Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 8 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 8 - Năm học 2024-2025

1. 1 TUẦN 08 Khối 1, 3, 4 (Từ ngày 28/10/2024 đến ngày 01/11/2024) TIẾ MÔ TIẾT THỨ T N THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 2 3D 29 Unit 2. My school Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 3C 29 Unit 2. My school Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books Hai 4 28/10 5 4A 29 Unit 3. On the farm Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4B 29 Unit 3. On the farm Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 4C 29 Unit 3. On the farm Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 1 4B 30 Unit 3. On the farm Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 2 4A 30 Unit 3. On the farm Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 3 1C 15 Unit 3. Colours Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Ba 4 1A 15 Unit 3. Colours Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 29/10 Funtime and project 4B 31 Unit 3. On the farm Wonderfulworld Flashcards, TV, books 5 (1, 2) 6 4D 29 Unit 3. On the farm Lesson 3 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 3D 30 Unit 2. My school Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 1 1D 15 Unit 3. Colours Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 2 Funtime and project Tư 3D 31 Unit 2. My school Wonderfulworld Flashcards, TV, books 3 (1, 2, 3) 30/10 4 3C 30 Unit 2. My school Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 5 4D 30 Unit 3. On the farm Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4C 30 Unit 3. On the farm Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books
2. 2 7 1D 16 Unit 3. Colours Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books Funtime and project 4C 31 Unit 3. On the farm Wonderfulworld Flashcards, TV, books 1 (1, 2) 2 3D 32 Unit 3. Animals Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Funtime and project 4A 31 Unit 3. On the farm Wonderfulworld Flashcards, TV, books Năm 3 (1, 2) 31/10 4 4B 32 Unit 4. Food and drinks Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 5 1A 16 Unit 3. Colours Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 6 1B 15 Unit 3. Colours Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Funtime and project 3C 31 Unit 2. My school Wonderfulworld Flashcards, TV, books 7 (1, 2, 3) 1 1B 16 Unit 3. Colours Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 2 1C 16 Unit 3. Colours Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 3 4A 32 Unit 4. Food and drinks Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu Funtime and project 4D 31 Unit 3. On the farm Wonderfulworld Flashcards, TV, books 01/11 4 (1, 2) 5 3C 32 Unit 3. Animals Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4C 32 Unit 4. Food and drinks Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 4D 32 Unit 4. Food and drinks Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 8 (28/10 – 01/11) UNIT 3 – Lesson 1 (A, B, C) Period 15 I. Objectives: By the end of this lesson, students can name the basic colors. II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. III. Languages focus: Vocabulary: red, yellow, blue Structure : It’s (red). IV. Procedures: Time Steps/Activities Organization Warm-up Guessing game Teacher – - Students work in groups. whole class/ - Show a half of a picture of a school thing. groupwork/ 5’ - Students work in groups to try to guess what object in the individuals picture is. - The students who gives a correct guessing will get one point. New lesson A- Listen and point. Repeat. Teacher – CD1- Track 38 whole class/ - Use flashcards, crayons or colored pencils to introduce individuals the new words: red, yellow, blue - Have students listen to each new word. - Have students listen to each new word and repeat all together and individually. Correct student’s 25’ pronunciation if it’s necessary. - Arrange the flashcards on the board. Play audio and have students listen and point to the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point to them individually and have students say the words, correct Teacher- pronunciation when needed. whole class/
4. 4 - Have students work in pairs, one of them points to the groupwork/ picture in the book and the other says the word. individuals - Have students hold up their crayons/ colored pencil that is red, yellow or blue and say that color. Optional activities: Slap - Divide the class into four teams and have each team Teacher-whole make a line. class/ - Stick flashcards on the board. individuals/ - Say a word. E.g. ‘red’. The first student from each team pair work runs to the board and slap the correct picture. - Give one point for the correct and fastest student. - Continue the game. B- Listen and point. CD1- Track 39 - Have students look at the picture, identify details (if they can) and colors in the picture. - Introduce the situation. - Play audio and have students look at the picture. - Demonstrate the activity by pointing to the new vocabulary items. - Play audio. Have students listen and point. - Have students work in pairs, one point to the color and one say it out loud. C- Sing. CD1- Track 40 - Have students turn to page 68. - Read the lyrics as a whole class. - Play audio and have students listen. - Play audio again and have students listen and sing along. Wrap-up Option 1: Quick flash Teacher –  Use the flashcards of the three colors students have learnt. whole class 5’  Show each card very quickly and then hide it again. Ask the class to call out the words of the picture they have seen. Have students make a sentence with that word. ________________________________
5. 5 UNIT 3 – Lesson 1 (D, E) Period 16 I. Objectives: By the end of this lesson, II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. III. Languages focus: Vocabulary: red, yellow, blue Structures : It’s (red). IV. Procedures: Time Steps/Activities Organization Warm-up Option 1: Clap, jump and hop Teacher – - Set a rule about three colors of the previous whole class 5’ lesson: Red- clap, Yellow – jump, Blue - hop - Play the audio of track 40. Have students listen and act out when they hear the color. New lesson D- Point and say. Teacher – - Have students look at the pictures and identify the whole class/ things. Ask them to tell the colors. individuals - Divide the class into pairs. - Have Student A point to the pictures and Student B say, e.g. "It's red." Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. 25’ Optional activities Option 1: - Show a flashcard to the class. Teacher- - Have students practice the structure using the new whole class/ word. individuals - Repeat with other flashcards. e.g. (Teacher shows flashcard "red.") • Class: "It's red."
6. 6 E- Play “ Find the color” - Have students work in groups of four. - Have students look at the example. - Have students take turns coming to the front of the class and give some examples. - Have the other students try to find objects that are the same color and say the sentence. Wrap-up Option 1: Spelling game Teacher –  Divide the class into two teams and play a spelling whole class/ game. Write the words red, yellow, blue on the teamwork 5’ board with one of the letters missing. Hold up the relevant card. Children shout out the word and the missing letter.  Teams take turns. Award a point for each correct answer. ________________________________________________________
7. 7 GRADE 3 WEEK 8 (28/10 – 01/11) UNIT 2. MY SCHOOL Lesson 3. Task 4, 5, 6 Period 29 I. OBJECTIVES: 1. Knowledge: Students will learn the structure Are you ?/ Are they ? and review words related to the topic school. 2. Competences: - English competences: Students will be able to ask and answer about their school - Common competences: Students will have opportunity to develop communication in working with friends 3. Qualities: - Students will be benevolent in adapting concept about Alien II. EQUIPMENT AND MATERIALS: - For Teacher: PP, track 2.11, Word set, 6 bells, worksheet - For students: student books, notebooks, pens. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Game: Penguins find the way home Arrange sts to play in 8 groups. Teacher hands each group a set of vocabulary: pen, pencil, book, rubber, ruler, student, teacher, clock. There are 8 little penguins hanging out far away from home. They play happily on ice with each other. It’s getting dark, -Sit in 8 circles however; they can not remember the way home. - Listen to the teacher Please help each penguin find the way home by press on each penguin’s picture, answer the question behind. - Receive the words Sts look at the picture on screen and as fast as possible - Watch the demo carefully pick up the equivalent word and group says it aloud. If the answer is correct, you save that penguin. Set sts as 8 groups - Choose a penguin to save Give game instruction Hand each group a set of words Choose a penguin to play as a demo - Pick up the word and say The first correct team will get a chance to choose the it aloud next penguin Award the winner that has highest score
8. 8 Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 4: Listen and repeat -Set context: Your Alien wants to visit your school on - Listen to teacher earth. However, he doesn’t know any things about it. - Look at the picture and He asks you so many questions whenever he meets guess the question one by anyone or anything. Guess what he asks. Then listen one and check the question. How you answer. - Listen and check - Show the picture one by one - Give response to Alien’s - Ask sts to guess the Alien’s question question - Show answer with audio sound - Listen and check. Then - Sts repeat the questions repeat - Ask them to answer the Alien - Show answer to check - Ask sts to repeat - Continue until the end of the four pictures Checking: Play role - Divide class into 2 big groups One group will take a role of an Alien and one will be school teachers/ students - Let sts Tick-tac-toe to choose their favourite role - Fix the role duty: alien asks, the other answers - Ask sts to play in 2 big groups several times - Have pairs ask and answer -Tick-tac-toe - Stick star on the board for each team after a correct - Play role asking and answering - Ask and answer in groups - Explain the grammar point: - Ask and answer in pairs Are you ?/ Are they .. - Listen and make notes on I’m not = I am not lesson grammar points aren’t = are not Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 5: Point and ask Ring the Bell Game -Split sts into 6 teams. Give each team a bell to ring. - Form 6 teams Teacher shows the pictures of: 1. teacher, 2. Students, - Get the bells 3. rubbers, 4. chairs, 5. pencils, 6. books, 7. pens, 8. - Look at the pictures and rulers on the board at a time. numbers carefully - Show the phrases one by one: - Look at the words 1.you/teacher - Ring the bell to take
9. 9 2. they/ books answer chances 3. they/ students 4. they/chairs 5. they/ pencils 6. They/ clocks 7. they/ pens 8. they/ rubbers - Sts look at the words and the number on each picture - Ring the bell to take the opportunity to ask the question - The first ringing bell asks questions. Others answer - Have sts continue playing - Give 5 points for each correct questions, 3 points for a correct answer - Award the winner Look, ask and answer Show the picture in task 5 with some changes on it Ask sts to work in pairs Hand them a set of words 1.you/teacher 2. they/ books - Look at the picture, 3. they/ students numbers on things 4. they/chairs carefully 5. they/ pencils - Receive the words 6. They/ clocks 7. they/ pens 8. they/ rubbers 9. they/rulers - Ask pairs to play Rock-scissors-paper. - The winner picks up the words and asks. The other answers. - Play rock-scissors-paper - Go around to help when needed - Ask-answer-keep those - The person gets most words win the game words as private Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Task 6: Let’s talk Miming Game -Ask sts to work in pairs - Work in pairs - Have one st act out as school things - Act - The other guesses by asking question: are they ? - Ask question
10. 10 - The actor answers Yes, they are/ No, they aren’t. - Answer Yes/ No -Change the role after 2 minutes - Change the role - The one guesses most things correctly in time gets stickers from teacher Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment Look, read and circle - Check with teacher Answer 1. a 2. b 3. b 4. a 5. a - Check with whole class - Say goodbye - Goodbye ________________________________ UNIT 2. MY SCHOOL Lesson 3. Task 7, 8, 9 Period 30 I. OBJECTIVES: 1. Knowledge: Students will learn how to pronounce properly the sound /k/ and /u/ separately or in words. 2. Competences: - English competences: Students will be able to pronounce words with sound /k/ and /u/ in normal saying. - Common competences: Students will have opportunity to develop language skill in working with friends 3. Qualities: - Students will be hard-working in their self-study II. EQUIPMENT AND MATERIALS: - For Teacher: PP, 6 sentences, magnets, worksheet - For students: pens, piece of paper III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes)
11. 11 Teacher’s Activities Students’ Activities School things song - Listen to the introduction - Introduce the song - Do actions - Ask sts to copy some actions from the dance: - Look and dance Pick up, write your name, put down, touch - Play the video - Sts listen, do action along Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 7: Listen and repeat -Set context: a Pirate wants to move on land. While - Listen to teacher moving, he’s got hiccups. So he releases a very strange sound /k/,/k/,/k/ (play video of /k/ sound, three - Guess the sounds times, let sts repeat the /k/ sound. If he keeps making - Listen and repeat the 2 hiccups, police will recognize him on land. Can you sounds guess how he controls the hiccups (sts guess ) He makes a very cool sound. Play the video of /u/ sound for sts to listen and repeat several times - Form 2 groups - Split sts into two big groups. - Pretend to be the pirate - Ask one group to pretend the hiccupped pirate and and imitate the sounds one is controlled pirate - Guide sts to take turn imitate the /k/ and /u/ sound correctly to save the pirate on land. The pirate brings lots of things in his suitcase on land. (Let sts guess which things he brings). Open the - Guess the things suitcase and take out: desk, clock, book, toy duck, all of them are black. - Look, listen and repeat - Ask sts to listen to the sound of things ad repeat. Pay attention on /k/ sound. He wants to go to some places on land. (Have sts guess the places) - Show the picture school, classroom with desks in turn with sound for sts to listen and repeat. - Guess the places - Ask sts to look at the desks in the classroom - Look, listen and repeat - Ask how the desks are - Play audio: The desks are cool - Ask sts to listen and repeat - Checking: - Check - Look and match. Then say the sounds and words to Answer: friends Desk k a School oo d Cool oo f
12. 12 Clock k b Classroom oo e Book k c Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 8: Listen and chant - Show the picture to set context: the pirate has come - Look at the picture to visit a classroom and saw a lot of amazing desks. - Listen to the teacher When looking at the desks he said (ask sts what he - Guess what he says said) - Listen and repeat - Show the first part of the chant one by one K k k! Desk, desk,desk They’re desks. - Ask sts to look at the desks and ask how they are (sts guess: they’re brown, funny,nice, cool.._ - Show the rest part: Oo, oo, oo - Look at the picture and Cool, cool,cool! say how the desks are They’re cool. - Listen and repeat They’re desk. And they’re cool. - As showing, ask sts to listen, read and repeat - Play the chant one for sts to listen - Play again, ask sts to listen and chant along - Have chant contest in groups, in pairs - Listen to the chant Task 9: Look and say - Listen and chant Stick the board game Teacher prepares some sentences: - Join chant contest 1. The clocks are black. 2. My school is cool. 3. The desks are in the classroom. 4. The books are red 5. The boards are cool 6. Look at the clock. -Form groups - Ask sts to work in 4 groups - Listen to teacher
13. 13 - Give instruction: T shows the pictures on the screen, and you look at the pictures, pick up the right sentence and stick on the board as fast and possible. Read that - Look at the pictures sentence aloud and you get the point. - Show pictures one by one - Pick the equivalent - Ask sts to pick up the equivalent sentence and stick sentence on the board. - Run to the board and stick - Ask groups to read the sentence out loud - Read the sentence out - Give groups points loud - Award the team with most point at the end Name game: - Hand each group the set of pictures in Stick the board game - Receive pictures - Ask sts to write their name on a piece of paper and - Write your name put it in a box - Choose a name - Sts in turn choose a name, pick a picture and say the - Pick a picture sentence. - Say the sentence - Provide help when needed Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities My Phonics Corner - Sit in groups - Ask sts to work in groups - Ask them to discuss and make their own wordlist k oo - Discuss and write words -Groups take turn to say out loud the words content k or oo sound. The group having most words wins the - Say words aloud game. Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities - Ask sts to do assessment - Do assessment - Look and circle the correct sound - Check with teacher Answer 1. k 2. oo
14. 14 3. k 4. k 5. oo 6. oo - Goodbye - Check with whole class - Say goodbye ________________________________ UNIT 2. MY SCHOOL Fun time and project: Task 1, 2 Period 31 I. OBJECTIVES: 1. Knowledge: Students review all vocabulary and grammars about school 2. Competences: - English competences: Students will be able to talk about their classroom confidently - Common competences: Students will have opportunity to develop creativeness skill in drawing picture of their dream classroom 3. Qualities: Students will have opportunity to think about their classroom therefore increasing sts’ awareness of keeping it nice. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, flags, stickers - For students: pens, crayon, A4 paper, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Lucky Money Game - Show an animate picture about Tet. Ask sts what do - Listen to teacher they like about Tet. - Share ideas - Arrange sts to form 6 groups - Give instruction: Choose a red envelop, look at the - Form 6 groups picture and raise flag to have chance make sentence - Listen to the instruction with it. The acceptable answer can have the amount of money behind the picture. - Hand each group flags - Get the flag
15. 15 - Choose a red envelop to play as a sample - Choose a red envelop - Have groups play game - Play the game - Write the amount of lucky money for each group on the board Activity 2: Practice (10 minutes) Teacher’s Activities Students’ Activities Task 1: Game: Find and circle - Show the platform of the task - Set context: You’re going to have Tet festival at - Listen to teacher school. To get the ticket for the festival, you have to solve the puzzle as fast as possible. Then read the hidden words out loud. The first team that finish wins - Form groups the ticket. - Listen to the game - Ask sts to work in groups instruction - Give game instruction: look at the picture, circle the equivalent words - Look and circle - Give sts time to play the game - Do cross check - Have sts do cross-check - Check with teacher by - Check with whole class by saying words aloud saying aloud - Award the fastest team with most correct answer - Get award ticket Activity 3: Project (20 minutes) Teacher’s Activities Students’ Activities Introduction: You are going to be the school head teacher. But before taking that very important position, - Listen to teacher you have to show your talent to the School Council. - List things to put in dream Your duty is to design your dream classroom. classroom Vocabulary preparation - Share with friends - Ask sts to list the things to put in dream classroom - Decide where to put - Share some ideas with whole class using: things in the classroom It’s a - Draw your dream He’s a.. classroom She’s a They’re .. - Ask sts put their things in classroom frame - Draw the dream classroom School’s got talent -Ask sts to move around to talk about their dream -Talk about your dream classroom in 3 minutes classroom - Vote for a School Council - Talk in front of School - Choose Sts’ names in random to present their dream Council
16. 16 classroom to the School Council - Vote for the best speaker - Vote for the best presenter - Award the new school head teacher Goodbye Song - Stand up - Ask sts to stand up - Look and copy actions - Ask them to do some actions as in the song - Listen, sing and do - Play the song - Sts sing and do actions ________________________________ UNIT 3. ANIMALS Lesson 1. Task 1, 2, 3 Period 32 I. OBJECTIVES: 1. Knowledge: Students will learn words related to animals: bird, cat, dog, fish, rabbit and review the structure It’s 2. Competences: - English competences: Students will be able to introduce some animals as pets properly - Common competences: Students will have opportunity to develop creativeness in drawing their favourite animals 3. Qualities: - Students will be benevolent with animals II. EQUIPMENT AND MATERIALS: - For Teacher: PP, flashcards, handout, track 3.1, track 3.2 - For students: pens, A4 paper, crayons, III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Animals song Ask sts to watch and copy the actions for fun What is the song about? Show tranh Unit Opener Ask: What animal is it? (Funny burrowing owl) Ask: What animals do you like? What colour is your favourite animal? Ask sts: look at the UO and tick the colours you see
17. 17 Check answer with whole class Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 1. Listen and point. Repeat Tomas’ Zoo Listen to teacher Set context: Tomas family has opened a mini zoo in Guess the animals the garden named: Tomas’ Zoo. There are a lot of Listen, repeat and mime animals in his zoo. They are hiding behind the Magic Listen to the sound cage. Guess the animals Show the big cage Listen, repeat and mime Have sts guess what they are in the big cage. Join miming game Show each animal one by one Look at the picture Ask sts to look, listen and repeat Do action Make the clue more interesting by animal sounds Say the animal Guide sts to listen, repeat and do action Change role Checking: Miming Game Set sts playing game in 3 groups One actor comes in front T shows picture is an animal The actor acts, others say the animal. The first mouth wins the point Pass the actor role to another member Change the role of actor and speaker for fun. Award the groups with most points Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 2: Listen and tick Set context: Listen to teacher Ask sts: Do you want to visit Tomas’ Zoo? Let’s go. Guess the animal Which animal do you want to see at Tomas’ Zoo first? Say how it is Guess how it is? Listen and tick Listen and tick which animal and how it is. Do peer checking Show the listening task: Check with teacher Listen to teacher Guess the animal, its colour, what it likes Play audio twice eating/playing Ask sts to listen and tick Look at the picture
18. 18 Ask sts to do peer checking Check your guessing Check with whole class Listen and repeat Role play Act out Set context: you’re going to meet that cat. Guess its Vote for the best colour, what it likes eating. What it likes playing. performance Show the picture of the cats Check sts guessing Play audio one by one with the dialogue Ask sts to listen and repeat Act out the dialogue as Sophie and Tomas Vote for the best acting and speaking Task 3: Look and say Look and match Ask sts to work in pairs Work in pairs Deliver each pair a handout designed with 5 animals in Receive handout task 3 and 12 words: blue, yellow, red, brown, black, Look, read and match white, green, orange, nice, cool, funny, great Talk about the information Ask sts to look at the pictures of animals and match as in the handout with the words (Note: There are more than one option) Change the role Guide sts to do speaking task: one will be listener, one will be speaker Ask speaker to talk about the handout result to a listener Change the role of speaker and listener Go around and offer help when needed Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities My favourite pet Draw and colour Ask sts to draw, colour their favourite animal Make a pet gallery Make a pet gallery Join gallery walk Do gallery walk Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment -Do the assessment - Check with teacher Answer:
19. 19 - Check with class - Say goodbye -Goodbye GRADE 4 WEEK 8 (28/10 – 01/11) UNIT 3. ON THE FARM Lesson 3. Task 4, 5, 6 Period 29 I. OBJECTIVES: 1. Knowledge: Students will rehearse words and phrases related to the topic On The Farm: animals, field, fruit, plant. 2. Competences: - English competences: Students will be able to use new grammar structure: Have you got? - Common competences: Students will have the opportunity to develop the fluency in describing farms and animals related to the topic with friends. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, handout, track 3.11. - For students: pens, Student’s book. III. LESSON PROCEDURE: Activity 1: Warm-up (5 minutes) Aim: Welcome students, help them engage in the class with an exciting puzzle. Teacher’s Activities Students’ Activities Warm-up: The Tom and Jerry Puzzle. - Make the words. - The teacher shows the picture with actions and let the - Raise hands and speak students rehearse the vocabulary with the game. out loud. - Each character comes with letters that students must raise hands to answer. - Repeat the words for the class.
20. 20 Activity 2: Presentation (5 minutes) Aim: Practice the structures by saying out loud and communicate in groups. Teacher’s Activities Students’ Activities Task 4: Listen and repeat. (Track 3.11) To begin, αsk students to look αt αnd underline the - Listen and repeat after sentence "Hαve we got animals on our fαrm?" in Αctivity the teacher. 2. Tell them thαt it's the wαy to αsk if someone hαs got something in English αnd todαy they αre going to leαrn more αbout how to mαke questions like this. • Tell students to look αt the pictures αnd the sentences. • Plαy the recording. Tell students to look αt the pictures αnd follow the sentences with their fingers. • Plαy the recording αgαin. Αsk students to repeαt. • Αsk students to repeαt the sentences. Let them know thαt this αctivity is linked to the next αctivity. Activity 3: Practice (13 minutes) Aim: Rehearse the structures learnt in the previous activity by roleplaying and making new examples by themselves. Teacher’s Activities Students’ Activities Task 5: Look and say. - Let Sts choose the pictures and ask them to make - Listen and read. Role dialogues to practice the words and the sentences. play as assigned by the - Divide the class into two groups to roleplay and read the teacher. dialogue again. - Repeat the mispelled - Let the students practice with a partner. words if necessary. - Read the dialogue with a partner Task 6: Let’s talk. • Tell students to look αt the picture. Let them know thαt they will be tαlking αbout the αnimαls on the fαrm in the picture. • Tell students to look αt αnd the exαmple. • Reαd out the sentences αnd αsk students to repeαt. • Αsk one or two students to reαd out the sentence αgαin. • Αsk students to work in pαirs to build up similar