Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 6 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 2+3+5 Sách Wonderful World - Tuần 6 - Năm học 2024-2025

1. 1 TUẦN 06 Khối 2, 3, 5 (Từ ngày 14/10/2024 đến ngày 18/10/2024) TIẾT THỨ TIẾT MÔN NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC THỨ Part 3 - video 1 5A 21 Review 1 Wonderfulworld Flashcards, TV, books (1, 2, 3) 2 Part 3 - video 3 3A 21 Review 1 Wonderfulworld Flashcards, TV, books (1, 2, 3) Hai 4 3A 22 Review 1 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 14/10 Part 3 - video 5 5D 21 Review 1 Wonderfulworld Flashcards, TV, books (1, 2, 3) Part 3 - video 6 3B 21 Review 1 Wonderfulworld Flashcards, TV, books (1, 2, 3) 7 Part 3 - video 1 5C 21 Review 1 Wonderfulworld Flashcards, TV, books (1, 2, 3) Part 3 - video 2 5B 21 Review 1 Wonderfulworld Flashcards, TV, books (1, 2, 3) Ba 3 5A 22 Review 1 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 15/10 4 2C 11 Unit 2. Shapes Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 5 3A 23 Unit 2. My school Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5D 22 Review 1 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3B 22 Review 1 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 5A 23 Unit 3. School life Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Tư 2 2A 11 Unit 2. Shapes Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 16/10 3 2B 11 Unit 2. Shapes Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books
2. 2 Lesson 2 - Phonics 4 2C 12 Unit 2. Shapes Letter Pp Wonderfulworld Flashcards, TV, books (A, B, C, D) 5 5B 22 Review 1 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5C 22 Review 1 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 2D 11 Unit 2. Shapes Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 1 5C 23 Unit 3. School life Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5B 23 Unit 3. School life Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 5A 24 Unit 3. School life Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books Lesson 2 - Phonics Năm 4 2B 12 Unit 2. Shapes Letter Pp Wonderfulworld Flashcards, TV, books 17/10 (A, B, C, D) 5 5D 23 Unit 3. School life Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 5C 24 Unit 3. School life Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books Lesson 2 - Phonics 7 2A 12 Unit 2. Shapes Letter Pp Wonderfulworld Flashcards, TV, books (A, B, C, D) 1 3B 23 Unit 2. My school Lesson 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 5D 24 Unit 3. School life Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 3 5B 24 Unit 3. School life Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books Lesson 2 - Phonics Sáu 4 2D 12 Unit 2. Shapes Letter Pp Wonderfulworld Flashcards, TV, books 18/10 (A, B, C, D) 5 6 3B 24 Unit 2. My school Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books 7 3A 24 Unit 2. My school Lesson 1 (4, 5, 6) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 2 WEEK 6 (From 14/10 to 18/10) UNIT 2: SHAPES Lesson 1 – Task D, E Period 11 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 5’ Warm-up Sing the song “What shape is it?” (Source: Teacher – whole class "Magic finger" game - Divide the class into pairs. - Have Student A draw a shape with their finger on Teacher – whole Student B's back. class / pair work - Have Student B try to guess which shape is. - Have students swap roles and repeat. New lesson D. Point, ask and answer. Practice (optional). - Divide the class into two teams. Teacher – whole - Show a flashcard to the class. class/ individuals/ - Have Team A ask the question and Team B answer. groupwork
4. 4 - Swap roles and repeat. E.g. (Teacher shows a flashcard "circle".) + Team A: "What shape is it?" + Team B: "It's a circle." Point, ask, and answer. - Divide the class into pairs. - Have Student A point to a picture and ask, have Teacher – whole Student B answer. class/ individuals/ - Swap roles and repeat. pair work - Afterwards, have some pairs demonstrate the activity in front of the class. E. Play "Guess the picture”. - Have students look at the example. - Divide the class into two teams. Teacher – whole - Have a student stand facing away from the board and class/ groupwork stick a flashcard on the board behind them. - Have someone from the same team ask the student a question about the flashcard. - Have the student try to guess the answer without looking at the flashcard. - Give that team one point if it's a correct guess. - Have teams take turns. "Memory chain" game - Divide the class into groups. - Have Student A ask Student B “What shape is it?” Teacher – whole - Have Student B answer the question. class/ groupwork - 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 shape. - 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. Workbook page 15 Have students open their Workbooks page 15. C. Listen and color. (WB 8) - Have students look at exercise C and look at all shapes, identify them and guess the answers could be. Teacher – whole
5. 5 - Play audio. Have students listen and color the class pictures. - Play audio again. Have students listen and check. - Check understanding and give the correct answers as a whole class. D. Read and draw. - Have students read the questions and answers, then draw shapes. - Check understanding and give the correct answers as a whole class. 5’ Wrap up Shapes in the air - Say a word silently. - Have students guess the word and draw it in the air. Teacher – whole - Continue the game to the end. class _______________________________________ UNIT 2: SHAPES Lesson 2 – Phonics Letter Pp Period 12 I. Objectives: After completing this lesson, students will be able to gain the following: 1. Knowledge Vocabulary: pen, penguin, queen, question Structures: Consolidation: What shape is it? – It’s a rectangle. 2. Language skills Recognize the sound of letters – “Pp” and “Qq” and produce them individually Ask and answer about the shape of objects 2. 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:
6. 6 Time Steps/Activities Organization 5’ Warm-up Sing the song “What shape is it?” Teacher – whole (Source: class Sing the song and draw the shapes in the air. "Stepping stones" game - Divide the class into four teams. - Draw a river with some stones across it on the Teacher – whole board. class/ groupwork - Each team has a symbol to represent each team, e.g. "triangle”, "circle", - Have teams play rock, paper, scissors to see which team goes first. - For each correct answer, draw or attach the symbol of the corresponding team to a stone in the direction of the opposite side of the river. - The first team to cross the river has to write a sentence with their symbol. (E.g. It’s a circle.) 25’ New lesson Sing the alphabet song. - Play the alphabet song and have students listen. Teacher – whole - Play audio again and have students sing the song. class - Put the flashcards on the board for the letters in red (A to P). - Point to each flashcard, call out the letter's name, and have students repeat. 1. Listen and repeat. Trace. (CD1 - Track 31) - Use some real thing and pictures to introduce the letter p and the words. Teacher – whole - Have students listen to each new word. class/ individuals/ - Have students listen to each new word and repeat all pair work together and individually. Correct student’s pronunciation if necessary. - Play audio. Have students listen and repeat. - Demonstrate tracing the letters with your finger. - Have students trace the letters with their fingers, then have them work in pairs and trace the letter for their friends say it. - Have some students demonstrate the activity in front
7. 7 of the class. 2. Listen and repeat. Write. (CD1 - track 32) - Have students look at the pictures. Teacher – Whole - Demonstrate the activity. class - Play audio. Have students point to the letter as they hear it. - Play audio again. Have students listen and repeat. - Have students trace and write the letters. - Have some students demonstrate the activity in front of the class. 3. Sing. (CD1 – Track 33) - Play audio and have students listen. - Have students look at the lyrics. Teacher – whole - Read the lyrics and do actions following them. class - Play audio and have students listen, sing along, and do the actions. - Have students make a new verse with the word "penguin" and sing along the same melody as the first one. 4. Listen and clap. (CD1 - track 34) - Demonstrate the activity. Teacher – whole - Have students stand up. class - Have students clap when they hear the letter sound. Patty Cake - Divide the class into pairs. - Have children sit facing each other. Children Teacher – whole slap their knees once, clap their hands once, and class then clap their partner’s hands once as they both say /p/ /p/ pen, - Continue doing the action for the remain word. 5’ Wrap up Workbook page 16 - Have students open their workbooks page 16. - Have students look at part A and B, read the Teacher – whole instruction of each. class - Set up time limit by 3 minutes timer bomb (source: - Have students start doing their exercises. When the time ends by explosion students stop their work. - Check understanding as a whole class and give the correct answers. Then the teacher gives stamps or
8. 8 stickers to the whole class. 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 answers to get points. - Enjoy the game Activity 2: Presentation (8 minutes)
9. 9 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. -Read out the words with s and sh and ask students to -Listen to the teacher. repeat.
10. 10 -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. -Say goodbye - Say goodbye.
11. 11 _____________________________________ 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. Activity 2: Game. Do the crossword (12 minutes)
12. 12 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? - Ask students to take out the photo of a family member that they have prepared (or they can draw their own picture) and
13. 13 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 - Greet students - Greet teacher
14. 14 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. - Ask students to look at the pictures and count, then write numbers. - Answer T. - Call students to answer. 1. three red vans. 2. five yellow ducks. 3. two red ants. 4. six white eggs. 5. four green frogs. - Listen to T. - Check answers and give feedback. Task 2: Match and say - Ask students to look at the 4 questions and 4 answers. Then T points and say aloud, students listen and repeat in chorus, groups. - Listen and repeat. - Ask SS to work in pairs and match the questions. - Call some pairs to match. 1.c 2.b 3.a 4.d - Work in pairs. - Check their answers and give them feedback. - Answer T. Task 3: Write and say - Listen to T.
16. 16 - Ask students to look at 6 pictures and call the names of the commands. - Call students to fill in the blanks. 1. Don’t talk! - Answer T. 2. Stand up! 3. Sit down! - Answer T. 4. May I come in? 5. May I go out? 6. Look at the board! - Check answers and give feedback. Game: “ Doraemon puzzles” - Listen to T. (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. 1. duck 2. How old are you? 3. Look at the board! - Listen carefully 4. insect - Play games and 5. What colour is it? It’s black. answer T. 6. Sit down!
17. 17 - Check answers and give feedback. - Guess the name of Doraemon’s treasure. - Listen to T. It’s a magic door 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 - Greet students - Greet teacher Game: Amazing wheel
18. 18 - Sit in 4 groups. - Listen to the teacher carefully - Play game (There are 5 pictures and 5 words of family members. Suggested answer: Teacher turns the amazing wheel. When the arrow points to 1 grandma a family member, students have to say it aloud and find the 2 cousin corresponding word.) 3 grandpa - Divide the class into 4 groups, choose a student from each 4 dad team 5 brother - Tell students how to play. 6 me - Ask students to look and say the word. 7 uncle - Award the best groups 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. the answers. - Allow them enough time to complete the task alone. - Check answers. Ask volunteers to point to a picture and
19. 19 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 - Ask students to fill the missing words. - Check answers. Ask volunteers to read out their answers as sentences.
20. 20 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 is cool