Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 7 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 7 - Năm học 2024-2025

1. 1 TUẦN 07 Khối 1, 3, 4 (Từ ngày 21/10/2024 đến ngày 25/10/2024) TIẾT THỨ TIẾT MÔN THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 2 3D 25 Unit 2. My school Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 3C 25 Unit 2. My school Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Hai 4 21/10 5 4A 25 Unit 3. On the farm Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4B 25 Unit 3. On the farm Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 4C 25 Unit 3. On the farm Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 4B 26 Unit 3. On the farm Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 4A 26 Unit 3. On the farm Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 1C 13 Review 1 Task A, B Wonderfulworld Flashcards, TV, books Ba 4 1A 13 Review 1 Task A, B Wonderfulworld Flashcards, TV, books 22/10 5 4B 27 Unit 3. On the farm Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4D 25 Review 1 Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3D 26 Unit 2. My school Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 1 1D 13 Review 1 Task A, B Wonderfulworld Flashcards, TV, books 2 3 3D 27 Unit 2. My school Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books Tư 4 3C 26 Unit 2. My school Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 23/10 5 4D 26 Unit 3. On the farm Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4C 26 Unit 3. On the farm Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 1D 14 Review 2 Task A, B Wonderfulworld Flashcards, TV, books
2. 2 1 4C 27 Unit 3. On the farm Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 2 3D 28 Unit 2. My school Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 4A 27 Unit 3. On the farm Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books Năm 4 4B 28 Unit 3. On the farm Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 24/10 5 1A 14 Review 2 Task A, B Wonderfulworld Flashcards, TV, books 6 1B 13 Review 1 Task A, B Wonderfulworld Flashcards, TV, books 7 3C 27 Unit 2. My school Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 1B 14 Review 2 Task A, B Wonderfulworld Flashcards, TV, books 2 1C 14 Review 2 Task A, B Wonderfulworld Flashcards, TV, books 3 4A 28 Unit 3. On the farm Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu 4 4D 27 Unit 3. On the farm Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 25/10 5 3C 28 Unit 2. My school Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4C 28 Unit 3. On the farm Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 4D 28 Unit 3. On the farm Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 7 (21/10 – 25/10) REVIEW 1 – Task A, B Period 13 I. Objectives: By the end of this lesson, students will introducing 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: review father, mother, brother, sister. Structures: This is my (brother). IV. Procedures: Steps/Activities Organization Warm-up & Review - Review. Singing. Have students sing the songs of letters ‘c’ and ‘d’ Teacher – whole class/ again. students Have them sing and make the gestures of a cap or a door. Teacher – whole class Have some students sing and make the gestures. . New lesson A- Listen and circle (A or B). (10’) 1. Pre-listening: Have students look at the pictures. Teacher – whole class/ Point to each person in the pictures and have students students call out 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 example.  Have students listen and circle. 3. Post-listening: Check the answers as a whole class. 4. Post-listening: Point at each person in the picture and have students say "This is my mother/...". 5. Post-listening: Have some students demonstrate the Teacher - students in activity in front of the class. pairs B- Play "Stepping Stones": (10')
4. 4 1. Divide the class into pairs. 2. Have Student A start at A and say the first sentence. Teacher - Students in 3. Have Student B start at B and say the first sentence. groups 4. Have students take turns saying the sentences and go all the way round. 5. Have some pairs demonstrate the activity in front of the class. Activity: (5’) (optional) Play the game “Whispering”. Choose 2 groups of the same number of students. Have students make 2 lines. Teacher whispers a word to the 2 students at the back of the lines. These students then whisper the word to the 2 students standing right in front of them. This is repeated until the word reaches the 2 students at the front of the lines. The 2 students at the front of the lines call out the word and the 2 students at the back hold up the flashcard to see whether the word is correct. The 2 students at the front of the lines move to the back of the lines. T repeats the activity with other words. Wrap-up - Option 1: Review. Play ‘Family'. Teacher - students in Have students work in groups of 5. groups Have 1 student from each group introduce other members as their family members. E.g. This is my father/ mother/ brother/ sister. Have students swap roles and repeat. Have some groups demonstrate the activity in Teacher - students/ front of class. individuals ________________________________ REVIEW 2 – Task A, B Period 14 I. Objectives: By the end of this lesson, students will review identifying 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:
5. 5 Vocabulary: review pencil, bag, book. Structures: It’s a (pencil). 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. Play the game “Family Jumble”. Teacher – students in Mix the flashcards of Unit 1 - lessons 1 and 3. groups Put them on a table in front of the class. Divide the students into two teams. Invite a student from each group to go to the board. Teacher – whole class Say a word and have the students race to find the flashcard. New lesson A- Listen and circle (A or B). (10’) 1. Pre-listening: Have students look at the pictures. Teacher – whole class/ Point to each object in the pictures and have students students call out the objects they see. 2. While-listening:  Play audio and have students look at the picture and objects.  Demonstrate the activity by pointing at the example.  Have students listen and circle. 6. Post-listening: Check the answers as a whole class. 7. Post-listening: Point at each object in the picture and have students say "It's a bag/...". 8. Post-listening: Have some students demonstrate the Teacher - students in activity in front of the class. pairs C- Play "Guess the picture": (10') 1. Have students look at the example. 2. Divide the class into 2 teams. 3. Have a student stand facing away from the board and stick a flashcard on the board behind him/her. Teacher - Students in 4. Have the student try to guess the answer without pairs looking at the flashcard. 5. Give that team 1 point if it's a correct guess. 6. Have teams take turns. Activity: (5’) (optional)
6. 6 Running dictation Stick some pictures ( bag, book, pencil) on the walls in the class. Have students work in pairs. One runs and find the pictures around him/ her, then turn back to his pair and tell what he/ she has seen. E. g It’s a pencil. His/ Her friend writes down the word he/ she has heard. E. g pencil. Wrap-up - Option 1: Review. Pictionary. Teacher - students in Have students work in pairs. pairs Give each child a piece of paper. Have children draw a part of a classroom object on the paper as quickly as possible, then pass their drawings to their partners and ask “A Teacher - individuals/ what?’ The partner responds ‘A pencil’. whole class Have students continue the game. ________________________________________________________ GRADE 3 WEEK 7 (21/10 – 25/10) UNIT 2. MY SCHOOL Lesson 2. Task 1, 2, 3 Period 25 I. OBJECTIVES: 1. Knowledge: Students will learn the words related to the topic School: board, chair, clock, desk and revise the structure It’s 2. Competences: - English competences: Students will be able to talk about the things in the classroom - Common competences: Students will have opportunity to develop the solving problem in doing tasks and cooperation among teammates 3. Qualities: - Students will be responsible in studying II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, flashcards, audio track 2.4, track 2.5, handouts, sets of words/ phrases - For students: handout, pen. III. LESSON PROCEDURE:
7. 7 Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Greet sts Greet teacher Game: Lucky Star -Sit with a peer (sts can play the game both in teams and whole class. T - Listen carefully prepares 9 questions to review 9 words: teacher, student, blue, orange, white, pink, classroom, lesson, Take handouts homework. While playing, sts choose a star and answer Write the answer the key answer behind each star. Open the present box, Stick final answer on the sts will see the point they get. The team or a person board owns the highest point win the game) Check with teacher Extensional Activity: Word game (Create a Word game with 9 words: teacher, student, blue, orange, white, pink, classroom, lesson, homework, at the front of each word, there is a picture as the clue. Sts look at the picture and the number of word letters. Then guess and write the letters in each blank) Set sts to play with a peer Give game instructions: Look at the pictures, count the word letters, write the words) Deliver pairs handouts/ ask pairs to write answer on paper Give sts time to finish the words Guide sts to stick their work on the board when finishing Check with whole class The first one will get the point Activity 2: Presentation (10 minutes) Teacher’s Activities Students’ Activities Lead in -Set context: a thief entered our school and took many - Listen to teacher things away. A superman is helping the police catch the - Guess the things stolen thief. Guess what the thief stole. - Listen to the audio Task 1. Listen and point. Repeat - Do action and repeat - Place the board, chair, clock, desk in line in front of class. - Play audio for sts to listen - As they listen, do the action dragging the string toward the thing side. - Repeat the words
8. 8 - Repeat in turn after the audio Minigame: Take the things back Context: Do you want the thief to give the stolen things back? If you want to take the things back for your school, you have to repeat the name of things correctly. - Play minigame Ask sts to play role as the policeman Listen carefully and Say the words sts repeat. Pay attention to check their repeat pronunciation if needed Say the words for friends Ask sts to take turn say the words, the others repeat in to repeat chorus, in groups Activity 3: Practice (10 minutes) Teacher’s Activities Students’ Activities Task 2: Listen and tick Pre-listening: - Read the text - Show the text on screen - Guess the answers - Ask sts to read and guess the answer - Take the answer sheet - Collect the suitable answer on the board - Hand sts the answer sheet While listening: - Ask sts to listen and tick - Play the audio twice - Listen and tick - Have sts do cross-check - Do cross-check - Play audio again and check with whole class - Check with teacher Post listening: - Show the text and the picture - Ask sts to listen and repeat sentence by sentence - Listen and repeat - Ask sts to pretend acting as a reporter - Act and say Jumble sentences Teacher prepares many words/ phrases: It’s (double quantity) board, chair, clock, classroom, desk, lesson, great, cool, funny, red, brown, black, green, purple. Then put them as sets in the envelops/bags. Split sts into 8 groups Ask them to choose the words/ phrases to make sentences Do a demo Let sts time to do Guide sts do do gallery walk Task 3. Look at the photo in 2. Say Ask sts to look at the picture and talk to their friends about the classroom
9. 9 Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities My Classroom Fact File -Look at the real -Ask sts to look at their real classroom classroom - Fill in the information The classroom great The desks brown The chairs - Write the information The clocks The girl The boy The teacher The board Others -Talk - Talk with friends Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities Read and match - Look and read -Show the picture of a classroom and sentences 1. It’s a board. 2. It’s a clock. 3. It’s a chair. 4. It’s a desk. - Match the sentence with 5. He’s a teacher. the right things 6. She’s a tudent. - Check with teacher - Ask sts to do assessment - Check with whole class - Goodbye ________________________________ UNIT 2. MY SCHOOL Lesson 2. Task 4, 5, 6 Period 26 I. OBJECTIVES: 1. Knowledge: Students will learn the sentence pattern We’re / They’re and review vocabularies related to topic school. 2. Competences: - English competences: Students will be able to introduce people/things in school.
10. 10 - Common competences: Students will have opportunity to develop the autonomy in self -study and creativeness in composing songs 3. Qualities: - Students will be confident in working with friends. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, flashcards, music, audio track 2.6, track 2.7, pictures, handout. - For students: A0 paper, pen. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Greet sts Greet teacher Game: Magic Wheel - Listen to teacher (sts play in teams. Screen with 9 numbers and a Magic - Watch the demo carefully Wheel with points, boom, minus point, plus point on. - Play the game Sts tick-tac-toe and choose a number. The team gives - Spin the wheel to get the the correct answer first will have chance to spin the point wheel and get the point) - Arrange the class into 4 teams - Set the rules - Play as a model first - Have teams tick-tac-toe in turn - Let the winner choose a number - Ring the bell to say the answer The first answer takes turn to spin the Magic Wheel Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 4: Listen and circle -Listen to the teacher Lead -in: Aladdin wants to get the magic lamp from carefully the uncle. He locks the magic lamp with some sound. - Look and read Please help him to open the password by circling the - Listen and circle correct sound. - Check with teacher Show the task: 1.We’re students. They are students. 2. We’re teachers They’re teachers. 3. We’re desks. They’re desks.
11. 11 -Ask sts to listen and circle - Play the audio twice - Pretend to open the key while checking - Give explanation on the grammar points we’re/they’re with plural form Listen and repeat - Listen and repeat Play the audio one by one - Listen to the number then Ask sts to listen and repeat several times say the sentence Say the number (1,2,3 or 4) for sts to say the sentence - Take turn to say numbers out loud and sentences Change the role for sts saying number and sentence Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 5: Look and say - Listen to the teacher’s Fast speed Game instruction - Split sts into 8 teams - Look and pick - Give instruction: Look at the words, pick up the - Say the sentences equivalent pictures - Hand sts a set of pictures - Ask the fastest team to say out loud the sentence. - Give point for each correct answer Spinning - Ask teams to take out a pen - Show them how to do the activity: spin the pen to -Play spinning game with decide the teammate who takes turn to pick up a teammates picture and say the sentences. Continue playing until the end Task 6: Listen and sing -Set context by the given picture, let sts guess the song - Guess the song melody melody that they’re singing - Play the audio once for sts to check the melody - Listen to the song - Show the lyric one by one - Ask sts listen and repeat - Listen and repeat - Play the audio again for sts to sing along - Have singing contest - Join the singing contest Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Song composer - Read the lyric - Have sts look at the lyric again - Sit in groups - Ask sts to form groups - Receive A0 paper - Give each group a A0 paper - Compose version for the
12. 12 - Ask groups to create new versions for the song song - Let sts perform their own songs - Perform in front of the - Vote for the best Song composer class Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do the assessment -Do the assessment Read and draw 1. They’re desks. 2. They’re clocks. 3. We’re students. 4. We’re teachers. - Go around and check sts’ understanding - Goodbye -Say “goodbye” ________________________________ UNIT 2. MY SCHOOL Lesson 2. Task 7, 8, 9 Period 27 I. OBJECTIVES: 1. Knowledge: Students can use properly the words related to the topic School: boards, chairs, clocks, desks, classrooms, students, teachers, colours and some adjectives: cool, great, nice, funny 2. Competences: - English competences: Students will be able to use plural form + are / Singular form + is - Common competences: Students will have opportunity to develop the cooperation in working in groups and creativeness in drawing classroom picture 3. Qualities: - Students will be helpful in working with friends and other people around. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, unscramble cards, - For students: personal board, marker, paper, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities KIDS DANCE Unscramble Words Game Sts can play in groups or individually. Prepare slides/pictures/ unscramble letters to review Boards, students, pencils, pen, desks, black, white, blue, cool,
13. 13 great. T gradually shows the unscramble words pictures as their hints. Sts write the answer on their personal board/paper. Then board up and say aloud the word. The fastest correct answer will get the point. - Listen to the game -Set context: Little Baby Boss lost his mom. Please instruction help him find his mom - Look at the letters and the - Give game instruction picture/sound - Show unscramble words one in a time - Reorder the letters into a - Let sts time play correct word - The team/person that gets the highest score is the - Board up and say the winner word aloud Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 7: Listen and tick -Set context: (The baby lost his toy on the way searching for his Mom. Can you guess what toy he lost? Let’s find the answer by solving the listening task. The task as below) Show the task - Listen to the teacher - Read and guess answer with students carefully - Give the guessing answer on the board - Ask sts to listen and check whether their guesses are - Read and give the correct guessing answer - Ask sts to listen and tick - Play audio twice - Listen and tick - Ask sts to give their answer as they heard - Ask sts to check with a peer. Then check with teacher - Check with a peer. Then - Note: explain the key grammar point: plural form + with teacher are / singular form + is / - Show the lost toy = a Super Robot and check their - Check the lost toy prediction at the context - Award the correct guessing - Receive award Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 8: Read and say Spinning Game (Teacher prepares a wheel with phrases: chairs/ white, -Listen to the teacher students/ cool, teacher/ great, classroom/ nice, desks/ carefully green. Sts can play in teams/whole class. Teacher
14. 14 shows the wheel and spin. Sts as fast as possible make the sentences on pieces of paper. The fastest team/person gets point and a chance to spin for the next round.) Set game rules - Spin the wheel Do a model - Read and make sentences Let sts time to spin and play the game - Check with teacher by Award the winner of the game saying the sentences aloud. Read and say Ask sts to work in 8 groups Vote for the group’s leader -Form groups Ask groups to place backside the 5 sentences they - Vote for the leader have just written in Spinning game in the middle. - Place the sentences Make a sample with a group (pick up a sentence in backside random, read and say aloud. Then face it back) - Pick a sentence and say Give groups time to practice under the leader’s control aloud until everyone has a chance to say Go around to support when needed Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Task 9: Draw, write and say Show the picture in the task to set context Ask sts some questions: What can you see in the -Listen to the teacher picture? What is it? - Look at the picture and Show sample writing: It’s my classroom. She’s my answer the questions teacher. Let sts time to draw their own picture - Draw and write about Ask them to write the information under the picture. your classroom picture Do Window shopping talk: Ask a half of the class to stand around the classroom - Do window shopping talk as a shop assistant. Others go shopping around. The shop assistant holds the picture and talks. After a minute, ask them to change the role. Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities Ask sts to do assessment Do the assessment Reorder the words: 1.They/ chairs./ are 2. It/ a/ is/ clock.
15. 15 3. He/ teacher/ is/ a 4. We’re/ nice. students./ are/ we Check with whole class Check Say goodbye Say goodbye ________________________________ UNIT 2. MY SCHOOL Lesson 3. Task 1, 2, 3 Period 28 I. OBJECTIVES: 1. Knowledge: Students can use words related to the topic School things: pen, pencil, ruler, rubber, book and review structure They’re 2. Competences: - English competences: Students will be able to talk about school things - Common competences: Students will have opportunity to develop autonomy in doing things 3. Qualities: - Students will be more responsible in working with school things. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, track 2.9, flashcards, handout - For students: personal board, marker, paper, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Good morning song - Stand up - Look, listen and copy the -Ask sts to stand freely actions - Do some actions as model before dancing: - Listen and dance - Walking, hop, run, stop - Play video, sts look, listen and dance along twice Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 1: Listen and point. Repeat - Set context: A UFO entered the earth last night. It brought many gifts to the earth in the spaceship. Can you guess what they are? Do you want to get the gifts? If you want to, listen and try to repeat correctly the name of the gifts -Listen to the teacher - Lead sts to guess in eagerly - Guess the gifts - Show the picture one by one - Listen and repeat
16. 16 - Ask sts to listen and repeat - Ask sts to stand in a circle around the classroom - Have 5 sts hold 5 flashcards each standing in different places - Say out loud the word, sts point to the equivalent picture - Ask each st to take turn and say the words, others point and repeat - Make a big circle Action Game - Hold flashcards (Sts can play the game in groups or individually. - Listen and point to the Teacher stands in front and say a word (pen), sts do correct picture the action (= writing action), sts take turn to say the - Change the role as teacher words several times then change the role. 1 student/ a group does action, others guess and say the word. The first group/person that gives correct word/ action has opportunity to act/ say) - Give game instruction - Do a demo - Listen to the teacher - Let sts play the game carefully - Observe and correct mistakes when needed - Play action game Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 2: Listen and match -Set context: An alien wants to visit the earth and play -Listen to the teacher with you. But he can not go out of the spaceship - Listen and match because it has password. Please help him to open the - Check with friends password by: Listen and match - Check with teacher Answer: 1.b 2.a -Check the password with pairs. Then with teacher Role play: - Show the content of the listening task - Ask sts to listen and repeat the dialogue -Practice the dialogue in - Ask them to practice in role role - Take turn to act out the dialogue - Act out Task 3. Look and say My school thing poster - Ask sts to create a school things poster - Ask sts to work in 4 groups - Hand each groups a set of pictures in task 3
17. 17 - Guide sts to stick pictures in the paper to make a - Form 4 groups poster - Receive pictures - Ask them to write the words to describe those school - Make poster things: (great/ nice/ short/ pink/ blue/ orange/ red/ - Write descriptive words black ) - Join gallery walk - Ask sts to take turn to talk - Guide sts to do gallery walk Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities My school things - Take out your school - Ask sts to take out their own school things things - Guide them to make some notes with their things - Write descriptive words - Give sts time to talk to friends abour their school Talk with friends things - Go around to help when needed Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment - Check with teacher Answer 1. rubbers 2. rulers 3. pens 4. books 5. pencils - Check with whole class - Say goodbye - Goodbye GRADE 4 WEEK 7 (21/10 – 25/10) UNIT 3. ON THE FARM Lesson 2. Task 1, 2, 3 Period 25 I. OBJECTIVES: 1. Knowledge: Students will learn words about some body parts of animals: hands, fur, legs, tail, wings
18. 18 2. Competences: - English competences: Students will be able to identify some body parts of animals. - Common competences: Students will have the opportunity to develop their communication skills through working in groups and making animal fact files. 3. Qualities: - Students will be benevolent with animals. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, flashcards, handout, track 3.4, track 3.5 - For students: pens, A4 paper, crayons, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) a. Aim: Review the knowledge of the previous lesson by playing a song; introducing some activities to get ready for the lesson. Teacher’s Activities Students’ Activities b. Procedure - Greet the students. - Divide the class into 4 teams. - Greet the teacher. Play the video : WHAT DO YOU SEE ? - Choose the team name. Ask : What do you see in the song? - Look and sing along. Link: Introduce the song - Show the part of the animal and ask Ss “ What can - Listen to teacher you see?” and ask “ What is it?” in order to elicit the - Look content about the body parts of the animals. - Guess and say the words such as wings, legs, and tail - Mime some animal actions and have sts guess what animals they are - Do actions - Listen and copy the actions. - Listen and copy
19. 19 Activity 2: Presentation (8 minutes) a. Aim: Present some body parts of animals; guiding them how to listen and remember words. Teacher’s Activities Students’ Activities b. Procedure - Show the pictures and then play the recording. Tell students to look at the pictures and follow the sentences - Look and guess. with their fingers. - Look. - Play the recording again. Ask students to repeat. Tell - Repeat. students to look at the pictures, play the recording for students to listen and point to the correct pictures. - Ideas: T use the gesture or the body language to mime - Ss repeat vocabulary and the parts of the body ( show the hands, make the arms use actions copying the fly like wings, ..) and say the words. teacher. - Show pictures and do some actions for each one getting the S to copy. - Chorally drill and repeat - Get each team to say words and sentences individually chants to help them retain as well as the whole class. the vocabulary and Award teams with stars. pronunciation. Activity 3: Practice (10 minutes) a. Aims : Controlled - Practice to read and say the body parts of animals. Teacher’s Activities Students’ Activities b. Procedure Task 2.Listen and Read. Tick. Set the context: take Sts to visit the farm of the dad and - Listen and tick the son. Then, listen to the dialogue between them. Ask Sts to listen and tick the correct answer: 3, Look and Say
20. 20 Play the game “GOLD MINER” and choose the pictures. Then look at the pictures and prompts and say. If they can say correctly, you can get gold, or If not ( - Choose , answer. minus STARS ) Keys: - Look. 1. cows/ long tails We’ve got some cows. They’ve got long tails. - Say. 2. rabbits/ short tails We’ve got some rabbits. They’ve got short tails. 3. sheep/ white fur We’ve got some sheep. They’ve got white fur. 4. chickens/ small wings We’ve got some chickens. They’ve got small wings. 5. horses/ long legs We’ve got some horses. They’ve got long legs. Activity 4: Production (9 minutes) a. Aims : Apply the learned knowledge - words of the parts of animals to make a report: Animal fact file. Teacher’s Activities Students’ Activities b. Procedure Animal report -Set context: you are going to make a report after - Listen to the teacher visiting the farm. You have to make your real animal fact file to report by completing the table below - Complete the table - Give sts time to finish - Report with friends - Ask sts to report with friends - Award the most effective reporter Activity 5: Assessment (3 minutes) a. Aims : Consolidate the content of the lesson. Teacher’s Activities Students’ Activities b. Procedure Let Ss do the assessment. - Do the assessment - Check with the teacher