GIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GD

GIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GD; GIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GDGIÁO ÁN TIẾNG ANH LỚP 2 CẢ NĂM NXB GD

Teacher’s name: Week: TIẾNG ANH FUN TIME LESSON Time allocation: period I By the end of the lesson, pupils will be able to: OBJECTIVES - identify the words pizza, kitten, popcorn, bike; - recognize, spell and pronounce correctly the words pasta, popcorn, pizza, kite, bike and kitten; II INPUT Language: - Sounds /p/ (letter p) and /k/ (letter k) - Vocabulary: pasta, popcorn, pizza, kite, bike and kitten Resources/Material: - Student’s book, page 12 - Teacher’s guide, pp 21-23 - Website sachmem.vn - Flashcards with letter p and k - Flashcards with the pictures of the words Unit and - Computer, projector 1 III Warm-up – Find and circle the words Then say – PROCEDURE Let’s play – Homelink Procedure Warm-up Teaching and learning activities Classroom manageme nt minutes Option 1: Revising the sounds and words - Show flashcards: Show flashcards and ask pupils to say: letters p, k, pasta, popcorn, pizza, kite, bike and kitten - Game: What’s missing? Hide a flashcard, have pupils say the missing one Option 2: Singing - Give some pupils the flashcards of Unit and Unit - Ask the whole class to sing the songs in Unit and Unit together - Have pupils with the flashcards stand up and show flashcards when they sing the words they have - Lead to Activity 1, Fun time Whole class work Individual work/ Group work Individual work Whole class work Find and circle the words Then say 12 minutes Step Step Step Step Have pupils look at each picture and say the words Ask What you see? Ask pupils to look at the word search, find and circle the words in it individually Explain how to the task Find and circle the words in the word search Then say the words Model with the first word if necessary Give further support to those pupils who find it difficult to the task Have pupils exchange their answers in pairs or groups Ask them to point to the words and say them until they feel confident Go around and give further support to those pupils who find it difficult to the task Call some pupils to show the circled words Whole class work Whole class work Individual work Pair work/ Group work Individual and say them in front of the class work If teacher uses sachmem.vn or slides, he/ she can show the word search and call on one or two pupils to go to the board and point to the words in the word search KEY: Extensio n After the pupils find the words and pronounce Group work them, organize a short game Divide the class Whole class into two teams Call on one pupil from each work team to go to the board Call out a word and the two pupils have to write them on the board Give a point to each correct word Pupils from the teams take turns to write the words Let’s play: Stand up! Sit down! 13 minutes Step Step Step Step Extensio n: Have all pupils sit down Teacher holds up a flashcard and say a word If the flashcard and the word are the same, pupils stand up; if not, pupils sit still Call some pupils to say the correct word Model the position of the first flashcard Instruct pupils to follow each position Help them practise this until they understand Follow the same procedure with the other flashcards Have the whole class play the game Call two pupils to be the observers of the game Hold up the flashcards and have pupils play the game Divide the class into two or four teams Each team plays the game Give stars/points to the winner After doing well at this game, increase the difficulty Ask one pupil to come to the class, hold up a flashcard and say the word for the Whole class work Whole class work Individual work Whole class work Group work Whole class whole class to stand up/sit down Home link minutes - Have pupils say the letters b and c together with the sounds /p/ (letter p) and /k/ (letter p) again - Then: Option 1: Show flashcards and have pupils say the words Option 2: Write letter p and k on the board Ask pupils to speak out all of the words they have learnt with letter p, k - Tell pupils to practise saying the letters, sounds and words at home 4 Whole class work/ Individual work Teacher’s name: Week: TIẾNG ANH FUN TIME Lesson Time allocation: period I By the end of the lesson, pupils will be able to: OBJECTIVES - write the words pizza, kite, bike and pasta and complete the sentence structures: The _ is yummy Is he/she _ (verb + _ing)? Yes, he/she is / No, he/she isn’t Language: II INPUT - Sounds /p/ (letter p) and /k/ (letter k) - Vocabulary: pasta, popcorn, pizza, kite, bike and kitten - Structure: The _ is yummy., Is he/she _ (verb + -ing)? and Yes, he/she is / No, he/she isn’t.; Resources/Material: - Student’s book, page 13 - sachmem.vn - Teacher’s guide, pp 22, 23 - Flashcards to play game - Computer, projector 5 III Warm-up – Look, read and write – Let’s play – PROCEDURE Homelink Procedure Warm-up Teaching and learning activities Classroom managemen t minutes Option 1: Guessing game: Do actions of eating pizza, eating popcorn, riding a bike, flying a kite, playing with a kitten for pupils to guess Pupils say out loud the words when the see the flashcards Option 2: - Have pupils play The Matching Game Stick the picture flashcards on the board Write the words from Unit and Unit on the board Call on some pupils to go to the board and draw lines to match the words and the pictures - Lead to Activity 3, Fun time Whole class work/ Individual work Whole class work Individual work Look, read and write Then say aloud 13 minutes Step Step Step Have pupils read the words in the first question, then say Read the words, please! Have them look at the pictures and ask them What can you see in the pictures? Have them point to each picture and say the word (pizza, kite, bike and pasta) Have pupils spell the words pizza, kite, bike and pasta then write on the small boards, check their writing Ask them to write the words on their books, say Write the words, please! Get pupils to check their answers in pairs Then ask some pairs to give their answers Give comments and confirm the correct answers KEY: pizza kite bike pasta Whole class work Individual work Whole class work Individual work Whole class work Individual work Step Step Extensio n Show the pictures in Activity on sachmem.vn or on the screen Point to the words randomly and call on some pupils to read the words in front of the class Otherwise, show the flashcards and invite some pupils to look at the flashcards and say the words Have pupils say the completed sentences aloud (say “Now say.”) Do this several times, with pupils saying the sentences both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Ask pupils to work in groups and practise speaking the words by drawing and guessing with the words pasta, popcorn, pizza, kite, bike in two minutes Then show their pictures in front of the class Ask some pupils to go to the board, say and write the words Let’s play: Spelling chain Step Step Step Step Step Whole class work Individual work / Pair work Group work/ Individual work 12 minutes Have pupils look at the picture and read the sentences, saying Let’s play: Spelling chain Give instruction: Divide the class into two (or more) teams The team plays the game stands in a circle Give a flashcard with the first letter written to the first team member The rest of the team work together to spell the word Take turns to say a letter, move in a clockwise direction from the first pupil to the last one It is done when all pupils in the team say the word aloud A correctly spelled and pronounced word scores one point Model the game with one group Have pupils play the game in groups one by one Support and give them help, when necessary Ask the whole class to play the game if the time allows This time pupils can point to Whole class work Group work Group work Group work Whole class work any pupil they like in class Extended activity: If there is some time left, ask pupils to create a chant with the sentences Ask them to say Whole class the sentences and clap their hands work responsively team say, the other team say responsively: The pizza is yummy / Pizza, pizza, pizza The pasta is yummy / Pasta, pasta, pasta Is he flying a kite? / Yes, he is Yes, he is Is she riding a bike? / Yes, she is Yes, she is Home link minutes Option 1: Show flashcards and have pupils say the words Ask some pupils to make sentences with the words Option 2: Write incomplete sentences on the board (with pictures) Invite some pupils to go to the board and write the letters to complete the sentences The _ is yummy / (pizza) The _ is yummy / (pasta) Is he flying a _? / (kite) Is she riding a _? / (bike) Whole class work Individual work - Tell pupils to practise saying the words and make sentences at home Teacher’s name: Week: TIẾNG ANH FUN TIME 8 LESSON Time allocation: period I OBJECTIVE S By the end of the lesson, pupils will be able to: - spell and pronounce the words question, square, quiz, fox, ox and box; - recognize the words quiz, rainbow, square, box, road, fox, ox, sail and question while listening; II INPUT Language: - Vocabulary: question, square, quiz, fox, ox and box; Resources/Material: - Student’s book, page 29 - Teacher’s guide, pp 56, 57 - Website sachmem.vn - Flashcards square, quiz, fox, and box - Computer, projector 9 III PROCEDUR E Procedure Warm-up Warm-up – Rearrange the letters to make words Then say – Let’s play - Homelink Classroom manageme nt Teaching and learning activities minutes Option 1: Revising the sounds and words - Show flashcards: Show flashcards and ask pupils to say: square, box, fox, quiz - Game: Pass the ball Give flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words Option 2: Singing - Give some pupils the flashcards square, box, fox, quiz - Ask the whole class to sing the songs in Unit and Unit together - Have pupils holding the flashcards stand up and show flashcards when they sing the words they are holding - Lead to Activity 1, Fun time Rearrange the letters to make words Then say Step Step Step 10 Individual work/group work Individual work Whole class work 12 minutes Have pupils look at each picture and say the words Ask What you see? Ask pupils to look at the pictures then rearrange the letters to make words correctly Then say Explain how to the task Rearrange the letters to make words Then say Model with the first word if necessary Give further support to those pupils who find it difficult to the task Have pupils exchange their answers in pairs or groups Ask them to point to the words and say them until they feel confident Go around and give further support to pupil who find it 10 Whole class work Whole class work Whole class work Individual work Pair work/ Group work n: Play Memory game Divide the class in four groups Show pictures of brothers/sisters with Group work birthday cakes quickly Students from groups will raise their hands to answer the questions: “How old is your sister/ brother?” in their memory Give points to the winner Let’s sing 10 minutes Step 1: Have pupils read the lyrics to get familiarized themselves with the first verse of the song Say “Now look at the first verse, please!” Check comprehension Step Play the recording several times for pupils to repeat line after line to make sure that they can 2: sing the first verse correctly Say “Listen and repeat, please!” Step Follow the same procedure with the second verse of the lyrics Praise them when they 3: perform well, saying “Excellent!” Step 4: Have pupils listen to the whole song and sing along Draw their attention to the pronunciation, the stress and the melody of the song (say “Now listen to the whole song and sing, please!“) Let pupils practise singing the song If there is more time, let them sing the song Step 5: several times or ask some pupils to sing the song individually Extensio Practise two-part singing Divide the class into two groups and ask each group to sing n: one part of the song - For lower level of pupils, have them Activity 6,7, page 45 in their workbooks Whole class Whole class Whole class Whole class Individual work Group work - For at or higher level of pupils, have them Activity 6,7, page 45 in their workbooks then practice speaking with their friends Wrap-up minutes - Revise the main teaching point of the lesson: Whole class the structure How old is _? and He’s 273 273 _ (age) Option 1: Ask pupils to draw/ show pictures of their family members and talk about them, using How old is _? and He’s _ (age) Option 2: Have pupils draw a phonics flowers with “er” For example: Individual work Group work Individual work Stick the flowers on the classroom wall and let pupils go around to see and see others Option 3: Show pupils the lyrics of the song with some missing words, e.g.: That’s my How old is he? He’s My _ is here My is here We are all here At his party Then ask some advanced pupils to guess the missing words and sing the complete song aloud TIẾNG ANH LESSON PLAN School: _ _ Grade: _ _ Teacher: _ _ 274 School year: Week: Approve d by: 274 _ _ _ _ _ _ Unit 15 In the clothes shop Lesson – Period Date: _ I By the end of the lesson, pupils will be able to: OBJECTIVES - correctly pronounce the name of the letter combination Sh/sh (/ʃ/); - correctly pronounce the sound of the letter combination sh (/ʃ/) in isolation and in the words shirts, shoes and shorts II INPUT Language: - Sound /ʃ/ - Vocabulary: shirts, shoes, shorts Resources/Material: - Student’s book, p 65 - Teacher’s guide, pp 127-129 - sachmem.vn - Flashcards for Unit 15 - Poster for Unit 15 - Flashcards/Pictures for Warm-up and Fun Corner - Computer, projector 275 275 III Warm-up – Listen and repeat – Point and say – Fun PROCEDURE corner – Wrap-up Procedur Classroom Teaching and learning activities e management Warm5 minutes up Option Whole class - Refresh pupils’ memory of the previous unit by showing pictures of a brother, sister and grandmother on the board - Underneath each picture, write the person’s age Say “How old is your brother/ sister/ grandmother?” and encourage pupils to answer using the full sentence structure “He’s/ She’s _.” Option Whole class Refresh pupils’ memory of the previous unit by having them sing the song from Unit 14, Lesson Option Whole class Introduce the topic of the new unit by showing pictures of clothes or by bringing some items of clothing to class Discuss what the clothes are (e.g T-shirt, skirt, trousers) and where you might buy them Listen and repeat 10 minutes Step 1: Draw pupils’ attention to the picture (say Whole class “Look at the picture.”) Ask questions to help them identify the context (The picture shows a clothes shop Shirts, shoes and shorts are labelled, with the letter combination sh in red) Step 2: Have pupils point to the letter combination Individual sh (say “Point to the letter combination work sh.”) and listen to its sound /ʃ/ (say “Listen /ʃ/”.) 276 276 Step 3: Play the recording of the sound of the letter combination sh and encourage pupils to repeat (say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 4: Have pupils look at the shirts (say “Look at the shirts.”) Then have them point to the word shirts (say “Point to the word shirts.”) Draw their attention to the colour of the letter combination sh (say “Look at the colour of the letter combination sh It is red.”) Step 5: Play the recording of shirts and encourage pupils to repeat (say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 6: Repeat Steps and for shoes and shorts Whole class Individual work Individual work Whole class Individual work Whole class Individual work Step 7: Play the recording in full and encourage Whole class pupils to repeat the name and sound of the Individual letter combination sh, shirts, shoes and work shorts both individually and in chorus Extension In group, have pupils draw shirts, shoes, Group work : shorts and make labels for the pictures The ask them show the pictures to the class and say the words Point and say minutes Step 1: Have pupils point to the letter combination sh and correctly pronounce its sound (say “Point to the letter combination sh Say /ʃ/”) Step 2: Have pupils point to and correctly pronounce the word shirts (say “Point to the shirts Say shirts.”) Do this several times, with pupils repeating both 277 277 Whole class Whole class Individual work individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Step 3: Repeat Step for shoes and shorts Whole class Individual work Step 4: Put pupils into pairs or groups for further Group/ practice of Steps to Go around the class Pair work to offer help or correct pupils’ pronunciation, if necessary Fun corner: What’s missing? minutes Step 1: Divide the class into two teams: Team A and Team B Step 2: Write Team A and Team B side by side at the top of the board Underneath each heading, stick a different set of flashcards Step 3: Point to each flashcard and say the word Encourage pupils in the relevant team to repeat Step 4: Tell pupils to look carefully at the flashcards and remember their team’s words Explain that when you say “Close your eyes!”, pupils should close their eyes You will then remove one of the flashcards from the board When you say “Open your eyes!”, pupils should open their eyes Step 5: Encourage each team to call out the missing word from their set A correct answer scores one point Step 6: Play the game The team with the most points wins Wrap-up: minutes Group work Group work Group work Group work Group work Group work Revise the main teaching point of the lesson: Whole class the sound of the letter combination sh and the words shirts, shoes, shorts 278 278 Option Using sachmem.vn, have pupils look at the clothes items in the picture and repeat the words after the recording Option Using Poster for Unit 15, ask pupils to point to the things in the picture and say the words Whole class Whole class Individual work For better pupils, teacher may cover the words and ask them to point to the clothes items and say the words aloud Option Individual For better pupils, using the new and learnt in work the previous units vocabulary and have the pupils make labels for the clothes items Ask them to attach the cards to the corresponding items and practise saying the words 279 279 TIẾNG ANH LESSON PLAN School: _ _ Grade: _ _ Teacher: _ _ School year: Week: Approve d by: _ _ _ _ _ _ Unit 15 In the clothes shop Lesson – Period Date: _ I OBJECTIVE S II INPUT By the end of the lesson, pupils will be able to: - correctly pronounce the sound of the letter combination sh (/ʃ/) and the words shoes, shirts and shorts in a chant; - recognize target words while listening; - write the letter combination sh and complete the words _ _irts, _ _oes and _ _orts Language: - Sound /ʃ/ - Vocabulary: shirts, shoes, shorts - Phrases/sentences with the sound /ʃ/, the words shirts, shoes, shorts Resources/Material: - Student’s book, p 66 - sachmem.vn - Teacher’s guide, pp 129-131 - Pictures/flashcards for Warm-up - Workbook, pp 46-47 - Computer, projector 280 280 III PROCEDUR E Warm-up – Listen and chant – Listen and tick – Write and say – Wrap-up Procedur Teaching and learning activities e Warmup Classroom management minutes Option Whole class - Ask pupils what letter combination and sound they learnt in Lesson (Sh/sh, /ʃ/) - Show pictures of the words that pupils learnt in Lesson (shirts, shoes, shorts) and encourage them to say the words in chorus More advanced classes can add other words with the letter combination sh Option Group work Ask the class to play What’s missing? again, using the numbers in Lesson 1, Unit 13 and the numbers learnt in Tieng Anh 1, saying Now let us play Number race! Option Whole class Get pupils to play What’s Missing? Game, using the pictures and flashcards with the words learnt in Lesson and the previous units Pupils should guess the missing cards and say the words correctly Listen and chant 10 minutes Step 1: Draw pupils’ attention to the picture and Whole class have them point to the shoes (say “Look at the picture Point to the shoes.”) Step 2: Say “shoes” and encourage pupils to repeat Whole class Step 3: Repeat Steps and for shirts and shorts Whole class Step 4: Play the recording of the chant to Whole class familiarize pupils with the words and rhythm (say “Listen.”) Step 5: Have pupils point to each line of the chant Individual 281 281 (say e g “Point to line one.”) Play the recording of each line and encourage pupils to chant (say “Listen and chant.”) Step 6: Play the recording in full and encourage pupils to chant (say “Listen and chant.”) Pupils can clap along or other actions to help them keep the rhythm Step 7: Divide the class into two teams Teams take it in turns to chant a line The whole class can clap along or other actions Extensio For better pupils, cover or omit some n: letters/words in the chant and have them guess and say all the lines aloud For example: Sh, sh, shoes Sh, sh, shirts Sh, sh _ Shoes, and shorts Are in the shop Are in the Listen and tick minutes Step 1: Have pupils look at the pictures and say the words (say “Point and say.”) When pupils answer correctly, confirm by saying “shirts/ shorts/shoes/shorts” Step 2: Play the recording and allow pupils time to complete the activity (say “Listen and tick.”) Step 3: Play the recording again, if necessary (say “Listen again.”) work Whole class Whole class Group work Individual work Whole class Individual work Individual work Step 4: Check the answers by asking “a or b?” Whole class When pupils answer correctly, confirm by saying “1a Look at the shirts.”/“2b Look at the shorts.” and encourage them to repeat Audio script: Look at the shirts Look at the shorts Answers: a b Write and say minutes 282 282 Step 1: Write the letter combination sh (lower case) Whole class on the board and say “sh” (/es/ /eɪtʃ/) Step 2: Write the letter combination sh (lower case) on the board again, but this time is more slowly Invite a few pupils to come to the front of the class and write the letter combination sh (lower case) on the board Step 3: Draw pupils’ attention to the picture and labels (say “Look and write.”) Allow pupils time to complete the activity Go around the class to offer support and feedback Step 4: Have pupils say the words (say “Say the words.”) Extensio - For weaker pupils, have them Activity 3, Unit 15 in their workbooks n: - For better pupils, have them Activity 4, Unit 15 in their workbooks Wrap-up minutes Option Have pupils listen to the recording, then say the chant again Option Ask pupils to look at the pictures in Listen and circle and say about them, e.g shirts, shorts, Encourage better pupils to use learnt structures e.g I can see shirts.; Look at shorts.; Option To reinforce the vocabulary, get pupils to Activity 1, Unit 15 in their workbooks TIẾNG ANH LESSON PLAN 283 283 Individual work Whole class Individual work Whole class Individual work Whole class Whole class Individual work School: _ _ Grade: _ _ Teacher: _ _ School year: Week: Approve d by: _ _ _ _ _ _ Unit 15 In the clothes shop Lesson – Period Date: _ I OBJECTIVE S By the end of the lesson, pupils will be able to: - use the sentence structures Where are the _? and Over there to ask and answer questions about where things are; - sing a song with the sentence structure Where are the _? and Over there to ask and answer questions about where things are II INPUT Language: - Where are the _? Over there Resources/Material: - Student’s book, p 67 - sachmem.vn - Teacher’s guide, pp 131-133 - Workbook, p 48 - Computer, projector 284 284 III PROCEDUR E Warm-up – Listen and repeat – Let’s talk – Let’s sing – Wrap-up Procedur e Teaching and learning activities Warmup Classroom managemen t minutes Option - Have pupils listen to the recording, then sing the chant on page 66 - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option - Invite one or two pupils to write the letter combination Sh/sh on the board - Get pupils to say words that contain the sound of the letter combination Sh/sh from Lessons & and the learnt units Option Have pupils play Game Pass the Card - Place pupils in rows - Hand out picture cards of shirts, shoes, shorts to the first pupil in each row - Have pupils in each row name the item on each card as they pass the card to the classmate behind them Listen and repeat minutes Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”) Say “Where are the shoes?” – “Over there.” Step 2: Have pupils point to the sentences (say “Point to the sentences.”) Whole class Individual work Individual work Individual work Whole class Individual work Step 3: Play the recording and encourage pupils to Whole class repeat (say “Listen and repeat.”) Step 4: Do this several times, with pupils repeating Whole class 285 285 both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Let’s talk 10 minutes Step 1: Write Where are the shoes? on the board and underline the word shoes Say “Where are the shoes?” Step 2: Erase shoes and replace it with shorts Say “Where are the shorts?” Step 3: Repeat Step for shirts Step 4: Erase shirts and leave the sentence structures Where are the _? and Over there on the board Step 5: Draw pupils’ attention to Picture a (say “Look at Picture a.”) Say “Where are the _?” and encourage them to complete the sentence with “shorts” When they answer correctly, confirm by saying “Where are the shorts?” and encourage pupils to repeat the full sentence structure Step 6: Write Over there on the board Say “Over there.” And encourage pupils to repeat Step 7: Divide the class into two groups Explain that when you show a picture, one group will say “Where are the shorts/ shirts/ shoes?” and the other group will say “Over there” Groups should take it in turns to ask and answer Correct pupils’ pronunciation if necessary, and praise them when their pronunciation is good Extensio Invite some pupils to point to the pictures and act out the exchanges in front of the n: class For better pupils, ask them to point to the things in the classroom (pens, pencils, books, bags, …) to ask and answer about them using Where are the _? and Over there Let’s sing 10 minutes Step 1: Draw pupils’ attention to the picture (say 286 286 Individual work Whole class Whole class Whole class Whole class Whole class Individual work Whole class Group work Individual work Whole class Step 2: Step 3: Step 4: Step 5: Wrap-up “Look at the picture.”) Play the recording of the song to familiarize pupils with the rhythm and melody (say “Listen.”) Read the song line by line and encourage pupils to repeat (say “Listen and repeat.”) Do this several times, with pupils repeating both individually and in chorus Correct their pronunciation if necessary, and praise them when their pronunciation is good Say “Let’s sing!” Play the recording line by line and encourage pupils to sing along Have pupils work in groups to make up actions for the song Invite a few groups to perform the song for the class minutes Revise the main teaching point of the lesson: the sentence structure Where are the _? and Over there to ask and answer questions about where things are Option 1: Practise two-part singing Divide the class into two groups and ask each group to sing one part of the song Option 2: Have pupils Activity 6, Unit 15 in their workbooks Option 3: Show pupils the lyrics of the song with some missing words, e.g.: I like shoes Where are the _? Over there I like shirts Where are the _? Then ask some advanced pupils to guess the missing words and sing the complete song aloud 287 287 Whole class Whole class Individual work Whole class Group work Whole class Group work Individual work Individual work ... pupils answer correctly, confirm by saying “1a river”/“2b pasta”/ “3a sea” and encourage them to repeat Audio script: river pasta sea 22 22 Whole class Individual work Whole class Individual work... Have pupils play Slap the board with the Individual words from Units 1-4 work Group work 20 20 TIẾNG ANH LESSON PLAN School: _ _ Grade: _ _ Teacher: _ _ School year:... team wins if the last person in the team can speak out the word he/she heard correctly TIẾNG ANH LESSON PLAN 24 24 Individual work Pair work Whole class Individual work Whole class Group work Group