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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: square, quiz, box, ox, juice, jelly, village, van - Structures: What’s he/ she doing? and He’s/ She’s _ (verb + – ing) to ask and answer questions about what someone is doing Is there a/an _? and Yes, there is./ No, there isn’t to ask and answer questions about whether or not something is present Pass me the _, please and Here you are to make and respond to a request Can you draw a _? and Yes, I can./ No, I can’t to ask and answer questions about ability Resources/Material: - Student’s book, page 37 - Teacher’s guide, pp 73 - 75 - 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 - Refresh pupils’ memory of Units to topics by showing pictures of a classroom, a farm, a kitchen and a village Encourage pupils to use the words and sentence structures that they learnt - Say “Open your books at page 37 and look at Review 2, 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 Unit to Unit on the board Write the words on the board Have pupils match Listen and read 15 minutes Step 1: Draw pupils’ attention to the pictures (say Whole class “Look at the pictures.”) Ask questions to help them identify the context Step 2: Have pupils point to Picture (say “Point to Whole class Picture 1.”) Play the recording for Picture and encourage pupils to repeat (say “Listen and repeat.”) Step 3: Repeat Step for Pictures 2, and Whole class Step 4: Play the recording of the whole story several Whole class times and have pupils listen, point to the speech bubbles and repeat until they feel confident Go around and offer help, if necessary Step 5: Have pupils work in groups to act out the Group work story Go around the class to offer help and correct pupils’ pronunciation, if necessary Step 6: Invite a few groups to act out the story for the Group 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: Have pupils point to and say the word quiz Whole class (say “Point to the word quiz Say quiz.”) Step 2: Have pupils look again at the story and try to Whole class/ find a quiz in one of the pictures (say “Look Individual work again Is there a quiz in the story?”) If there is a quiz, pupils should circle the word/picture; if not, then they not need to circle the word/ picture Step 3: 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 4: Invite some pupils to show what they have Whole class/ done Praise them if they have done well Individual work Have the class say all of the words they have circled Answers: juice, jelly, village, ox Wrap-up: minutes Revise the main teaching point of the lesson Whole class by 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 Have pupils play Slap the board with the work/ words from Units 5-8 Group work 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: - recognise the sounds they have learnt; - recognise the words they have learnt; - listen for specific sounds and words II INPUT Language: - Sounds: Q/q (/k/), x (/ks/), J/j (/dʒ/), V/v (/v/) - Vocabulary: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van, volleyball Resources/Material: - Student’s book, page 38 - Teacher’s guide, pp 75 - 76 - 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 Group work Using hoclieu.vn, play the video of the story in Lesson Have pupils role play it Option Whole class/ Show flashcards of the letters q, x, j and v Group work Have pupils say the letter names and the letter sounds Option Group work Have pupils play Hot seat to revise the words they learnt in previous units 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 “jam/ jelly/ van/ volleyball/ square/ circle” 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 jam”/“2b volleyball”/“3a square” and encourage them to repeat Audio script: jam volleyball square 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, van, the pupils will try to run to the flashcard “van” 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 work circle the letters of the sounds (say “Listen and 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 “/k/ or/v/?” Invite some pupils to say the sounds they have heard When pupils answer correctly, confirm by saying “/k/.” and encourage them to repeat Step 4: Repeat Step for Questions 2, and Individual work Individual work Audio script: q j x v Extension: Divide pupils into groups Have them listen to one sound, for example /v/, and in one minute, pupils try to find out the words containing the sound /v/ such as van, village, 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 “fox/ question/ juice/ village” Step 2: Have pupils write the letters to complete the Individual work words (say “Look and write.”) Allow pupils time to complete the activity Go around the class to offer support Step 3: Get pupils to check their answers in pairs Pair work Then 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 Individual work Extension: have some pupils write letters to complete them E.g: _ an , _ am, _uice, _bo_ , … Wrap–up minutes Option Whole class Have pupils play Kim’s game Stick flashcards on the board Have pupils look at the cards for 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 work the words on the board Have pupils match Option Individual work Have pupils play Pass the ball game Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words 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: question, square, quiz, box, fox, ox, juice, jelly, jam, village, van, volleyball - Structures: What’s he/she doing? and He’s/She’s _ (verb + –ing) to ask and answer questions about what someone is doing Is there a/an _? and Yes, there is./No, there isn’t to ask and answer questions about whether or not something is present Pass me the _, please and Here you are to make and respond to a request Can you draw a _? and Yes, I can./ No, I can’t to ask and answer questions about ability Resources/Material: - Student’s book, page 39 - hoclieu.vn - Teacher’s guide, pp 76 - 77 - Flashcards - Computer, projector III PROCEDURE Warm-up – Read and tick – Find the words – Write the words – Wrap-up Procedure Warm-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 Is there a fox? Is there a ? Yes, there is Yes, there is There’s a in the box Is there an ox? Is there an _? No, there isn’t No, there isn’t There isn’t an _on the farm 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 Mystery bag 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 structures in Question Is there a box? Yes, there is (say “Read and say.”) Step 2: Have pupils look at the pictures underneath the Whole class sentence structure (saying “Look at the pictures in Question 1, please!") and say what they can see When pupils answer correctly, confirm by saying “box/ book” 10 Have pupils read the sentence structures 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 “a.” and encourage them to repeat the question and answer Step 5: Repeat Steps to for the sentence structures in Questions and Step 3: Individual work Whole class Whole class/ Individual work Extension: Say aloud some sentences and have pupils slap Group work the suitable pictures Find the words minutes Step 1: Draw pupils’ attention to the word search and the list of eight words Have them point to and say each word (say “Point and say.”) Step 2: Ask pupils to look at the word search, find and circle the words in it individually Allow pupils time to complete the activity Step 3: Check answers by showing the word search grid on the board and inviting pupils to come to the front and circle the words Extension: Ask some advanced pupils to make sentences with these words Extension: Have pupils rearrange the sentences to make meaningful sentences E.g: the sail / I / can see (I can see the sail.) flying/ He’s/ a kite (He’s flying a kite.) Whole class Individual work Whole class Write the words minutes Step 1: Have pupils look at and describe the picture Whole class using the words they have learnt Step 2: Write v _ _ _ _ _ _ on the board and encourage Whole class pupils to complete the word When they answer correctly, confirm by saying “village” and 11 encourage them to repeat Step 3: Repeat Step for square (s _ _ _ _ _), box (b _ _), juice (j _ _ _ _), jelly (j _ _ _ _) and volleyball (v _ _ _ _ _ _ _ _ _) 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 village, square, box, juice, jelly and volleyball on the board Extension: Show the picture 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 Whole class Individual work Individual work Whole class/ Individual work minutes Option 1: Have pupils play Pass the ball game Whole class Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words 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 to work the board and write the letters to complete the sentences E.g The picture of the jam and the text: Pass me the _, please 12