School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 2: OUR NAMES
Lesson 1 – Period 1
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to: - use the words what, your, name, my in relation to the topic “Our names”; - Use What’s your name? – My name’s . to ask and answer questions about names; - Listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; |
Core competencies | teamwork, reliability, motivation, communication and initiative. |
General competences | Listening: listen and recognize the names, then repeat. Critical thinking: talk about names. Oral communication: speak about names, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups |
Attributes | - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIALS | |
| |
III. PROCEDURE | Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song Hello in Unit 1 Lesson 1 - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Sing a song from youtube - Ask pupils to sing a song. - Give point for the pupils and encourage them. | Whole class Whole class | ||
EXPLORATION Activity 1. Look, listen and repeat. 8 minutes | |||
a. Goal | To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering questions about names. | ||
b. Input | - Context a: Linh: Hi. I’m Linh. What’s your name? Ben: My name’s Ben. - Context b: Minh: What’s your name? Mary: My name’s Mary. | ||
c. Outcome | To understand and correctly repeat the sentences in two communicative contexts about names. | ||
d. Procedure: | Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw their attention to the question What’s your name? and the answers My name’s Ben. and My name’s Mary. Tell pupils that they are a question and answers about the character names. | Whole class Whole class Whole class/ Individual work Whole class/ Pair work Whole class | |
KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
a. Goal | To correctly say the character names and use What's your name? - My name's . to ask and answer questions about names. | ||
b. Input | - Picture cues: a. pupils Nam and Bill b. pupils Linh and Mary - Speech bubbles: What’s your name? – My name’s . - Audio script:
A: What's your name? B: My name’s Nam. | ||
c. Outcome | Pupils can correctly say the character names and use What's your name? – My name's_________ _. to ask and answer questions about names. | ||
d. Procedure: | Step 1: Have pupils look at the pictures. Elicit the name of each character. Step 2: Have pupils point at Picture a (Nam, Bill), listen to the recording and repeat the names (Nam, Bill). Follow the same procedure with Picture b. Have the class repeat the names a few times. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What's your name?). Point at Picture a and have pupils listen and repeat after the recording (My name's Nam). Follow the same procedure with Picture b. Step 4: Put pupils in pairs and have pairs practise asking and answering the question What's your name? - My name's . Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Blow up balloons Divide the class into 2 teams. Let pupils choose a balloon by its colour. Pupil(s) answer the question(s). If their answer(s) are correct, they get points for their teams. The winning team is the team with more points. | Whole class/ Individual work Whole class/ Individual work Pair work Pair work Group work | |
PRACTICE Activity 3. Let’s talk. 8 minutes | |||
a. Goal | To enhance the correct use of What’s your name? and My name’s . to ask and answer questions about names. | ||
b. Input | Picture cue: Two pupils greet each other outside school. Speech bubbles: What’s your name? – . | ||
c. Outcome | Pupils can enhance the correct use of What’s your name? – My name’s . to ask and answer questions about names. | ||
d. Procedure | Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what the answer should be. Elicit the answer My name's Mai. Get pupils to repeat the question and the answer several times in pairs. Step 2: Go around the classroom, point to pupils and ask What’s your name? Allow each pupil to answer with his / her own name (e.g. My name’s Long). Step 3: Have pupils practise asking and answering the questions about their own names in pairs. Go around the classroom to observe and provide help. Step 4: Invite some pairs to practise asking the question and giving the answer in front of the class. | Whole class/ Individual work Pair work Individual work Pair work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings. Option 2: Game: Let’s ask people around you Each pupil gets 1 sheet of paper from the teacher. They fill in the information about themselves. Then they can move around the class to ask and answer the questions to know more about their friends’ family member.
Option 3: Preparation for the project Ask pupils to prepare the project on page 21 by making paper birthday cakes or drawing birthday cakes (with numbers showing their ages) as homework so that they can tell the class about their names and ages. | Whole class Whole class/ Individual work | ||
BOARD PRESENTATION
…………………., 2022 Unit 2: OUR NAMES Lesson 1 – Period 1
What your name
- What is your name? (What is = What’s) - My name is Bill. |
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Unit 2: OUR NAMES
Lesson 1 – Period 2
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to: - use the words what, your, name, my in relation to the topic “Our names”; - use What’s your name? – My name’s . to ask and answer questions about names; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names; |
Core competencies | decision making, teamwork, work standards, reliability, motivation, communication, planning and organization |
General competences | Listening: listen and recognize the names, then repeat Critical thinking: talk about names. Oral communication: speak about names, ask and answer the questions Self-control & independent learning: perform listening tasks Written vommunication: practise writing about names Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups |
Attributes: | - Diligence: complete learning tasks - Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review –Listen and tick– Look, complete and read – Let’s play – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: +) Sing the song in Unit 1, Lesson 1. (Or choose a suitable song on Youtube.) - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing. - Give points to the pupils and encourage them. +) Have pupils review the model sentences learnt in the previous lesson by asking and answering about names. Option 2: Game: Pass the ball- Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Pupils in each team take turns to pass the ball. When the music ends, 3 pupils who have the ball will stand up and say their names, using the model sentences. | Whole class / Individual work Individual work/ Group work | ||
PRACTICE Activity 4. Listen and tick. 8 minutes | |||
a. Goal | To listen to and understand two dialogues in which pupils ask and answer questions about names. | ||
b. Input | – Picture cues: 1 a. Minh greets Lucy and asks her name. 1 b. Minh greets Mary and asks her name. 2 a. Mai greets Bill and asks his name. 2 b. Mai greets Ben and asks his name. Audio script:1. Minh: Hi. I’m Minh. What’s your name? Mary: Hello, Minh. My name’s Mary. 2. Mai: Hi. I’m Mai. What’s your name? Bill: Hello, Mai. My name’s Bill. | ||
c. Outcome | Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about their names. Key: 1. b 2. a | ||
d. Procedure: | Step 1: Ask pupils some questions about Activity 4 (e.g. How many pictures are there? Who can you see? What are they doing?). Ask them to say about the difference between Picture 1a and Picture 1b. Step 2: Have pupils look at Pictures 1a and 1b. Play the recording of the first dialogue and ask pupils to tick the correct picture. Play the recording again and check their answers. Praise pupils if they have the correct answer (Picture b). Step 3: Repeat Step 2 with the second dialogue. Step 4: Set a time limit for pupils to swap and check the answers. Correct their answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation if necessary. | Whole class/ Individual work Pair work Whole class | |
PRACTICE Activity 5. Look, complete and read. 9 minutes | |||
a. Goal | To complete three target sentence patterns with the help of picture cues. | ||
b. Input | Two picture cues and two exchanges with the target sentences to complete | ||
c. Outcome: | Pupils can complete three target sentence patterns with the help of picture cues. Key: 1. Lucy 2. your name; Mary | ||
d. Procedure: | Step 1: Have pupils look at the pictures. Have them identify the characters in the two pictures. Step 2: Have pupils look at the two incomplete exchanges. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (Lucy). Then have them look at the picture and identify the character’s name. Then have them complete the gap (Hi. My name’s Nam. What’s your name? - My name’s Lucy.) Step 4: Follow the same procedure with Picture 2. Draw their attention to the two gaps in the second exchange. Step 5: Have pupils complete the exchanges individually and ask a few pairs to read them aloud. | Whole class/ Individual work Individual work/ Pair work | |
PRODUCTION Activity 6. Let’s play. 8 minutes | |||
a. Goal | To review the characters’ names by playing the game Slap the board. | ||
b. Input | Six flash cards showing pictures of Lucy, Nam, Ben, Mai, Mary and Bill or six words Lucy, Nam, Ben, Mai, Mary and Bill. | ||
c. Outcome | Pupils can review the characters’ names by playing the game Slap the board. | ||
d. Procedure | Step 1: Tell pupils that they are going to listen for the names of the six pupils and slap the correct flash cards / words as quickly as possible. Step 2: Put the flash cards or write the words of the six pupils on the board. Step 3: Call two or three pupils to the front of the class. Ask them to stand at a certain distance from the board. Step 4: Invite one pupil to the front of the class and ask What's your name? The pupil answers the question with one of the names on the board (e.g. My name's Bill.). Have pupils run to the board and slap the correct flash card / word. The pupil who is the quickest to slap the correct word gets one point. The pupil who has the most points at the end of the game wins. | Whole class/ Group work Individual work Individual work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem, have pupils look at the words in the picture of the lesson and repeat after the recording. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut in to pieces. Ask the pupils to arrange them to make a complete sentence, then read it aloud. The group who makes it first will be the winner. Option 3: Game: Spin the Wheel - Divide the class into teams. - Teacher calls several pupils to answer the question “What’s your name?” - Pupils/ Teacher click on the “spin” button to get points. | Whole class
Whole class | ||
BOARD PRESENTATION
…………………………., 2022 Unit 2: OUR NAMES Lesson 1 – Period 2 1. Listen and tick: 1.b 2.a 2. Complete: - Hi. I’m Mai. What’s your name - My name is Mary. |
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 2: OUR NAMES
Lesson 2 – Period 3
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to: - use the words what, your, name, my, how old, years old in relation to the topic “Our names”; - use How old are you? - I'm . to ask and answer questions about someone’s age; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names and ages. |
Core competencies | teamwork, adaptability, communication, initiative |
General competences | Oral communication: talk about ages, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions Sociability: talk to each other |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 7, Lesson 1. - Ask pupils to sing the song. - Invite some of them come to the board and role play, the rest of the pupils will sing. Option 2: Game: Guess the pictures- Write any words on the board. - The first pupil has to take the last four or three letters of that word and form a new word. - The second pupil does the same, and the chain continues until a pupil is unable to form a word. - The pupil who fails to form a word or misspells it is out of the game. Option 3: Game: Who’s faster? Divide the class into 2 teams. Have children look at the pictures on the screen and shout out the numbers which are hidden. Give points to the team with the faster and correct answers. (Please see the provided corresponding PowerPoint slides for reference.) Then have the whole class count the numbers from 1 to 10. | Whole class/ Individual work Group work Group work | ||
EXPLORATION Activity 1. Look, listen and repeat. 8 minutes | |||
a. Goal | To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering questions about the character’s age. | ||
b. Input | – Context a: Nam: What’s your name? Mary: My name’s Mary. – Context b: Nam: How old are you? Mary: I’m eight years old. | ||
c. Outcome | Pupils can understand and correctly repeat the sentences in two communicative contexts about the character’s age. | ||
d. Procedure | Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question How old are you? and the answer I’m eight years old. Tell pupils that they are a question and an answer about the someone’s age. Game: Lucky stars Divide the class into 2 teams (girls and boys). Have the teams take turns to choose the circle and answer the questions. For each correct answer, have pupils click the pink robot to get the stars. The team with more stars is the winner. (Please see the provided corresponding PowerPoint slides for reference.) | Whole class/ Individual work Whole class Pair work Individual work Group work | |
KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
a. Goal | To correctly say the words and use How old are you? – I’m years old. to ask and answer questions about someone’s age. | ||
b. Input | – Picture cues:
– Speech bubbles: How old are you? – I’m ______ years old. Audio script:a. seven b. eight c. nine d. ten A: How old are you? B: I’m seven years old. | ||
c. Outcome | Pupils can correctly say the words and use How old are you? – I’m ___ years old. to ask and answer questions about someone’s age. | ||
d. Procedure: | Step 1: Have pupils look at the pictures and elicit the numbers on the cakes. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (seven). Follow the same procedure with the other three pictures. Have the class repeat the numbers a few times. Step 3: Point at the bubble and have pupils listen and repeat after the recording (How old are you?). Point at Picture a and have pupils listen and repeat after the recording (I’m seven years old.). Follow the same procedure with the other three pictures. Step 4: Have pairs practise asking and answering the question How old are you? – I’m _____ years old. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. | Whole class/ Individual work Pair work | |
PRACTICE Activity 3. Let’s talk. 8 minutes | |||
a. Goal | To enhance the correct use of How old are you? and to correctly respond using their own ages. | ||
b. Input | Picture cue: Two children want to buy birthday cakes in a bakery. Speech bubbles: How old are you? – . | ||
c. Outcome | Pupils can enhance the correct use of How old are you? and correctly respond using their own ages. | ||
d. Procedure | Step 1: Have pupils look at the picture and explain that the two children want to buy some birthday cakes. The shop assistant asks their ages and the children answer. Have pupils look at the first speech bubble and read How old are you? Ask them to point at the first cake and say I'm four years old. Let pupils listen and repeat the question and the answer a few times individually and in chorus. Step 2: Go around the classroom, pointing to the cakes and asking How old are you? Let each pupil answer with the numbers on the cakes. Step 3: Have pupils practise asking the questions and giving their own ages in pairs. If pupils find it difficult to say their ages, have them say the numbers in Activity 2 again. Step 4: Invite some pairs of pupils to practise asking and answering about their ages in front of the class. | Whole class/ Individual work Group work Individual work Pair work Pair work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut in to pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group who makes it first will be the winner. Option 2: Game: Spin the Wheel - Divide the class into teams. - Teacher calls pupils from each team to answer the question “How old are you?” - Pupils/ teacher click the “spin” button to get points. | Group work | ||
BOARD PRESENTATION
……………………, 2022 Unit 2: OUR NAMES Lesson 2 – Period 3
Seven – 7 Nine – 9 Eight – 8 Ten – 10
- How old are you? - I am seven years old. |
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 2: OUR NAMES
Lesson 2 – Period 4
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to: - use the words what, your, name, my, how old, years old in relation to the topic “Our names”; - use How old are you? - I'm . to ask and answer questions about someone’s age; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names and ages. |
Core competencies | teamwork, work standards, motivation, adaptability, communication, and initiative. |
General competences | Oral communication: speak about ages, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions Sociability: talk to each other |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
- Student’s book Page 19 - Audio Tracks 20 - Teacher’s guide Pages 34, 35 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 2) - Computer, projector… | |
III. PROCEDURE | Warm-up and review – Listen and number – Look, complete and read – Let’s sing – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 1, Lesson 1. - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing. Option 2: Sing a song on YouTube. Option 3: Game: What’s missingDivide the class into 2 teams. Have pupils look at the screen with numbers from 1 to 10. Then hide 1 number each time and have the teams raise their hands to answer. Give points for each correct answer. | Whole class Group work | ||
PRACTICE Activity 4. Listen and number. 8 minutes | |||
a. Goal | To listen to and understand four communicative contexts in which pupils ask and answer questions about ages. | ||
b. Input | Picture cues: b. birthday cake with number 8
d. a birthday cake with number 10 Audio script:
B: I’m eight years old.
B: I’m ten years old.
B: I’m nine years old.
B: I’m seven years old. | ||
c. Outcome | Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about ages. Key: 1. B 2. d 3. c 4. a | ||
d. Procedure | Step 1: Have pupils look at Activity 4. Ask them How many pictures are there? What can you see in each picture? Draw pupils’ attention to the boxes at the corners of the pictures. Check their comprehension. Step 2: Play the recording of the first dialogue. Tell pupils that they will need to listen to the age (e.g. eight) and number the pictures 1, 2, 3 or 4. Then ask pupils in which picture number eight appears (Picture b). Tell pupils to write “1” next to Picture b. Step 3: Play the recording for the other dialogues and allow pupils to write down their answers. Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation if necessary. | Whole class / Individual work | |
PRACTICE Activity 5. Look, complete and read . 9 minutes | |||
a. Goal | To complete three gapped dialogues with the help of picture cues. | ||
b. Input | Three picture cues with three gapped dialogues to complete | ||
c. Outcome | Pupils can complete three gapped dialogues with the help of picture cues. Key: 1. seven 2. eight years 3. you; nine years’ old | ||
d. Procedure | Step 1: Have pupils look at the pictures. Have them identify the numbers (ages) in the pictures. Step 2: Have pupils look at the three incomplete dialogues. Draw their attention to the missing words in the sentences. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (seven). Then have them look at the picture and identify the number. Then have them complete the gap (How old are you? – I’m seven years old.). Step 4: Follow the same procedure with Pictures 2 and 3. Draw the pupils’ attention to the two gaps in the dialogue 3. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. | Whole class / Individual work Individual work/ Pair work | |
PRACTICE Activity 6. Let’s sing. 8 minutes | |||
a. Goal | To sing the song How old are you? with the correct pronunciation and melody. | ||
b. Input | The lyrics and the recording of the song How old are you? | ||
c. Outcome | Pupils can sing the song How old are you? with the correct pronunciation and melody. | ||
d. Procedure | Step 1: Have pupils read the lyrics to familiarise themselves with the questions and answers. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation. Step 3: Play the recording of the song once or twice for pupils to listen and repeat line after line and do related actions, e.g. using a finger to trace the words or clapping their hands. Step 4: When pupils feel confident and are familiar with the tune and melody, ask them to sing the whole song while doing actions or clapping hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. | Whole class / Individual work Group work / Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Have pupils in each team take turns to pass the ball. When the music ends, 3 students who are keeping the balls will stand up and say their names, using the sentence model. Option 3: Game: Whack the watermelon - Prepares a set of flashcards of numbers from 1 to 10. - Divide the class into 3 teams. - The teams take turns to send 2 pupils to go to the board and choose a flashcard to ask and answer about ages, using the model sentences and the number in the card. - If they give the correct answers, they can whack a watermelon to get points for their teams. - The team with more points is the winner. | Group work Group work | ||
BOARD PRESENTATION
…………………………, 2022 Unit 2: OUR NAMES Lesson 2 – Period 4 1. Listen and number: 1. b 2. d 3. c 4. a 2. Look, complete and read. I’m seven years old. |
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 2: OUR NAMES
Lesson 3 – Period 5
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to: - correctly pronounce the sounds of the letters m and n in isolation, in the words Mary and Nam, and in the sentences I’m Mary and My name’s Nam. - use the words what, your, name, my, how old, years, old in relation to the topic “Our names”; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic "Our names"; - read and write about people’s names and ages. |
Core competencies | motivation, adaptability, problem-solving, integrity, communication |
General competences | Listening: listen and recognize the sounds, then repeat Oral communication: speak, ask and answer questions about names Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 2, Lesson 1. - Ask pupils to sing the song. - Invite some of them come to the board to role play, the rest of the pupils will sing. - Option 3: Game: Lucky number Review the previous lesson by having the class play the game Lucky number, using the model sentences: What’s your name? How old are you? | Whole class Group work | ||
KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes | |||
a. Goal | To correctly repeat the sounds of the letters m and n in isolation, in the words Mary and Nam, and in the sentences I’m Mary and My name’s Nam. with correct pronunciation and intonation. | ||
b. Input | – The letter m, the word Mary and the sentence I'm Mary. – The letter n, the word Nam and the sentence My name's Nam. | ||
c. Outcome | Pupils can correctly repeat the sounds of the letters m and n in isolation, the words Mary and Nam, and the sentences I’m Mary and My name’s Nam with correct pronunciation and intonation. | ||
d. Procedure: | Step 1: Have pupils look at the letter m, listen to the recording and repeat the letter until they feel confident. Correct the pronunciation if necessary. Step 2: Have pupils point to the word Mary, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help if necessary. Step 3: Get pupils to read the sentence I’m Mary., to listen to the recording and to repeat it several times. Then call on a few pupils to listen and repeat the sentence in front of the class. Step 4: Repeat Steps 1 to 3 for letter n. Go around the class and correct the pronunciation if necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups.
| Whole class / Individual work Pair work/ Group work | |
PRACTICE Activity 2. Listen and circle. 9 minutes | |||
a. Goal | To identify the target words Mary and Nam while listening. | ||
b. Input | Two gapped sentences with answer options Audio script:
| ||
c. Outcome | Pupils can identify the words Mary and Nam while listening. Key: 1. b 2. c | ||
d. Procedure | Step 1: Have pupils read the sentences. Explain that they have to listen to the recording and circle the correct option to complete the sentences. Explain that the words Mai, Mary and Minh in the first sentence start with the same m sound, and that the words Mary / Mai and Nam start with two different sounds, m and n. Check their comprehension. Step 2: Play the recording and have pupils circle the correct options. Then have pupils swap and check the answers in pairs or groups. Correct the answers if necessary. Step 3: Invite a few pupils to read the complete sentences in front of the class. Remind them how to stress the target language.
| Whole class / Individual work Individual work / Pair work Individual work | |
PRACTICE Activity 3. Let’s chant. 8 minutes | |||
a. Goal | To say the chant with the correct rhythm and pronunciation. | ||
b. Input | The lyrics and recording of the chant. | ||
c. Outcome | Pupils can say the chant with the correct rhythm and pronunciation. | ||
d. Procedure | Step 1: Have pupils scan the first verse of the chant and elicit its subject. Draw pupils’ attention to the word Mary and the sentence My name’s Mary. Check pupils’ comprehension. Step 2: Play the recording, asking pupils to listen and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the whole verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Go around the class and offer help to pupils who find it difficult. Extension: If there is enough time, split the class into groups to practise chanting and clapping hands. Each of the groups should sing one verse of the chant. Then select some groups to go to the front of the class to chant and clap hands. | Whole class / Individual work Group work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Game: Chant - Teacher can create a small competition for the pupils. - Pupils work in group. Try to learn the chant by heart. - Teacher can ask them to say the chant loudly/ quietly/ happily/ sadly. - The group who can perform the best is the winner. |
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BOARD PRESENTATION
………………………, 2022 Unit 2: OUR NAMES Lesson 3 – Period 5
1. b 2. c
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School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
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UNIT 2: OUR NAMES
Lesson 3 – Period 6
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to: - read and match three dialogues with pictures - read, understand and complete an exchange with personal information - make birthday cakes and use them to introduce names and ages. |
Core competencies | motivation, adaptability, problem-solving, integrity, communication |
General competences | Listening: listen and recognizethe sounds, then repeat. Oral communication: speak about school things, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL | |
- Student’s book Page 21 - Teacher’s guide Pages 37, 38 - Website sachmem.vn - Flashcards/ pictures and posters (Unit 2) - Computer, projector… | |
III. PROCEDURE | Warm-up and review – Read and match – Let’s write – Project – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 2, Lesson 1. - Ask pupils to sing the song - Invite some of them come to the board to role play, the rest of the pupils will sing. Option 2: Chant and do activities (Unit 2, Lesson 3). - Ask pupils chant and do the actions in Unit 2, Lesson 3 in groups. - Give point for the groups and encourage them. Option 3: Game: Lucky stars Review the previous lesson by having the class play the game Lucky stars, using the model sentences: How old are you? – I’m ____ years old. (Please see the provided corresponsing PowerPoint slides for detailed rules explanation.) | Whole class Group work Individual work/ Group work | ||
PRACTICE Activity 4. Read and match. 8 minutes | |||
a. Goal | To read and match three dialogues with pictures. | ||
b. Input | Three dialogues with three pictures to match | ||
c. Outcome | Pupils can read and match three dialogues with pictures. Key: 1. b 2. c 3. a | ||
d. Procedure | Step 1: Have pupils read the first dialogue. Ask them some questions such as Who are they? What are they talking about? Then have pupils look at the pictures and match the dialogue with the correct one. Check their comprehension, if necessary. Step 2: Repeat Step 1 for Dialogues 2 and 3. Draw their attention to number eight while saying about age. Allow pupils to do the activity independently. Go around the class and offer help if necessary. Step 3: Set a time limit for pupils to swap with a partner and check the answers. Step 4: Select three pairs of pupils to read the dialogues in front of the class. | Whole class / Individual work Pair work | |
PRODUCTION Activity 5. Let’s write. 9 minutes | |||
a. Goal | To read, understand and complete an exchange with their personal information. | ||
b. Input | An exchange with two gapped sentences | ||
c. Outcome | Pupils can read, understand and complete an exchange with their personal information. | ||
d. Procedure | Step 1: Have pupils read the dialogue and say what they are going to do. Ask some questions such as Who asks the questions? What are the questions about? Who has to write the answers? Check their comprehension. Remind them to write their personal information. Step 2: Give pupils time to write the answers to the questions independently. Go around the class and help if necessary. Step 3: Have pupils swap their answers in pairs or in groups before checking as a class. You may invite one or two pupils to write their answers on the board. Step 4: If there is enough time, ask some pairs to role-play the dialogue in front of the class. Encourage the class to praise or cheer the performers.
| Whole class / Individual work Pair work / Group work Pair work | |
PRODUCTION Activity 6. Project. 8 minutes | |||
a. Goal | To make birthday cakes and use them to introduce names and ages. | ||
b. Input | A paper birthday cake or a birthday cake drawn and coloured on a piece of paper. Ask pupils to make it as homework at the beginning of Unit 2 or Lesson 3. Remind them to write their names and ages on the cakes. | ||
c. Outcome | Pupils can say their names and ages, using birthday cakes. | ||
d. Procedure | Step 1: Have pupils take out the pieces of paper on which their names and ages are written. Step 2: Ask pupils to work in groups. Have each pupil show his/ her birthday cake and say about his/ her name and age. The group praises his / her performance. Step 3: Invite some pupils to repeat Step 2 in front of the class. | Whole class Group work Individual work | |
Option 2: Game: Pass the ball- Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turn to pass the ball. After the music ends, 3 students have the ball – stand up and say the name, using the sentence model. Option 3: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut in to pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group who makes it first will be the winner. | Group work | ||
BOARD PRESENTATION
…………………………, 2022 Unit 2: OUR NAMES Lesson 3 – Period 6
What’s your name? - My name is … How old are you? - I am … years old.
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