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

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

1. 1 TUẦN 05 Khối 2, 3, 5 (Từ ngày 07/10/2024 đến ngày 11/10/2024) TIẾT ĐỒ DÙNG DẠY THỨ TIẾT MÔN NỘI DUNG BÀI DẠY UDCNTT THỨ HỌC Fun time and project 1 5A 17 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (1, 2, 3) 2 3 3A 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books Hai Fun time and project 4 3A 18 Unit 1. Family Wonderfulworld Flashcards, TV, books 07/10 (1, 2) Fun time and project 5 5D 17 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (1, 2, 3) 6 3B 17 Unit 2. My home Lesson 3 (7, 8, 9) Wonderfulworld Flashcards, TV, books 7 Fun time and project 1 5C 17 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (1, 2, 3) Fun time and project 2 5B 17 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (1, 2, 3) Fun time and project 3 5A 18 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books Ba (4, 5) 08/10 4 2C 9 Unit 1. Feelings Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 5 3A 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Fun time and project 6 5D 18 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (4, 5) Fun time and project 7 3B 18 Unit 1. Family Wonderfulworld Flashcards, TV, books (1, 2) Tư 1 5A 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books
2. 2 09/10 2 2A 9 Unit 1. Feelings Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 3 2B 9 Unit 1. Feelings Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 4 2C 10 Unit 2. Shapes Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Fun time and project 5 5B 18 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (4, 5) Fun time and project 6 5C 18 Unit 2. My favourite things Wonderfulworld Flashcards, TV, books (4, 5) 7 2D 9 Unit 1. Feelings Lesson 3 (D, E) Wonderfulworld Flashcards, TV, books 1 5C 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5B 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 5A 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Năm 4 2B 10 Unit 2. Shapes Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 10/10 5 5D 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5C 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 2A 10 Unit 2. Shapes Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 1 3B 19 Review 1 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5D 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 5B 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu 4 2D 10 Unit 2. Shapes Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 11/10 5 6 3B 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3A 20 Review 1 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 2 WEEK 5 (From 7/10 to 11/10) UNIT 1: FEELINGS Lesson 3 – Task D, E Period 9 I. Objectives: After completing this lesson, students will be able to gain the following: 1. Knowledge + Vocabulary: scared, bored, hungry, thirsty + Structures: (Minh)'s (thirsty). What's your name? - My name's (Vinh). 2. Language skills Talk about how other people feel and ask someone his/her name. 3. Core competencies & Personal qualities - Building up interests and good habits in learning English - Building up awareness of taking care of others in their family or community - Being collaborative and supportive in teamwork - Building up responsive and independent-working characteristics to be a life-long learner 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 Sing “How are you?”(Feelings) song Teacher – whole (source: class "Musical dictation" game - Divide the class into teams. - Have the teacher write the sentence in wrong order Teacher – whole (E.g. thirsty/Minh’s/.) class/ groupwork - Have each team take out a pencil and a piece of paper. - Play some music and have teams pass their pencil from one student to the next within the group. - When the music stops, the students who have just received the pencil write down on their paper what the teacher has dictated to them. - Give the first team to write the sentence in correct
4. 4 order one point. - The team that gets the most points wins. 25’ New lesson D. 1. Listen and read. (CD1 – Track 26) - Introduce the situation. Teacher – whole - Have students call out the people they can see. class/ individuals - Play audio and have students listen and read. 2. Listen and repeat. (CD1 - Track 27) - Have students look at the useful language box. Teacher – whole - Play audio. Have students listen to the useful class/ pair work language. - Have students practice the useful language. "Hot seat" game - Divide the class into teams. Teacher – whole - Have a student from each team sit on the chair facing class/ groupwork the classroom with the board behind them. - Teacher writes a word on the board. - Have the other students describe the word. - Give the first team to guess correctly one point. The team that gets the most points wins. E. Play the "Chain" game. - Have students look at the example. Teacher – whole - Divide the class into groups of four. class/ individuals - Have the students stand up. - Have Student A turn to Student B and ask the question, then have Student B answer. - Next, have Student B turn to Student C and ask the question, then have Student C answer. - Continue until all students have practiced. - Have some groups demonstrate the activity in front of the class. Workbook - page 13 C. Listen and (√) the box. - Have students look at exercise C page 13, identify all pictures and guess the answers . Teacher – whole - Play audio. Have students listen and tick the correct class/ individuals box. - Have students listen and check the answers. D. Look, read, and (√) the box. - Have students look, read and tick the correct box.
5. 5 E. Look, trace, and draw lines. - Have students look at the pictures, read the question and answers, then trace the answers and draw lines. - Check understanding part C, D, E as a whole class and give the correct answers to the students. 5’ Wrap up “Musical chairs” game - Have students sit on their seats. Teacher – whole - Play music and ask them to move around. class/ pair work - Take away two chairs and suddenly stop music. Have students sit on any chairs. The two students who have Teacher – whole no chairs to sit on will make questions and answers. class/ groupwork E.g. + Student A: What’s your name? + Student B: My name is (Vinh). - Swap roles and continue. __________________________________ UNIT 2: SHAPES Lesson 1 – Task A, B, C Period 10 I. Objectives: After completing this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: circle, square, rectangle, triangle Structures: What shape is it? - It's a (triangle). 2. Language skills Ask and answer about the shape of objects 3. Core competencies & Personal qualities - Building up interests and good habits in learning English - Being collaborative and supportive in teamwork - Building up responsive and independent-working characteristics to be a life-long learner - Demonstrating problem-solving skills through learning activities 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
6. 6 5’ Warm-up Sing “How are you?” (Feelings) song Teacher – whole (Source: class Play “Pass the balls” game - Give two different colored balls to two students, a red ball (ask the question) and a yellow ball (answer Teacher – whole the question). class/ pair work - Have students listen to music and pass the balls. - Stop music suddenly. - Have the student with a red ball make a question for the child who has yellow ball. E.g Student with the red ball will ask “What’s your name?” The child with the yellow ball will answer his/ her friend’s question “My name is (Vinh).”. 25’ New lesson Sing the song “What shape is it?” Teacher – whole (source: class A. Listen and point. Repeat. (CD1 - Track 28) - Use some pictures to introduce the shapes (circle, Teacher – whole square, rectangle, triangle). class/ individuals/ - Have students listen to each new word. pair work - 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. -Have students work in pairs, one points to the shapes and one says the words. Swap roles and continue. Teacher – whole Play "Heads up. What's missing?" game class/ groupwork - 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 flashcard
7. 7 B. Listen and point. (CD1 – Track 29) - Introduce the situation. Bill and Sue are asking and answering about shapes. Teacher – Whole - Play audio and have students look at the picture. class/ pair work - Demonstrate the activity by pointing to the new vocabulary items. - Play audio. Have students listen and point. - Have students work in pairs and play roles of the conversations, using all words of part A. C. Sing. (CD1 – Track 30) - Have students turn to page 70. - Play audio and have students listen. Teacher – whole - Read the lyrics and do actions following them. class/ groupwork - Play audio and have students listen, sing along, and do the actions. - Divide the class into two groups, one sings the questions and one sings and draw in the air the answers. Workbook page 14 A. Look, read, and put a (√) or a (x) - Have students open their Workbooks page 14 and have them look at the pictures and read the works, Teacher – whole then put a tick or a cross. class B. Look, write, and draw lines. - Teacher makes a first example to guide students how to do the task. - Have students look, write and draw lines. 5’ Wrap up Throw the dice - Put children in pairs. Each pair has a die with the numbers 1–6. - Number the sentences like the list below: Teacher – whole 1.Draw a triangle. class/ pair work 2.Draw a rectangle. 3.Draw a square. 4.Draw a circle. 5.Draw your favorite shape. 6.Draw a circle and a square. Children take turns throwing the die, draw the shape, then ask and answer the question.
8. 8 E.g. - Student 1: What shape is it? - Student 2: It's a circle. GRADE 3 UNIT 1. FAMILY Lesson 3. Task 7, 8, 9 Period 17 I. OBJECTIVES: 1. Knowledge: - Review words of family members - Focus on the pronunciation of the sounds of s and sh. 2. Competences: - English competences: Students will be able to use the grammar structure and sounds learnt in the lesson to practice saying sentences. - Common competences: Students will will be friendly and confident in communicating with friends. 3. Qualities: - Students will respect their family and learn some first steps to take care of family members. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, printed handouts/ pieces of papers - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Activity 1: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students. - Great teacher. Movement Game: Sing and dance along Sing or say, “Head, shoulders, knees and toes,” as follows: - Enjoy the activity. “Head, shoulders, knees and toes, knees and toes. Head, shoulders, knees and toes, knees and toes. Eyes and ears, and mouth and nose. Head, shoulders, knees and toes, knees and toes.” Have the children touch the body part as it is named. Start off slowly and increase speed as you sing it over and over. Lead in: Family tree -Divide class into 2 teams-Boys and Girls -Let the sts look at the family tree and choose the correct
9. 9 answers to get points. - Enjoy the game Activity 2: Presentation (8 minutes) Teacher’s activities Student’s activities Task 7: Listen and repeat. (Track 1.12) -Write s on the board. Ask students to say the name of this letter. Then write seven on the board. Ask students to - Follow the teacher’s pronounce the sound for s in the word. instruction. -Write sh on the board. Ask students to say these letters. Then write short on the board. -Say the letters. -Ask students to pronounce the sound for sh in the word. -Pronounce both sounds again and show students how they are different from each other. Point to each word on the board and ask students to practise the sounds with you. - Practice saying the -Play the recordings and tell students to repeat the words letters and words. and the sentences, paying attention to the correct pronunciation of s and sh. Game: Listen and choose! Divide the class into 2 teams. Each student from each team come to the board and choose the corret answer. Play the recording and let the sts tick on the correct one. Play game: group This can be played as “slap the board game”: Teacher says a work. word/sound for sts to slap to the correct one. Activity 3: Practice (10 minutes) Teacher’s activities Student’s activities Task 8: Listen and chant. (Track 1.13) -Tell students they are going to learn a chant. Explain to - Listen to the teacher. students that the chant uses the sounds they have just learnt. -Play the recording and tell students to listen and follow the words with their fingers. -Read out the chant one line at a time and ask students to -Point and repeat. repeat after you. -Play the recording again. Encourage students to chant along. Practise several times until students are familiar with the words and sounds. -Ask students to practise the chant individually, and then in -Chant along. pairs or in groups. For example, one group chants the first verse, and the other group chants the second verse. Ask some volunteers to chant (optional). -Practice in pairs. Task 9: Say it! -Ask students to look at the sentences. Tell them to pay attention to the sounds s and sh in each word.
10. 10 -Read out the words with s and sh and ask students to -Listen to the teacher. repeat. -Ask students to work in pairs and say the sentences, paying attention to the correct pronunciation of s and sh. -Read out loud. -Ask volunteers to say the sentences in front of the class. Game: Look and guess. Then say! - Practice saying the Divide the class into four teams. A student from each team sentences. come to the front and play the game. Teacher shows a picture which is hidden. Sts look and guess -Present. what it is. Then say the sentence. Who can make it will get points for the team. - Play the game. Activity 4: Production (9 minutes) Teacher’s activities Student’s activities - Divide the class into 4 groups. -T turns on the music while the sts move around. -Sts move around the class and ask their friends write more given words of “sh” and ”s” and write in the worksheet. -Enjoy te game and -Sts have to freeze when the music stops and continue when practice writing the music is on. words. - Count the words and let the sts read their own’s word. - Correct pronunciation if any. - Count and say the words. Activity 5: Assessment (3 minutes) Teacher’s activities Student’s activities - Find and circle: - Find and circle. Sts look at the letters then find the words. - Say the words out Ask sts to say them out loud. (individual, group, whole class loud. work.
11. 11 -Say goodbye - Say goodbye. _____________________________________ UNIT 1. FAMILY Funtime and project : Task 1, 2 Period 18 I. OBJECTIVES: 1. Knowledge: Students will review words related to family and the unit grammar. 2. Competences: - English competences: Students will be able to write some words about family members, then describe a family member by using a photo or a picture. - Common competences: Students will develop their cooperation ability in working in groups. 3. Qualities: - Students will be responsible in doing their tasks, develop the love toward family. II. EQUIPMENT AND MATERIALS: - For Teacher: PP, TV, personal boards, flashcards - For students: A4 paper, books, pens, crayons, small boards, family pictures bring from home. III. LESSON PROCEDURE: Activity 1: Warm up and review (5 minutes) Teacher’s activities Students’ activities - Greet students. - Great teacher. Sing Family song (track 1.11) to warm up and energize the - Listen, sing and do class. actions. - Some sts come to Review: the board to sing and Game: Choose a star! dance. Teacher shows 6 stars in a living room. Each star will show a picture of a family member with unscramble letters. Sts choose a star to have a picture then write the words on personal boards. Teacher checks the answer. Who can write it correctly will - Play the game and get points for the groups. review the words of Example: family members. Lead in: Introduce the lesson. - Follow the teacher.
12. 12 Activity 2: Game. Do the crossword (12 minutes) Teacher’s activities Students’ activities - Watch a video clip about the family members. - Review through - Say the family members word from slow to fast. flashcard/ppt. - Play the song in the video clip. Ask students to repeat after - Repeat the it. Play the recording and ask students to repeat what they words/sentences hear. Then ask volunteers to read out the words on their own. - Follow the teacher. - Listen and repeat (whole class, group, individual). • Tell the students that they are going to fill in letters to complete a crossword. • Divide students into pairs or groups to do the crossword. - Look at the the • Ask students to look at the example and then look at the picturess. clues and fill in the other words in order to find the word in yellow (Family). - Follow the teacher. • Praise or award a prize to the quickest pair or group with all correct answers - Pair work/group work - Individual work/group work Activity 3: Project: A family member. (18 minutes) Teacher’s activities Student’s activities - Before the lesson, ask students to prepare and bring a photo of one of their family members to class. - Prepare pictures - Tell students they are going to talk about one of their from home family members. - Watch a video clip about a boy introducing his family. - Tell students to look at the picture and the sample - Listen to the teacher sentences. Read the sample sentences out loud and ask students to repeat after teacher. - Follow the teacher - Elicit the picture by asking some questions: o Who is this? o Tell me about o Is he/she tall/short? o Is he/she cool, great, funny?
13. 13 - Ask students to take out the photo of a family member that they have prepared (or they can draw their own picture) and describe that family member. - Take out the photo - Put students in pairs or groups of three. Ask students to take turns to introduce and describe their family members to their peers. - Pair/group work - Ask volunteers to describe their family members to the whole class. - Ask others to give feedback - Individual work - Give feedback at the end - Individual work - Listen to the teacher. - Give comments, praise the sts. - Say good bye. - Say good bye. _______________________________________________ REVIEW 1 Part 1. Task 1, 2, 3 Period 19 I. OBJECTIVES: 1. Knowledge: - Students will review the words related to the topic numbers:1 – 10, colours: red, blue, black, green, white, orange, greetings: hi, hello, goodbye, bye, and commands: stand up, sit down, look at the board, come in, don’t talk, go out and structures: Hi./ Hello. I’m + name. Nice to meet you. How are you?. – I’m fine. Thank you. Bye./ Goodbye. What colour is it? – It’s + colour. How old are you? - I’m + number 2. Competences: - English competences: Students will be able to talk about themselves, say and do some classroom commands, use long noun phrases with adjectives of colour and number... - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities: - Students will be responsible and well-behaved in communicating in the classroom with friends and others. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Warm up (5 minutes) Teacher’s activities Student’s activities
14. 14 - Greet students - Greet teacher Game: Guess the colours (Teacher shows a black and white picture. Ss have to guess what colour it is.) - Divide the class into 4 groups - Set the game rules. - Ask students to look and guess. - Award the best groups 1. What colour is this fish? - It’s orange. 2. What colour is this umbrella? - It’s pink. - Sit in 4 groups. 3. What colour is this pencil case? - It’s blue. - Listen to the game 4. What colour is this cat? - It’s grey. rules carefully Lead in: Use the pictures about colours lead in the new - Play game lesson. Review (20 minutes) Teacher’s activities Student’s activities Task 1: Count, write and say. - Use the flashcards to review the vocabulary in the task: - Review the words vans, ducks, ants, eggs, frogs through flashcards. - Listen - Repeat the words - Repeat then point. - Point to pictures in the book and say them one by one. - Ask students to listen and repeat in chorus, and groups. - Say a word for students to repeat, then point. - Join the game.
15. 15 - Vocabulary checking: The teacher asks students to play a small game to check vocabulary. Students have to slap the picture which the teacher calls. - Count and write. - Answer T. - Ask students to look at the pictures and count, then write numbers. - Call students to answer. 1. three red vans. - Listen to T. 2. five yellow ducks. 3. two red ants. 4. six white eggs. 5. four green frogs. - Check answers and give feedback. Task 2: Match and say - Listen and repeat. - Ask students to look at the 4 questions and 4 answers. Then T points and say aloud, students listen and repeat in - Work in pairs. chorus, groups. - Answer T.
16. 16 - Ask SS to work in pairs and match the questions. - Listen to T. - Call some pairs to match. 1.c 2.b 3.a 4.d - Check their answers and give them feedback. Task 3: Write and say - Ask students to look at 6 pictures and call the names of the - Answer T. commands. - Call students to fill in the blanks. - Answer T. 1. Don’t talk! 2. Stand up! 3. Sit down! 4. May I come in? 5. May I go out? 6. Look at the board! - Check answers and give feedback. - Listen to T. Game: “ Doraemon puzzles” (There are 6 pictures of characters in Doraemon's story. Each picture is a puzzle piece. There is 1 treasure behind the puzzle pieces. Students choose one of the pictures and answer the questions to open the puzzle pieces. Students guess the name of Doraemon’s treasure after opening all the puzzle pieces.) - Introduce and set game rules. - Call Ss to choose a character and answer the questions. - Listen carefully 1. duck - Play games and
17. 17 2. How old are you? answer T. 3. Look at the board! 4. insect 5. What colour is it? It’s black. 6. Sit down! - Listen to T. - Check answers and give feedback. It’s a magic door - Guess the name of Doraemon’s treasure. Extra activity (10 minutes) Teacher’s activities Student’s activities - Introduce yourself - Work in pairs. - Work in pairs and introduce themselves to their friends. - Call some students to present in front of the class. - Present. - Give feedback to them. - Listen to T. _______________________________________________ REVIEW 1 Part 2. Task 1, 2, 3 Period 20 I. OBJECTIVES: 1. Knowledge: - Students will review the words related to the topic of family: grandma, grandpa, brother, mum, dad, sister, aunt, cousin, uncle, some adjectives: cool, great, short, tall, old, young, funny and the structure: This is my + noun. He/she is + adjective 2. Competences: - English competences: Students will be able to introduce and describe their family. - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities: - Students are given opportunities to develop their love toward family. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Warm up (5 minutes) Teacher’s activities Student’s activities
18. 18 - Greet students - Greet teacher Game: Amazing wheel - Sit in 4 groups. - Listen to the teacher carefully (There are 5 pictures and 5 words of family members. - Play game Teacher turns the amazing wheel. When the arrow points to Suggested answer: a family member, students have to say it aloud and find the 1 grandma corresponding word.) 2 cousin - Divide the class into 4 groups, choose a student from each 3 grandpa team 4 dad - Tell students how to play. 5 brother - Ask students to look and say the word. 6 me - Award the best groups 7 uncle 8 aunt 9 mom Review (20 minutes) Teacher’s activities Student’s activities Lead in: Use the game to lead in the review lesson. Task 1: Match - Use the flashcards to review the vocabulary in the task: me, brother, uncle, sister, aunt and the structure This is - Review the words my and structure through flashcards. - Show 5 sentences in task 1 and ask students to read. - Listen - Tell them to look at the pictures and to think carefully - Repeat the words about the words in the sentences which will help them find - Repeat then point.
19. 19 the answers. - Allow them enough time to complete the task alone. - Check answers. Ask volunteers to point to a picture and read out their answers. Task 2: Look and write Game: Who’s faster? - Make 6 groups - Listen to the teacher (Prepares 4 adjective cards: old, young, tall, funny. Groups - Receive 4 word look at the picture in task 2 on screen, discuss and stick the cards descriptive adjectives into the corresponding members in - Discuss and stick the picture on the board. Teacher shows the picture again and checks the answer in front of the class. Then awards the group with the most correct answer) - Divide the class into 6 groups - Check their answers - Set the game rules - Hand each group 4 word cards - Ask students to discuss and stick the descriptive adjectives into the corresponding members in the picture on the board. - Show the picture again and check in front of the class - Award the best groups - Look and say - Tell students to look at the picture and say what they can see. - Ask students to say the sentences in task 2, using the words in the box
20. 20 - Ask students to fill the missing words. - Check answers. Ask volunteers to read out their answers as sentences. Task 3: Look and say. Rabbit and turtle game: - Look and write - Check their answers Suggested answers: 1 Dad is tall 2 Look at me! I’m funny (Divide the class into 2 groups (rabbit and turtle). Set the 3 Grandma is old context: Rabbit and turtle participate in a running 4 My cousin is young competition. There are 5 questions. Students answer the questions. For each correct answer, the student goes forward 1 step. Who student can get to the finish line first will be the winner. ) - Tell students how to play the game - Do as a model - Ask students to answer the questions - Have students look at the pictures, point and say in chorus, group, pairs Suggested answers: 1 My dad is Jim. He’s cool. - Listen 2 My mum is Jane. She’s young. - Look carefully 3 My sister is Amy. She’s funny. - Join to the activity 4 My grandma is Laura. She’s nice. 5 My grandpa is Tim. He’s tall. - Look and say Extra activity (10 minutes) Teacher’s activities Student’s activities Look and write - Ask Ss to look at the picture and write, using the structure: - Look and write This is my He/she is Suggested answers: 2 This is my brother. He is tall. 3 This is my grandpa. He is old. 4 This is my dad. He