School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 3: OUR FRIENDS
Lesson 1 – Period 1
I. OBJECTIVES | |
Language focus | By the end of the lesson, pupils will be able to:
|
Core competencies | decision making, teamwork, work standards, reliability, motivation |
General Competences | Listening: listen and recognize the contexts focusing on introduce someone, then repeat. Oral Communication: talk about friends, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others. |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions 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 Hello in Unit 2, 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: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: How old are you? - Divide the class into 2 teams. - Have each team choose a number on the PowerPoint slide to go to the question and have them answer. - For each team’s correct answer, T lets that team choose the birthday hat to reveal the points they will get. - The team with more points is the winner. (Please use the provided corresponding PowerPoint slides for reference.) | Whole class 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 introducing someone. | ||
b. Input | – Context a: Mai: This is Mary. Mr Long: Hi, Mary. – Context b: Mai: That’s Mr Long. Bill: Hello, Mr Long. | ||
c. Outcome | Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on introducing someone. | ||
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 sentences: This is Mary. and That’s Mr Long. Tell pupils that these sentences are used to introduce Mary and Mr Long. | Whole class / Individual work Pair work Individual work | |
KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
a. Goal | To correctly say the character names and use This is / That’s _____. to introduce someone. | ||
b. Input: | - Picture cues: a. Ben, a British male pupil b. Mai, a Vietnamese female pupil c. Mr Long, a Vietnamese male teacher d. Ms Hoa, a Vietnamese female teacher - Speech bubbles: This is / That’s _____. Audio script: a. Ben b. Mai c. Mr Long d. Ms Hoa This is Ben. That’s Mr Long. | ||
c. Outcome: | Pupils can correctly say the character names and use This is / That’s _____. to introduce someone. | ||
d. Procedure: | Step 1: Have pupils look at the pictures and elicit the names of the characters. Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (Ben). Follow Game: Slap the board Divide the class into four teams. Stick the pictures of activities on the board. Teacher says a sentence, a pupil from each team has to point/ slap the right picture and says the sentence again. The one who says faster will get points. | Whole class/ Individual work Pair work Group work | |
PRACTICE Activity 3. Let’s talk. 8 minutes | |||
a. Goal | To enhance the correct use of This is / That’s _____. to introduce someone. | ||
b. Input | – Picture cue: Minh and Mai meet Bill and Mary in the school playground. Minh introduces Bill to Mai, then Minh introduces Mary to Mai. They greet and introduce themselves to each other. – Speech bubbles: This is / That's _____. | ||
c. Outcome | Pupils can enhance the correct use of This is / That’s . to introduce someone. | ||
d. Procedure | Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Put pupils into groups of four and encourage them to greet and introduce someone. Go around the class to offer support. Step 3: Invite some groups to the front of the class to perform their conversations. Game: Matching game Using pictures and flash cards, have 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. | Whole class/ Individual work Group work Individual work Individual work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Using sachmem, have pupils look at the words in the pictures of Lesson 1 and repeat after the recordings. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Game: Tug of war Divide the class into 2 teams. Pupils will choose This or That to fill in the blanks. For each correct answer, pupils will get 5 stars for their teams. Preparation for the project Tell pupils about the project on page 27. Ask them to prepare for it at home by drawing three pictures of their friends on a piece of paper or in their notebooks. Remind them to bring their pictures to class to present them at Project time. | Whole class
Group work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 3: OUR FRIENDS
Lesson 1 – Period 1
1. Words
Hello Hi
Ben Mai
Mr Long Ms Hoa
2. Model sentences
This is Mary.
That’s Mr Long.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 3: OUR FRIENDS
Lesson 1 – Period 2
I. OBJECTIVES | |
Language focus | By the end of the lesson, pupils will be able to:
|
Core competencies | decision making, teamwork, reliability, motivation, adaptability, problem-solving |
General Competences | Listening: listen and recognize the contexts, focus on introducing someone, then repeat. Critical Thinking: talk about friends. Oral Communication: speak about friends, ask and answer the questions Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others. |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions 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 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 2, 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: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: - Divide the class into 2 teams standing in lines. - Have a pupil in the front row choose a number. The pupil MUST give the answer before the time’s up. If they answer correctly, they will get stars. If their answer is wrong or given after the time meter goes off, they will have to go to the back of the line. - How to use time-meter: After clicking a number, simply click on the time meter to start it. - Click the STAR at the corner to turn back to the Select Menu. - Give points to the pupils (corresponding to the stars on the pictures). (Please use the provided corresponding ppt slides for reference.) | Whole class Group work Individual work/ Group work | ||
PRACTICE Activity 4. Listen and tick. 8 minutes | |||
a. Goal | To listen to and understand two communicative contexts in which pupils introduce someone and respond to the introduction. | ||
b. Input | Picture cues: 1 a. Mai introduces Minh to Bill. 1 b. Mai introduces Nam to Bill. 2 a. Linh introduces Ms Hoa to Ben. 2 b. Linh introduces Mr Long to Ben. Audio script: 1. Mai: Bill, this is Nam. Bill: Hi, Nam. 2. Linh: Ben, that’s Ms Hoa. Ben: Hello, Ms Hoa. | ||
c. Outcome | Pupils can listen to and understand two communicative contexts in which pupils introduce someone and respond to the introduction. Key: 1. b 2. a | ||
d. Procedure: | Step 1: Draw pupils’ attention to Pictures 1a and 1b. Elicit the names of the characters in each picture. Play the recording for Question 1. 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 | |
PRACTICE Activity 5. Look, complete and read. 9 minutes | |||
a. Goal | To look, complete and read four target sentence patterns in two dialogues 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 and read four target sentence patterns with the help of picture cues. Key: 1. this is – Hello / Hi 2. that’s – Hello | ||
d. Procedure | Step 1: Have pupils look at the pictures. Have them identify the characters in the pictures. Step 2: Have pupils look at the two 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 words are missing in the first sentence (this is) and in the second sentence (Hello/ Hi). Then have them complete the gaps (Ben, this is Nam. – Hello / Hi, Nam). Step 4: Follow the same procedure with Picture 2. Draw the pupils’ attention to the two gaps in the dialogue. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Game: Slap the board. Divide the class into four teams. Stick the cards of sentences on the board. Teacher says a sentence, a pupil from each team has to point/slap the right card and says the sentence again. The one who says faster will get points. | Whole class/ Individual work Individual work/ Pair work Group work | |
PRACTICE Activity 6. Let’s sing. 8 minutes | |||
a. Goal | To sing the song This is Linh with the correct pronunciation and melody. | ||
b. Input | The lyrics and the recording of the song This is Linh. | ||
c. Outcome | Pupils can sing the song This is Linh with the correct pronunciation and melody. | ||
d. Procedure | Step 1: Draw pupils’ attention to the title and lyrics of the song. Model reading the title and lyrics line by line for pupils to repeat. Encourage them to point at the characters in the picture to reinforce their understanding. Step 2: Play the recording all the way through. Encourage pupils to listen carefully to the pronunciation and the melody. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to sing along. Step 5: Introduce actions for pupils to do while singing along with the recording. Game: Matching game Use pictures and flash cards, have three pupils hold the pictures and thê more hold the cards of sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. | Whole class/ Individual work Individual work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Game: Roll the dice Divide the class into 2 teams. Each team choose a character on the slide (Nam or Mary) for their team. The 2 teams take turns to choose letters to go to the questions. For each correct answer, pupils can roll the dice and click the coloured stones to move their characters. The team who finishes first will be the winner. 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 them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Sentence line-up Put pupils into two teams, A and B, and have them sit on chairs facing the rest of the class. Give each team a set of word cards that together form a sentence (each team’s set should be different to the other’s). Read a sentence, e.g. “This is Lan.” If team A has the word cards containing this, is, Lan and the full stop, they should stand up and move quickly into a line to show the sentence in the correct order. Team B should remain seated. If they stand up when T says team A’s sentence, they will lose the game, and vice versa. | Group work Group work Group work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 3: OUR FRIENDS
Lesson 1 – Period 2
1. Listen and tick:
HH 1.b 2.a
2. Complete:
1. - Ben, this is Nam.
- Hi/ Hello, Nam.
2. - Lucy, that’s Mr Long.
- Hello, Mr Long.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 3: OUR FRIENDS
Lesson 2 – Period 3
I. OBJECTIVES | |
Language focus | By the end of the lesson, pupils will be able to:
|
Core competencies | communication, planning and organization, stress tolerance, initiative |
General competences | Listening: listen and recognize someone, then repeat Critical thinking: talk about someone Oral communication: speak about someone, ask and answer the questions Written communication: practise writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story. Sociability: talk to each other, say good words to others. |
Attributes: | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills Secure and organized: keep school things in the right ways |
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 3, 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: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: This is/ That’s… Divide the class into three teams. Have students choose the food they like. Teacher clicks the food that is chosen. Let student make a sentence with the hidden picture. Give them points if they are right. (Please use the provided corresponding PowerPoint slides for reference.) | Whole class Group work Individual 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 someone. | ||
b. Input | - Context a: Mai: Is this Bill? Nam: Yes, it is. - Context b: Mary: Is that Nam? Mai: No, it isn’t. It’s Minh. | ||
c. Outcome | Pupils can understand and correctly repeat the questions and the answers in two communicative contexts about Bill and Minh. | ||
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 Is this Bill? and the answer Yes, it is. and Is that Nam? and the answer No, it isn’t. It’s Minh. Tell pupils that they are the questions and the answers about Bill and Minh. | Whole class/ Individual work Pair work Whole class/ Individual work | |
KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
a. Goal | To correctly say the words and use Is this / that ______? and Yes, it is. / No, it isn’t. It’s______. to ask and answer questions about the characters. | ||
b. Input | - Picture cues: a. Linh b. Lucy c. Ben d. Nam - Speech bubbles: Is this / that _____? Yes, it is. / No, it isn’t. It’s _____. Audio script: a. Linh / yes b. Lucy / yes c. Bill / no / Ben d. Minh / no /Nam Is this Linh? - Yes, it is. Is that Bill? - No, it isn’t. It’s Ben. | ||
c. Outcome | Pupils can correctly say the words and use Is this / that _____? and Yes, it is. / No, it isn’t. It’s____. to ask and answer questions about the characters. | ||
d. Procedure | Step 1: Have pupils look at the pictures and elicit the names of the characters. Step 2: Have pupils point at Picture a, listen to the recording and repeat the words (Linh / yes). Follow the same procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at Picture a and have pupils listen and repeat after the recording (Is this Linh? – Yes, it is.). Point at Picture c and have pupils listen and repeat after the recording (Is that Bill? – No, it isn’t. It’s Ben.). Step 4: Have pairs practise asking and answering Is this that ______? Yes, it is./ No, it isn’t. It’s ____. with Pictures b and d. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Game: Slap the board Divide the class into four teams. Stick the pictures of charaters on the board. Teacher says a sentence/dialogue, a pupil from each team has to point/slap the right picture and says the sentence again. The one who says faster will get points. | Whole class/ Individual work Pair work Group work | |
PRACTICE Activity 3. Let’s talk. 8 minutes | |||
a. Goal | To enhance the correct use of Is this/ that______? and Yes, it is. / No, it isn’t. It’s_____. to ask and answer questions about someone. | ||
b. Input | - A picture of Bill and Mai in the park. Bill asks Mai about Linh and Nam. - Speech bubbles: – Is this/ that ? – Yes,/ No, _____. | ||
c. Outcome | Pupils can enhance the correct use of Is this / that _____? and Yes, it is. / No, it isn’t. It’s _____. to ask and answer questions about someone. | ||
d. Procedure | Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context. Step 2: Put pupils into pairs and encourage them to ask and answer questions about the characters Linh and Nam. Go around the class to offer support. Step 3: Invite some pairs to the front of the class to perform their conversations. Game: Matching game Use pictures and flash cards, get three pupils to hold the pictures and three more to hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. | Whole class/ Individual work Pair work Whole class/ Individual work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem, have pupils look at the words in the pictures of the lesson and repeat after the recordings. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/ cut into 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 3: Game Divide the class into 2 teams. Have the teams take turns to choose numbers. Teachers clicks the chosen numbers to go to the questions. For each correct answer, pupils choose a number to get their points. The team with more points will be the winner. | Whole class Group work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 3: OUR FRIENDS
Lesson 2 – Period 3
1. Words
Linh Lucy
Bill Minh
2. Model sentences
Is this/ that….?
Yes, it is. / No, it isn’t. It’s ……….
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 3: OUR FRIENDS
Lesson 2 – Period 4
I. OBJECTIVES | |
Language focus | By the end of the lesson, pupils will be able to:
|
Core competencies | communication, planning and organization, stress tolerance, and initiative. |
General competences | Listening: listen and recognise someone, then repeat. Critical thinking: talk about someone. Oral communication: speak about someone, ask and answer the questions Written communication: practise writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Sociability: talk to each other, say good words to others. |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills Secure and Organized: keep school things in the right ways. |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review – Listen and number – 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 3, 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: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points for the groups and encourage them. Option 3: Play the game in the PowerPoint slides for Unit 3 – Lesson 2 – Period 4 | Whole class/ Individual work Group work Individual work/ 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 someone. | ||
b. Input | - Picture cues: a. Bill b. Mary c. Ben d. Lucy Audio script: 1. Nam: Is this Mary? Mai: Yes, it is. 2. Minh: Is that Ben? Mai: No, it isn’t. It’s Bill. 3. Linh: Is this Lucy? Minh: Yes, it is. 4. Linh: Is that Bill? Nam: No, it isn’t. It’s Ben. | ||
c. Outcome | Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about someone. Key: 1. b 2. a 3. d 4. c | ||
d. Procedure | Step 1: Draw pupils’ attention to the pictures. Elicit the names of the characters in each picture. Step 2: Play the recording. Step 3: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 4: Check answers together as a class. Play the recording again for pupils to double-check their answers and correct their answers in pairs. 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 | |
PRACTICE Activity 5. Look, complete and read. 9 minutes | |||
a. Goal | To look, complete and read four target sentence patterns in four dialogues with the help of picture cues. | ||
b. Input | Four picture cues and four exchanges with the target sentences to complete | ||
c. Outcome | Pupils can look, complete and read four target sentence patterns with the help of picture cues Key: 1. Is this 2. Is this 3. Is that 4. Is that | ||
d. Procedure | Step 1: Have pupils look at the pictures. Have them identify the characters in the pictures. Step 2: Have pupils look at the four incomplete dialogues. Draw their attention to the missing words in the questions. Step 3: Model with Picture 1. Have pupils look at the dialogue. Ask them what words are missing in the question (Is this). Then have them complete the gap (Is this Ben? Yes, it is.). Step 4: Follow the same procedure with Pictures 2, 3 and 4. Draw pupils’ attention to the gaps in the Dialogues 2, 3 and 4. Step 5: Have pupils complete the dialogues individually and ask a few pairs to read them aloud. Game: Slap the board. Divide the class into four teams. Stick the pictures of sentences/ dialogues on the board. Teacher says a sentence/ dialogue, a pupil from each team has to point/ slap the right picture and says the sentence/ dialogue again. The one who says faster will get points. | Whole class/ Individual work Group work | |
PRODUCTION Activity 6. Let’s play. 8 minutes | |||
a. Goal | To recognise target words while looking at pictures of the characters and circle six names in a letter table and use them to ask and answer questions. | ||
b. Input | The letter table includes six names of six characters. They are Mary, Mai, Linh, Bill, Nam and Lucy. Pupils look at the pictures of six characters and find and circle their names in the rows or in the columns of the letter table. The name Mary has been circled as an example. | ||
c. Outcome | Pupils can recognise the characters in pictures and circle six names in a letter table, then ask and answer questions about them. | ||
d. Procedure | Step 1: Tell pupils to work in pairs. Step 2: Model the activity by identifying the picture of Mary first, draw pupils' attention to the word Mary in the table. Point to the picture of Mary and ask: “Is this Mary?” Ask a pupil to answer the question: “Yes, it is.” Step 3: Have pupils play the game. Explain that after identifying six characters in the pictures and circling their names, pupils should ask and answer questions about six characters (as mentioned in Step 2). Step 4: Set a time limit for pupils to play and check the answers. Extension: If time allows, invite a few pairs to perform the game in front of the class. Game: Matching game Use pictures and cards, have 3 pupils hold the pictures and 3 more hold the sentences. Ask them to find and match. Praise the ones who finish the matching. Then ask the class to look and say aloud. | Whole class/ Individual work Group work Individual work Pair work Individual work/ Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Play the game in the PowerPoint slides for Unit 3 – Lesson 2 – Period 4 | Whole class
| ||
BOARD PRESENTATION
......., .................. 2022
UNIT 3: OUR FRIENDS
Lesson 2 – Period 4
1. Listen and number
HH 1. b 2. a 3. d 4. c
2. Model sentences
- Is this Ben?
- Yes, it is.
- Is that Minh?
- No. it isn’t. It’s Nam.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 3: OUR FRIENDS
Lesson 3 – Period 5
I. OBJECTIVES | |
Language focus | By the end of the lesson, pupils will be able to:
|
Core competencies | communication, planning and organization, stress tolerance, and initiative |
General competences | Listening: listen and recognize someone, then repeat Critical thinking: talk about someone Oral communication: speak about someone, ask and answer the questions Written communication: practise writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story Sociability: talk to each other, say good words to others |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills Secure and organized: keep school things in the right ways |
II. RESOURCES AND MATERIAL | |
| |
III. PROCEDURE | Warm-up and review – Listen and repeat – Listen and tick – Let’s chant – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupil’s activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 3, Lesson 1. - Ask pupils to sing the song. - Invite some pupils to 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 to chant and do the actions in Unit 2, Lesson 3 in groups. - Give point to the groups and encourage them. Option 3: Game: Find six names Have pupils do the puzzle to find six names of the characters. (Please see the provided the corresponding PowerPoint slides.) | Whole class Group work Individual work/ Group work | ||
KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes | |||
a. Goal | To correctly repeat the sounds th (voiced) and th (unvoiced) in isolation, the words that and thank, and the sentences That's Lucy. and Thank you. with the correct pronunciation and intonation. | ||
b. Input | - The sound th (voiced), the word that and the sentence That's Lucy. - The sound th (unvoiced), the word thank and the sentence Thank you. | ||
c. Outcome | Pupils can correctly repeat the sounds th (voiced) and th (unvoiced) in isolation, the words that and thank, and the sentences That's Lucy. and Thank you. with the correct pronunciation and intonation. | ||
d. Procedure | Step 1: Draw pupils’ attention to the sound th (voiced), the word that and the sentence That's Lucy. Play the recording and encourage them to point to the correct sound/ word/ sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary, and praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the sound th (unvoiced). | Whole class/ Individual work | |
PRACTICE Activity 2. Listen and tick. 9 minutes | |||
a. Goal | To identify the target words that and thank while listening. | ||
b. Input | Two questions with three sentence options for each question. Audio script: 1. Thank you, Bill. 2. That’s Lucy. | ||
c. Outcome | Pupils can identify the words that and thank while listening. Key: 1. b 2. a | ||
d. Procedure | Step 1: Draw pupils’ attention to the three sentence options for each question. Step 2: Play the recording for pupils to listen to. Play the recording again for pupils to listen and tick the correct options. Step 3: Get pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Play the recording for pupils to check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. | Whole class/ Individual work Pair work/ Whole class Whole class/ 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: Draw pupils’ attention to the lyrics of the chant. Check comprehension. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters th in the words that and thank. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation, if necessary. Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. Extension: Divide the class into two or more groups to take turns listening and repeating the chant, while the rest of the class claps along. | Whole class/ Individual work Group work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem, have pupils look at the text/ pictures 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 into pieces. Ask pupils to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Play the game in the provided corresponding PowerPoint slides. | Whole class
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BOARD PRESENTATION
......., .................. 2022
UNIT 3: OUR FRIENDS
Lesson 3 – Period 5
1. Vocabulary
that thank
2. Model sentences
That’s Lucy.
Thank you, Lucy.
Is that Mai?
Yes, it is.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
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UNIT 3: OUR FRIENDS
Lesson 3 – Period 6
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
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Core competencies | communication, planning and organization, stress tolerance, and initiative. |
General competences | Listening: listen and recognize someone, then repeat. Critical Thinking: talk about someone. Oral Communication: speak about someone, ask and answer the questions Written Communication: practice writing about school things Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Problem-solving and creativity: answer comprehension questions after reading the story. Sociability: talk to each other, say good words to others. |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills Secure and organized: keep school things in the right ways. |
II. RESOURCES AND MATERIAL | |
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III. PROCEDURE | Warm-up and review – Read and match – Let’s write – Project – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupil’s activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song in Unit 3, 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: Chant and do activities (Unit 2, Lesson 3). - Ask pupils to chant and do the actions in Unit 2, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Play the game in the PowerPoint slides for Unit 3 – lesson 3 – period 6 | Whole class Group work Individual work/ Group work | ||
PRACTICE Activity 4. Read and match. 8 minutes | |||
a. Goal | To read and match four target sentence patterns with four pictures. | ||
b. Input | Four target sentences with four pictures to match | ||
c. Outcome | Pupils can read and match four sentences with four pictures. Key: 1. d 2. c 3. a 4. b | ||
d. Procedure | Step 1: Draw pupils’ attention to the first sentence (My name's Nam.) and read it as a class. Step 2: Draw pupils’ attention to Picture d. Get them to read the sentence again and match it to the correct picture. Step 3: Repeat Steps 1 and 2 for other sentences. Go around the classroom to offer support where necessary. Step 4: Get pupils to swap books with their partners, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. | Whole class/ Individual work Pair work/ Individual work | |
PRODUCTION Activity 5. Let’s write. 9 minutes | |||
a. Goal | To read, understand and complete three sentences by writing the target words in the gaps. | ||
b. Input | Three picture cues with three target sentences to complete | ||
c. Outcome | Pupils can read, understand and complete three sentences by writing the target words in the gaps. Key: 1. is 2. This is my 3. That’s my teacher | ||
d. Procedure | Step 1: Write the first incomplete sentence on the board:
Step 2: Read the incomplete sentence together as a class, then look at Picture 1. When you reach the first gap, point at it and encourage pupils to say the answer. Step 3: Give pupils time to write the answer in their notebooks. Step 4: Repeat Steps 1 to 3 for Sentences 2 and 3. Extension: Invite one or two pupils to stand up, listen and repeat the sentences. | Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Individual work Group work | |
PRODUCTION Activity 6. Project. 8 minutes | |||
a. Goal | To draw three pictures of their friends and use them to practise talking to their classmates. | ||
b. Input | - A sample picture of a friend (a girl). - Materials: sheets of paper, coloured pencils. | ||
c. Outcome | Pupils can draw three pictures of their friends and use them to practise talking to their classmates. | ||
d. Procedure | Step 1: Tell pupils to open their pictures (they have drawn at home) and use them to practise talking to their classmates. Step 2: Put pupils into groups and give them time to show the pictures of their friends to talk to the groups, e.g. “This is my friend, (name).”. Step 3: Tell pupils to do the task. Give them enough time to complete each step. Step 4: Go around the class to monitor and offer support if necessary. Step 5: If time allows, invite two or three pupils to go to the front of the class and present their pictures to the class. Extension: Create a class display using the pictures and vote for the most creative. | Whole class/ Individual work Group work Whole class/ Individual work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem, have pupils look at the words in the pictures of this lesson and read/ repeat after the teacher. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group that makes it first will be the winner.
| Whole class Group work | ||
BOARD PRESENTATION
......., .................. 2022
UNIT 3: OUR FRIENDS
Lesson 3 – Period 6
1. Read and match.
1. d 2. c 3. a 4. B
- Let’s write.
3. Project
My friends
