Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 5 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 5 - Năm học 2024-2025

1. 1 TUẦN 05 Khối 1, 3, 4 (Từ ngày 07/10/2024 đến ngày 11/10/2024) TIẾT THỨ TIẾT MÔN THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 2 3D 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 3 3C 17 Unit 1. Family Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books Hai 07/10 4 5 4A 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4B 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 7 4C 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books Fun time and project 4B 18 Unit 2. My home Wonderfulworld Flashcards, TV, books 1 (1, 2) Fun time and project 4A 18 Unit 2. My home Wonderfulworld Flashcards, TV, books 2 (1, 2) Ba 3 1C 9 Unit 2. School Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 08/10 4 1A 9 Unit 2. School Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 5 4B 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4D 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books Fun time and project 3D 18 Unit 1. Family Wonderfulworld Flashcards, TV, books 7 (1, 2) 1 1D 9 Unit 2. School Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 2 Tư 09/10 3 3D 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Fun time and project 3C 18 Unit 1. Family Wonderfulworld Flashcards, TV, books 4 (1, 2)
2. 2 Fun time and project 4D 18 Unit 2. My home Wonderfulworld Flashcards, TV, books 5 (1, 2) Fun time and project 4C 18 Unit 2. My home Wonderfulworld Flashcards, TV, books 6 (1, 2) 7 1D 10 Unit 2. School Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 1 4C 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 3D 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 4A 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Năm 4 4B 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 10/10 5 1A 10 Unit 2. School Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 6 1B 9 Unit 2. School Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 7 3C 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 1B 10 Unit 2. School Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 2 1C 10 Unit 2. School Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 3 4A 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu 4D 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 11/10 4 5 3C 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4C 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 4D 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 5 (07/10 – 11/10) UNIT 2: SCHOOL Lesson 1 – Task A, B, C Period 9 I. Objectives: By the end of this lesson, students will be able to identify classroom objects. 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: pencil, book, bag Structures: It’s a (pencil). IV. Procedures: Steps/Activities Organization Warm-up (5’) - Option 1: Review. Introduce family. Teacher – students Have students bring photos of their families. in pairs Have them work in pairs, introduce their family to their partners. Have some students demonstrate the activity in front of the class. Teacher - whole - Option 2: Singing. class Have students listen and sing the song of lesson 1 - part C and add more lyrics to the song “This is my brother. This is my sister.” New lesson A- Listen and point. Repeat. (10’) CD1-Track 25: Teacher – whole 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.
4. 4 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 – students gesture/ sound all together according to the word in groups 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 Teacher – students would do the action, the other say the word in groups Activities: (optional) - Option 1: Play "Heads up. What's Missing?" Divide the class into two teams. Arrange the flashcards on the board and remove one Teacher – whole card when students are not looking. class One student from each team calls out the missing flashcard. - Option 2: Play the game “Who is faster?”. Divide the class into groups. Arrange the flashcards on the board. Invite a student from each group to go to the board. Teacher says a word and the students run to tap the right card. B. Listen and point. (8’) 1. Pre- listening: Introduce the situation, point at each Teacher – whole person/things in the picture and have students call out the class/ students words. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at the things 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 “pencil/ book/ bag.” C. Now, sing a song. (7’) 1. Play audio and have students listen. 2. Play audio and have students turn to page 68.
5. 5 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of the class. Wrap-up (5’) Option 1: Review. Listen and Hold up. Teacher – whole Have students put their book/bag/pencil on the table. class/ students Call out a school thing. Students listen and hold up that thing. Repeat the activity with other school things. Have other students take turns playing the role of the Teacher – whole teacher. class/ students Option 2: Review. Play the game “Matching”. Write the words on the board. Have students read the words on the board. Give students flashcards. Have students match the flashcards with the words on the board and call out the words. _________________________________ UNIT 2: SCHOOL Lesson 1 – Task D, E Period 10 I. Objectives: By the end of this lesson, students will be able to identify classroom objects. 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: pencil, book, bag. Structures: It is a (pencil). IV. Procedures: Steps/Activities Organization
6. 6 Warm-up & Review (This step can be skipped when periods 1 and 2 are taught in only ONE session.) - Option 1: Review. Play the game “Lips read”. Teacher – whole Teacher says a word or a sentence silently. class/ students Students say that word or that sentence loudly. Have other students take turns playing the role of the teacher. Teacher – whole - Option 2: Review. Sing. class Play audio Part C and have students sing the song. Have some students sing in front of the class. New lesson D- Point and say. (10’) Practice (optional) Teacher – whole 1. Show a flashcard to the class. class 2. Have students practice the structure using the new word. 3. Repeat with other flashcards. e.g. (Teacher shows the flashcard "pencil") • Class: “It’s a pencil.” Teacher – students Point and say: in pairs 1. Divide the class into pairs. 2. Have Student A point to the pictures and Student B say “It’s a pencil/ ”. 3. Swap roles and repeat. 4. Afterwards, have some pairs demonstrate the activity in front of the class. Teacher - students E- Play “Guess the object.” (10’) in pairs 1. Divide the class into pairs. 2. Have students look at the example. 3. Have Student A cover their eyes while Student B gives them an object to touch. 4. Have Student A try to guess what the object is. 5. Have students swap roles and repeat. 4. Afterwards, have some pairs demonstrate the activity in Teacher- whole front of the class. class Activity: (5’) (optional) I1. Slowly uncover the flashcards one by one. 2. Have students look at the flashcards, guess and call out the words.
7. 7 Wrap-up - Option 1: Review. Play the game “Listen and point”. Teacher - students Write the vocabulary + structures in different areas on the board. Teacher says a word or a sentence (written on the board) Students use their fingers to point at the word or the Teacher - whole sentence on the board and say it loudly. class - Option 2: Review. Play the game “Flash look and say”. Teacher shows a flashcard quickly. Students say that word or a sentence, using “It’s a ” . ________________________________________________________ GRADE 3 UNIT 1. FAMILY Lesson 3. Task 7, 8, 9 Period 17 I. OBJECTIVES: 1. Knowledge: - Review words of family members - Focus on the pronunciation of the sounds of s and sh. 2. Competences: - English competences: Students will be able to use the grammar structure and sounds learnt in the lesson to practice saying sentences. - Common competences: Students will will be friendly and confident in communicating with friends. 3. Qualities: - Students will respect their family and learn some first steps to take care of family members. 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: Sing and dance along Sing or say, “Head, shoulders, knees and toes,” as follows: - Enjoy the activity. “Head, shoulders, knees and toes, knees and toes. Head, shoulders, knees and toes, knees and toes. Eyes and ears, and mouth and nose.
8. 8 Head, shoulders, knees and toes, knees and toes.” Have the children touch the body part as it is named. Start off slowly and increase speed as you sing it over and over. Lead in: Family tree -Divide class into 2 teams-Boys and Girls -Let the sts look at the family tree and choose the correct answers to get points. - Enjoy the game Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 7: Listen and repeat. (Track 1.12) -Write s on the board. Ask students to say the name of this letter. Then write seven on the board. Ask students to - Follow the teacher’s pronounce the sound for s in the word. instruction. -Write sh on the board. Ask students to say these letters. Then write short on the board. -Say the letters. -Ask students to pronounce the sound for sh in the word. -Pronounce both sounds again and show students how they are different from each other. Point to each word - Practice saying the on the board and ask students to practise the sounds with letters and words. you. -Play the recordings and tell students to repeat the words and the sentences, paying attention to the correct pronunciation of s and sh. Game: Listen and choose! Divide the class into 2 teams. Each student from each team Play game: group come to the board and choose the corret answer. work. Play the recording and let the sts tick on the correct one. This can be played as “slap the board game”: Teacher says a word/sound for sts to slap to the correct one. Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 8: Listen and chant. (Track 1.13) -Tell students they are going to learn a chant. Explain - Listen to the teacher. to students that the chant uses the sounds they have just learnt. -Play the recording and tell students to listen and follow the words with their fingers. -Point and repeat. -Read out the chant one line at a time and ask students to repeat after you. -Play the recording again. Encourage students to
9. 9 chant along. Practise several times until students are familiar with the words and sounds. -Chant along. -Ask students to practise the chant individually, and then in pairs or in groups. For example, one group chants the first verse, and the other group chants the second verse. -Practice in pairs. Ask some volunteers to chant (optional). Task 9: Say it! -Ask students to look at the sentences. Tell them to pay attention to the sounds s and sh in each word. -Listen to the teacher. -Read out the words with s and sh and ask students to repeat. -Ask students to work in pairs and say the sentences, -Read out loud. paying attention to the correct pronunciation of s and sh. -Ask volunteers to say the sentences in front of the - Practice saying the class. sentences. Game: Look and guess. Then say! Divide the class into four teams. A student from each -Present. team come to the front and play the game. Teacher shows a picture which is hidden. Sts look and guess what it is. Then say the sentence. - Play the game. Who can make it will get points for the team. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Divide the class into 4 groups. -T turns on the music while the sts move around. -Sts move around the class and ask their friends write more given words of “sh” and ”s” and write in the worksheet. -Enjoy te game and -Sts have to freeze when the music stops and continue when practice writing the music is on. words. - Count the words and let the sts read their own’s word. - Correct pronunciation if any. - Count and say the words. Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Find and circle: - Find and circle. Sts look at the letters then find the words. - Say the words out Ask sts to say them out loud. (individual, group, whole class loud.
10. 10 work. -Say goodbye - Say goodbye. _____________________________________ UNIT 1. FAMILY Funtime and project : Task 1, 2 Period 18 I. OBJECTIVES: 1. Knowledge: Students will review words related to family and the unit grammar. 2. Competences: - English competences: Students will be able to write some words about family members, then describe a family member by using a photo or a picture. - Common competences: Students will develop their cooperation ability in working in groups. 3. Qualities: - Students will be responsible in doing their tasks, develop the love toward family. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, personal boards, flashcards - For students: A4 paper, books, pens, crayons, small boards, family pictures bring from home. III. LESSON PROCEDURE: Activity 1: Warm up and review (5 minutes) Teacher’s activities Students’ activities - Greet students. - Great teacher. Sing Family song (track 1.11) to warm up and energize the - Listen, sing and do class. actions. - Some sts come to Review: the board to sing and Game: Choose a star! dance. Teacher shows 6 stars in a living room. Each star will show a picture of a family member with unscramble letters. Sts
11. 11 choose a star to have a picture then write the words on personal boards. Teacher checks the answer. Who can write it correctly will - Play the game and get points for the groups. review the words of Example: family members. Lead in: Introduce the lesson. - Follow the teacher. Activity 2: Game. Do the crossword (12 minutes) Teacher’s activities Students’ activities - Watch a video clip about the family members. - Review through - Say the family members word from slow to fast. flashcard/ppt. - Play the song in the video clip. Ask students to repeat after - Repeat the it. Play the recording and ask students to repeat what they words/sentences hear. Then ask volunteers to read out the words on their own. - Follow the teacher. - Listen and repeat (whole class, group, individual). • Tell the students that they are going to fill in letters to complete a crossword. • Divide students into pairs or groups to do the crossword. - Look at the the • Ask students to look at the example and then look at the picturess. clues and fill in the other words in order to find the word in yellow (Family). - Follow the teacher. • Praise or award a prize to the quickest pair or group with all correct answers - Pair work/group work - Individual work/group work Activity 3: Project: A family member. (18 minutes) Teacher’s activities Student’s activities - Before the lesson, ask students to prepare and bring a photo of one of their family members to class. - Prepare pictures - Tell students they are going to talk about one of their from home family members. - Watch a video clip about a boy introducing his family. - Tell students to look at the picture and the sample - Listen to the teacher
12. 12 sentences. Read the sample sentences out loud and ask students to repeat after teacher. - Follow the teacher - Elicit the picture by asking some questions: o Who is this? o Tell me about o Is he/she tall/short? o Is he/she cool, great, funny? - Ask students to take out the photo of a family member that they have prepared (or they can draw their own picture) and describe that family member. - Take out the photo - Put students in pairs or groups of three. Ask students to take turns to introduce and describe their family members to their peers. - Pair/group work - Ask volunteers to describe their family members to the whole class. - Ask others to give feedback - Individual work - Give feedback at the end - Individual work - Listen to the teacher. - Give comments, praise the sts. - Say good bye. - Say good bye. _______________________________________________ REVIEW 1 Part 1. Task 1, 2, 3 Period 19 I. OBJECTIVES: 1. Knowledge: - Students will review the words related to the topic numbers:1 – 10, colours: red, blue, black, green, white, orange, greetings: hi, hello, goodbye, bye, and commands: stand up, sit down, look at the board, come in, don’t talk, go out and structures: Hi./ Hello. I’m + name. Nice to meet you. How are you?. – I’m fine. Thank you. Bye./ Goodbye. What colour is it? – It’s + colour. How old are you? - I’m + number 2. Competences: - English competences: Students will be able to talk about themselves, say and do some classroom commands, use long noun phrases with adjectives of colour and number... - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities:
13. 13 - Students will be responsible and well-behaved in communicating in the classroom with friends and others. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students - Greet teacher Game: Guess the colours (Teacher shows a black and white picture. Ss have to guess what colour it is.) - Divide the class into 4 groups - Set the game rules. - Ask students to look and guess. - Award the best groups 1. What colour is this fish? - It’s orange. 2. What colour is this umbrella? - It’s pink. - Sit in 4 groups. 3. What colour is this pencil case? - It’s blue. - Listen to the game 4. What colour is this cat? - It’s grey. rules carefully Lead in: Use the pictures about colours lead in the new - Play game lesson. Review (20 minutes) Teacher’s activities Student’s activities Task 1: Count, write and say. - Use the flashcards to review the vocabulary in the task: - Review the words vans, ducks, ants, eggs, frogs through flashcards. - Listen - Repeat the words - Repeat then point.
14. 14 - Point to pictures in the book and say them one by one. - Ask students to listen and repeat in chorus, and groups. - Say a word for students to repeat, then point. - Join the game. - Vocabulary checking: The teacher asks students to play a small game to check vocabulary. Students have to slap the picture which the teacher calls. - Ask students to look at the pictures and count, then write - Count and write. numbers. - Call students to answer. - Answer T. 1. three red vans. 2. five yellow ducks. 3. two red ants. 4. six white eggs. 5. four green frogs. - Check answers and give feedback. - Listen to T. Task 2: Match and say
15. 15 - Ask students to look at the 4 questions and 4 answers. Then T points and say aloud, students listen and repeat in chorus, groups. - Ask SS to work in pairs and match the questions. - Listen and repeat. - Call some pairs to match. 1.c 2.b 3.a 4.d - Check their answers and give them feedback. - Work in pairs. Task 3: Write and say - Answer T. - Listen to T. - Ask students to look at 6 pictures and call the names of the commands. - Call students to fill in the blanks. 1. Don’t talk! 2. Stand up! 3. Sit down! - Answer T. 4. May I come in? 5. May I go out? - Answer T. 6. Look at the board! - Check answers and give feedback. Game: “ Doraemon puzzles” - Listen to T. (There are 6 pictures of characters in Doraemon's story. Each picture is a puzzle piece. There is 1 treasure behind the puzzle pieces. Students choose one of the pictures and answer the questions to open the puzzle pieces. Students guess the name of Doraemon’s treasure after opening all the
16. 16 puzzle pieces.) - Introduce and set game rules. - Call Ss to choose a character and answer the questions. 1. duck 2. How old are you? 3. Look at the board! 4. insect 5. What colour is it? It’s black. - Listen carefully 6. Sit down! - Play games and - Check answers and give feedback. answer T. - Guess the name of Doraemon’s treasure. - Listen to T. It’s a magic door Extra activity (10 minutes) Teacher’s activities Student’s activities - Introduce yourself - Work in pairs. - Work in pairs and introduce themselves to their friends. - Call some students to present in front of the class. - Present. - Give feedback to them. - Listen to T. _______________________________________________ REVIEW 1 Part 2. Task 1, 2, 3 Period 20 I. OBJECTIVES: 1. Knowledge: - Students will review the words related to the topic of family: grandma, grandpa, brother, mum, dad, sister, aunt, cousin, uncle, some adjectives: cool, great, short, tall, old, young, funny and the structure: This is my + noun. He/she is + adjective 2. Competences: - English competences: Students will be able to introduce and describe their family. - Common competences: Students will have the opportunity to develop communication among friends.
17. 17 3. Qualities: - Students are given opportunities to develop their love toward family. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students - Greet teacher Game: Amazing wheel - Sit in 4 groups. - Listen to the teacher carefully (There are 5 pictures and 5 words of family members. - Play game Teacher turns the amazing wheel. When the arrow points to Suggested answer: a family member, students have to say it aloud and find the 1 grandma corresponding word.) 2 cousin - Divide the class into 4 groups, choose a student from each 3 grandpa team 4 dad - Tell students how to play. 5 brother - Ask students to look and say the word. 6 me - Award the best groups 7 uncle 8 aunt 9 mom Review (20 minutes) Teacher’s activities Student’s activities Lead in: Use the game to lead in the review lesson. Task 1: Match - Use the flashcards to review the vocabulary in the task: me, brother, uncle, sister, aunt and the structure This is - Review the words my and structure through flashcards.
18. 18 - Listen - Repeat the words - Show 5 sentences in task 1 and ask students to read. - Repeat then point. - Tell them to look at the pictures and to think carefully about the words in the sentences which will help them find the answers. - Allow them enough time to complete the task alone. - Check answers. Ask volunteers to point to a picture and read out their answers. Task 2: Look and write Game: Who’s faster? - Make 6 groups - Listen to the teacher - Receive 4 word (Prepares 4 adjective cards: old, young, tall, funny. Groups cards look at the picture in task 2 on screen, discuss and stick the - Discuss and stick descriptive adjectives into the corresponding members in the picture on the board. Teacher shows the picture again and checks the answer in front of the class. Then awards the group with the most correct answer) - Check their answers - Divide the class into 6 groups - Set the game rules - Hand each group 4 word cards - Ask students to discuss and stick the descriptive adjectives into the corresponding members in the picture on the board. - Show the picture again and check in front of the class
19. 19 - Award the best groups - Look and say - Tell students to look at the picture and say what they can see. - Ask students to say the sentences in task 2, using the words in the box - Ask students to fill the missing words. - Check answers. Ask volunteers to read out their answers as sentences. Task 3: Look and say. Rabbit and turtle game: - Look and write - Check their answers Suggested answers: 1 Dad is tall 2 Look at me! I’m funny 3 Grandma is old 4 My cousin is young (Divide the class into 2 groups (rabbit and turtle). Set the context: Rabbit and turtle participate in a running competition. There are 5 questions. Students answer the questions. For each correct answer, the student goes forward 1 step. Who student can get to the finish line first will be the winner. ) - Tell students how to play the game - Do as a model - Ask students to answer the questions - Have students look at the pictures, point and say in chorus, group, pairs - Listen Suggested answers: - Look carefully 1 My dad is Jim. He’s cool. - Join to the activity 2 My mum is Jane. She’s young. 3 My sister is Amy. She’s funny. - Look and say
20. 20 4 My grandma is Laura. She’s nice. 5 My grandpa is Tim. He’s tall. Extra activity (10 minutes) Teacher’s activities Student’s activities Look and write - Ask Ss to look at the picture and write, using the structure: - Look and write This is my He/she is Suggested answers: 2 This is my brother. He is tall. 3 This is my grandpa. He is old. 4 This is my dad. He is cool Talk about your family - Work in pairs and talk about their family to their friends. - Call some students to present in front of the class. - Talk about their - Give feedback to them. family to their friends - Perform in front of the class GRADE 4 UNIT 2. MY HOME Lesson 3. Task 7, 8, 9 Period 17 I. OBJECTIVES: 1. Knowledge: - Students will revise words and phrases related to the topic House: bookshelf, rug, dining room. - Students will learn about how to pronounce /ʊ/, /n/,/r/ - Students will learn about the new structure: We have got a new bookshelf. 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 by participating in games and developing communication among friends. 3. Qualities: - Students develop a love for their home.