Giáo án smart start i learnt grade 4 (4 tiết tuần) mới nhất

I learn - Smart Start – Grade Week:1 Period: School year: THEME 1: NUMBER Lesson 1: ( P1 – A + WB a,b ) I Objectives: By the end of the lesson, students will be able to: - Count from 0-9 and make a phone call *Moral lesson: You should remember your parent’s number when you’re out II Language contents: Vocabulary: zero, one, two, three, four, five, six, seven, eight, nine Sentence pattern: III Teaching Aids: - CD track - Flash cards: zero, one, two, three, four, five, six, seven, eight, nine IV Procedure: Warmer : - Sing a song “ Let’s count from to 20” Presentation: Task 1: Listen and repeat - Arrange the flashcards on the board: zero, one, two, three, four, five, six, seven, eight, nine - Play audio and have students listen and repeat - Point to the flashcards along with the audio Repeat several times Task 2: Listen, point and say - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed Practice Task 3: Pair and group work - Group work : + Group leader stand up and say the word + The member listen and point - Pair work : + One say and one point then change Task 4: Play game “ Who’s faster” Give students some pieces of paper about the number ( from -9 ) Say the words The students have to catch the paper which have that word The winner is the student has the most papers Production Task 5: Do exercises - Do exercises in WB / 2: A : Look at the number and circle B : Look at the number and write - Correct mistakes V Homework - Learn the number from to VI Comments ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… School: Teacher: I learn - Smart Start – Grade Week:1 School year: THEME 1: NUMBER Period: Lesson 1: ( P2 – B + WB C,D ) I Objectives: By the end of the lesson, students will be able to: - Count from 0-9 and make a phone call *Moral lesson: You should remember your parents’ number when you’re out II Language contents: Vocabulary: zero, one, two, three, four, five, six, seven, eight, nine Sentence pattern: What’s your phone number ? It’s …… III Teaching Aids: - CD tracks – - Flash cards: zero, one, two, three, four, five, six, seven, eight, nine IV Procedure: Warmer: - Play game: ‘What number is it?” T uses the flash card and hold it up then asks “ What number is it? Students observe and guess what number is in the flashcard Presentation: Task 1: Listen and read - Using the picture and ask some questions :  + What is this ? ( It’s a school bus )  + How many people are there in the picture? Who are they?  + What’s Tom’s Dad doing? Is he OK?  + Call out the phone number you can see - Listen and read + What is the question in the dialogue? “ What’s your telephone number?” Practice Task 2: Listen and circle - Play audio and demonstrate the activity using the example - Play audio and have students listen and circle - Play audio again and check answers as a whole class Task 3: Ask and answer - Say the structure: What’s your phone number ? It’s …… School: Teacher: I learn - Smart Start – Grade - Pair work : Ask and answer about the phone number School year: Production Task 4: Look and write C /WB - Write the number in the blank by looking at the number - Look at the number, ask and answer then write on the book Task 5: Write D/ WB - Ask and answer about the number - Correct mistakes V Homework Ask your friend’s phone number VI Comments ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………… Week: THEME 1: NUMBER Period: Lesson 1: ( P3 – C.D.E ) I Objectives: By the end of the lesson, students will be able to: - Count from 0-9 and make a phone call *Moral lesson: You should remember your parents’ number when you’re out II Language contents: Vocabulary: zero, one, two, three, four, five, six, seven, eight, nine Sentence pattern: What’s your phone number ? It’s …… III Teaching Aids: - CD tracks – IV Procedure: Warmer: Matching -Put the flashcards (number) on the board -Ask students to choose the correct flashcard and stick it by the word Then get students to read all the words Eight Seven Three two Zero Nine Presentation School: Teacher: I learn - Smart Start – Grade Task 1: Listen and write - Ask students to listen and write the numbers 0913 897 476 0168 243 587 0978 235 698 0198 357 249 - Students call out the number and correct mistakes School year: 0903 476 689 0165 398 576 Practice Task 2: Listen and sing along - Play the audio and students listen carefully - Clap the hands with the tune - Sing along to the song ( group/ pair ) Task 3: Listen, sing and write - Play the song and ask the students listen then wrire in D - Play audio again and check answers as a whole class - Sing the song again Task 4: Ask and answer - Divide the class into pairs - Have Student A point and ask, Student B answer - Swap roles and repeat - Afterwards, have some pairs demonstrate the activity in front of the class Production Task 5: Game “ Magic finger ” - Demonstrate the game - Divide the class into pairs - Have Student A write ten numbers (0-9) on Student B’s back, using their finger Student B writes the numbers down - Then have Student A ask “What’s your phone number?” and have Student B answer using the numbers they have written down “It’s _.” - Afterwards, have some students demonstrate the activity in front of the class V Homework Write phone numbers in your family which you remember VI Comments …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ………………………………………………………………………………………… Week:1 Period : THEME 1: NUMBER Lesson 2: ( P1 – A,WB (A,B) ) I Objectives: By the end of the lesson, students will be able to: - Count from 10-20 *Moral lesson: You should know your age and members’ age in your family II Language contents: Vocabulary: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty School: Teacher: I learn - Smart Start – Grade School year: Sentence pattern: III Teaching Aids: - CD tracks - Flash cards : ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty IV Procedure: Warmer: - Sing a song “ Let’s count from to 20” Presentation: Task 1: Listen and repeat - Arrange the flashcards on the board: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty - Play audio and have students listen and repeat - Point to the flashcards along with the audio Repeat several times Task 2: Listen, point and say - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed Practice Task 3: Pair and group work - Group work : + Group leader stand up and say the word + The member listen and point - Pair work : + One say and one point then change Task 4: Play game “ Jumping up ” Hold up some pieces of paper about the number ( from 10 -20 ) Say the words If it’s right students have to jump up and say the number If it’s wrong, students have to stand Production Task 5: Write the words - Do exercises in WB / 2: A : Look at the number and write the words B : Look at the number and write the missing letter in the square - Correct mistakes V Homework - Learn the number from 10 to 20 VI Comments ………………………………………\ …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ………………………………………………… Week: School: Teacher: I learn - Smart Start – Grade School year: THEME 1: NUMBER Period: Lesson 2: ( P2 – B + WB (C,D) ) I Objectives: By the end of the lesson, students will be able to: - Count from 10-20 and talk about people’s age *Moral lesson: You should know your age and members’ age in your family II Language contents: Vocabulary: zero, one, two, three, four, five, six, seven, eight, nine Sentence pattern: How old is she / he ?How old are they ? She’s / He’s …… They’re…… III Teaching Aids: - CD tracks 10– 12 - Flash cards : ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty IV Procedure: Warmer: - Play game : ‘ What number is missing?” Stick some numbers on the board and ask students to find the missing words Presentation: Task 1:Listen and read - Review the story from the previous lesson "After a school trip." - Now introduce the situation "Tom is asking how old people are…" Have students call out the objects and people they can see Listen and read + What is the question in the dialogue ? “ How old is she?” Practice Task 2: Listen and write the number - Play audio and demonstrate the activity using the example - Play audio and have students listen and write the number - Play audio again and check answers as a whole class Task 3: Ask and answer - Say the structure : How old is she / he ? She’s / He’s…… How old are they? They’re…… - Pair work : Correction Production Task 4: Count and write C /WB School: Teacher: I learn - Smart Start – Grade - Look at the symbols and count - School year: Write the numbers Task 5: Look and write D/ WB - Look at the number and write the answer about the age - Correct mistakes V Homework Ask your friend’s age V Comments ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………… Week:2 Period : THEME 1: NUMBER Lesson 2: ( P3 – C.D.E ) I Objectives : By the end of the lesson, students will be able to: - Count from 10-20 and talk about people’s age *Moral lesson: You should know your age and members’ age in your family II Language contents: Vocabulary : zero, one, two, three, four, five, six, seven, eight, nine Sentence pattern: How old is she / he ?How old are they ? She’s / He’s …… They’re…… III Teaching Aids: CD tracks 13– 15 - Flash cards: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty IV Procedure: 1.Warmer: Guessing -Show some flash card and ask students to guess how old the people were -Students can guess the age from to 20 2.Presentation Task 1: Listen - Ask students to listen to the song - Play audio and have students point to the pictures in Part A Practice Task 2: Listen and sing along - Play the audio and students listen carefully - Clap the hands with the tune School: Teacher: I learn - Smart Start – Grade School year: - Divide the class into two groups, group A sings the questions, group B sings the answers - Swap roles and repeat Task 3: Listen and reapeat - Focus on the example sentence and briefly explain the focus - Tell students they must listen and notice the pronunciation feature - Play the audio once and draw attention to the pronunciation feature - Play the audio again Have students listen and repeat with a focus on the feature Task 4: Listen and circle - Have students look at the pictures and listen - Circle the right number - Correction Task 5: Point, ask and answer - Show to students the way to make question: boy – he / girl – she / plural – they - Model : Boy: How old is he? He’s… - Look at the pictures with the circle, ask and answer about the people’s age in the pictures ( TSs / pair) Production Task 6: Game “ Tic, tac, toe ” - Divide the class into groups of four, with two students in each team - Have teams play rock, paper, scissors The winning team chooses a square, asks and answers - Have the teams take turns - Swap roles and repeat until the game is finished - V Homework - Ask and answer about your friend’s parents’ age V Comments …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ………………………………………………………………………………………… Week: THEME 1: NUMBER Period: Lesson 3: ( P1 – A,WB (A,B) ) I Objectives : By the end of the lesson, students will be able to: - Count from 30-100 and simple math II Language contents: Vocabulary: thirty, forty, fifty, sixty, seventy, eighty, ninety,one hundred Sentence pattern: III Teaching Aids: CD tracks 16 - Flash cards: thirty, forty, fifty, sixty, seventy, eighty, ninety,one hundred IV Procedure: a Warmer: - Answer the questions : How are you? What you like? How old is your father/ mother? What’s your telephone number? Do you like learning English? Presentation: Task 1: Listen and repeat School: Teacher: I learn - Smart Start – Grade School year: - Arrange the flashcards on the board: thirty, forty, fifty, sixty, seventy, eighty, ninety,one hundred - Play audio and have students listen and repeat - Point to the flashcards along with the audio Repeat several times Task 2: Listen, point and say - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed Practice Task 3: Pair and group work - Group work : + Group leader stand up and say the word + The member listen and point - Pair work : + One say and one point then change Task 4: Play game “ Jumping up ” Hold up some pieces of paper about the number ( from 30 -100 ) Say the words If it’s right students have to jump up and say the number If it’s wrong, students have to stand Production Task 5: Write the words - Do exercises in WB / 2: A : Look at the number and write the words B : Look at the number and draw the lines - Correct mistakes V Homework - Learn the number from 30 to 100 VI Comments ………………………………………\ ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ……………………………………………………………… Week:2 Period : THEME 1: NUMBER Lesson 3: ( P2 – B,WB (C,D) ) I Objectives : By the end of the lesson, students will be able to: - Count from 30-100 and simple math II Language contents: Vocabulary : thirty, forty, fifty, sixty, seventy, eighty, ninety,one hundred Sentence pattern: Twenty eight plus two is thirty III Teaching Aids: CD tracks 17- 19 - Flash cards : From 0-100 IV Procedure: 1.Warmer: - Do exercises on small board : a 12 + 7= b 35+ 23= c 36+ 24= - Correct mistake School: Teacher: I learn - Smart Start – Grade 2.Presentation: School year: Task :Listen and read - Hold up the number 10 and 20 How old am I? “ +”  plus and “ =”  is - Now introduce the situation "The children are at the school fair " Have students call out the objects and people they can see Listen and read + How many tickets in the conversation? 3.Practice Task 2: Listen and write the number - Play audio and demonstrate the activity using the example - Play audio and have students listen and write the number - Play audio again and check answers as a whole class Task 3: Practice - Draw students’ attention to the structure box Play audio and have students listen - Play audio again and have students listen and repeat 4.Production Task 4: Read and write the answer C /WB - Read the simple exercise and write the answer - Write the numbers Task 5: Look and write D/ WB - Look at the number and write in words - Correct mistakes V Homework Think of two numbers and then ask your friend to answer this puzzle V Comments ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Week: Period: THEME 1: NUMBER Lesson 3: ( P3 – C,D,E ) School: Teacher: I learn - Smart Start – Grade School year: - Have students look at "Speaking" and write the sentences related to the pictures - Check answers as a whole class Practice: Task 3: Exercises - Have students exercise B/p 83 ( workbook) - Change the books and correct Production: Task 4: Play the “Pretend” game - Divide the class into pairs or small groups - Have the class ask “What you want to go in Vietnam?” and then have one student act out an activity - Have the other students take turns to guess the answer “You _.” - Swap roles and repeat - ML: Students should some useful activities Homework: - Practice the structures V COMMENTS: ………… ………………………………………………………………………………… Date of teaching: Week: THEME 7: THE WORLD AROUND US Period: 122 LESSON SIX (P.1) I OBJECTIVES: By the end of the lesson, students will be able to: - Review and practice *Moral lesson: II LANGUAGE CONTENTS: 1.Vocabulary: Review all vocabs from Lessons 1-5 Sentence pattern: All structures from Lessons 1-5 III TEACHING AIDS: - CD track 32-33 IV PROCEDURES: Warmer: - Play “bingo” with the words from lesson 1-5 21 Presentation: Task 1: Review vocabulary - Have students review all vocabs by playing game “network” countries Activities - Read all the words - Some students say the words in front of the class Task 2: Review structures - Have students review the structures: * This is Jack He’s from the UK Hello Jack Nice to meet you * What you want to do? I want to (read) - Have students work in pairs ask and answer School: Teacher: I learn - Smart Start – Grade School year: - Some pairs of students say in front of the class Practice: Task 3: Listen and draw lines (CD4 – Track 32): - Have students look at the picture and call out the countries' flags and people they can see - Play example audio and demonstrate the activity using the example - Play audio and have students listen and draw lines - Play audio again - Play audio again and check answers as a whole class Task 4: Look and read Put a tick or a cross in the box - Demonstrate the activity using the example - Have students look at the pictures, read the statements and put a tick or a cross in the box - Check answers as a whole class - Afterwards, have students give a new true statement for each of the false statement Production: Task 6: Do exercise - Have students exercises A/ P 84 (workbook) - Have students change the books and check - ML: Homework: - Practice the words and structures V COMMENTS: ………………………………………………………………………………………………………… Date of teaching: Week: THEME 7: THE WORLD AROUND US Period: 123 LESSON SIX (P.2) I OBJECTIVES: By the end of the lesson, students will be able to: - Review and practice *Moral lesson: II LANGUAGE CONTENTS: 1.Vocabulary: Review all vocabs from Lessons 1-5 Sentence pattern: All structures from Lessons 1-5 III TEACHING AIDS: - CD track 32-33 IV PROCEDURES: Warmer: - Play “bingo” with the words from lesson 1-5 Presentation: Task 1: Review vocabulary - Have students review all vocabs by playing game “ Slap the board”: vocabs from lessons 15 - Read all the words - Some students say the words in front of the class Task 2: Review structures - Have students review the structures: * Do you want to( have a picnic)? - Sure, OK / No, thanks *What did you yesterday? - I planted some seeds School: Teacher: I learn - Smart Start – Grade School year: *Where you want to go? - I want to go to Hue and see the pagoda - Have students work in pairs ask and answer - Some pairs of students say in front of the class Practice: Task 3: Listen Sing along (CD4 – Track 33) - Have students turn their Student’s Book to page 103 - Read lyrics as a whole class - Play audio and have students listen - Play audio again and have students listen and sing along - Practice the song in groups of four - Some groups sing in front of the class Task 3: Play the board game - Demonstrate playing the game - Divide the class into groups of four, with two students in each team - Have teams play rock, paper, scissors The winning team goes forward two spaces and the losing team goes forward one space - Have students match the symbol to the structure and ask and answer or practice (if the question or answer is incorrect, that team moves back one space) - Swap roles and repeat until the game is finished (rock, paper, scissors is played each turn) - Before the end of the lesson, check answers as a whole class Production: Task 4: I can” statements - Read the statements and give an example for each - In pairs, have students give a few more examples of each aim, then briefly practice - Ask students to color one, two or three stars, to show how well they can perform the tasks (3 stars = Great; stars = Good; star = Needs more study) - For students with two or fewer stars, recommend that they review the theme at home, or the Workbook or Activity Multi-ROM (if they have it) Task 5: Do exercise - Have students exercises B/ P 85 (workbook) - Have students change the books and check - ML: Homework: - Practice the structures and Vocabs V COMMENTS: ……………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 124 LESSON ONE: A (SB) + A, B (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Identify someone's job and talk about the jobs of family members *Moral lesson: Students should love the jobs of family members II LANGUAGE CONTENTS: 15 Vocabulary: doctor, nurse, cleaner, driver, hospital School: Teacher: I learn - Smart Start – Grade 16 Sentence pattern: School year: What’s (her) job? (She)’s a (cleaner) (She) (cleans the hospital) III TEACHING AIDS: - CD4 tracks 34-40 - Flashcards: doctor, nurse, cleaner, driver, hospital IV PROCEDURES: 22 Warmer: - Sing the song “ Canada and the UK” - Play guessing word: WORK 23 Presentation: Task 1: Introduce new words - Arrange the flashcards on the board: doctor, nurse, cleaner, driver, hospital - Play audio and have students listen and repeat Point to the flashcards along with the audio Repeat several times Practice: Task 2: Listen, point and say - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed Task 3: Practice the words (CD4- Track 34) - Ask the children to practice words in pairs One point and one say - Some pairs of students go to the board and say the words - Correct the pronunciation when needed Task 4: Chant - Have students listen and chant the words as a whole class/ groups - Ask some group perform in front of the class Task 5: Exercises - Have students exercises A, B/ P 86 (workbook) - Have students change the books and check Production: Task 6: Play game - Have one student come to the front and play "Tennis" with you - As you say a word hit it to the student and have the student respond with another word and hit it back to you - Divide the class into pairs and have them play with each other Have some pairs demonstrate the activity in front of the class - ML: Students should love the jobs of family members Homework: - Learn by heart the words V COMMENTS: ……………………………………………………………………………………………… Date of teaching: Week: School: THEME 8: WORK Teacher: I learn - Smart Start – Grade Period: 125 LESSON ONE: B, E (SB) + C, D (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Identify someone's job and talk about the jobs of family members *Moral lesson: Students should love the jobs of family members II LANGUAGE CONTENTS: Vocabulary: doctor, nurse, cleaner, driver, hospital Sentence pattern: School year: What’s (her) job? (She)’s a (cleaner) (She) (cleans the hospital) III TEACHING AIDS: - CD4 tracks 34-40 - Flashcards: doctor, nurse, cleaner, driver, hospital IV PROCEDURES: Warmer: - Sing a song - Play network about work doctor nurse cleaner jobs driver Pre- listening: Task 1: Listen and read (CD4- Track 35) - Now introduce the situation “Tom’s Uncle Tony works at a hospital ” - Have students call out the objects and people they can see - Have students listen and read Task 2: Introduce structures - Have students look at the pictures then ask: Who is he? / What is he doing? / Where does he work?/Does he take care of people? - Give structure: What’s his job? He’s doctor He helps sick people - Draw students’ attention to the structure box - Play audio and have students listen (CD4- track 37) - Play audio again and have students listen and repeat - Students practice in pairs While – listening: Task 3: Listen and number (CD4- Track 36) - Play audio and demonstrate the activity using the example - Play audio and have students listen and number - Play audio again and check answers as a whole class Post - listening: Task 4: Play the “Pretend” game - Divide the class into pairs or small groups - Have one student ask “What’s his job?” and have another student make actions to show the job - Have the other students take turns to guess the answer, e.g “He’s a cleaner.” - Swap roles and repeat School: Teacher: I learn - Smart Start – Grade Task 5: Do exercise - Have students exercise C, D/p 87 workbook - Change the book and check School year: - ML: Students should love the jobs of family members Homework: - Practice the structures V COMMENTS: ……………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 126 LESSON ONE: C, D (SB) I OBJECTIVES: By the end of the lesson, students will be able to: - Identify someone's job and talk about the jobs of family members *Moral lesson: Students should love the jobs of family members II LANGUAGE CONTENTS: Vocabulary: doctor, nurse, cleaner, driver, hospital Sentence pattern: What’s (her) job? (She)’s a (cleaner) (She) (cleans the hospital) III TEACHING AIDS: - CD4 tracks 34-40 - Flashcards: doctor, nurse, cleaner, driver, hospital IV PROCEDURES: IV PROCEDURES: 24 Warmer: - Sing a song 25 Presentation: - Task 1: Listen Sing along (CD4 – Track 38) Play audio and have students listen Play audio and have students point to the pictures in Part A - Play audio and have students sing the song as the whole class - Divide class into two groups, group A and group B take turn singing the sentences Swap roles and repeat Task 2: Pronunciation tip (CD4 – Track 39) Focus on the example sentence and briefly explain the focus - Tell students they must listen and notice the pronunciation feature - Play the audio once and draw attention to the pronunciation feature - Play the audio again Have students listen and repeat with a focus on the feature Practice: Task 3: Listen and tick the box (CD4 – Track 40) - Have students look at the pictures and call out the jobs they can see - Play audio and demonstrate the activity using the example - Play audio and have students listen and tick the box - Play audio again and check answers as a whole class Task 4: Practice Point, ask and answer School: Teacher: - I learn - Smart Start – Grade School year: - Write on the board: his/job/cleaner/cleans the hospital - Students make question and answer: What’s his job? He’s a cleaner He cleans the hospital - Demonstrate the activity using the example - Divide the class into pairs - Have Student A ask and Student B answer - Have students swap roles and repeat - Afterwards, have some pairs demonstrate the activity in front of the class Production: Task 5: Writing - Have students write the complete sentences use the words given a his/job/cleaner/cleans the hospital b her/job/driver/drives the ambulance c his/job/teacher/teaches the students - Ask some students to go to the board and write the answer - Correction - ML: Students should love the jobs of family members Homework: - Practice the structures V COMMENTS: ………… ………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 127 LESSON TWO: A (SB) + A, B (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Talk about someone's job *Moral lesson: Students know what people use for work II LANGUAGE CONTENTS: 17 Vocabulary: firefighter, hose, builder, hammer, artist, paintbrush 18 Sentence pattern: What does (an artist) use? (An artist) uses a (paintbrush) III TEACHING AIDS: - CD4 tracks 41-46 - Flashcards: firefighter, hose, builder, hammer, artist, paintbrush IV PROCEDURES: 26 Warmer: - Sing a song 27 Presentation: Task 1: Introduce new words - Arrange the flashcards on the board: firefighter, hose, builder, hammer, artist, paintbrush - Play audio and have students listen and repeat Point to the flashcards along with the audio Repeat several times Practice: Task 2: Listen, point and say (CD 4- track 41) - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the School: Teacher: I learn - Smart Start – Grade words, correct pronunciation when needed School year: Task 3: Practice the words - Ask the children to practice the words in pairs One point and one say - Have some pairs point and say in front of the class Task 4: Pay “Musical card” - Play the song and have students listen - Give them a flashcard Students give it to their friends - Stop the song and the student is holding the flashcard will answer the questions: What’s this?/ What’s his/ her job? - Correct Task 5: Exercises - Have students exercises A, B/ P 88 (workbook) - Have students change the books and check Production: Task 6: Play guessing game - Play the “Guess” game 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 facing 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 flashcard over after each guess - ML: Students know what people use for work Homework: - Practice the words V COMMENTS: ………………………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 128 LESSON TWO: B, E (SB) + C, D (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Talk about someone's job *Moral lesson: Students know what people use for work II LANGUAGE CONTENTS: Vocabulary: firefighter, hose, builder, hammer, artist, paintbrush Sentence pattern: What does (an artist) use? (An artist) uses a (paintbrush) III TEACHING AIDS: - CD4 tracks 41-46 - Flashcards: firefighter, hose, builder, hammer, artist, paintbrush IV PROCEDURES: Warmer: - Sing a song - Play “ slap the board” with the words : firefighter, hose, builder, hammer, artist, paintbrush Pre- listening: Task 1: Listen and read (CD4- Track 42) School: Teacher: I learn - Smart Start – Grade School year: - Review the story from the previous lesson "Tom’s Uncle Tony worked at a hospital.” - Now introduce the situation “Alfie learns what people use for work…” - Have students call out the objects and people they can see - Have students listen and read Task 2: Introduce the structures - Have students answer the questions: What does Alfie ask ? And What does the boy answer? - Give structure: What does a builder use? A builder uses a hammer - Give some words then ask students make questions and answer - Practice the structure in pairs - Some pair say in front of the class While - listening: Task 3: Listen and draw lines (CD4- Track 43) - Play audio and demonstrate the activity using the example - Play audio and have students listen and draw lines - Play audio again and ask students change the books then check Task 4: Practice the structure (CD4 – Track 44) - Draw students’ attention to the structure box - Play audio and have students listen - Play audio again and have students listen and repeat Post- listening: Task 5: Play the “Board race” game - Divide the class into two teams - Stick two flashcards on the board e.g hose and hammer - Have one student stand in front of the class and ask a question e.g “What does a firefighter use?” - Choose one student from each team to race to the correct flashcard and answer the question - Choose two more students to take a turn Task 6: Do exercise - Have students exercise C,D/p 89 workbook - Change the books and check - ML: Students know what people use for work Homework: - Practice the structures V COMMENTS: ……………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 129 LESSON TWO: C, D (SB) I OBJECTIVES: By the end of the lesson, students will be able to: - Talk about someone's job *Moral lesson: Students know what people use for work II LANGUAGE CONTENTS: Vocabulary: firefighter, hose, builder, hammer, artist, paintbrush Sentence pattern: What does (an artist) use? School: Teacher: I learn - Smart Start – Grade School year: (An artist) uses a (paintbrush) III TEACHING AIDS: - CD4 tracks 41-46 - Flashcards: firefighter, hose, builder, hammer, artist, paintbrush IV PROCEDURES: Warmer: - Sing a song - Play “chain game” with structure: what you want to do? -> I want to swim 28 Presentation: Task 1: Listen Sing along (CD4 – Track 45) - Play audio and have students listen - Play audio and have students point to the pictures in Part A - Play audio and have students sing the song as the whole class - Divide class into two groups, group A and group B take turn singing the sentences Swap roles and repeat Task 2: Pronunciation tip (CD4 – Track 46) - Focus on the example sentence and briefly explain the focus - Tell students they must listen and notice the pronunciation feature - Play the audio once and draw attention to the pronunciation feature - Play the audio again Have students listen and repeat with a focus on the feature Practice: Task 3: Practice Point, ask and answer - Divide the class into Group A and Group B - T: I say, “firefighter/hose” - Group A, you say, “What does a firefighter use?” - Group B, you say, “A firefighter uses a hose? - Demonstrate the activity using the example - Divide the class into pairs - Have Student A ask and Student B answer - Have students swap roles and repeat - Afterwards, have some pairs demonstrate the activity in front of the class Production: Task 5: Write - Have students use the cues given to write questions and answers • builder / hammer • artist / paintbrush • teacher / pen - Change the books and correct - ML: Students know what people use for work Homework: - Practice the structures V COMMENTS: ………… ………………………………………………………………………………… School: Teacher: I learn - Smart Start – Grade School year: Date of teaching: Week: THEME 8: WORK Period: 130 LESSON THREE: A (SB) + A, B (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Ask and answer what people are doing *Moral lesson: Students should help each other II LANGUAGE CONTENTS: 19 Vocabulary: using a computer, building a model, drawing a bridge, talking on the phone Sentence pattern: What (is she) doing? (She's) (using a computer) What (are you) doing? (I'm) (drawing a bridge) III TEACHING AIDS: - CD4 tracks 47-52 - Flashcards: using a computer, building a model, drawing a bridge, talking on the phone IV PROCEDURES: 29 Warmer: - Sing a song - Play “ mime” with some words: firefighter, builder, artist 20 Presentation: Task 1: Introduce new words - Arrange the flashcards on the board: using a computer, building a model, drawing a bridge, talking on the phone - Play audio and have students listen and repeat Point to the flashcards along with the audio Repeat several times Practice: Task 2: Listen, point and say ( CD 4- track 47) - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed - Ask the children to practice the words in pairs One point and one say - Have some students ask and answer in front of the class Task 3: Let’s chant - Have students listen to the teacher - Listen and chant after the teacher - Work in groups of four - Some groups chant in front of the class Task 4: Exercises - Have students exercises A, B/ P 90 (workbook) - Have students change the books and check Production: Task 5: Play the game “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 - ML: Students should help each other Homework: - Practice the words V COMMENTS: School: Teacher: I learn - Smart Start – Grade School year: ………………………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 131 LESSON THREE: B, E (SB) + C, D (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Ask and answer what people are doing *Moral lesson: Students should help each other II LANGUAGE CONTENTS: Vocabulary: using a computer, building a model, drawing a bridge, talking on the phone Sentence pattern: What (is she) doing? (She's) (using a computer) What (are you) doing? (I'm) (drawing a bridge) III TEACHING AIDS: - CD4 tracks 47-52 - Flashcards: using a computer, building a model, drawing a bridge, talking on the phone IV PROCEDURES: Warmer: - Sing a song - Play “ slap the board” with the words : firefighter, hose, builder, hammer, artist, paintbrush Pre- listening: Task 1: Listen and read (CD4- Track 48) - Review the story from the previous lesson "Alfie learned what people use for work.” - Now introduce the situation “Sam is working Alex tries to help…” - Have students call out the objects and people they can see - Have students listen and read Task 2: Introduce structure - Ask students: What does Alfie ask Sam? And what does he answer? - Write the structure on the board: What are you doing? -> I’m using a computer What’s Sam doing? -> He’s building a model - Students listen and repeat after the teacher While - listening: Task 3: Listen and number (CD4- Track 49) - Play audio and demonstrate the activity using the example - Play audio and have students listen and number - Play audio again and check answers as a whole class Task 4: Practice the structure (CD4 – Track 50) - Draw students’ attention to the structure box - Play audio and have students listen - Play audio again and have students listen and repeat - Have students practice the structure in pairs - Some pairs ask and answer in front of the class Post- listening: Task 5: Play the “Teacher says” game School: Teacher: I learn - Smart Start – Grade School year: - Demonstrate the game and actions for the vocabulary - Have the class stand up - Play the role of “Teacher”, and give commands to the class - Start some commands with the phrase “Teacher says…” - If the command starts with “Teacher says”, students the action - If the command does not start with “Teacher says”, students not the action - Have students take turns to be “Teacher” (review actions from previous themes E.g driving a car, touch your face, etc…) Task 6: Do exercises - Have students exercise C,D/p 91 workbook - Change the books and check - ML: Students should help each other Homework: - Practice the structures V COMMENTS: ……………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 132 LESSON THREE: C, D (SB) I OBJECTIVES: By the end of the lesson, students will be able to: - Ask and answer what people are doing *Moral lesson: Students should help each other II LANGUAGE CONTENTS: Vocabulary: using a computer, building a model, drawing a bridge, talking on the phone Sentence pattern: What (is she) doing? (She's) ( using a computer) What (are you) doing? (I'm) ( drawing a bridge) III TEACHING AIDS: - CD4 tracks 47-52 - Flashcards: using a computer, building a model, drawing a bridge, talking on the phone IV PROCEDURES: Warmer: - Sing a song - Play “mime” with the words: using a computer, building a model, drawing a bridge, talking on the phone Presentation: - Task 1: Listen Sing along (CD4 – Track 51) Play audio and have students listen Play audio and have students point to the pictures in Activity A Play audio and have students sing the song as a whole class Divide the students into two groups, group A sings the questions, group B sings the answers Swap roles and repeat Task 2: Pronunciation tip (CD4 – Track 52) - Focus on the example sentence and briefly explain the focus - Tell students they must listen and notice the pronunciation feature School: Teacher: I learn - Smart Start – Grade School year: - Play the audio once and draw attention to the pronunciation feature - Play the audio again Have students listen and repeat with a focus on the feature Practice: Task 3: Point Ask and answer - Have students look at the pictures on page 95 and call out the activities - Demonstrate the activity using the example - Divide the class into pairs - Have Student A ask and Student B answer - Have students swap roles and repeat - Afterwards, have some pairs demonstrate the activity in front of the class Production: Task 5: Free talk - Have students ask and answer about themselves (pair works) Eg: What are you doing? I’m reading a book - Have some pairs of students go to the board then ask and answer Task 6: Write - Have students look at the pictures in section D again and write the questions and answers in their notebook - Change the notebook and correct - ML: Students should help each other Homework: - Practice the structures V COMMENTS: ………… ………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 133 LESSON FOUR: A (SB) + A, B (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Talk about future job *Moral lesson: Students should think about their future job II LANGUAGE CONTENTS: Vocabulary: pilot, soccer player, singer, police officer Sentence pattern: What you want to be? I want to be a (singer) III TEACHING AIDS: - CD4 tracks 53-58 - Flashcards: pilot, soccer player, singer, police officer IV PROCEDURES: 30 Warmer: - Play “bingo” with the job words 31 Presentation: Task 1: Introduce new words - Arrange the flashcards on the board: pilot, soccer player, singer, police officer - Play audio and have students listen and repeat Point to the flashcards along with the audio Repeat several times Practice: School: Teacher: I learn - Smart Start – Grade School year: Task 2: Listen, point and say (CD 4- track 53) - Play audio again and have students listen, repeat and point to the pictures in their books - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed Task 3: Ask and answer - Ask the children to practice the words in pairs Eg: What’s his job? He’s a pilot - Have some pairs of students say the words in front of the class Task 4: Play “What have I got?” - Use flashcards with the words about the jobs - Have students play in a whole class - Correction Task 6: Exercises - Have students exercises A, B/ P 92 (workbook) - Have students change the books and check Production: Task 5: Play the “guess” game - 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 facing 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 - ML: Students should think about their future job Homework: - Practice the words V COMMENTS: ………………………………………………………………………………………………… Date of teaching: Week: THEME 8: WORK Period: 134 LESSON FOUR: B, E (SB) +C, D (WB) I OBJECTIVES: By the end of the lesson, students will be able to: - Talk about future job *Moral lesson: Students should think about their future job II LANGUAGE CONTENTS: Vocabulary: pilot, soccer player, singer, police officer Sentence pattern: What you want to be? I want to be a (singer) III TEACHING AIDS: - CD4 tracks 53-58 - Flashcards: pilot, soccer player, singer, police officer IV PROCEDURES: Warmer: - Sing a song - Play “ slap the board” with the words : pilot, soccer player, singer, police officer School: Teacher: ... School: Teacher: I learn - Smart Start – Grade Task 1: Listen and write - Ask students to listen and write the numbers 0913 897 47 6 0168 243 587 0978 235 698 0198 357 249 - Students call out the... phone number ? It’s …… School: Teacher: I learn - Smart Start – Grade - Pair work : Ask and answer about the phone number School year: Production Task 4: Look and write C /WB - Write the number in... old are they? They’re…… - Pair work : Correction Production Task 4: Count and write C /WB School: Teacher: I learn - Smart Start – Grade - Look at the symbols and count - School year: Write the