Kế hoạch bài dạy Tiếng Anh 4 - Tuần 20 - Năm học 2024-2025 - Bùi Thị Sao Băng

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 20 - Năm học 2024-2025 - Bùi Thị Sao Băng

1. Date of planing:Sund/19/01/2025 Date of teaching :Tuesd/21/01/2025 Period:77 UNIT 5 – GETTING AROUND Lesson 2.2 (page 68) 1. Objectives By the end of this lesson, students will be able to identify the /eɪ/ sounds and practice the conversations. 1.1.Language knowledge and skills Vocabulary: near, behind, next to, opposite, in front of. Sentence pattern: Where's the park? It's next to the library. Skills: Listening, Reading, Writing, and Speaking. 1.2.Competences Self-control and independent learning: identify the /eɪ/ sounds and ask where places are. Communication and collaboration: work in pairs or groups to ask where places are. Critical thinking and creativity: learn how to ask and answer about where places are. 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 4 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 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 3. Procedures A. Warm up (5 minutes) a. Objectives: To review the vocabulary items about where places are, generate students’ interests and, lead in the new lesson. b. Content: Playing the game: “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 Teacher’s activities Students’ activities Option 1: Play the Circle jump game. - Divide the class into two groups and make two - Make two lines to play this game. lines to play the game. - Draw two large circles on the ground with chalk. - Follow their teacher’s instructions - Place a flashcard in each circle. before playing the game.
2. - Call out a word, and a student from each team - Quickly run and stand inside the has to run and stand inside the corresponding corresponding circle when the circle as quickly as possible. teacher says a word. - Ask them to say the word when standing inside - Say aloud the word when standing the circle. inside the circle. - The first student getting the correct answer wins a point for their team.
3. Option 2: Play the Slap the board game. - Divide the class into two teams and have them - Make two lines to play this game. form two lines. - Place the flashcards about where places are on - Look at the flashcards on the the board, showing the images. board. - Call out a word and have the first student from each group race to slap the correct image on the - Carefully listen and run to the board and say it correctly. The first student to board to slap the correct card and slap the correct flashcard wins a point for their read aloud the word on it. team. B. Main lesson 1. Presentation (10 minutes) a. Objective: To help students identify the /eɪ/ sounds and practice saying the sounds in the chant. b. Contents: Listening and repeating. c. Expected outcomes and assessment - Task completed with excellence: Students can identify the /eɪ/ sounds and pronounce them correctly and fluently. - Task completed: Students can identify the /eɪ/ sounds and pronounce them. - Task uncompleted: Students are unable to identify the /eɪ/ sounds and pronounce them. d. Organization Teacher’s activities Students’ activities 2. 1. Listen and repeat. (CD2 Track 35) - Draw attention to the /eɪ/ sounds. - Listen and follow their teacher’s - Briefly explain and demonstrate the sounds. instructions. - Play the audio (using DCR). - Listen to the audio. - Have the students notice the sounds. - Listen and notice the sounds first. - Play the audio again. - Listen to the audio again and repeat - Have the students listen and repeat. the sounds. - Correct students’ pronunciation if needed. 2. Chant. (CD2 Track 36) - Write the words or put up the flashcards on the board. - Follow their teacher’s 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 the sound - Listen and repeat the sound. and word and have students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Listen to the chant again. - Have students listen and clap along with the sounds - Listen and clap along with the and words as they hear them in the chant. sounds and words as they hear them in the chant. 2. Practice (10 minutes)
4. a. Objectives: To help the students identify the people and things in the story and practice listening and writing the correct number in each circle. b. Contents: Listening, Speaking, and Writing. c. Expected outcomes and assessment - Task completed with excellence: Students can understand the story and number the words correctly. - Task completed: Students can understand the story and write the number in each circle. - Task uncompleted: Students fail to understand the story and write the number in each circle. d. Organization: Teacher’s activities Students’ activities D. 1. Look and listen. (CD2 Track 37) - Introduce the situation: “Let's go out..” - Listen to their teacher’s introduction about the situation. - Have the students look at the story and ask these - Look at the story and answer their questions. teacher’s questions. • Who can you see? (Tom, Ben, Alfie, Mrs. Brown) • Where are they? (at home) • What are they talking about? (the school, the park, the zoo, the stadium, the market) - Play the audio (using DCR). - Have the students look and listen. - Listen to the story. 2. Listen and number. (CD2 Track 38) - Play the audio (using DCR) and demonstrate the - Listen and follow their teacher’s activity using the example. demonstration. - Play the audio and have the students listen and - Listen to the story and number. number. - Listen to the story again and check - Play the audio again and check answers as a whole the answers as a whole class. class. 3. Role-play. - Divide the class into two pairs. - Work with their partner to complete the task. - Have the students practice saying the sentences. - Practice saying the sentences. - Have some pairs demonstrate the activity in front of - Demonstrate the activity in front of the class. the class. 3. 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 story naturally. - Task completed: Students can practice and use their own ideas to make a story. - Task uncompleted: Students cannot practice and use their own ideas to make a story. d. Organization
5. 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. - Choose one of the stories from - Ask them to choose one of the stories from Part Part 2 – Listen and number. as a 2 – Listen and number. 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 front the class. of the class. - Help the students with feedback and correct them if any. C. 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 d. 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. e. Organization Teacher’s activities Students’ activities Consolidation - Ask the students work in groups of four or five students. - Work in groups to complete the task. - Give each group a set of sentences and ask them to make - Make a meaningful conversation a meaningful conversation. from the given sentences. - Give them enough time to rearrange the given sentences. - Invite each group to present their answer. - Present their answer in front of the - Have other groups comment and give the correct answer class. if any. - Give comments to other groups. - Check the students’ answers as a whole class. Homework Assignment - Require the students to do exercises on page 45 in the - Follow their teacher’s instructions. Workbook. - Have them copy structures in their Tiếng Anh 4 i-Learn - Do homework, copy the structures, Smart Start Notebook, page 29. and prepare the new lesson. - Ask them to prepare Parts E and F, Lesson 2 on page 69 in the Student’s Book.
6. 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: ..
7. Date of planing:Sund/19/01/2025 Date of teaching :Tuesd/21/01/2025 Period:78 UNIT 5 – GETTING AROUND Lesson 2.3 (page 69) 5. Objectives By the end of this lesson, students will be able to say where places are. 5.1. Language knowledge and skills Vocabulary: near, behind, next to, opposite, in front of. Sentence patterns: Where's the park? It's next to the library. Skills: Reading and Speaking. 5.2.Competences Self-control and independent learning: identify and say where places are. Communication and collaboration: work in pairs/ groups to say where places are. Critical thinking and creativity: learn how to say where places 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. 6. Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 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 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 7. Procedures D. Warm up (5 minutes) e. Objectives: To review the vocabulary items preposition of place, generate students’ interests and, lead in the new lesson. f. Content: Playing the game: “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 Teacher’s activities Students’ activities Option 1: Play the Circle jump game. - Divide the class into two groups and make two - Make two lines to play this game. lines to play the game. - Draw two large circles on the ground with chalk. - Follow their teacher’s instructions - Place a flashcard in each circle. before playing the game.
8. - Call out a word, and a student from each team - Quickly run and stand inside the has to run and stand inside the corresponding corresponding circle when the circle as quickly as possible. teacher says a word. - Ask them to say the word when standing inside - Say aloud the word when standing the circle. inside the circle. - The first student getting the correct answer wins a point for their team. Option 2: Play the Slap the board game. - Divide the class into two teams and have them - Make two lines to play this game. form two lines. - Place the flashcards on the board, showing the - Look at the flashcards on the images. board. - Call out a word and have the first student from - Carefully listen and run to the each group race to slap the correct image on the board to slap the correct card and board and say it correctly. The first student to read aloud the word on it. slap the correct flashcard wins a point for their team. E. Main lesson 1. Practice 1 (10 minutes) e. Objective: To help the students recognize the sentence patterns, identify say where places are correctly. f. Contents: Listening and repeating. g. Expected outcomes and assessment h. Task completed with excellence: Students can recognize the sentence patterns, identify say where places are correctly. i. Task completed: Students can recognize the sentence patterns, identify say where places are in the pictures. - Task uncompleted: Students are unable to recognize the sentence patterns, identify say where places are in the pictures. j. Organization Teacher’s activities Students’ activities Present the sentence pattern. - Use DCR on Eduhome to show the class the sentence - Listen and follow their teacher’s structures in Part E, page 69 in their Student’s Book. instructions. - Give the students enough time to look at the target - Look at the target sentence structures sentence structures and have them read it silently. on the screen and read it silently. - Continue asking them to identify the position and say - Identify the rooms and name things where places are. in each room. - Control the class and give them help if needed. - Lead in the new lesson. 2. Practice 2 (10 minutes) e. Objectives: To practice asking and answering the question by using the vocabulary items in the target sentence patterns. f. Contents: Pointing, asking, and answering.
9. g. Expected outcomes and assessment - Task completed with excellence: Students can say where places are smoothly and correctly. - Task completed: Students can say where places are. - Task uncompleted: Students fail to say where places are. h. 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 bubbles. - Follow their teacher’s instructions. - Have the student A point and ask, have the student B - Ask and answer the other student’s answer. question. - Swap roles and repeat. - Present their work in front of the - Afterwards, have some pairs demonstrate the activity class. in front of the class. 3. Production (5 minutes) c. Objectives: To help them produce the target sentence patterns about saying where places are. d. Content: Talking about where place are and Playing the game using DHA. d. Expected outcomes and assessment - Task completed with excellence: Students can ask and answer about saying where places are fluently. - Task completed: Students are able to ask and answer about saying where places are. - Task uncompleted: Students cannot ask and answer about saying where places are. e. Organization Teacher’s activities Students’ activities F. Option 1: Talk about where place are. - Have the students look at the example. - Look at the example. - Divide the class into pairs. - Work in pairs. - Have Student A ask and Student B answer. - Do an action silently. - Swap roles and repeat. - Afterwards, have some students demonstrate the - Come to the front of the class. activity in front of the class. Option 2: Use DHA on Eduhome. - Open DHA (Unit 5 – Lesson 2) on Eduhome to - Follow their teacher’s help the students review the vocabulary through instructions. games: Look and find, Listen and find, and - Play the game with the whole Grammar. class. F. Consolidation and homework assignment (5 minutes) f. Objectives: To help the students remember the target sentence structures. g. Contents: Asking and answering the questions and assigning homework in the Workbook. h. Expected outcomes and assessment
10. - 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. i. Organization Teacher’s activities Students’ activities Consolidation - Ask the students to focus on the language structure: - Follow their teacher’s instructions. Where's the park? It's next to the library. - Work with their partner to complete - Randomly invite some pairs to practice the structure. the task. - Show the flashcards to the students so that they take - Ask and answer the questions using turns asking and answering the questions. the target pattern sentence structure. Correct the students’ mistakes if needed. - Homework Assignment - Require the students to practice the structures at home. - Practice the structures at home. - Ask them to prepare Parts A and B, Lesson 3, Unit 5 on - Prepare the new lesson. page 70 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: .
11. Date of planing:Sund/19/01/2025 Date of teaching :Wed/22/01/2025 Period:79 UNIT 5 – GETTING AROUND Lesson 3.1 (page 70) 9. Objectives By the end of this lesson, students will be able to learn the target language to ask for and give directions. 9.1. Language knowledge and skills Vocabulary: go straight, go over, traffic lights, corner, bridge, on the left, on the right. Sentence patterns: How do I get to the swimming pool? Go straight. Then, turn left. It's on the right. Skills: Listening, Reading, Writing, and Speaking. 9.2.Competences Self-control and independent learning: identify and ask for and give directions. Communication and collaboration: work in pairs/ groups to ask for and give directions. Critical thinking and creativity: learn how to ask for and give directions. 9.3.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. 10. Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 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 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 11. Procedures G. Warm up (5 minutes) i. Objectives: To help the students review vocabulary about different traffic signs, generate students’ interests and, lead in the new lesson. j. Content: Playing the game: “Guess the hidden picture” or “Repeating game”. k. Expected outcomes and assessment - Task completed with excellence: Students can identify the flashcards or repeat the correct words on the flashcards quickly. - Task completed: Students can identify the flashcards or repeat the correct words on the flashcards. - Task uncompleted: Students identify the wrong flashcards or find it difficult to pronounce some words. l. Organization Teacher’s activities Students’ activities Option 1: Play the Guess the hidden picture game. - Play the game with their team. - Divide the class into two teams to play the game.
12. - Use a blank card with a hole to cover a flashcard. - Listen to their teacher’s - Show only part of the picture on the flashcard instructions. through the hole and ask them to guess the - Look at the flashcard through the correct word. hole and try to guess it. - The team having the correct guess gets a point for their team. - Lead in the new lesson. - Be ready for the new lesson. Option 2: Playing the Repeating game. - Put a selection of the flashcards about the - Follow their teacher’s instructions different traffic signs on the board. before playing the game. - Look at the flashcard, listen to - Point to a flashcard and say a word. If the word is their teacher saying the word on correct, the students repeat it. If not, they stay each card, and repeat the word if it silent. is correct. H. Main lesson 1. Presentation (10 minutes) k. Objective: To help the students recognize and ask for and give directions. l. Contents: Listening, pointing, and repeating. m. 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. n. Organization Teacher’s activities Students’ activities A. 1. Listen and point. Repeat. (CD1 Track 39) - Arrange the flashcards (go straight, go over, traffic lights, corner, bridge, on the left, on the right) on the board. - Listen and follow their teacher’s - Ask the students to listen and pay their attention. instructions. - Use DCR on Eduhome to play the audio and point to - Point to the pictures in their each flashcard. Student’s Books. - Then play the audio again and have them point to the - Listen and repeat. pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Work with their partner to complete - Help them with their pronunciation if necessary. 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 Heads up. What’s missing? - Divide the class into two teams. - Play with their teammates. - Arrange the flashcards on the board and remove one - Follow their teacher’s instructions. card when students are not looking.
13. - One student from each team calls out the missing - Look at the flashcard covered with a flashcard. piece of paper and quickly say the new word when their teacher slowly moves the paper. 2. Practice (10 minutes) i. Objectives: To practice asking for and giving directions. j. Contents: Listening and Speaking. k. Expected outcomes and assessment - Task completed with excellence: Students can ask for and give directions correctly and smoothly. - Task completed: Students can ask for and give directions. l. Task uncompleted: Students fail to ask for and give directions. m. Organization: Teacher’s activities Students’ activities B. 1. Listen and practice. (CD1 Track 40) - Use DCR on Eduhome to show the useful language - Look and read the useful language and have the students look and read the useful silently. language silently. - Listen to their teacher’s - Explain that we often use this to ask for and give explanation. directions. - Play the audio and have them look at the useful language. - Listen and look at the useful - Ask them to work in pairs and practice the useful language again. language. - Work in pairs and practice the - Require them to use the vocabulary from Part A. useful language. - Go around the class and support them if necessary. - Use the new words from Part A when practicing the useful language. 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 answers in their - Look and write their answers in Student’s Books. their Student’s Books. - Divide the class into pairs and have them check each - Work in pairs and check their other’s work. partner’s answers. - Use DCR on Eduhome to check the answers as a - Check the answers with the teacher whole class. and friends. - Have some pairs practice saying the sentences. - Practice saying the sentences with a - Monitor the class and support if needed. friend. 3. Production (5 minutes) b. Objectives: To help them remember the vocabulary about asking for and giving directions. e. Content: Playing the game: “Disappearing cards” or using DHA. e. Expected outcomes and assessment
14. - Task completed with excellence: Students can name all the flashcards in order quickly. - Task completed: Students can remember the flashcard’s sequence. - Task uncompleted: Students cannot remember some disappearing flashcards on the board. f. Organization Teacher’s activities Students’ activities Option 1: Play the Disappearing cards game. - Put a selection of flashcards in a line on the - Look at the flashcards on the board. board. - Get the students to name them in order. - Name the flashcards in order. - When they can do this activity easily, start to - Try to remember the flashcard’s turn the flashcards over so that they have to sequence. remember the sequence. Option 2: Use DHA on Eduhome. - Open DHA (Unit 5 – Lesson 3) on Eduhome to - Follow their teacher’s help the students review the vocabulary through instructions. games: Look and find, Listen and find, and - Play the game with the whole Grammar. class. C. Consolidation and homework assignment (5 minutes) j. Objectives: To help the students remember and pronounce the vocabulary items. k. Contents: Practicing the sentence structure and assigning homework in the Workbook. l. Expected outcomes and assessment - Task completed with excellence: Students can use the vocabulary items and sentence structures to ask for and give directions confidently. - Task completed: Students are able to use the vocabulary items and sentence structure to ask for and give directions. - Task uncompleted: Students fail to identify and pronounce the vocabulary words or ask for and give directions incorrectly. m. Organization Teacher’s activities Students’ activities Consolidation - Ask the students to focus on the language structures: - Follow their teacher’s instructions. How do I get to the swimming pool? Go straight. Then, - Work with their partner to complete turn left. It's on the right. the task. - Randomly invite some pairs to practice the structures. - Ask and answer the questions using - Show the flashcards about the family members to the the target pattern sentence students so that they take turns asking and answering the structures. questions. - Correct the students’ mistakes if needed. Homework Assignment - Require the students to do exercises on page 46 in the - Follow their teacher’s instructions. Workbook. - Do homework, copy the new words, - Have them copy new words and structure in their Tiếng and prepare the new lesson. Anh 4 i-Learn Smart Start Notebook, page 30.
15. - Ask them to prepare Parts C and D, Lesson 3 on page 71 in the Student’s Book. 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:
16. Date of planing:Sund/19/01/2025 Date of teaching :Wed/22/01/2025 Period:80 UNIT 5 – GETTING AROUND Lesson 3.2 (page 71) 13. Objectives By the end of this lesson, students will be able to identify the /tr/ sound and practice the conversations. 13.1. Language knowledge and skills Vocabulary: go straight, go over, traffic lights, corner, bridge, on the left, on the right. Sentence pattern: How do I get to the swimming pool? Go straight. Then, turn left. It's on the right. Skills: Listening, Reading, Writing, and Speaking. 13.2. Competences Self-control and independent learning: identify the /tr/ sound. Communication and collaboration: work in pairs/ groups to ask for and give directions. Critical thinking and creativity: learn how to ask for and give directions. 13.3. 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. 14. Teaching aids and materials - Teacher’s aids: Tiếng Anh 4 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 4 i-Learn Smart Start Student’s Book, Workbook, Notebook. 15. Procedures I. Warm up (5 minutes) m. Objectives: To review the vocabulary items about asking for and giving directions, generate students’ interests, and lead in the new lesson. n. Content: Playing the game: “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 phrases quickly and correctly. - Task completed: Students can slap flashcards or jump inside the correct circle and say the phrases. - Task uncompleted: Students slap the wrong flashcards or pronounce the phrases incorrectly. p. Organization Teacher’s activities Students’ activities Option 1: Play the Circle jump game. - Divide the class into two groups and make two - Make two lines to play this game. lines to play the game.
17. - Draw two large circles on the ground with chalk. - Follow their teacher’s instructions - Place a flashcard in each circle. before playing the game. - Call out a phrase, and a student from each team - Quickly run and stand inside the has to run and stand inside the corresponding corresponding circle when the circle as quickly as possible. teacher says a phrase. - Ask them to say the phrase when standing inside - Say aloud the phrase when the circle. standing inside the circle. - The first student getting the correct answer wins a point for their team.
18. Option 2: Play the Slap the board game. - Divide the class into two teams and have them - Make two lines to play this game. form two lines. - Place the flashcards about giving directions on - Look at the flashcards on the the board, showing the images. board. - Call out a phrase and have the first student from - Carefully listen and run to the each group race to slap the correct image on the board to slap the correct card and board and say it correctly. The first student to read aloud the phrase on it. slap the correct flashcard wins a point for their team. J. Main lesson 1. Presentation (10 minutes) o. Objective: To help the students identify the /tr/ sound and practice saying the sound in the chant. p. Contents: Listening and repeating. q. Expected outcomes and assessment - Task completed with excellence: Students can identify the /tr/ sound and pronounce it correctly and fluently. - Task completed: Students can identify the /tr/ sound and pronounce it. - Task uncompleted: Students are unable to identify the /tr/ sound and pronounce it. r. Organization Teacher’s activities Students’ activities 2. 1. Listen and repeat. (CD1 Track 41) - Draw attention to the /tr/ sound. - Listen and follow their teacher’s - Briefly explain and demonstrate the sound. instructions. - Play the audio (using DCR). - Listen to the audio. - Have the students notice the sound. - Listen and notice the sound first. - Play the audio again. - Listen to the audio again and repeat - Have the students listen and repeat. the sound. - Correct the students’ pronunciation if needed. 2. Chant. (CD1 Track 42) - Write the words or put up the flashcards on the board. - Follow their teacher’s 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 the sound - Listen and repeat the sound. and word and have students listen and repeat. - Play the audio again. - Listen to the chant again. - Have the students listen and clap along with the sound - Listen and clap along with the sound and words as they hear them in the chant. and words as they hear them in the chant. 2. Practice (10 minutes) n. Objectives: To help the students identify the people and things in the story and practice listening and writing the missing words in the blanks. o. Contents: Listening, speaking, and writing.
19. p. 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. q. Organization: Teacher’s activities Students’ activities D. 1. Look and listen. (CD1 Track 43) - Introduce the situation: “Alfie's fun day ” - Listen to their teacher’s introduction about the situation. - Have the students look at the story and ask these - Look at the story and answer their questions. teacher’s questions. • Who can you see? (Lucy, Alfie, Tom) • Where are they? (on the street, at the park, at the zoo, at the water park) - Play the audio (using DCR). - Listen to the story. - Have the students look and listen. 2. Listen and write. (CD1 Track 44) - Play the audio (using DCR) and demonstrate the - Listen and follow their teacher’s activity using the example. demonstration. - Play the audio and have students listen and write. - Listen to the story and write. - Play the audio again and check answers as a whole - Listen to the story again and check class. the answers as a whole class. 3. Role-play. - Divide the class into two pairs. - Work with their partner to complete the task. - Have the students practice saying the sentences. - Practice saying the sentences. - Have some pairs demonstrate the activity in front of - Demonstrate the activity in front of the class. the class. 3. Production (5 minutes) c. Objectives: To help them practice the stories and use their own ideas. f. Content: Working with their partners. f. Expected outcomes and assessment - Task completed with excellence: Students can practice and use their own ideas to make a story naturally. - Task completed: Students can practice and use their own ideas to make a story. - Task uncompleted: Students cannot practice and use their own ideas to make a story. g. Organization Teacher’s activities Students’ activities Make their own stories. - Have the class work in groups of four students. - Work with their friends to complete the task.
20. - Ask them to choose one of the stories from Part - Choose one of the stories from 2 – Listen and write. as a sample. Part 2 – Listen and write. as a - Give the students enough time to make their sample. stories using their own ideas. - Make their stories using their - Walk around the class and support them if own ideas. necessary. - Invite some pairs to present their stories in front - Present their stories in front of of the class. the class. - Help the students with feedback and correct them if any. K. Consolidation and homework assignment (5 minutes) n. Objectives: To help the students review the lesson by rearranging the sentences to make a meaningful conversation. o. Contents: Making a conversation and assigning homework in the Workbook. p. Expected outcomes and assessment q. 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. r. Organization Teacher’s activities Students’ activities Consolidation - Ask the students work in groups of four or five students. - Work in groups to complete the task. - Give each group a set of sentences and ask them to make - Make a meaningful conversation a meaningful conversation. from the given sentences. - Give them enough time to rearrange the given sentences. - Invite each group to present their answer. - Present their answer in front of the - Have other groups comment and give the correct answer class. if any. - Give comments to other groups. - Check the students’ answers as a whole class. Homework Assignment - Require the students to do exercises on page 47 in the - Follow their teacher’s instructions. Workbook. - Ask them to prepare Parts E and F, Lesson 3 on page 72 - Do homework and prepare the new in the Student’s Book. lesson. 16. Reflection j. What I liked most about this lesson today: