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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 kitchen 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 J/j ((/dʒeɪ/) - correctly pronounce the sound of the letter J/j (/dʒ/) in isolation and in the words juice, jelly and jam Language: - Sound /dʒ/ - Vocabulary: juice, jelly, jam Resources/Material: - Student’s book, page 31 - Teacher’s guide, pp 59 - 61 - hoclieu.vn - Flashcards for Unit - Flashcards/pictures for Fun Corner - 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 Group work writing the letter X/x on the board Have pupils say the name and sound of the letter - Put pupils into teams and have them think of as many words containing the letter X/x as possible Option Whole class/ - Ask some pupils to talk about the food they Individual work like - Get some pairs of pupils to practise talking about their favourite food, using I like _ or The _ is yummy Option Whole class - Introduce the next unit by showing a picture of a kitchen and asking pupils questions about it (in Vietnamese), e.g Where are they? What are they doing? What can you see in the kitchen? What you in the kitchen? Listen and repeat 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look Whole class at the picture.”) Ask questions to help them identify the context (The picture shows a kitchen There is a mother, son and daughter sitting at the table On the table, there is a jug of juice, a plate of jelly and a jar of jam Juice, jelly and jam are labelled, with the letter j in red) Step 2: Have pupils point to the letter J/j (say “Point to Individual the letter J.”) Explain that the name of the letter work J/j is different to its sound (say “Listen /dʒeɪ/ /dʒ/.”) Step 3: Play the recording of the name and sound of the Whole class/ letter J/j and encourage pupils to repeat (say Individual “Listen and repeat.”) Do this several times, with work 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 jug of juice (say “Look at Whole class the jug of juice.”) Then have them point to the word juice (say “Point to the word juice.”) Draw their attention to the colour of the letter j (say “Look at the colour of the letter j It is red.”) Step 5: Play the recording of juice and encourage pupils Whole class/ to repeat (say “Listen and repeat.”) Do this Individual several times, with pupils repeating both work individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Whole class/ Step 6: Repeat Steps and for jelly and jam Individual work Step 7: Play the recording in full and encourage pupils to Individual repeat the name and sound of the letter J/j, work juice, jelly and jam both individually and in chorus Extension: For better pupils, use the new and learnt Individual vocabulary about food (popcorn, pizza, pasta, work noodles, milk, jam, juice, jelly) to make simple sentences, e.g I like _.; I can see .; I’m having _ Point and say minutes Step 1: Have pupils point to the letter J/j and correctly Whole class pronounce its name and sound (say “Point to the letter J Say /dʒeɪ/ Now say /dʒ/.”) Step 2: Have pupils point to and correctly pronounce Whole class/ the word juice (say “Point to the juice Say Individual juice.”) Do this several times, with pupils work 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 jelly and jam 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: Slap the Board minutes Step 1: Stick the flashcards on the board Whole class Step 2: Divide the class into three teams and have each Group work team stand in a line in front of the board Step 3: Explain to pupils that when you say one of the Whole class words, the pupil at the front of each line must run to the board and slap the correct flashcard as quickly as possible The first pupil to slap the correct flashcard scores one point Step 4: Play the game The team with the most points Group work wins Wrap-up: minutes Revise the main teaching point of the lesson: Whole class the sound of the letter j and the words juice, jelly, jam Option Whole class Using hoclieu.vn, have pupils look at the things in the picture and repeat the words after the recording Option Individual work Using Poster for Unit 7, 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 Individual work Using pictures and flashcards, get some pupils to match the words juice, jelly, jam and the pictures Then ask the class to say the words aloud For better pupils, teacher may use the food vocabulary learnt in the previous units TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit In the kitchen Lesson – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: - say the letter J/j, the sound of the letter J/j (/dʒ/), the words jam, juice and jelly and the sentence structure I like _ in a chant; - listen and recognise the words jelly, juice and the structure I like _ - write the letter J/j and complete the words _elly, _uice, _am II INPUT Language: - Sound /dʒ / - Vocabulary: jelly, juice, jam - Phrases/sentences with the sound /dʒ/ and the words jelly, juice, jam Resources/Material: - Student’s book, page 32 - hoclieu.vn - Teacher’s guide, pp 61 - 63 - Workbook, pp 22-23 - Flashcards to play games in Warm-up - Computer, projector Warm-up – Listen and chant – Listen and tick – Look and write – Wrap-up III PROCEDURE Procedure Teaching and learning activities Warm-up minutes Classroom management Option Whole class - Ask pupils what letter and sound they learnt in Lesson (J/j, /dʒ/) - Show pictures of the words that pupils learnt in Lesson (juice, jelly, jam) and encourage them to say the words in chorus More advanced classes can add other words beginning with the letter J/j Option Group work Ask the class to play Slap the Board again, using the words in Lesson 1, Unit and those in the previous units, saying Now let us play Slap the Board! Option Group work/ Get pupils to play What’s Missing? game, using Pair work the pictures and flashcards with the incompleted words _uice, _elly and _am Pupils should guess the missing letters and say the words correctly Listen and chant 10 minutes Step 1: Draw pupils’ attention to the picture and have Whole class them point to the jam (say “Look at the picture Point to the jam.”) Step 2: Say “I like jam.” and encourage pupils to repeat Whole class To reinforce their understanding, lick your lips or smile and rub your stomach Step 3: Repeat Steps and for juice and jelly 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 Individual (e.g say “Point to line one.”) Play the recording work/ of each line and encourage pupils to chant (say Whole class “Listen and chant.”) Step 6: Play the recording in full and encourage pupils Whole class 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 Group work 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: J, j, jam I like _ J, j, juice I like _ Individual work Listen and tick minutes Step 1: Have pupils look at the pictures and say the Whole class words (say “Point and say.”) When pupils answer correctly, confirm by saying “jelly/ cake/ jam/ juice” Step 2: Play the recording and allow pupils time to Individual complete the activity (say “Listen and tick.”) work Step 3: Play the recording again, if necessary (say “Listen again.”) Step 4: Check the answers by asking “a or b?” When pupils answer correctly, confirm by saying “1a I like jelly.”/“2b I like juice.” and encourage them to repeat Individual work Whole class/ Individual work Audio script: I like jelly I like juice Answers: a b Look and write minutes Step 1: Step 1: Write the letter J (upper case) on the Whole class board and say “J” (/dʒeɪ/) Step 2: Write the letter J (upper case) on the board Whole class/ again, but this time more slowly Invite a few Individual pupils to come to the front of the class and work write the letter J (upper case) on the board Step 3: Repeat Steps and for j (lower case) Step 4: Have pupils look at the writing grids (say “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 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, Unit in their workbooks - For better pupils, have them Activity 4, Unit in their workbooks Wrap-up Whole class/ Individual work Individual work Individual work Whole class/ Individual work minutes Option Have pupils listen to the recording, then say the chant again Whole class Option Individual Ask pupils to look at the pictures in Listen and work circle and say about them, e.g jelly, cake, Encourage better pupils to use learnt structures e.g I’m having .; I like .; Option Individual To reinforce the vocabulary, get pupils to work Activity 1, Unit in their workbooks 10 TIẾNG ANH LESSON PLAN School: Grade: Teacher: School year: Week: Approved by: Unit At my birthday party Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - use the sentence structures Pass me the _, please and Here you are to make and respond to a request; - sing a song with the sentence structures Pass me the _ and Here you are Language: - Pass me the _, please - Here you are Resources/Material: - Student’s book, page 33 - hoclieu.vn - Teacher’s guide, pp 63 - 65 - Workbook, page 24 - Picture cards for Let’s talk - 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 32 - 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 - Invite one or two pupils to write the letter J/j work on the board - Get pupils to say words that contain the sound of the letter J/j (from Lessons & and the learnt units) Option Individual - Have pupils draw a kind of food/ drink work/ - Have pupils work in pairs to talk about the Pair work food/ drink they like using the sentence structure I like _ Listen and repeat minutes Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”) Whole class Step 2: Have pupils point to the sentences (say “Point to the sentences.”) Whole class Step 3: Play the recording and encourage pupils to repeat (say “Listen and repeat.”) Whole class Step 4: Do this several times, with pupils repeating both Whole class/ individually and in chorus Correct their Individual pronunciation if necessary, and praise them work 12 when their pronunciation is good Let’s talk 10 minutes Step 1: Hand out three picture cards showing a jar of Whole class jam, a jug of juice and a plate of jelly (each card to a different pupil) Step 2: Write Pass me the jam, please on the board and underline jam Say “Pass me the jam, please.” Hold out your hand to indicate that you would like the pupil holding the picture card of a jar of jam to pass it to you Step 3: Have the pupil repeat the request When he/ she says it correctly, respond “Here you are.” and pass it back to him/her Write Here you are on the board Step 4: Erase jam and replace it with juice Say “Pass me the juice, please.” The pupil with the picture card of a jug of juice should pass it to you and say “Here you are.” Step 5: Repeat Step for jelly Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Step 6: Erase jelly and leave the sentence structures Whole class/ Pass me the _, please and Here you are on Individual the board work Step 7: Hand out a picture card to every pupil in the Pair work class Put pupils into pairs to practise making and responding to the request Go around the class to offer help or correct pupils’ pronunciation, if necessary Extension: Ask pupils to work in pair, make and respond to a Pair work request using Pass me the _, please and Here you are Pupils may use things in the classroom (e.g pens, pencils, books, …) Let’s sing 10 minutes Step 1: Draw pupils’ attention to the picture (say “Look 13 Whole class at the picture.”) Say “Pass me the jam.” and encourage pupils to point to the picture of the jam and respond using the full sentence structure Step 2: Play the recording of the song to familiarize pupils with the rhythm and melody (say “Listen.”) Step 3: Read the song line by line and encourage pupils to repeat (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: Say “Let’s sing!” Play the recording line by line and encourage pupils to sing along Step 5: Have pupils work in groups to make up actions for the song Invite a few groups to perform the song for the class Wrap-up Whole class Whole class/ Individual work Whole class Group work minutes Revise the main teaching point of the lesson: the Whole class structures Pass me the _, please and Here you are to make and respond to a request Option 1: Ask pupils to draw a food/ drink item, show them to the class and make and respond to a request, using Pass me the _, please and Here you are Option 2: Have pupils Activity 6, Unit in their workbooks Individual work Individual work Option 3: Show pupils the lyrics of the song with Individual some missing words, e.g.: work Jam, juice, jelly Pass me the _ Pass me the _ Pass me the _ Then ask some advanced pupils to guess the missing words and sing the complete song aloud 14 15