Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 9 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 9 - Năm học 2024-2025

1. 1 TUẦN 09 Khối 1, 3, 4 (Từ ngày 04/11/2024 đến ngày 08/11/2024) TIẾT THỨ TIẾT MễN THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 2 3D 33 Unit 3. Animals Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 3C 33 Unit 3. Animals Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books Hai 04/11 4 5 4A 33 Unit 4. Food and drinks Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4B 33 Unit 4. Food and drinks Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 4C 33 Unit 4. Food and drinks Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 1 4B 34 Unit 4. Food and drinks Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 4A 34 Unit 4. Food and drinks Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Lesson 2 - Phonics Review 1C 17 Unit 3. Colours Wonderfulworld Flashcards, TV, books 3 (1, 2, 3, 4) Ba Lesson 2 - Phonics Review 05/11 1A 17 Unit 3. Colours Wonderfulworld Flashcards, TV, books 4 (1, 2, 3, 4) 5 4B 35 Unit 4. Food and drinks Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 4D 33 Unit 4. Food and drinks Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 3D 34 Unit 3. Animals Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Lesson 2 - Phonics Review 1D 17 Unit 3. Colours Wonderfulworld Flashcards, TV, books 1 (1, 2, 3, 4) 2 Tư 06/11 3 3D 35 Unit 3. Animals Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 4 3C 34 Unit 3. Animals Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 5 4D 34 Unit 4. Food and drinks Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4C 34 Unit 4. Food and drinks Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books
2. 2 Lesson 2 - Phonics Review 1D 18 Unit 3. Colours Wonderfulworld Flashcards, TV, books 7 (1, 2, 3, 4) 1 4C 35 Unit 4. Food and drinks Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 2 3D 36 Unit 3. Animals Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 3 4A 35 Unit 4. Food and drinks Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 4B 36 Unit 4. Food and drinks Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books Năm 4 Lesson 2 - Phonics Review 07/11 1A 18 Unit 3. Colours Wonderfulworld Flashcards, TV, books 5 (1, 2, 3, 4) Lesson 2 - Phonics Review 1B 17 Unit 3. Colours Wonderfulworld Flashcards, TV, books 6 (1, 2, 3, 4) 7 3C 35 Unit 3. Animals Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books Lesson 2 - Phonics Review 1B 18 Unit 3. Colours Wonderfulworld Flashcards, TV, books 1 (1, 2, 3, 4) Lesson 2 - Phonics Review 1C 18 Unit 3. Colours Wonderfulworld Flashcards, TV, books 2 (1, 2, 3, 4) Sỏu 3 4A 36 Unit 4. Food and drinks Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 08/11 4 4D 35 Unit 4. Food and drinks Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 5 3C 36 Unit 3. Animals Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 6 4C 36 Unit 4. Food and drinks Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books 7 4D 36 Unit 4. Food and drinks Lesson 2 (7, 8, 9) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 9 (04/11 – 08/11) UNIT 3 – Lesson 2 – Phonics Review Task 1, 2, 3, 4 Period 17 I. Objectives: By the end of this lesson, students will review /ổ/ , /b/, /k/ and /d/ sounds. 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: Review IV. Procedures: Time Steps/Activities Organization Warm-up Sing The alphabet song • Teacher – - Play the alphabet song and have students listen. whole class/ 5’ - Play audio again and sing the song. individuals - Put the flashcards on the board for the letters in red (a , b , c, and d). Point to each flashcard, call out the letter's name, and have students repeat. New lesson 1.Listen and repeat. • Teacher – CD1- Track 41 whole class/ - Have students look at the pictures. individuals - Point to the pictures and say the letters' sounds. - Play audio. Have students listen and repeat the letter sounds. ( whole class/ individuals) 2. Listen and point. CD1- Track 42 • Teacher – 25’ - Have students look at the pictures. whole class/ - Demonstrate pointing to the correct letter when individuals you hear the sound. - Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound. • Teacher – 3. Put a tick (√) or a cross (x). whole class/ - Have students look at the pictures and call out the individuals beginning sounds. Demonstrate the activity using the example.
4. 4 - Have students put a tick or a cross. • Teacher- - Check answers as a whole class whole class/ 4. Play “ Magic fingers”. pair work - Have students look at the example. - Divide the class into pairs. - Have Student A draw a letter on Student B's back. - Have Student B try to guess which letter it is. - Have students swap roles and repeat. Optional activities: • Teacher- Find the letter whole class/ - Stick each letter cards (a- z) on a small plastic ball. individuals Put all the balls into a basket. - Arrange the students in two lines. - Say one of the letters ( a to d). - Have the first students in the lines race to the basket to find the ball with correct letter. - The student who finds the ball first and names it correctly gets a point for his/her team. Wrap-up Listen and tap • Teacher – - Write the letters and the words in different areas whole class on the board. - Divide the class into groups. 5’ - Invite a student from each group to go to the board. - Call out a letter sound or a word. - The students will run and slap the letter or the word on the board and say it loudly. - The fastest student will be the winner. - Repeat the activity with other students. ________________________________________ UNIT 3 – Lesson 2 – Phonics Review Task 1, 2, 3, 4 Period 18 I. Objectives: By the end of this lesson, students will review /ổ/ , /b/, /k/ and /d/ sounds. 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: Review IV. Procedures:
5. 5 Time Steps/Activities Organization Speed race - Put 4 chairs in front of the board. • Teacher – - Divide the class into 4 teams. whole class/ - Have a student from each team stand up. individuals - Put a phonics card on each chair. 5’ - Call out one of the phonics cards. - The students standing try to be the first to sit on the chair with the corresponding phonics card. - The first student to sit on the chair wins a point for his/her team. The team with the most points wins. New lesson 1. Listen and repeat. • Teacher – CD1- Track 43 whole class/ - Have students look at the pictures. individuals - Point to the pictures and say the letters' sounds. - Play audio. Have students listen and repeat the letter sounds. 2. Listen and point. CD1- Track 44 - Have students look at the pictures. • Teacher- - Demonstrate pointing to the correct letter when whole class/ you hear the sound. individuals - Play audio. Have students point to the correct picture at the top of the page when they hear the • Teacher- appropriate sound. 25’ whole class/ 3. Write the letter. individuals - Have students look at the pictures and call out the beginning sounds. Demonstrate the activity using the example. - Have students write the letters. • Teacher- - Check answers as a whole class. whole class/ 4. Play “Stepping stones” pair work - Divide the class into pairs. - Have Student A start at A and say the first letter sound or word. - Have Student B start at B and say the first letter • Teacher- sound or word. whole class/ - Have students take turns saying the letter sounds individuals or words as they go all the way around. Optional activities:
6. 6 Letter chain - Place letter cards from a to d on the board. - Ask one student to say the first letter. - Ask another student to say the next letter. - Continue with each student saying the next letter in the sequence, returning to the beginning when necessary. - Remove one letter. The class repeats the sequence, including the missing letter. - Remove one more letter each time, until students are saying the whole alphabet from their memory. Wrap-up Option 1: Pair race • Teacher – - Divide the class into two teams, each team has whole class/ some flashcards of letters a, b, c, d and pictures team work 5’ of ant, boy, door, cap. - Say Go. Two students of each team take a letter and a picture run to the board. If the letter and picture are matched. They will have one point. - Continue the game as the same way. ________________________________________________________ GRADE 3 WEEK 9 UNIT 3. ANIMALS Lesson 1. Task 4, 5, 6 Period 33 I. OBJECTIVES: 1. Knowledge: Students learn the structure That’s a and review This is a with animal vocabulary. 2. Competences: - English competences: Students will be able to use That’s a and This is a talk about animals in term of near and far distance. - Common competences: Students will have opportunity to develop their creativeness by making animal posters 3. Qualities: - Students will love animals more through learning activities II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, flashcards, track 3.3, handout - For students: A0 paper, pencil, bell III. LESSON PROCEDURE:
7. 7 Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Gold Rush Game (sts can play in teams or individually. Sts take part in the game by choosing an amount of gold. Answer the - Listen to teacher question behind. If the answer is correct, they get the gold) -Set context: Animals are in danger. You need to save - Play the game them. To save them you need a lot of money to buy them land to live on. How could you fine money? Please, join Gold Rush Team. - Choose an amount of Sts choose an amount of gold gold - Look at the picture. Say the name of the animal - Look and say - Award the player with most gold. Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 4: Listen and repeat The animals are safe now. Tomas guides you on the tour to the forest to visit them. Guess what animals he let you - Listen to teacher see first -Introduce the listening task - Guess what animal you Teach the structure That is will see Use the distance of the teacher with flashcard to teach and demonstrate the difference between This/That. - Listen and tick This is (picture: bird) (picture: dog) That is (picture: cat) (picture: rabbit) - Check with your peer Listen and tick - Play audio twice - Check with teacher - Ask sts to listen and tick - Do peer checking - Pay attention to the - Check with whole class note Note: This is / That’s - Introduce animals - Ask sts to take turn to introduce the animals Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 5: Look and say Build Bridge Game Teacher prepares 5 pictures and 5 sentences using This is / That’s arrange sts as 4 teams. Count numbers for - Listen to teacher each member of each team. Place a bell at the middle of
8. 8 the class circle. Sts choose a number, Teacher says a number, sts with that number rob the bell and make a sentence. The fastest correct answer gets the point - Set context: Animals need to pass the valley. However, - Work in teams there are no bridges for them to go. Please help them - Count numbers build a bridge by looking at the pictures and make - Listen to game equivalent sentences. instruction - Split sts into 4 teams - Look at the picture - Ask each team to count from numbers for each member - Listen to teacher - Give game instruction saying a number - Play as the sample - Rob the bell - Place a brick by clicking on it - Say the sentence - Say a number Sts rob the bell and team makes a sentence The fastest correct answer gets the point Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Task 6: Let’s talk - Make an animal poster - Ask sts to be a tour guide at the zoo - Tell friends - Ask them to make a poster of animals and introduce them to friends using This is / That’s .(remember to have sts stand in different distance when introducing the poster to use This/That meaningfully.) This is That’s Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment - Check with teacher Answer: - Check with whole class - Check with teacher - Say goodbye - Say goodbye
9. 9 UNIT 3. ANIMALS Lesson 2. Task 1, 2, 3 Period 34 I. OBJECTIVES: 1. Knowledge: Students will learn about wild animals: elephant, giraffe, lion and monkey in singular and plural form. 2. Competences: - English competences: Students will be able to recognize and pronounce names of the four animals correctly, introduce and describe them using They’re - Common competences: Students will develop their communication skill through working in groups and making animal fact file. 3. Qualities: - Students will be benevolent with wild animals. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, flashcards, track 3.4, handout - For students: A0 paper, pen, crayons III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Animal songs - Listen to teacher - Look and guess - Introduce the song - Do actions - Mime some animal actions and have sts guess what - Listen and copy animals they are - Have sts do some animal actions like jump, swing, shake, fly, sleep, wake up - Listen and copy the actions Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 1: Listen and point. Repeat - Listen to teacher - Set context: The children go exploring the forest and - Listen, look and repeat meet a new friend Tarzan. Tarzan guides the children going through the forest and see a lot of animals. However, the animals are afraid of strange human. They do not dare to appear until Tarzan calls their names. - Show the sound and the picture at the same time - Ask sts to listen, look and repeat - Check pronunciation when needed - Checking:
10. 10 Catch animal smugglers Game - Set context: on the way visit animals, Tarzan recognizes - Listen to teacher some animal smugglers. Please help Tarzan save the - Work individually animals - Guess which animals - Ask sts to work individually are blocked - Stick 4 pictures of animal on 4 corners - Tell teacher - Show 4 smugger bags - Listen to the sound - Ask sts to guess what animals is blocked in - Point and say - Ask them which animal they want to save first - Open the bags one by one - Ask sts to listen to the sound - Point to the animal and say the word aloud - The fastest hand and mouth get the point Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 2: Listen and tick -Listen to teacher - Set context: you’re going to visit an animal family. - Guess which family is Guess which family is. - Listen and check - Now. Listen and tick to check your guessing - Listen and tick - Introduce the listening task - Check with a peer - Play the audio twice - Check with teacher - Ask sts to listen and tick - Ask sts to check with a peer - Check with whole class Wildlife Reporter - Listen to teacher - Tell sts VTV is recruiting a reporter for Wildlife - Look at the picture Channel. All sts are bright candidates. - Listen and read - Show the picture in task 2 - Practise with a friend - Show the content of the audio - Report - Tell sts they are going to rehearse for an animal by - Vote for the best reporting about elephant family reporter - Have sts practice in pairs - Have elephant family report - Vote for the best reporter Task 3: Look and say Animal fact file - Teacher prepares picture of animals, colours and adjectives to describe - Arrange sts to work in groups - Hand each group a set of animal pictures - Work in groups - Ask them to make animal fact file - Take pictures
11. 11 - Guide them how to use these following words in the - Discuss and make file: animal fact file Black, white, brown, grey, yellow, orange, tall, short, small, big, nice, funny, cool, great - Give groups time to make - Do gallery walk -Do gallery walk Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Animal report -Set context: you are going to make a report after visiting - Listen to teacher the zoo. You have to make your real animal fact file to - Complete the table report by complete the table below - Report with friends Name of animals Animal information elephant Grey, big, nice - Give sts time to finish - Ask sts to report with friends - Award the most effective reporter Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment - Check with whole class - Say goodbye - Check with teacher - Say goodbye ________________________________
12. 12 UNIT 3. ANIMALS Lesson 2. Task 4, 5, 6 Period 35 I. OBJECTIVES: 1. Knowledge: Students will be able to learn the sentence patterns: These are / Those are and review the words related to animals in plural forms. 2. Competences: - English competences: Students will be able to talk about animals near and far in distance - Common competences: Students will develop their cooperative skill in composing song and making their own zoo 3. Qualities: - Students will think about animals and be nice with them II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, flashcards, track 3.6, track 3.7, handout, set of 6 pictures - For students: A0 paper, pen, crayons III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s Activities Students’ Activities Butterfly Catching Game Teacher prepares flashcards or slide to review ten - Listen to teacher animals: elephant, giraffe, lion, monkey, frog, zebra, hippo, bird, owl, tiger and this is a / that is a... Teacher splits sts into 2 teams. Name each team after - Work in two teams their favourite animal. 2 teams are going to play Butterfly - Name the teams Catching with each other. Sts choose a butterfly to catch. - Listen to the game The team can rob the flag first and answer correctly the instructions animal behind the chosen butterfly, that team gets the - Choose a butterfly point. Who catches most butterflies will be the game - Drop the flag winner. - Answer the question - Set context: two animals are having a very important contest. The animal that catches most butterflies will become the King of the majesties’ forest. - Set game rules - Play as a sample - Have teams choose a butterfly to catch - Answer the question hidden behind - Mark the team that has correct answer - Award the new king of the forest
13. 13 Activity 2: Presentation (8 minutes) Teacher’s Activities Students’ Activities Task 4: Listen and repeat Context: Alex takes us to the zoo today. He’s a good tour guide. He wants us to visit the two nicest animals at the - Listen to teacher zoo. Guess what they are. - Guess what animals are - Show the picture of Alex with two monkeys - Look, listen and repeat - Ask sts to listen and repeat - Practise saying the two - Show the picture of giraffes sentences - Ask sts to listen and repeat - Perform with friends - Ask sts to take turn to practise as a tour - Perform in front of class Listen, point then repeat. - Note how to use These are and Those are Check: Lissten, Point and Repeat. - Use the cards of animal and put in near and far distance. - Say sentences using These are/Those are... - Sts listen to T and point to animals in different distance correctly. Sts repeat after pointing. Activity 3: Practice (14 minutes) Teacher’s Activities Students’ Activities Task 5: Point and say -Ask sts to work in 8 groups - Work in 8 groups - Hand them 6 pictures in task 5 - Receive the pictures - Ask group to draw pointing hands which implicit these/ - Draw pointing hands those - Set context: Now, you are tour guides at the zoo. Take turn to show your friends the animals at the zoo. - Sts practice picking up the pictures in turn and say the - Listen to teacher sentence - Pick and say - Say BINGO when all group members have at least a - Say BINGO chance to say - Go around to provide help when needed Task 6: Listen and sing -Set context: Do you want to be animals’ friends? Do - Answer the teacher’s you want to be superman to understand what animals are questions saying? Let see what animal has the closest relationship with human. - Have sts guess the animal - Guess names of - Show the picture of monkeys. animals - Ask: what do monkeys say? - Look at the picture
14. 14 - Play the sound ooh, ooh - Say the monkey sound What animals else do you want to be their friends? - Look at the picture - Show a picture of lions - Say the lion sound - Ask: What do lions say? - Play the sound roar, roar - Read the song lyric: - Show the lyric one by one - Ask sts to listen and repeat - Model singing: -Repeat the song lyric - Tell sts if they want to understand animals and become their friends, you have to know how to sing and dance with them - Listen and act along - Show sts to pretend to act as monkeys and say - Sing and act along monkeys’sound - Join the show - Pretend to act as lions and say lions’ sound - Play the song once for sts to listen to and act along - Sing the song - Ask sts to sing and act along several times - Have monkeys and lions show in groups, in pairs Activity 4: Production (9 minutes) Teacher’s Activities Students’ Activities Animal show - Ask sts to work in 4 groups - Ask groups to find more animals and make their sound on posters - Work in 4 groups - Create new song versions - Perform in front of the class - Vote for the best performance - Give sts time to create their own song version - Groups perform their song in turns - Vote for the best performance Activity 5: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment - Check with teacher
15. 15 Answer: 1.These are monkeys. 2. That is a giraffe. 3. Those are elephant. 4. These are lions. 5. Those are rabbits. - Check with whole class - Say goodbye - Say goodbye ________________________________ UNIT 3. ANIMALS Lesson 2. Task 7, 8, 9 Period 36 I. OBJECTIVES: 1. Knowledge: Students will review grammar and vocabulary about animals
16. 16 2. Competences: - English competences: Students will be able to introduce animals properly - Common competences: Students will develop their self-study ability in joining hard activities during the lesson 3. Qualities: - Students will pretend to be animals and raise awareness about protecting animals II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, flashcards, track 3.8, handout, set of 6 pictures - For students: A0 paper, pen, crayons, personal board III. LESSON PROCEDURE: Activity 1: Warm up (7 minutes) Teacher’s Activities Students’ Activities Snow White and Seven Dwarfs Game Teacher prepares slide to review 7 animals: lions, tigers, hippo, rabbit, giraffe, elephants, monkeys, and grammar: This is a ... / That’s a / These are and Those are -Set context: Snow White and Seven Dwarfs are playing - Listen to teacher hide-and-seek. Please help Snow White find Seven - Form group Dwarfs by answering the questions. Sts look at the - Take boards and picture and write the correct letter A, B, C, D on the markers board. Raise the board and the whole group say aloud the - Listen to game sentence. instruction - Arrange sts to work in 8 groups - Watch the demo - Hand each group a personal board and marker. carefully - Set game rules - Join the game - Play as a sample - Give sts time to play the game - Award the winner Activity 2: Listening (8 minutes) Teacher’s Activities Students’ Activities Task 7: Listen and tick Pre-listening: Snow White and Seven Dwarfs invite you to visit their - Listen to teacher house. There are many animals living in their house, too. - Look at the task Snow White introduces them to you. guess what animals - Give answer are. - Listen and tick - Show the task - Check with a peer - Ask sts to guess animals living in their house - Check with teacher While listening: - Ask sts to listen and tick to check - Introduce animals
17. 17 - Ask sts to check with a peer - Check with whole class Post listening: -Ask sts to take turn introducing the animals Activity 3: Speaking (17 minutes) Teacher’s Activities Students’ Activities Task 8: Let’s play Preparation: Sts can play in teams or individually. Teacher prepares golden ears on screen. Sts choose one ear, listen to the sound of animals. Then write and say the name of the animal as fast as possible. The first correct answer will get the point. Golden Ears Game - Set context: your school is going celebrate the Golden Ears Contest to find out the Embassy for wild animals. - Listen to teacher The prize is nearly 1 million dollars. You are going to - Get the game rules take part in the contest. - Watch the sample - Set game rules carefully - Open an ear as a sample - Choose an ear - Let sts choose number of ears and play the game - Listen, write and say - Ask sts to listen and say the name of the animals 1. Sound of monkeys Picture + monkeys 2. Sound of cats Picture + cats 3. Sound of lions Picture + lions 4. Sound of elephants Picture + elephants 5. Sound of dogs Picture + dogs 6. Sound of parrots Picture + Parrots 7. Sound of birds Picture + birds 8. Sound of ducks Picture + ducks - Award the winner Let’s play: - Ask sts to work in 4 groups - Each group discuss and take turn to make the sound or act out one animal. The others guess the animal by saying aloud the sentence - The first correct answer will get the chance to sound or act - The team with the highest points wins the game Task 9: Look and say - Ask sts to work in 8 groups
18. 18 - Give each group 5 pictures in task 9 and the following - Form 4 groups background - Discuss then make sound or action - Say the sentences - Form 8 groups - Ask members of groups to take turn pick up a picture, - Receive pictures and place it in These are / Those are ... column then say the background sentence. - Practice saying in - Go around to provide help when needed group Free speaking: - Ask groups to draw their own These are .../ Those are - Draw zoo poster poster - Present drawing works - Present their posters around the class - Talk about the animals - Ask groups to talk by chance at the zoo Activity 4: Assessment (3 minutes) Teacher’s Activities Students’ Activities -Ask sts to do assessment - Do assessment Listen and number - Check with teacher Answer 1.B 2. C 3. E 4. A 5. D - Check with whole class - Say goodbye - Say goodbye GRADE 4 WEEK 9 (04/11 – 08/11) UNIT 4. FOOD AND DRINKS Lesson 1. Task 4, 5, 6 Period 33 I. OBJECTIVES:
19. 19 1. Knowledge: Students learn the quantifiers some, a 2. Competences: - English competences: Students will be able to ask and answer about whether someone would like a certain food and express the quantity of fruits using “some”, “a” - Common competences: Students will have the opportunity to develop the communicative by role play activities. 3. Qualities: - Students will be friendly and confident in communicating with friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, crayons, paper, glue - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm-up (5 minutes) Aims: To make Ss get ready for the topic Food and drink Teacher’s activities Student’s activities - Greet students - Greet teacher Game: Spelling bee game SPELLING BEE GAME 5 (There are 4 questions. Students have to spell a word of food. Students choose the jar to get the stars with each correct answer.) - Divide the class into 4 groups - Set the game rules - Sit in 4 groups - Play as a model. - Listen to the game rules - Have students play in turns. - Look - Award the best groups - Join the game Lead-in: Use the pictures of the game to lead in the new lesson. - Listen Activity 2: Presentation (8 minutes) Aims: Present new structure: Would you like .? Yes, please/ No, thanks using vocab of task 1 Teacher’s activities Student’s activities
20. 20 Listen and repeat. 1 Would you like a sandwich? 2 Would you like some vegetables? Yes, please. -No, thanks. Task 4: Listen and repeat. (Track 4.3) - Ask students to point and say the name of the food in each picture. - Use the picture to teach the quantifiers: some, a - Play the track 4.3. - Point and say: sandwich, - Play the track 4.3 again, ask students to listen and vegetable repeat in chorus, groups. - Learn the grammar - Structure checking: - Listen + Show the question: - Listen and repeat Would you like a sandwich? - Ask Ss If you want it what do they say? - Answer T’s question: - Show the answer to make sure Ss understand meaning. - Show the question: Would you like some vegetables? - If they don’t want they should say: No, thanks. -Call some pair practice ask and answer. - Ask and answer question: Activity 3: Practice (12 minutes) Aims: Controlled- practice to Free practice: to discuss and practice the model structures Teacher’s activities Student’s activities ✅❎ Look and say. 1 some spaghetti 2 an orange 3 a sandwich 4 some vegetables Task 5: Circle and say. - Show the pictures in task 5 - Ask students to look at the picture and pay attention in the symbol ❎ or ✅