School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 8: MY SCHOOL THINGS
Lesson 1 – Period 1
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | decision making, teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication, planning and organization |
General competencies | Listening: listen and repeat Oral communication: let’s talk Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks 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 |
BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS
Lesson 1 – Period 1
1. Words:
a pen a ruler
a book a school bag
2. Model sentences:
I have a pen.
I have a ruler.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 8: MY SCHOOL THINGS
Lesson 1 – Period 2
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | decision making, teamwork, motivation, adaptability, problem-solving, integrity, initiative |
General competencies | Listening: listen and choose the correct answers Oral communication: sing a song Written communication: complete the sentences Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups |
Attributes | Kindness: pupils wait for their turns to answer the questions 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 sing – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Say Hello song.
Option 2: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/cut into pieces. Ask them to arrange the words to make a complete sentence, then read it aloud. The group that makes it first will be the winner. Option 3: Invite a few pupils to stand up and pick up a school thing then say I have_____. | Whole class Group work Individual work | ||
PRACTICE Activity 1. Listen and tick. 8 minutes | |||
a. Goal: | To listen to and understand two communicative contexts in which pupils talk about the school things they have | ||
b. Input: | Picture cues: 1a. a book 1b. a pen 2a. a school bag 2b. a ruler | ||
c. Outcome: | Pupils can listen to and understand two communicative contexts in which the speakers talk about the school things they have. Key: 1. b 2. a | ||
d. Procedure: | Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the name of the school thing in each picture and play the recording for Picture 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 second target sentence. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording again 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. Game: Who says fast? Teacher points to the picture, pupils say it as fast as they can. This can be played individually or in teams. | Whole class Whole class Pair work/ Whole class Individual work Individual work Whole class | |
PRACTICE Activity 2. Look, complete and read. 9 minutes | |||
a. Goal: | To read and complete the four gapped sentences with the help of the picture cues | ||
b. Input: | Four picture cues of a pen, a book, a ruler and a school bag, and four gapped sentences to complete | ||
c. Outcome: | Pupils can read and complete the four gapped sentences with the help of the picture cues. Key: 1. pen 2. a book 3. have a ruler 4. I have a school bag | ||
d. Procedure: | Step 1: Have pupils look at the picture cues and identify the school things (a pen, a book, a ruler and a school bag). Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Have pupils look at the incomplete Sentence 1. Ask them what is missing in the sentence (pen). Write the answer on the board. Have them complete the gap and read the completed sentence in chorus. Step 4: Follow the same procedure with Sentences 2, 3 and 4. Step 5: Have pupils complete the sentences individually and ask a few pupils to stand up and read them aloud. Game: Choose the right pairs! Divide the class into two teams. Each pupil from each team comes to the board, choose a card from the left, then choose one from the right. If they match, he/she gets points for their team. | Whole class/ Individual work Whole class/ Individual work Whole class/ Individual work Whole class Individual work Group work | |
PRACTICE Activity 3. Let’s sing. 8 minutes | |||
a. Goal: | To sing the song School things with the correct pronunciation and melody | ||
b. Input: | The lyrics and the recording of the song School things | ||
c. Outcome: | Pupils can sing the song School things with the correct pronunciation and melody. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the title and lyrics of the song. Check comprehension of the lyrics and give feedback. Step 2: Play the recording all the way through for pupils to listen to the whole song. Tell them to pay attention to the pronunciation and melody. Step 3: Play the recording line by line for pupils to listen and repeat. Tell pupils to point at the relevant character and his / her school things while singing the relevant lyrics. Correct their pronunciation where necessary. Step 4: Introduce actions for pupils to do while they are singing along with the recording. Play the recording all the way through for pupils to sing and do actions. Step 5: Give pupils time to practise singing and doing actions in pairs or groups. Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the class to perform the song and the rest of the class sings and / or claps along the song. | Whole class/ Individual work Whole class Individual work Whole class/ Individual work Pair work/ Group work Group work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Game: Game: Let’s sing and move! Play audio track 80, then ask pupils to sing and dance along to the song, when the music stops, everybody has to stop moving. Pupils who can’t stop in time will be eliminated. Option 2: Goodbye and Bye activity Say goodbye to each student and ask them to respond. | Group work Individual work | ||
BOARD PRESENTATION
......., .................. 2022
Unit 8: MY SCHOOL THINGS
Lesson 1 – Period 2
1. Listen and tick:
1. b 2. a
2. Look, complete and read:
I have a pen.
I have a book.
I have a ruler.
I have a bag.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 8: MY SCHOOL THINGS
Lesson 2 – Period 3
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | problem-solving, decision making, teamwork, reliability, motivation, adaptability, and initiative |
General competencies | Listening: look, listen and repeat Critical thinking: listen, point and say Oral communication: let’s talk Sociability: talk to each other, say good words to others |
Attributes | Diligence: complete learning tasks Responsibility: appreciate kindness 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 |
BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS
Lesson 2 – Period 3
Words:
a pencil a pencil case
a notebook an eraser
Modal sentences:
Do you have a pen?
Yes, I do.
Do you have a crayon?
No, I don’t.
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 8: MY SCHOOL THINGS
Lesson 2 – Period 4
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | problem-solving, decision making, teamwork, reliability, motivation, and adaptability |
General competences | Listening: listen and number Critical thinking: read and match Oral communication: let’s play Sociability: talk to each other |
Attributes | Diligence: complete learning tasks Secure and organized: keep school things in the right ways |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Listen and number – Read and match – Let’s play – Fun corner and wrap-up |
Procedure | Teacher’s activities | Pupils’ activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class and encourage pupils to respond to your greeting. Option 1: Sing the song School things of Unit 8, page 57.
Option 2: Game: Pass the school things. Review the previous lesson by having the class pass the school things around while playing the music. When the music stops, those who have school things have to say the sentence: I have a … Option 3: What school things do you see? There’s a classroom with school things everywhere. Ask pupils to look at the pictures carefully and find the school things. Let pupils count the number of items they find to make it more interesting. | Individual work / Whole class Individual work/ Group work Individual work/ Group work | ||
PRACTICE Activity 1. Listen and number. 8 minutes | |||
a. Goal: | To listen to and understand four communicative contexts in which pupils ask and answer questions about having a school thing | ||
b. Input: | Picture cues: a. a notebook b. an eraser c. a pencil case d. a pencil Audio script: 1. A: Do you have a pencil case? B: Yes, I do. 2. A: Do you have a pen? B: No, I don’t. I have a pencil. 3. A: Do you have a book? B: No, I don’t. I have a notebook. 4. A: Do you have an eraser? B: Yes, I do. | ||
c. Outcome: | Pupils can listen and number four communicative contexts in which two pupils ask and answer questions about having a school thing. Key: 1. c 2. d 3. a 4. b | ||
d. Procedure: | Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the words for the school thing in each picture. Play the recording twice so that pupils can do the task. Play the recording a third time to give pupils another listening opportunity and check their answers. Step 2: Tell pupils to swap books with a partner, and check answers together as a class. Write the answers on the board for pupils to correct their answers. Step 3: Play the recording all the way through for pupils to double-check all the 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 Pair work Whole class Whole class/ Individual work | |
PRACTICE Activity 2. Read and match. 9 minutes | |||
a. Goal: | To read and match four simple exchanges with the correct pictures | ||
b. Input: | Four simple exchanges and four picture cues | ||
c. Outcome: | Pupils can read and match four simple exchanges with the correct pictures. Key: 1. d 2. c 3. a 4. b | ||
d. Procedure: | Step 1: Draw pupils’ attention to Exchange 1. Tell them about this activity. Show them how to do the task. Get pupils to read Exchange 1 in chorus. Ask them what A and B are talking about. Write the word notebook on the board. Tell pupils to identify the picture of a notebook (Picture d). Then match Exchange 1 with Picture d. Step 2: Give pupils time to do the task with Exchanges 2, 3 and 4. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite some pairs of pupils to stand up and read aloud the matched exchanges. Let’s choose and say! Pupils choose a number, then answer the question. Who can say the correct answer will get points for the team. (ppt game) Ex: Do you have a pencil? Yes, I do./ No, I don’t. Pupils have to choose the correct one. | Whole class/ Individual work Whole class/ Individual work Pair work/ Whole class Pair work Group work | |
PRODUCTION Activity 3. Let’s play. 8 minutes | |||
a. Goal: | To review vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing the matching game or Pelmanism | ||
b. Input: | A picture showing four face down cards plus a face up card (pen) matching with another face up card (picture of a pen) | ||
c. Outcome: | Pupils can review the vocabulary words for school things and use them in the sentence patterns: Do you have _____? and Yes, I do. / No, I don’t. by playing a matching game. | ||
d. Procedure: | Step 1: Explain how to play the game: Players take turns flipping over two matching cards. A picture matches with the name of the object in the picture. For example, a picture of a pen matches with the word pen. If two cards match, they are left turned face up and the player scores one point. If they do not match, they are returned to their face down layout and the turn passes to the next player. Players that successfully match cards get to take another turn and try to match two more cards. This continues until that player fails to match a pair. The player with the most points is the winner. Step 2: Set a time limit for pupils to play the game in pairs. Go around the classroom to offer support where necessary. Step 3: When time runs out, show the cards one by one and invite a few pairs to ask and answer questions using the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. Outcome: Pupils can review the vocabulary words for school things and use them in the sentence patterns Do you have _____? and Yes, I do. / No, I don’t. by playing a matching game. | Whole class/ Individual work Pair work/ Group work Pair work Whole class | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Game: Sentence Puzzle
Option 2:
| Group work Whole class | ||
BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS
Lesson 2 – Period 4
1. Listen and number:
1.c 2.d 3.a 4.b
2. Read and match:
1. d 2.c 3.a 4.b
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
UNIT 8: MY SCHOOL THINGS
Lesson 3 – Period 5
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | problem-solving, decision making, teamwork, reliability, motivation, and adaptability |
General competencies | Listening: listen and repeat, listen and circle Critical thinking: listen and circle Oral communication: let’s chant Sociability: talk to each other |
Attributes | Diligence: complete learning tasks Self-confidence: develop the ability to work as a team member |
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 and encourage pupils to respond to your greeting. Option 1: Spend a few minutes revising the previous lesson by dividing the class into two groups.
Option 2: Game: Pass the school things. Review the previous lesson by having the class pass the school things (a book, a pencil, a pen…) while playing the music . When the music stops, those who have school things have to say the sentence: I have a … | Whole class/ Group work Individual work/ Group work | ||
KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 8 minutes | |||
a. Goal: | To correctly repeat the sounds of the letter cluster oo and letter a in isolation, in the words book and eraser, and in the sentences I have a book. and Do you have an eraser? with correct pronunciation and intonation | ||
b. Input: | – The letter cluster oo, the word book and the sentence I have a book. – The letter a, the word eraser and the sentence Do you have an eraser? | ||
c. Outcome: | Pupils are able to correctly repeat the sounds of the letter cluster oo and letter a in isolation, in the words book, eraser, and in the sentences I have a book. And Do you have an eraser? with correct pronunciation and intonation. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the letter cluster oo, the word book and the sentence I have a book. Play the recording for pupils to listen and repeat. Encourage them to point at the letters / 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. Repeat the procedure with the letter a. Game: Listen and choose! Divide the class into 2 groups. Let the pupils listen to the recording, then choose the correct moving shapes. | Whole class Whole class/ Individual work Group work | |
PRACTICE Activity 2. Listen and circle. 9 minutes | |||
a. Goal: | To identify the target words book and eraser while listening | ||
b. Input: | Two sentences for completion and three options Audio script: 1. I have an eraser. 2. Do you have a book? | ||
c. Outcome: | Pupils can identify the words book and eraser while listening. Key: 1. b 2. c | ||
d. Procedure: | Step 1: Draw pupils’ attention to the sentences and the gap-fill options. Tell them about the activity. Check their comprehension and give feedback. Step 2: Play the recording for Sentence 1 for pupils to listen. Play the recording again for them to listen and circle the correct option. Play the recording a third time for pupils to check their answers. Step 3: Repeat the procedure of Step 2 for Sentence 2. Step 4: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Play the recording for pupils to check their answers again. Extension: Invite one or two pupils to stand up, listen and repeat the completed sentences. Game: Listen and tick the box! Play the recording or say a sentence for pupils to choose a correct answer and tick the box. (ppt game) | Whole class/ Individual work Pair work
Group 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 of the lyrics and give feedback. Step 2: Play the recording all the way through so that pupils can listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw their attention to the sounds of the letter cluster oo and letter a in the words book and eraser in the chant. 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 say the chant. Encourage them to clap along while they chant. Extension: Game: Say out loud with me! Divide the class into two or more groups to take turns listening to 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: Game: Show me! Divide the class into four groups. Ask pupils to say the chant again, then show their school things as they say the chant. T can change the name of school things for pupils to chant and show theirs as they chant. Option 2: Teacher tells pupils to put their school things on the desk.
| Group work Individual work | ||
BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS
Lesson 3 – Period 5
Listen and repeat:
oo book I have a book.
a eraser Do you have an eraser?
Listen and circle:
1. b 2. c
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Unit 8: My school things
Lesson 3 – Period 6
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | teamwork, reliability, motivation, and adaptability |
General competencies | Listening: listen to classmates speaking in the project activity Critical thinking: complete a task by reading and filling in the gap Oral communication: presenting a project Sociability: talk to each other, say good words to others |
Attributes | Responsibility: appreciate kindness Self-confidence: practice speaking in front of the class |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Read and complete – 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 and encourage pupils to respond to your greeting. Option 1: Warm-up
Option 2: Game: Look and match. (PPT) | Whole class/ Group work Group work/ Individual work | ||
PRACTICE Activity 1. Read and complete. 8 minutes | |||
a. Goal: | To read and complete a gapped paragraph with the words provided | ||
b. Input: | – Words in the box: eraser, have, my, pen – A gapped paragraph | ||
c. Outcome: | Pupils can read and complete a gapped paragraph with the words provided. Key: 1. have 2. pen 3. eraser 4. my | ||
d. Procedure: | Step 1: Tell pupils about this activity. Draw pupils’ attention to the gaps in Sentence 1. Elicit the missing word for the first gap (have). Then tell pupils to pay attention to the article a / an to select appropriate nouns in the box for the next two gaps. Get the class to read the completed sentence in chorus. Step 2: Give pupils time to do the rest individually or in pairs. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite a few pupils to stand up and read the completed sentences aloud. | Whole class Pair work/ Individual work Individual work | |
PRODUCTION Activity 2. Let’s write. 9 minutes | |||
a. Goal: | To read, understand and complete the writing frame with pupils’ information | ||
b. Input: | The writing frame with three blanks for pupils to complete with their personal Information | ||
c. Outcome: | Pupils can read, understand and complete the writing frame with their information. | ||
d. Procedure: | Step 1: Write the writing frame on the board. Tell pupils about this activity. Have pupils read the sentences in chorus. When you reach the first gap, point to it and tell pupils to complete it with their name. Then read the next line and tell them to complete each gap with the school things they have. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Invite a few pupils to stand up and read their writing aloud. Game: Spin the wheel Divide the class into 4 groups. A pupil from each group comes to the board, spin the wheel, look at the chosen picture, then write the answer on the board. | Whole class/ Individual work Individual work Individual work Individual work / Group work | |
PRODUCTION Activity 3. Project. 8 minutes | |||
a. Goal: | To collect three school things from home and bring them to the classroom to present to their classmates | ||
b. Input: | Three school things that pupils have collected | ||
c. Outcome: | Pupils can collect three school things from home and bring them to the classroom to present to their classmates. | ||
d. Procedure: | Step 1: Tell pupils about the activity. Check their school things. Draw a school thing on the board, for example, and write the presentation language under it. Check comprehension and give feedback. Have pupils repeat the sentences until they can say them by themselves. Model the presentation a few times. Step 2: Invite a pupil to the front of the class to model the presentation. Watch and offer your support with the language. Step 3: Put pupils into groups to rehearse their presentation. Go around the classroom to offer support where necessary. Step 4: Invite a few pupils from different groups to show and talk about their school things in front of the class. Extension: Create a class display of school things and vote for the best presentation. | Whole class/ Individual work Whole class/ Individual work Group work Individual work Whole class/ Individual work | |
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: Game: HOW DO YOU SPELL…? Divide the class into four groups. Ask pupils to look at the letters and spell the words. | Whole class
Individual work | ||
BOARD PRESENTATION
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Unit 8: MY SCHOOL THINGS
Lesson 3 – Period 6
1. Let’s write:
My name is …. . Look at my school things.
I have a book and a pen.
2. Project:
My school things
