Kế hoạch bài dạy Tiếng Anh 3 - Tuần 32 - Năm học 2023-2024

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 3 - Tuần 32 - Năm học 2023-2024

1. Date of planning:Sund 21/04/2024 Date of teaching :Tuesd/ 23/04/2024 Period:125 UNIT 8 - FOOD Lesson3.3(page118) 1. Objectives By the end of this lesson, students will be able to make and respond to offers confidently. 1.1. Language knowledge and skills Vocabulary:fries, pizza, cake, ice cream, chicken, fish. Sentence patterns: Would you like some cake?/ No, thank you. Skill: Speaking. 1.2. 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. 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: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. 3. 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: “Jump” or “Slap the board”. c. Expected outcomes and assessment - Task completed with excellence:Students can slap flashcards or jump and say the words quickly and correctly.
2. - Task completed:Students can slap flashcards or jump and 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 the Jumpgame. - Ask the students to stand at their desks. - Stand at their desks to play - Hold up a flashcard from the vocabulary the game. set and say a word. - Look at the flashcard and - If the word is the same as the flashcard, listen to their teacher. they jump. If it isn't, they keep still. - Jump if the word is the same as the flashcard. - Don’t jump if the word isn’t - Ask them to say the word on the flashcard. the same as the flashcard. - Say the word on the flashcard. 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 recognize the sentence pattern and name the food correctly. b. Contents: Listening and repeating. c. 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.
3. - Task uncompleted:Students are unableto use the sentence structure or point and read the correct words. d. Organization Teacher’s activities Students’ activities Present the sentence pattern. - Use DCR on Eduhome to show the class the - Listen and follow their sentence structure in Part E, page 118 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) a. Objectives:To practice asking and answering the question by using the vocabulary items in thetarget sentence pattern. b. Contents:Pointing, asking, and answering. c. 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. d. Organization: Teacher’s activities Students’ activities E. Point, ask, and answer. - 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 and ask, have the - Ask and answer the other student B answer. student’s question. - Swap roles and repeat. - Present their work in front of
4. - Afterwards, have some pairs demonstrate the the class. activity in front of the class. D. Production(5 minutes) a. Objectives: To help them make and respond to offers confidently. b. Content: Playingthe game: “Guess the picture” or using DHA. c. Expected outcomes and assessment - Task completed with excellence:Students can make and respond to offers confidently. - Task completed:Students are able to make and respond to offers. - Task uncompleted:Students cannotmake and respond to offers. d. Organization Teacher’s activities Students’ activities E. Option 1: Play Guess the picture. - Have the students time to look and read at - Look and read at the the examples. sentences on page 118. - Divide the class into two teams. - Listen and follow their - Have a student stand facing away from the teacher’s instructions board and stick a flashcard on the board carefully. behind them. - Play the game with the - Have someone from the same team ask whole class. the student a question about the flashcard. - Have a 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 asking and guessing. Option 2: Use DHA on Eduhome. - Open DHA (Unit 8 – Lesson 3) 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) a. Objectives: To help the students rememberthe target sentence structures.
5. b. Contents: Making and responding to offers and assigning homework in the Workbook. c. Expected outcomes and assessment - Task completed with excellence: Students can make and respond to offerscorrectly and smoothly. - Task completed:Students are able to make and respond to offers. - Task uncompleted:Students fail to make and respond to offers. d. 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 an offer and Team B - Make and respond to offers. respond. - Swap roles and repeat. e.g. (Teacher shows the flashcard “pizza”.) Teacher: “yes” Team A: “Would you like some pizza?” Team B: “Yes, please.” (Teacher shows the flashcard “cake”.) Teacher: “no” Team A: “Would you like some cake?” Team B: “No, thank you.” Homework Assignment - Require the students to practice the structures - Practice the structures at at home. home. - Ask them to prepareParts A and B, - Prepare the new lesson. CultureLesson, Unit 8 on page 119 in the Student’s Book. 4. Reflection a. What I liked most about this lesson today: b. What I learned from this lesson today:
6. c. What I should improve for this lesson next time: Date of planning:Sund 21/04/2024 Date of teaching :Tuesd/ 23/04/2024 Period:126 UNIT 8 - FOOD CultureLesson 4.1(page119) 5. Objectives By the end of this lesson, students will be able to talk about what we use to eat different food and their favorite food. Language knowledge and skills Vocabulary:knife, fork, spoon, chopsticks, noodles. Sentence patterns: We eat ice cream with a spoon./ We often eat chicken./ My favorite food is fish. Skills: Listening, Reading, Writing, and Speaking. 5.1. Competences Self-control and independent learning:identify and talk about what we use to eat different food and their favorite food. Communication and collaboration: work in pairs or groups to talk about what we use to eat different food and their favorite food. Critical thinking and creativity: learn how to talk about what we use to eat different food and their favorite food. 5.2. 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. 6. 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. 7. Procedures
7. C. Warm up (5 minutes) e. Objectives: To help the students review the vocabulary items about the food, to motivate students’ learning, and lead in the new lesson. f. Content:Playing the game: “Go get it”. g. Expected outcomes and assessment - Task completed with excellence:Students quickly identify and get the correct flashcards. - Task completed: Students can identify and get the correct flashcards. - Task uncompleted: Students are unable to identify and get the correct flashcards. h. Organization Teacher’s activities Students’ activities Play the Go get it game. - Divide the class into two teams. - Work with their teammates to complete the task. - Place the flashcards around the class. - Look at the flashcards around the class. - Say the word twice so that the students - Carefully listen to the word can hear. the teacher said and quickly - Say “Go get it” and then the student from grab that flashcard. each team has to run quickly to find and grab the flashcard the teacher said and they have to repeat the word. - The team with the most flashcards at the end wins. - Lead in the new lesson. D. Presentation(10 minutes) e. Objective: To help the students recognizeand name the food and kitchen utensils. f. Contents: Listening, pointing, and repeating. g. 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. h. Organization Teacher’s activities Students’ activities A. 1. Listen and point. Repeat. (CD3 Track 64)
8. - Arrange the flashcards (knife, fork, spoon, chopsticks, noodles) 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 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 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 the 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. E. Practice(10 minutes) e. Objectives:To practice using the useful language to talk about what they use to eat different food, their favorite food,and complete the blanks. f. Contents:Listening and Speaking. g. Expected outcomes and assessment - Task completed with excellence:Students can use the useful language to talk about what they use to eat different food,their favorite food, and complete the blanks fluently. - Task completed:Students can use the useful language to talk about what they use to eat different food, their favorite food, and complete the blanks.
9. - Task uncompleted:Students fail touse the useful language to talk about what they use to eat different food, their favorite food, and complete the blanks. h. Organization: Teacher’s activities Students’ activities B. 1. Listen and practice.(CD3 Track 65) - Use DCR on Eduhometo 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“We ” to talk about - Listen to their teacher’s general truth shared by a group of people. explanation. “Often” is used to say that something happens frequently. We use “My favorite ” to talk about the thing we like the most. - Listen and look at the useful - Play the audio and have them listen to 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 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. F. Production(5 minutes) b. Objectives: To help them remember the vocabulary items and sentence pattern. c. Content: Using the structures or using DHA.
10. d. Expected outcomes and assessment - Task completed with excellence:Students can use the useful language to talk about what they use to eat different food, their favorite food, and complete the blanks confidently. - Task completed:Students canuse the useful language to talk about what they use to eat different food, their favorite food, and complete the blanks. - Task uncompleted:Students cannotuse the useful language to talk about what they use to eat different food, their favorite food, and complete the blanks. e. 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. - Say a number 1, 2, or 3 (1. We with /2. - Carefully listen to and follow We often eat / 3. My favorite food is ) their teacher’s instructions. and hold up the flashcard(s) about the - Use the language structures food/ kitchen utensil for the class using to talk about what they use one of the three language structures. to eat different food and Eg. their favorite food. • Teacher shows the flashcards“noodles”, “chopsticks”, and says “1”. • Class: We eat noodles with chopsticks. • Teacher shows the flashcard “pizza” and says “3”. • Class: We often eat pizza. - Support them if necessary. Option 2: Use DHA on Eduhome. - Open DHA (Unit 8 – CultureLesson) on Eduhometo help the students review the vocabulary through games: Look and find, Listen and find. G. Consolidation and homework assignment (5 minutes) e. Objectives: To help the students remember the vocabulary items about the food and kitchen utensils. f. Contents: Playing the game “Whispers” and assigning homework in the Workbook.
11. g. Expected outcomes and assessment - Task completed with excellence: Students can whisper the words to their friends correctly 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. h. 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 thestudents 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 84 - 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 45. lesson. - Ask them to prepare Parts C and D, Culture Lesson on page 120 in the Student’s Book. 8. 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:
12. Date of planning:Sund 21/04/2024 Date of teaching :Tuesd/ 23/04/2024 Period:127 UNIT 8–FOOD CultureLesson 4.2(page120) 9. Objectives By the end of this lesson, students will be able to talk about the eating habits in the USA. Language knowledge and skills Vocabulary:knife, fork, spoon, chopsticks, noodles. Sentence patterns: My favorite food is steak./ We eat steak with a knife and fork./ We often eat pizza. Skills: Listening, Reading, Writing, and Speaking. 9.1. Competences Self-control and independent learning:identify and talk about the eating habits in the USA. Communication and collaboration: work in pairs or groups to talk about the eating habits in the USA. Critical thinking and creativity: learn how to talk about the eating habits in the USA. 9.2. 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. 10.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. 11.Procedures H. Warm up (5 minutes) i. Objectives: To help the students review the food and kitchen tools, generate the students’ interest, and lead in the new lesson. j. Content:Playing the game: “Aha” or “Slap the board”.
13. k. Expected outcomes and assessment - Task completed with excellence:Students can slap the correct flashcards or say the words quickly and correctly. - Task completed: Students can slap the correct flashcards or say the words. - Task uncompleted: Students fail to slap the correct flashcards or say the words incorrectly. l. Organization Teacher’s activities Students’ activities Option 1:Play the Ahagame. - 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 the students to guess the picture on the picture on it. the flashcard. - Say “Aha” and the vocabulary. - Have them say “Aha” and the vocabulary. Option 2:Play the Slap the board game. - Divide the class into two teams and have - Make two lines to play this them form two lines. game. - Place the flashcards about the food and kitchen tools on the board, showing the - Look at the flashcards on the images. board. - Carefully listen and run to the - Call out a word and have the first student board to slap the correct card from each group race to slap the correct and read aloud the word on image on the board and say it correctly. it. The first student to slap the correct flashcard wins a point for their team. I. Presentation(10 minutes) i. Objective: To help the students get some general ideas about the reading. j. Content: Speaking. k. Expected outcomes and assessment - Task completed with excellence: Students can identify and name the food in the pictures correctly. - Task completed: Students can identify and name the food in the pictures.
14. - Task uncompleted: Students are unable to identify and name the food in the pictures. l. Organization Teacher’s activities Students’ activities Answer the questions. - Use DCR on Eduhome to show the class the - Look at the pictures on DCR. pictures in Task C. Read and circle. - Ask them to look at the pictures and answer these questions. - Answer their teacher’s • What food is it? questions. • What is your favorite food? - Correct the students’ answers and help them with pronunciation if necessary. - Lead in the new lesson. - Be ready for the new lesson. J. Practice(10 minutes) i. Objectives:To practice reading about eating in the US and circling the correct words; listening and completing the blanks with kitchen tools and food. j. Contents:Listening, Reading, Writing, and Speaking. k. Expected outcomes and assessment - Task completed with excellence:Students can read about eating in the US and circle the correct words; listen and complete the blanks with kitchen tools and foodquickly. - Task completed:Students can read about eating in the US and circle the correct words; listen and complete the blanks with kitchen tools and food. - Task uncompleted:Students fail tocircle the correct words or complete the blanks. l. Organization: Teacher’s activities Students’ activities C. Read and circle. - Use DCR on Eduhome to show students the - Listen and follow their text. teacher’s instructions. - Read the text individually. - Have them read the text individually. - Read the text as a whole class. - Read the text as a whole class. - Help them correct their pronunciation.
15. - Demonstrate the activity using the example. - Read and circle. - Have them read and circle. - Check the answers as a whole class using DCR.
16. D. 1. Look and listen. (CD3 Track 66) - Have the students look at the script and - Look at the script and pictures pictures and ask these questions. and ask their teacher’s Who are talking? (Thảo and Emma) questions. What are they talking about? (food) - Play the audio using DCRand have them look and listen. - Look and listen. 2. Look and write. (CD3 Track 67) - Have the students look at the sentences. - Look at the sentences. - Play the audio using DCR and demonstrate the - Follow their teacher’s activity using the example. instructions. - Play the audio and have them listen and write. - Play the audio again and check answers as a - Listen and write. whole class using DCR. - Listen and check answers as a whole 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. K. Production(5 minutes) c. Objectives: To help them remember the vocabulary items and sentence pattern. d. Content: Asking and answering or using DHA. e. Expected outcomes and assessment - Task completed with excellence:Students can talk about the eating habits in the USA fluently. - Task completed:Students cantalk about the eating habits in the USA. - Task uncompleted:Students cannottalk about the eating habits in the USA. f. Organization Teacher’s activities Students’ activities Option 1:Make their own stories. - Have the students work in pairs. - Work with their friends to complete the task. - Ask them to look and read the story from - Look and read the story from
17. Part 2 – Listen and write as a sample. Part 2 – Listen and write as a - Give the students enough time to make sample. their stories using their own ideas. - Make their stories using - Walk around the class and support them if their own ideas. necessary. - Invite some pairs to present their stories in - Present their stories in front front of the class. of the class. - Help the students with feedback and correct them if any. Option 2: Use DHA on Eduhome. - Open DHA (Unit 8 – CultureLesson) 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. Objective: To help the students remember key vocabulary items from the Listening and Reading Tasks. j. Contents: Contents: Playing the game “Whispers” and assigning homework in the Workbook. k. Expected outcomes and assessment - Task completed with excellence: Students can whisper the words to their friends correctly 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. 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.
18. - 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 85 - Follow their teacher’s in the Workbook. instructions. - Have them copy the structures in their Tiếng Anh 3 i-Learn Smart Start Notebook, page 45. - Do homework, copy the - Ask them to prepare Parts E-G, CultureLesson structuresand prepare the on page 121 in the Student’s Book. new lesson. 12.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 21/04/2024 Date of teaching :Tuesd/ 23/04/2024 Period:128 UNIT 8–FOOD CultureLesson 4.3(page121) 13.Objectives By the end of this lesson, students will be able to talk about the eating habits in Vietnam. Language knowledge and skills Vocabulary:knife, fork, spoon, chopsticks, noodles. Sentence patterns: We often eat rice and noodles./ My favorite food is phở./ We eatphở with chopsticks and a spoon. Skills: Listening, Reading, Writing, and Speaking. 13.1. Competences Self-control and independent learning:identify and talk about the eating habits in Vietnam. Communication and collaboration: work in pairs or groups to talk about the eating habits in Vietnam. Critical thinking and creativity: learn how to talk about the eating habits in Vietnam. 13.2. 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. 14.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. 15.Procedures M.Warm up (5 minutes) m. Objectives: To review the vocabulary items about the food and kitchen utensils, generate students’ interests, andlead in the new lesson. n. Content:Playing the game: “Circle jump” or “Slap the board”.
20. 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. - 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 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 - 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.