LESSON PLAN
Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: MAJOR MATH 1
Unit 12: LONGER OR SHORTER
Lesson 2 (pages 74-76)
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Recognize and understand longer and shorter things.
- Practice measuring and comparing things around themselves using full sentences.
2. General competences
- Communication and collaboration: work in pairs/groups to identify which one is longer and
which one is shorter.
- Problem-solving and creativity: practice comparing and measuring things around them.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: corn, zucchini, paper.
- Recycled vocabulary: carrot, banana, pencil, book, pencil case, eraser, ruler.
2. Skills: Listening and speaking
C. RESOURCES AND MATERIALS
- Student book – pages 74, 75, 76
- Audio: Audio 30
- Flashcards/Pictures (Longer or shorter)
- Teacher’s Guide
- Computer, projector, ….
D. LEARNING EXPERIENCES
1
Teacher’s activities Students’ activities PowerPoint
WARM-UP/REVIEW (5 minutes)
Objective: To help students feel energetic before the lesson.
*Greeting - Slide 1
- Greet the students: - Greet the teacher.
“Hello, how are you?”
“I’m fine, thank you. Please sit down.”
*Game: Teacher says - Slides 2-4
- Introduce the game. - Listen to the teacher.
Students listen and only do what you say. - Read and understand the
When you say “Teacher says...” they have rules.
to do it.
- Make sure students understand the rules.
- Let students play the game. - Play the game.
- Encourage students to say in full sentences. - Try to say answers in full
- Praise the students if they do well. sentences.
Expected outcomes and assessment
- Task completed with excellence: Students can introduce themselves clearly and answer all the
questions fluently.
- Task completed: Students can introduce themselves and answer all the questions.
- Task uncompleted: Students are unable to introduce themselves and answer the questions.
PRESENTATION (10 minutes)
Objective: To help students review how to compare and measure the length of things around them.
*Lead-in: Repeat and review how to say
‘longer’ and ‘shorter’ that we’ve learned
previously.
- Draw 2 similar objects with different lengths - Look at the board.
(named A and B with A being the shorter one)
- Write 2 statements on the board and read: “A is - Read the two statements.
longer than B”, “A is shorter than B”.
- Ask students to choose the correct statement. - Choose the statement
students think is the right
one.
- Tell students that the first one to raise their - Raise their hands if
hands will get a chance to answer. If the answer students know the answer.
is incorrect, the teacher gives another chance to
other students.
- Encourage students to read the whole sentence - Try to read the whole
again when they answer. sentence again.
- Drill the pronunciation and intonation. - Focus on pronunciation
and intonation.
- Praise the students’ work.
- Introduce what students are going to learn: - Pay attention to the new - Slide 5
“How can we know which object is longer or lesson.
shorter than another object?” “By measuring.”
“Today, we are going to learn about measuring
with a ruler”
*Exercise 5: Measure and write. - Slides 6-9
- Show the pictures on the screen. - Look at the picture and try
2
- Point at the objects and ask students to name to recall the names of the
them. objects.
- Pick some students to answer and check their - Answer the questions.
pronunciation.
- Point at the ruler and invite a student to read out - Read the numbers on the
loud all the numbers on the ruler. ruler.
- Point at the ‘cm’ and pronounce it slowly and - Listen to the teacher’s
clearly. Explain this unit. explanation about the unit
‘cm’.
- Ask students to look at the book on page 74 and - Look at the book on page
show them how to measure: We start with the 74 and listen to the
beginning point of the object and end with the teacher’s instructions.
ending point.
- Do an example if students do not understand: - Focus on the teacher’s
Teacher asks students: “What number is example.
this?” while pointing to that number. If
students respond: “Seven”, then the teacher
says: “So [The object] is 7cm”.
- Instruct students to write the correct numbers in - Follow the teacher’s
the box. instructions on how to do
the task correctly.
- Ask students to say out loud the length of the - Say out loud the numbers
objects adding with unit ‘cm’. adding ‘cm’.
- Pick some students to answer the questions. - Answer the questions.
- Praise the students’ work.
*WE DO - Exercise 6: Use a ruler to measure - Slides 10-13
your things.
- Tell students to take out their rulers and - Take out their rulers.
measure things like their pencils, books, pencil
cases and erasers.
- Note: If students do not have these items, they - Lend these items to their
can borrow from their friends. friends if they have more
than one.
- Instruct students on how to measure: “Put the - Listen and follow the
starting point of your object aligned with the teacher’s instructions.
number 0 on the ruler. Then look at the number
that aligns with the ending point of the object
and write down that number. That will be the
length of your object.”
- Do an example if students do not understand. - Pay attention to the
example.
- Pick some students to write their answers on the - Write their answers on the
board. board.
- Praise the students’ work.
Expected outcomes and assessment
- Task completed with excellence: Students can compare and measure the length of
things around them correctly and fluently.
- Task completed: Students can compare and measure the length of things around
them correctly.
- Task uncompleted: Students are unable to compare and measure the length of things around them.
3
PRACTICE (10 minutes)
Objective: To help students practice measuring and expressing the length of objects around them.
*WE PLAY - Slide 14
- Say the rules to students: - Listen to the rules.
You need: paper, a pencil, a ruler.
Children draw their favorite things of length
10cm on the paper in 10 minutes.
The child who can draw the most is the winner.
- Tell students to prepare paper, a - Prepare paper, a pencil, a
pencil, a ruler to draw. They can ruler.
borrow from their friends if necessary.
- Guide them to draw on the paper, - Listen and follow the
explain that they could draw their teacher’s instructions. Try
favorite items but only with the length to think of their favorite
of 10cm and they only have 10 items.
minutes to do it.
- Note: The teacher can suggest to
them some objects: pencil, book, - Submit the papers.
bookcase... - Praise the winners.
- Collect the papers.
- Check the drawings and announce the
students who have the most items - Slide 15
drawn. - Look at the pictures.
*STORY: Exercise 7: Listen and point. - Listen and answer some
- Show the PP and ask students to look at the 4 questions about 4
pictures. pictures.
- Ask students some questions about 4 pictures.
Point at the characters and ask students: - Answer the questions.
“Who is he?” “Who is she?”. If students do
not know, remind them.
Point at the pencil in the first picture and
ask: “What is this?”, “How long is this
pencil?”. Pick a student to answer the - Try to compare the length
question. of 2 pencils.
Do the same for the second picture.
Ask students to compare the length of 2
pencils: “Is the pencil in picture 1
longer?”. If students do not understand,
give them hints by asking: “Why the boy is - Try to answer in full
happy?”, “Why the girl has an unhappy sentences.
face?”, “Who gets the longer pencil?”
Encourage students to answer in full - Listen to the audio and
sentences: “… is longer than/shorter than repeat.
…” - Practice role-play.
- Open the Audio and let the class read along. - Go to the board and act
Pause after each line and ask students to repeat. out.
- Let students practice role-play in pairs.
- Call some groups randomly to go to the board
and do the role play. - Listen to the teacher.
- Drill the pronunciation and intonation.
4
- Explain what is “measure”, focus on the value
of the story: “I know how to measure”.
Expected outcomes and assessment
- Task completed with excellence: Students can measure things around them and read out loud the
length correctly and fluently.
- Task completed: Students can measure things around them and read out loud the length.
- Task uncompleted: Students are unable to measure things around them and read out loud the length.
PRODUCTION (5 minutes)
Objective: To help students have more practice to remember what they have learned.
*Extra activity: Hatch the eggs - Slides 16-28
- Introduce the game. - Listen to the teacher.
Split the class into 2 teams. - Read and understand the
Choose questions, if the students answer game.
correctly, they can click on an egg to get a
chick.
If one team has a wrong answer, the other
team will answer that question.
The team that gets more chicks will be the
winner.
Click on the button “Answer” to reveal.
Click on “Back” to return to the question
page.
- Make sure students understand the game.
- Let students play the game. - Play the game.
- After the game, announce the winner. - Praise the winner.
Expected outcomes and assessment
- Task completed with excellence: Students can remember the words and sentences from the lesson and
answer all the questions in the game.
- Task completed: Students can remember the words and sentences from the lesson.
- Task uncompleted: Students are unable to remember the words and sentences from the lesson.
WRAP UP AND HOMEWORK (5 minutes)
Objectives: Relax, have more practice, and remind students what they need to do at home.
*Wrap Up: Who’s faster? - Slides 29, 30
- Introduce the game. - Listen to the teacher.
Divide the class into 2 teams. The teacher - Read and understand all
holds 2 random objects and asks, “Which the rules.
one is longer/shorter?”.
One member from each team will run to the
teacher and touch the object. Whoever
touches first gains one point for the team.
Choose different players for each round.
- Make sure students understand all the rules.
- Let students play the game. - Play the game.
- After the game, announce the winner. - Praise the winner.
*Homework: - Slide 31
- Go through what students have learned from the - Listen to the teacher
lesson.
- Ask students to learn the words and phrases
from the unit by heart.
5
- Require students to practice listening, speaking,
reading, and writing at home.
- Ask students to prepare for the next lesson.
REFLECTION
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