Kế hoạch bài dạy Tiếng Anh 3 - Tuần 30 - Năm học 2023-2024

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 30 - Năm học 2023-2024

1. Date of planning:Sund 07/04/2024 Date of teaching :Tuesd/ 09/04/2024 Period:117 UNIT 8 - FOOD Lesson 1.1(page110) 1. Objectives By the end of this lesson, students will be able to say how many different food items there are. 1.1. Language knowledge and skills Vocabulary:apple, banana, carrot, cupcake, donut. Sentence patterns: There is an apple./ There are eight cupcakes. Skills: Listening, Reading, Writing, and Speaking. 1.2. Competences Self-control and independent learning:identify and say how many different food items there are. Communication and collaboration: work in pairs or groups to say how many different food items there are. Critical thinking and creativity: learn how to say how many different food items there are. 1.3. Attributes Kindness:support their friends to complete the learning tasks or play the games. Diligence:focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 2. Teaching aids and materials - Teacher’s aids:Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,Flashcards, DCR& DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids:Tiếng Anh 3 i-Learn Smart Start Student’sBook, Workbook, Notebook. 3. Procedures A. Warm up (5 minutes) a. Objectives:To review the vocabulary items about the numbers and things, generate students’ interests, andlead in the new lesson. b. Content:Playingthegame: “Circle jump” or “Slap the board”. c. Expected outcomes and assessment - Task completed with excellence:Students can slap flashcards or jump inside the correct circle and say the words quickly and correctly. - Task completed:Students can slap flashcards or jump inside the correct circle and say the words. - Task uncompleted:Students slap the wrong flashcards or pronounce the words incorrectly. d. Organization Page 1 of 23
2. Teacher’s activities Students’ activities Option 1:Play the Circle jumpgame. - Divide the class into two groups and make - Make two lines to play this two linesto play the game. game. - Draw two large circles on the ground with chalk. - Follow their teacher’s - Place a flashcard in each circle. instructions before playing the - Call out a word, and a student from each team game. has to run and stand inside the corresponding - Quickly run and stand inside the circle as quickly as possible. corresponding circle when the - Ask them to say the word when standing teacher says a word. inside the circle. - Say aloud the word when - The first student getting the correct answer standing inside the circle. wins a point for their team. Page 2 of 23
3. Option 2:Play the Slap the boardgame. - Divide the class into two teams and have - Make two lines to play this them form two lines. game. - Place the flashcards about the numbers and thingson the board, showing the images. - Look at the flashcards on the - Call out a word and have the first student board. from each group race to slap the correct image on the board and say it correctly. The - Carefully listen and run to the first student to slap the correct flashcard wins board to slap the correct card a point for their team. and read aloud the word on it. B. Presentation(10 minutes) a. Objective: To help the students identifyand name some food items. b. Contents: Listening, pointing, and repeating. c. Expected outcomes and assessment - Task completed with excellence:Students can identify and read out loud the words correctly. - Task completed:Students can identify and read out loud the words. - Task uncompleted:Students are unable to point and read the correct words. d. Organization Teacher’s activities Students’ activities A. 1. Listen and point. Repeat. (CD3 Track 46) - Arrange the flashcards(apple, banana, carrot, cupcake, donut)on the board. - Ask the students to listen and pay their - Listen and follow their attention. teacher’s instructions. - Use DCR on Eduhome to play the audio and point to each flashcard. - Point to the pictures in their - Then play the audio again and have them Student’s Books. point to the pictures in their Student’s Books. - Listen and repeat. - Play the audio and require them to listen and repeat. - Work with their partner to - Help them with their pronunciation if complete the task. necessary. - Have the class work in pairs.One studentrandomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Page 3 of 23
4. 2. Play Heads up. What’s missing? - Divide the class into two teams. - Play with their teammates. - Arrange the flashcards on the board and - Follow their teacher’s remove one card when students are not instructions. looking. - Look at the flashcard covered - One student from each team calls out the with a piece of paper and missing flashcard. quickly say the new word when their teacher slowly moves the paper. C. Practice(10 minutes) a. Objective:To practice saying how many different food items there are. b. Contents:Listening and Speaking. c. Expected outcomes and assessment - Task completed with excellence:Students can say how many different food items there are correctly. - Task completed:Students can say how many different food items there are. - Task uncompleted:Students fail to say how many different food items there are. d. Organization: Teacher’s activities Students’ activities B. 1. Listen and practice.(CD3 Track 47) - Use DCR on Eduhome to show the useful - Look and read the useful language and have the students look and read language silently. the useful language silently. - Explain that we use this to tell someone about - Listen to their teacher’s quantities of items that they do not know. We explanation. use “a” for singular nouns that begin with a consonant sound, “an” for plural nouns that begin with a vowel sound, and “are” for plural nouns. - Listen and look at the useful - Play the audio and have them look at the language again. useful language. - Work in pairs and practice the - Ask them to work in pairs and practice the useful language. useful language. - Use the new words from Part - Require them to use the vocabulary from Part A when practicing the useful A. language. - Go around the class and support them if necessary. 2. Look and write. Practice. - Demonstrate the activity on DCR using the - Carefully look at the teacher Page 4 of 23
5. example. demonstrating the activity. - Look and write their answers - Have the students look and write their in their Student’s Books. answers in their Student’s Books. - Work in pairs and check their - Divide the class into pairs and have them partner’s answers. check each other’s work. - Check the answers with the - Use DCR on Eduhometo check the answers as teacher and friends. a whole class. - Practice saying the sentences - Have some pairs practice saying the with a friend. sentences. - Monitor the class and support if needed. D. Production(5 minutes) a. Objectives: To help them remember the vocabulary and sentence pattern. b. Content: Playingthe game: “Secret Envelopes” or using DHA. c. Expected outcomes and assessment - Task completed with excellence:Students can follow the simple instructions in class and do the correct actions quickly. - Task completed:Students are able to perform the task with some teacher’s and friends’ support. - Task uncompleted:Students cannotidentify the simple instructions in class. d. Organization Teacher’s activities Students’ activities Option 1:Play theSecret Envelopes game. - Have the class work in groups of four or five - Work with their friends to play to complete the task. the game. - Prepare the envelope with word cards in it as - Carefully listen to and follow follows: their teacher’s instructions. Envelope: There is an apple. There is a carrot. There are ten bananas. - Randomly give each group the envelope one - Put the words into the correct at a time. order to make meaningful - Get them to look at the words and rearrange sentences. the words to make the correct sentences. - Show their answers to the - The group having the first correct answer will teacherand the whole class. get a point. Option 2: Use DHA on Eduhome - Open DHA (Unit 8 – Lesson 1) on Eduhometo - Follow their teacher’s help the students review the vocabulary instructions. through games: Look and find, Listen and find, - Play the game with the whole and Grammar. Page 5 of 23
6. class. E. Consolidation and homework assignment (5 minutes) a. Objectives: To help the students remember and pronouncethe vocabulary items. b. Contents: Playingthe game “Whispers” and assigning homework in the Workbook. c. Expected outcomes and assessment - Task completed with excellence: Students can whisper the words to their friendscorrectly and smoothly. - Task completed:Students are able to whisper the words to their friends. - Task uncompleted:Students fail to listen the new words or whisper them to their friends. d. Organization Teacher’s activities Students’ activities Consolidation - Have the students play the game “Whispers”. - Play the game “Whispers” - Divide the class into two teams. with their teammates. - Ask the students to form two lines. - Follow their teacher’s instructions before playing the - Whisper a word to the first student from each game. group. Then they whisper the word into the ear - Quickly whisper the word into of the studentstanding next to them. They the ear of the friend standing continue whisperingthe word untilthe end of next to them. the line. The last student has to say it out loud. - The first student to say the correct word wins a point for their team. - The team having more correct answers will win the game. Homework Assignment - Require the students to do exercises on page 78 - Follow their teacher’s in the Workbook. instructions. - Have them copy each new word six times in - Do homework, copy the new their Tiếng Anh 3 i-Learn Smart Start Notebook, words, and prepare the new page 42. lesson. - Ask them to prepare Parts C and D, Lesson 1 on page 111 in the Student’s Book. 4. Reflection a. What I liked most about this lesson today: b. What I learned from this lesson today: c. What I should improve for this lesson next time: Page 6 of 23
7. Date of planning:Sund 07/04/2024 Date of teaching :Tuesd/ 09/04/2024 Period:118 UNIT 8 - FOOD Lesson 1.2(page111) 5. Objectives By the end of this lesson, students will be able to identify the /ts/sound and practice the conversations. 5.1. Language knowledge and skills Vocabulary:apple, banana, carrot, cupcake, donut. Sentence patterns: There are ten apples. Skills: Listening, Reading, Writing, and Speaking. 5.2. Competences Self-control and independent learning:identify the /ts/sound. Communication and collaboration: work in pairs or groups to say how many different food items there are. Critical thinking and creativity: learn how to say how many different food items there are. 5.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence and honesty. 5.4. Teaching aids and materials - Teacher’s aids:Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,Flashcards, DCR& DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids:Tiếng Anh 3 i-Learn Smart Start Student’sBook, Workbook, Notebook. 6. Procedures F. Warm up (5 minutes) e. Objectives:To review the vocabulary items about the food, generate students’ interests, andlead in the new lesson. f. Content:Playingthegame: “Circle jump” or “Slap the board”. g. Expected outcomes and assessment - Task completed with excellence:Students can slap flashcards or jump inside the correct circle and say the words quickly and correctly. - Task completed:Students can slap flashcards or jump inside the correct circle and say the words. - Task uncompleted:Students slap the wrong flashcards or pronounce the words incorrectly. h. Organization Page 7 of 23
8. Teacher’s activities Students’ activities Option 1:Play theCircle jump game. - Divide the class into two groups and make - Make two lines to play this two linesto play the game. game. - Draw two large circles on the ground with chalk. - Follow their teacher’s - Place a flashcard in each circle. instructions before playing the - Call out a word, and a student from each team game. has to run and stand inside the corresponding - Quickly run and stand inside the circle as quickly as possible. corresponding circle when the - Ask them to say the word when standing teacher says a word. inside the circle. - Say aloud the word when - The first student getting the correct answer standing inside the circle. wins a point for their team. Page 8 of 23
9. Option 2:Play the Slap the boardgame. - Divide the class into two teams and have - Make two lines to play this them form two lines. game. - Place the flashcards about the foodon the board, showing the images. - Look at the flashcards on the - Call out a word and have the first student board. from each group race to slap the correct image on the board and say it correctly. The - Carefully listen and run to the first student to slap the correct flashcard wins board to slap the correct card a point for their team. and read aloud the word on it. G. Presentation(10 minutes) e. Objective: To help the students identifythe /ts/sound and practice saying the sound in the chant. f. Contents: Listeningand repeating. g. Expected outcomes and assessment - Task completed with excellence:Students can identify the /ts/sound and pronounce it correctly and fluently. - Task completed:Students can identify the /ts/sound and pronounce it. - Task uncompleted:Students are unable to identify the /ts/sound and pronounce it. h. Organization Teacher’s activities Students’ activities H. 1. Listen and repeat. (CD2 Track 48) - Draw attention to the /ts/sound. - Listen and follow their - Briefly explain and demonstrate the sound. teacher’s instructions. - Play the audio using DCR. - Listen to the audio. - Have the students notice the sound. - Listen and notice the sound - Play the audio again. first. - Have the students listen and repeat. - Listen to the audio again and - Correct the students’ pronunciation if needed. repeat the sound. 2. Chant.(CD3 Track 49) - Write the words or put up the flashcards on - Follow their teacher’s the board. instructions. - Play the audio using DCR. - Have the students listen to the chant. - Listen to the chant. - Point to a word or picture on the board, say - Listen and repeat the sound. the sound and word and have the students listen and repeat. - Listen to the chant again. - Play the audio again. - Listen and clap along with the - Have the students listen and clap along with sound and words as they hear the sound and words as they hear them in the them in the chant. Page 9 of 23
10. chant. C. Practice(10 minutes) e. Objectives:To help the students identify the people and food in the story and practice listening and writing the missing words in the blanks. f. Contents:Listening, speaking, and writing. g. Expected outcomes and assessment - Task completed with excellence:Students can understand the story and fill in the missing words correctly. - Task completed:Students can understand the story and fill in the missing words. - Task uncompleted:Students fail to understand the story and fill in the missing words. h. Organization: Teacher’s activities Students’ activities D. 1. Look and listen. (CD3 Track 50) - Introduce the situation using DCR: “After the - Listen to their teacher’s shopping ” introduction about the situation. - Have the students look at the story and ask - Look at the story and answer these questions. their teacher’s questions. • Where are Mrs. Brown and the kids? (in the kitchen) • What is Lucy counting? (the apples) • What other food items can you see? (bananas, carrots, cupcakes, donuts) - Play the audio. - Listen to the story. - Have the students look and listen. 2. Listen and write. (CD3 Track 51) - Play the audio using DCR and demonstrate - Listen and follow their the activity using the example. teacher’s demonstration. - Play the audio and have the students listen - Listen to the story and write. and write. - Listen to the story again and - Play the audio again and check the answers as check the answers as a whole a whole class. class. 3. Practice with your friends. - Divide the class into two pairs. - Work with their partner to complete the task. - Have the students practice saying the - Practice saying the sentences. sentences. - Demonstrate the activity in - Have some pairs demonstrate the activity in front of the class. Page 10 of 23
11. front of the class. I. Production(5 minutes) b. Objectives: To help them practice the stories and use their own ideas. c. Content: Working with their partners. d. Expected outcomes and assessment - Task completed with excellence:Students can practice and use their own ideas to make a storynaturally. - Task completed:Students can practice and use their own ideas to make a story. - Task uncompleted:Students cannotpractice and use their own ideas to make a story. e. Organization Teacher’s activities Students’ activities Make their own stories. - Have the students work in groups of three - Work with their friends to students. complete the task. - Look and read the story from - Ask them to look and read the story from Part Part 2 – Listen and writeas a 2 – Listen and write as a sample. sample. - Give the students enough time to make their - Make their stories using their stories using their own ideas. own ideas. - Walk around the class and support them if necessary. - Present their stories in front of - Invite some pairs to present their stories in the class. front of the class. - Help the students with feedback and correct them if any. J. Consolidation and homework assignment (5 minutes) e. Objectives: To help the students review the lesson by rearranging the sentences to make a meaningful conversation. f. Contents: Making a conversation and assigning homework in the Workbook. g. Expected outcomes and assessment h. Task completed with excellence: Students can rearrange the sentences to make a meaningful conversation correctly. - Task completed:Students can rearrange the sentences to make a meaningful conversation. - Task uncompleted:Students fail to can rearrange the sentences to make a meaningful conversation. i. Organization Teacher’s activities Students’ activities Consolidation - Askthe students work in groups of four or five - Work in groups to complete Page 11 of 23
12. students. the task. - Make a meaningful - Give each group a set of sentences and ask conversation from the given them to make a meaningful conversation. sentences. Suggested conversation: Mai:Hello, Tuan. Let’s go to the shop to buy some food. Tuan:Cool! Where is the shop? Mai:It’s next to our school. (At the shop) Tuan: Wow. Lots of food! What do you want to buy? Mai:I want some carrots and apples. Tuan:Look! There are eight apples. Mai:So yummy! - Give them enough time to rearrange the given - Present their answer in front sentences. of the class. - Invite each group to present their answer. - Give comments to other groups. - Have other groups comment and give the correct answer if any. - Check the students’ answers as a whole class. Homework Assignment - Require the students to do exercises on page 79 - Follow their teacher’s in the Workbook. instructions. - Have them copy the structures in their Tiếng Anh 3 i-Learn Smart Start Notebook, page 42. - Do homework, copy the - Ask them to prepare Parts E and F, Lesson 1 on structuresand prepare the page 112 in the Student’s Book. new lesson. 7. Reflection d. What I liked most about this lesson today: e. What I learned from this lesson today: f. What I should improve for this lesson next time: Page 12 of 23
13. Date of planning:Sund 07/04/2024 Date of teaching :Tuesd/ 09/04/2024 Period:119 UNIT 8 - FOOD Lesson 1.3(page112) 8. Objectives By the end of this lesson, students will be able to say how many different food items there are confidently. 8.1. Language knowledge and skills Vocabulary:apple, banana, carrot, cupcake, donut. Sentence patterns: There is an apple./ There are two donuts. Skill: Speaking. 8.2. Competences Self-control and independent learning:identify and say how many different food items there are. Communication and collaboration: work in pairs or groups to say how many different food items there are. Critical thinking and creativity: learn how to say how many different food items there are. 8.3. Attributes Kindness: support their friends to complete the learning tasks or play the games. Diligence: focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 9. Teaching aids and materials - Teacher’s aids:TiếngAnh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,Flashcards, DCR& DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids:TiếngAnh 3 i-Learn Smart Start Student’sBook, Workbook, Notebook. 10.Procedures K. Warm up (5 minutes) i. Objectives:To review the vocabulary items about the food, generate students’ interests and, lead in the new lesson. j. Content:Playingthegame: “Vocabulary Race” or “Slap the board”. k. Expected outcomes and assessment - Task completed with excellence:Students can slap flashcards or writethe words quickly and correctly. - Task completed:Students can slap flashcards or write the words. - Task uncompleted:Students slap the wrong flashcards or write the words incorrectly. l. Organization Teacher’s activities Students’ activities Option 1:Play the Vocabulary Racegame. Page 13 of 23
14. - Divide the class into fourgroups and ask them - Make four lines to play this to stand in two lines facing the board. game. - Draw four columns on the board for Teams A, B, C, and D. - Follow their teacher’s - Give a marker to the first student of each instructions before playing the team. game. - Say “1 2 3” and then the students run to the board quickly to write a food vocabulary on it. - Run to the board quickly to Next, the students pass the markers to the write a food vocabulary on it. next friends and join back of the line. - Pass the markers to the next - Have them one minute write the words on the friends and join back of the line. board and say “Stop”. The team with the most words wins. Option 2:Play the Slap the boardgame. - Divide the class into two teams and have - Make two lines to play this them form two lines. game. - Place the flashcards about the foodon the board, showing the images. - Look at the flashcards on the - Call out a word and have the first student board. from each group race to slap the correct image on the board and say it correctly. The - Carefully listen and run to the first student to slap the correct flashcard wins board to slap the correct card a point for their team. and read aloud the word on it. L. Presentation(10 minutes) i. Objective: To help the students recognize the sentence pattern and name the food correctly. j. Contents: Listening and repeating. k. Expected outcomes and assessment - Task completed with excellence:Students can identifythe sentence structure and read out loud the words correctly. - Task completed:Students can identify the sentence structure and read out loud the words. - Task uncompleted:Students are unableto use the sentence structure or point and read the correct words. l. Organization Teacher’s activities Students’ activities Page 14 of 23
15. Present the sentence pattern. - Use DCR on Eduhome to show the class the - Listen and follow their sentence structure in Part E, page 112 in their teacher’s instructions. Student’s Book. - Look at the target sentence - Give the students enough time to look at the structure on the screen and target sentence structure and have them read read it silently. it silently. - Name the food in each picture. - Continue asking them what food in each picture is. - Control the class and give them help if needed. - Lead in the new lesson. C. Practice(10 minutes) i. Objective:To practice asking and answering the question by using the vocabulary items in thetarget sentence pattern. j. Contents:Pointing, asking, and answering. k. Expected outcomes and assessment - Task completed with excellence:Students can say how many different food items there are fluently. - Task completed:Students can say how many different food items there are. - Task uncompleted:Students fail to say how many different food items there are. l. Organization: Teacher’s activities Students’ activities E. Point and say. - Divide the class into two pairs. - Work with their partner to complete the task. - Demonstrate the activity using the speech - Follow their teacher’s bubbles. instructions. - Have the student A point to a picture and the - Ask and answer the other student B say. student’s question. e.g. “There are two donuts.” - Swap roles and repeat. - Afterwards, have some pairs demonstrate the - Present their work in front of activity in front of the class. the class. D. Production(5 minutes) c. Objectives: To help them produce the target sentence pattern. d. Content: Drawing your shopping or using DHA. e. Expected outcomes and assessment - Task completed with excellence:Students can say how many different food items there are quickly. Page 15 of 23
16. - Task completed:Students are able to say how many different food items there are. - Task uncompleted:Students cannotsay how many different food items there are. f. Organization Teacher’s activities Students’ activities F. Option 1:Draw your shopping. Say. - Use DCR on Eduhome to show the examples - Follow their teacher’s to the whole class. instructions. - Have the students draw their shopping. - Divide the class into pairs. - Draw their shopping. - Work with their friends to play - Have the students look at their drawings and the game. say. - Look at their drawings and say. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the - Demonstrate the activity in activity in front of the class. front of the class. Option 2: Use DHA on Eduhome. - Open DHA (Unit 8 – Lesson 1) on Eduhometo - Follow their teacher’s help the students review the vocabulary instructions. through games: Look and find, Listen and find, - Play the game with the whole and Grammar. class. E. Consolidation and homework assignment (5 minutes) j. Objectives: To help the students rememberthe target sentence structures. k. Contents: Asking and answering the questions and assigning homework in the Workbook. l. Expected outcomes and assessment - Task completed with excellence: Students can say how many different food items there are smoothly. - Task completed:Students are able to say how many different food items there are. - Task uncompleted:Students fail to say how many different food items there are. m. Organization Teacher’s activities Students’ activities Consolidation - Divide the class into two teams. - Work with their teammates to complete the task. - Show a flashcard and say a number to the class. - Follow their teacher’s - Have Team A make a question and Team B instructions. answer. - Make questions or answer the - Swap roles and repeat. questions from the other e.g. team. (Teacher shows the flashcard “apple” and says Page 16 of 23
17. “one”.) Class: “There is an apple.” (Teacher shows the flashcard “donut” and says “two”.) Class: “There are two donuts.” Homework Assignment - Require the students to practice the structures - Practice the structures at at home. home. - Ask them to prepareParts A and B, Lesson 2, - Prepare the new lesson. Unit 8 on page 113 in the Student’s Book. 11.Reflection g. What I liked most about this lesson today: h. What I learned from this lesson today: i. What I should improve for this lesson next time: Page 17 of 23
18. Date of planning:Sund 07/04/2024 Date of teaching :Tuesd/ 09/04/2024 Period:120 UNIT 8 - FOOD Lesson2.1(page113) 12.Objectives By the end of this lesson, students will be able to ask and answer about the food. 12.1. Language knowledge and skills Vocabulary:onion, tomato, egg, potato, lime. Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ No, there aren’t. Is there any onion?/ Yes, there is (an onion)./ No, there isn’t. Skills: Listening, Reading, Writing, and Speaking. 12.2. Competences Self-control and independent learning:identify and ask and answer about the food. Communication and collaboration: work in pairs/ groups to ask and answer about the food. Critical thinking and creativity: learn how to ask and answer about the food. 12.3. Attributes Kindness:support their friends to complete the learning tasks or play the games. Diligence:focus on the lesson and work hard to complete all the tasks. Honesty: play fair. Accountability: appreciate kindness, diligence, and honesty. 13.Teaching aids and materials - Teacher’s aids:Tiếng Anh 3 i-Learn Smart Start Student’s Book and Teacher’s book, Class CDs,Flashcards, DCR& DHA on Eduhome, Projector/Interactive Whiteboard /TV (if any), PowerPoint slides. - Students’ aids:Tiếng Anh 3 i-Learn Smart Start Student’sBook, Workbook, Notebook. 14.Procedures M.Warm up (5 minutes) m. Objectives:To help students review vocabulary about the food,generate students’ interests and, lead in the new lesson. n. Content:Playingthegame: “Yes or No” or “Repeating game”. o. Expected outcomes and assessment - Task completed with excellence:Students can jump to the correct side orrepeatthe correct words on the flashcardsquickly. - Task completed:Students can jump to the correct side orrepeat the correct words on the flashcards. - Task uncompleted:Students jump to the incorrect side orfind it difficult to pronounce some words. p. Organization Page 18 of 23
19. Teacher’s activities Students’ activities Option 1:Play the Yes or Nogame. - Draw a line on the ground with chalk. - Play the game with the whole - Explain to the students that one side is Yes class. and the other side is No. - Listen to their teacher’s - Show the students a flashcard and ask them a instructions. question: Is this a banana? - Look at the flashcards and - Get the class to jump to the correct side to carefully listen to teacher’s the answer. questions. - Lead in the new lesson. - Jump to the correct side (Yes/No) to show their answer. - Be ready for the new lesson. Option 2:Play the Repeating game. - Put a selection of the flashcards about the - Follow their teacher’s foodon the board. instructions before playing the game. - Point to a flashcard and say a word. If the - Look at the flashcard, listen to word is correct, the students repeat it. If not, their teacher saying the word they stay silent. on each card, and repeat the word if it is correct. N. Presentation(10 minutes) m. Objective: To help the students recognize and learn some other food. n. Contents: Listening, pointing, and repeating. o. Expected outcomes and assessment - Task completed with excellence:Students can identify and read out loud the words correctly. - Task completed:Students can identify and read out loud the words. - Task uncompleted:Students are unable to point and read the correct words. p. Organization Teacher’s activities Students’ activities C. 1. Listen and point. Repeat. (CD3 Track 52) - Arrange the flashcards(onion, tomato, egg, potato, lime) on the board. - Ask the students to listen and pay their - Listen and follow their attention. teacher’s instructions. - Use DCR on Eduhome to play the audio and - Point to the pictures in their point to each flashcard. Student’s Books. - Then play the audio again and have them - Listen and repeat. point to the pictures in their Student’s Books. - Play the audio and require them to listen and - Work with their partner to Page 19 of 23
20. repeat. complete the task. - Help them with their pronunciation if necessary. - Have the class work in pairs.One studentrandomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. 2. Play Board race. - Have the students look at the example. - Look at the example. - Divide the class into two teams and have one - Play with their teammates. student from each team stand a distance from a board. - Listen to their teacher. - Stick two flashcards on the board and then say one of the new words aloud. - Race to the board, touch that - Have the students race to the board, touch flashcard, and repeat the new that flashcard, and repeat the new word. word. - The first student to touch the flashcard and say the word correctly gets a point for their team. - Continue with other students. O. Practice(10 minutes) m. Objectives:To practice asking and answering about the food. n. Contents:Listening and Speaking. o. Expected outcomes and assessment - Task completed with excellence:Students can ask and answer about the food correctly and smoothly. - Task completed:Students can ask and answer about the food. p. Task uncompleted:Students fail to ask and answer about the food. q. Organization: Teacher’s activities Students’ activities D. 1. Listen and practice.(CD3 Track 53) - Use DCR in Eduhome to show the useful - Look and read the useful language and have the students look and read language silently. the useful language silently. Page 20 of 23