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

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

1. 1 TUẦN 04 Khối 1, 3, 4 (Từ ngày 30/09/2024 đến ngày 04/10/2024) TIẾT THỨ TIẾT MÔN THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 2 3D 13 Unit 1. Family Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 3C 13 Unit 1. Family Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books Hai 30/09 4 5 4A 13 Unit 2. My home Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4B 13 Unit 2. My home Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 4C 13 Unit 2. My home Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 1 4B 14 Unit 2. My home Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 2 4A 14 Unit 2. My home Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 3 1C 7 Unit 1. Family Lesson 3 (A, B, C) Wonderfulworld Flashcards, TV, books Ba 1A 7 Unit 1. Family 01/10 4 Lesson 3 (A, B, C) Wonderfulworld Flashcards, TV, books 5 4B 15 Unit 2. My home Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4D 13 Unit 2. My home Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 3D 14 Unit 1. Family Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 1 1D 7 Unit 1. Family Lesson 3 (A, B, C) Wonderfulworld Flashcards, TV, books 2 3 3D 15 Unit 1. Family Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books Tư 3C 14 02/10 4 Unit 1. Family Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 5 4D 14 Unit 2. My home Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4C 14 Unit 2. My home Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 7 1D 8 Unit 1. Family Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books Năm 1 4C 15 Unit 2. My home Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books
2. 2 03/10 2 3D 16 Unit 1. Family Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 4A 15 Unit 2. My home Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 4 4B 16 Unit 2. My home Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 5 1A 8 Unit 1. Family Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 6 1B 7 Unit 1. Family Lesson 3 (A, B, C) Wonderfulworld Flashcards, TV, books 7 3C 15 Unit 1. Family Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 1B 8 Unit 1. Family Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 2 1C 8 Unit 1. Family Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 3 4A 16 Unit 2. My home Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books Sáu 4D 15 04/10 4 Unit 2. My home Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 5 3C 16 Unit 1. Family Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4C 16 Unit 2. My home Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 4D 16 Unit 2. My home Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 4 (30/9 – 04/10) Unit 1: FAMILY Lesson 3 – Task A, B, C Period 7 I. Objectives: By the end of this lesson, students will be able to introduce family members and meet someone politely. 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: brother, sister. Structures: This is my (brother). Nice to meet you. Nice to meet you, too. IV. Procedures: Steps/Activities Organization Warm-up (5’) - Clap or Jump. Teacher – whole class/ Call out a letter sound or a word with that letter. students Have students stand up and clap if they hear the ‘a’ sound or jump if they hear the ‘b’ sound. New lesson A- Listen and point. Repeat. (10’) CD1-Track 20: Teacher – whole class/ 1. Have students listen to each new word. individuals/ pair work/ 2. Have students listen to each new word and repeat group work all together and individually. Correct student’s 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,
4. 4 correct pronunciation when needed. 6. Have students work in pairs, one points at the picture in the book and the other says the word Teacher – whole class 7. TPR practice step 1: say the word and make the gesture/ sound all together according to the word 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) - Play the “GUESS” game. Teacher – whole class/ Arrange the flashcards on the board. individuals Write a number under each flashcard. Have students look at the flashcards for the count of ten. Turn the flashcards over to face the board when the students are not looking. Teacher – whole class/ Call out a number and have students take turns students guessing the face down card. Turn the card over after each guess. 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, brother, sister”. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at "father", "mother", "sister", "brother" in the picture. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students Teacher – students in listen and point. groups 5. Post- listening: Point at each picture and have students call out the words again “This is my father/ mother/ brother/ .” 6. Post-listening: Have some students demonstrate the activity in front of the class. C. Play “Board race”. (7’) 1. Have students look at the example. 2. Divide the class into teams and have one student from each
5. 5 team stand a distance from the board. 3. Stick two flashcards on the board and then say one of them. 4. Have the students race to the board, touch that flashcard, and say the correct sentence. 5. The first student to touch the flashcard and say the sentence gets a point for their team. 6. Continue with other students. Wrap-up (5’) Option 1: Review. Play the game “Whispering and Writing”. Teacher – students in Have students make 2 lines. groups Teacher whispers a word to 2 students at the back of the lines. These students whisper that word to the other 2 students. They do the same and the word is whispered to the 2 students at the front of the lines. The 2 students at the front of the lines write the words on the board. The 2 students at the front of the lines move to Teacher – whole class the back of the lines. T repeats the activity with other words. ______________________________ Unit 1: FAMILY Lesson 3 – Task D, E Period 8 I. Objectives: By the end of this lesson, students will be able to introduce family members and meet someone politely. 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: brother, sister. Structures: This is my (mother). Nice to meet you. Nice to meet you too.
6. 6 IV. Procedures: 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 class/ Have students look at the flashcards and call out students the 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). Repeat the activity with other students. New lesson D- 1. Listen to the story. (10’) 1. Pre-listening: Have students look at the picture. Point Teacher – whole class/ to each person in the pictures and have students call out students the people they see. 2. While-listening:  Play audio and have students look at the picture and people.  Demonstrate the activity by pointing at the speech bubbles.  Have students listen, point and read. Teacher – whole class/ 3. Post-listening: Point at each person in the picture and students have students say "Hello Vinh/ Bobby/ Ms. Betty/...". 2. Listen and repeat: (5') 1. Have students look at the useful language box. Teacher - students in 2. Play audio. Have students listen to the useful pairs language. 3. Have students practice the useful language. 4. Have some students demonstrate the activity in front Students - students of the class. E - Role-play: (5') 1. Divide the class into pairs. 2. Have pairs practice the conversations and swap roles. 3. Have some pairs demonstrate the activity in front of the class. Practice: (5’) (optional) Greeting
7. 7 Have students go around, say hello to 3 friends, introduce their names and say “Nice to meet you”. Have some students demonstrate the activity in front of the class. Wrap-up - Review. Family fingers. Teacher - students in Have students draw various faces on their pairs fingers, then work in pairs. Take turns introducing their family members. E.g. This is my father. This is my brother. ________________________________________________________ GRADE 3 WEEK 4 (30/9 – 04/10) UNIT 1. FAMILY Lesson 2. Task 4, 5, 6 Period 13 I . OBJECTIVES: 1. Knowledge: Students will learn the structure: My dad (mum/brother ) is... and review words related to family topic. 2. Competences: - English competences: Students will be able to introduce the names of family members. - Common competences: Students will have opportunity to develop the creativeness in making My family book and develop communication when introduce family members. 3. Qualities: Students develop the love toward family. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, worksheet, construction paper, colored markers/crayons, glue, family photos. - Advanced things: PPT, laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Great teacher. - Sing “My family” song: - Listen and do the action - Ask student to sing along. with teacher. Review: - Revise and practice functional language from lesson 2
8. 8 with the flashcards. - Read out loud - Then ask volunteers to stand at the front of the class and - Ask and answer ask and answer questions. (E.g: Who is this? – This is my ...) Game: Who’s missing? Divide the class into 4 groups. Teacher shows the cards of family members on the - Play the game board/screen. Teacher hides a flashcard of a family member. Ask each member to stand and say which picture is missing. Who says it fast will get points for the groups. Lead in: - Look at the picture - Show a picture of your (teacher) family. Point to a member. Then say a name. - Repeat then point. E.g: My brother is Khoa. - Tell students to look at the pictures in task 4, and the - Repeat. names of the people. Elicit that they are a family. - Tell students that they are going to learn how to use structure to introduce the names of the members in a family. Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 4: Listen and repeat. (Track 1.6) - Point to the pictures. Ask students to notice the people and their names. Tell students that this structure can be - Learn new words and used to introduce the names of the members in a family. structures through - Play the recording. Tell students to look at the pictures flashcard. and follow the sentences with their fingers. - Play the recording again. Ask students to repeat. - Repeat the words/sentences Activity 3: Practice (10 minutes): Teacher’s activities Student’s activities Task 5: Look and say. - Tell students to look at the picture for question 1 and - Look ask them who the person in the picture is. Explain that Tom is his name. - Read out the example and ask students to repeat. - Listen and repeat - Explain the rest of the task to students. Ask students to practice saying the sentences individually and then in - Individual work/ Pair
9. 9 pairs. work - Ask volunteers to read out their answers. Correct any - Practice mistakes. Suggested sentences: 2. My aunt is Susan. 3. My cousin is Peter Mini game: Lucky member - Divide class into 3 groups. - Ask each group to choose one member they like, then - Play game say a structure to introduce the names of the members in their family. E.g: My mum is Nga. - The game will give students a random point if they answer correctly. - Each time sts choose an answer, they get points which follow each photo. - Who has the most points is the winner. Task 6: Write about yourself! - Tell them to look at the prompt. Elicit which - Look and read information is missing in each sentence. - Explain to students that they have to fill in the blanks - Write missing with information about their family members. information about sts’ - Allow students enough time to complete all the family members sentences. Ask them to write about 10 – 20 words. - Read out loud in front of - Ask volunteers to read out their sentences to the whole class (individual work) class. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities My Family book. - Tell students they’re going to make a family story - Draw pictures and write. book together. - Individual work/group - Ask student to draw/ glue a picture of member in this work. book. Then write the information about him/her. E.g.: This is my ______ He is__________ Age: __________ Activity 5: Assessment (5 minutes) Teacher’s activities Student’s activities Word search - Do the assessment. - Give out worksheet. Then ask students to find and
10. 10 circle all of the direction words that are hidden in the grid. Hidden words: - Check with friends and then with teacher and - Check in pairs, then whole class. whole class. - Say goodbye. - Say goodbye. _______________________________________________ UNIT 1. FAMILY Lesson 2. Task 7, 8, 9 Period 14 I. OBJECTIVES: 1. Knowledge: - Students will review the words and phrases related to the topic Family: family, grandpa, grandma, mum, dad, uncle, aunt, brother, sister, me. - Students can review all structure: Simon is my uncle, This is my family, My grandma is Laura. 2. Competences: - English competences: Students will listen and understand a short introduction about a family, fill in information in a family tree and about their family. - Common competences: Students will have opportunity to develop the creativeness in drawing their own family tree, Solving problems and active role of learners. 3. Qualities: - Students will be respectful in family, and develop the love toward family. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, pictures of family, pieces of papers, coloured pencils/crayons to draw family tree. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. Movement Game: Play “Move and Freeze” -Let the sts stand up, listen to the music and dance. - Listen and do the action -When the music stops and they hear the word “freeze”, with teacher. they have to stop and stand still, the ones move have to - Follow teacher if
11. 11 come to the board. possible. -The team (1 of 4) has the most sts at their desks will get the points. - Play the game. -Turn on the music and let the sts follow. Needed: music Review: Hidden pictures game -Divide class into 2 teams-Boys and Girls -Let the sts look at 1 of the pieces and guess the picture behind. - Look at the pieces of Lead in: Tell the sts that they are going to study more pictures and guess about the family. Activity 2: Practice Listening (8 minutes) Teacher’s activities Student’s activities Task 7: Listen and tick. (Track 1.7) - Tell the students that they are going to listen to a short introduction about a family. - Ask student to read through the questions and options. - Ask students to look at question 1. Play the first part of - Read the questions and the recording and tell students to read the sample options. answer. -Elicit why it is the correct answer for question -Look at the sample 1. answer. - Play the recording and tell students to listen and tick the correct answers for questions 2 – 4. -Listen and tick the - Play the recording more than once if students cannot correct answers. catch the answers. - Play the recording again and pause after each sentence to check answers. -Listen and check the Option 1: Game: Listen and choose! (use answers flashcards) - Sts listen and choose the correct answer. - Show flashcards of family member. - Play the game - Play the the recording (or teacher calls a family - Listen and choose the member). Sts choose the correct one. correct picture Option 2: Game: Save the world! (ppt) - Group work -T divides class into 2 teams: Boys and Girls. 1 boy and 1 girl take turn to answer 1 question by listening and choosing the correct pictures. - After choosing the correct pictures, T asks 1 student to -Enjoy the game and write write the answers (words) on the board. the words on the board. - Who can make it will save the world (the rocket flies
12. 12 to save the world) Activity 3: Practice Writing (9 minutes) Teacher’s activities Student’s activities Task 8: Write on the family tree - Tell students they are going to fill in information in a - Listen to the teacher family tree. - Tell students to look at the picture and the family tree. Explain that a family tree shows people in a family and their relationship. - Point at each member of - Tell them to look at the picture again. Hold up your the family and read out book, point at each member of the family and read out the prompts. the prompts. - Ask students to look at the family tree and the names of the people there. Elicit answers on the people who are missing. - Fill the names missing. - Allow students enough time to fill in the missing names in the family tree. - Check the answers. - Check answers as a whole class. - Come to the front and - Ask volunteers to show their work and read out the read out loud. name of each member and their role in the family. Game: Who is who? Divide the class into 4 groups. - Play the game. Teacher calls a name of a member of the family member in the picture. Teacher hides a name of a family member. Sts have to say the name or who the person is. Who says it fast will get points for the groups. Activity 4: Practice Speaking (10 minutes) Teacher’s activities Student’s activities Task 9: Let’s talk Students bring the family pictures and present in group, using. - Work in group This is my family. My grandma is... My grandpa is... Have some students present in front of the class Present in front of the Extension: class
13. 13 Game: Memorization -Let the sts show their picture of family they bring from home. -Let the others listen and remember. Play the game. -Let other students talk about their friend’s family tree. Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities Look at the pictures and circle the correct answers. - Do the assessment. Answer: 1A, 2A, 3A, 4B, 5B - Check answer with friends and then with - Say goodbye teacher and whole class. - Say goodbye. _______________________________________________ UNIT 1. FAMILY Lesson 3. Task 1, 2, 3 Period 15 I. OBJECTIVES: 1. Knowledge: - Review words of family members. - Learn and use new vocabulary: short, tall, old, young, funny. - Learn to talk about a family member My mom is cool. 2. Competences: - English competences: Students will be able to describe the family members. - Common competences: Students will have opportunity to develop the creativeness in drawing their own family. 3. Qualities: - Students will be respectful with their family members. - Students develop the love toward family.
14. 14 II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, ball, pieces of papers, crayons to draw family members. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. Warm up and review: Movement Game: “Silent ball” - Enjoy the game. While the music plays, students pass the ball around the class. When the music stops, the student with the ball has to choose a pair of cards to play matching game (review family words). -Let the sts in take turn to choose the numbers to find the 2 matched pictures and words. Lead in: - Ask a student to come to the board. Teacher stands - Individual work next to that student. Use TPR to show short/tall. - Follow the teacher - Introduce the lesson. Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 1: Listen and point. (Track 1.8) - Tell students to open their books to page 21 and to look at the vocabulary box. Point to the first two picture - Follow the teacher’s words. instruction. - Say the words and use your arms to demonstrate short and tall and ask students to repeat. Do the same with all the other words. -Read out - Read out the word funny. Explain the meaning. Show students pictures from Unit 0 and ask if they are funny. Tell them to answer Yes! or No! For example, turn to page 11, point to the ant and say Funny? At the end of - Listen, point, repeat the the task praise students by saying Great! words. - Play the recording for the students to listen and point, - Individual, group, whole then repeat the words. Then read out the words in a class. random order and ask students to point to the correct pictures. - Read out all the words again one by one and ask students to repeat after you. Play the game Game: Mime
15. 15 Teacher says the words and sts act Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 2: Listen and tick. (Track 1.9) - Ask students to look at the photo and explain to them - Listen. that the boy and the girl are siblings. - Point to the new words in the text. Read them out loud - Point and repeat. and ask students to repeat. - Play the recording. Tell students to look at the picture -Follow the dialogue. and follow the dialogue with their fingers. - Play the recording again, pause after each sentence - Listen and repeat. and ask students to repeat. - Tell students to look at the sentence and the text. -Listen and tick the Guide them to find the information about Steve in the correct answers. text and elicit that “Steve is short.” Ask them to look at the activity below and tick the correct answer. - Ask students to act out the dialogue in pairs and then ask volunteers to act out the dialogue in front of the -Work in pairs and class. practice speaking. Extension: Game: Listen and tick Divide the class into groups of 4 (each group has 4 sts). - Play the game. Give cards with letter A,B,C for the groups. - Group work. Sts listen and choose the correct answer (A,B,C). Who can make it will get points. - Follow the teacher. Task 3: Match and say - Repeat - Tell students to look at the photos and the prompts. Read out the prompts and ask students to repeat. - Tell students to look at question 1 and the sample sentence. Read out the sample sentence and ask students to repeat several times. Elicit why the question matches - Match. picture a. - Ask students to match questions 2 – 6 to photos b – f. -Practice saying sentences Tell them they can look at the details of the photos for in pairs. hints. - Ask students to practise saying the sentences -Check the answers. individually and in pairs. - Check answers as a whole class. Then ask volunteers to say the sentences from questions 2 – 6. - Suggested sentences:
16. 16 2 My dad is tall. 3 My cousin is short. 4 My - Play the game brother is funny. 5 My aunt is young. 6 My grandma is - Group work old. Game: Choose and say. This game can be played in groups/teams. Each member of a group chooses a letter talk about their family members. Give points for the groups. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Let the sts draw a picture of the family and write text - Draw and decorate the about the using adjectives. family member. Ex: mum/ cool. Dad/tall . - Have sts stay in a circle and take turn to raise the picture and say: - Present in front of class. Ex: This is my family. My mum is cool. My dad is tall. My sister Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities Look and write. - Look and write sentences. - Say goodbye - Say goodbye. _______________________________________________
17. 17 UNIT 1. FAMILY Lesson 13. Task 4, 5, 6 Period 16 I. OBJECTIVES: 1. Knowledge: - Review words of family members - Learn and use new structure: You’re ,We’re , They’re 2. Competences: - English competences: Students will be able to use the grammar structure to describe their family members and the other people. - Common competences: Students will have opportunity to develop the creativeness in drawing their own family and describe them in the text. 3. Qualities: - Students will be friendly and confident in communicating with friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, printed handouts/ pieces of papers - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Great teacher. Movement Game: Challenge: 2 at once -Let the sts follow the instruction - Play the game. -Have the students do two things at once. Examples: tap their heads and rub their stomachs, clap their hands and stand on one foot, snap their fingers and nod their heads, do jumping jacks, etc. Lead in: Memory game -Divide class into 2 teams-Boys and Girls -Let the sts watch and read about Peter’s family -Let the sts to remember all about Peter’s family - Enjoy the game -Call each member of 2 teams to take turn to choose the correct answers. Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 4: Listen and repeat. (Track 1.10) - To begin, ask students to look at and underline the sentence “They’re great!” in Activity 2. Tell them that - Follow the teacher’s it’s the way to describe people in English, and today instruction. they are going to learn more about how to describe their family members.
18. 18 - Introduce the words I, you, we, they, he, she, it by pictures. Use body language and ask some sts come to - Follow the teacher. the board to explain the meaning. - Tell students to look at the pictures and the sentences. - Listen, point, repeat the Elicit that there is more than one person in each picture. words. - Play the recording. Tell students to look at the pictures and follow the sentences with their fingers. - Play the recording again. Ask students to repeat. - Follow the teacher. - Point to the pictures. Explain the difference between -Repeat. you, we and they. Tell them to look again at the sentences and notice that you, we and they all go with are or ‘re. Explain to them that are and ‘re are the same. - Ask students to repeat the sentences and see how they might be used in the next activity. Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 5: Look and say - Tell students to look at the pictures and the prompts. - Look at the pictures and Read out the prompts and ask students to repeat. read out. - Tell students to look at the picture for question 1 and the example. Read out the example and ask students to repeat. - Explain the rest of the task to students. Allow them enough time to practise saying the sentences individually and then in pairs. Go round the class -Work in pairs and helping students where necessary. practice speaking. - Ask volunteers to read out their answers. Correct any mistakes. Game: LUCKY WHEEL -Read out the answers. Divide class into 2 teams-Boys and Girls. Spin the round to get points. Choose a number to have a question. The ones who can answer True/false will get points. Task 6: Listen and sing. (Track 1.11) - Tell students they are going to learn a song. - Ask students to look at the picture and describe what they can see. Encourage them to use English for words they know. Hold up your book and point to “Mum”. Ask a volunteer to say the word. Do the same for “Dad”, “brother” and “sister”. Point to the children and say -Answer the questions “They’re cool!”. Encourage students to repeat. Count from the teacher.
19. 19 the people to revise numbers. Ask students to repeat. - Play the recording and tell students to listen and follow the words with their fingers. - Read out the song one line at a time and ask students to repeat after you. - Listen and point. - Play the recording again. Encourage students to sing - Listen and follow the along. Practise several times until students are familiar teacher. with the words. - Divide students into small groups. Tell them to stand -Sing along. up, join hands in a circle and sing the song. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Draw a picture of family, write the name and talk - Draw and talk. about the family. - Ask sts to come to the front and present in front of - Present in front of class. class. Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Choose the correct answers. Answer: - Say goodbye - Say goodbye. GRADE 4 WEEK 4 (30/9 – 04/10) UNIT 2. MY HOME Lesson 2. Task 4, 5, 6 Period 13
20. 20 I. OBJECTIVES: 1. Knowledge: - Students will revise words and phrases related to the topic House: rug, table, sofa, sink, fridge. - Students will learn about the preposition: next to, between, in front of, behind - Students will learn about new structure: Where is the sofa? The sofa is behind the table. 2. Competences: - English competences: Students will be able to talk about the position of objects in the house. - Common competences: Students will have the opportunity to develop the creativeness in participating in games and develop communication among friends. 3. Qualities: - Students develop love toward their home. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, flashcards, handout, track 2.6, 2.7. - For students: pens, books. III. LESSON PROCEDURE: Activity 1: Warm-up (5 minutes) Teacher’s Activities Students’ Activities Aims: Review the vocabulary which they have learned from previous lesson. b, Procedure - Sts greet the teacher and - Greet students and divide class into 4 teams. choose their team names. - Warm-up: Game time! - Join in the game. - Match the picture to the correct words. - The T shows the pictures and words. - Ask Sts to match the pictures to the correct places. - Sts having correct answers will get more stars. Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Aims: To identify the preposition by looking at the picutes relating to house’s objects. b, Procedure Task 4: Listen and repeat.