School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
REVIEW 2
Period 1
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to review the following sentence patterns: ● Is this our ? – Yes, it is. / No, it isn’t. ● __ , please. ● May I ? − Yes, you can. / No, you can’t. ● I have . ● Do you have ? − Yes, I do. / No, I don’t. ● What colour is it? − It’s . ● What colour are they? − They’re . ● I at break time. ●What do you do at break time? − I . |
Core competencies | teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication |
General competencies | Self-control & independent learning: perform learning tasks Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Listen and tick – Listen and number – Fun corner and wrap-up |
Procedure | Teaching and learning activities | Pupil’s activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song It’s break time (page 69) - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Say the chant on page 72 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: Jeopardy Review the previous lesson by having the class play the game jeopardy which covers all the subjects from Unit 6 - 10. (Powerpoint slides of Review 2.) | Whole class Group work Individual work/ Group work | ||
PRACTICE Activity 1. Listen and tick. 8 minutes | |||
a. Goal: | To listen to and understand five communicative contexts and tick the correct pictures | ||
b. Input: | Picture cues: 1a. a book being closed 1b. a book being opened 2a. a pen 2b. a pencil 3a. a brown school bag 3b. a blue school bag 4a. a boy playing football 4b. a boy playing basketball 5a. a music room 5b. a computer room Audio script: 1. Female teacher: Open your book, please! 2. Female teacher: Do you have a pen? Mai: Yes, I do. 3. Female teacher: What colour is it? Mai: It’s blue. 4. Male teacher: What do you do at break time? Nam: I play basketball. 5. Minh: Is that your computer room? Mary: Yes, it is. | ||
c. Outcome: | Pupils can listen to and understand five communicative contexts and tick the correct pictures. Key: 1. b 2. a 3. b 4. b 5. b | ||
d. Procedure: | Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell pupils about the activity. Elicit the context of Pictures 1a and 1b and give feedback. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Step 2: Repeat Step 1 for the rest of the pictures. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 4: Play the recording for pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. | Whole class Whole class / Pair work Whole class/ Individual work | |
PRACTICE Activity 2. Listen and number. 9 minutes | |||
a. Goal: | To listen to and understand four communicative contexts and number the correct pictures | ||
b. Input: | Picture cues:
Audio script:1. Linh: Is that our library? Nam: Yes, it is. 2. Female teacher: What colour are they? Nam: They’re green. 3. Mai: May I come in? Female teacher: Yes, you can. 4. Male teacher: What do you do at break time? Girl: I play badminton. | ||
c. Outcome: | Pupils can listen to and understand four communicative contexts and number the correct pictures. Key: 1. b 2. d 3. a 4. c | ||
d. Procedure: | Step 1: Draw pupils’ attention to the pictures. Tell them about the activity. Elicit the content and context of each picture. Play the recording for pupils to listen. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check the answers. Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Step 3: Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording sentence by sentence for the class to listen and repeat in chorus. Correct their pronunciation where necessary. | Whole class / Individual work Whole class/ Pair work Whole class/ Individual work | |
Fun corner and wrap-up: 5 minutes | |||
Option 2: Game: Bang! Materials: A small piece of paper, a shoe box or a coffee can. - Write words on pieces of paper and fold them in half. Also add a few cards written "BANG!". - Pupils take turns picking cards. If they read the word correctly, they get to keep the word. If they draw a BANG!, they have to yell BANG! and then return all their cards (except the BANG! card) to the can/box. Option 3: Group race. - Pupils work in groups. Each group has a set of questions related to the topics from Unit 6 - 10. - Pupils ask and answer the questions in groups. - The fastest group to finish all the questions is the winner. | Group work Group work | ||
BOARD PRESENTATION
......, .................. 2022
REVIEW 2
Period 1
1. Listen and tick:
1. b 2. a 3. b
4. b 5. b
2. Listen and number:
1. b 2. d 3. a 4. c
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
REVIEW 2
Period 2
I. OBJECTIVES | |
Language | By the end of the lesson, pupils will be able to:
|
Core competencies | teamwork, reliability, motivation, adaptability, problem-solving, integrity, communication |
General competencies | Communication and collaboration: work in pairs or groups Sociability: talk to each other, say good words to others |
Attributes | Kindness: help partners to complete learning tasks Diligence: complete learning tasks Leadership: collaborate with teachers to enhance language skills |
II. RESOURCES AND MATERIAL: | |
| |
III. PROCEDURE | Warm-up and review – Read and match - Look, complete and read – Ask and answer – Fun corner and wrap-up |
Procedure | Teaching and learning activities | Pupil’s activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song It’s break time. (page 69) - Ask pupils to sing the song - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Say the chant on page 72 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Look and guess! Have pupils look at parts of the pictures and guess the words. Give points to pupils for correct answers. | Whole class Group work Individual work/ Group work | ||
PRACTICE Activity 3. Read and match. 8 minutes | |||
a. Goal: | To read and match pairs of target sentence patterns. | ||
b. Input: | Five pairs of sentence patterns, which together form simple exchanges between two speakers | ||
c. Outcome: | Pupils can read and match pairs of target sentence patterns. Key: 1. e 2. d 3. b 4. c 5. a | ||
d. Procedure: | Step 1: Draw pupils’ attention to the five pairs of sentence patterns. Tell them about the activity. Get pupils to read Question 1 in chorus and elicit the answer (Sentence e). Then give feedback and match with Sentence e. Have the class role-play the exchange. Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary. Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and role-play the matched exchanges. | Whole class Whole class / Individual work Pair work Pair work | |
PRACTICE Activity 4. Look, complete and read. 9 minutes | |||
a. Goal: | To understand and complete two incomplete sentence patterns and two exchanges | ||
b. Input: | Two incomplete sentence patterns and two exchanges with picture cues | ||
c. Outcome: | Pupils can understand and complete sentence patterns and exchanges. Key: 1. a pencil case 2. sit down, you can 3. chess 4. red | ||
d. Procedure: | Step 1: Draw pupils’ attention to the incomplete sentences and picture cues. Tell pupils about the activity. Get them to read the first sentence. Elicit the missing words and give feedback. Complete the sentence and get pupils to read the completed sentence in chorus. Step 2: Give pupils time to look, complete and read the rest of the sentences. Go around the classroom to offer support where necessary. Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and read the completed sentences and the exchanges aloud. | Whole class/ Individual work Pair work/ Whole class Pair work | |
PRACTICE Activity 5. Ask and answer. 8 minutes | |||
a. Goal: | To read and understand five question patterns, then take it in turns to ask and answer the questions | ||
b. Input: | Five question patterns with picture cues | ||
c. Outcome: | Pupils can read and understand five question patterns, then take it in turns to ask and answer the questions. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the questions and the pictures. Tell them about the activity. Point at Question 1, tell pupils to look at the picture, elicit the answer and give feedback. Write the answer on the board and have pupils read the question and the answer as a class. Step 2: Repeat Step 1 with the rest of the questions. Step 3: Have pupils work in pairs. Tell them to take it in turns to ask and answer the questions. Go around the classroom to offer support where necessary. Extension: Invite a few pairs of pupils to stand up and take turns asking and answering the target questions. | Whole class/ Individual work Pair work Pair work | |
Fun corner and wrap-up: 5 minutes | |||
Option 1: Use sachmem.vn, have pupils look at the pictures of the previous Units and repeat after the recordings. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turns passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences. Option 3: Game: Lucky number | Whole class Group work Group work | ||
BOARD PRESENTATION
......, .................. 2022
REVIEW 2
Period 2
1. Read and match:
1. e 2. d 3. b 4. c 5. a
2. Look, complete and read:
1. a pencil case 2. sit down, you can
3. chess 4. red
School: | ____________________ | ||
Grade: | ____________________ | ||
Teacher: Date of teaching: Attendance: | ____________________ ____________________ ____________________ |
| |
Fun time 2
Period 3
Procedure | Teaching and learning activities | Pupil’s activities | Note |
Warm-up and review: 5 minutes | |||
Greet the class. Option 1: Sing the song Colours on page 65. - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Chant and do activities (Unit 7, Lesson 3). - Ask pupils to chant and do the actions in Unit 7, Lesson 3 in groups. - Give points to the groups and encourage them. Option 3: Game: I spy Teacher says "I spy with my little eye something that begins with B". Pupils try to guess the object (e.g. book). Colours are a good alternative (E.g. I spy with my little eye something that is red). | Whole class Group work Individual work/ Group work | ||
PRACTICE Activity 1. Find and circle. 8 minutes | |||
a. Goal: | To revise vocabulary and sentence patterns by doing a word search | ||
b. Input: |
| ||
c. Outcome: | Pupils can read and find the words in the word search.
| ||
d. Procedure: | Step 1: Have pupils look at the pictures and elicit the words. Write the words or stick the flash cards of the words, one by one, on the board. Point at each word on the board and have pupils say the word as a class. Step 2: Point at the word school, then find and circle it in the word search as an example. Tell pupils to repeat the same procedure with the rest of the words. Step 3: Check the answers as a class. Extension: Have pupils work in pairs. Ask them to point at each circled word in the word search and say it aloud. Have pupils work in pairs, point at each picture and say the word aloud. | Whole class/ Individual work Whole class Pair work | |
PRACTICE Activity 2. Quiz time. 5 minutes | |||
a. Goal: | To revise vocabulary and sentence patterns related to asking and answering questions that help to identify school things and their colours | ||
b. Input: | – The pictures of school things – Flash cards for book, pen, ruler, pencil, pencil case, notebook and school bag | ||
c. Outcome: | Pupils can ask and answer questions to identify school things and their colours. | ||
d. Procedure: | Step 1: Draw pupils’ attention to the picture. Elicit the words and stick the flash cards on the board one by one as pupils say the corresponding words. Point at each flash card and have pupils say the word as a class. Step 2: Point at a flash card and elicit the answers to the questions Do you have_______? and What colour is it? or What colour are they? Hold up a textbook, point at a picture of a school thing and ask these questions again. Step 3: Show the class how to complete the task: Point at a picture of a school thing and ask the questions in pairs. Invite two more able pupils to take turns asking and answering the questions as an example. Check comprehension and give feedback before having pupils do the activity in pairs. Step 4: Invite a few pairs to the front of the class to interact with each other. Encourage the class to praise them or cheer if they do a good job. | Whole class/ Individual work Pair work | |
PRACTICE Activity 3. Look and write. 10 minutes | |||
a. Goal: | To understand how mixing two colours makes a third colour | ||
b. Input: | - A diagram to show how to mix red, blue and yellow to create purple, orange and green - Colour sums to present new language (purple, orange, green) and show the different colour combinations | ||
c. Outcome: | Pupils understand how mixing two colours makes a third colour. Key: 2. orange 3. green | ||
d. Procedure: | Step 1: Recognize the colours through ppt slide. Then watch a video to see how colours are blended with each other. Step 2: Draw pupils’ attention to the diagram and elicit the names of the three colours in the middle: red, blue, yellow. Step 3: Use crayons or paints to show pupils what happens when you mix red and blue. Explain that this third colour is called purple. Write purple on the board and model it for pupils to repeat.Step 4: Repeat Step 2 for red and yellow (orange), yellow and blue (green). Step 5: Have pupils complete the colour sums. Check answers together as a class. | Whole class / Individual work | |
Fun corner and wrap up: 5 minutes | |||
Option 2: Game: Last Letter, First Letter: (A popular Japanese game called Shiri Tori). Have the pupils sit in a circle with you. Teacher starts by saying a word, then the student to the teacher's right must make a word that starts with the last letter of that word (e.g. bus --- steak --- key --- yellow --- …). Continue around the circle until someone makes a mistake. Option 3: Game: Space hunt The rule is the same with snakes and ladders. | Group work Group work | ||
BOARD PRESENTATION
......, .................. 2022
FUNTIME
Period 3
Find and circle
