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Grade 5 English Lesson Plans: Greetings

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16 views10 pages

Grade 5 English Lesson Plans: Greetings

Uploaded by

QTHACH SC
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

1

WEEK 1 From 28 / 8 to 6 / 9 / 2024)


Grade 5: INTRODUCE

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Identify some words and some phrases: sit down, stand up, hello, hi……..
- Practice conversation about greeting and self-introduction by using: Hello/Hi. I’m +
(name).
- Express their concern about greeting and introducing themselves.
II. INSTRUCTIONAL RESOURCES
- Student’s book
- Situational pictures and activity.
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ ball game ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
2. Discover to build up the new knowledge/structure
Activity 1: Look, listen and repeat
Step 1: Teacher read the newwors and activities
Step 2: Listen and repeat
Step 3: Ss practice in their groups and share before the class
Activity 2: Point and say
Step 1: Aims of this activity: Greeting and self-introduction.
Step 2: Focus on the structure, pre-teach vocabulary
Hello/Hi. I’m + (name).
Word-check: Rub out and remember.
Step 3: Modelling
Step 4: Point and say
- Use textbook.
- Ask Ss to work in pairs.
- Invite 4 pairs to present.
** Assessment:
- SS’assessment:
+You listen and pay attention to their questions and answers; their voice &
pronunciation; their intonation, their communication (Do they communicate or only read
a question?)
+T’s asessment: give oral comments (focus on their exact structure, pronunciation,
interaction)
3. Wrap-up & Assignments/ home-link
2

IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 5: A. BACK TO SCHOOL

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Talk about Ss’ birthday.
- Give classroom instruction
II. INSTRUCTIONAL RESOURCES
- Student’s book.
- Situational pictures and activity.
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ who is quicker ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
2. Discover to build up the new knowledge/structure
Activity 1: Let’s sing
Step 1: Ss discover the picture and scan the lyric of song.
Step 2: Listen to the song
Step 3: Listen and repeat
Step 4: Ss practice in their groups and share before the class
Activity 2: Let’s play
Step 1: Aims of this activity: Greeting and self-introduction.
Step 2: Focus on the structure, review vocabulary about twelve months of a year.
- My birthday is in January. My birthday is in February.
Step 3: Modelling
Step 4: line up and make the sentenses.
- Ask Ss to work in lines.
- Invite Ss to present.
** Assessment:
- SS’assessment:
+You listen and pay attention to their questions and answers; their voice &
pronunciation; their intonation, their communication (Do they communicate or only read
a question?)
+T’s asessment: give oral comments (focus on their exact structure, pronunciation,
interaction)
3. Wrap-up & Assignments/ home-link
3

* Small project:
Draw a greeting card.

Hello. I am
Hoa.

IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 5: B. LAST SUMMER

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Talk about last summer holiday.
- Develop listening and speaking skills.
- Express their concern about greeting and responding to greetings.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.8
- Situational pictures and activity pictures on page 7
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Kim’s game ”
- Ss work in groups of four
- T gives the comments to the group.
- Ss look at the pictures about 5 minutes, remember and write them down.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structureI. Objectives.
Activity 1. Let’s play
- T ask Ss to give the place that they were last summer
- Ss are going to guess the place of the picture with the structure “Were you in……..?”
- T put the words mask and text on the board and ask ss to repeat a few times.
- Asks some ss read them again.
Activity 2. Listen and match
Step 1: Discover the pictures
- How many numbers are there?
Step 2: Listen and match.
4

- Tell the class that they are going to listen and tick the correct cardinal numbers.
- Play the recording all the way through for pupils to listen. Play it again for them to do
the task. Monitor the activity and offer help, if necessary.
Step 3: Share ideas
- Get pupils to swap and compare their answers before checking as a class.
Step 4: Feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
Activity 3. Let’s talk
Step 1: Discover the numbers.
- Tell the class that they are going to look at the cardinal numbers and read.
- Give them a few seconds to look at the cardinal numbers and read them.
Step 2: Read and match.
Step 3: Share ideas.
Step 4: Feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
3. Wrap-up & Assignments/ home-link
* Small project: Read the cardinal numbers for your parents
IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 5: C. CLASSROOM INSTRUCTIONS

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Identify the chant
- Develop listening and speaking skills.
- Express their concern about greeting and responding to greetings.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.8
- Situational pictures and activity pictures on page 8
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ who is quicker ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structureI. Objectives
Activity 1: Let’s chant
Step1: Discover the alphabet:
- What’s they ?
Step 2: Listen, point and sing
5

- T plays the recording and Ss listen and repeat once or twice.


- Have Ss repeat in chorus or in pairs if necessary.
- Ss sing the alphabet in chorus
Step 3: Share ideas
- Focus on the structure, lead in the new lesson.
- Teach the vocabulary: know, next time, now………………...
Activity 2: Listen and tick
- T greets the students to ss discover the pictures
- Ss listen and tick
- Ss compare their answers with partner.
- T invite some ss to read their answers. Give feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
Activity 3: Let’s play
Step 1: Ss read the name of friends
Step 2: Count the letters in the name of friends.
Step 3: Practice before the class
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
3. Wrap-up & Assignments/ home-link
* Small project: Read the alphabet for your parents
IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 4: INTRODUCE

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Identify some words and some phrases: sit down, stand up, hello, hi……..
- Practice conversation about greeting and self-introduction by using: Hello/Hi. I’m +
(name).
- Express their concern about greeting and introducing themselves.
II. INSTRUCTIONAL RESOURCES
- Student’s book
- Situational pictures and activity.
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ who is quicker ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
6

2. Discover to build up the new knowledge/structure


Activity 1: Look, listen and repeat
Step 1: Teacher read the newwors and activities
Step 2: Listen and repeat
Step 3: Ss practice in their groups and share before the class
Activity 2: Point and say
Step 1: Aims of this activity: Greeting and self-introduction.
Step 2: Focus on the structure, pre-teach vocabulary
Hello/Hi. I’m + (name).
Word-check: Rub out and remember.
Step 3: Modelling
Step 4: Point and say
- Use textbook.
- Ask Ss to work in pairs.
- Invite 4 pairs to present.
** Assessment:
- SS’assessment:
+You listen and pay attention to their questions and answers; their voice &
pronunciation; their intonation, their communication (Do they communicate or only read
a question?)
+T’s asessment: give oral comments (focus on their exact structure, pronunciation,
interaction)
3. Wrap-up & Assignments/ home-link
- St practise model sentences with their family.
IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 4: STARTER
Part A: Hello again !

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Develop listening and speaking skills.
- Express their concern about greeting and responding to greetings.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.7
- Situational pictures and activity pictures on page 7
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Kim’s game ”
- Ss work in groups of four
7

- T gives the comments to the group.


- Ss look at the pictures about 5 minutes, remember and write them down.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structure
Activity 1. Let’s sing
Discover the picture:
Who are they ?
What are they doing ?
Step 1: Read the lyrics and teach the unfamiliar words.
Step 2: Play the recording
Step 3: Play it again for pupils to repeat line by line.
Step 4: Practice singing and doing action in groups.
Step 5: Invite a group to sing the song and do actions.
Activity 2. Listen and tick
Step 1: Discover the pictures
- How many friends are there?
Step 2: Listen and tick
- Tell the class that they are going to listen and tick the correct cardinal numbers.
- Play the recording all the way through for pupils to listen. Play it again for them to do
the task. Monitor the activity and offer help, if necessary.
Step 3: Share ideas
- Get pupils to swap and compare their answers before checking as a class.
Step 4: Feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
3. Practice
Activity 1. Let’s play
Step 1: Listen to the rules of game
Step 2: Let's play
Step 3: Check together
** Assessement: Ss’s spellings, vocabulary.
4. Wrap-up & Assignments/ home-link
- St practice model sentences with their family.
IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 4: STARTER
Part B: Classroom activities
I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Develop listening and speaking skills.
- Express their concern about greeting and responding to greetings.
- Say and practice phrases activities in the classroom
8

II. INSTRUCTIONAL RESOURCES


- Student’s book, p.8
- Situational pictures and activity pictures on page 8
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ who is quicker ? ”
- Ss work in groups of four
- T gives the comments to the group.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structure
Activity 1: Let’s chant
Step 1: Listen to the chant
Step 2: Identify the words to the chant
Step 3: Listen and repeat to the chant
Step 4: Practice the chant using gestures
Step 5: Chant in group
Step 6: Present in front of class.
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
Activity 2: Listen and number
- Discover the picture and answer these questions:
Who are there in each of the picture ?
Step1: Ss listen to the record twice and tick.
Step2: Ss share their answers.
Step3: Listen again and check before the class. Give feedback.
** Assessment: Seft- assessment ( focus on grammar, model sentences)
3. Practice
Activity 1: Listen and act out
Step 1: Ss read the name of friends
Step 2: T read the newwords, ss listen and act out
Step 3: Practice before the class
** Ss & T’s asessment: give oral comments (focus on their exact structure,
pronunciation, interaction)
4. Wrap-up & Assignments/ home-link
* Small project: Practice at home.
IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Grade 4: STARTER
Part C: Outdoor activities
9

I. DESIRED OBJECTIVES
By the end of this lesson students will be able to:
- Develop listening and speaking skills.
- Express their concern about greeting and responding to greetings.
II. INSTRUCTIONAL RESOURCES
- Student’s book, p.9
- Situational pictures and activity pictures on page 9
- Flashcards of location, CD1
III: TEACHING PROCEDURE/ LEARNING EXPERIENCES
1. Warm up: Greeting and play a game (Observation)
- T greets the students. Then get the class to play game “ Kim’s game ”
- Ss work in groups of four
- T gives the comments to the group.
- Ss look at the pictures about 5 minutes, remember and write them down.
+ T/Ss assessesment by observation while ss listen
2. Discover and genelize the knowledge/structure
Activity 1. Let’s play
Step 1: Elicit the language that pupils need to talk about break time activities.
Step 2: Explain how the game is played: Two pupils mime the action of an activity.
One pupil asks what are they doing ? and the other pupils quess the action and answer.
Step 3: Divide the class into groups of five. Select two pupils to do the actions and one
pupil to ask the question, while the rest guess the actions and give the answer.
Step 4: Feedback.
Activity 2. Follow the lines and say
Step 1: Tell pupils the goal of the activity and explain that they should follow the lines
to match the pupils with the pictures, point the pupils and say what their hobbies are.
Step 2: T do the first picture as an example.
Step 3: Set a time limit for pupils to do the activity independently.
Step 4: Check their answer before checking as a class.
3. Practice.
Activity 1. Read and act out
Step 1: St look at the picture and say actions
Step 2: St read aloud
Step 3: Work in pairs
Step 4: Feedback.
4. Wrap-up & Assignments/ home-link
* Small project: Practice at home.
IV. REGULATION
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………..
10

DUYỆT CỦA LĐT – TỔ CM GIÁO VIÊN

Nguyễn Thị Thanh Vân Nguyễn Thị Hà Trang

Common questions

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Classroom activities are carefully designed to enhance listening and speaking skills through interactive and repetitive practice. Activities like 'Let’s sing' involve singing and listening, where the students first discover the lyrics and unfamiliar words, and then repeatedly listen and sing, promoting auditory learning . The 'Listen and match' and 'Listen and tick' exercises require students to carefully listen to recordings and engage with the content by matching or ticking correct answers, ensuring focused listening and comprehension . Moreover, chanting and playing games where students must listen to instructions and articulate responses reinforce both auditory processing and verbal articulation skills .

Pair and group activities are central to building communication skills as they require students to actively engage with peers, facilitating language use in real-time interactions. These activities create a supportive environment where students can practice speaking and listening, such as during 'Point and say' exercises or games where students present in pairs . Working in groups, like during the 'Let’s play' and 'line up and make sentences' activities, encourages collaboration, negotiation, and the development of social language skills, as students discuss and refine their answers together . Additionally, these activities simulate real-world communication scenarios, enhancing practical language use and confidence among students.

Situational pictures and flashcards are integral to facilitating understanding and retention in the lesson plan by providing visual context that supports language learning. Pictures help learners make connections between words and meanings by visually representing scenarios they are likely to encounter, thus enhancing comprehension . Flashcards are particularly useful in reinforcing vocabulary through repetition and visual recognition, making it easier for students to recall and use new terms accurately in conversation. By engaging multiple senses, these visual aids cater to visual learners and can improve overall learning outcomes by making the content more accessible and engaging . Overall, such tools aid in bridging the gap between abstract words and tangible experiences, resulting in more meaningful learning.

The lesson plan employs various strategies to encourage participation, including group activities where students play games like 'who is quicker?' and 'the ball game' to create a lively environment . Students are also involved in paired activities where they practice and present greetings and introductions, ensuring peer interaction and improving communication skills . Additionally, students are assessed through their questioning, answers, pronunciation, intonation, and communicative abilities, which emphasizes active participation over rote learning .

The lesson plan uses assessment not just as an evaluative tool but as a means to enhance learning by incorporating peer and self-assessment techniques. Students are assessed on their participation in discussions, pronunciation, and interaction, which includes listening and paying attention to peer communication . This form of ongoing assessment helps learners reflect on their abilities and identify areas for improvement. Teachers provide oral feedback focusing on structure, helping students to correct errors in real-time and understand content better. The use of self-assessment, especially after activities like 'Listen and match,' encourages students to critically evaluate their proficiency and make necessary adjustments to their learning strategies .

Using games like 'Kim’s game' and 'ball game' is highly effective in motivating students, as these activities introduce an element of fun and competition that can enhance engagement and enthusiasm for learning. 'Kim’s game' involves memory and observational skills as students remember pictures, which can improve cognitive skills alongside language proficiency . The 'ball game' encourages not only physical activity but also peer interaction and quick thinking as students must identify or respond quickly, promoting faster language processing and recall . By integrating these games, the lessons become more dynamic, catering to different learning styles and breaking the monotony of traditional classroom settings.

The lesson integrates the concept of birthdays by focusing on vocabulary and sentence structures related to the months of the year. Students learn to express when their birthday occurs by using structures such as 'My birthday is in January,' thereby practicing both vocabulary relevant to months and sentence construction in a functional context . This learning is reinforced through activities where students line up and make sentences regarding their birthdays, allowing practical application .

Pre-teaching vocabulary plays a crucial role in lesson implementation by providing students with the necessary language tools before they engage in more complex activities. It ensures that when students participate in tasks like 'Point and say,' they can focus on using structures rather than struggling with unfamiliar words . This preparatory step can heighten students' confidence and reduce anxiety, fostering a more conducive environment for language acquisition. By pre-teaching, educators can better support differentiated learning, addressing diverse linguistic backgrounds and varying levels of language readiness among students . However, the effectiveness largely depends on the teacher's ability to create engaging and meaningful vocabulary introduction sessions that align with the lesson's objectives.

Songs and chants offer substantial educational value in language learning for young students by facilitating auditory learning and memory retention. They engage students through rhythm and melody, making language patterns and vocabulary more memorable . Repetitive singing and chanting boost not just recall but also pronunciation, as students naturally mimic the sounds they hear, leading to improved speaking skills . These activities help in practicing intonation and fluency in a non-intimidating format, enhancing listening skills. Furthermore, singing in groups encourages social interaction and boosts confidence, supporting emotional and social learning. Overall, music and chants are enjoyable and effective tools in holistic language development.

Incorporating small projects like drawing a greeting card offers several benefits, including fostering creativity, personal expression, and engagement with the language in a meaningful context. Such projects provide a break from traditional learning methods and allow students to apply language skills in creating context-specific artifacts, making the learning experience more memorable . It encourages reflection on language use as students must decide how to incorporate greetings into their drawings, which reinforces learning. Additionally, this form of project-based learning helps develop fine motor skills and allows assessment of students' understanding in a non-conventional setting, catering to diverse learning preferences.

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