14. -Say “Open your book page 11 and look at -SS open their book. lesson 3” 2. New lesson Activity 1. - 4. Read and complete:9’ *Aims: to read and complete a paragraph with the words in the box *Context: A paragraph and five gapped sentences with the words in the box. *Teaching techniques - techniques in teaching reading -individual, pairworks, using recording, pictures *Procedure: -Draw student’s attention to the pictures and tell them about the activity. Elicit the names of the characters in each picture. Point at the -Look at the picture, listen pictures respectively to explain the context. and answer. - Have time for ss to do the task. Go around the -Ss listen and do the task classroom to offer support if necessary. - Get Ss to swap with a partner. -Ss swap. -Ask ss to check answers together as a class. -Ss check. - Ask ss to write their answers on the board. -SS write their answers - T gets feedback and correct the answers. - Call some ss to read aloud in fron of the class. -SS read aloud. * Key: 1. my 2. sister 3. old 4. am *Outcome: Ss can read and complete a paragraph with the words in the box Activity 2 - 5. Let’s write :9’ *Aims: to read, understand and complete a gapped text -Look at the picture and *Procedure: identify. -Aks ss to look at the book and tell them how do to the activity. -SS look and answer. -Elicit the context and the missing words and give feedback. -SS do the task. - Give Ss time to do the task. Go around the classroom to offer support if necessary. -SS swap.
15. - Get Ss to swap books with a partner, then -Ss write their answers. check the answers together as a class. - Ask ss to write their answers on the board -SS role-play. -T gets feedback and corrects the answer. - Invite two Ss to role-play the exchange. * Key: ss’s answer. *Outcome: Ss can read, understand and complete a gapped text Activity 3. - 6. Project :7’ *Aims: to collect a picture of their family and show it to the class by telling the class about -Ss look and listen. their family members *Procedure: -SS do the task. - Tell Ss about the activity. Stick the student -Ss listen and repeat. card sample on the board. Write the presentation language on the board. Check comprehension and give feedback. -SS perform in front of the -Have time for ss to do the task. class. -Have Ss repeat the sentences until they can say the sentences by themselves. Model the -SS practice in groups. presentation a few times. - Invite a student to the front of the classroom to perform the presentation. Watch and offer -SS perform in front of the your support with the language. class. - Put Ss into groups to rehearse their student card presentation. Go around the classroom to -SS display and vote. offer support where necessary. - Invite a few Ss from different groups to show and talk about their student cards in front of the classroom. - Create a class display of student cards and vote for the best decorated one. *Outcome: Ss can collect a picture of their family and show it to the class by telling the class about their family members -SS listen. 3. Consolidation :3’ - T tells Ss about the main content of the lesson.
16. -T tells Ss about the educational aims of the lesson. -SS listen. ________________________________________ Thursday, January 23th , 2025 UNIT 12: JOBS Lesson 1- Activity 1, 2, 3 I. OBJECTIVES: By the end of the lesson, students will be able to: -understand and correctly repeat the sentences in two communicative contexts to ask and answer questions about the job of a family member. - correctly say the words and use What’s his / her job? – He’s / She’s _____. to ask and answer questions about someone’s job. 1. Knowledge/ Language focus: - Vocabulary: jobs, doctor, teacher, worker, driver - Sentence patterns: What’s his / her job? –> He’s / She’s ........... 2. Skills: - Listening and speaking. 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about someone’s job. Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness 4. Competences: SS can develop some competences: Decision making, teamwork, work standards, reliability, motivation. Listening: look, listen and repeat Critical Thinking: about someone’s job. Oral Communication: ask and answer questions about someone’s job., let’s talk, Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others. II. TEACHING AIDS / MATERIALS:
17. - Pictures, textbook, computer, projector, flashcards, recording III. METHODS: - Communicative language teaching, contextual teaching and learning, total physical response, games activities teaching, Model-Action-Talk, teaching methods by visual, direction method, audiolingual method. IV. PROCEDURE: Teacher’s activities Students’ activities 1.Warm- up: 5’ Game: Memory game *Aims: to help ss to be happy to learn new lesson. *Procedure: -Review the previous lesson by having the -SS read the chant. class play the Memory game, using the words: mother; father; sister; brother. - Divide the class into 2 teams. - Each student from each team go to the front and touch 2 squares. If they match the right word with the correct picture, they will score one point for his/her team. - Encourage Ss join in the game. -SS open their book. - Give point for Ss.Open your book page 12 and look at, Lesson 1” 2. New lesson Activity 1. - 1. Listen and repeat:10’ *Aims: To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering about the job of a family member. *Procedure: - Teach vocabulary: jobs, doctor, teacher, -SS listen and repeat new worker, driver (Using pictures) words, then write on their -Check vocabulary:game slap the board notebook -Set the scene: we are going to listen to the -SS play game. dialogue in which the characters ask and -Look at the picture and listen. answer questions about the job of a family member. -SS look at the picture and
18. - Ask students to look at the picture in the identify the characters in the book and identify the characters in the pictures. pictures: +Who are they in the picture? +What are they talking about? -Ss listen and repeat sentence - Play the recording again for Ss to listen and by sentence. repeat in chorus, sentence by sentence. -SS read in groups. -Divide the class into two groups to read the dialogue. -SS point and read in pairs. -Have time for ss to point and read in pairs. T goes around the classroom to offer support where necessary. -SS practise in front of the class. - Invite some pairs to practise in front of the class. - T get feedback. *Outcome: Ss can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering about someone’s job. Activity 2 - 2. Point and say:9’ *Aims: to correctly say the words and use What's his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job. *Procedure: - Have Ss look at pictures. Ask them to ask and answer about someone’s job. +What’s this? -Look at the picture and - Sentence Pattern: answer +What’s his / her job? –> He’s / She’s -A student model. - T models with a student.Then asks ss practice in pairs -SS read in groups. -Divide the class into two groups to read the words and sentences. -Ss practise in pairs. - Have time for Ss to practise in pairs and corrects pronunciation if necessary. -SS practise in front of the - Invite ss to ask and answer in front of the class.
19. class. ( Play game: What’s missing?). - T gets feedback *Outcome: Ss can correctly say the words and use What's his / her job? – He’s / She’s ______. to ask and answer questions about someone’s job. Activity 3. Let’s talk :7’ *Procedure: -Tell ss that they are going to practise more with their friends to ask and answer about someone's job - Elicit the words to fill in the gaps and have ss to repeat. - Have time for ss to practise in pairs. Go -Ss look and listen. around the classroom to offer support where necessary. -SS repeat. - Call some pairs to act out in front of the -Ss practise in pairs. class. - T corrects pronunciation, if necessary -T gets feedback. -SS act out in front of the *Outcome: Ss can enhance the correct use of class. What's his / her job? – He’s / She’s ______. to ask and answer questions about someone's job in a freer context. 3. Consolidation :3’ - T tells Ss about the main content of the -SS listen. lesson. - T tells Ss about the educational aims of the lesson. -SS listen. - Prepare for the next lesson. ____________________________________ Friday, January 24th , 2025 UNIT 12: JOBS Lesson 1- Activity 4, 5, 6
20. I. OBJECTIVES: By the end of the lesson, students will be able to: - Listen and number the correct answers about someone's job - Read and match the correct answers about someone's job - sing the song My mother and my father with the correct melody and pronunciation. 1. Knowledge/ Language focus: - Vocabulary: review - Sentence patterns: review 2. Skills: - Listening, writing and reading 3. Quality /Attitude: Actively participate in activities with their classmates in pairs, groups or class. Educate Ss to ask and answer questions about someone's job Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills 4. Competences: SS can develop some competences: Decision making, teamwork, work standards, reliability, motivation, communication, planning and organization Listening: listen and recognize the contexts, focus on asking and answering questions about someone's job Critical Thinking: ask and answer questions about someone's job.