School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
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REVIEW 1
Period 1
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to review the following sentences patterns:
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Core competencies | decision making, teamwork, motivation, problem-solving |
General competencies | Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Oral Communication: let’s talk |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions |
II. RESOURCES AND MATERIAL: | |
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III. PROCEDURE | Warm-up and review – Listen and tick – Listen and number – Let’s talk – Fun corner and wrap-up |
Procedure | Teaching and learning activities | Pupils’ activities | Note | |||||||||||||||
Warm-up and review: 5 minutes | ||||||||||||||||||
Greet the class. Option 1: Sing the song My hobby on page 37 and say the chant on page 38. Option 2: The Telephone Game - Divide the class into 2 groups. - Ask pupils in each group to stand closely in a straight line. - Teacher says a word or phrase to the first pupil in each line. - Then, the first pupil whispers what she/ he hears to the second person in the line and so on until the last pupil. - The last pupil will say the word or phrase out loud. | Whole class Individual work/ Group work | |||||||||||||||||
Activity 1. Listen and tick. 8 minutes | ||||||||||||||||||
a. Goal: | To listen to and understand five communicative contexts and tick the correct pictures | |||||||||||||||||
b. Input: | – Picture cues: 1a. Minh and Lucy first meet each other. 1b. Lucy and Mai first meet each other. 2a. a birthday cake with number 6 on it 2b. a birthday cake with number 8 on it 3a. Lucy tells Ben to touch his face. 3b. Lucy tells Ben to touch his nose. 4a. Ben is singing on the stage. 4b. Bill is playing music on the stage. 5a. Ben tells Mai he likes dancing. 5b. Ben tells Mai he likes singing. Audio script: 1. Lucy: Hi. I’m Lucy. Mai: Hello, Lucy. I’m Mai. 2. Mai: Hi, I’m Mai. What’s your name? Lucy: I’m Lucy. Mai: How old are you? Lucy: I’m eight years old. 3. Lucy: Touch your face, please! 4. Mai: Is that Ben? Lucy: No, it isn’t. It’s Bill. 5. Mai: What's your hobby? Ben: It's singing. | |||||||||||||||||
c. Outcome: | Pupils can listen to and understand five communicative contexts and tick the correct pictures. Key: 1. b 2. b 3. a 4. b 5. b | |||||||||||||||||
d. Procedure: | Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell pupils about this activity. Elicit the names of the characters in each picture and what they say. Then play the recording for Question 1. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Step 2: Repeat Step 1 for the rest of the pictures: 2a and 2b, 3a and 3b, 4a and 4b, and 5a and 5b. Step 3: Tell pupils to swap their books with their partners, then check answers as a class. Write the correct answers on the board. Step 4: Play the recording for pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. | Whole class Whole class
Whole class/ Individual work | ||||||||||||||||
Activity 2. Listen and number. 8 minutes | ||||||||||||||||||
a. Goal: | To listen to and understand four communicative contexts and number the correct pictures | |||||||||||||||||
b. Input: | Picture cues: a. Linh guesses that the running boy is Bill, but Mary says it is Ben. b. The doctor tells Ben to open his mouth for him to check. c. Linh wants to know what Ben likes. He says that he likes swimming. d. Lucy points at the eye of the robot and asks Minh what it is. He answers that it is an eye. Audio script: 1. Doctor: Open your mouth, please! 2. Linh: What’s your hobby? Ben: I like swimming. 3. Lucy: What’s this? Minh: It’s an eye. 4. Linh: Is that Bill? Mary: No, it isn’t. It’s Ben. | |||||||||||||||||
c. Outcome: | Pupils can listen to and understand four communicative contexts and number the correct pictures. Key: 1. b 2. c 3. d 4. a | |||||||||||||||||
d. Procedure: | Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the names of the characters in each picture and what they say. Play the recording for pupils to listen. Play the recording again for them to do the task. Play the recording a third time for pupils to check their answers. Step 2: Tell pupils to swap their books with their partners, then check answers as a class. Write the correct answers on the board. Step 3: Play the recording again for pupils to check their answers again. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. | Whole class/ Individual work Pair work/ Individual work Whole class/ Individual work | ||||||||||||||||
Extension: Let’s talk. 8 minutes | ||||||||||||||||||
a. Goal | To enhance the correct use of questions in context | |||||||||||||||||
b. Input | Five communicative contexts in Activity 1. | |||||||||||||||||
c. Outcome | Pupils can practice the correct use of the questions in a freer context. | |||||||||||||||||
d. Procedure | Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Step 2: Put pupils into groups of 5 or 6. Ask each group to choose 6 pictures they like best. Then encourage them to ask and answer questions using the sentence patterns that are suitable for the pictures. Go around the classroom to offer support where necessary. Step 3: Invite some pairs randomly to stand up to perform their work. | Whole class Whole class Pair work | ||||||||||||||||
Fun corner and wrap-up: 6 minutes | ||||||||||||||||||
Option 1: A survey − Pupils can use these questions to interview their friends. + What's your name? − My name's... + How old are you? – I’m _____ years old. + What's your hobby? − It's ____. - Afterwards, pupils can tell the class what they found out about their friends.
Option 2: Blindfold questions - Put pupils in a circle. - Then pick out one pupil, cover his/ her eyes. - Ask that pupil to point at the person in front of him/her. Then ask a question. After hearing the answer, the blindfolded student must guess the name of the friend he/ she is talking to. | Whole class Whole class | |||||||||||||||||
BOARD PRESENTATION
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REVIEW 1
Period 1
1. Listen and tick:
1. b 2. b
3. a 4. b 5. b
2. Listen and number:
1. b 2. c 3. d 4. a
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
REVIEW 1 Period 2 |
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to review Unit 1, 2, 3, 4, 5 by: - reading and matching pairs of target sentence patterns. - reading and completing a gapped conversation between two pupils. - asking and answering questions using personal information. |
Core competencies | decision making, motivation, problem-solving, communication, planning and organization |
General competencies | Written communication: complete the sentences Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story |
Attributes: | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions |
II. RESOURCES AND MATERIAL: | |
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III. PROCEDURE | Warm-up and review – Read and match – Read and complete – Ask and answer – Fun corner and wrap-up |
Procedure | Teaching and learning activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing Hello song on page 11. Option 2: Odd one out - Teacher displays four flashcards, in which three flashcards are connected to a theme (names, numbers, hobbies, body parts,...), and one is of a different theme. - Then, ask pupils to raise their hands when they find a word of the different theme and explain their reasons. Option 3: Is it me? - Teacher hands out flashcards with sentences in the lesson (questions and answers) randomly for 8 - 10 pupils. - Teacher says one of the sentences (example: How old are you?). The pupil with the correct flashcard stands up and says the sentence again. | Whole class Whole class/ Group work Individual work | ||
Activity 3. Read and match. 8 minutes | |||
a. Goal: | To read and match pairs of target sentence patterns | ||
b. Input: | Five pairs of sentence patterns, which together form simple exchanges between two pupils | ||
c. Outcome: | Pupils can read and match pairs of target sentence patterns. Key: 1. e 2. a 3. b 4. c 5. d | ||
d. Procedure: | Step 1: Draw pupils’ attention to the sentences. Tell them about this activity. Point at Sentence 1, elicit the answer and give feedback. Draw a line to match Sentence 1 with the letter e. Step 2: Give pupils time to do the task. Go around the classroom to offer support. Step 3: Tell pupils to swap their books with their partners, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and read the matched exchanges aloud. | Whole class Whole class/ Individual work Pair work/ Whole class Pair work | |
Activity 4. Read and complete. 9 minutes | |||
a. Goal: | To read and complete a gapped conversation between two pupils | ||
b. Input: | A gapped conversation with word cues to complete | ||
c. Outcome: | Pupils can read and complete a conversation with the words relating to the topics “Names”, “Ages”, and “Hobbies”. Key: 1. name 2. Hello 3. eight 4. hobby 5. singing | ||
d. Procedure: | Step 1: Draw pupils’ attention to the words in the box and the conversation. Tell them about this activity. Point at the first sentence and read as a class. Elicit the missing word and give feedback. Complete the sentence and get pupils to read the completed sentence in chorus. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap their books with their partners, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and read the completed conversation aloud. Mini game: Comprehension questions - Ask pupils to read the conversation again. - Then work in pairs and answer the questions: + How many people are there in the conversation? There are 2 people. + What are their names? Their names are Minh and Mary. + How old is Mary? She is eight years olds. + What is Mary’s hobby? She likes singing. + What is Minh’s hobby? He likes drawing. | Whole class/ Individual work Pair work/ Individual work Pair work | |
Activity 5. Ask and answer. 8 minutes | |||
a. Goal | To ask and answer questions using personal information | ||
b. Input | Four questions for pupils to ask and answer | ||
c. Outcome | Pupils can ask and answer questions using their personal information. | ||
d. Procedure | Step 1: Draw pupils’ attention to the first question. Get the class to read it in chorus. Elicit the answer and give feedback. Then get pupils to role-play the exchange. Step 2: Repeat Step 1 with the rest of the questions. Step 3: Give pupils time to take turns to role-play the four exchanges. Go around the classroom to offer support where necessary. Extension: Invite pairs of pupils to stand up and take turns to role-play the target exchanges. Game: Matching game Teacher uses pictures and sentence cards, gets 3 pupils to hold the pictures and 3 more to hold the sentences. Ask them to find and match. Then ask the class to look and say aloud. | Whole class/ Individual work Whole class Pair work/ Whole class Pair work Individual work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings. Option 2: Quiz game - Pupils use their mini boards to write A on one side and B on the other side. - Teacher asks pupils to look at the questions and choose the correct answers in only 10 seconds by showing the A side or B side of their boards. | Whole class Individual work | ||
BOARD PRESENTATION
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REVIEW 1
Period 2
1. Read and match:
1. e 2. a
3. b 4. c 5. d
2. Read and complete:
1. name 2. Hello 3. eight
4. hobby 5. singing
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Fun time
Period 3
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will:
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Core competencies | decision making, teamwork, problem-solving, communication, stress tolerance |
General competencies | Oral communication: let’s talk Self-control & independent learning: perform reading tasks Communication and collaboration: work in pairs or groups |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks |
II. RESOURCES AND MATERIAL: | |
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III. PROCEDURE | Warm-up and review – Find, circle and match – Quiz time – Look and match – Fun corner and wrap-up |
Procedure | Teaching and learning activities | Pupils’ activities | Note |
Warm-up and review: 6 minutes | |||
Greet the class. Option 1: Sing the alphabet song on page 8.
Option 2: Who is faster?
Example:
Option 3: Word Scramble - Teacher uses flashcards to review vocabulary from Unit 1 to Unit 5. - Ask pupils to look at the given letter, rearrange them to find the correct word. - Teacher gives points or candies to the fastest pupil with the correct answer. | Whole class Group work Individual work/ Group work | ||
Activity 1. Find, circle and match. 8 minutes | |||
a. Goal: | To revise target vocabulary by doing a word search | ||
b. Input: | – The word search – Picture cues: number 9, an ear, a girl cooking, a boy drawing, a hand – Flash cards for nine, an ear, cooking, drawing and a hand | ||
c. Outcome: | Pupils can find the words in the word search and match each of them with the relevant picture. Key:
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d. Procedure: | Step 1: Have pupils look at the activity. Point at the pictures and ask “What’s this?” or “What do you see in the pictures?” Write the words or stick the flash cards of the words, one by one, on the board. Point at each word on the board and have pupils say the word as a class. Step 2: Point at the picture of an ear, and draw pupils' attention to the word ear that has been circled as an example. Tell pupils to find the rest of the words in the word search. Step 3: Have pupils match the words in the word search with the pictures. Have them check and correct their answers in pairs. Check the answers as a class. Step 4: Have pupils work in pairs, one points at the pictures and the other points at the circled words in the word search and say them aloud. | Whole class Whole class/ Individual work Individual work Pair work/ Whole class | |
Activity 2. Quiz time. 10 minutes | |||
a. Goal: | To revise vocabulary and sentence patterns learnt in Units 1–5. | ||
b. Input: | – Two sets of flash cards showing different target words, e.g. ear, face, eye, hand, nose, and name. – Boxes for the flash cards labelled Box 1 and Box 2. | ||
c. Outcome: | Pupils can demonstrate their understanding and ability to use the target vocabulary and sentence patterns learnt in Units 1 – 5. | ||
d. Procedure: | Step 1: Put pupils into two teams, Team 1 and Team 2. Step 2: Have one representative of each team stand next to his/her box, Box 1 and Box 2. Step 3: Explain the rules: Two quizmasters will read different dialogues for each pair of pupils. Example: Pupil 3 (showing the flash card): What’s this? Pupil 4: It’s a hand. After listening to the dialogue, Pupils 1 and 2 must race to find the right flash card and put it in their team’s box. Whoever is quickest earns one point for his / her team. Other pairs then take turns to compete. The quiz continues until the end of the time limit (5 – 10 dialogues are recommended). The team with the most points wins. | Group work Individual work Group work | |
Activity 3. Look and match. 5 minutes | |||
a. Goal | To learn the five senses and how they relate to our bodies | ||
b. Input | - Five pictures showing the body parts that we use for the five senses, labelled eye, ear, nose, hand, mouth. - Five pictures showing children tasting, smelling, seeing, hearing and touching. | ||
c. Outcome | Pupils have learnt the five senses and how they relate to our bodies. | ||
d. Procedure | Step 1: Draw pupils’ attention to Pictures 1 to 5 and elicit the names of the body parts: eye, ear, nose, hand, mouth. Step 2: Point to your eyes and ask pupils what they do with their eyes. Encourage pupils to share their ideas, then explain that we see with our eyes. Write see on the board and model it for pupils to repeat. Step 3: Repeat Step 2 for Pictures 2 to 5 (hear, smell, touch, taste). Step 4: Have pupils complete the activity by drawing lines to match the body parts to the senses. Check answers together as a class. | Whole class Whole class/ Individual work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Review vocabulary (using flashcards) Option 2: Game: Excellent reader!
Option 3: Game: I got it!
Key:
| Whole class Group work Individual work | ||
BOARD PRESENTATION
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FUN TIME
Period 3
1. Find, circle and match:
