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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 On the farm Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - pronounce the sound of the letter X/x in isolation - say the words box, fox and ox Language: - Sound /x/ - Vocabulary: box, fox, ox Resources/Material: - Student’s book, page 26 - Teacher’s guide, pp 50 - 52 - hoclieu.vn - Flashcards for Unit - Flashcards/pictures of farm animals - Vocabularies for Fun Corner, e.g box, fox, ox - 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 - Ask pupils to sing the song in Unit 5, 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 hands Option - Ask some pupils to talk about the present progressive actions in the classroom - Get some pairs of pupils to practice asking and answering about their friends’ miming actions, using What is he/she doing? – He’s / She’s + V-ing Option - Show pupils some pictures/slides of farm animals (kitten, chicken, fox, ox, goat, cow, dog, cat, …) - Ask pupils some questions about the farm or the farm animals (in Vietnamese), e.g Have you ever been to …? Have you ever seen …? Do you like …? What animals can you see on the farm? 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 X/x, the words next to the thing/animals and the colour of the letter X/x Check comprehension Step 2: Ask pupils to point to the letter X/x Have them Individual work listen and repeat the sound of the letter X/x, saying Point to the letter X/x, listen and repeat, please! more than once, if necessary Step 3: Tell pupils to point to the word box, saying Whole class Point to the word “box” Ask them to listen and repeat the word, saying 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 fox and Whole class the ox Correct pronunciation, if necessary Step 5: Play the recording again and have them listen, Whole class point to the letter X/x and the words box, fox and ox 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 in full and encourage pupils Individual work to repeat the name and sound of the letter X/x, box, fox and ox both individually and in chorus , saying Excellent! when they performed well Extension: For better pupils, use the new and learnt Individual work vocabulary about animals (fox, ox, duck, goat, horse, kitten…) Show half hidden part of the flashcard for students and ask: "What’s this?” Have students guess and answer the name of the animals 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 X/x, the thing/ animals, if necessary Step 2: Get them to point to the letter X/x and say it, Whole class saying Point to the letter X/x and say, please! Step 3: Let them point to the box in the picture and say Individual work the word box as a model, saying "Point to the box" and say “box”, please! Remind them of the sound of the letter x in the word box Step 4: Follow the same procedure with the animals 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 X/x, the Pair work thing/animals, 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 Individual work say the sound of the letter and the words in front of the class If they performed well, praise them, saying Good work! Fun corner: Whispers (race version) minutes Step 1: Divide the class into two teams Say You are going to play Whispers game Whole class Step 2: Tell each team to form a line Pupils should be spaced far enough apart that they won't overhear the word when it isn't their turn Step 3: Explain that when you whisper a word to the 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 The fastest team to call out a correct word scores one point Group work Group work Step 4: Play the game Remember to nominate a pupil from Group work each team before saying the word Step 5: Count the points for each team and announce the Group winner work The team with the most points wins The winning team must then correctly pronounce all the three words Wrap-up: minutes Revise the main teaching point of the lesson: the sound of the letter x and the words box, fox, ox 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 6, 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 box, fox, ox and the pictures Then ask the class to say the words aloud Whole class Whole class Individual work Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit On the farm Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - say the letter X/x, the words box, fox, ox and the phrases/sentences containing /x/ and box, fox, ox in a chant - listen and identify the words box, fox, ox - write the letter X/x and complete the words bo_, fo_, o_ Language: - Sound /x/ - Vocabulary: box, fox, ox - Phrases/sentences with the sound /x/ and the words box, fox, ox Resources/Material: - Student’s book, page 27 - hoclieu.vn - Teacher’s guide, pp 52- 54 - Workbook, pp 19-20 - Flashcards to play games in Warm-up - Computer, projector III PROCEDURE 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 two or three pupils to look at the picture in Lesson (Student’s book or hoclieu.vn) and say the sound of the letter X/x and the words box, fox and ox Option Whole class Ask the class to play Whispers game again, using the words in Lesson 1, Unit and those in the previous units, saying Now let us play Whispers game! Whole class Option Get pupils to play What’s Missing? game, using the pictures and flashcards with the incompleted words bo _, fo_ and o _ 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 Whole class the chant, please! Draw pupils’ attention to the first verse and explain its meaning Ask them to pay attention to the letter X/x and the words box, fox, ox Check comprehension Step 2: Play the recording of the first verse for pupils Whole class 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! Step 3: Follow the same procedure with the second Whole class and third verse Correct pronunciation, if necessary 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 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! Extension: Whole class/ Individual work Individual work/ Whole class For better pupils, cover or omit some letters/ Individual words in the chant and have them guess and work/ say all the lines aloud For example: Whole class X, x, a box I can see a _ on the farm X, x, a fox I can see a _ on the farm X, x, an ox I can see an _ on the farm Listen and circle minutes Step 1: Have pupils look at the pictures in Question Whole class and say What can you 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 fox, 1b: an ox 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 “I can see a fox.” or “I can see an ox.”? Yes, it said “I can see an ox.” You circle the letter b If some pupils say “I can see a fox.”, let them listen to the recording again, saying "Now listen again, please! Play the recording and ask What did you hear? Did you hear “I can see a fox.” or “I can see an ox.”? Yes, “I can see an ox.” Circle the letter b So b 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 the correct words, praise them, saying Well done! or Very good! Step 5: Audio script: I can see an ox Individual work Individual work Whole class I can see a fox Answers: b a Look and write minutes Step 1: Have pupils look at the letter X (upper case) and x (lower case) Remind them how to write it Step 2: Give pupils time to write the letter X/x independently, saying Now write the letter X/x with your pencil You can demonstrate by air writing of the letter X/x 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 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 the activity Ask some questions to help them identify the thing and animals in the pictures Whole class Individual work Pair work Whole class (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 in their workbooks - For better pupils, have them Activity 4, Unit in their workbooks Wrap-up Individual work Whole class/ Individual work Whole class Individual work 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 box, fox, ox Encourage better pupils to use learnt structures e.g I can see an ox; I can see a fox, Option To reinforce the vocabulary, get pupils to Activity 1, Unit in their workbooks 10 Whole class Whole class Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit On the farm Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - use “Is there a/an ?” “Yes, there is / No, there isn’t.” to identify someone’s favourite things or animals - sing a song with the structure “Is there a/an ?” Language: - Is there a/an ? Resources/Material: - Student’s book, page 28 - hoclieu.vn - Teacher’s guide, pp 54 - 55 - Workbook, page 21 - Pictures/ Slides of animals 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 - Have pupils listen to the recording, then sing the chant on Page 27 - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option - Show pupils pictures/slides of some animals they have learnt - Ask them to recall and name the animals (e.g fox, ox, goat, cow, ) Encourage better pupils to say more words of animals if they can Option - Invite one or two pupils to write the letter X/x on the board - Get pupils to say words that contain the sound of the letter X/x (e.g box, fox, ox) Option - Divide the class into groups - Ask each group to nominate one pupil to join the writing competition - Say a word (e.g box, fox, ox, ) and the pupils write down - Check the mistakes of words then ask pupils to read aloud - Give the winner the stars Whole class Whole class Individual work Group work Listen and repeat minutes Step 1: Have pupils look at the pictures showing some Whole class children are on the farm In the first picture, one boy is saying “Is there a 12 fox?” The other boy is saying “Yes, there is.” In the second picture, the boy is saying “Is there a fox?” The girl is saying “No, there isn’t.” 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, saying Now listen and repeat, please! Step 3: Invite a few pupils to listen and repeat the Individual sentences “Is there a fox?” “Yes, there is / work No, there isn’t.” 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 “Is there a fox?” “Yes, there is / No, there isn’t.” Go around and correct pronunciation to make sure pupils can repeat the sentence correctly Let’s talk 10 minutes Step 1: Write Is there a/an _? on the board Whole class Underneath the question, write Yes, there is and No, there isn’t Have pupils look at the structure Explain the meaning of the structure and how it is used Step 2: Have pupils look at the first picture Say Look at Whole class Picture 1, please! Point to the box and ask them, saying “Is there a box?” Tell them that if there is a box, the answer is “Yes, there is.”; If there is not a box, they can answer “No, there isn’t.” Step 3: Ask pupils to use the structure “Is there a/an Pair work/ _?“ in the bubble and Picture (a box) to Whole class ask and answer about whether or not something is present, e.g Is there a/ an _? Yes, there is / No, there isn’t Get them to repeat the sentence several times individually and in chorus Check 13 comprehension Step 4: Follow the same procedure with the other Pair work/ pictures Make sure pupils understand the Whole class structure “Is there a/ an _?” “Yes, there is / No, there isn’t.” 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 “Is there a/an _?” “Yes, there is / No, there isn’t.” with the picture cues Group work/ Pair work Step 6: Select some pupils to practise the structure they Pair work 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 the Pair work board or around the classroom Have pupils point to and identify things/animals in the classroom Encourage them to say as much as they can, e.g “Is there a/an _?” “Yes, there is / No, there isn’t.” 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 sentence “Is there a fox?” 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 verse Correct pronunciation and the melody of the song, if necessary Step 3: Have pupils listen to the whole song, drawing Whole class their attention to the pronunciation, the stress 14 and the melody of the song Say Now listen to the whole song Step 4: Let pupils practise singing the song Help them Group work/ sing the song sentence by sentence first Then Individual help them to sing the whole song If there is work time, let them sing the song several times until they feel confident 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 two-part singing Divide the class into Group work two 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 “Is there a/ an _?” “Yes, there is /No, there isn’t.” to identify someone’s favourite Option Ask pupils to draw an animal or a pet, show them to the class and ask their friends, using “Is there a/ an _?” “Yes, there is / No, there isn’t.” Revise the main teaching point of the lesson: the structure “Is there a/ an _?” “Yes, there is / No, there isn’t.” to ask and answer questions about whether or not something is present Option Ask pupils to draw a hidden picture of an animal or a pet, show them to the class and ask their friends, using “Is there a/an _?” “Yes, there is / No, there isn’t.” 15 Whole class Individual / Pair/ Group work Individual work Individual Option work Have pupils Activity 6, Unit in their workbooks Group work Option Show pupils the lyrics of the song with some missing words, e.g.: Is there a ? Is there a ? Yes, there is Yes, there is There’s a in the box Is there an _? Is there an _? No, there isn’t No, there isn’t There isn’t an _on the farm Then ask some advanced pupils to guess the missing words and sing the complete song aloud 16