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Global Success là bộ sách giáo khoa Tiếng Anh được biên soạn dựa trên Chương trình giáo dục phổ thông môn tiếng Anh (Ban hành kèm theo Thông tư số 322018TTBGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo) và Khung năng lực ngoại ngữ 6 bậc dùng cho Việt Nam của Bộ Giáo dục và Đào tạo.
TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit In the classroom Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - correctly pronounce the name of the letter Q/q /kjuː/ - correctly pronounce the sound of the letter Q/q (/k/) in isolation and in the words question, square and quiz Language: - Sound /k/ - Vocabulary: question, square, quiz Resources/Material: - Student’s book, page 23 - Teacher’s guide, pp 43 - 45 - hoclieu.vn - Flashcards for Unit - Flashcards for Warm-up - Poster for Unit - Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Listen and repeat – Point and say – Fun corner – Wrap-up Teaching and learning activities Classroom management minutes Option Whole class Refresh pupils’ memory of the previous unit by showing pictures of the words they learnt Have them say the words for the pictures Option Whole class Have pupils sing the song In the classroom (to the tune of Oh my darling, Clementine) to revise topic-related words In the classroom, in the classroom There’s a blackboard on the wall There’s a table, there’s a window In the classroom where we learn Option Group work - Ask pupils to play Pass the Card Game - Place pupils in rows - Hand out picture cards of pasta, pizza, sand and sea to the first pupil in each row - Have pupils in each row name the item/thing on each card as they pass the card to the classmate behind them Listen and repeat 10 minutes Step 1: Draw pupils’ attention to the picture (say Whole class “Look at the picture.”) Ask questions to help them identify the context (The picture shows a classroom The teacher is asking a question On the board, there is a square One of the pupils is doing a quiz Question, square and quiz are labelled, with the letter q in red) Step 2: Have pupils point to the letter Q/q (say “Point Individual work to the letter Q.”) Explain that the name of the letter Q/q is different to its sound (say “Listen /kjuː/ /k/.”) Step 3: Play the recording of the name and sound of Whole class/ the letter Q/q and encourage pupils to repeat Individual work (say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: Have pupils look at the question (say “Look at Whole class the question.”) Then have them point to the word question (say “Point to the word question.”) Draw their attention to the colour of the letter q (say “Look at the colour of the letter q It is red.”) Step 5: Play the recording of question and encourage Whole class/ pupils to repeat (say “Listen and repeat.”) Individual work Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 6: Repeat Steps and for square and quiz Whole class/ Individual work Step 7: Play the recording in full and encourage pupils Whole class/ to repeat the name and sound of the letter Q/ Individual work q, question, square and quiz both individually and in chorus Extension: For better pupils, let them play Jumbled letters Individual work using the new vocabulary Then ask them to say the words aloud Point and say minutes Step 1: Have pupils point to the letter Q/q and Whole class correctly pronounce its name and sound (say “Point to the letter Q Say /kjuː/ Now say /k/.”) Step 2: Have pupils point to and correctly pronounce Whole class/ the word question (say “Point to the question Individual work Say question.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Whole class/ Step 3: Repeat Step for square and quiz Individual work Step 4: Put pupils into pairs or groups for further Group work/ practice of Steps to Go around the class to Pair work offer help or correct pupils’ pronunciation, if necessary Fun corner: Whispers minutes Step 1: Divide the class into two teams Tell each team Group work to form a line Step 2: Explain that when you whisper a word to the Group work first pupil in each line, he/she must in turn whisper it to the second pupil in the line The second pupil then whispers it to the third, and so on When the word reaches the last pupil in the line, he/she should call it out A correct word scores one point Group work Step 3: Play the game, using the words in Lesson Step 4: Count the points for each team and announce Group work the winner The team with more points wins The winning team must say all three words aloud for the rest of the class Wrap-up: minutes Revise the main teaching point of the lesson: the Whole class sound of the letter q and the words question, square, quiz Option Whole class Using hoclieu.vn, have pupils look at the things in the picture and repeat the words after the recording Option Individual Using Poster for Unit 5, ask pupils to point to the work things in the picture and say the words For better pupils, teacher may cover the words and ask them to point to the things and say the words aloud Option Group work Have pupils play Listen and jump Divide the class in groups and ask them to listen to words and jump up when they hear the sound /k/ TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit In the classroom Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - say the letter Q/q, the words question, square, quiz, the phrases/sentences containing /k/ and square, question, quiz, the sentence structure He’s/She’s _ (verb + –ing) in a chant - listen and recognize the words square, quiz and the sentence structure He’s/She’s _ (verb + –ing) - write the letter Q/q and complete the words s_uare, _uiz, _uestion Language: - Sound /k/ - Vocabulary: question, square, quiz - Phrases/sentences with the sound /k/, the words question, square, quiz, the sentence structure He’s/She’s _ (verb + –ing) Resources/Material: - Student’s book, page 24 - hoclieu.vn - Teacher’s guide, pp 45-47 - Workbook, pp 16-17 III PROCEDURE - Computer, projector Warm-up – Listen and chant – Listen and tick – Look and write – Wrap-up Procedure Teaching and learning activities Warm-up minutes Classroom management Option Whole class - Ask pupils what letter and sound they learnt in Lesson (Q/q, /k/) - Show pictures of the words that pupils learnt in Lesson (question, square, quiz) and encourage them to say the words in chorus More advanced classes can add other words beginning with or containing the letter Q/q Option Group work Ask the class to play Whispers again, using the words in Lesson 1, Unit and those in the previous units, saying Now let us play Whispers! Option Group work Get pupils to play Listen and clap In groups, ask them to stand up and clap when they hear “k” sound Listen and chant 10 minutes Step 1: Draw pupils’ attention to the picture and have Whole class them point to the square (say “Look at the picture Point to the square.”) Step 2: Say “He’s colouring a square.” and encourage Whole class pupils to repeat Step 3: Repeat Steps and for question and quiz Whole class Step 4: Play the recording of the chant to familiarize Whole class pupils with the words and rhythm (say “Listen.”) Step 5: Have pupils point to each line of the chant (say e g “Point to line one.”) Play the recording of each line and encourage pupils to chant (say “Listen and chant.”) Step 6: Play the recording in full and encourage pupils to chant (say “Listen and chant.”) Pupils can clap along or other actions to help them keep the rhythm Step 7: Divide the class into three teams The teams take it in turns to chant a line The whole class can clap along or other actions Extension: For better pupils, cover or omit some letters/ words in the chant and have them guess and say all the lines aloud For example: Q, q, a square He’s colouring a _ Individual work Whole class Whole class Group work Individual work Listen and tick minutes Step 1: Have pupils point to the pictures and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “square/ circle/ question/ quiz” Whole class Step 2: Play the recording and allow pupils time to complete the activity (say “Listen and tick.”) Individual work Step 3: Play the recording again, if necessary (say “Listen again.”) Individual work Step 4: Check the answers by asking “a or b?” When pupils answer correctly, confirm by saying “1a He’s colouring a square.”/“2b She’s doing a quiz.” and encourage them to repeat Whole class/ Individual work Audio script: He’s colouring a square She’s doing a quiz Answers: a b Look and write minutes Step 1: Write the letter Q (upper case) on the board Whole class and say “Q” (/kjuː/) Step 2: Write the letter Q (upper case) on the board Individual work again, but this time more slowly Invite a few pupils to come to the front of the class and write the letter Q (upper case) on the board Step 3: Repeat Steps and for q (lower case) Whole class/ Individual work Step 4: Draw pupils’ attention to the writing grids (say Whole class “Look and write.”) Allow pupils time to complete the activity Go around the class to offer support and feedback Step 5: Draw pupils’ attention to the pictures and Individual work labels (say “Look and write.”) Allow pupils time to complete the activity Go around the class to offer support and feedback Extension: - For weaker pupils, have them Activity 3, Individual work Unit in their workbooks - For better pupils, have them Activity 4, Unit in their workbooks Wrap–up minutes Option Have pupils listen to the recording, then say the chant again Whole class Option Ask pupils to look at the pictures in Listen and circle and say about them, e.g square, circle, Encourage better pupils to use learnt structures e.g I can see the square.; That’s the circle.; Whole class Option To reinforce the vocabulary, get pupils to Activity 1, Unit in their workbooks Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit In the classroom Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - use the sentence structures What’s he/she doing? and He’s/She’s _ (verb + –ing) to ask and answer questions about what someone is doing - sing a song with the structure What’s he/she doing? and He’s/She’s _ (verb + –ing).” Language: - What’s he/she doing? and He’s/She’s _ (verb + –ing).” Resources/Material: - Student’s book, page 25 - hoclieu.vn - Teacher’s guide, pp 47 - 49 - Workbook, page 18 - Computer, projector 10 III PROCEDURE Procedure Warm-up Warm-up – Listen and repeat – Let’s talk – Let’s sing – Wrap-up Teaching and learning activities Classroom management minutes Option - Have pupils listen to the recording, then sing the chant on Page 24 - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Whole class/ Individual work Option Individual work - Invite one or two pupils to write the letter Q/ q on the board - Get pupils to say words that contain the sound of the letter Q/q (from Lessons & and the learnt units) Option Individual work - Draw or show pictures of a square, a quiz and a question mark Say “He’s colouring a _.” and encourage pupils to complete the sentence with “square” - Repeat for “She’s doing a quiz.” and “He’s answering a question Listen and repeat minutes Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”) Say “What’s she doing? She’s colouring a square.” Step 2: Have pupils point to the sentences (say “Point to the sentences.”) Step 3: Play the recording and encourage pupils to repeat (say “Listen and repeat.”) Whole class Individual work Whole class Step 4: Have pupils repeat the sentences both Whole class/ individually and in chorus Correct their Individual work 11 pronunciation if necessary, and praise them when their pronunciation is good Let’s talk 10 minutes Step 1: Write What’s he doing? and What’s she doing? Whole class on the board Underneath the questions, write He’s _ and She’s _ Step 2: Have pupils look at Picture a (say “Look at Whole class Picture a.”) Say “What’s she doing?” and encourage them to answer using the full sentence structure When they answer correctly, confirm by saying “She’s answering a question.” Step 3: Repeat Step for Pictures b and c Whole class Step 4: Have pupils work in pairs to look at each Pair work picture and practise asking and answering questions about what the people are doing Go around the class to offer support and feedback Extension: Invite some pupils to point to the pictures Pair work and act out the exchanges in front of the class Let’s sing 10 minutes Step 1: Draw pupils’ attention to the picture (say Whole class “Look at the picture.”) Say “What’s he/ she doing?” and encourage pupils to answer using the full sentence structure Step 2: Play the recording of the song to familiarize Whole class pupils with the rhythm and melody (say “Listen.”) Step 3: Read the song line by line and encourage Whole class/ pupils to repeat (say “Listen and repeat.”) Do Individual work this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good 12 Step 4: Say “Let’s sing!” Play the recording line by line Whole class and encourage pupils to sing along Step 5: Have pupils work in groups to make up actions Group work for the song Invite a few groups to perform the song for the class Wrap–up minutes Revise the main teaching point of the lesson: Whole class the structures What’s he/she doing? and He’s/ She’s _ (verb + –ing) to ask and answer questions about what someone is doing Option 1: Ask pupils to play Charade, using Whole class What’s he/she doing? and He’s/She’s _ (verb + –ing) Option 2: Have pupils Activity 6, Unit in Individual work their workbooks Option 3: Show pupils the lyrics of the song Individual work with some missing words, e.g.: What’s he doing? He’s doing a _ What’s he doing? He’s clolouring a _ Then ask some advanced pupils to guess the missing words and sing the complete song aloud 13