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I-Learn Smart Start 1

WEEK 13

Date of teaching:

PERIOD 25

30/11/2021(1B) Date of preparing: 26/12/2021 1/12/2021(1A)

UNIT 5: ANIMALS

LESSON 3 (PART A,B,C) PAGE 36

I. OBJECTIVES: By the end of this lesson, students will be able to say the names of some animals using “This is a …”

1. Knowledge

a.Vocabulary: monkey, snake, bear b. Structure: - This is a (monkey).

2. Language skills

- Students

make the

phonetic sound of letter g.

3. Core competencies & Personal qualities

- Building up interests and good habits in learning English.

- Building up an awareness of taking care of others in their family or community - Being collaborative and supportive in teamwork

- Building up responsive and independent-working characteristics to be a life-long learner

II. TEACHING AIDS:

1. Teacher’s aids: student book and teacher’s book, lesson plan, computer, cassette, software, whiteboard.

2. Students’ aids: Student books, notebooks, workbooks

III. PROCEDURES:

TEACHER’S AND STUDENT’S ACTIVITIES CONTENT

1. Warm-up. (5’)

Option 4: Review. Listen and jump or clap.

Play audio CD-73. Have students jump when they hear “g” sound and clap when they hear the “h” sound.

*Option 2: Review. Look and say.

-Teacher holds the flashcards “girl” and

“hop”.

-Teacher says “g…g..” then have students say the word “girl”.

-Teacher says “h…h..” then have students say the word “hop”.

-Teacher points to the “girl” flashcard and says “This is a…” then have students say the word “girl”.

-Teacher points to the “hop” flashcard and says “I can…” then have students say the word “hop”.

1. Warm-up.

*Option 4: Review. Listen and jump or clap.

*Option 2: Review. Look and say.

- Teacher – whole class

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-Teacher can say or point faster to challenge the students.

-Invite some students to hold the flashcards to do the same.

* Option 3: Review. Look and say.

-Teacher holds the flashcards “cat”, “dog” and

“bird”.

-Use a paper to cover the flashcards and reveal each one slowly.

-Students say the name of the animal in the flashcard.

-Teacher can says “I like…” when revealing the flashcard.

-Have students to say “ I like …”.

*Option 4: Review. Use games on i-ebook to review.

* Option 3: Review. Look and say.

- Individuals

*Option 4: Review. Use games on i-ebook to review

-Teacher – whole class

2. Presentation

* Activities. A. Listen and point. Repeat.

(10’)

W:monkey,snake,bear

1. Arrange the flashcards on the board, play audio CD-74, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat, and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

Activities:

*Option 1: Play "Guess."

- Arrange the flashcards on the board and write a number under each card.

- Have students look at the flashcards and remember its position for 5 seconds.

- Ask students to head down/ close their eyes.

- Turn the flashcards over to face the board.

- Call out a number and have students take turns to guess the face-down card. Turn the card over after each guess.

* Option 2: TPR practice

- Say the word and all together make the gestures/ sound according to the word (Ex:

2. Presentation A. Listen and point. Say W:monkey,snake,bear -Teacher – whole class

Activities:

* Option 1: Play "Guess."

- Individuals

* Option 2: TPR practice

- Students in groups/ individuals

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monkey- kec kec, use hands to do actions like a monkey).

- Teacher can make the gestures and have students guess what animal is.

- Or Teacher can say an animal and have students make the gestures.

*Option 3: Game on i-ebook

* Activities B. 1. Listen and point. (6’) W:monkey

Snake pear

1. Have students call out the things they can see in this part.

2. Have students listen and follow.

3. Play audio CD- 75 and demonstrate pointing to the animals.

4. Play audio again. Have students listen and point to the animals.

2. Listen and repeat. (6’) W:This is a monkey This is a snake This is a bear

1. Have students look at the useful language box.

2. Play audio CD-76. Have students listen to the useful language.

3. Have students practice the useful language when pointing to the picture of the animals.

Activities: (optional)

*Option 1: Look, listen and say “Yes” or

“No”.

- Teacher holds a flashcard and says a sentence “ This is a …”. The animal in the flashcard and the animal in the sentence the teacher said maybe the same or different.

- Students say “Yes” if the animal in the flashcard and the animal in the sentence the teacher said are the same.

- Students say “No” if the animal in the flashcard and the animal in the sentence the teacher said are different.

- Invite some students to hold the flashcards and say.

*Option 2: Look and say.

- Teacher holds a flashcard (the pictures face

*Option 3: Game on i-ebook 1. Listen and point

W:monkey Snake Pear

-Teacher – whole class

2. Listen and repeat.

W:This is a monkey This is a snake This is a bear

- Teacher – whole class

*Option 1: Look, listen and say

“Yes” or “No”.

*Option 2: Look and say.

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to the teacher) and quickly reveal each one.

- Students say “This is a…” according to the animal they saw in the flashcard.

* Option 3: Game on i-ebook

* Activities C. Play “Stepping stones”. (5’) 1. Divide the class into pairs.

2. Have Student A start at A and say the first sentence, using “This is a…”.

3. Have Student B start at B and say the first sentence.

4. Have students take turns saying the sentences and go all the way round.

*Option 1: Listen and stand up.

- Give 6 flashcard (cat, dog, bird, snake, bear, monkey) to 6 students in the class.

- Invite 1 student to stand up and hold the flashcard up high and say a sentence, using “I like… or This is a …” with name of an animal in the flashcard of the other friends.

- The boy/girl with the flashcard of the animal called will stand up and hold the flashcard up high and say a sentence, using “I like… or This is a …” with name of an animal in the flashcard of the other friends.

- Teacher can give the flashcard from 1 student to another student during the activity.

C. Play “Stepping stones”.

*Option 1: Listen and stand up - Students in pairs

*Option 2: Game on i-ebook - Individuals

3.Wrap-up. (5’)

* Option 1: Look and say

-Write letter, words, sentence on the board, e.g. “G, g, this, is, a, girl, this is a girl”

-Teacher points to a letter/ word/ sentence.

-Students say the letter (phonetic sound)/

word/ sentence.

*Option 2: Game on i-ebook 4. Application(2’)

- Students review identifying colors and body parts.

5. Summary(1’)

- Consolidate the content of the lesson?

- Do exercises in the workbook. Prepare new lesson.

3.Wrap-up.

* Option 1: Look and say

-Teacher – whole class/ students in groups/ individuals

IV. Evaluation:

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WEEK 13

Date of teaching:

PERIOD 26

30/11/2021(1B) Date of preparing: 26/12/2021 1/12/2021(1A)

UNIT 5: ANIMALS

LESSON 3 (PART D,E) PAGE 37

I. OBJECTIVES: By the end of this lesson, students will be able to make the phonetic sound of the letter H, use the structure “I can …”

1. Knowledge

a.Vocabulary: letter H b. Structure: - I can hop.

2. Language skills

- Students say names of some animals.

3. Core competencies & Personal qualities

- Building up interests and good habits in learning English.

- Building up an awareness of taking care of others in their family or community - Building up responsive and independent-working characteristics to be a life-long learner

II. TEACHING AIDS:

1. Teacher’s aids: student book and teacher’s book, lesson plan, computer, cassette, software, whiteboard.

2. Students’ aids: Student books, notebooks, workbooks

III. PROCEDURES:

TEACHER’S AND STUDENT’S ACTIVITIES CONTENT

1. Warm-up. (5’)

*Option 1: Review. Play "Heads up. What's Missing?"

- Divide the class into 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: Review. Play the game “Lips read”.

- Teacher says a word or a sentence silently.

- Students say that word or that sentence loudly.

*Option 3: Review. Play the game “Flash look

1. Warm-up

*Option 1: Review. Play "Heads up. What's Missing?"

- Students in groups

*Option 2: Review. Play the game “Lips read”.

- Teacher – whole class/ groups/

individuals

*Option 3: Review. Play the game “Flash look and say”.

- Teacher – whole class/ groups/

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and say”.

- Teacher shows a flashcard quickly.

- Students say that word or a sentence, using “I like…, This is a …” .

individuals

*Option 4: Game on i-ebook - Students in groups

2. New lesson

* Activities D. Story- 1. Listen to the story.

(7’)

Bobby:I’m sorry

Vinh:That’s Ok.Let’s go.

Vinh’s dad: Here you are.

Bobby and Vinh:Wow yummy.

Bobby:I’m sorry Vinh’s dad:That’s Ok.

1. Introduce the situation. Ask students some questions about the pictures, e.g. “What can you see in the picture? What is this? Where are the boys?...

2. Have students call out the people or things they can see.

3. Play audio CD-77 and have students listen and follow the story.

4. Play the audio again and have student listen and read.

2 . Listen and repeat. (8’) Bobby:I’m sorry

1. Have students look at the useful language box.

2. Play audio CD-78. Have students listen to the useful language.

3. Have students practice the useful language.

Activities: (optional) Game on i-ebo

* Activities E. Role play. (10’) B:I’m sorry

B:That’s Ok

1. Divide the class into pairs.

2. Have students practice the dialogue.

3. Swap roles and repeat.

4. Afterwards, have some pairs demonstrate the

2. New lesson

D. Story- 1. Listen to the story.

Bobby:I’m sorry

2. Listen and repeat.

Bobby:I’m sorry

- Students in pairs

Activities: (optional) - Students in pairs E. Role play.

B:I’m sorry B:That’s Ok -Students in pairs

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activity in front of the class Activities: (optional)

*Option 1: Role play a situation

- Number the situation in the role play 1-3 - Have students work in pairs. Choose a situation to practice, copy the actions in the situation.

- Have some pairs come to the board and role play the situation they chose.

* Option 1: Role play a situation

* Option 2: Game on i-ebook 3. Wrap up. (7’)

A.Trace the correct words.

- Have students use their pencil to trace the correct words.

- Teacher go around to support, point to a picture and ask students to read out the correct words.

B- Circle the correct words.

- Have students use their pencil to circle the correct words.

- Teacher go around to support and ask

students to read out the words or the sentences.

C- Trace the words.

- Have students use their pencil to trace the words.

-Teacher go around to support and ask students to read out the sentences.

- Have students work in pairs and think of a new situation that they can use the structures

“I’m sorry. – That’s OK”.

- Teacher can provide some common situations at school, in the classroom or at home.

- Have students role play their situation.

- Have some pairs come to the board and role play the situation they found.

*Option 2: Game on i-ebook 4. Application(2’)

- Students review identifying colors and body parts.

5. Summary(1’)

- Consolidate the content of the lesson?

- Do exercises in the workbook. Prepare new lesson.

3. Wrap up. (5’) A.Trace the correct words.

B- Circle the correct words.

C- Trace the words.

*Option 2: Game on i-ebook - Students in pairs

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IV. Evaluation:

……….………..

………...

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