Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 26 - Unit 8: Food, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 26 - Unit 8: Food, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 26 GRADE 1 Teaching date: 7/3/2023 Period 47 UNIT 8: FOOD Lesson 1(A,B,C) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). 1. Identify some food 2. say what food they want 3. Show their loves and respect for other people’favourite food by using gestures and intonation when talking B. LANGUAGE FOCUS Vocabulary: banana, cookie, sandwich Key grammatical structure • The sentence patterns: I want a (banana). C. INSTRUCTIONAL RESOURCES. - Textbook: TiếngAnh 1- Student’s book, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 8, poster for Unit 8. - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Listen and identify the situation for the Observation Student's s answer conversation between Observation 2. Listen and repeat Student's speech Student’s interaction Observation/ key 3. Ask and answer about food and talking 4. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to talk about food and performance
2. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Option 1: Pass the balls - Give two different colored balls to two students, a red ball ( ask the question) and a yellow ball (answer the question). - Have students listen to music and pass the balls. - Stop music. - Have the student with a red ball make a question for the child who has yellow ball. E. How old are you? The child with the yellow ball will answer his/ her friend’s question. E. g. I’m (seven). A- Listen and point. Repeat. CD2- Track 26 - Arrange the flashcards on the board, play audio and point to each flashcard. Have students listen. - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat. - Have one student go to the board and play the role of a teacher, point to the picture and have the others repeat. Optional activities: Option 1: Heads up. What's missing? - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. Option 2: Flyswatter - Write “ banana, cookie, sandwich” on the board. - Divide the class into four teams. Have one student from each team come to the board holding a flyswatter. - Read a word aloud, e.g. “banana” . Have students race to the board and hit the word with the flyswatter. The winner is the one who hits the correct word first. - Play until everyone in the class has had at least one turn. B- Listen and point. CD2- Track 27 - Introduce the situation: The family are at the park. Ben says, “ I want a cookie.” - Play audio and have students look at the picture. - Play audio. Have students listen and repeat. - Demonstrate the activity by pointing to the new vocabulary items. - Play audio. Have students listen and point. - Have students work in pairs. Student A says, “ I want (a cookie).” Student B says, “Me too”. or “ I want (a sandwich).” C- Sing. CD2- Track 28 - Have students turn to page 68. - Read the lyrics as a whole class.
3. - Play audio and have students listen. Play audio again and have students listen and sing along. Activity : Wrap-up & Assignments Option : Feely Bag - Put some pictures in a bag. - Have children sit in a circle. - Play some music and ask children to pass the bag from one child to the next around the circle. - Stop the music suddenly. The child who has the bag when the music stops feels a picture in the bag and says “ I want a (cookie).” Then the child pulls the picture out of the bag to see if he/she was correct. - Play the music and continue in this way until several children have had a turn. FEEDBACK: . Teaching date: 7/3/2023 Period 48 UNIT 8: FOOD Lesson 1(D,E) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify food from the given pictures (Cognition) 2. Saying the sentences “ I want a (cookie)” 3. Show their positive attitudes, appropriate gestures for each other while saying food they want to eat B. LANGUAGE FOCUS Vocabulary: review Sentences: I want a cookie C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 51 - Audios , pictures , a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools
4. Performance Tasks products Student’s answers/ 1. Point and say Observation actions Student’s Observation 2. Play “board race” performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying food interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN 1.Warm-up Option 1: Whisper - Arrange children into rows of at least six. - Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her. - Children continue whispering the word to the child next to them until the word reaches the final child. Option 2: Guessing game. - Divide the class into small groups. - Show a half of a picture of a banana (cookie /sandwich). - Students in each group try to guess what food in the picture is. - The student who gives a correct answer will get one point. 2. Point and say. - Have students look at the pictures and identify the food. - Divide the class into pairs. - Have Student A point to the pictures and Student B say, e.g. "I want a cookie." Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Optional activities Option 1: - Show a flashcard to the class. - Have students practice the structure using the new word. - Repeat with other flashcards. e.g.(Teacher shows flashcard "cookie.") • Class: "I want a cookie." Option 2: - Divide the class into pairs. - Have Student A point to the picture and Student B say, e.g. "I want a cookie." - Swap roles and repeat. - Have some pairs demonstrate the activity in front of the class. 3. Play “ Board race” - Have students look at the example. - Divide the class into four teams and have one student from each team stand a distance from the board.
5. - Stick two flashcards on the board and then say one of them. - Have the students race to the board, touch that flashcard, and say the correct sentence. - The first student to touch the flashcard and say the sentence gets a point for their team. - Stick three flashcards on the board and continue the game with other students. 4. Wrap –up and assigments Pass the card - Give student a flashcard. - Have students listen to music and pass the flashcard. - Stop music. - Have the student with the flashcard stand up and say ‘I want a (cookie)’. - Change the card and continue the game. Ask students to answer the following questions: - 1. What have you learnt from the lesson today? - 2. What’re the core values of the lesson? - Remind students to prepare for the next lesson - FEEDBACK: ___________________________________________________________ Week 25 GRADE 2 Period 47 Teaching date: 7 /3/2023 UNIT 7: Clothes Lesson3. D,E STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the pictures (setting, participants, topics); 2. invite someone food or drink and response 3. show their love and politeness by using appropriate gestures and intonation when invite someone food or drink and response B. LANGUAGE FOCUS Key terms/ Vocabulary Juice,please Key grammatical structure The sentence patterns: Yes, please/ No, thanks C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of food and drink (Activity 1 – page 51 )
6. - a computer and a TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation pictures such as setting, Students’ answers Questions & answers participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. invite someone food or drink Student’s talks, and Observation and response using the sentence interaction Questions & answers patterns. 4. Use positive attitudes and appropriate gestures to invite Student’s interaction and Observation someone food or drink and performance response STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Review. Spla the board - Tell students that they are going to read a dialogue in which students talk about ageand lead students to the new lesson. Activity 1: Language input (Activity D:1.Listen and read) - Ask students to look at the three pictures (page 51) and answer questions to identify the situation for the conversation. 1. Who are they? (They are ........) 2. What are they doing?( talking about food and drink.) - Ask students to look at the pictures(Activity 1) (page 51) and answer the following questions: 3. What does the father say? (No, thank you/ Yes, please) 4. What does Bobby answer? (No, thank you/ Yes, please) - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and read Activity 1: Language input (Activity D:2.Listen and repeat: (5') 1. Have students look at the useful language box. 2. Play audio. Have students listen to the useful language. 3. Have students practice the useful language. 4. Have some students demonstrate the activity in front of the class. Activity 2: Full Controlled & less controlled
7. Task 1: Controlled practice (Activity E. Point and say.) 3. Ask and answer: (5') 1. Divide the class into pairs. 2. Have Student A ask and Student B answer. Then they swap roles. 3. Have some pairs demonstrate the activity in front of the classnecessary. Task 2: less controlled. Review. Show pictures about food and drink • Have students role-play inviting someone food or drink and response • Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (invite someone food or drink and response) 2. What’re the core values of the lesson? (respect someone’s favourite food or drink .) - Remind students to prepare for the next lesson D. ADJUSTMENT. Period 48 Teaching date: 10 /03/2023 UNIT 8: TRANSPORTATION Lesson 1. A, B, C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. - Identify means of transportation. 2. - Ask and answer about what they can see, using: Can you see the(motorbike)? – Yes, I can. Can you see the(bus)? No, I can’t. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) B. LANGUAGE FOCUS Key terms/ Vocabulary : bus, boat, plane, motorbike
8. Key grammatical structure: Can you see the (motorbike)? – Yes, I can Can you see the (bus)?- No, I can’t. C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities . - a computer and a Projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and point and repeat Students’ answers Questions & answers about means of transportation. Key 2. Listen to the story between bill and Sue.Listen and put tick or Students' talks and Observation cross correctly about means of interaction transportation. 3. Use posters and song to talk Student’s interaction and Observation about means of transportation. performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up . Review: “Slow reveal” game - Prepare some flashcards about clothes. - Hold up a flashcard covered by a big piece of paper or a piece of cloth. - Slowly reveal the flashcard. - The child shouts out when they know what the word is. - If he/she says the correct word, he/she will get one point for his/her team. Then he/she asks one student from his/her team with that word. (E.g. pants?). His/her friend answers this question. - Continue the game as the same way. Activity 1: Language input (Activity A: Listen and point. Repeat) CD2-Track 10: - Use some pictures to introduce the new words (bus, boat, plane, motorbike). Ask students if they know these means of transportation. - Have students listen to each new word. - Show the pictures of the part A on the projector and ask students to open the books. - Play audio, and point to each flashcard for students to listen (CD2 - Track 28) - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat.
9. - Have students work in pairs, one of them points to the picture in the book and the other says the word. - Call some pairs to the board and check. - Organize for students to play the game “Follow the leader” game - Have students line up behind the teacher and follow him/her around the classroom. - Do an action or mime the sound of the transportation the shout out the word for that action/sound. - Have students copy the action and repeat the word. (E.g. a plane) - Option 1: Play "Heads up. What's missing?" 1. Divide the class into two teams. 2. Arrange the flashcards on the board and remove one card when students are not looking. 3. One student from each team calls out the missing flashcard. Activity 2: Language input (Activity B: Listen to the story.) 1. Pre- listening: Introduce the situation, point at each person in the picture and have students to dentify. 2. While- listening: -Play audio and have students look at the picture. Demonstrate the activity by pointing at bus, boat, plane, motorbike in the picture. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen and point. 5. Post- listening: Point at each picture and have students call out the words again “bus, boat, plane, motorbike. Have ss listen and tick or cross. C. Now, sing a song. (CD2 – Track 31) - Have students turn to page 52. - Play audio and have students listen. - Read the lyrics and do actions following them. - Play audio and have students listen, sing along, and do the actions. - Divide the class into pairs, one student sings the command and the other does the action. Activity 3: Wrap-up & Assignments
10. Play the game “Listen and point”. • Write the vocabulary in different areas on the board. • Teacher says a word (written on the board) • Students use their fingers to point to the vocabulary on the board and say it loudly. D.ADJUSTMENT. .....................................................................................................................................___ __________________________________________ Week 25 GRADE 3 Teaching date: 92/6/2023 Period 92 . Unit 6: CLOTHES Lesson 3: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize clothes from the pictures. (Cognition) 2. identify the situations using the sentence patterns: Is that your jacket?/ Yes, it is. Are those your pants?/ No, they aren’t. 3. Practise asking and answering about clothes. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about clothes B. LANGUAGE FOCUS Vocabulary: belt, scarf, sweater, pajamas, skiing. Sentence pattern: Is that your jacket?/ Yes, it is. Are those your pants?/ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 9, Eduhome.vn - Audios - pictures - a laptop and a TV. STAGE 2: ASSESSMENT EVIDENCE
11. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Student’s answers Observation situations such as setting, participants, topic Student’s answers/ 2. Point, ask and answer Observation actions 3. Option 1. Play Draw it. Student’s answers/ Observation Option 2. Guess the picture 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in asking and interaction Questions & answers answering about clothes. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Organize Network game “Clothes” (Team A/ team B) - Lead in the new lesson. Activity 1: Controled- Practice (E. Point, ask, and answer) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2: Further- Practice (F. Play Draw it.) Option 1. Play Draw it. - Use DCR on Eduhome to show the examples to the whole class. - Demonstrate the activity using an example. - Divide the class into two teams. - Have a student from each team stand at the board with a chalk/ marker and tell them something to draw. - Have the teams try to guess what the student from their team is drawing using the useful language from the lesson. - Give the first team to guess correctly one point. - Repeat with different students. - The team that gets the most points wins.
12. Option 2. Guess the picture - Choose 4 pictures of clothes. belt, scarf, pants, pajamas - Divide the class into two teams. - Guide SS how to play the game. - Call 1 student to organize the game for 2 teams. - Show a flashcard to the class and say “yes” or “no”. Team A: “Is that your belt?” Team B: “Is that your scarf?” Teacher: “Yes, it is.” Team A: Are those your pants? Team A: Are those your pajamas? S: Yes, they are Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about clothes.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about clothes.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK .. Teaching date: 7/03/2023 Period 93 . Unit 6: CLOTHES Culture: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
13. By the end of the lesson, students will be able to 1. Recognize clothes from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. 3. Ask and answer about their school uniform. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about their school uniform. B. LANGUAGE FOCUS Vocabulary: uniform, polo shirt, tie, sneakers. Sentence patterns: What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 91, Eduhome.vn, - Flashcards - Computer, TV. STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, repeat Observation actions 2. Play Heads up. What’s missing Student’s answers/ Observation 3. Listen and practice Student’s answers Observation 4. Look and write. Practice Student’s writing/ Observation speaking 5. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation to ask and answer interaction Questions & answers about their school uniform. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play What and Where game about clothes
14. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Show the pictures page 91. - Ask students to look at numbers (page 91 ) and answer questions to identify clothes. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity A: 2. 2. Play Heads up. What’s missing? - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. Activity 3: Language in put (Activity B: 1. Listen and practice) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to ask and answer yes/no questions about things people can or can’t do. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary Activity 4: Practice (Activity B. 2.Look and write. Practice) - Demonstrate the activity using the example. - Have the students look and write their answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class.
15. - Have some pairs practice saying the sentences. - Monitor the class and support if needed Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer about their school uniform.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about their school uniform.) - Remind students to do exercises and to prepare for the next lesson: Culture: C,D. D. FEEDBACK Teaching date: 10/03/2023 Period 94 . Unit 6: CLOTHES Culture: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize clothes from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. 3. Practise reading, listening and speaking about their school clothes in Australia. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about their school uniform. B. LANGUAGE FOCUS Vocabulary: uniform, polo shirt, tie, sneakers, shorts, skirt.
16. Sentence patterns: What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 92, Eduhome.vn, - Flashcards - Computer, TV. STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers Student’s answers/ 2. Read and circle Observation actions 3. Circle David’s uniform Student’s answers/ Observation 4. Look and listen. Then write Student’s writing/ Observation/Marking speaking and Comments 5. Practice with your friends. 6. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation to talk about their interaction Questions & answers school clothes in Australia. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Ask and answer What do you wear at school?/ I wear a blue tie. - Lead in the new lesson. C. 1. Read and circle. - Ask them to look at the pictures and answer these questions. • Where is the boy from? • How does he feel? • What clothes can you see in each picture? - Introduce new words: uniform, polo shirt (áo thun polo), sneakers (giày thể thao)
17. - - Use DCR on Eduhome to show the students the text. - Have them read the text individually. - Read the text as a whole class. - Help them correct their pronunciation. - Demonstrate the activity using the example. - Have them read and circle. - Check answers as a whole class. 2. Circle David’s uniform. - Use DCR on Eduhome to show the students the pictures. - Demonstrate the activity using the example. - Have them read and circle. - Check answers as a whole class. D. 1. Look and listen. (CD3 Track 21) - Have the students look at the script and pictures and ask these questions. Who are talking? (Tom and Mia) What are they talking about? (their uniforms) - Play the audio and have them look and listen. 2. Look and write. (CD3 Track 22) - Have the students look at the sentences. - Play the audio and demonstrate the activity using the example. - Play the audio and have them listen and write. - Play the audio again and check answers as a whole class. 3. Practice with your friends. - Divide the class into two pairs. - Have students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Wrap-up & Assignments
18. - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Practise reading, listening and speaking about their school clothes in Australia.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to talk about their school clothes in Australia.) - Remind students to do exercises and to prepare for the next lesson: Culture: E,F D. FEEDBACK Teaching date: 10/03/2023 Period 95 . Unit 6: CLOTHES Culture: E, F,G STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize clothes from reading text. (Cognition) 2. Identify the situations using the sentence patterns: What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. 3. Practise reading, writing and speaking about their school uniform. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about their school uniform. B. LANGUAGE FOCUS Vocabulary: uniform, polo shirt, tie, sneakers. Sentence patterns: What do you wear at school?/ I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES.
19. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 93, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers Student’s answers/ 2. Read and circle True or False Observation actions 3. Look at E. Write about your school Student’s answers Observation uniform 4. Talk about your school uniform 5. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in talking about interaction Questions & answers their school uniform. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Ask and answer What do you wear at school?/ I wear a blue tie. - Lead in the new lesson. E. Read and circle True or False. - Use DCR on Eduhome to show the students the text. - Have the students read the text individually. - Read the text as a whole class. - Demonstrate the activity using the example. - Have them read and circle “True” or “False”. - Check answers as a whole class. F. Look at E. Write about your school uniform. - Have the students read the text in Part E again. - Ask them to fill in the blanks about their school uniform..
20. G. Talk about your school uniform. - Divide the class into four groups. - Have the students read the sentences to their group. - Afterwards, have some students read the sentences in front of the class. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Practise reading, writing and speaking about their school uniform.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about their school uniform.) - Remind students to prepare next lesson. D. FEEDBACK GRADE 4 Teaching date: 6/3/2023 UNIT 14. WHAT DOES HE LOOK LIKE? Period 90 Lesson 3. 1 -3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1.Pronounce the initial clusters th in this, that, thin, and thick. 2.Listen and tick the letters showing the correct words filling the gapped sentences. Then say the completed sentences aloud. 3.Say the chant This is my family. B. LANGUAGE FOCUS. Vocabulary : Revision