Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 1 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 1 - Năm học 2024-2025

1. 1 TUẦN 01 Khối 2, 3, 5 (Từ ngày 09/09/2024 đến ngày 13/09/2024) TIẾT ĐỒ DÙNG DẠY THỨ TIẾT MÔN THỨ NỘI DUNG BÀI DẠY UDCNTT HỌC 1 5A 1 Unit 1. My family and friends Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 3 3A 1 Unit 0. Greeting Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Hai 4 3A 2 Unit 0. Greeting Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 09/09 5 5D 1 Unit 1. My family and friends Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 3B 1 Unit 0. Greeting Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 1 5C 1 Unit 1. My family and friends Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5B 1 Unit 1. My family and friends Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 5A 2 Unit 1. My family and friends Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books Ba 2C 1 10/09 4 Getting started Lesson 1 Wonderfulworld Flashcards, TV, books 5 3A 3 Unit 0. Greeting Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5D 2 Unit 1. My family and friends Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 3B 2 Unit 0. Greeting Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 1 5A 3 Unit 1. My family and friends Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 2A 1 Getting started Lesson 1 3 2B 1 Getting started Lesson 1 Wonderfulworld Flashcards, TV, books Tư 4 2C 2 Getting started Lesson 2 Wonderfulworld Flashcards, TV, books 11/09 5 5B 2 Unit 1. My family and friends Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 6 5C 2 Unit 1. My family and friends Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 2D 1 Getting started Lesson 1 Wonderfulworld Flashcards, TV, books Năm 1 5C 3 Unit 1. My family and friends Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 12/09 2 5B 3 Unit 1. My family and friends Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books
2. 2 3 5A 4 Unit 1. My family and friends Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 4 2B 2 Getting started Lesson 2 Wonderfulworld Flashcards, TV, books 5 5D 3 Unit 1. My family and friends Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5C 4 Unit 1. My family and friends Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 2A 2 Getting started Lesson 2 Wonderfulworld Flashcards, TV, books 1 3B 3 Unit 0. Greeting Lesson 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5D 4 Unit 1. My family and friends Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 5B 4 Unit 1. My family and friends Lesson 2 (4, 5, 6) Wonderfulworld Flashcards, TV, books Sáu 2D 2 13/09 4 Getting started Lesson 2 Wonderfulworld Flashcards, TV, books 5 6 3B 4 Unit 0. Greeting Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3A 4 Unit 0. Greeting Lesson 3 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 2 WEEK 1 (09/9 – 13/9) GETTING STARTED Lesson 1 – Task A, B, C, D, E Period 1 I. Objectives: By the end of this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten Structures: • How old are you? • I’m (eight). • (Open your book)! 2. Language skills Count from one to ten, and ask how old someone is. Identify and follow classroom instructions 3. Core competencies & Personal qualities • Building up interests and good habits in learning English • Building up responsive and independent-working characteristics to be a life-long learner • Presenting communicative through learning activities in classrooms • Being collaborative and supportive in teamwork 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. Procedures: Time Steps/Activities Organization 5’ Warm-up • Teacher – Say “Hello” to the whole class. whole class Ask students to give their names to get to know each other. Set the classroom rules. (E.g. Sit nicely. / Be nice. / Listen to the teacher. / Hands up. .) Option 1: • Teacher – "Simon says" game whole class Tell students they must only follow commands that start with "Simon says..." Demonstrate the game by giving the students different
4. 4 commands. If the command starts with "Simon says," students must do the action. If it doesn’t start with "Simon says," students who do the action must sit down. Have one student come to the front of the class to be "Simon." Swap roles and repeat with a new "Simon." Option 2: • Students in "Read my lips" game groups Divide the class into teams. Teacher says a sentence silently. Have the students try to guess what the sentence is. Give that team one point if it’s a correct guess. The team that gets the most points win. 25’ New lesson Sing the “Numbers Song Let's Count 1-10” (Source: • Teacher – whole class 7s) A. Listen and point. Repeat. (CD1 - track 02) Use some real things and pictures to introduce the numbers from 1 to 10. Have students listen to each new word. Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. Arrange the flashcards on the board, play audio, and point to each flashcard. Play audio again and have students point to the numbers in their books. Play audio again and have students listen and repeat several times. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed. Have students work in pairs, one of them points to the picture in the book and the other says the word. Option 1: Game: “Heads up. What's missing?” • Students in groups Divide the class into two teams. Arrange the flashcards on the board and remove one
5. 5 card when students are not looking. One student from each team calls out the missing flashcard. Option 2: • Students in Game: “Slap” groups Split the class into four teams. Have them stand in four lines. Place some cards on the board. Have four students come to the board to face off. Call out a word, e.g. seven, and have students run to the board then slap the picture and repeat the word. The winner is the student who slaps the picture at first. B. Listen and point. (CD1 – Track 03) • Teacher – Introduce the situation: “The teacher and the students whole class are asking and answering about age.” 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, ask and answer about their age. 5’ C. Sing. (CD1 – Track 04) • Teacher – Have students turn to page 70. whole class Play audio and have students listen. Read the lyrics and do actions following them. Play audio and have students listen, sing along, and do the actions. D. Point, say and do. • Teacher/ Practice (optional). Whole class/ Divide the class into two teams. groupwork Show a flashcard to the class. Have Team A ask the question and Team B answer. Swap roles and repeat. (Teacher shows a flashcard "six.") • Team A: "How old are you?" • Team B: "I'm six." Point, ask, and answer. Divide the class into pairs.
6. 6 Have Student A point to a picture and ask, have Student B answer. Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. Answer key 1. How old are you? I'm seven. 2. How old are you? I'm four. 3. How old are you? I'm ten. 4. How old are you? I'm six. 5. How old are you? I'm three. 6. How old are you? I'm five. 7. How old are you? I'm eight. 8. How old are you? I'm nine. E. Play “Magic finger”. • Teacher – Have students look at the example. whole class/ Divide the class into pairs. pairs Have Student A write a number with their finger on Student B's back and ask "How old are you?" Have Student B try to guess which number it is and answer, e.g. "I'm six." Have students swap roles and repeat. Wrap up Option 1: • Teacher/ Workbook-page 2 and 3 Whole class/ Divide the class into groups of five. groupwork Have students open their workbooks – page 2 and 3 A. What’s next? Look, read, and write the numbers. Teacher makes an example first, then have students do the remains. B. Look and write. Have students write the missing letters. C. Listen and (√) the box. (WB 02) Have students listen and put the tick the correct box. D. Look, read, and (√) the box. Have students look, read and tick the correct box. Teacher and students correct all the exercises and give stamps or stickers to the whole class. Option 2: • Teacher/ "Memory chain" game Whole class/
7. 7 Divide the class into groups. groupwork Have Student A ask Student B a question. Have Student B answer the question. Next, have Student B turn to Student C and ask the question, then have Student C answer using Student B’s answer with one extra activity. Have Student C repeat the question to the next student, and so on. If a student forgets a sentence, the group must start from Student A again. The winning group is the first one to have all members finish speaking. ____________________________________________ GETTING STARTED Lesson 2 – Task A, B, C, D, E Period 2 I. Objectives: By the end of this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: open your book, close your book, hands up, hands down Structures: (Open your book)! 2. Language skills Understand and follow simple instructions in class Ask and answer the question related to numbers (How old are you?) 3. Core competencies & Personal qualities • Building up interests and good habits in learning English • Building up responsive and independent-working characteristics to be a life- long learner • Presenting communicative skills through learning activities in classrooms • Being collaborative and supportive in teamwork II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student’s book, notebook, workbook. III. Procedures: Time Steps/Activities Organization
8. 8 5’ Warm-up • Teacher – Song: Hello, how do you do? whole class (Source: Option 1: • Students in Game: “Who is faster?” groups 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. Option 2: • Students in Game: “Whisper” groups Arrange children into rows of at least six. Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her. Children continue whispering the word to the child next to them until the word reaches the final child. The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct. 25’ New lesson A. Listen and point. Repeat. (CD1 - track 05) Use pictures to introduce classroom commands. • Teacher – Have students listen to each new word. whole class/ Have students listen to each new word and repeat all individuals together and individually. Correct student’s pronunciation if necessary. Arrange the flashcards on the board, play audio, and point to each flashcard. Play audio again and have students point to the pictures in their books. Play audio again and have students listen and repeat. Option 1: • Students in Game: “Heads up. What's missing?” groups Divide the class into two teams. Arrange the flashcards on the board and remove one card when students are not looking. One student from each team calls out the missing
9. 9 flashcard. Option 2: • Teacher – Game: “Do as I say” whole class/ Have students to do as the teacher says, not as the individuals teacher does and repeat playing the game. E.g. Teacher says, “Open your books.” but he/ she closes his/ her book. Students listen to the teacher carefully and open their books. B. Listen and point. (CD1 – Track 06) • Teacher - Introduce the situation. Whole class 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. C. Sing. (CD1 – Track 07) • Teacher - Have students turn to page 70. Whole class Play audio and have students listen. Read the lyrics and do actions following them. Play audio and have students listen, sing along, and do the actions. D. Point, say, and do. • Students in Practice (optional). groups Divide the class into two teams. Show a flashcard to the class. Have Team A call out the command and Team B do the action. Swap roles and repeat. e.g. (Teacher shows a flashcard "hands up.") • Team A: "Hands up!" • Team B put their hands up. Point, say, and do. • Teacher – Divide the class into pairs. whole class/ pairs Have Student A point and say, have Student B do the action. Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. E. Play “Simon says”. • Teacher - Have students look at the example. Whole class
10. 10 Tell students they must only follow commands that starts with "Simon says..." Demonstrate the game by giving the students different commands. If the command starts with "Simon says ”, students must do the action. If it doesn’t start with "Simon says," students who do the action must sit down. Have one student come to the front of the class to be "Simon." Swap roles and repeat with a new "Simon." Wrap up 5’ Option 1: • Teacher - Workbook-page 4 and 5 Whole class Have students open their workbooks (page 4 and 5) and choose part C (page 5) to do first. Play audio and have students listen and tick the correct box. Have students look at part A,B and D of page 4 and 5. Set up time limit by 1 minute timer bomb (source: Have students start reading and doing all parts A, B, D. When the time ends by explosion students stop doing their exercises. Have students change their workbooks together. Check understanding as a whole class and give the correct answers. Then the teacher gives stamps or stickers to the whole class. Option 2: • Students in "Pass the card" game groups Divide the class into teams. Have students from each team stand in a line. Give the first student of each team a card and say "Go." The students say the corresponding words and pass the cards over their heads to the ones behind them. Have teams continue the game until their card reaches the last person. The last student in each line races to hand their card to the teacher and says the word.
11. 11 Give the first team to name their card correctly one point. The team that gets the most points wins. ________________________________________________________ GRADE 3 WEEK 1 (09/9 – 13/9) UNIT 0. GREETING Lesson 1. Task 1, 2, 3 Period 1 I. OBJECTIVES: 1. Knowledge: Students will be able to use the words and phrases related to the topic Greetings: Hello, Hi, I’m , Nice to meet you. 2. Competences: - English competences: Students will be able to greet and introduce themselves in English. - Common competences: Students will have opportunity to develop the creativeness in making name tag and develop communication among friends. 3. Qualities: - Students will be friendly and confident in communicating with friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, ball, small pieces of papers to make name tag. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. Movement Game: Hip hip hooray - Read the instruction and do the action. - Listen and do the action + Hands up: raise 2 hands up with teacher. + Hands down: Put 2 hands down - Follow teacher if + Hip hip hooray (2 times): smack 2 hands on hips then possible. put hands to mouth when saying hooray (2 times) + Go to Wonderful World: join 2 hands and make waves then raise both hands up and wave. Lead in: Memorization game - Show flashcard of letters E L O L H to sts in 5 seconds. - Ask sts to read the letters they have seen - Look at the letters in 5 - Ask if sts know what word in English built from 5 seconds
12. 12 letter. - Read the letters - Write on the board Hello and introduce the greeting - Find out key word lesson. HELLO Activity 2: Presentation (5 minutes) Teacher’s activities Student’s activities Task 1: Listen and repeat. (Track 0.2) - Use flashcards to introduce the vocabulary and - Learn new words and structure of lesson. structures through - Say the words/sentences for sts to repeat in chorus. flashcard. - Put the flashcards in different places around the room. - Repeat the - Say a word/sentence for sts to repeat then point. words/sentences - Play the track 0.2, ask students to listen and repeat in - Repeat then point. chorus, group. - Repeat. Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 2: Say - Ask sts how many friends can they see and their - Look at the pictures and names. answer: 4. Minh, Nga, Joe - Have sts look at the bubbles and ask them to complete. and Lan. - Say the sentences: Hi. I’m Minh. Hello, Minh. I’m Nga - Have sts practice the dialogues in chorus, group, pairs. Hi, Joe. I’m Lan. Nice to Task 3: Let’s talk meet you. Game: Pass the ball - Complete the bubbles. - Play some music. - Practice the dialogues. - Ask sts to pass the ball to the next person. - Listen to the music and - When the music stops the student with the ball stands pass the ball. up and say: “Hi/Hello, I’m ” - Stand up and say. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Ask Sts to choose a name that they like then make a - Think about a name name tag and decorate it, stick on chest. (spiderman, ironman, Cinderella, Peter ), - Have Sts to stand in 2 lines facing together. make a name tag. - Ask sts of 2 lines shake hand and introduce their - Stand in 2 line and name, using practice. Hello/Hi. I’m Hello/Hi. I’m Nice to meet you. - Step to the left when - When hearing hand clapping, sts in line 1 make a step hearing hand clapping
13. 13 to the left. They meet a new friend and practice the then practice again with conversation again. new friend. Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Ask sts to do the assessment: - Do the assessment. Choose the correct answer 1. , I’m Nhung. A. Hello B. I’m Tuan 2. Hi, . A. Hello B. I’m Ana 3. I’m Thanh. . - Check with friends and A. Hello, Thanh B. Nice to meet you then with teacher and - Check in pair then whole class. whole class. - Say goodbye. - Say goodbye ____________________________ UNIT 0. GREETING Lesson 1. Task 4, 5, 6 Period 2 I. OBJECTIVES: 1. Knowledge: Revise the functional language: Hello. I’m ...; Hi, Ana. I’m .; Nice to meet you. Learn new functional language: How are you? I’m fine. Thank you.; Bye./Goodbye. 2. Competences: - English competences: Students will be able to greet and introduce themselves in English. - Common competences: Students will have opportunity to develop the creativeness and think creatively and critically with the speaking task. 3. Qualities: - Students will be a good listener and well-behaved in communicating with friends and others. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, ball, small pieces of papers to make puppets. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities
14. 14 - Greet students. - Greet teacher. Movement Game: Hip hip hooray + Hands up: raise 2 hands up - Listen and do the action + Hands down: Put 2 hands down with teacher. + Hip hip hooray (2 times): smack 2 hands on hips then - Follow teacher if put hands to mouth when saying hooray (2 times) possible. + Go to Wonderful World: join 2 hands and make waves then raise both hands up and wave. Review: Let’s chant! - Say the chant and do the action. Hi, I’m Ana. (wave hand, put hand in front of chess) - Do the actions with the Hello, I’m Tomas. (wave hand, put hand in front of whole class, then chess) individual work. Nice to meet you. (Shake hands) - Pair work for the Nice to meet you, too. (Shake hands back) introducing chant. Lead in: Ask 2 sts come to the board and say the chant. Then Say the chant lead to the lesson with sentences: individually. Hi, ______ How are you? A pair come to the board I’m ______, thank you. and do the action. Activity 2: Presentation (7 minutes) Teacher’s activities Student’s activities Task 4: Listen and repeat. (Track 0.3) - Use flashcards to introduce the new vocabularies and structures of lesson. - Learn new words and How are you? – I’m fine. Thank you. structures through Bye. flashcard. Goodbye. - Repeat the - Say the words/sentences for sts to repeat in words/sentences chorus. - Put the flashcards in different places around the room. - Repeat then point. - Say a word/sentence for sts to repeat then point. Play the track 0.3, ask students to listen and repeat in - Listen and repeat (whole chorus, group. class, group, individual). Activity 3: Practice (13 minutes) Teacher’s activities Student’s activities Task 5: Say - Ask sts how many friends can they see and their - Look at the pictures and names. answer: 4. Minh, Nga, Joe
15. 15 - Have sts look at the bubbles and ask them to complete. and Lan. - Say the sentences: Hi. I’m Minh. Hello, Minh. I’m Nga Hi, Joe. I’m Lan. Nice to meet you. - Have sts practice the dialogues in chorus, group, pairs. Bye, Lan. - Go over the activity. Ask children to say sentences Goodbye, Joe. about different pictures in their classroom, pointing to - Complete the bubbles. them. - Practice the dialogues. Ask volunteers to say the complete dialogues in front of the class. - volunteers come to the Game: whispering! front and say the complete - Let sts stand in lines of 5-6. Say a sentence for them to dialogues. whisper one by one, from the top the back. The last one - Whole class/group work. will say out loud the sentence. Activity 4: Production (7 minutes) Teacher’s activities Student’s activities Game: Role play Situation 1: - Group work. A new member of an English club come to the club. - Sts role play. Practice Practice the greeting and goodbye. the greeting and goodbye. Situation 2: - Sts role play. Practice 2 new classmates meet at the school the first time. the greeting and goodbye. Practice the greeting and goodbye. Ask some sts to come to the front to role play for the - Some groups present in class. front of the class. Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities Ask sts to say and respond. - Do the assessment. - Check with friends and then with teacher and whole class. - Spin the wheel and do - Game: Spin, say and do action! action to review the
16. 16 lesson. ________________________________ UNIT 0. GREETING Lesson 2. Task 1, 2, 3 Period 3 I. OBJECTIVES: 1. Knowledge: Learn some classroom instructions: Stand up, Sit down, Look at the board, May I come in?, Don’t talk., May I go out? 2. Competences: - English competences: Students will be able to listen and follow some classroom instructions. - Common competences: Students will have opportunity to develop the Self-control & independent learning. 3. Qualities: - 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, a TV screen (can be made of paper) for the Game: Who says it fast? - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up and review (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. Movement Game: Dance and stop! Play the music and let sts dance. When music stops, sts - Listen and dance. have to stand still. Who can make it (stand still) is the - Stop moving when the winner. music stops. Who loses: Come to the board: - Some sts come to the Say the names, greet the teacher and classmates board. (review), then do the stand up, sit down 5 times (lead in). - Introduce names, greet Review: the teacher and Say the names, greet the teacher and classmates. classmates. Lead in: - Do the actions with the The ones who loses the game must do the “stand up, sit whole class, then down” 5 times, then teacher leads to the new lesson. introduce the lesson. Activity 2: Presentation (7 minutes) Teacher’s activities Student’s activities Task 1: Listen and repeat. (Track 0.5)
17. 17 Use flashcards to introduce the vocabulary and structure of lesson. - Learn new words and Stand up structures through Sit down flashcard. Look at the board May I come in? Don’t talk. May I go out? Tell the students to look at the pictures and pay - Repeat the attention to the actions that the pictures illustrate. words/sentences Play the recording and tell students to listen and point at the corresponding pictures. Play the recording again, - Repeat then point. pause after each instruction/ sentence and ask students to repeat it. - Listen and repeat (whole • Ask volunteers to say all the instructions/sentences class, group, individual). with Game: Who says it fast? Divide the class into 2 teams. One student from each team takes turn to play the game. - One student from each Pictures/flash cards are showed on the screen (put it in team comes to play the to a paper TV to make it more interesting). Who says it game. fast will get points. Activity 3: Practice (8 minutes) Teacher’s activities Student’s activities Task 2: Match and say Ask students to look at the words in the two columns and tell them they have to match the words. Ask students to look at the example 1 – b and read it - Look at the the two aloud. columns, read and find Ask students to work in pairs to match the words and pairs to match. take turns to say the words. Check answers and ask volunteers to say the matched - Pair work words. - Say the words. Game: Let’s make it! This game can be played in two teams (example: team A and B). 1 student from team A, say a word from the left. The student from team B must say the left of it. Who can say - Team work it fast gets a point for his/her team. Activity 4: Production (10 minutes) Teacher’s activities Student’s activities Task 3: Let’s play! - Game: Simon says
18. 18 Tell students they are going to play a game called Listen to the rules of “Simon says”. game. Ask students to look at the picture and the prompt. Read out the prompt and ask students to repeat. Explain to students that in this game, one student will be Simon. When Simon calls out an action, all the other students have to do it. Any student who fails to do the Play the game. correct action will lose the game. Play one round with the whole class to make sure students understand the rules. Appoint one student to be Simon and ask the class to play together. Allow different students to be Simon and play the game Come to the boear and do again. with Simon Activity 5: Assessment (5 minutes) Teacher’s activities Student’s activities Game: Look and guess - Do the assessment. Use 9 covering pictures (with numbers 1-9) to cover flashcards. Reveal the covering pictures one by one (sts choose the numbers) until sts can guess what the - Team work. flashcard is. This game can be played in teams. Read and complete Individual work/pair work. Sing a song and say Good bye song. goodbye. ________________________________ UNIT 0. GREETING Lesson 3. Task 1, 2, 3 Period 4 I. OBJECTIVES: 1. Knowledge: - Learn the colours: red, blue, black, green, white, orange - Learn how to ask and answer about colours: What colour is it? It’s .
19. 19 2. Competences: - English competences: Students will be able to ask and answer about colours in English. - Common competences: Students will have opportunity to develop the Communication skills & independent learning. 3. Qualities: - Students will be responsible and confident in communicating in the classroom with friends and others. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards, paper balloons to teach colours, objects (or crayons) to do the activity “Let’s play”, pictures for sts to colour in Let’s colour! - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up and review (5 minutes) Teacher’s activities Student’s activities - Greet students. - Greet teacher. - Listen, chant and dance. Chant Go, go, banana to warm up and energize the - Do the action with the class. chant. Review: Say the classroom instructions (practice in front of the - Some sts come to the class). board to say the chant. Stand up Sit down Look at the board May I come in? Don’t talk. May I go out? Lead in: - Follow the teacher. Show the picture of nature (without colour), for the students to see. Then show the real colour one by one to - Do the actions with the lead into the lesson: colours. Life is so beautiful with whole class. colours. Activity 2: Presentation (7 minutes) Teacher’s activities Student’s activities Task 1: Listen and repeat. (Track 0.6) - Introduce the colours one by one: red, blue, black, - Learn new words and green, white, orange. Use balloons to teach colours. structures through (ppt or paper balloons) flashcard/ppt.
20. 20 - Play the recording and ask students to point to the - Repeat the words in their books. Play the recording again and ask words/sentences students to repeat what they hear. Do this as a class a few times. Then ask volunteers to repeat on their own. - Repeat then point. -Ask volunteers to say in front of the class. - Listen and repeat (whole Game: What’s missing? class, group, individual). Divide the class into 4 teams. One student from each - Individual/team work team takes turn to play the game. - One student from each Pictures/flash cards are showed on the screen, one team comes to play the picture is hidden. Those who can find it and say it fast game. will get points. - Group work. Activity 3: Practice (8 minutes) Teacher’s activities Students’ activities Task 2: Listen and repeat. Then point and say (Track 0.7) - Tell students to look at the first picture and the prompts. Tell them they are going to learn how to ask - Look at the the pictures. and answer about colours. What colour is it? It’s . - Follow the question and - Play the recording and ask students to follow the answer. question and answer as they listen. - Play the recording again and ask students to repeat what they hear. Do this as a class a few times. Then ask - Listen and repeat. volunteers to repeat on their own. - Ask students to look at the other five pictures and elicit the colours (blue, black, green, white, orange). - Ask students to work in pairs to practise asking and answering questions about those five pictures. Tell them to point at the pictures as they speak. - Pair work - Ask volunteers to ask and answer questions about colours in front of the class. Game: Choose and say! -Ask and answer Divide class into 2 groups. questions about colours in Do the rock, scissors, paper. Who wins will ask, who front of the class. looses has to answer the question. Sts choose an ice cream with a number below (from 1 to 6), it will show a picture. One student asks and the other - Group work answers. Give points for those who do it well. Activity 4: Production (10 minutes) Teacher’s activities Student’s activities