Kế hoạch bài dạy Tiếng Anh 3 - Tuần 31 - Năm học 2023-2024

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 31 - Năm học 2023-2024

1. Date of planning:Sund 14/04/2023 Date of teaching :Tuesd/ 16/04/2024 Period:121 UNIT 8 - FOOD Lesson2.2(page114) 1. Objectives By the end of this lesson, students will be able to identify the /z/ sound and practice the conversations. 1.1. 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. 1.2. Competences Self-control and independent learning:identify the /z/ sound. 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. 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. 1.4. 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. 2. Procedures A. Warm up (5 minutes) a. Objectives:To review the vocabulary items about the food, generate students’ interests, andlead in the new lesson. b. Content:Playingthegame: “Aha” or “Slap the board” c. Expected outcomes and assessment
2. - Task completed with excellence:Students can slap flashcards or say the words quickly and correctly. - Task completed:Students can slap flashcards or say the words. - Task uncompleted:Students slap the wrong flashcards or pronounce the words incorrectly. d. Organization Teacher’s activities Students’ activities Option 1:Play theAhagame. - Cover the flashcard with a piece of paper - Follow their teacher’s or card. instructions before playing the game. - Very slowly move the paper to reveal the - Look at the teacher showing picture. the flashcard and try to guess - Ask students to guess the picture on the the picture on it. flashcard. - Say “Aha” and the vocabulary. - Have them say “Aha” and the vocabulary. 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 - Carefully listen and run to the image on the board and say it correctly. board to slap the correct card The first student to slap the correct and read aloud the word on flashcard wins a point for their team. it. B. Presentation(10 minutes) a. Objective: To help the students identifythe /z/ sound and practice saying the sound in the chant. b. Contents: Listeningand repeating. c. Expected outcomes and assessment - Task completed with excellence:Students can identify the /z/ sound and pronounce it correctly and fluently. - Task completed:Students can identify the /z/ sound and pronounce it.
3. - Task uncompleted:Students are unable to identify the /z/ sound and pronounce it. d. Organization Teacher’s activities Students’ activities C. 1. Listen and repeat. (CD3 Track 54) - Draw attention to the /z/ 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 55) - 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. chant. C. Practice(10 minutes) a. Objectives:To help the students identify the people and food in the story and practice listening and writing the correct numbers. b. Contents:Listening, speaking, and writing. c. Expected outcomes and assessment - Task completed with excellence:Students can understand the story and write the correct numbers correctly. - Task completed:Students can understand the story and write the correct numbers. - Task uncompleted:Students fail to understand the story and write the correct numbers. d. Organization: Teacher’s activities Students’ activities
4. D. 1. Look and listen. (CD3 Track 56) - Introduce the situation using DCR: “In the - Listen to their teacher’s kitchen ” 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. • What food can you see in the fridge? (tomatoes, apples, limes, eggs) • What is on the counter? (some limes and milk) • Whatis Alfie holding? (a cup of smoothie) • Is the smoothie good? (No) - Play the audio. - Have the students look and listen. - Listen to the story. 2. Listen and number. (CD3 Track 57) - 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. front of the class. D. Production(5 minutes) a. Objectives: To help them practice the stories and use their own ideas. b. Content: Working with their partners. c. 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.
5. d. 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 2 – Listen and number. Part 2 – Listen and number. as a sample. as a sample. - Give the students enough time to make - Make their stories using their their stories using their own ideas. own ideas. - Walk around the class and support them if necessary. - Present their stories in front - Invite some pairs to present their stories in of the class. front of the class. - Help the students with feedback and correct them if any. E. Consolidation and homework assignment (5 minutes) a. Objectives: To help the students review the lesson by rearranging the sentences to make a meaningful conversation. b. Contents: Making a conversation and assigning homework in the Workbook. c. Expected outcomes and assessment - 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. d. Organization Teacher’s activities Students’ activities Consolidation - Askthe students work in groups of four or five - Work in groups to complete 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.
6. Suggested conversation: Mark:Peter, I’m hungry. Are there any donuts? Peter:Yes, there are some donuts. Mark:Great. I want something to drink. Is there any milk? Peter:No, there isn’t. Do you want to drink some water? Mark:Sure. Thanks Peter. - 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 81 - Follow their teacher’s in the Workbook. instructions. - Have them copy the structures in their Tiếng Anh 3 i-Learn Smart Start Notebook, page 43. - Do homework, copy the - Ask them to prepare Parts E and F, Lesson 2 on structuresand prepare the page 115 in the Student’s Book. new lesson. 3. 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:
7. Date of planning:Sund 14/04/2023 Date of teaching :Tuesd/ 16/04/2024 Period:122 UNIT 8 - FOOD Lesson2.3(page115) 4. Objectives By the end of this lesson, students will be able to ask and answer about the food fluently. 4.1. Language knowledge and skills Vocabulary:onion, tomato, egg, potato, lime. Sentence patterns: Are there any tomatoes?/ No, there aren’t. Is there an egg?/ Yes, there is. Skill: Speaking. 4.2. 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. 4.3. 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. 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. 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
8. - 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 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 - Call out a word, and a student from each the game. team has to run and stand inside the - Quickly run and stand inside corresponding circle as quickly as possible. the corresponding circle when - Ask them to say the word when standing the teacher says a word. inside the circle. - Say aloud the word when - The first student getting the correct standing inside the circle. answer wins a point for their team.
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. - Carefully listen and run to the The first student to slap the correct board to slap the correct card flashcard wins a point for their team. and read aloud the word on it. G. Presentation(10 minutes) e. Objective: To help the students recognize the sentence patterns and name the food correctly. f. Contents: Listening and repeating. g. Expected outcomes and assessment - Task completed with excellence:Students can identifythe sentence structuresand read out loud the words correctly. - Task completed:Students can identify the sentence structuresand read out loud the words. - Task uncompleted:Students are unableto use the sentence structures or point and read the correct words. h. Organization Teacher’s activities Students’ activities Present the sentence pattern. - Use DCR on Eduhome to show the class the - Listen and follow teacher’s sentence structuresin Part E, page 115 in their 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 structures and have them read the structures silently. read the structures 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.
10. C. Practice(10 minutes) e. Objectives:To practice asking and answering the question by using the vocabulary items in thetarget sentence pattern. f. Contents:Pointing, asking, and answering. g. Expected outcomes and assessment - Task completed with excellence:Students can point to the food, ask, and answer the questions smoothly and correctly. - Task completed:Students can point to the food, ask, and answer the questions. - Task uncompleted:Students fail to point to the food, ask, and answer the questions. h. Organization: Teacher’s activities Students’ activities E. Point, ask, and answer. - Divide the class into two pairs. - Work with their partner to - Demonstrate the activity on DCR using the complete the task. speech bubbles. - Follow their teacher’s - Have the student A point and ask, have the instructions. student B answer. - Ask and answer the other - Swap roles and repeat. student’s question. - Afterwards, have some pairs demonstrate the - Present their work in front of activity in front of the class. the class. D. Production(5 minutes) b. Objectives: To help them ask and answer about the food fluently. c. Content: Drawing the food or using DHA. d. Expected outcomes and assessment - Task completed with excellence:Students canask and answer about the food fluently. - Task completed:Students are able to ask and answer about the food. - Task uncompleted:Students cannotask and answer about the food. e. Organization Teacher’s activities Students’ activities F. Option 1:Draw the food in your fridge. Ask and answer. - Use DCR on Eduhome to show the - Listen and follow their examples to the whole class. teacher’s instructions. - Have the students look at the picture of - Look at the examples and the empty fridge and draw the food in it. read them silently.
11. - Divide the class into pairs. - Work in pairs to complete - Have the student A ask the student B the task. about the food in student A’s fridge. - Interview a partner about - Swap roles and repeat. their name, age, and the - Afterwards, have some students school subjects they like or demonstrate the activity in front of the don’t like. class. - Present their answers to the whole class. Option 2: Use DHA on Eduhome. - Open DHA (Unit 8 – Lesson 2) on - Follow their teacher’s Eduhometo help the students review the instructions. vocabulary through games: Look and find, - Play the game with the Listen and find, and Grammar. whole class. E. Consolidation and homework assignment (5 minutes) e. Objectives: To help the students rememberthe target sentence structures. f. Contents: Asking and answering the questions and assigning homework in the Workbook. g. Expected outcomes and assessment - Task completed with excellence: Students can ask and answer about the foodcorrectly and smoothly. - Task completed:Students are able to ask and answer about the food. - Task uncompleted:Students fail to ask and answer about the food. h. Organization Teacher’s activities Students’ activities Consolidation - Divide the class into two teams. - Work with their teammates to complete the task. - Show one or two flashcards to the class and say - Follow their teacher’s “yes” or “no”. instructions. - Have Team A make a question and Team B answer. - Make questions or answer the - Swap roles and repeat. questions from the other e.g. team. (Teacher shows the flashcard “potato”.) Teacher: “yes” Team A: “Are there any potatoes?”
12. Team B: “Yes, there are some potatoes.” (Teacher shows the flashcard “lime”.) Teacher: “no” Team A: “Is there a lime?” Team B: “No, there isn’t.” Homework Assignment - Require the students to practice the structures - Practice the structures at at home. home. - Ask them to prepareParts A and B, Lesson 3, - Prepare the new lesson. Unit 8 on page 116 in the Student’s Book. 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: ..
13. Date of planning:Sund 14/04/2023 Date of teaching :Tuesd/ 16/04/2024 Period:123 UNIT 8 - FOOD Lesson3.1(page116) 8. Objectives By the end of this lesson, students will be able to make and respond to offers. 8.1. Language knowledge and skills Vocabulary:fries, pizza, cake, ice cream, chicken, fish. Sentence patterns: Would you like some fries?/ Yes, please./ Sure, thanks! No, thank you. Skills: Listening, Reading, Writing, and Speaking. 8.2. Competences Self-control and independent learning:identify and make and respond to offers. Communication and collaboration: work in pairs or groups to make and respond to offers. Critical thinking and creativity: learn how to make and respond to offers. 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: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. 10.Procedures H. Warm up (5 minutes) i. Objectives: To help the students review the vocabulary items about the food, generate students’ interests, andlead in the new lesson. j. Content:Playing the game: “Yes or No” or “Repeating”. k. Expected outcomes and assessment - Task completed with excellence:Students can jump to the correct side orrepeat the correct words on the flashcardsquickly.
14. - 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. l. Organization Teacher’s activities Students’ activities Option 1:Play the Yes or No game. - 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 instructions. them a question: Is this a tomato? - Get the class to jump to the correct side to - Look at the flashcards and the answer. carefully listen to teacher’s 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 things on 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 their teacher saying the word not, they stay silent. on each card, and repeat the word if it is correct. I. Presentation(10 minutes) i. Objective: To help students recognizeand name some other food. j. Contents: Listening, pointing, and repeating. k. 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. l. Organization Teacher’s activities Students’ activities
15. A. 1. Listen and point. Repeat. (CD3 Track 58) - Arrange the flashcards (fries, pizza, cake, ice cream, chicken, fish) on the board. - Listen and follow their - Ask students to listen and pay their attention. teacher’s instructions. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them - Point to the pictures in their point to the pictures in their Student’s Books. Student’s Books. - Play the audio and require them to listen and - Listen and repeat. repeat. - Help them with their pronunciation if - Work with their partner to necessary. complete the task. - Have the class work in pairs. One student randomly 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 Flashcard peek. - Have one student come to the front of the - Come to the front of the class. class. - Hold one flashcard facing your body so no one can see it. - Very quickly show the flashcard to the student and hide it again. - Look and guess the new word - Have the students guess the new word on the on the flashcard. flashcard. - Repeat with other students and flashcards. J. Practice(10 minutes) i. Objectives:To practice using the useful language to make and respond to offersand complete the blanks. j. Contents:Listening and Speaking. k. Expected outcomes and assessment - Task completed with excellence:Students can use the useful language to make and respond to offers and complete the blanks correctly. - Task completed:Students can make and respond to offers and complete the blanks.
16. - Task uncompleted:Students fail tomake and respond to offers and complete the blanks. l. Organization: Teacher’s activities Students’ activities B. 1. Listen and practice.(CD3 Track 59) - Use DCR on Eduhometo show the useful - Look and read the useful language and have students look and read the language silently. useful languagesilently. - Explain that we use this to politely ask and - Listen to their teacher’s answer about whether someone wants a explanation. particular item. - Listen and look at the useful - Play the audio and have the students listen to language again. the 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 using the example. - Carefully look at the teacher demonstrating the activity. - Have the students look and write their - Look and write their answers answers in their Student’s Books. in their Student’s Books. - Divide the class into pairs and have them - Work in pairs and check their check each other’s work. partner’s answers. - Use DCR on Eduhometo check the answers as - Check the answers with the a whole class. teacher and friends. - Have some pairs practice saying the - Practice saying the sentences sentences. with a friend. - Monitor the class and support if needed. K. Production(5 minutes) c. Objectives: To help them remember the vocabulary items and sentence patterns. d. Content: Asking and answering or using DHA. e. Expected outcomes and assessment
17. - Task completed with excellence:Students can use the vocabulary items and sentence patterns to make and respond to offers fluently. - Task completed:Students canuse the vocabulary items and sentence patterns to make and respond to offers. - Task uncompleted:Students cannotuse the vocabulary items and sentence patterns to make and respond to offers. f. Organization Teacher’s activities Students’ activities Option 1:Ask and answer. - Divide the class into two teams to - Work with their team to complete the task. complete the task. - Hold up a flashcard about the food for - Carefully listen to and follow Team A making an offer, and say “Yes” or their teacher’s instructions. “No” for Team B responding to the offer. - Ask and answer the Eg. questions from the other • Teacher shows the flashcard “fries” and team. says “Yes”. • Team A: Would you like some fries? • Team B: Yes, please. - Ask them to take turns asking and answering the questions. - Support them if necessary. Option 2: Use DHA on Eduhome. - Open DHA (Unit 8 – Lesson 3) on Eduhometo help the students review the vocabulary through games: Look and find, Listen and find, and Grammar. L. Consolidation and homework assignment (5 minutes) i. Objectives: To help the students remember and pronouncethe vocabulary items about the food. j. Contents: Playingthe game “Whispers” and assigning homework in the Workbook. k. 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.
18. - Task uncompleted:Students fail to listen the new words or whisper them to their friends. l. 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 82 in the Workbook. - Have them copy each new word six times in their Tiếng Anh 3 i-Learn Smart Start Notebook, page 44. - Ask them to prepare Parts C and D, Lesson 3 on page 117 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: .
19. Date of planning:Sund 14/04/2023 Date of teaching :Tuesd/ 16/04/2024 Period:124 UNIT 8 - FOOD Lesson3.2(page117) 12.Objectives By the end of this lesson, students will be able to identify the /aɪ/ and /ʊə/sounds and practice the conversations. 12.1. Language knowledge and skills Vocabulary:fries, pizza, cake, ice cream, chicken, fish. Sentence pattern: Would you like some pizza?/ No, thank you. Skills: Listening, Reading, Writing, and Speaking. 12.2. Competences Self-control and independent learning:identify and the /aɪ/ and /ʊə/ sounds. Communication and collaboration: work in pairs or groups to make and respond to offers. Critical thinking and creativity: learn how to make and respond to offers. 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. 12.4. 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. 13.Procedures M.Warm up (5 minutes) m. Objectives:To review the vocabulary items about the food, generate students’ interests, andlead in the new lesson. n. Content:Playingthegame: “Circle jump” or “Slap the board”. o. 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.
20. - 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. p. Organization 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 - Call out a word, and a student from each the game. team has to run and stand inside the - Quickly run and stand inside corresponding circle as quickly as possible. the corresponding circle when - Ask them to say the word when standing the teacher says a word. inside the circle. - Say aloud the word when - The first student getting the correct standing inside the circle. answer wins a point for their team.