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Giáo Án Sách Up Week 5

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Chúc Phan
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4 views

Giáo Án Sách Up Week 5

Uploaded by

Chúc Phan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TRUNG TÂM ANH NGỮ EDC

Teacher’s name: __________________________ Week: ____________________

EVERYBODY UP 2
CHECK UP 1
Time allocation: 90 minutes

I. OBJECTIVES: By the end of the lesson, pupils will be able to:


- To review units 1 and 2 grammar and vocabulary
II. INPUT: Materials: Picture Cards 07–35; Class CD1 Tracks 36–37
III. PROCEDURE:
Procedure Teaching and learning activities Classroom management
1. WARM-UP: (10 minutes)
-Step 1: Greet the class. Then greet Whole class
individual students asking Are you
(happy)?
-Step 2: Review the conversation
language from Unit 1, Lesson 4:
What can she see? She can see a
pen.
-Step 3: Play Beanbag Toss
(Teacher’s Book pages 28–31) using
Picture Cards 07–35.
2. WORKING IN THE BOOK:
A. Listen and circle (See Teaching Check Ups, Teacher’s Book page 25) (10 minutes)
Play Class CD1 Track 36. Students listen and Whole class
circle the items they hear.
B. Read and tick. (10 minutes)
Students examine the picture and the Whole class
sentences next to them. Then they put a
check in the box next to the sentence that
matches the picture.
C. Write. (15 minutes)
Students examine the picture and fill in the Whole class
blanks in the sentences.
D. Listen and write. Then act. (15 minutes)
-Step 1: Play Class CD1 Track 37. Students Whole class Group work
listen. Play the track again and students fill
in the blanks with the words they hear.
-Step 2: Students practice the conversations
with a partner. Provide classroom objects
for them to use as they act out the
conversations.
TRUNG TÂM ANH NGỮ EDC

E. What can you do? Read and tick (10 minutes)


-Step 1: Tell the class to think about how Whole class Pairs work
well they know the material. Look at the
chart and read the categories. Check that
students understand the rating system.
-Step 2: Students fill in the chart, thinking
about their own performance and what
they’ve learned.
-Step 3: Ask students to think about what
they need more practice with and share.
3. CONSOLIDATING: (20 minutes)
Games and Activities: Whole class
• Categories (Teacher’s Book pages 28–31).
Use language from Units 1 and 2 about
feelings, senses, jobs, and places. Call out a
category and then point to individual
students to say a target word in that
category. Change the category when
all known words have been said.
• Rollers (Teacher’s Book pages 28–31).
Choose a category from the target language
from Units 1 and 2, such as feelings. S1 says
a sentence using the target word, such as I
am hungry. Then S1 rolls the ball to a
classmate who uses another word from the
target language. For example, S2 says I am
happy. Periodically change the categories.
• Teacher’s Mistake (Teacher’s Book pages
28–31). Use language from Units 1 and 2.
For example, hold up the picture card of a
nurse and say nurse. Or hold up the picture
card of the sick boy and say This boy is
bored. Students raise their hands when they
hear a mistake and correct it.
4. HOMELINK: Extra Practise: Workbook pages 20–22; iTools; Online Practice.

Teacher’s name: __________________________ Week: ____________________

EVERYBODY UP 2
Time allocation: 90 minutes
TRUNG TÂM ANH NGỮ EDC

PHONICS
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
- Practice phonics
II. INPUT: Language:
-Phonics
• Initial consonants: c, g, j, h, k
• Final consonant: x
Materials: Phonics: Picture Cards 17–35; Class CD1, Tracks 38–40
III. PROCEDURE:
Procedure Teaching and learning activities Classroom management
1. WARM-UP: (10 minutes)
-Step 1: Greet the class. Say What can you Whole class
see? Elicit responses from individual
students, such as I can see a desk. Then
continue by asking what questions about the
other senses.
-Step 2: Review: A–Z Words (Teacher’s Book
pages 28–31). Students take a turn saying
any word they know that begins with a letter
of the alphabet.
-Step 3: Review target language from Units 1
and 2 about jobs and senses using Picture
Cards 17–35.
2. WORKING IN THE BOOK:
A. Listen, point and say: (See Teaching Phonics, Teacher’s Book page 26. )(20 minutes)
-Step 1: Introduce the sound for c. Write c Whole class
on the board. Say the letter and the sound it
makes: c, /c/. Students listen and repeat.
Introduce the sounds for g, j, h, k, and x.
-Step 2: Drill the new sounds. Point to each
letter on the board, say the sound, and have
students repeat. Continue until students are
comfortable producing the sounds on their
own. Gradually increase the speed of the
activity.
-Step 3: Play Class CD1 Track 38. Students
listen, point, and say with the CD.
-Step 4: Link the sounds. Write c, g, j, h, k,
and x on the board. Point to a letter (c) and
say (/c/). Students find a picture and word
on the Student Book page that has that
consonant sound, point to the picture, and
TRUNG TÂM ANH NGỮ EDC

say the letter, the sound it makes, and then


the whole word (for example, c, /c/, cub).
Continue with the rest of the pictures and
words on the page.
B. Look at A. point and read with your partners.( See Teaching Vocabulary, Teacher’s Book
page 24) (15 minutes)
Student pairs look at Activity A, point to Pairs work
each item, and say the word.
C. Listen and read. (20 minutes)
-Step 1: Play Class CD1 Track 39. Students Whole class
listen and read along.
-Step 2: Students point to the pictures and
read the sentences on their own.

PROJECT SPINNER
I. OBJECTIVES: By the end of the lesson, pupils will be able to:
- Review Units 1 and 2
II. INPUT: Project Language:
• Units 1 and 2 grammar and vocabulary
Materials: Photocopiable Project Template; scissors, markers or crayons,
brass fasteners
III. PROCEDURE:
Procedure Teaching and learning activities Classroom management
WORKING IN THE BOOK:
A. Make a spinner: (See Teaching Projects, Teacher’s Book page 26.)(15 minutes)
-Step 1: Make copies of the Photocopiable Whole class
Project Template from the Teacher’s
Resource Center CD-ROM and distribute
them to the class. Explain to students that
they will make a spinner. Review target
language for senses and places that
students have learned.
-Step 2: Students cut out the small circle and
label the body parts.
-Step 3: Students cut out the large circle and
draw and color the places.
-Step 4: Students attach the small circle on
top of the large circle to make the spinner.
B. Listen, then use your spinner and talk (20 minutes)
-Step 1: Play Class CD1 Track 40. Students Whole class
listen and use their spinner and talk.
TRUNG TÂM ANH NGỮ EDC

-Step 2: Tip: Draw students’ attention to the


tip: Be creative! Use lots of words. Review
with students the various words they have
learned in Units 1 and 2.
-Step 3: Play Station Stop (Teacher’s Book
pages 28–31). When students stop at a
station, choose a student to spin the spinner
and then answer the question.
2. HOMELINK:
-Step 1: Tell the students to share what they’ve learned in class at home. Their families will
be interested in their spinners.
-Step 2: Students make a list of the senses and places that they talked about with their family
and present their list to the class.
-Workbook page 23; Student Audio CD Track 25; iTools; Online Practice

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