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Giáo án tiếng anh grade 3

CHUONG DUONG PRIMARY SCHOOL

FAMILY AND FRIENDS
GRADE 3
TEACHER: ………………………………
SCHOOL YEAR: 2015 - 2016



SEMESTER 1 – Starter Unit – Lesson 1 - Period 1
Lesson 1
Objectives: - Giving and responding to greetings and introductions, Speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
CLASS BOOK p.4

 Say Hello to all the children and elicit Hello in response. Ask every child to
Listening – Speaking
WORKBOOK p.4
say Hello to the other children. Say My name’s…Ask a child, What’s your
name? Encourage children to ask each other’s names and respond in pairs.
KEY VOCABULARY
 Show the flashcards and say the names of the characters for children to
Class Book characters
repeat. Divide the class into two. When you show a flashcard, half of the class
Greetings
Teaching Aids:
says, What’s your name? The other half responds with My name’s Billy, etc…
- CD tracks 1-3
ADDITIONAL
- Story Poster Starter Unit
Development
VOCABULARY
- Hello flashcards 1-4
 Recording 1: Say Open your books, and mime the action. Children point to
Everyone, come, fun,
the characters and say the names. Play the first part of the recording and model
class, cousin,, who, this,
pointing to the pictures as you listen. Children then do the same. Play again and
sorry, come on
give the flashcards to four children. Get them to stand up when they hear their
character’s name.
SENTENCE PATTERN
Recording 2: Children listen and chant along – then do again without
What’s your name?
recording. Divide the class into four, give each group a character’s name and ask
Who’s this?
them to stand up when they hear their name.
Recording 3: Use the Starter Poster and point to the characters and ask,
Who’s this? Play the recording and point to the pictures. Play it again and ask
children to point to the pictures. Children follow the words as they listen in their
Class Books.
Consolidation
 Trace and Circle: Do exercise 1 in the Workbook.
 Personalization: Ask individual children What’s your name? Students do
Exercise 2. They then show the pictures to each other and practice the target

vocabulary, pointing to the pictures and asking, What’s your name?
SEMESTER 1 – Starter Unit – Lesson 2 - Period 2
Lesson 2
Objectives: - Giving and responding to greetings and introductions, Speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
CLASS BOOK p.5
 Begin the class by saying Hello to the children and encouraging them to greet
Listening – Speaking
WORKBOOK p.5
each other in the same way. Show the flashcards again and elicit the names of
the characters.
KEY VOCABULARY
Show the story poster again and ask the children to repeat the story. Play
Greetings
recording 3 again and children can say it along with the audio. Decide on
Teaching Aids:
actions for the story and get the students to do the actions as they say the story.
ADDITIONAL
- CD tracks 3-4


SEMESTER 1 – Starter Unit – Lesson 3 - Period 3
Lesson 3
Objectives: - Talking about ages, Speaking and listening skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
CLASS BOOK p.6
 Sing Hello, hello! From p.5 of the Class Book to revise the language.
Listening – Speaking
Use the number flashcards to elicit numbers 1-10. Give a flashcard to 10
different students in the class and get them to stand up when they hear their
KEY VOCABULARY
number.
Numbers 1-10
Teaching Aids:
Days of the week
- CD tracks 5-7
Development
- Numbers flashcards 5-14
Recording 5: Play the recording and ask students to point to the pictures as
ADDITIONAL
- Extra Practical Classroom they hear the ages. Play the second part of the recording for children to repeat.
VOCABULARY
Activities: Days of the Week Point to different people in the pictures and ask individual children to say the
Pair Activity
numbers.
SENTENCE PATTERN
Recording 6: Look at the pictures again and point and say, Look, he’s six.
How old are you?
Then point to the first boy and ask How old is he? Play recording, and do
I’m…..
Exercise 2. Check answers as a class.
Recording 7: Ask children to look at the calendar and play the recording.
Children listen and point to the words in their books. Play again and children
chant along.
Consolidation
 Pair activity: Give half the children worksheet A and half worksheet B.
Tell children not to show their partner their worksheet. They sit back to back
and read their words of the week to each other listen and write down the words
their partner says. Make sure children help each other by spelling the words out
correctly. Then they can check together.


SEMESTER 1 – Starter Unit – Lesson 3 - Period 4
Lesson 3
Objectives: - Talking about ages, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
WORKBOOK p.6
 Look at the calendar again on p.6 of the Class Book and get students to read
Speaking - Writing
out the days of the week.
Ask the class what day it is today? Shut the books and ask children to say all
KEY VOCABULARY
the days of the week.
Numbers 1-10
Teaching Aids:
Show numbers flashcards again and elicit the numbers 1-10. Show the
Days of the week
- Numbers flashcards 5-14
flashcards out of order and ask students to say the numbers together.
- Extra Practical Classroom
ADDITIONAL
Activities: Numbers 1-10
Development
VOCABULARY
Memory Cards
Exercise 1: Children put in the numbers and then point and say. They work
What number is this?
in pairs to say What number is this? They then answer.
Exercise 2: Children write the numbers and then repeat activity above.
SENTENCE PATTERN
Exercise 3: Children do the exercise, filling in the gaps
How old are you?
Role-play: In pairs children act out the dialogues. Some of the stronger
I’m…..
students read out the dialogues in front of the class. Ask students to substitute
their own ages and do the role-play again.
Consolidation
 Group activity: Give a set of memory cards to each group of 4-6 children.
Ask them to shuffle and place the cards face down on the desk. They then take
turns turning two cards over. If the cards match (number and word) they keep
the cards, if they don’t match they turn them back over and the next child takes a
turn. The winner is the child with most matching cards at the end of the game.


SEMESTER 1 – Starter Unit – Lesson 4 - Period 5
Lesson 4
Objectives: - Identifying colours, Listening and speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
CLASS BOOK p.7
 Play Word chain with class to revise the numbers one to ten. See T’s Book
Listening - Speaking
for details of how to play.
Use colours flashcards to elicit colours and once the children have named the
KEY VOCABULARY
colour correctly put it on the board and write the word underneath. Take the
Colours
Teaching Aids:
flashcards off the board, shuffle them and ask some children to come to the front
Days of the week
- Colours flashcards 15-21
and put them above the correct word.
- CD tracks 8-10
ADDITIONAL
- Extra Practical Classroom
Development
VOCABULARY
Activities: Song worksheet
Recording 10: Children listen, point and repeat.
Sing
Recording 11: Either use the song worksheet (without opening the Class
Rainbow
Book) where children listen and fill in the correct colours, or do Exercise 2 in
too
the Class Book. After either activity, ask children to sing along with the CD and
then sing together without the CD audio.
SENTENCE PATTERN
Exercise 4: Children do the exercise, matching the words to colours and then
It’s (yellow)….
check with their partner.
Consolidation
Song extension: Children close their books. Call seven children to the front
of the class and give each of them a colour flashcard. The rest of the class help
put the children in a line in the order the colours appear in the song. Ask
children to open their Class Books to check the song and see if they were
correct.


SEMESTER 1 – Starter Unit – Lesson 4 - Period 6
Lesson 4
Objectives: - Identifying colours, Listening, speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
WORKBOOK p.7 & p.68
 Show the colours flashcards and elicit the different names of the colours.
Listening – Speaking Picture Dictionary
Revise days of the week by putting children in groups of seven and asking
Writing
them to say the words of the week around their group in the correct order.
KEY VOCABULARY
Colours
Days of the week
ADDITIONAL
VOCABULARY
Roll again
Miss a turn
Go back (2) spaces
Go forward (1) space
SENTENCE PATTERN
It’s (Sunday).

Teaching Aids:
- Colours flashcards 15-21
- Extra Practical Classroom
Activities: Colours board
game (in colour or black &
white)
- Colour pencils for each
child

Development
Exercise 1: Children write the correct capital letter at the start of the days of
the week.
Exercise 2: Children read and colour the rainbow. Ask the class to sing the
Sing a Rainbow song again together pointing to the correct words and colour in
the picture as they do so.
Point and say: Sing the song again and ask children to point to objects in the
room that are that colour. Then follow up by showing the colours flashcards and
asking children to call out other things in the room which are the same colour.
Consolidation
Picture dictionary: Ask children to open their Workbooks to p.108 and do
the Read and Colour activity in the Starter Hello! box.
Colours board game: Either use the colour version or the black & white one
(with the black & white version, ask children to work in a group to colour the
shapes as they like). Put children in groups of four and give each group a board
game. They play the game moving around the board, and saying the colour as
they land on that square.


SEMESTER 1 – Unit 1 – Lesson 1 - Period 7
Lesson 1 – Words
Objectives: - Identifying objects, Speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
CLASS BOOK p.8
Revise the colours by singing Sing a Rainbow from Class Book p.7
Listening – Speaking
Pen
Use real objects to present the vocabulary. Hold up each object (ruler, pen,
Rubber
rubber, pencil, and book) in turn and say the words for children to repeat.
KEY VOCABULARY
Pencil
Check the vocabulary again by holding up the flashcards 22-26 and hold them
School things – rubber,
Ruler
up one at a time ask Is it a pen/book/rubber? The students answer Yes or No.
pen, pencil, ruler, book
Book
Show two cards to the class and then put them face down on your table. Point
to each card and ask, is it a…? Repeat with other pairs of cards.
ADDITIONAL
VOCABULARY
Development
train, OK, look at
Recording 10: Play the first part of the recording while children listen and
Teaching Aids:
point to the school things. Play the recording again, all the way through and ask
- CD tracks 10-12
children to listen, point and then repeat the words together. Then hold up the
SENTENCE PATTERN - Story Poster 1
flashcards and ask individual children to repeat the words.
What’s this?
- School things flashcards
Recording 11: Ask children to listen to the chant once. Then play it a second
It’s a _______.
22-26
time for children to say the words. If children have all of the objects, ask them
-PMB Activity 1A - Bingo
to put them on the desk and pick them up when they chant each word.
Read and listen: Use the Poster Story 1 to present the story. Point to the
characters and ask Who’s this? Point to the different school things and ask,
What’s this? Play the recording and point to the pictures.
Consolidation
Bingo: Ask children to cut out the cards. You will also need a set. Children
choose four cards from their set and put them face up on the desk in front of
them. Pick up one of your own cards at random, and say, e.g. It’s a pen. Any
child with that card turns it face down. Repeat, until a child has turned over all
his/her cards. He/She shouts Bingo! and is the winner.


SEMESTER 1 – Unit 1 – Lesson 1 - Period 8
Lesson 1 – Words
Objectives: - Identifying objects, Speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources:
Introduction
FOCUS:
WORKBOOK p.8
Revise the vocabulary by showing the objects and asking children what they
Listening – Speaking
Pen
are.
Rubber
 Play the game ‘Jump.’ Ask students to stand up. Show them one flashcard at
KEY VOCABULARY
Pencil
a time. Say a word (sometimes the same word as the picture on the card,
School things – rubber,
Ruler
sometimes a different word). If the word is the same as the picture, the children
pen, pencil, ruler, book
Book
jump. If the word is different, they don’t move.
ADDITIONAL
VOCABULARY
Look at
SENTENCE PATTERN
What’s this?
It’s a _______.

Teaching Aids:
- School things flashcards
22-26

Development
 Vocabulary check: Display the flashcards around the room. Say the chant
from Class Book page 8 again and get children to point to the correct word as
they do it. Do exercise 1 on p.8 of the Workbook.
Spelling: Put the flashcards up on the board. Elicit the spelling and write it
on the board under the picture. Cover the words. Then ask children to open their
Workbooks once again and do exercise 2. Show the spelling again and ask
children to check. Read out the spelling together as a class.
Pronunciation: Use the flashcards again to elicit the sounds. Focus on /r/ ruler, rubber and /p/ - pen, pencil.
Consolidation
 Game: Choose 5 children to come to the front. Put the flashcards on the
floor, face up, in a row. Each child stands opposite another child with the
flashcard in the middle. One row points to the flashcard in front of them and
says What’s this? The other child replies, It’s a rubber/ruler/pen etc.. and then
each row moves one step to the left (the children at the end of the rows move
around to the other side) and they repeat. Keep the children moving round the
cards so they all take turns saying What’s this? And then, It’s a ….


SEMESTER 1 – Unit 1 – Lesson 2 - Period 9
Lesson 2 – Grammar
Objectives: - Identifying objects, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
Class Book p.9 & p.74
Do exercise 1. Children listen again to the story and follow Story Poster 1.
Writing – Speaking
(Grammar Reference)
 Play Board slap with the children. Put the school things flashcards on the
whiteboard and bring up two teams of 4 children to the front. Two children
KEY VOCABULARY
from each team compete against each other to slap the correct flashcard as the
School things – rubber,
teacher spells the word. The first child to touch for their team wins a point.
pen, pencil, ruler, book
Development
ADDITIONAL
Teaching Aids:
 Exercise 2: Look at exercise 2 and hold up different flashcards asking
VOCABULARY
- School things flashcards
students What’s this? They reply It’s a (rubber).
22-26
Writing: Put flashcards on the board again and write a gapped sentence like
- CD Track 12
the ones in the Class Book, for example. _____a pen; _____ a rubber. Elicit the
- Story Poster 1
target structure and get two children to come to the front to write the missing
SENTENCE PATTERN
words.
What’s this?
Exercises 3 & 4: Children do the exercises (Exercise 4 in pairs).
It’s a _______.
Pronunciation: Focus on the contractions of What’s (What is) and It’s (It is)
and have children practicing the words as a class, groups and pairs. Children can
play the point and ask game again, but this time substituting real class objects.
Consolidation
 Grammar Reference: Ask children to open their Class Books to p.74 and do
the Unit 1 Grammar activity to practice the target structure further.
Game: Ask volunteers to come to the front of the class. Each child can
choose a flashcard. They don’t show the class. Each child takes turns standing
in front of the class. The child says What’s this? And the children in the class
take turns guessing..It’s a rubber, It’s a ruler etc…when they say the correct
school object, the child shows the flashcard and it is the next child’s turn.


SEMESTER 1 – Unit 1 – Lesson 2 - Period 10
Lesson 2 – Grammar
Objectives: - Identifying objects, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
WORKBOOK p.9
Play Snap with School things flashcards. Say one of the school objects, show
Writing – Speaking
the flashcards one by one. If the word is different to the picture, the children say
the word matching the picture. If it is the same they shout “Snap” and the first
KEY VOCABULARY
child to say it can hold the flashcard for the rest of the game.
School things – rubber,
pen, pencil, ruler, book
Development
Teaching Aids:
Ask and answer: Ask children to colour the school objects in Exercise 1.
ADDITIONAL
- School things flashcards
Then in pairs, they ask What colour is it? And answer, It’s (green). Go around
VOCABULARY
22-26
the room pointing to individual pictures and asking What colour is it? The
What colour is it?
- Colour pencils for each
children answer individually, and the rest of the class put up their hands if their
child or each group of
object is the same colour.
children
Exercise 1: Children do the exercise, unscrambling and writing the words.
SENTENCE PATTERN
Exercise 2: Children do the exercise.
What’s this?
It’s a _______.
Consolidation
Exercise extension: Ask children to draw three pictures as in Exercise 2 in
the Workbook. They can draw pictures and hide the school object in the
pictures. They then give the pictures to their partner who colours in the object.
The children then take turns asking each other What’s this? and answering.
Game: Stick the flashcards on the wall around the classroom. The children
ask together, What’s this? And you reply It’s a (pen). The children then run
and touch the correct flashcard.


SEMESTER 1 – Unit 1 – Lesson 3 - Period 11
Lesson 3 – Song
Objectives: - Responding to instructions, Listening and speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
CLASSBOOK p.10
Play Slow reveal (see Teacher’s Book for instructions) with flashcards 22-26
Listening – Speaking
to revise vocabulary. Say What’s This? as you reveal each one.
Use flashcards 27-29 to introduce the three new words. Hold up each one and
KEY VOCABULARY
say the words for children to repeat.
School things
Bag
Development
Door
Teaching Aids:
Recording 13: Ask children to look at the pictures and play the first and
Window
- School things flashcards
second parts of the recording as children point to the words. Play again for
22-29
children to repeat the words after the audio.
ADDITIONAL
- CD tracks 13 & 14
Recording 14: Either use the song worksheet (without opening the Class
VOCABULARY
- Extra Practical Classroom Book) where children listen and fill in the correct words, or do Exercise 2 in the
Close
Activities: Song worksheet
Class Book. After either activity, ask children to sing along with the CD and
Open
then sing together without the CD audio.
Sing and act: Tell children they are going to sing the song again, but this
SENTENCE PATTERN
time they are going to do the actions. Elicit the actions from the pictures in the
What’s this?
Class Book, and then practice them as a class before doing the activity.
It’s a _______.
Open the door
Consolidation
Close the window
Point and say: Point to the door, bags and windows around the room and
Open the bag
elicit the target vocabulary from students. Say What’s this? Children answer as
a class. Children can do the same in pairs, pointing and answering.
Say and mime: Say and mime, Open a book/Close the door/Open the
bag/Close the window. Then say them again for the class to mime the actions as
you speak. Ask children to give the same instructions to their partner to mime.
They can take turns and work with different partners for further practice.


SEMESTER 1 – Unit 1 – Lesson 3 - Period 12
Lesson 3 – Words
Objectives: - Responding to instructions, Listening and speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
WORKBOOK p.10
Sing the song from Class Book p.10 again, with students doing the actions at
Listening – Speaking
the same time. Sing a second time, with students at the front holding the three
flashcards (door, bag, and window) and every time they hear their word they
KEY VOCABULARY
hold the card up in the air.
School things
Bag
Development
Door
Teaching Aids:
Exercise 1: Ask children to write the target vocabulary in the gaps. Elicit the
Window
- School things flashcards
spelling of each word and write it on the board for children to check.
22-29
Exercise 2: Children complete the crossword, and check their answers in
ADDITIONAL
- Extra Practical Classroom pairs.
VOCABULARY
Activities: School Objects
Point and answer: Children work in pairs and point to the pictures and ask
Close
Memory Cards
What’s this? Their partner answers, It’s a (pencil).
Open
Consolidation
SENTENCE PATTERN
Game: Play Simon Says, using the target sentence patterns, of Open the
What’s this?
window, close the door etc… Explain that students just have to mime the
It’s a _______.
actions. If you say ‘Simon Says,’ before the instruction, children mime it. If
Open the door
you don’t say Simon Says, they shouldn’t do it. If they do, they are out of the
Close the window
game.
Open the bag
 Group activity: Give a set of memory cards to each group of 4-6 children.
Ask them to shuffle and place the cards face down on the desk. They then take
turns turning two cards over. If the cards match (picture and word) they keep
the cards, if they don’t match they turn them back over and the next child takes a
turn. The winner is the child with most matching cards at the end of the game.


SEMESTER 1 – Unit 1 – Lesson 3 - Period 13
Lesson 3 – Words
Objectives: - Responding to instructions, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
WORKBOOK p.68 (Picture Put the flashcards around the room, on the walls. Ask What’s this? Show a
Writing – Speaking
Dictionary)
real object or point to a real object. Children point to the corresponding
flashcard and say the word.
KEY VOCABULARY
Play Simon Says again to revise the sentence structures of Open the door,
School things
close the window etc…
Bag
Door
Development
Window
Teaching Aids:
Picture Dictionary: Ask children open their Workbooks to p.68. Tell them
- School things flashcards
to colour in the school objects (Number 1, School things) and then tell them to
ADDITIONAL
22-29
point and ask and answer using the target sentence structures with their partner.
VOCABULARY
- PMB p. 2, Extra Writing
Writing Exercise 1: Children do the exercise, circling the odd one out and
Close
worksheet
writing the word. Elicit the spelling and ask five individual children to come up
Open
and write the words on the board.
Writing Exercise 2: Students do the exercise and finish writing the words
SENTENCE PATTERN
and drawing the objects.
Open the door
Close the window
Consolidation
Open the bag
Writing extension: Children draw three more school objects in their
notebook. They then give their notebook to their partner. Their partner writes
below each picture, It’s a (ruler). They then swap back again and tick the
sentences if they are correct.


SEMESTER 1 – Unit 1 – Lesson 4 - Period 14
Lesson 4 – Phonics
Objectives: - First letter sounds a/b/c/d, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
CLASS BOOK p.11
Draw dotted outlines of the letters a,b,c, and d in upper-and lower-case on the
Writing – Speaking
board. Ask different children to come and join the letters.
Point to each letter on the board and say the letter name and the sound for
KEY VOCABULARY
both upper- and lower-case letters for children to repeat. Say the sounds again
Apple
and children can draw the letters in the air.
Bird
Cat
Teaching Aids:
Development
Dog
- Phonics cards 1-4
Vocabulary: Elicit the words on the phonics cards and say the letter names
- CD Tracks 15-17
and sounds for children to repeat. Use the cards in order and then out of order to
ADDITIONAL
drill the first letter sounds and the words.
VOCABULARY
Recording 15: Children do the exercise and point to the letters.
Here
Recording 16: Do the exercise, and children join in with the chant. Put the
Like (v)
four cards around the room and children point as they say the chant.
Recording 17: Ask children what the dog has got. Tell children they can find
SENTENCE PATTERN
out by listening. Model the activity and then children listen and draw the lines.
Exercise 4: Read the text for children to follow and model the activity first on
the board. Then children read and circle the sounds at the start of the words.
Consolidation
Phonics activity: Give the children different actions to do for the different
letters (e.g. stand up for a, clap their hands for b, put their right hand in the air
for c, left hand in the air for d). Then say the letters in order, and then out of
order and the children do the actions as they hear the different sounds.
Volunteers can come up to the front of the class and the children can run the
activity themselves, either with the whole class or in smaller groups.


SEMESTER 1 – Unit 1 – Lesson 4 - Period 15
Lesson 4 – Phonics
Objectives: - First letter sounds a/b/c/d, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
WORKBOOK p.11
Show the phonics cards and elicit the words again. Ask individual children to
Writing – Speaking
come to the front and write the first letters on the board, in both upper- and
lower-case.
KEY VOCABULARY
Ask the children to trace the letters in the air and say the sounds as they do so.
Apple
Bird
Development
Cat
Teaching Aids:
Look and trace: Children do exercise 1, tracing the correct first letter sound
Dog
- Phonics cards 1-4
for each picture.
- Extra Practical Classroom Exercise 2: Children do the exercise and write the words. Put the children in
ADDITIONAL
Activities: Sounds Fun Pair
pairs and ask them to point and answer about the pictures, What’s this? It’s a
VOCABULARY
Activity
(dog).
Bag
Exercise 3: Do the exercise. Children write the first letters of the words.
Door
Exercise 4: Ask children to match the upper- and lower-case letters.
Sounds Fun pair activity: Put children in pairs and give each either an A or
B part of the worksheet. They do not show their worksheet to their partner and
SENTENCE PATTERN
sit back to back. They read out their words in turn, and listen and tick the
correct first letter sounds they hear. Check as a class.
Consolidation
Phonics game: Put children in pairs again and ask them to trace one of the
letters a, b, c or d (in upper- or lower-case) on their partner’s back. Their partner
must guess the correct letter and whether it is upper or lower. They can take
turns and work with different partners. Model the activity first with one or two
stronger students.


SEMESTER 1 – Unit 1 – Lesson 5 - Period 16
Lesson 5 – Reading
Objectives: - Identifying objects, Reading skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
CLASS BOOK p.12
Sing Open the book! from p. 10 in the Class Book.
Reading – Speaking
Ask children to name all the school things they have learned in this unit –
elicit them and write the words on the board. Use flashcards to remind the
KEY VOCABULARY
children if necessary.
Colours
School things
Development
Teaching Aids:
Exercise 1: Children do exercise 1, pointing to four school things and saying
ADDITIONAL
- CD Track 18
the words.
VOCABULARY
- Natasha’s Extra Activity
Recording 18: Children listen to the recording and follow the words in their
School bag
Handouts: What’s in our
book. Check comprehension by asking simple questions: What’s the girl’s
Pencil case
bag? Pair interview
name? Is there a ruler/rubber/ball in the bag? Is the pencil case black? Has
See
Emma got three pens? Describe some of the objects in the picture for students
to guess.
Exercise 3: Do the exercise. Children tick or cross the objects that appear in
SENTENCE PATTERN
the text. Model the activity by playing and doing the first part for the children.
My name’s…
Group activity: Put four school objects into a bag on the table in front of the
This is my….
class. Tell children that they have to guess which items are in the bag. Children
work in small groups to make a list of four items they think are in the bag.
Invite guesses from the children and take out the objects as they are guessed.
Consolidation
Pair interview: Put children in pairs and give each one a worksheet. They
write their own name and their partner’s name on their worksheet. Then they
put a cross or tick in each box to say what they have in their own bags and then
interview each other to find out what their partner has. Then they compare their
answers to see if they have the same things in their bag.


SEMESTER 1 – Unit 1 – Lesson 5 - Period 17
Lesson 5 – Reading
Objectives: - Identifying objects, Reading and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
WORKBOOK p.12
Play What’s missing? with school things flashcards. Stick them all on the
Reading – Writing
board and elicit all the words to revise vocabulary. Then quickly take one
flashcard off the board, and ask students to work in pairs to decide which
KEY VOCABULARY
flashcard is missing. Find out if all the class agrees before showing them the
Colours
card taken off the board. Do this again with different cards.
School things
Teaching Aids:
Development
ADDITIONAL
- School things flashcards
Exercise 1: Children do exercise 1, circling the correct word and writing the
VOCABULARY
22-29
word to complete the sentence.
School bag
- PMB Activity 1B Write
Exercise 2: Children do the exercise and colour the school objects by
Pencil case
and Draw
following the instructions.
See
Write and draw: Give students the PMB activity worksheet. Children
complete the sentences with nouns and colours. They swap sheets with their
partner, who draws and colours the pictures to match the sentences. They then
SENTENCE PATTERN
check each other’s work by taking turns to read the sentences and check the
My name’s…
pictures.
This is my….
And this is….
Consolidation
Game: Play What’s the picture? Invite a child to come to the front of the
class and whisper the name of a school object that s/he has to draw. The child
draws the picture on the board for the rest of the class to guess what it is. The
first child to guess the object correctly comes to the front of the class to draw the
next picture. Repeat until all the target vocabulary has been used.


SEMESTER 1 – Unit 1 – Lesson 6 - Period 18
Lesson 6 – Listening Objectives: - Identifying objects, Listening and speaking skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
CLASS BOOK p.13
Ask children what they can remember from the reading text in the previous
Listening – Speaking
lesson. Encourage them to name as many objects from Emma’s bag as they can.
KEY VOCABULARY
School things
Numbers
ADDITIONAL
VOCABULARY
Roll again
Miss a turn
Go back (3) spaces
Go forward (2) spaces
SENTENCE PATTERN
What’s this?
It’s a….

Development
Recording 19: Children do exercise 1, listening and ticking the correct
picture. Check together as a class.
Teaching Aids:
Exercise 2: Model the activity first by showing some objects from your bag.
- CD track 19
Then ask a strong student to come to the front and show what is in their bag.
- Extra Practical Classroom Ask the child What’s this? The child answers, for example, It’s a ruler.
Activities: My School Things Children open their bags and ask and answer about the different objects with
board game
their partner. Swap and do the activity again with a different partner.
- Dice and counters
Counting: Ask children to do the Writing box at the bottom of p.13. They
count each word in the sentences. Copy the sentences onto the board and ask
individual students to come to the front and write the amount of words in one
sentence. Check with the rest of the class to see if they agree.
Consolidation
Counting extension: Ask children to choose three of the sentences from the
reading text on p.12 and count the words in each. Then ask their partner to
check their answer.
Board game: Give each group of 4-6 children a copy of the board game.
(Either in colour or in black and white). They move around the board, saying
the objects as they land on the squares with school object pictures. The winner
is the first child to reach the finish square.


SEMESTER 1 – Unit 1 – Lesson 6 - Period 19
Lesson 6 – Listening Objectives: - Identifying objects, Speaking and writing skills
Resources and Teaching
Topic – Language target
Key Activities
Aids
KEY LANGUAGE
Resources
Introduction
FOCUS:
WORKBOOK p.13
Spelling quiz: Put students into groups of four and give each group a spelling
Speaking - Writing
quiz worksheet. Tell children they cannot open their Class Books or
Workbooks, and to think of a team name. Make one child the person
KEY VOCABULARY
responsible for writing the words, but make sure they understand they all must
School things
help to spell. Read the words on the second page (only for the teacher) one by
Numbers
one and students write the words. Tell each group to swap their worksheets with
Teaching Aids:
another group. Check the spelling as a class by asking volunteers to write the
ADDITIONAL
- PMB p.3 Values worksheet words on the board.
VOCABULARY
- Extra Practical Classroom
Activities: Spelling Quiz
Development
Exercise 1: Children do exercise 1; counting and writing how many words
SENTENCE PATTERN
are in the sentences.
What’s this?
Exercise 2: Students look at their own school things and write the colours
It’s a….
next to the school objects. Model the activity first.
This is a….
Exercise 3: Ask children to draw some school things in the picture on p.13
and to write the words and colours, completing the sentences. Ask each child to
find a partner and read the sentences to their partner.
Consolidation
Values: Give a copy of the Values worksheet to each student. Ask them to
follow the instructions and circle the good actions, eliciting some of them before
they start the activity. Check the answers together as a class and then ask them
to do exercise 2, colouring in some of the objects as instructed. As a follow-up
activity they can colour in four more objects and then dictate the instructions to
their partner.



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