LESSON PLAN UNIT 9: WHAT COLOUR IS IT ?

I. Objective(s) of the lesson: By the end of the lesson, students will be able to : 1.Knowledge: Sentence patterns: Use the pattern correctly, students will be able to ask and answer questions about colours. Vocabulary: To know, remember and speak correctly some words for colours and school supplies + Review about school supplies : Pen, book, notebook, desk, pencil, crayon, rubber, ruler... + Clothes items: green, yellow, black, grey, purple, white, orange, blue, red, pink, brown. 2. Skills: Develop speaking and listening skills 3: Competence: Communicative and collaborative competence: work in groupspairs. Problemsolving competence: play the games. Selfstudying and selfcontrol competence: using language to greet and self introduction, using knowledge to do exercise.

Teacher: LESSON PLAN Grade Lesson UNIT 9: WHAT COLOUR IS IT ? Time Dao Ngoc Dieu Anh 3 Lesson 2 ( 1,2,3) - Unit 9: What colour is it? (NXB BỘ GIÁO DỤC VÀ ĐÀO TẠO) 30-35 minutes Page 1 I Objective(s) of the lesson: * By the end of the lesson, students will be able to : 1.Knowledge: - Sentence patterns: Use the pattern correctly, students will be able to ask and answer questions about colours What colour is it? What colour are they?  It’s + (colour)  They’ + (colour) - Vocabulary: To know, remember and speak correctly some words for colours and school supplies + Review about school supplies : Pen, book, notebook, desk, pencil, crayon, rubber, ruler + Clothes items: green, yellow, black, grey, purple, white, orange, blue, red, pink, brown 2 Skills: - Develop speaking and listening skills 3: Competence: - Communicative and collaborative competence: work in groups/pairs - Problem-solving competence: play the games - Self-studying and self-control competence: using language to greet and self- introduction, using knowledge to do exercise 2 4: Quality /Attitude: - Students be more friendly and confident in communicate with their friends and otherpeople II Teaching aids: - Teacher’s: Flashcards, Student’s and teacher’s book, pictures, powerpoint and song - Student’s : Books, notebooks, workbooks, pen III Anticipated problems and solutions: Problems Solutions 1 Classroom equipment: Laptop, - Teacher reads the sentence patterns/dialogue by speakers, etc might not work herself - Have print-outs and additional handouts to give the learners 2 It is not interesting to the learners If you cannot change/skip the text/unit, add some sort of authentic material (e.g a short video, a song, ect to give it an interesting twist.) 3 There are shy students Ask these learners to work in groups/pairs so that they ( Student may be shy/afraid to answer) have a chance to participate with their peers rather than with the teacher 4 The student will probably find it I’ll try my best to keep them focused and I have also difficult to complete and reading related prepared some game to consolidate the word and task and maybe the will take longer structure (What colour is it) than expected 5 Students' levels are not equal when In speaking/writing tasks, pair weaker students with working in groups (very strong students stronger ones so that they can help one another for the level and very weak students for the level in the same group) 3 IV Procedure/steps of the lesson: Stage Aims Time Steps Interactio n pattern - Setting the lesson Content: Students listen to the song “What context and engage color is it? T – WC the student in the Expected result: Ss can remember the activities content of the previous unit and answer the question correctly Warm – up - The teacher will Aids: Video, PPT & Review Performance: Step 1: Getting started review the context - Greeting students - Teacher invite students to sing a which was set in the 5 song:“What colors is it ?” mins previous lesson + T shows the song on the screen + T asks ss to listen to the song asking some question + Ss listen to the song and sing Step 2: Review old lesson to the student - The teacher will ask some question to the 4 students about what they see in the video: T – S + What school supplies do you see in the T – WC video? - To make sure that - Ss answer the question students can Step 3: Lead in remember and speak - Teacher then introduces the topic of the correctly the words new unit by showing some pictures of for colours and school supplies and colors “Today, we’re going to learn about colors and practice structure “What color is it” Writing on the board the title of lesson” - Say "Open your books at page 60 and look at Unit 9, Lesson 2  Vocabulary: Expected result: Ss identify and correctly pronounce color words Aids: PPT; flashcard Performance: 5 Presentation school supplies( a 10 Step 1: ( New lesson) book , a pen, a mins - Teacher show flashcards colors; pencil, a ruler, an supplies and read these new words eraser/ green, blue; - While introducing about words, the T – WC red; pink ) teacher uses the structure: What colour is T – WC it? - To know how to - Teacher pronounces the words for ask and answer new students and let whole class read out loud sentence patterns all new words (singular and plural) Step 2: - Ask all students to repeat word: Choral What color is your repetition ( 2 times) and Individual It’s + colour repetition (1 times) Step 3: What color are your - While practice reading, the teacher play They’re +colour word game: What's in the box - Students will choose a gift box and then say the color of the item - Students raise their hands to play 6 - Game Introduction: There are 4 gift boxes, each containing 1 picture of school supplies Students will choose a gift and then say the object's name and color Words: Notebook,, pencil, ruler, luck box  Structure: Lead in: In this lesson, you will learn Look, listen and repeat, Point and say, Let’s talk Now will start with activity 1: Look, listen and repeat Activity 1: Look, Listen and Repeat Expected result: SS identify new sentence patterns appearing in the conversation Aids: PPT; video; picture 7 Performance: Step 1: Transfering the learning task - Have pupils look at the picture (say “Look at the picture”) Ask questions to T - S help them identify the context + Who is this? + What can you see in the picture? + What color is it? Step 2: Performing the task - Have pupils listen and point to the S sentences ( says “Point to the sentences.”) - Play the recording and encourage pupils to repeat (say “Listen and repeat.”) Step 3: Discussion - Have pupils repeat several times both individually and in chorus S - S - Ask pupils to practice in pairs to practice the dialogue Step 4: Conclusion 8 - Check some pairs Ask other pupils to T – Ss give comments T – WC - T correct their pronunciation if necessary, and praise them when their pronunciation S- S is good Structure note: What colour is/ are your ? It's / They're Work in pairs: - Student using structrure question and ask about the colour - Student choose 1 of the school thing - Have 3 mins to work in pairs - To give students Activity 2 : Point and say fluency practice Expected result: Practice asking and answering about the colors of school - To provide an supplies (singular and plural) 9 opportunity for the 15 Aids: PPT; picture, visual aids student to improve Mins Practice their spoker Performance: performance Step 1: Transfering the learning task - Practice asking and answering about the - T tell pupils that they are going to colors of school supplies (singular practice asking and answering questions and plural) about color by using: T- WC 1 What color is it? T – WC It’s + colour * Structure: 2 What color are they What color is/are your + (school thing)? They’re +colour It’s/ They're + (color) Structure note: What colour is/ are your ? – It's / They're - Teacher asks if any student knows the word to fill in the blank (shown on slide) - What colour your - It's → Teacher reminds students to use the grammar correctly – Teacher asks the students about what question (What colour is your pen) and 10 how to answer it (It's black ) S -S - Students using the words and the T – SS stuctures and talk to the friend next to you T – Ss for 2 mins {Students use their school supplies to ask and answer questions instead of looking at pictures in books} A : ask - B : answer B : ask – A : anwser - Ask pupils to point to your things and say the sentence partner - Example: The teacher points to her pen and says + Student A: What color is/are your pen + Student B: It's/ They’re black - Asking student: + Do you have any questions? + Do you understand the task? Step 2: Performing the task 11 - Students work in groups for 5 minutes T – WC - Ask about the color of your school supplies (pen, book, school bag, crayon ) - Have pupils practise asking and answering in pairs Monitor the activity and offer help, if necessary Step 3: Discussion - Select some pairs to practice the structure they have been learning in front of the class Praise them, saying “That’s right!” or “Superb!” if they performed well Step 4: Conclusion - Check some pairs Ask other pupils to give comments - T correct their pronunciation if necessary, and praise them when their pronunciation is good Activity 3: Let’s talk Expected result: Students ask and answer 12 about colors with What color is/ are ? T – WC Aids: Fashcard, game, PPT, picture Performance: - Teachers will let the students practicing making the sentence : What colour is it/ are they? using the pictures on the slide - Students observe the pictures and work in groups (Combine observing pictures and real objects to ask and answer about color T –Ss 13 T –WC Step 1: Transfering the learning task Ss/ Ss - Tell the class that they are going to T – WC practise further by asking and answering questions about school thing Get pupils to work in groups of four to ask about the color of school thing Remind them to use the questions and answers in their books - Set a time limit for the class to practise Monitor the activity and offer help, if necessary ( 3 mins) Step 2: Performing the task - Invite a few group to repeat their interviews to the class Then give feedback Step 3: Fun time 14 - T organizes the game "Memory game" - T introduces the game: Game guessing objects: On the screen will appear school supplies Students have 45 seconds to observe and memorize After 45 seconds the pictures will be hidden Students ask the teacher questions: What color is it? The teacher will provide information about colors Then, the two players will win the right to answer by raising their hands -T divides the class into two groups Group T –WC A and group B - The teacher will give the answer after the 15 students answer For each correct sentence, T – WC the group will receive 1 star - Example: + Class ask: What colour is it? + Teach answer: It’s red + Team A or B guess: Ruler/ pencil + Teacher check answer: Step 4: Conclusion - T correct their pronunciation if necessary, and praise Summary the lesson - Have pupils listen to the song, then say the chant again Wrap –up Review and 5 consolidate some mins learned language skills and knowledge 16 - T asks students to answer the following T – S questions: What have you learned from the lesson today? - T review the vocabulary (color and supplies) and the structure What color is/are  It’s /They’re + (color) - Praising some Ss who are hard working/ active/ good… as well as encourage others to try more Home link - Ss learn by heart vocabulary and structure - Ss prepare the new Lesson 2: 4, 5, 6 - Complete the form on live worksheet and 17 records a video then upload it to the padlet Individual work Teaching aids : a ppt presentation, flash cards, visuals, song, liveworksheet etc: https://drive.google.com/drive/folders/1j31pE-UwPEFMp7AIUtGtA2xNjEwCyOGR?usp=sharing Video demo: 18