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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 12 At the café Lesson – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: - pronounce the sound of the letter A/a in isolation; - say the words grapes, cake and table II INPUT Language: - Sound /eɪ/ - Vocabulary: grapes, cake, table Resources/Material: - Student’s book, p 51 - Teacher’s guide, pp 101 - 103 - hoclieu.vn - Flashcards for Unit 12 - Flashcards/pictures of food and fruit - Flashcards/pictures of different categories for Fun Corner, e.g (1) object: table; (2) food: cake; (3) fruit: grapes; - Poster for Unit 12 - 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 - Ask pupils to sing the song in Unit 11, Lesson and make the gesture (e.g expressing what you are doing while singing) - Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap their hands Option - Ask some pupils to talk about the position of things - Get some pairs of pupils to practise talking about the position of things, using The _ is/ are on the table Option - Show pupils some pictures/ slides of things/ food/ fruit (grapes, cake, yogurt, jam, jelly, pizza, popcorn, table, box …) - Ask pupils some questions about the animals (in Vietnamese), e.g Do you like …? What food/ fruit you like? Where is the cake? Whole class Whole class/ Pair work Whole class Listen and repeat 10 minutes Step 1: Have pupils look at the picture, saying “Look at Whole class the picture, please!” and describe the picture Draw pupils’ attention to the letter A/a, the words next to the thing/ food/ fruit and the colour of the letter A/a Explain that the name of the letter A/a is sometimes different to its sound (say “Listen /eɪ/ /æ/.”) Encourage pupils to say words containing the sound /æ/, which they learnt in Tieng Anh Check comprehension Step 2: Ask pupils to point to the letter A/a Have them Individual listen and repeat the sound of the letter A/a work more than once, if necessary (say “Point to the letter A/a, listen and repeat, please!”) Explain that the name of the letter A/a is sometimes the same as its sound (say “Listen /eɪ/ /eɪ/.”) Step 3: Tell pupils to point to the word grapes (say Whole class “Point to the word grapes”) Ask them to listen and repeat the word (say “Listen and repeat, please!”) Then play the recording again, if necessary, for them to repeat individually and in chorus Correct pronunciation, if necessary If they repeat well, praise them, saying “Well done!” Step 4: Repeat the same procedure with the cake and Whole class the table Correct pronunciation, if necessary Step 5: Play the recording again and have them listen, Whole class point to the letter A/a and the words grapes, cake and table and repeat until they feel confident Give further support to those pupils who find it difficult to the task, if necessary Step 6: Play the recording again and call a few pupils to Individual say the sound of the letter A/a and the words work grapes, cake and table in front of the class, saying “Excellent!” when they performed well Extension: For better pupils, use the new and learnt Individual vocabulary about food and fruit (grapes, apples, work cake, yogurt, jam, jelly, pizza, popcorn, …) Show half hidden part of the flashcard for students and ask "What's this?” Have students guess and answer the name of the food and fruit Point and say minutes Step 1: Have pupils look at the picture again Ask them Whole class to describe the picture Draw their attention to the letter A/a, the thing/ food/ fruit, if necessary Step 2: Get them to point to the letter A/a and say it Whole class (say “Point to the letter A/a and say, please!”) Step 3: Let them point to the grapes in the picture and Individual say the word grapes as a model (say “Point to work the grapes and say “grapes”, please!”) Remind them of the sound of the letter a in the word grapes Step 4: Follow the same procedure with the food/ thing Whole class Go around and correct pronunciation, if necessary Give further support to those pupils who find it difficult to the task Step 5: Have pupils work in pairs or in groups to look at Group work the picture, point to the letter A/a, the /Pair work thing/food/ fruit, say the sound of the letter and the words (say “Point to the picture and say, please!”) Go around and offer help or correct pronunciation, if necessary Step 6: Invite a few pupils to point to the picture and say Individual the sound of the letter and the words in front of work the class If they performed well, praise them, saying “Good work!” Fun corner: Spell it! minutes Step 1: Divide the class into two teams Say “You are going to play Spell it game." Whole class Step 2: Display three sets of flashcards showing the letters to Group work spell the words cake (C -A - K - E), table (T - A - B - L E) and grapes (G - R - A - P - E - S) Give pupils two minutes to prepare Step 3: Divide the class into three teams Give each Group work team a set of flashcards Explain that all teams must spell a word using their flashcards A correct word scores one point Step 4: Play the game Remember to nominate a pupil Group work from each team before spelling the word Step 5: Count the points for each team and announce Group work the winner The team with the most points wins The winning team must then correctly pronounce all of the words Wrap-up: minutes - Revise the main teaching point of the lesson: the sound of the letter a and the words grapes, cake, table Option Using hoclieu.vn, have pupils look at the things in the picture and repeat the words after the recording Option Using Poster for Unit 12, ask pupils to point to the 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 Using pictures and flashcards, get some pupils to match the words grapes, cake, table and the pictures Then ask the class to say the words aloud TIẾNG ANH LESSON PLAN Whole class Whole class Individual work Individual work School: Grade: Teacher: School year: Week: Approved by: Unit 12 At the café Lesson – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter A/a, the words grapes, cake, table and the phrases/sentences containing /a/ and grapes, cake, table in a chant; - listen and identify the words grapes, cake, table; - write the letter A/a and complete the words _rapes, _ake, _able II INPUT Language: - Sound /eɪ/ - Vocabulary: grapes, cake, table - Phrases/sentences with the sound /eɪ/ and the words grapes, cake, table III PROCEDURE Resources/Material: - Student’s book, p 52 - hoclieu.vn - Teacher’s guide, pp 103- 105 - Workbook, pp 37-38 - Flashcards to play games in Warm-up - Computer, projector Warm-up – Listen and chant – Listen and circle – Write and say – Wrap-up Procedure Teaching and learning activities Warm-up minutes Classroom management Option Whole class Ask two or three pupils to look at the picture in Lesson (Student’s book or hoclieu.vn) and say the sound of the letter A/a and the words grapes, cake and table Option Whole class Ask the class to play Spell it! game again, using the words in Lesson 1, Unit 12 and those in the previous units, saying “Now let us play Spell it! game!” Option Whole class Get pupils to play What’s Missing? Game, using the pictures and flashcards with the incompleted words _rapes, _ake and _able Pupils should guess the missing letters and say the words correctly Listen and chant 10 minutes Step 1: Have pupils look at the chant, saying “Look at the chant, please!” Draw pupils’ attention to the first verse and explain its meaning Ask them to pay attention to the letter A/a and the words grapes, cake, table Check comprehension Whole class Step 2: Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying “Listen to the first verse, please!” Then play the recording for them to listen and repeat until they feel confident, saying “Listen again and repeat, please!” Whole class Step 3: Follow the same procedure with the second verse Correct pronunciation, if necessary Whole class Step 4: Play the recording all the way through Ask pupils to listen and repeat the chant individually and in chorus, saying Listen, chant and clap your hands, please! Go around and offer help, if necessary Whole class/ Individual work Step 5: Select some pupils to the front of the class to chant and clap their hands The rest of the class may sing the chant and clap their hands along If they sing the chant well, praise them, saying “Great work!” Individual work/ Whole class 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: A, a, A, a, He’s having a _ A, a, A, a, She’s having Individual work/ Whole class Listen and circle minutes Step 1: Have pupils look at the pictures in Question Whole class and say “What they can see?” Draw pupils’ attention to the letters a and b Check comprehension Invite some pupils to point to the pictures in Question and say the words in front of the class Say “Point to the pictures and say the words, please!” E.g 1a: A boy is having a cake, 1b: A boy is having apples Step 2: Play the recording of the first sentence for Individual pupils to listen, saying “Now listen, please!” Ask work pupils what they have heard and circled, saying “What did you hear? Did you hear “He’s having a cake.” or “He’s having apples.”? Yes, it said “He’s having a cake.” You circle the letter a” If some pupils say “He’s having apples.”, let them listen to the recording again, saying “Now listen again, please! Play the recording and ask “What did you hear? Did you hear “He’s having a cake.” or “He’s having apples.”? Yes, “He’s having a cake.” Circle the letter a So a is the correct answer.” Step 3: Follow the same procedure with the pictures in Question Before playing the recording, say “Are you ready? OK, now listen, please!” Play the recording (several times if needed) for pupils to listen and circle the correct option Step 4: Call a few pupils to the front of the class to point to the pictures and say what they have heard If they said correct words, praise them, saying “Well done!” or “Very good!” Step 5: Audio script: He’s having a cake She’s having grapes Answers: a a Individual work Individual work Whole class Look and write minutes Step 1: Have pupils look at the letter A (upper case) and Whole class a (lower case) Remind them how to write it Step 2: Give pupils time to write the letter A/a Individual independently, saying “Now write the letter A/a work with your pencil” You can demonstrate by air writing of the letter A/a or open hoclieu.vn’s guide for writing Then let pupils write the letter Give further support to those pupils who find it difficult to the task Step 3: Check the results of pupils’ writing and give Pair work feedback Ask pupils to work in pairs, swap and check their answers Give pupils time to work Go around and offer help, if necessary Step 4: Then have pupils look at the three pictures in Whole class the activity Ask some questions to help them identify the thing and animals in the pictures (e.g What’s that? What can you see in the pictures?) Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word Step 5: Give pupils time to complete the words independently, saying “Look at the pictures and complete the words, please!” Go around and offer help, if necessary Step 6: Ask some pupils to show what they have done Praise them if they have done well, saying “You’ve done a good job!” Extension: - For weaker pupils, have them Activity 3, Unit 12 in their workbooks - For better pupils, have them Activity 4, Unit 12 in their workbooks Wrap-up minutes Option Have pupils listen to the recording, then say the chant again Option Ask pupils to look at the pictures in Listen and circle and say about them, e.g grapes, cake, table Encourage better pupils to use learnt structures e.g He’s having a ; She’s having , Option To reinforce the vocabulary, get pupils to Activity 1, Unit 12 in their workbooks 10 Individual work Whole class/ Individual work Whole class/ Individual work Whole class Whole class Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit 12 At the café Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - use The _ is/are on the table to talk about the position of things - sing a song with the structure The _ is/are on the table Language: - The _ is/are on the table Resources/Material: - Student’s book, p 53 - hoclieu.vn - Teacher’s guide, pp 105 - 106 - Workbook, p 39 - Pictures/ Slides of thing/ food/ fruit for Warm-up - Computer, projector 11 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 Whole class - Have pupils listen to the recording, then sing the chant on page 53 - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Whole class Option - Show pupils pictures/ slides of some food they have learnt - Ask them to recall and name the food/ fruit (e.g grapes, apples, cake, yogurt, jam, jelly, pizza, popcorn …) Encourage better pupils say more words of food/ fruit if they can Option - Invite one or two pupils to write the letter A/a Individual work on the board - Get pupils to say words that contain the sound of the letter A/a (e.g grapes, cake, table, ) Option - Split class into groups - Ask each group to nominate one pupil to join the writing competition - Say a word ( e.g grapes, cake, table, ) and the pupils write down - Check the mistakes of words then ask pupils to read aloud - Give the winner the stars 12 Group work Listen and repeat minutes Step 1: Have pupils look at the picture showing a table Whole class with grapes and a cake on it A girl and a boy are pointing at the table The girl is saying “The cake is on the table.” The boy is saying “The grapes are on the table.” Explain the meaning of the sentences and how they are used Check comprehension Step 2: Play the recording several times for pupils to Whole class listen and repeat the sentence (say “Now listen and repeat, please!”) Step 3: Invite a few pupils to listen and repeat the Individual sentences The cake is on the table; The grapes work are on the table in front of the class Correct their pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying “You did very well!” Step 4: Ask some pupils to point to and repeat the Pair work sentences The cake is on the table; The grapes are on the table Go around and correct pronunciation to make sure pupils can repeat the sentence correctly Let’s talk 10 minutes Step 1: Write “The apple is on the table on the board Whole class and underline the word apple.”.Say “The apple is on the table” Have pupils look at the bubble to understand how the structure is used Explain the meaning of the structure Step 2: Have pupils look at the first picture (say “Look Whole class at Picture a, please!”) Point to the apple and say “The apple is on the table.” Tell them that if they want to talk about the position of something they can say “The _ is/ are on the table.” 13 Step 3: Ask pupils to use the structure “The _ is/ are on the table.” in the bubble and Picture (an apple) to talk about the position of things, e.g “The _ is/ are on the table.” Get them to repeat the sentence several times individually and in chorus Check comprehension Step 4: Follow the same procedure with the other pictures Make sure pupils understand the structure “Do you like the _?” and say it with the right pronunciation and intonation Give further support to those pupils who find it difficult to the task, if necessary Step 5: Ask pupils to work in pairs/ groups, using “The _ is/ are on the table.” with the picture cues Pair work/ Whole class Pair work/ Whole class Group work/ Pair work Step 6: Select some pupils to practise the structure Pair work they have been learning in front of the class Praise them, saying “That’s right!” or “Superb!” if they performed well Extension: Stick flashcards of food, animals, things on Pair work the board or around the classroom Have pupils point to and identify things/ food/ fruit in the classroom Encourage them to say as much as they can, e.g The _ is/ are on the table Let’s sing 10 minutes Step 1: Have pupils look at the lyrics to get familiarized Whole class with the first verse of the song Explain the meaning of the sentences Look at the cake; The cake is on the table Say “Now look at the first verse, please!” Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly Check comprehension Step 2: Follow the same procedure with the second Whole class and third verses Correct pronunciation and the melody of the song, if necessary 14 Step 3: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song (say “Now listen to the whole song.”) Step 4: Let pupils practise singing the song Help them sing the song sentence by sentence first Then help them to sing the whole song If there is time, let them sing the song several times until they feel confident Whole class Group work/ Individual work Step 5: Select some groups to the front of the class to Group work sing the song or ask some pupils to sing the song individually The class may sing along and clap their hands Praise them when they performed well, saying “Fantastic!” or “Excellent!” Extension: Practise three-part singing Divide the class Group work into three groups and ask each group to sing one part of the song Wrap-up minutes - Revise the main teaching point of the lesson: the structure The _ is/ are on the table to talk about the position of things Option Ask pupils to draw a kind of food or fruit, show them to the class and tell their friends, using The _ is/ are on the table Revise the main teaching point of the lesson: the structure The _ is/ are on the table to talk about the position of things Option Have pupils Activity 6, Unit 12 in their workbooks Option Show pupils the lyrics of the song with some missing words, e.g.: 15 Whole class Individual/ Pair work/ Group work Individual work Individual work/ Group work Look at the _ The is on the Look at the _ The are on the We’re having a We’re having _ Then ask some advanced pupils to guess the missing words and sing the complete song aloud 16