Đang tải... (xem toàn văn)
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: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding, driving, grapes, cake, table - Structures: Do you like the _? and Yes, I do./No, I don’t to ask and answer questions about likes and dislikes They’re _ (verb + -ing) to say what other people are doing The _ is/are on the table to talk about the position of things Resources/Material: - Student’s book, p 54 - Teacher’s guide, pp 107 - 108 - 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 - Revising the sounds and words of the topics Whole class they have learnt from Unit to Unit 12 Option - Revise Units to 12 topics by showing pictures of a grocery store, a zoo, a playground and a café Encourage pupils to use the words and sentence structures that they learnt - Say “Open your books at page 54 and look at Review 3, 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 Game What’s missing? Hide a flashcard and have pupils say the missing one Listen and read 15 minutes Step 1: Have pupils look at the pictures, ask some Whole class questions to help them identify the context Draw pupils’ attention to Picture (saying “Look at Picture 1, please!”) and describe the picture (Picture (1) shows Phil, Peter and Lucy at a table On the table, there is a birthday cake, grapes, and yogurt Phil is saying “Today is Super Sue’s birthday.” Lucy is saying “The cake is on the table.” Peter is saying “And the grapes are on the table, too.”) Step 2: 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 3: 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 4: Play the recording of the whole story several Individual times and have pupils listen, point to the speech work bubbles and repeat until they feel confident Go around and offer help, if necessary Step 5: Have pupils work in pairs to act out the story Go Pair work around the class to offer help and correct pupils’ pronunciation, if necessary Step 6: 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 their books and try to remember some work sentences that the characters say in the story Look again and circle minutes Step 1: Explain to pupils that they are going to look at the four pictures and circle the words appeared in the story Whole class Step 2: Have pupils point to and say the word grapes (say “Point to the word grapes Say grapes.”) Whole class Step 3: Have pupils look again at the story and try to Whole class/ find grapes in one of the pictures (say “Look Individual again Are there grapes in the story?”) Check work pupils’ answer Let them circle the word/picture of “grapes” Step 4: Ask pupils to look at the other pictures and circle Individual the words in the chain, saying “Use your pencil to circle the words or pictures.” Give pupils time to work Give further support to those pupils who find it difficult to the task work Step 5: Invite some pupils to show what they have done Whole class/ Praise them if they have done well Have the Individual class say all of the words they have circled work Answers: grapes, yogurt, cake, riding 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 Show flashcards of the words that appear in the work story and have pupils say the words Option Individual Have pupils play Slap the board with the words work/ from Units - 12 Group work 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: /j/ (letter Y/y), /z/ (letter Z/z), /aɪ/ (letter I/i), and /eɪ/ (letter A/a) - Vocabulary: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding, driving, grapes, cake, table - Structures: Do you like the ? and Yes, I do./ No, I don’t to ask and answer questions about likes and dislikes They’re _ (verb + –ing) to say what other people are doing The _ is/ are on the table to talk about the position of things What you want? and I want some _ to ask and answer questions about what someone wants to buy Resources/Material: - Student’s book, p 55 - Teacher’s guide, pp 109 - 110 - hoclieu.vn - Flashcards - Computer, projector III PROCEDURE Warm-up – Listen and tick or cross – 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 Group work Have pupils play Hot seat to revise the words 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 or cross minutes Step 1: Have pupils look at the pictures and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “yo-yos/ cake/ ox/ sliding” Step 2: Have pupils look at Picture Play the recording and ask pupils to listen and tick or cross the box 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 2, and Go around and offer help, if necessary Step 4: Check the answers by asking “Tick or cross?” When pupils answer correctly, confirm by saying Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Whole class “1 tick”/“2 tick”/ “3 cross”/“4 cross” and encourage them to repeat Audio script: A: What you want? B: I want some yo-yos The cake is on the table I like the zebra They’re riding bikes Answers: 1.√ 2.√ X X Extension: Put the flashcards of Units - 12 at different Group work places in the class Have pupils play in groups of four Say one word, for example, ox, the pupils will try to run to the flashcard “ox” 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 (/eɪ/, /j/, /z/, /aɪ/) Step 2: Play the recording, ask pupils to listen and circle Individual 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 “/eɪ/ Individual or /aɪ/?” Invite some pupils to say the sounds work they have heard When pupils answer correctly, confirm by saying “/eɪ/” and encourage them to repeat Step 4: Repeat Step for Questions 2, and Individual work Audio script: a y z i Extension: Divide pupils into groups Have them listen to one sound, for example /eɪ/, and in one minute, pupils try to find out the words containing the sound /eɪ/ such as grapes, cake, table The group with the most correct words wins Write and say 10 minutes Step 1: Draw pupils’ attention to Picture 1, say “Look at Whole class Picture 1” Have pupils point and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “grapes/ yams/ driving/ zoo” Step 2: Have pupils write the letters to complete the 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 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.”) Extension: Wrap-up Individual work Pair work Whole class Divide the class into two or four teams Call on Group work one pupil from each team to go to the board Say out a word and the two/four pupils have to write them on the board Give a point to each correct word Pupils from the teams take turns to write the words The team with the most points wins minutes Option 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 Whole class/ Group work Option Group work/ Stick some picture cards on the board Write the Individual words on the board Have pupils match work Option Have pupils play Whispering game to revise the words from Units 9-12 Divide the class Group work into teams Pupils are going to listen to the word their friends whisper and then pass it 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: yogurt, yams, yo-yos, zoo, zebu, zebra, sliding, riding, driving, grapes, cake, table - Structures: Do you like the _? and Yes, I do./No, I don’t to ask and answer questions about likes and dislikes They’re _ (verb + –ing) to say what other people are doing The _ is/are on the table to talk about the position of things What you want? and I want some _ to ask and answer questions about what someone wants to buy Resources/Material: - Student’s book, p 56 - hoclieu.vn - Teacher’s guide, pp 110 - 111 - Flashcards - Computer, projector 10 III PROCEDURE Procedure Warm-up Warm-up – Read and tick – Draw a zebra or a zebu Then ask your friend – Write the words – Wrap-up Teaching and learning activities Classroom management minutes Option Whole class - Give some pupils the flashcards sliding, riding, driving, grapes, cake, table - Ask the whole class to sing the songs in Unit 11 and Unit 12 together - Have pupils holding the flashcards stand up and show flashcards when they sing the words they are holding Option Whole class/ Game Pass the ball Individual Give flashcards for pupils to pass with the work music, then when the music stops, those who get the flashcards will say the words Whole class / Option Group work / Have pupils find and circle the words Individual s r y z e b y work l i o y c k o i d t b a l y d i a z k m o i n b o e r s n g l o n b u g z e b r a u Answers: sliding, riding, zebra, zebu, zoo, yams, yo-yos, cake, table Read and tick minutes Step 1: Have pupils read and say the sentence structure in Question 1: They’re sliding! (say “Read and say.”) Step 2: Have pupils look at the pictures underneath the 11 Whole class 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 “riding/ sliding” 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 “1b They’re sliding.” and encourage them to repeat Step 5: Repeat Steps to for the sentence structures in Questions and Individual work Whole class Whole class/ Individual work Extension: Say aloud some sentences and have pupils slap Group work the suitable pictures Draw a zebra or a zebu Then ask your friend minutes Step 1: Have pupils draw a zebra or a zebu (say “Draw a zebra or a zebu.”) Give pupils time to complete the activity Step 2: Write Do you like the _? on the board Underneath the question, write Yes, and No, Revise the sentence structures in front of the class Step 3: Have pupils work in pairs to look at the drawings and practice asking and answering questions about likes and dislikes Go around the class to offer support and feedback Extension: Have pupils rearrange the words to make meaningful sentence E.g: you / Do / the / zoo / like/ ? (Do you like the zoo?) I / Yes / / (Yes, I do.) don’t / I / No / (No, I don’t.) Individual work Whole class Pair work Group work Write the words minutes Step 1: Have pupils look at and describe the picture 12 Whole class using the words they have learnt Step 2: Write s _ _ _ _ _ _ on the board and encourage pupils to complete the word When they answer correctly, confirm by saying “sliding” and encouraging them to repeat Step 3: Repeat Step for riding (r _ _ _ _ _), zebra (z _ _ _ _), cake (c _ _ _), yogurt (y _ _ _ _ _) and grapes (g _ _ _ _ _) 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 Whole class Whole class 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 write 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 cake and the text: The _ is on the table 13