- Play audio again and have students listen and repeat. - Have students look at the flashcards for the count of ten. Turn the flashcards over to face the board when the students are not[r]
Trang 1Week: 10 Date of preparing: 7/11/2020 Period: 19
UNIT 3: COLORS Lesson 3 – Part A, B, C
I Objectives:
By the end of this lesson, students will be able to identify the color of objects
* Handicapped Ss: will be able to identify the color of objects with teacher’s help
II Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV
Students’ aids: Student books, notebooks, workbooks.
III Languages focus:
Vocabulary: pink, white, flower
Structures :
It's a (pink) flower
Thank you
You're welcome
IV Procedures:
1 Class organization:
- Greeting: Good morning/ Good afternoon How are you?
- Checking for the students’ attendance
1B
1C
12/11/2020
10/11/2020
………
………
2 New Lesson
Sing the alphabet song
Option 1: Seven lives
- Draw or stick seven bodies outlines on the board
- Give students a topic
- Choose a word Draw one line on the board for each letter
in a word, for example: _ _ _ ( red)
- Have students put up their hands to say a letter, if the letter
is in the word, teacher writes it on the line If the letter is not
in the word, the teacher removes one of the bodies from the
board
- When students complete the word or lose all seven lives the
game finishes
Option 2: 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
Teacher – whole class/ individuals
Students work in groups
Trang 2them until the word reaches the final child.
- The final child says the word out loud, and the first child
holds up the flashcard to see whether the word is correct
Listen and point Repeat.
CD 1- Track 45
-Arrange the flashcards on the board, play audio, and point to
each flashcard
- Play audio again and have students point to the pictures in
their books
- Play audio again and have students listen and repeat
Play "Guess."
- Arrange the flashcards on the board and write a number
under each card
- Have students look at the flashcards for the count of ten
Turn the flashcards over to face the board when the students
are not looking
- Call out a number and have students take turns to guess the
face-down card Turn the card over after each guess
* Handicapped Ss listen and repeat pink, white, flower with
teacher’s help
B-1 Listen and point
CD1- Track 46
- Have students call out the things they can see
- Have students listen and follow
- Play audio and demonstrate pointing
- Play audio Have students listen and point
* Handicapped Ss listen and point with teacher’s help.
2 Listen and repeat.
CD1- Track 47
- Have students look at the useful language box
- Play audio Have students listen to the useful language
- Have students practice the useful language
* Handicapped Ss listen and repeat with teacher’s help.
C-Play "Guess the picture."
- Have students look at the example
- Divide the class into two teams
- Have a student stand facing away from the board and stick a
flashcard on the board behind them
- Have the student try to guess the answer without looking at
the flashcard
- Give that team one point if it's a correct guess
- Have teams take turns
* Handicapped Ss play game with teacher’s help
Teacher – whole class/ individuals
Teacher-whole class/ individuals
Trang 3Optional activities
Option 1: Musical cards
- Play some lively music
- Hand out the flashcards from this lesson
- Children pass the flashcards around all the rows of seats
while the music is playing
- Stop the music suddenly Ask the children who are holding
the flashcards to stand up and say the sentence E.g It’s a
pink flower
- Play the music and continue in the same way
Option 2: Draw, color and say
- Give each student a blank sheet of paper and ask them to
draw flowers Color these flowers
- Have students work in pairs, practice saying about their
pictures
E g ‘It’s a pink flower.’
- Swap the roles and continue
5’
Wrap-up Option 1: Step away lines
- Have students stand in two rows facing each other, so that
each student has a partner in the opposite line
- Have each pair hold up their drawing pictures and say a
sentence E g ‘It’s a pink flower).’ Each time the pairs
complete their sentences ,both partners take a giant step back
and repeat the sentences Every time they do so, they will
naturally need to speak louder in order to be heard by each
other
Option 2: Sentences and pictures.
- Stick four picture cards on the board and write four
sentences about these pictures (E.g ‘ It’s a red flower.’ ) in
different places
- Have students match pictures and sentences
- Have remain students give their ideas about their friends’
answers, then teacher gives the correct ones
Teacher – whole class/ individuals
************************************************
Week: 10 Date of preparing: 7/11/2020 Period: 20
UNIT 3: COLORS Lesson 3– Part D, E
I Objectives:
By the end of this lesson, students will be able to show gratitude
* Handicapped Ss: will be able to show gratitude with teacher’s help
II Teaching aids:
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB
software, projector/interactive whiteboard/TV
Trang 4Students’ aids: Student books, notebooks, workbooks.
III Languages focus:
Vocabulary: pink, white, flower
Structures :
It's a (pink) flower
Thank you
You're welcome
IV Procedures:
1 Class organization:
- Greeting: Good morning/ Good afternoon How are you?
- Checking for the students’ attendance
1B
1C
12/11/2020
10/11/2020
………
………
2 New Lesson
5’
Warm-up Option 1: Run, draw and color.
- Have students work in four teams
- Stick four blank sheets on the board
- Say “ Draw a pink flower.” Have one student of each team
run to the board to draw and color the flower
- Continue the game in the same way
Option 2 : Throw the dice
- Put children in pairs Each pair has a dice with the numbers
1–6
- Number the sentences like the list below:
1. It’s a pink flower
2. It’s a red flower
3. It’s a yellow flower
4. It’s a white flower
5 5 You get one point Throw the dice again!
6. You get two points Throw the dice again!
- Children take turns throwing the dice, read the command
and act out
Teacher – whole class/ individuals
Teacher-whole class/ pair work
D- 1 Listen to the story.
CD1- Track 48
- Introduce the situation
- Have students call out the people and things they can see
- Play audio and have students listen and read
* Handicapped Ss listen to the story with teacher’s help.
2 Listen and repeat.
CD1- Track 49
Teacher – whole class/ individuals
Teacher – whole
Trang 5- Have students look at the useful language box
- Play audio Have students listen to the useful language
- Have students practice the useful language
* Handicapped Ss listen and repeat with teacher’s help.
E- Role-play.
- Divide the class into pairs
- Have students practice the dialogue
- Swap roles and repeat
- Afterwards, have some pairs demonstrate the activity in
front of the class
Optional activity:
- Have students imagine some situations that they can show
gratitude
- Have students work in pairs and act out these activities in
front of the class
* Handicapped Ss role - play with teacher’s help.
class/ individuals
Teacher- whole class/ pair work
Teacher- whole class/ pair work
5’
Wrap-up Option 1: Back to back drawing
- Divide the class into pairs and have them sit back to back
- Child A has picture of a flower Child B has a piece
of paper
- Child A says: “ It’s a red flower” Child B draw a flower
and color
- Once finished, the two children compare their pictures
- The children swap their roles
Option 2: Slap
- Split the class into four teams
- Place pictures of flowers on the board
- Have four students come to the board to face off
- Call out the sentence and have students run to the board
then slap the picture and repeat the sentence The winner is
the student who slaps the picture at first
Teacher – whole class/ pair work
Teacher – whole class/ Team work