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Global Success là bộ sách giáo khoa Tiếng Anh được biên soạn dựa trên Chương trình giáo dục phổ thông môn tiếng Anh (Ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo) và Khung năng lực ngoại ngữ 6 bậc dùng cho Việt Nam của Bộ Giáo dục và Đào tạo.
Bộ sách do GS.TS. Hoàng Văn Vân là Tổng chủ biên và có sự hợp tác chặt chẽ về chuyên môn và nghiệp vụ giữa Nhà xuất bản Giáo dục Việt Nam với các nhà xuất bản danh tiếng trên thế giới Macmillan Education (ở bậc Tiểu học) và Pearson Education (ở bậc Trung học cơ sở và Trung học phổ thông).
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UNIT 1: HELLO
Lesson 1 – Period 1
| Procedure | Teacher’s activities | Pupils’ activities | Note |
| Warm-up and review: 5 minutes |
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| Greet the class. Option 1: Sing the song “Hello song” - 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: Review the numbers and the alphabet by having the class 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 and encourage them. 2. 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. |
Whole class
Individual work/ Group work
Individual work/ Group work
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| EXPLORATION Activity 1. Look, listen and repeat. 8 minutes |
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| a. Goal: | To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, self- introducing, and responding to greetings. |
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| b. Input: | Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai. Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m Lucy. |
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| c. Outcome: | Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on greetings, self-introducing, and respond to greetings. |
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| 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. Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Follow the same procedure with Picture b. Correct their pronunciation where necessary. Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Step 5: Draw their attention to the sentences Hello. I’m Ben and Hi, Ben. I’m Mai. 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. | Whole class
Whole class/ Individual work
Pair work Whole class/ Individual work
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| KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes | |||
| a. Goal: | To correctly say the character names and use Hello. /Hi. I’m ____. and Hello,/ Hi,______. I’m ____. to greet, self-introduce and respond to greetings. |
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| b. Input: | - Picture cues: a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each other. b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each other. - Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m _____. Audio script: a. Ben, Mai b. Minh, Lucy. A: Hello, I’m Mai. B: Hi, Mai. I’m Ben. |
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| c. Outcome: | Pupils can correctly say the character names and use Hello./ Hi. I’m _____. and Hello,/ Hi,_____. I’m ______. to greet, self-introduce and respond to greetings. |
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| d. Procedure: | Step 1: Draw pupils’ attention to the picture a and b. Elicit the name of each character. Step 2: Point at Picture a and the words Ben and Mai under it. Check comprehension and give feedback. Play the 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 when they are repeating the sentence. 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. Step 5: Give pupils time to work in pairs and take turns to act 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./Hi. I’m ____. and Hello,/Hi, _____. I’m ____. to greet, self-introduce and respond to greetings. Invite some pairs to perform. Encourage pupils to practise speaking English.
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Whole class/ Individual work
Whole class/ Individual work
Pair work Pair work
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| PRACTICE Activity 3. Let’s talk. 8 minutes |
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| a. Goal | To enhance the correct use of Hello./Hi. I’m ____. and Hello,/Hi,____. I’m _____. to greet, self-introduce and respond to greetings. |
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| b. Input | – Picture cue: Lucy meets Minh in the school playground. They greet, – Speech bubble: Hello./Hi. I’m _____.-_____. |
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| c. Outcome | Pupils can enhance the correct use of Hello./Hi. I’m_____. and Hello,/Hi,________. I’m _____. to greet, self-introduce and respond to greetings. |
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| d. Procedure | Step 1: Draw pupil’s attention to the picture. Ask questions to help them identify the context ( see Input). Elicit the missing words in the bubbles. Complete them. Get pupils to say the completed sentences. 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.
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. | Whole class/ Individual work
Group work
Group work |
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| Fun corner and wrap-up: 5 minutes |
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| Option 1: Use sachmem, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings. Option 2: Game: Can you say this? 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 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. |
Whole class
Group work
Individual work |
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| School: | ____________________ |
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| Grade: | ____________________ |
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| Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
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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. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, self-introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” |
| Core competencies | teamwork, motivation, adaptability, communication |
| General competences | Listening: listen and recognize the characters, then repeat 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: | |
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| - 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 |
| Procedure | Teacher’s activities | Pupils’ activities | Note |
| Warm-up and review: 5 minutes. |
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| Greet the class. Option 1: Sing the song “Hello song” - 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. 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.) |
Whole class
Group work
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| PRACTICE Activity 4. Listen and circle. 8 minutes |
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| a. 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. |
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| b. Input | Picture cues: 1a. Lucy and Ben first meet each other. 1b. Lucy and Minh first meet each other. 2a. Ben and Mai first meet each other. 2b. Ben and Lucy first meet each other. Audio script: 1. Lucy: Hello. I’m Lucy. Minh: Hello, Lucy. I’m Minh. 2. Ben: Hi. I’m Ben. Mai: Hi, Ben. I’m Mai. |
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| c. 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. Key: 1.b 2.a
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| d. Procedure | Step 1: Draw pupil’s attention to Pictures 1a and 1b. Tell them 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 task. Step 3: Get pupils to swap books with a partner. Play the 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. 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
Whole class
Pair work
Whole class
Whole class
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| PRACTICE Activity 5. Look, complete and read. 9 minutes | |||
| a. Goal | To complete the gapped sentences and read them aloud with the help of the picture cues |
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| b. Input | Four picture cues and four incomplete sentences |
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| c. Outcome: | Pupils can complete the gapped sentences and read the completed sentences aloud. Key: 1. Hello/Hi 2. Hello/Hi 3. I’m 4. Hello/Hi; I’m
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| d. Procedure | Step 1: Get pupils to look at the pictures. Get them to identify the characters (Ben, Lucy, Mai and Ben, Minh and Lucy) Step 2: Have pupils look at the four incomplete sentences. Draw their attention to the missing words in the sentences. Step 3: Model with sentence 1. Ask them what is missing in the sentence (Hello/ Hi). Have them look at the picture and complete the gap, then read the completed sentence in chorus. Step 4: Follow the same procedure with sentence 2,3 and 4. Draw the pupil’s attention to the gap in sentence 2, and 3; 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 Step 1: Divide the class into 2 teams. Step 2: Invite 1 student in each team to go to the board and role play. Step 3: Give points to each team. Step 4: Encourage students to role play to practise speaking English. | Whole class
Whole class
Whole class/ Individual work
Individual work
Group work |
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| PRACTICE Activity 6. Let’s sing. 8 minutes | |||
| a. Goal | To sing the song Hello with the correct pronunciation and melody. |
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| b. Input | The lyrics and the recording of the song Hello. |
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| c. Outcome | Pupils can sing the song Hello with the correct pronunciation and melody. |
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| d. Procedure | Step 1: Draw pupil’s attention to the title and lyrics of the song. Check comprehension of the lyrics and give feedback. Play the recording for pupils to listen to the whole song. Have them repeat the title and lyrics line by line. Tell pupils to point at the relevant character while singing his or her name. Step 2: Play the recording all the way through for pupils to listen to the whole song again. Tell them to pay attention to the pronunciation and melody. Step 3: Play the recording line by line for pupils to listen, repeat and point at the relevant character. Correct their pronunciation where necessary. Step 4: Introduce actions for pupils to do while singing along with the recording, for example, using hand movements to greet, introduce and respond to greetings. Play the recording all the way through for pupils to sing and do actions. Step 5: Give pupils time to practice 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 classroom to perform the song and the rest of the class sings and/ or claps along the song.
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Whole class
Individual work/ Whole class
Group work Group work/ Whole class |
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| Fun corner and wrap-up: 5 minutes |
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| Option 1: Use sachmem, have pupils look at the words in the picture of Activity 4 and repeat after the recording. Option 2: Game: Sing and do. Then stop! Divide the class into 4 teams: Apple, Banana, Orange, Watermelon. Set the rules: Teacher plays the music, pupils will sing and do the actions of the song. Then the teacher stops the music, pupils stop doing. Those who cannot make it have to sit down. The team with more pupils left and more beautiful dancing is the winner. Give points to pupils. |
Whole class
Whole class / Group work
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BOARD PRESENTATION
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| School: | ____________________ |
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