Giáo án I learn smart start grade 2 full

1 WEEK Date of teaching: / 9/ 2021 (2B, A) English GETTING STARTED Period 1: Lesson I Objectives: By the end of this lesson, students will be able to gain the following Knowledge - Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten - Structures: How old are you? I’m (eight) / Open your book! Language skills - Count from one to ten, and ask how old someone is - Identify and follow classroom instructions Core competencies & Personal qualities - Building up interests and good habits in learning English - Building up responsive and independent-working characteristics to be a life-long learner - Presenting communicative through learning activities in classrooms - Being collaborative and supportive in teamwork 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 Procedures Steps/Activities Warm-up - Say “Hello” to the whole class - Ask students to give their names to get to know each other Set the classroom rules (E.g Sit nicely / Be nice / Listen to the teacher / Hands up ….) *Option 1: "Simon says" game - Tell students they must only follow commands that start with "Simon says " - Demonstrate the game by giving the students different - Commands If the command starts with "Simon says," students must the action If it doesn’t start with "Simon says," students who the action must sit down - Have one student come to the front of the class to be "Simon." Swap roles and repeat with a new "Simon." *Option 2:"Read my lips" game - Divide the class into teams - Teacher says a sentence silently - Have the students try to guess what the sentence is - Give that team one point if it’s a correct guess The team that gets the most points win Organization - Teacher – whole class - Teacher – whole class • Students in groups New lesson Sing the “Numbers Song Let's Count 1-10” (Source: https://www.youtube.com/watch?v=85M1yxIcHpw&t=27s) A Listen and point Repeat (CD1 - track 02) - Use some real things and pictures to introduce the numbers from to 10 - Have students listen to each new word - Have students listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary - Arrange the flashcards on the board, play audio, and point to each flashcard - Play audio again and have students point to the numbers in their books - Play audio again and have students listen and repeat several times - Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed - Have students work in pairs, one of them points to the picture in the book and the other says the word *Option 1: 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 *Option 2: Game: “Slap” - Split the class into four teams Have them stand in four lines - Place some cards on the board - Have four students come to the board to face off Call out a word, e.g seven, and have students run to the board then slap the picture and repeat the word The winner is the student who slaps the picture at first B Listen and point (CD1 – Track 03) - Introduce the situation: “The teacher and the students are asking and answering about age.” - Play audio and have students look at the picture - Demonstrate the activity by pointing to the new vocabulary items - Play audio Have students listen and point Have students work in pairs, ask and answer about their age C Sing (CD1 – Track 04) - Have students turn to page 70 - Play audio and have students listen - Read the lyrics and actions following them - Play audio and have students listen, sing along, and the actions D Point, say and *Practice (optional) • Teacher – whole class • Students in groups • Students in groups • Teacher – whole class • Teacher – whole class • Teacher/ Whole class/ - Divide the class into two teams - Show a flashcard to the class - Have Team A ask the question and Team B answer - Swap roles and repeat (Teacher shows a flashcard "six.") • Team A: "How old are you?" • Team B: "I'm six." *Point, ask, and answer - Divide the class into pairs - Have Student A point to a picture and ask, have Student B answer - Swap roles and repeat - Afterwards, have some pairs demonstrate the activity in front of the class E Play “Magic finger” - Have students look at the example - Divide the class into pairs - Have Student A write a number with their finger on Student B's back and ask "How old are you?" - Have Student B try to guess which number it is and answer, e.g "I'm six." Have students swap roles and repeat Wrap up *Option 1: Workbook-page and - Divide the class into groups of five - Have students open their workbooks – page and A What’s next? Look, read, and write the numbers - T makes an example first, then have students the remains B Look and write - Have students write the missing letters C Listen and (√) the box (WB 02) - Have students listen and put the tick the correct box D Look, read, and (√) the box - Have students look, read and tick the correct box Teacher and students correct all the exercises and give stamps or stickers to the whole class *Option 2: "Memory chain" game - Divide the class into groups - Have St A ask St B a question - Have Student B answer the question - Next, have St B turn to St C and ask the question, then have St C answer using St B’s answer with one extra activity - Have Student C repeat the question to the next student, and so on - If a St forgets a sentence, the group must start from St A again - The winning group is the first one to have all members finish speaking groupwork • Teacher – whole class/ pairs • Teacher/ Whole class/ groupwork • Teacher/ Whole class/ groupwork Date of teaching: / 9/ 2021 (2) English GETTING STARTED Period 2: Lesson I Objectives: By the end of this lesson, students will be able to gain the following Knowledge - Vocabulary: open your book, close your book, hands up, hands down - Structures: Open your book! Language skills - Understand and follow simple instructions in class - Ask and answer the question related to numbers (How old are you?) Core competencies & Personal qualities - Building up interests and good habits in learning English - Building up responsive and independent-working characteristics to be a life-long learner - Presenting communicative skills through learning activities in classrooms - Being collaborative and supportive in teamwork II Teaching aids - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV - Students’ aids: Student’s book, notebook, workbook III Procedures Steps/Activities Organization Warm-up Song: Hello, how you do? • Teacher – (Source: https://www.youtube.com/watch?v=0r9oD44HZzY whole class *Option 1: Game: “Who is faster?” - Divide the class into groups • Students in - Arrange the flashcards on the board groups - Invite a student from each group to go to the board Teacher says a word and the students run to tap the right card *Option 2: Game: “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 them • Students in groups 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 New lesson A Listen and point Repeat (CD1 - track 05) - Use pictures to introduce classroom commands - Have students listen to each new word - Have students listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary - Arrange the flashcards on the board, play audio, and point to each flashcard - Play CD again and have Ss point to the pictures in their books - Play CD again and have students listen and repeat *Option 1: 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 *Option 2: Game: “Do as I say” - Have students to as the teacher says, not as the teacher does and repeat playing the game E.g Teacher says, “Open your books.” but he/ she closes his/ her book Students listen to the teacher carefully and open their books B Listen and point (CD1 – Track 06) - Introduce the situation - Play audio and have students look at the picture - Demonstrate the act by pointing to the new vocabulary items - Play audio Have students listen and point C Sing (CD1 – Track 07) - Have students turn to page 70 - Play audio and have students listen - Read the lyrics and actions following them - Play audio and have Ss listen, sing along, and the actions D Point, say, and *Practice (optional) - Divide the class into two teams - Show a flashcard to the class - Have Team A call out the command and Team B the action - Swap roles and repeat - e.g (Teacher shows a flashcard "hands up.") • Team A: "Hands up!" • Team B put their hands up *Point, say, and - Divide the class into pairs - Have Student A point and say, have Student B the action - Swap roles and repeat - Afterwards, have some pairs demonstrate the act in front of the class • Teacher – whole class/ individuals • Students in teams • Teacher – whole class/ individuals • Teacher – whole class • Teacher – whole class • Students in teams • Teacher – whole class/ pairs E Play “Simon says” - Have students look at the example • Teacher – - Tell Ss they must only follow commands that starts with "Simon whole class says " - Demonstrate the game by giving the students different commands If the command starts with "Simon says…”, students must the action If it doesn’t start with "Simon says," students who the action must sit down - Have one student come to the front of the class to be "Simon." Swap roles and repeat with a new "Simon." Wrap up *Option 1: Workbook-page and - Have students open their workbooks (page and 5) and choose • Teacher – whole class part C (page 5) to first - Play audio and have students listen and tick the correct box - Have students look at part A,B and D of page and - Set up time limit by minute timer bomb (source: https://www.youtube.com/watch?v=vwqQPeeVM1s) - Have students start reading and doing all parts A, B, D When the time ends by explosion students stop doing their exercises - Have Ss change their workbooks together Check understanding as a whole class and give the correct answers Then the teacher gives stamps or stickers to the whole class *Option 2: "Pass the card" game - Divide the class into teams • Students in - Have students from each team stand in a line teams - Give the first student of each team a card and say "Go." - The students say the corresponding words and pass the cards over their heads to the ones behind them - Have teams continue the game until their card reaches the last person - The last student in each line races to hand their card to the teacher and says the word - Give the first team to name their card correctly one point - The team that gets the most points wins WEEK Date of teaching: / 9/ 2021 (2B, A) English GETTING STARTED Period 3: Lesson I Objectives: By the end of this lesson, students will be able to gain the following Knowledge - Phonics: Review: Aa to Mm Language skills - Review writing and making proper sounds of the letters from A to M - Practice listening and speaking numbers – from one to ten Core competencies & Personal qualities - Building up interests and good habits in learning English - Building up responsive and independent-working characteristics to be a life-long learner - Presenting communicative skills through learning activities in classrooms - Being collaborative and supportive in teamwork 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 Procedures Steps/Activities Organization Warm-up • Teacher – - Sing the “Hello” song (super simple songs) whole class Source: (https://www.youtube.com/watch?v=tVlcKp3bWH8) *Option 1: "Memory chain" game • Teacher - Divide the class into groups - Have St A say a sentence (classroom command) to St B Whole class/ - Have St B repeat St A’s sentence to St C and add their own idea groupwork - Have St C repeat the two sentences to St D and add their own idea, and so on - If a st forgets a sentence, the group must start from St A again The winning group is the first one to have all members finish speaking *Option 2: "Flashcard walk" game - Divide the class into teams • Teacher - Place several flashcards on the classroom floor Whole class/ - Have Ss from each team come up the front groupwork - Play some music and have the Ss walk around the flashcards - Stop the music and say the name of one flashcard - Have the Ss pick up the correct flashcard and say a sentence using the word on the flashcard - Give the first team to make a correct sentence one point The team that gets the most points win New lesson *Sing the alphabet song - Play the alphabet song and have students listen - Play audio again and have students sing the song - Put the flashcards on the board for the letters in red (A to M) Point to each flashcard, call out the letter's name, and have students repeat Write the letters - Have Ss look at the pictures and call out the things they can see - Demonstrate the activity using the example - Have students write the letters - Check answers as a whole class *Listen and repeat (CD1 – Track 08) - Point to the pictures and say the letters' sounds - Play audio Have students listen and repeat the letter sounds Listen and point (CD1 – Track 09) - Have students look at the pictures - Demonstrate pointing to the correct letter when you hear the sound or word - Play audio Have students point to the correct picture at the top of the page when they hear the appropriate sound or word Put a (  ) or a (  ) - Have students look at the pictures and call out the words - Demonstrate the activity using the example - Have students put a tick or a cross - Check answers as a whole class Follow the letters and say the sounds - Have students call out the beginning sounds - Demonstrate the activity - Have students solve the maze with their fingers and say the letter sounds as they pass them Write the letters - Have Ss look at the pictures and call out the things they can see - Demonstrate the activity using the example - Have students write the letters - Check answers as a whole class *Listen and repeat (CD1 – Track 10) - Point to the pictures and say the letters' sounds Play audio Have students listen and repeat the letter sounds Listen and point (CD1 – Track 11) - Have students look at the pictures - Demonstrate pointing to the correct letter when you hear the • Teacher – whole class • Teacher – whole class/ individuals • Teacher – whole class • Teacher – whole class • Teacher – whole class/ Individuals • Teacher – whole class • Teacher – whole class/ Individuals • Teacher – whole class • Teacher – sound or word - Play audio Have students point to the correct picture at the top of the page when they hear the appropriate sound or word Circle the letter - Have students look at the pictures and call out the words - Demonstrate the activity using the example - Have students look at the letters and circle the correct beginning sounds Check answers as a whole class Play “Board race” - Have students look at the example - Divide the class into teams and have one student from each team stand a distance from the board - Write two letters on the board and then say a word beginning with one of their sounds - Have the Ss race to the board, touch that letter, and say the correct letter sound - The first student to touch the letter and say the sound gets a point for their team Continue with other students and letters Wrap up *Option 1: Workbook (P6, 7) - Have Ss open their workbooks and choose part C to first - Play audio and have Ss listen and tick the correct box - Have Ss look at part A, B and D of page and - Set up time limit by 1minute timer bomb (source: https://www.youtube.com/watch?v=vwqQPeeVM1s) - Have Ss start reading and doing all parts A, B, D When the time is up, Ss stop doing their exercises - Have Ss change their workbooks together - Check understanding as a whole class and give the correct answers Then the T gives stamps or stickers to the whole class *Option 2: “Memory game” - Put up the phonics cards on the board - Ask the Ss to memorize the order in which the items appear - Remove the phonics cards and ask individual Ss to name the items in the correct order - Change the order of the phonics cards and repeat the activity whole class • Teacher – whole class • Teacher – whole class/ group work • Teacher – whole class/ pairs work • Teacher – whole class Date of teaching: / 9/ 2021 (2B, A) English UNIT 1: FEELINGS Lesson I Objectives: By the end of this lesson, students will be able to gain the following Knowledge - Vocabulary: happy, sad, fine/ OK, great - Structures: How are you? I'm (happy) 10 Language skills - Identify and use descriptive adjectives to impress their feelings - Talk about how they feel 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 - 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 Procedures Steps/Activities Warm-up *Sing the “Phonics song” (Source: https://www.youtube.com/watch?v=BELlZKpi1Zs) *Option 1: “Follow the leader” game - Have students line up behind the teacher and follow him/her around the classroom - Do an action and shout out the word for that action - Have students copy the action and repeat the word E.g open your book, close your book, hands up, hands down *Option 2: Vanishing Alphabet Flashcards - Divide the class into groups - Teacher places flashcard letters (a – m) in front of the students - Give them a few moments to memorize the letters and then tell them to close their eyes - The teacher takes away one of the flashcards and then tell the students to open their eyes again - The first group that can guess the missing letter flashcard win that flashcard (for point) and take away a flashcard in the next round New lesson A Listen and point Repeat (CD1 - Track 12) - Use some pictures to introduce the feelings - Have students listen to each new word - Have Ss listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary - Arrange the flashcards on the board, play audio, and point to each flashcard Organization • Teacher – whole class • Teacher – whole class • Teacher – whole class/ group work • Teacher – whole class/ individuals/ pairs work 188 Review the related vocabulary items and structures to about their abilities, simple instructions, and days of the week 50 Core competence - Build up interests and good habits in learning English - Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work - Demonstrate problem-solving and communicative skills through learning activities 51 Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family and the community CXXVIII 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 CXXIX Procedures: Time Steps/Activities Organizati 5’ Warm-up • Teacher – whole Sing “Days of The Week” song (source: The Singing Walrus – English Songs For Kids https://www.youtube.com/watch?v=mXMofxtDPUQ) Option 1: "Pretend" game _ Teacher writes out actions and put them in a bag (count numbers, draw pictures, spell words, sing songs, pick up a pen, pick up a ruler) _ Divide the class into four teams _ Have one student come to the front of the class and choose an action from the bag _ Have that student an action silently _ Have the other students try to guess the action _ Give the first team to guess the action correctly one point _ The team that gets the most points wins Option 2: "Whispering" game _ Divide the class into four teams _ Have students from each team stand or sit in a row _ Whisper a sentence/a command to the first students in each row _ Have the first students whisper the sentence/command to the second students • Teacher – Whole groupwork • Teacher – Whole groupwork 189 25’ _ Have teams continue whispering the sentence/command until it reaches the last students _ The last student in the row has to say out the sentence/command _ Give the first team to say the sentence/command correctly one point _ The team that gets the most points wins New lesson A Listen and circle (A or B) (CD2 - Track 66) • Teacher – Whole _ Have students look at the pictures and call out the days they individuals can see _ Play audio and demonstrate the activity using the example _ Play audio Have students listen and circle A or B _ Play audio again and check answers as a whole class B Play "Board race." • Teacher – Whole _ Have students look at the example groupwork _ Divide the class into teams and have one student from each team stand a distance from the board _ Stick two flashcards on the board and then say one of them _ Have the students race to the board, touch that flashcard, and say the correct sentence _ The first student to touch the flashcard and say the sentence gets a point for their team _ Continue with other students "Body writing" game • Teacher – Whole _ Divide the class into four teams groupwork _ Ask a student from one team to leave the classroom _ Give his or her team a flashcard (E.g Monday) and have them form the words with their bodies, using one letter per student _ Have the student who left the room return _ The teacher asks, “What day is it today?” _ Have the students try to read the word that his or her team is forming then answer _ Give that team one point if it’s a correct guess _ Continue with the other teams _ The team that gets the most points wins Workbook page 67 _ Have students open their workbooks – page 67 D Look and write _ Have students look at the pictures and read the questions, • Teacher – Whole individuals/ pair 190 5’ think of what they will write on the blanks _ Set up time limit by minutes timer bomb (source: https://www.youtube.com/watch?v=ycIfThGcNuw) _ Have students start reading and trying to complete the questions and answers When the time ends by explosion students stop doing their exercises _ Have students change their workbooks together _ Check understanding as a whole class E Listen and circle (WB 39) _ Have students look at exercise E, read the words and guess the answers could be _ Play audio Have students listen and circle the correct words _ Have students listen again and check the answers _ Check understanding and give the correct answers to the students Wrap up Option 1: • Teacher – Whole My calendar individuals/ pair _ Give each student a sheet of paper _ Have students write their favorite month, write the days, numbers and decorate it to make their own calendar _ Have students draw something at their important days E.g birthday… _ Have students work in pairs and tell their friends about their calendars E.g This is my favorite month And my birthday is on Monday Option 2: • Teacher – Whole Speed Game pair work _ Have students work in pairs _ Give one set days of the week cards to each pair of students _ Ask students to place the cards face down on their desk and mix them up _ Have one pair make an example • Student asks, ‘What day is it today?’ • Student answers any day of the week • Student turns over the cards and try to find that card as fast as possible _ Have students swap roles and continue the game as the same way 191 Tiếng Anh i-Learn Smart Start Week: Period: Date of teaching: REVIEW (2nd Semester) CXXX Objectives: After completing this lesson, students will be able to: 52.Language competence Review Unit to Unit 10 to prepare for the 2nd semester test 53 Core competence - Build up interests and good habits in learning English - Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work - Demonstrate problem-solving and communicative skills through learning activities 54 Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family and the community CXXXI 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 CXXXII Procedures: Time Steps/Activities Organization 5’ Warm-up • Teacher – whole class Sing the song “ Red Light, Green Light” (Source: Super Simple Song https://www.youtube.com/watch?v=xoyEDrMDirA) Option 1: • Teacher – Whole class “Circle the word” game groupwork _ Divide the class into groups of three _ Have each group take out one chalkboard and two pieces of chalk with different colors _ One child writes down seven words in random order then gives it to his/her friends _ When he/she calls out one word (E.g plane), the other two students try to circle that word as fast as possible _ The student who circles more words wins _ Have some groups demonstrate the activity in front of the class Option 2: • Teacher – Whole class “Memory” game groupwork _ Divide the class into four teams 192 25’ _ Invite one student from each group to come to the board _ Place some flashcards or writes some words on the board (about 15 – 20 flashcards or words) _ Give the students some time to memorize as much words as possible _ When the time is up, the students write down what they have memorized _ The student who has the most correct words gets points for his/her team _ Repeat with different students New lesson _ Give each student a worksheet I Look Match _ Have students look at the pictures and call out what they can see _ Demonstrate the activity using the example _ Have students match the objects with their shadows and the corresponding words _ Check answers as a whole class II Look Write _ Divide the class into pairs _ Have Student A calls out the words _ Have Student B writes down the words under the corresponding pictures _ Check answers as a whole class III Listen Circle _ Have students identify the pictures and call out their names, guess the correct pictures could be _ Play audio Demonstrate the activity using the example _ Play audio Have students listen and circle _ Play audio Have students listen again and check _ Check answers as a whole class Transcript Example: I want to go to the zoo I want to go to the park These are my T-shirts Can you see a plane? – Yes, I can Pick up your eraser, please I can count numbers IV Answer _ Have students move around the class, ask their friends • Teacher – Whole class individuals • Teacher – Whole class individuals/ pair work • Teacher – Whole class individuals • Teacher – Whole class individuals 193 5’ and write down the answers _ Check answers as a whole class Wrap up Option 1: Conversation line _ Have students make two lines and stand face to face _ Give each student a picture / flashcard Student of the first line asks a question E g “Can you see the bus?” Then student of the second line answers E.g “Yes, I can.” _ Swap roles and continue to the end of the lines Option 2: _ Divide the class into groups of five _ Prepare a set of questions (about 10 questions) to be answered in limited amount of time _ The first group that finishes their activity wins • Teacher – Whole class work • Teacher – Whole class groupwork WORKSHEET I Look Match a motorbike a boat a bus a plane 194 II Look Write a T-shirt shorts a shirt shoes a dress a hat pants socks a watch 1. _ 2. _ _ 3. _ 4. _ _ 5. _ _ 6. _ 7. _ shorts _ 8. _ _ 9. _ 195 III Listen Circle Example: IV Answer Example: Can you see the plane? Yes, I can Where are you from? What day is it today? Tiếng Anh i-Learn Smart Start 196 Week: Period: Date of teaching: REVIEW (2nd Semester) CXXXIII Objectives: After completing this lesson, students will be able to: 55 Language competence Review Unit to Unit 10 to prepare for the 2nd semester test 56 Core competence - Build up interests and good habits in learning English - Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work - Demonstrate problem-solving and communicative skills through learning activities 57 Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family and the community CXXXIV 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 CXXXV Procedures: Time Steps/Activities Organization 5’ Warm-up • Teacher – whole class Sing the song “ Jump, Run and Shout” (Source: The Singing Walrus https://www.youtube.com/watch?v=hft6uJQIF4g) Option 1: • Teacher – Whole class "Whispering" game groupwork _ Divide the class into four teams _ Have students from each team stand or sit in a row _ Whisper a question to the first students in each row _ Have the first students whisper the question to the second students _ Have teams continue whispering the question until it reaches the last students _ The last student in the row has to say out the question and answer it _ Give the first team to say the question and answer correctly one point _ The team that gets the most points wins Option 2: • Teacher – Whole class Drawing and guessing groupwork _ Divide the class into four teams 197 25’ 5’ _ Have each team stand in a line _ Secretly show a flashcard to the first child in each group This child runs to the board, draw the picture _ Have the other students in his/her team try to guess what the picture is _ The first team has the correct answer will get one point New lesson _ Give each student a worksheet I Look Read Write _ Have students look at the pictures and call out what they can see _ Demonstrate the activity using the example _ Have students choose the correct words from the box and write under the corresponding clothes _ Check answers as a whole class II Look Read Complete _ Have students look at the pictures and call out the things and activities they can see _ Demonstrate the activity using the example _ Have students choose the correct words or phrases from the box to complete the sentences _ Check answers as a whole class III Look Read What’s next? Write _ Divide the class into four groups _ Invite one student from each group to come to the board _ Explain that the four students are going to race to write the answers from their worksheets _ The first student who finishes all the blanks correctly gets one point for his/her team _ Continue in the same way _ Have students complete their worksheets IV Unscramble the sentences _ Divide the class into pairs _ Have Student A read questions _ Have Student B complete the answers and write down on his/her worksheet _ Swap roles _ Check answers as a whole class Wrap up Option "Word Tennis" game • Teacher – Whole class individuals • Teacher – Whole class individuals • Teacher – Whole class individuals/ groupwor • Teacher – Whole class individuals/ pair work • Teacher – Whole class individuals 198 _ Have one student come to the front and play with you _ Say a word from unit - 10, and pretend to hit a ball to the student Have the student respond with another word and hit it back to you Continue until someone repeats a word or can't go _ Divide the class into pairs and have them play with each other _ Have some pairs demonstrate the activity in front of the class Option • Teacher – Whole class “Asking race” game groupwork _ Divide the class into four teams and have them stand in four lines _ Invite one student from each team come to the board _ Give four students the same amount cards The students who received the cards have to show cards to his/her friends and ask questions about the given cards (E.g What day is it today?) _ The first student in each line answers the first question If his/her answer is correct, he/she will get that card from his/her friend then run to the bottom of the line _ The second student answers the second question and so on _ The first team that finishes asking and answering wins the game WORKSHEET I Look Read Write a T-shirt shoes trousers shorts a dress a coat a coat 1. _ 2. _ 3. _ 199 4. _ II 5. _ 6. _ Look Read Complete an eraser pencil case 1.I can _ spell words ruler count numbers draw pictures 2.I can _ 3.I can _ Pick up _ 6.Pick up _ draw pictures Pick up _ 200 III Look Read What’s next? Write Friday Saturday …………… ………… … Monday …………… Wednesday …………… Wednesday Friday IV Unscramble the sentences: Example: shoes / These / my / / are These are my shoes sock / / are / These / my the / ? / Can / see / boat / you can’t / No, / / I up / your / / Pick / ruler Tiếng Anh i-Learn Smart Start Week: Period: Date of teaching: REVIEW (2nd Semester) CXXXVI Objectives: After completing this lesson, students will be able to: 58 Language competence Review Unit to Unit 10 to prepare for the 2nd semester test 201 59 Core competence - Build up interests and good habits in learning English - Build up responsive and independent-working characteristics to be a long-life learner - Be supportive and collaborative in team work - Demonstrate problem-solving and communicative skills through learning activities 60 Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family and the community CXXXVII 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 CXXXVIII Procedures: Time Steps/Activities Organization 5’ Warm-up • Teacher – whole class Sing “What day is it today?” song (Source: English Singing https://www.youtube.com/watch?v=RfAMjbaHMVU) Option 1: • Teacher – Whole class “Hangman” game groupwork _ Split the class into two teams _ Draw the hangman board and draw blank spaces for the word the teacher wants them to guess _ Have each team guess a letter If they guess it right then they get one point for each letter in the word If they get it wrong then draw a head, body, legs and arms _ When the teacher draws all the parts of body the game is over and the teacher starts a new game _ The winner is the one with the most points at the end of the last puzzle Option 2: • Teacher – Whole class "Inside the bag" game groupwork _ Prepare some cards, writes out some actions (count numbers, draw pictures, spell words, sing songs) on the back, then, put them in four bags Give each team a bag _ Divide the class into four teams _ Have each student comes to the front of the class and choose a card from the bag Then, say out a sentence with a corresponding action (E.g I can (draw pictures).) then try to pretend that _ Continue with other students 202 25’ 5’ _ The first team to finish making the sentences with all the cards correctly wins New lesson _ Give each student a worksheet I Look Draw lines _ Have students look at the pictures and call out what they can see _ Demonstrate the activity using the example _ Have students match the pictures with the corresponding letters _ Check answers as a whole class “Draw and Roll” game _ Arrange the class into four lines _ Secretly show a flashcard to the first child in each line _ This child runs to the board and draw the object _ The last child in the line tries to guess and picks the requested object then says a sentence (E.g.I can see a yo-yo.) _ The fastest student to pick the correct object rolls the die then get the corresponding point II Look Answer _ Divide the class into pairs _ Have Student A read the questions _ Have Student B answer and write down the words to complete the answers _ Swap roles _ Check answers as a whole class III Look Write _ Divide the class into pairs _ Have Student A read the sentences _ Have Student B write down the missing words _ Swap roles _ Check answers as a whole class Wrap up “Vanishing Flashcards” Game _ Divide the class into four teams _ Place flashcards on the board _ Give them a moment to memorize the flashcards and then tell them to close their eyes _ Take away one of the flashcards and then tell the students to open their eyes again _ The teacher asks a question relating to the flashcard • Teacher – Whole class individuals • Teacher – Whole class groupwork • Teacher – Whole class individuals/ pair work • Teacher – Whole class individuals/ pair work • Teacher – Whole class groupwork ... good habits in learning English - Building up responsive and independent-working characteristics to be a life-long learner - Presenting communicative skills through learning activities in classrooms... problem-solving and communicative skills through learning activities Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family... problem-solving and communicative skills through learning activities Personal qualities - Build up respective attitudes to others in the community - Build up spirits of the responsibility for family