Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 1 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 1 - Năm học 2024-2025

1. 1 TUẦN 02 Khối 1, 3, 4 (Từ ngày 16/09/2024 đến ngày 20/09/2024) TIẾT THỨ TIẾT MÔN THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 2 3D 5 Unit 0. Greeting Lesson 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 3C 5 Unit 0. Greeting Lesson 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books Hai 4 16/09 5 4A 5 Unit 1. My family and friends Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4B 5 Unit 1. My family and friends Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 7 4C 5 Unit 1. My family and friends Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 1 4B 6 Unit 1. My family and friends Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 4A 6 Unit 1. My family and friends Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 1C 3 Unit 1. Family Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Ba 1A 3 17/09 4 Unit 1. Family Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 5 4B 7 Unit 1. My family and friends Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4D 5 Unit 1. My family and friends Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 7 3D 6 Unit 0. Greeting Lesson 5 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 1D 3 Unit 1. Family Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 2 3 3D 7 Unit 0. Greeting Lesson 6 (4, 5, 6) Wonderfulworld Flashcards, TV, books Tư 3C 6 18/09 4 Unit 0. Greeting Lesson 5 (1, 2, 3) Wonderfulworld Flashcards, TV, books 5 4D 6 Unit 1. My family and friends Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4C 6 Unit 1. My family and friends Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 1D 4 Unit 1. Family Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books Năm 1 4C 7 Unit 1. My family and friends Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 19/09 2 3D 8 Unit 0. Greeting Lesson 7 (7, 8, 9) Wonderfulworld Flashcards, TV, books
2. 2 3 4A 7 Unit 1. My family and friends Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 4 4B 8 Unit 1. My family and friends Lesson 3 ( 7, 8, 9) Wonderfulworld Flashcards, TV, books 5 1A 4 Unit 1. Family Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 6 1B 3 Unit 1. Family Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 7 3C 7 Unit 0. Greeting Lesson 6 (4, 5, 6) Wonderfulworld Flashcards, TV, books 1 1B 8 Unit 1. My family and friends Lesson 3 ( 7, 8, 9) Wonderfulworld Flashcards, TV, books 2 1C 4 Unit 1. Family Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 3 4A 4 Unit 1. My family and friends Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books Sáu 4D 7 20/09 4 Unit 1. My family and friends Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 5 3C 8 Unit 0. Greeting Lesson 7 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4C 8 Unit 1. My family and friends Lesson 3 ( 7, 8, 9) Wonderfulworld Flashcards, TV, books 7 4D 8 Unit 1. My family and friends Lesson 3 ( 7, 8, 9) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 2 (16/9 – 20/9) Unit 1: FAMILY Lesson 1 – Task A, B, C Period 3 I. Objectives: By the end of this lesson, students will be able to introduce family members. II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student book, notebooks, workbook. III. Languages focus: Vocabulary: father, mother Structures: This is my (mother). IV. Procedures: Steps/Activities Organization Warm-up (5’) - Option 1: Sing and Dance. Teacher – whole Play “i-Learn Smart Start” song (from YouTube) and class make gestures following the lyrics, have students stand up and make the gestures - Option 2: Say “Hello!” Teacher - Go around the class, say “Hello!” to students, one by individuals / whole one, and have them say “Hello!” class Ask them say “Hello!” to their neighboring friends. - Option 3: Play “Simon says” Have students follow commands that start with “Simon says ” Teacher - whole Give them different commands with or without class/ students - “Simon says ” such as “stand up”, “Simon says students stand up”, etc. If it doesn’t start with “Simon says ”, students who do the action must sit down. Have one student stand in front of the class to be Simon. New lesson A- Listen and point. Repeat. (10’) CD1-Track 09: Teacher – whole
4. 4 1. Have students listen to each new word. class/ individuals/ 2. Have students listen to each new word and repeat all pair work/ group together and individually. Correct student’s work pronunciation if necessary. 3. Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. 4. Play audio again and have students listen, repeat several times. 5. Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. 6. Have students work in pairs, one points at the picture in the book and the other says the word 7. TPR practice step 1: say the word and make the Teacher – whole gesture/ sound all together according to the word class 8. TPR practice step 2: do the actions and students say the word accordingly 9. TPR practice step 3: have students work in pairs, 1 would do the action, the other say the word Activities: (optional) - Option 1: Play the “GUESS” game. Arrange the flashcards on the board. Write a number under each flashcard. Teacher – whole Have students look at the flashcards for the count of class ten. Turn the flashcards over to face the board when the students are not looking. Call out a number and have students take turns Teacher – whole guessing the face down card. class Turn the card over after each guess. - Option 2: Play the game “Flash look and say”. Teacher shows a flashcard quickly. Students say that word. B. Listen and point. (8’) 1. Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “father, mother”. 2. While- listening: Teacher – whole  Play audio and have students look at the picture. class  Demonstrate the activity by pointing at "father",
5. 5 "mother" in the picture. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen and point. 5. Post- listening: Point at each picture and have students call out the words again “father/ mother/ Kim.” C. Now, sing a song. (7’) 1. Play audio and have students listen. 2. Play audio and have students turn to page 68. 3. Play audio and have students sing the song as a whole class. Wrap-up (5’) Option 1: Review. Play the game “Listen and point”. Teacher – whole Write the vocabulary in different areas on the board. class/ students Teacher says a word (written on the board) Students use their fingers to point to the vocabulary on the board and say it loudly. Teacher – whole class Option 2: Review. Play the game “Lips read”. Teacher says a word silently. Students say that word loudly. ______________________________________ Unit 1: FAMILY Lesson 1 – Task D, E Period 4 I. Objectives: By the end of this lesson, students will be able to introduce family members. II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student book, notebooks, workbook. III. Languages focus: Vocabulary: father, mother Structures: This is my (mother). IV. Procedures:
6. 6 Steps/Activities Organization Warm-up & Review (This step can be skipped when periods 1 and 2 are taught in only ONE session.) - Option 1: Review. What is the missing letter? Teacher – whole Have students look at the flashcards and call out the class/ students words. Write them on the board. Erase 1 or 2 letters of each word. Have a student go to the board. Show a flashcard and have that student call out the word and say the missing letter(s). Teacher – whole Repeat the activity with other students. class - Option 2: Review. Sing. Play audio Part C and have students sing the song. Teacher – whole - Option 3: Sing and Dance. class Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures New lesson D- Role-play. (10’) 1. Point to each person in the pictures and have students call Teacher – whole out the words "father/mother". class 2. Demonstrate the activity with a student using the speech bubbles. 3. Show a flashcard to the class and have students practice the structure. E.g. (Teacher shows a flashcard "mother") This is my mother. 4. Repeat the activity with another flashcard. Role-play: Teacher – students 1. Divide the class into pairs. in pairs 2. Have pairs practice the conversations and swap roles. 3. Have some pairs demonstrate the activity in front of the Teacher - students class. in groups E- Say. (10’) 1. Divide the class into groups of four. 2. Have Student A introduce Students C and D as their family members to Student B, and have Student B say “Hello!”. Have Students C and D say “Hello!” to Student Teacher/ B. individuals/ 2. Have students swap roles and repeat the activity.
7. 7 3. Have some groups demonstrate the activity in front of Students in pairs the class. Activity: (5’) (optional) Draw and say Have students look at the flashcards and say the words. Give each student a blank sheet of paper and ask them to draw their father and mother. Have students work in pairs, practice saying about their pictures. Eg. ‘This is my (mother).’ Ask some students stick their pictures on the board and introduce their family members. Wrap-up - Option 1: Review. Step away lines. Teacher - students Have each student prepare a photo/ drawing of their in pairs father/mother (or drawings). Have students stand in two rows facing each other, so that each student has a partner in the opposite line. Have each pair hold up their photos and say a sentence. Eg. ‘This is my (mother).’ Each time the pairs complete their sentences, they take a giant step back and repeat the sentences. Every time they do so, Teacher - students they will naturally need to speak louder in order to be in groups heard by each other. - Option 2: Review. Unscramble sentences.  Have students work in groups of four.  Give each groups some flash cards, each card has a word on it.  Set a time limit for the completion of the task.  Have students arrange words to make sentences. There are 2 sentences for each group.  Check answers. father mother . This is is . This my my ________________________________________________________
8. 8 GRADE 3 WEEK 2 (16/9 – 20/9) UNIT 0. GREETING Lesson 4. Task 1, 2, 3 Period 5 I. OBJECTIVES: 1. Knowledge: By the end of the lesson, Students will learn - The numbers 1-10: one, two, three, four, five, six, seven, eight, nine, ten. - The question and answer about one’s age: How old are you? I’m eight years old. 2. Competences: English competences: Students have ability to ask and answer about one’s age: “How old are you? – I’m years old” Common competences: Students can improve their communication skill in simple conversation. 3. Qualities: Students will be confident and active in communicating with friends. II. EQUIPMENT AND MATERIALS: - Student’s book, flashcard of numbers 1-10, a ball (or a stuffed animal – soft toy), pieces of paper. - PowerPoint (PPT) presentation, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (3 minutes) Teacher’s activities Students’ activities - Greet the students. - Greet the teacher. Do the action + Have sts listen, sing along and do the actions with the +Look, listen, sing along song “ Hello”- Super Simple Songs – Kids Songs and do the actions. YouTube Chanel Link on YouTube : Lead in: - Introduce the topic “Numbers” by Magic Show Game. - Look, listen and guess - Teacher is a magician, introduce the topic by showing the topic. numbers on the screen (or board). Activity 2: Presentation (9 minutes)
9. 9 Teacher’s activities Students’ activities Task 1: Listen and repeat. (Track 0.8) - Look, listen and repeat. - Use flashcards/ PPT slides to introduce the numbers 1- - Listen, point and repeat. 10. - Have sts listen to the recording, point and repeat in whole class. - Draw a number by a finger. - Say the correct number. - Have sts read numbers 1-10 individually by the game: “Numbers in your finger” - Recognize and correct + Say the rules: the pronunciation. 1.Each student stands and uses his/her finger to draw the number which is shown. - Sts come to the board, 2. Teacher asks one student to call out the number. use fingers to write - Listen and correct the pronunciation in some difficult numbers for their words, for example: one, three, four, five, six. classmate to guess what numbers they are. This game can be more interesting: Let sts draw numbers with head, or any body part. Activity 3: Practice (10 minutes) Teacher’s activities Students’ activities Task 2. Listen and point. Repeat ( Track 0.9) - Look at the picture and - Ask sts how many characters in the picture and call answer the questions. out their names. - Tell sts they are going to ask and answer about age. How old are you? - Listen and point. I’m eight years old. - Have sts listen to the recording and point to the - Listen and repeat. sentences. - Play the recording again and repeat the sentences in - Practice in pairs and whole class. groups. - Have sts practice in pairs, then work in group. - Recognize and correct - Listen and correct the mistakes in pronunciation. the pronunciation. Task 3. Let’s talk. - Ask students to work in pairs to fill in the missing - Work in pairs and words in the gaps. answer: - Play the game: Toss a stuffed animal How old are you? + Toss a ball (or a stuffed animal – soft toy) to a student I’m eight years old. (S1) and say “How old are you?” Have S1 answer: “I’m _____ years old.” - Toss, catch the stuffed
10. 10 +S1 says “How old are you?” again, then toss the animal and practice animal to another student (S2).Have S2 answer, then speaking. practice with other sts. - Practice individually. Task 3. Let’s talk. - Ask students to work in pairs to fill in the missing words in the gaps. - Play the game: Toss a stuffed animal + Toss a ball (or a stuffed animal – soft toy) to a student (S1) and say “How old are you?” Have S1 answer: “I’m _____ years old.” +S1 says “How old are you?” again, then toss the animal to another student (S2).Have S2 answer, then practice with other sts. Activity 4: Production (10 minutes) Teacher’s activities Students’ activities - Have Ss play the game: “Stand up and say!” + Divide class into 2 groups. + Each group have 5 minutes to stand up, go around and - Stand up, go around the ask their friends about age as many as they can. Each class and ask friends: one has a piece of paper to write his/her friends’ name. “How old are you? Who gets the most number of names is the winner. I’m eight years old.” Note: In this activities, teacher needs more pay attention to students to control their voice. Activity 5: Assessment and Wrap up (3 minutes) Teacher’s activities Students’ activities - Have sts play the game: “My Lucky Number” - Choose the number. + sts choose a number and answer the question behind - Answer: it. 1. old + Questions 2. LUCKY NUMBER (Note: It’s not necessary to open all the numbers) 3. years Number 1. How ..are you? 4. five a. Hello b. old 5. I’m years old Number 2. LUCKY NUMBER 6. ( Read the sentence) Number 3. I’m eight .. old. a. years b. hi Number 4. What number is it? a. four b. five Number 5. Answer the question How old are you? Number 6. Read the sentence: “I’m three years old.”
11. 11 - Say goodbye to sts. - Say goodbye to teacher. __________________________________ UNIT 0. GREETING Lesson 5. Task 1, 2, 3 Period 6 I. OBJECTIVES: 1. Knowledge: Students (Sts) learn the alphabet – letter: Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh 2. Competences: - English competences: Students have ability to recognize the beginning sounds of letters A-H with upper case and lower case letters. - Common competences: Students can improve their good sense and observation skills through learning activities. 3. Qualities: - Students will be responsible in doing their tasks, develop sefl-discipline when joining the activities. II. EQUIPMENT AND MATERIALS: - Student’s book, flashcards of alphabet (upper case and lower case of letters), pencil - PowerPoint (PPT) presentation, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (3 minutes) Teacher’s activities Students’ activities - Greet the students. - Greet the teacher. Do the action + Have Sts listen, sing along and do the actions with the +Look, listen, sing along song “Finger plays”- Pinkfong Baby shark- Kids’ and do the actions. Songs and Stories. Link on YouTube : Lead in: - Introduce the topic “Alphabet” by hearing the tune of - Listen and guess the the alphabet song on PPT slide. topic. Activity 2: Presentation (9 minutes) Teacher’s activities Students’ activities Task 1: Listen and repeat. (Track 0.10) - Look, listen and repeat. - Listen, point and repeat - Use flashcards/ PPT slides to introduce the letters A-
12. 12 H. - Find the uper case and - Have Sts listen to the recording, point and repeat in lower case letters that whole class. match to each other. - Have Ss read letters A-H individually by “Memory - Read aloud the pair Game” letters. + Say the rules: 1. Choose the number and read aloud the letter behind it. - Recognize and correct 2. Find the matching letters( upper case to lower the pronunciation case) - Listen and correct the pronunciation mistakes, for example: B, F,G,H Activity 3: Practice (10 minutes) Teacher’s activities Students’ activities Task 2. Listen and point. Repeat ( Track 0.11) - Listen and point. - Listen and repeat. - Say the correct letters - Have Ss listen to the recording and point to the words. - Recognize and correct - Have Ss listen to the recording again and repeat the the pronunciation. world in whole class. - Point to the letters in red in each word and ask students to say the name of the letters. (Do the same with all pictures and words) - Listen and correct the mistakes in pronunciation. Task 3. Write and match. - Ask students to fill in the missing letter in the gaps. - Listen to the music and - Play the game: Pass the ball pass the ball. + Play some music. - Stand up and read aloud + Ask Sts to pass the ball to the next person. one by one: ant, boy, + When the music stops the student with the ball stands duck, egg, frog, hippo. up and read aloud the words one by one. - Recognize and correct - Listen and correct the mistakes in pronunciation. the pronunciation. Activity 4: Production (10 minutes)
13. 13 Teacher’s activities Students’ activities - Have Sts play the game: “Space race” - Choose the number and - Say the rules: anwer. + divide the class into two teams : ‘Alien Ship” and - Read aloud letters and ‘Rocket’. words +The teams should take turns in choosing a number and answering a question based on the image on the screen. The first team to arrive at Mars is the winner. ( Questions are letters and words) Activity 5: Assessment and Wrap up (3 minutes) Teacher’s activities Students’ activities Remove ONE unnecessary letter to make correct words: - Individual work/group Check answer: work - Say goodbye - Pair work/group work - Say goodbye to teacher. ______________________________________ UNIT 0. GREETING Lesson 6. Task 4, 5, 6 Period 7 I. OBJECTIVES: 1. Knowledge: * Learn the letters: Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq. * Learn some phonics words: insect, jug, king, lemon, octopus, queen. 2. Competences: - English competences: Students will be able to listen and learn some letters of the alphabet and phonics words. - Common competences: Students will have opportunity to develop the Communication skills & independent learning. 3. Qualities: - Students will be responsible and confident in communicating in the classroom with friends and others. II. EQUIPMENT AND MATERIALS:
14. 14 - Basic things: Student’s book, flashcards, cards with letters and missing words to play game: What do you choose? - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up and review (5 minutes) Teacher’s activities Students’ activities - Greet students. - Great teacher. Sing Alphabet song to warm up and energize the class. - Listen, sing and dance. Review: - Some sts come to the Game: What do you choose? board to say the chant. Teacher shows cards of a picture of a phonics word (previous lesson) and some missing letters. Sts choose - Play the game and the correct one to make it become a right word. review the alphabet. - Follow the teacher. - Do the actions with the whole class. Example: Lead in: Say the alphabet in order (A-H), from the slowest to the fastest speed, then lead into the lesson: alphabet (I-Q) Activity 2: Presentation (7 minutes) Teacher’s activities Students’ activities Task 4: Listen and repeat. (Track 0.12) - Learn new letters - Show flashcards of letters (I-Q), introduce the letters. through flashcard/ppt. - Hold up your book and show students which task to - Repeat the look at. words/sentences - Play the recording. Ask students to repeat after it. Play - Follow the teacher. the recording and ask students to repeat what they hear. - Listen and repeat (whole Then ask volunteers to read out the letters on their own. class, group, individual). Game: Help the bee! Divide the class into four teams. Play the recording to let the bee here the letter then find - Individual/team work it from the flowers. One student from each team comes to the board, listens - One student from each and chooses the correct ones. team comes to play the
15. 15 Those who can find it and say it fast will get points. game. - Group work. Activity 3: Practice (8 minutes) Teacher’s activities Students’ activities Task 5: Listen and point. Repeat (Track 0.13) -Tell students to look at the pictures and the words. - Look at the the -Point to each picture and read the word aloud. Ask picturess. students to repeat after teacher. - Follow the question and -Point to the letter(s) in red in each word and ask answer. students to say the name of the letter(s). - Listen and repeat. -Ask volunteers to say the words and the letters in red. Game: What’s missing? - Pair work/group work Show flashcards on the wall. Hide 1 flashcard (sts close their eyes). Then let the class guess which one is - Individual work/group missing. work Activity 4: Production (10 minutes) Teacher’s activities Student’s activities Task 6: Order the letters • Tell the students to look at the pictures and the -Listen to the teacher prompts. Tell them they are going to order the letters to make the correct word. - Follow the teacher • Tell them to look at the first picture and the example. - Order the words Hold up yourbook and point at the first picture. Read out the letters and the word. Then ask students to repeat. • Ask students to order the letters to form the correct -Order the letter in their words for the other pictures. Tell them they can look notebooks/writing boards. back at Activity 5 to find out the right order of the letters. - Individual work Check students’ work. Ask volunteers to hold up their books and read out letters and words to the class. Activity 5: Assessment (5 minutes) Teacher’s activities Student’s activities Let’s write and match - Do the assessment. - Individual work EXTRA ACTIVITY
16. 16 Write students’ names on the front of a piece of paper - Pair work (check folded in half. Prop the name cards up in front of the answer). students facing you. Then read out the names one at a time and ask all students to repeat. Ask students to bring their name cards to the next lesson as this will help you - Say good bye. remember their names. - Say good bye. ____________________________________ UNIT 0. GREETING Lesson 7. Task 7, 8, 9 Period 8 I. OBJECTIVES: 1. Knowledge: * Learn the letters: R,S,T,U,V,W,X,Y,Z. * Learn some phonics words: sun, tiger, van, box, yellow, zebra. 2. Competences: - English competences: Students will be able to listen and learn some letters of the alphabet and phonics words. - Common competences: Students will have opportunity to develop the Communication skills & independent learning. 3. Qualities: - Students will be responsible and confident in communicating in the classroom with friends and others. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards of phonics words, cards with letters A-Z to play game: What letter is missing? - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up and review (5 minutes) Teacher’s activities Students’ activities - Greet students. - Greet teacher. - Listen, sing and dance. Sing Alphabet song to warm up and energize the class. - Some sts come to the board to say the chant. Review: - Play the game and Game: What letter is missing? review the alphabet.. Teacher shows some of letters in previous lessons. Ask sts to say the letters. One letter is missing. Sts will look and say aloud that letter. - Follow the teacher. Lead in:
17. 17 Say the alphabet in order (A-Q), from the biggest to the - Do the actions with the smallest voice, then lead into the lesson: alphabet (R-Z) whole class. Activity 2: Presentation (7 minutes) Teacher’s activities Students’ activities Task 7: Listen and repeat. (Track 0.14) - Learn new letters - Show flashcards of letters (R-Z), introduce the letters. through flashcard/ppt. - Listen and repeat - Hold up the book and show students which task to - Follow the teacher. look at. - Say aloud the letters - Play the recording and ask students to repeat. Then ask (whole class, group, volunteers to read out the letters on their own. individual). - Point at random letters for the sts to say. - Individual/Group work. Activity 3: Practice (8 minutes) Teacher’s activities Students’ activities Task 8: Listen and point. Repeat (Track 0.15) -Tell students to look at the pictures and the words. - Look at the the pictures. -Point to each picture and read the word aloud. Ask - Follow the question and students to repeat after teacher. answer. -Point to the letter(s) in red in each word and ask - Listen and repeat. students to say the name of the letter(s). -Ask volunteers to say the words and the letters in red. - Individual work/group Game: Slap the board! work Show flashcards of phonics words on the board. Play - Individual work/group the recording (one phonics word) for the sts to choose work (or slap the board). Activity 4: Production (10 minutes) Teacher’s activities Student’s activities Task 9: Listen and repeat. Then ask and answer - Tell students to look at the pictures and the words. -Listen to the teacher - Point to the pictures and read the words aloud. Ask the - Follow the teacher students to repeat after you. - Listen and repeat - Tell students they are going to ask and answer about spelling the words. - Spell the words - Tell students to look at the first picture and word. Play the recording and ask students to repeat the word. -Order the letter in their - Ask students to work in pairs (or group) and practise notebooks/writing boards. asking and answering for the other pictures. - Ask volunteers to ask questions and spell the words in - Pair work/ group work front of the class. - Individual work
18. 18 Activity 5: Assessment (5 minutes) Teacher’s activities Student’s activities Find, circle and write. - Do the assessment. - Individual work - Pair work (check answer). - Say good bye. - Say good bye. GRADE 4 Week 2 (16/9 – 20/9) UNIT 1. FAMILY AND FRIENDS UNIT 1. FAMILY AND FRIENDS Lesson 2. Task 7, 8, 9 Period 5 I. OBJECTIVES: 1. Knowledge: - Students can use properly the words related to the topic Family and friends: - English competences: Students will be able to review some adjectives to describe someone’s personalities - Common competences: Students will have the opportunity to develop cooperation in working in groups and creativity in drawing their favourite person and describing someone’s personality. 3. Qualities: - Students develop a love for their families and friends. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, unscramble cards, - For students: personal board, marker, paper, III. LESSON PROCEDURE:
19. 19 Activity 1: Warm up (5 minutes) Aims: To make Ss get ready for the topic Family and review some words they learnt in the previous lesson. Teacher’s Activities Students’ Activities ● Warm up: Family song - Listen and sing along to the song. - Asks Ss to listen and sing along to the song Unscramble Words Game: Sts can play in groups or individually. Prepare slides/pictures/ unscramble letters to review: Clever, polite, kind, young, tall, short, cute. T gradually shows Listen to the game the unscrambled words and pictures as their hints. Sts instruction write the answer on their personal board/paper. Then - Look at the letters and board up and say the word. The fastest correct answer the picture/sound will get the point. - Reorder the letters and - Give game instruction write on the board/ paper. - Show unscrambled words one at a time - Board up and say the - Let sts play word aloud - The team/person that gets the highest score is the winner Activity 2: Practice (8 minutes) Aims: Practice listening and writing skills. Teacher’s Activities Students’ Activities Task 7: Listen and write the names: - Ask Ss to look at task 7. - Listen to the teacher - Tell them they’re going to listen to some information carefully
20. 20 about Amy and Fred. They must write their names in the blank. - Read and guess answers with students - Read and give the - Give the guessing answer on the board guessing answer - Ask sts to listen and check whether their guesses are correct or not. - Listen and write - Ask sts to listen and write - Play audio twice - Check with a peer. Then - Ask sts to give their answer as they listen with teacher - Ask sts to check with a peer. Then check with the teacher - Receive award - Award the correct guessing Activity 3: Practice (10 minutes) Aims: Practice speaking skills. Teacher’s Activities Students’ Activities Task 8: Look and say Spinning Game (Teacher prepares a wheel with phrases: -Listen to the teacher My friend/ ugly.(X).She/ pretty/ tall.(v). His son/ funny. carefully (X). He/ polite/clever (v). Her grandma/ Young ( X). She /old/kind (V). His twin brother/ short.(X) . He/ tall/ - Spin the wheel cute(V) - Read and make sentences as fast as - Sts can play in teams/whole class. The teacher shows possible. the wheel and spins. Sts as fast as possible make the - Check with a teacher by sentences on pieces of paper. The fastest team/person saying the sentences gets a point and a chance to spin for the next round.) aloud. -Set game rules - Do a model - Give sts time to spin and play the game -Form groups - Award the winner of the game - Vote for the leader Look and say - Ask sts to work in 8 groups - Place the sentences back - Vote for the group’s leader - Ask groups to place back the 5 sentences they have just - Pick a sentence and say written in the Spinning game in the middle.