School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 1: HELLO Lesson 1 – Period 1 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the names Ben, Mai, Minh, Lucy, the words hello, hi. - use Hello/ Hi. and Hello, / Hi, ____.
to greet, self-introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” Core Teamwork, reliability, motivation competencies General Listening: listen and recognize the characters, then repeat competencies: Critical Thinking: self-introduce Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness II. RESOURCES AND MATERIALS - Pupil’s book Page 10 - Audio Tracks 5, 6 - Teacher’s guide Pages 17, 18, 19 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector… 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 song” Whole class - 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: Game: Individual work/ Review the numbers and the alphabet by having the class Group work play the game: 1.
Pick the numbers Step 1: Teacher says the numbers for the pupils to choose. Step 2: Give points to the pupils with the correct choosing Individual work/ and encourage them. Look and say the missing letters Step 1: Ask pupils to say the missing letters, then check with the class. Step 2: Give points to the pupils and encourage them.
Review the numbers and the alphabet as the whole class. Look, listen and repeat. Goal: To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, self- introducing, and responding to greetings. Input: Context a: Ben: Hello.
Mai: Hi, Ben. Context b: Minh: Hi. Lucy: Hello, Minh. Outcome: Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on greetings, self-introducing, and respond to greetings.
Procedure: Step 1: Have pupils look at Pictures a and b and identify the Whole class characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for Whole class/ them to listen. Individual work Step 3: Play the recording again for pupils to listen and Whole class/ repeat in chorus, sentence by sentence.
Follow the same Individual work procedure with Picture b. Correct their pronunciation where necessary. Pair work Step 4: Invite a few pairs to the front of the class to listen and Whole class/ repeat the sentences in the recording. Individual work Step 5: Draw their attention to the sentences Hello.
I’m Ben and Hi, Ben. Tell pupils that these sentences are used to greet, self-introduce and respond to greetings; and that Hi is more friendly than Hello in conversation. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say.
Goal: To correctly say the character names and use Hello. and Hello,/ Hi,______. to greet, self-introduce and respond to greetings. Input: - Picture cues: a.
Ben, a British male pupil and Mai, a Vietnamese female pupil greet each other. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each other. - Speech bubbles: Hello. Outcome: Pupils can correctly say the character names and use Hello.
and Hello,/ Hi,_____. to greet, self-introduce and respond to greetings. Procedure: Step 1: Draw pupils’ attention to the picture a and b. Elicit Whole class the name of each character.
Step 2: Point at Picture a and the words Ben and Mai under Whole class/ it. Check comprehension and give feedback. Play the Individual work recording for pupils to repeat the words a few times. Follow the same procedure with Picture b.
Write the answer on the board until they feel confident. Tell pupils to point at the relevant school thing in the picture Whole class/ when they are repeating the sentence. Individual work Step 3: Draw pupils’ attention to the bubble. Explain the meaning.
Elicit the missing words. Play the recording for pupils to repeat the sentence a few times. Divide the class into halves to take turns to repeat each character’s speech in picture a until they feel confident. Remind pupils to point at the relevant character in the picture when they are repeating.
Step 4: Repeat the same procedure with picture b. Pair work Step 5: Give pupils time to work in pairs and take turns to act Pair work out the role of each character in picture a and picture b. Step 5: Invite a few pairs to come to the front of the classroom, point at the relevant character in each picture, and act out his/her role. Game: Work in pairs with a partner using of Hello.
and Hello,/Hi, _____. to greet, self-introduce and respond to greetings. Invite some pairs to perform. Encourage pupils to practise speaking English.
Goal To enhance the correct use of Hello. and Hello,/Hi,____. to greet, self-introduce and respond to greetings. Input – Picture cue: Lucy meets Minh in the school playground.
They greet, self-introduce and respond to greetings – Speech bubble: Hello. Outcome Pupils can enhance the correct use of Hello. and Hello,/Hi,________. to greet, self-introduce and respond to greetings.
Procedure Step 1: Draw pupil’s attention to the picture. Ask questions Whole class/ to help them identify the context ( see Input). Elicit the Individual work missing words in the bubbles. Get pupils to say the completed sentences.
Group work Step 2: Put pupils into groups of four. Encourage them to greet, self-introduce and respond to greetings. Go around the classroom to offer support where necessary. Group work Game: Let’s say “Hello”!!! Divide the class into 2 groups: boys and girls.
Ask each pupil from one group to come and practise greeting, self- introducing and responding to greetings with one pupil from the other group. Give points to the groups, praise the pupils. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, have pupils look at the words in the pictures Whole class of Activities 1, 2 and repeat after the recordings. Option 2: Game: Can you say this? Group work Divide the class into groups of four.
Ask pupils of each group to come to the board and practise saying the conversation of the characters. Give points to the groups. Option 3: Preparation for the project: Tell pupils about the project on page 15. Ask them to prepare it at home by making a pupil card with their personal Individual work information on a piece of paper, and bring their work to the classroom at the project time to present it.
Show them a sample and guide them how to fill the information. 2022 Unit 1: HELLO Lesson 1 – Period 1 1. Words: Hello Hi 2. Model sentence: School: ____________________ Hello.
I’m Ben Hi, Ben. Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ Attendance: ____________________ UNIT 1: HELLO Lesson 1 – Period 2 I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the names Ben, Mai, Minh, Lucy, the words hello, hi. - use Hello/ Hi.
and Hello, / Hi, ____. to greet, self-introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” Core teamwork, motivation, adaptability, communication competencies General Listening: listen and recognize the characters, then repeat competences Critical Thinking: self-introducing Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIAL: - Pupil’s book Page 11 - Audio Tracks 7, 8 - Teacher’s guide Pages 19, 20 - Website sachmem.vn - Flashcards/pictures and posters (Unit 1) - Computer, projector… III.
PROCEDURE Warm-up and review – Listen and circle – Look, complete and read – Let’s sing – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes. Greet the class. Option 1: Sing the song “Hello song” Whole class - 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: Game: Play A, B, C.
Group work Step 1: Divide the class into 4 teams. Step 2: Set rule: Pupils go to the monitor/screen and touch/click the correct letter in the tree that is the same to the letter that Mary says. Step 3: Encourage pupils to join the game. Step 4: Give points to the teams and encourage them.
(Please see the PowerPoint file for reference. Listen and circle. Goal To listen, understand and circle the correct pictures relevant to two communicative contexts (pictures) in which two pupils greet, self-introduce and respond to greetings. Input Picture cues: 1a.
Lucy and Ben first meet each other. Lucy and Minh first meet each other. Ben and Mai first meet each other. Ben and Lucy first meet each other.
Minh: Hello, Lucy. Mai: Hi, Ben. Outcome Pupils can listen, understand and circle the correct pictures relevant to two communicative contexts in which two pupils greet, self-introduce and respond to greetings. Procedure Step 1: Draw pupil’s attention to Pictures 1a and 1b.
Tell them Whole class about the activity. Use Pictures 1a and 1b as an example. Elicit the names of the characters in each picture. Point at the pictures respectively to explain the context.
Play the recording for question 1 for pupils to listen. Play the recording again. Elicit pupils to give the answer. Circle the letter b in Picture 1b.
play the recording a third time for pupils to double- check their answers. Step 2: Play the recording for Question 2 for pupils to do the Whole class task. Step 3: Get pupils to swap books with a partner. Play the Pair work recording again to check answers together as a class.
Write the answers on the board for pupils to correct their answers. Step 4: Play the recording all the way through for pupils to double-check all the answers. Whole class Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct Whole class their pronunciation where necessary.
Look, complete and read. Goal To complete the gapped sentences and read them aloud with the help of the picture cues b. Input Four picture cues and four incomplete sentences c. Outcome: Pupils can complete the gapped sentences and read the completed sentences aloud.
Procedure Step 1: Get pupils to look at the pictures. Get them to identify Whole class the characters (Ben, Lucy, Mai and Ben, Minh and Lucy) Step 2: Have pupils look at the four incomplete sentences. Whole class Draw their attention to the missing words in the sentences. Step 3: Model with sentence 1.
Ask them what is missing in the Whole sentence (Hello/ Hi). Have them look at the picture and class/ complete the gap, then read the completed sentence in chorus. Step 4: Follow the same procedure with sentence 2,3 and 4. Individual Draw the pupil’s attention to the gap in sentence 2, and 3; work particularly, the two gaps in sentence 4.
Tell pupils to think about the appropriate word to fill each gap. Step 5: Have pupils complete the sentences individually and ask a few pupils to stand up and read them aloud. Game: Role play Individual Step 1: Divide the class into 2 teams. work Step 2: Invite 1 student in each team to go to the board and role play.