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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: REVIEW Phil and Sue – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - repeat and understand a short story - identify and say the words they have learnt Language: - Vocabulary: pasta, pizza, kite, bike, kitten, sail, sea, rainbow, road - Structures: Is he/she _ (verb + –ing)? and Yes, he/she is / No, he/she isn’t to ask and answer questions about actions in progress Let’s look at the _! to suggest doing something What can you see? and I can see a _ to describe features of a scene Resources/Material: - Student’s book, page 20 - Teacher’s guide, pp 38 - 39 - hoclieu.vn - Flashcards/ Poster - Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Listen and read – Look again and circle – Wrap-up Teaching and learning activities Classroom management minutes - Remind pupils of the names of the topics Whole class they have learnt from Unit to Unit Option - Revise Units to topics by showing pictures of a birthday party, a backyard, the seaside and the countryside Encourage pupils to use the words and sentence structures that they learnt - Say “Open your books at page 20 and look at Review 1, Phil and Sue.” Option Group work Have pupils play a game (e.g Slap the board, Pelmanism) with the words they have learnt in the previous units Option Group work Stick some flashcards including some pictures of the words from Units to Unit on the board Write the words on the board Have pupils match Listen and read 15 minutes Step 1: Have pupils look at the picture of the boy, the Whole class girl and the speech bubbles Introduce again the two new characters Phil and Sue and help pupils identify them (their names, genders, …) by asking them some questions such as Who’s the boy? Who’s the girl? What are they doing? Check comprehension Step 2: Have pupils look at Picture (saying Look at Whole class Picture 1, please!) and describe the picture (Picture (1) shows Sue flying over the countryside She sees Ba flying a kite Sue is saying “Look! Ba’s flying a kite!”) Step 3: Play the recording several times for pupils to Whole class listen and repeat the sentences in the bubbles of picture 1, saying “Listen, point to the sentence and repeat, please!” Step 4: Repeat the same procedure with Pictures 2, Whole class and Correct pronunciation, if necessary Give further support to those pupils who find it difficult to the task Step 5: Play the recording of the whole story several Individual work times and have pupils listen, point to the speech bubbles and repeat until they feel confident Go around and offer help, if necessary Step 6: Have pupils work in pairs to act out the story Pair work Go around the class to offer help and correct pupils’ pronunciation, if necessary Step 7: Invite a few pairs to act out the story for the Pair work class Encourage them to use gestures, face expressions, … Observe and support pupils when needed Extension: For more advanced classes, have pupils close Individual work their books and try to remember what the characters are doing in each picture Look again and circle minutes Step 1: Explain to pupils that they are going to look at the four pictures and circle the words that appeared in the story Whole class Step 2: Have pupils point to and say the word bike (say “Point to the word bike Say bike.”) Whole class Step 3: Have pupils look again at the story and try to Whole class/ find a bike in one of the pictures (say “Look Individual work again Is there a bike in the story?”) If there is a bike, pupils should circle the word/picture; if not, then they not need to circle the word/ picture Step 4: Ask pupils to look at the other pictures and Individual work circle the words in the chain, saying “Use your pencil to circle the words” Give pupils time to work Give further support to those pupils who find it difficult to the task Step 5: Invite some pupils to show what they have done Praise them if they have done well Have the class say all of the words they have circled Answers: pizza, rainbow, sea, kitten Whole class/ Individual work Wrap-up: minutes Revise the main teaching point of the lesson by Whole class asking pupils some questions about the story Option Whole class Using hoclieu.vn, show the pictures of the story without showing the text Have pupils tell the story from their memory Option Individual work Show flashcards of the words that appear in the story and have pupils say the words Option Individual work/ Have pupils play Slap the board with the words Group work from Units 1-4 TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: REVIEW Self check – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - recognise the sounds they have learnt; - recognise the words they have learnt; - listen for specific sounds and words Language: - Sounds: /p/ (letter p), /k/ (letter k), /s/ (letter s), and /r/ (letter r) - Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river Resources/Material: - Student’s book, page 21 - Teacher’s guide, pp 40 - 41 - hoclieu.vn - Flashcards - Computer, projector III PROCEDURE Warm-up – Listen and tick – Listen and circle – Write and say – Wrap-up Procedure Teaching and learning activities Warm-up minutes Classroom management Option Whole class/ Using hoclieu.vn, play the video of the story in Pair work Lesson Have pupils role play it Option Have pupils play Hot seat to revise the words Group work they learnt in previous units Option Whole class/ Have pupils play Pass the ball game Give Group work flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words Listen and tick minutes Step 1: Have pupils look at the pictures and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “river/ road/ pizza/ pasta/ sea/ sand” Step 2: Play the recording and ask pupils to listen and tick the correct box (say “Listen and tick”) Give further support to those pupils who find it difficult to the task Play the recording again, if necessary (say “Listen again.”) Step 3: Follow the same procedure with the pictures of questions and Go around and offer help, if necessary Step 4: Check the answers by asking “a or b?” When pupils answer correctly, confirm by saying “1a river”/“2b pasta”/ “3a sea” and encourage them to repeat Audio script: river pasta sea Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Whole class Extension: Answers: a b a Put the flashcards of Units 1-4 at different Group work places in the class Have pupils play in groups of four Say one word, for example, pasta, the pupils will try to run to the flashcard “pasta” as fast as he/she could to slap on the word Listen and circle minutes Step 1: Have pupils look at the pairs of letters and say Whole class the letter sounds in pairs (say “Point and say.”) Invite some pupils to say the letters and the sounds in front of the class Step 2: Play the recording, ask pupils to listen and Individual circle the letters of the sounds (say “Listen and work circle.”) Allow pupils time to complete the activity Play the recording again, if necessary (say “Listen again.”) Step 3: Check the answer to Question by asking “/s/ Individual or/r/?” Invite some pupils to say the sounds work they have heard When pupils answer correctly, confirm by saying “/s/.” and encourage them to repeat Step 4: Repeat Step for Questions 2, and Individual work Audio script: s r p k Extension: Divide pupils into groups Have them listen to one sound, for example /s/, and in one minute, pupils try to find out the words containing the sound /s/ such as sea, sun, sail, The group with the most correct words wins Write and say 10 minutes Step 1: Draw pupils’ attention to Picture 1, say “Look Whole class at Picture 1” Have pupils point and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “popcorn/ kitten/ sand/ rainbow” Step 2: Have pupils write the letters to complete the Individual words (say “Look and write.”) Allow pupils work time to complete the activity Go around the class to offer support Step 3: Get pupils to check their answers in pairs Then Pair work ask some pairs to give their answers Give comments and confirm the correct answers Step 4: Have pupils say the words (say “Now say.”) Whole class Write incomplete words on the board and have Individual Extension: some pupils write letters to complete them work E.g: _ ite , _ iver, _izza, _opcorn, … Wrap-up minutes Option Have pupils play Kim’s game Stick flashcards Whole class on the board Have pupils look at the cards for Group work 30 seconds Then ask them to close their eyes Have them open their eyes again and say what words have been missing Option Group work/ Stick some picture cards on the board Write Individual the words on the board Have pupils match work Option Group work Have pupils play Whispering game to revise the words from Units 1-4 Divide the class into teams Pupils are going to listen to the message their friends whisper and then pass the message to the next pupil The team wins if the last person in the team can speak out the word he/she heard correctly TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: REVIEW Self check – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: – recognize the target words and sentence structures; – write the learnt words II INPUT Language: - Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river - Structures: The is yummy to express this feeling about a particular food - Is he/she _ (verb + –ing)? and Yes, he/she is / No, he/she isn’t to ask and answer questions about actions in progress Let’s look at the _! to suggest doing something What can you see? and I can see a _ to describe features of a scene Resources/Material: - Student’s book, page 22 - hoclieu.vn - Teacher’s guide, pp 41 - 42 - Flashcards - Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Read and tick – Guess, read and circle Then say – Write the words – Wrap-up Teaching and learning activities Classroom management minutes Option Whole class - Have pupils sing one or two songs from Units - to revise the words and structures they have learnt If pupils not remember the songs, play the recording for them to sing along Option Whole class/ Show pupils the lyrics of a chant or a song from Individual Units - with some missing words, e.g.: work What can you see? I can see a A rainbow in the sky What ? I can see a river A near the road Then ask pupils to listen to the chant/ song and fill in the blanks, then sing the complete chant/ song aloud Option Group work Have pupils play the game Missing flashcard to revise the sounds and words they learnt in previous units Read and tick minutes Step 1: Have pupils read and say the sentence Whole class structure in Question Let’s look at the river! (say “Read and say.”) Step 2: Have pupils look at the pictures underneath Whole class the sentence structure (saying “Look at the pictures in Question 1, please!") and say what 10 they can see When pupils answer correctly, confirm by saying “sand/river” Step 3: Have pupils read the sentence again and tick the correct box (say “Read and tick.”) Allow pupils time to complete the activity Give further support to those pupils who find it difficult to the task Step 4: Check answers by saying “a or b.?” When pupils answer correctly, confirm by saying “b Let’s look at the river!” and encourage them to repeat Step 5: Repeat Steps to for the sentence structures in Question Is she flying a kite? and Question I can see a road Individual work Whole class Whole class/ Individual work Extension: Say aloud some sentences and have pupils slap Group work the suitable pictures Guess, read and circle Then say minutes Step 1: Draw pupils’ attention to Picture and encourage them to guess what is in the picture (say “Look at Picture Guess what it is.”) Step 2: Have pupils read the two sentences underneath Picture (say “Look at and read the sentences.”) Step 3: Say “Circle the correct sentence.” and allow pupils time to complete the activity Step 4: Check answers by saying “a or b?” When pupils answer correctly, confirm by saying “a The pasta is yummy.” and encourage them to repeat Step 5: Repeat Steps to for Picture and Picture Extension: Have pupils rearrange the sentences to make meaningful sentences E.g: a sail / I / can see (I can see a sail.) flying/ He’s/ a kite (He’s flying a kite.) Whole class Whole class Individual work Whole class/ Individual work Whole class Group work Write the words minutes Step 1: Have pupils look at and describe the picture Whole class 11 using the words they have learnt Step 2: Write k_ _ _ on the board and encourage Whole class pupils to complete the word When they answer correctly, confirm by saying “kite” and encouraging them to repeat Step 3: Repeat Step for sea (s_ _), pizza (p_ _ _ _), Whole class pasta (p_ _ _ _) and road (r_ _ _) Step 4: Say “Write the words.” and allow pupils time to complete the activity Step 5: Check answers by inviting pupils to come to the front and complete the words kite, sea, pizza, pasta and road on the board Extension: Show the pictures of some learnt words and ask pupils to write the words on their notebooks Ask pupils to swap their answers with other classmates Then check the answers as a class Wrap–up Individual work Individual work Whole class/ Individual work minutes Option 1: Write a letter, then pupils take turns Group work going to the board and writing the next letter, one by one, until it becomes a word Practise writing as many words as possible Option 2: Show flashcards and have pupils say Individual the words Ask some pupils to make sentences work with the words Option 3: Write incomplete sentences on the Individual board (with pictures) Invite some pupils to go work/ to the board and write the letters to complete Group work the sentences E.g The picture of a plate of pasta and the text: The _ is yummy 12