Giáo án Tiếng Anh 3 - Week 2 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 3 - Week 2 - Năm học 2024-2025

1. Week: 02 Date of planning: 14/09/2024 Period: 05 Date of teaching: 16/09 – 20/09 UNIT 1: HELLO Lesson 1 (1,2,3) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the names Ben, Mai, Minh, Lucy, the words hello, hi. - use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, self-introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” Core Teamwork, reliability, motivation competencies General Listening: listen and recognize the characters, then repeat competencies: Critical Thinking: self-introduce Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes: Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness II. RESOURCES AND MATERIALS - Pupil’s book Page 10 - Audio Tracks 5, 6 - Teacher’s guide Pages 17, 18, 19 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. Warm-up and review – Look, listen and repeat – Listen, point and PROCEDUR say – Let’s talk – Fun corner and wrap-up. E Teacher’s activities Pupils’ Note Procedure activities Warm-up and review: 5 minutes Greet the class.
2. Option 1: Sing the song “Hello song” Whole class - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Individual Review the numbers and the alphabet by having the work/ Group class play the game: work 1. Pick the numbers Step 1: Teacher says the numbers for the pupils to choose. Step 2: Give points to the pupils with the correct Individual choosing and encourage them. work/ Group 2. Look and say the missing letters work Step 1: Ask pupils to say the missing letters, then check with the class. Step 2: Give points to the pupils and encourage them. Review the numbers and the alphabet as the whole class. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes a. Goal: To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, self- introducing, and responding to greetings. b. Input: Context a: Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai. Context b: Minh: Hi. I’m Minh. Lucy: Hello, Minh. I’m Lucy. c. Pupils can understand and correctly repeat the sentences in two Outcome: communicative contexts focusing on greetings, self-introducing, and respond to greetings. d. Step 1: Have pupils look at Pictures a and b and Whole class Procedure: identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the Whole class/ recording for them to listen. Individual Step 3: Play the recording again for pupils to listen work and repeat in chorus, sentence by sentence. Follow Whole class/ the same procedure with Picture b. Correct their Individual pronunciation where necessary. work Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Pair work Step 5: Draw their attention to the sentences Hello. Whole class/ I’m Ben and Hi, Ben. I’m Mai. Tell pupils that these Individual sentences are used to greet, self-introduce and work
3. respond to greetings; and that Hi is more friendly than Hello in conversation. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the character names and use Hello. /Hi. I’m ____. and Hello,/ Hi,______. I’m ____. to greet, self-introduce and respond to greetings. b. Input: - Picture cues: a. Ben, a British male pupil and Mai, a Vietnamese female pupil greet each other. b. Minh, a Vietnamese male pupil and Lucy, a British female pupil greet each other. - Speech bubbles: Hello./ Hi. I’m _____. Hello,/ Hi,____. I’m _____. Audio script: a. Ben, Mai b. Minh, Lucy. A: Hello, I’m Mai. B: Hi, Mai. I’m Ben. c. Pupils can correctly say the character names and use Hello./ Hi. I’m Outcome: _____. and Hello,/ Hi,_____. I’m ______. to greet, self-introduce and respond to greetings. d. Step 1: Draw pupils’ attention to the picture a and Whole class Procedure: b. Elicit the name of each character. Step 2: Point at Picture a and the words Ben and Whole class/ Mai under it. Check comprehension and give Individual feedback. Play the recording for pupils to repeat the work words a few times. Follow the same procedure with Picture b. Write the answer on the board until they feel confident. Tell pupils to point at the relevant school thing in the picture when they are repeating the sentence. Whole class/ Step 3: Draw pupils’ attention to the bubble. Individual Explain the meaning. Elicit the missing words. Play work the recording for pupils to repeat the sentence a few times. Divide the class into halves to take turns to repeat each character’s speech in picture a until they feel confident. Remind pupils to point at the relevant character in the picture when they are repeating. Step 4: Repeat the same procedure with picture b. Pair work
4. Step 5: Give pupils time to work in pairs and take Pair work turns to act out the role of each character in picture a and picture b. Step 5: Invite a few pairs to come to the front of the classroom, point at the relevant character in each picture, and act out his/her role. Game: Work in pairs with a partner using of Hello./Hi. I’m ____. and Hello,/Hi, _____. I’m ____. to greet, self- introduce and respond to greetings. Invite some pairs to perform. Encourage pupils to practise speaking English. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of Hello./Hi. I’m ____. and Hello,/Hi,____. I’m _____. to greet, self-introduce and respond to greetings. b. Input – Picture cue: Lucy meets Minh in the school playground. They greet, self-introduce and respond to greetings – Speech bubble: Hello./Hi. I’m _____.-_____. c. Outcome Pupils can enhance the correct use of Hello./Hi. I’m_____. and Hello,/Hi,________. I’m _____. to greet, self-introduce and respond to greetings. d. Step 1: Draw pupil’s attention to the picture. Ask Whole class/ Procedure questions to help them identify the context ( see Individual Input). Elicit the missing words in the bubbles. work Complete them. Get pupils to say the completed sentences. Step 2: Put pupils into groups of four. Encourage Group work them to greet, self-introduce and respond to greetings. Go around the classroom to offer support where necessary. Game: Let’s say “Hello”!!! Group work Divide the class into 2 groups: boys and girls. Ask each pupil from one group to come and practise greeting, self-introducing and responding to greetings with one pupil from the other group. Give points to the groups, praise the pupils. Fun corner and wrap-up: 5 minutes
5. Option 1: Use sachmem, have pupils look at the words in the Whole class pictures of Activities 1, 2 and repeat after the recordings. Option 2: Group work Game: Can you say this? Divide the class into groups of four. Ask pupils of each group to come to the board and practise saying the conversation of the characters. Give points to the groups. Option 3: Preparation for the project: Individual work Tell pupils about the project on page 15. Ask them to prepare it at home by making a pupil card with their personal information on a piece of paper, and bring their work to the classroom at the project time to present it. Show them a sample and guide them how to fill the information. Week: 01 Period: 06 UNIT 1: HELLO Lesson 1 (4,5,6) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - use the names Ben, Mai, Minh, Lucy, the words hello, hi. - use Hello/ Hi. I’m _____. and Hello, / Hi, ____. I’m ___. to greet, self-introduce and respond to greetings. - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “Greetings” Core teamwork, motivation, adaptability, communication competencies General Listening: listen and recognize the characters, then repeat competences Critical Thinking: self-introducing Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills
6. II. RESOURCES AND MATERIAL: - Pupil’s book Page 11 - Audio Tracks 7, 8 - Teacher’s guide Pages 19, 20 - Website sachmem.vn - Flashcards/pictures and posters (Unit 1) - Computer, projector III. Warm-up and review – Listen and circle – Look, complete and PROCEDUR read – Let’s sing – Fun corner and wrap-up E Pupils’ Note Procedure Teacher’s activities activities Warm-up and review: 5 minutes. Greet the class. Option 1: Sing the song “Hello song” Whole - Ask pupils to sing the song class - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 2: Game: Play A, B, C. Step 1: Divide the class into 4 teams. Group Step 2: Set rule: Pupils go to the monitor/screen and work touch/click the correct letter in the tree that is the same to the letter that Mary says. Step 3: Encourage pupils to join the game. Step 4: Give points to the teams and encourage them. (Please see the PowerPoint file for reference.) PRACTICE Activity 4. Listen and circle. 8 minutes a. Goal To listen, understand and circle the correct pictures relevant to two communicative contexts (pictures) in which two pupils greet, self-introduce and respond to greetings. b. Input Picture cues: 1a. Lucy and Ben first meet each other. 1b. Lucy and Minh first meet each other. 2a. Ben and Mai first meet each other. 2b. Ben and Lucy first meet each other. Audio script: 1. Lucy: Hello. I’m Lucy. Minh: Hello, Lucy. I’m Minh.
7. 2. Ben: Hi. I’m Ben. Mai: Hi, Ben. I’m Mai. c. Outcome Pupils can listen, understand and circle the correct pictures relevant to two communicative contexts in which two pupils greet, self-introduce and respond to greetings. Key: 1.b 2.a d. Step 1: Draw pupil’s attention to Pictures 1a and 1b. Whole Procedure Tell them about the activity. Use Pictures 1a and 1b class as an example. Elicit the names of the characters in each picture. Point at the pictures respectively to explain the context. Play the recording for question 1 for pupils to listen. Play the recording again. Elicit pupils to give the answer. Circle the letter b in Picture 1b. play the recording a third time for pupils to double- check their answers. Step 2: Play the recording for Question 2 for pupils Whole to do the task. class Step 3: Get pupils to swap books with a partner. Play the recording again to check answers together as a Pair work class. Write the answers on the board for pupils to correct their answers. Step 4: Play the recording all the way through for pupils to double-check all the answers. Whole class Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where Whole necessary. class PRACTICE Activity 5. Look, complete and read. 9 minutes a. Goal To complete the gapped sentences and read them aloud with the help of the picture cues b. Input Four picture cues and four incomplete sentences c. Pupils can complete the gapped sentences and read the completed Outcome: sentences aloud. Key: 1. Hello/Hi 2. Hello/Hi 3. I’m 4. Hello/Hi; I’m
8. d. Step 1: Get pupils to look at the pictures. Get them to Whole Procedure identify the characters (Ben, Lucy, Mai and Ben, class Minh and Lucy) Step 2: Have pupils look at the four incomplete Whole sentences. Draw their attention to the missing words class in the sentences. Step 3: Model with sentence 1. Ask them what is Whole missing in the sentence (Hello/ Hi). Have them look class/ at the picture and complete the gap, then read the Individual completed sentence in chorus. work Step 4: Follow the same procedure with sentence 2,3 and 4. Draw the pupil’s attention to the gap in sentence 2, and 3; particularly, the two gaps in sentence 4. Tell pupils to think about the appropriate word to fill each gap. Step 5: Have pupils complete the sentences Individual individually and ask a few pupils to stand up and read work them aloud. Game: Role play Group Step 1: Divide the class into 2 teams. work Step 2: Invite 1 student in each team to go to the board and role play. Step 3: Give points to each team. Step 4: Encourage students to role play to practise speaking English. PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song Hello with the correct pronunciation and melody. b. Input The lyrics and the recording of the song Hello. c. Outcome Pupils can sing the song Hello with the correct pronunciation and melody. d. Step 1: Draw pupil’s attention to the title and lyrics Whole Procedure of the song. Check comprehension of the lyrics and class give feedback. Play the recording for pupils to listen to the whole song. Have them repeat the title and lyrics line by line. Tell pupils to point at the relevant character while singing his or her name. Whole Step 2: Play the recording all the way through for class pupils to listen to the whole song again. Tell them to pay attention to the pronunciation and melody. Step 3: Play the recording line by line for pupils to
9. listen, repeat and point at the relevant character. Individual Correct their pronunciation where necessary. work/ Step 4: Introduce actions for pupils to do while Whole singing along with the recording, for example, using class hand movements to greet, introduce and respond to greetings. Play the recording all the way through for pupils to sing and do actions. Step 5: Give pupils time to practice singing and doing actions in pairs or groups. Group Extension: Put pupils into groups to make up their work own actions for the song. Invite groups to the front of the classroom to perform the song and the rest of the class sings and/ or claps along the song. Group work/ Whole class Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, have pupils look at the words in the Whole picture of Activity 4 and repeat after the recording. class Option 2: Game: Sing and do. Then stop! Divide the class into 4 teams: Apple, Banana, Orange, Watermelon. Set the rules: Teacher plays the music, pupils will sing and do the actions of the song. Whole Then the teacher stops the music, pupils stop doing. class Those who cannot make it have to sit down. The team / Group with more pupils left and more beautiful dancing is work the winner. Give points to pupils. Week: 02 Period: 07 UNIT 1: HELLO Lesson 2 (1,2,3) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye,
10. goodbye, and the sentence patterns Hello, / Hi, I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. Core teamwork, reliability, motivation competencies General Listening: listen and recognize the characters, then repeat competences Critical Thinking: self-introducing Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIALS - Pupil’s book Page 12 - Audio Tracks 9, 10 - Teacher’s guide Pages 21, 22 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector III. Warm-up and review – Look, listen and repeat – Listen, point PROCEDURE and say – Let’s talk – Fun corner and wrap-up Pupils’ Note Procedure Teacher’s activities activitie s Warm-up and review: 5 minutes Greet the class. Option 1: Point to a pupil and have him/her stand Whole up and say Hi, I’m Other pupils wave back and class say Hi. Repeat with other pupils. Point faster and faster to make this more fun. Group Option 2: Game: Picking coconut work
11. Step 1: Divide the class into 4 teams: A, B, C, D. Step 2: Set the rules: Teacher says (or plays the recording of) a number and let the teams take turns to answer. Pupils have to click the correct number on the screen. If the answer is correct, 1 point is given to that team. - Encourage pupils to join the game. - Give points to the teams and encourage the students. EXPLORATION Activity 1. Look, listen and repeat. 8 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye. b. Input Context a: Ben: Hi, Mai. How are you? Mai: Fine, thank you. – Context b: Ben: Goodbye, Mai. Mai: Bye, Ben. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on greetings, responding to greetings and saying goodbye. d. Step 1: Have pupils look at Pictures a and b and Whole Procedure: identify the characters in the pictures. class Step 2: Ask pupils to look at Picture a. Play the Whole recording for them to listen. Play the recording class/ again, sentence by sentence, for pupils to listen Individu and repeat. Follow the same procedure with al work Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to Pair listen and repeat in chorus, sentence by sentence. work Step 4: Invite a few pairs to the front of the class to listen and repeat the sentences in the recording. Whole Step 5: Draw pupil’s attention to the sentences Hi, class Mai. How are you? Fine, thank you. and Goodbye/ Bye. Tell pupils that the sentences are used to greet, respond too greetings, and say goodbye. KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 9 minutes a. Goal: To correctly say the words and use Hi. How are you? Fine, thank you. to greet, respond to greetings and Goodbye./ Bye. to say goodbye.
12. b. Input: – Picture cues: a. Ben and Mai meet each other again. b. Minh and Lucy say goodbye to each other. – Speech bubble: Hi. How are you? - _____,_________. Goodbye. - ______. Audio script: a. Fine, thank you. b. Goodbye/ Bye. A: Hi. How are you? - B: Fine, thank you. A: Goodbye. - B: Bye. c. Pupils can correctly say the words and use Hi. How are you? Outcome: Fine, thank you. to greet, respond to greetings and Goodbye./ Bye. to say goodbye. d. Step 1: Draw pupils’ attention to the pictures a-b. Whole Procedure: Tell them about the activity. Elicit the name of class/ each character. Individu Step 2: Point at Picture a and the sentence Fine, al work thank you. under it. Check comprehension and give feedback. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant character in the picture when they are repeating. Repeat the same procedure with picture b. Step 3: Draw pupils’ attention to the first bubble. Explain the meaning. Elicit the missing words in the second bubble. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant character in Pair the picture when they are repeating. Repeat the work same procedure with Picture b. Step 4: Give pupils time work in pairs to take turns to say the role of each character in picture a Pair and picture b. work/ Whole Step 5: Invite a few pupils to come to the front of class the classroom, point at the relevant character in each picture, and act out his/ her role. Game: Role play Pair work Have pupils work in pairs, then change partners for several times. Invite pupils to go to the board and role play. Encourage pupils to practice speaking English. PRACTICE
13. Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of Hi. How are you? and Fine, thank you. to respond to greetings, and Goodbye./ Bye to say goodbye. b. Input – A picture of two pairs of pupils in the school playground. One pair greets and responds to each other’s greetings and the other says goodbye to each other. – Speech bubble: Hi. How are you? - _____,_____. Goodbye. Bye. -________. c. Outcome Pupils can enhance the correct use of Hi. How are you? Fine, thank you. to greet, respond to greetings. Goodbye./ Bye. to say goodbye. d. Step 1: Draw pupil’s attention to the picture. Elicit Whole Procedure the context (see Input) and the missing words. class/ Write the answers on the board. Complete the Individu sentences. Invite two pupils to take turns to play al work each character’s role. Correct their pronunciation where necessary. Repeat the procedure with the second exchange. Pair Step 2: Put pupils into pairs to do the task. Go work around the classroom to offer support where necessary. Step 3: Invite some pairs to the front of the classroom to take turns to act out the exchanges. Game: Pass the ball Step 1: Set the rules: Give 2 balls to pupils and Whole turn on the music. Pupils pass the ball until the class/ music stops. The one who is keeping the ball will Individu talk with his/ her friends, asking “How are you?”, al work the others have to say the answers. Step 2: Encourage pupils to practise speaking. Step 3: Give point to the pupils. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, have pupils look at the words in the Whole pictures of Activities 1, 2 and repeat after the class recordings. Option 2: Group Divide the class into groups of four. Invite pupils work to role play with their friends. Then change the
14. partners. Encourage pupils to practise speaking English. Give points to the groups. Week: 02 Period: 08 UNIT 1: HELLO Lesson 2 (4,5,6) I. OBJECTIVES Language By the end of the lesson, pupils will be able to: - listen to and understand four communicative contexts in which pupils greet each other, respond to each other’s greetings with thanks, and say goodbye. - use the names Ben, Mai, Minh, Lucy, the words hello, hi, bye, goodbye, and the sentence patterns Hello. / Hi. I’m _____.; How are you? and Fine, thank you. in relation to the topic “Greetings”. – use Hello. / Hi. I’m ______. and Hello, / Hi,____ . I’m_____ . to greet, self-introduce and respond to greetings. – use Hi. How are you? and Fine, thank you. to greet others, respond to greetings and use Goodbye / Bye ______. to say goodbye. Core Teamwork, reliability, motivation competencies General Listening: listen and recognize the characters, then repeat competences Critical thinking: self-introducing Self-control & independent learning: perform listening tasks Communication and collaboration: work in pairs or groups Attributes Kindness: help partners to complete learning tasks Diligence: complete learning tasks Honesty: tell the truth about feelings and emotions Responsibility: appreciate kindness Leadership: collaborate with teachers to enhance language skills II. RESOURCES AND MATERIALS - Student’s book Page 13 - Audio Track 11 - Teacher’s guide, Pages 23, 24 - Website sachmem - Flashcards/pictures and posters (Unit 1) - Computer, projector
15. III. Warm-up and review – Listen and number – Read and match PROCEDURE – Let’s play – Fun corner and wrap-up Procedur Pupils’ Note Teacher’s activities e activities Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song “Hello” song. Whole - Ask pupils to sing the song. class - Invite some of them to come to the board to role play, the rest of the pupils will sing. - Give points to the pupils and encourage them. Option 2: Game: Numbers Group Divide the class into 4 groups. Invite pupils to go work to the monitor and touch to choose the numbers. Pupils will get points for their teams if the answers are correct. Group Give points to the groups and encourage them. work PRACTICE Activity 4. Listen and number. 8 minutes a. Goal To listen to and understand four communicative contexts in which pupils greet each other, respond to each other’s greetings with thanks, and say goodbye. b. Input Four picture cues: a. Lucy and Minh meet each other again. b. Lucy and Minh say goodbye to each other. c. Ben and Mai say goodbye to each other. d. Ben and Mai first meet each other. Audio script: 1. Ben: Hello. I’m Ben. Mai: Hi, Ben. I’m Mai. 2. Ben: Goodbye, Mai. Mai: Bye, Ben. 3. Lucy: Hello, Minh. How are you? Minh: Fine, thank you. 4. Lucy: Goodbye, Minh. Minh: Bye, Lucy. c. Pupils can listen to and understand four communicative Outcome contexts in which pupils greet each other, respond to each
16. other’s greetings with thanks, and say goodbye. Key: 1.d 2. c 3. a 4. b d. Step 1: Draw pupils’ attention to the pictures. Whole Procedure Elicit the names of the characters in each picture. class Tell them about this activity and show them how to do the task. Play the recording for the first conversation. Elicit the answer and give feedback. Put number 1 in the box of Picture d. Play the recording again for pupils to check the answer. Whole Step 2: Play the recording all the way through for class/ pupils to do the task with the rest of pictures: Individual Picture a, Picture b, and Picture c. Play the work recording again for pupils to check their answers. Pair work Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Say the correct answer again for pupils to correct their Individual answers. work Step 4: Play the recording all the way through for pupils to double-check all the answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation, where necessary. PRACTICE Activity 5. Read and match. 9 minutes a. Goal To read and match pairs of target sentence patterns. b. Input Three pairs of sentence patterns, which together form simple exchanges between two pupils. c. Pupils can read and match pairs of target sentence patterns. Outcome Key: 2. c 3. a
17. d. Step 1: Draw pupils’ attention to Sentence 1. Tell Whole Procedure them about this activity, elicit the context and give class/ feedback. Show them how to do the task. Get Individual pupils to read Sentence 1 in chorus. Draw their work attention to the line connecting Sentence 1 with Sentence b. Have pupils read Sentence b in chorus. Whole Step 2: Give pupils time to do the task. Go around class/ the classroom to offer support where necessary. Individual Step 3: Tell pupils to swap books with a partner, work then check answers together as a class. Write the Pair work correct answers on the board for pupils to correct their answers. Extension: Invite pairs of pupils to stand up and read aloud the matched exchanges. Whole Game: Pass the ball! class/ Step 1: Give 2 balls for pupils. Individual Step 2: Turn on the music and have students pass work the ball. Then stop the music. Have students stop to pass the ball. The pupils who have the ball must stand up and practise speaking with their friends. Step 3: Give point to pupils. Step 4: Encourage pupils to practise speaking English. PRODUCTION Activity 6. Let’s play. 8 minutes a. Goal To practise using target sentence patterns by playing the game Hello and goodbye. b. Input A picture showing two groups of four pupils playing the game Hello and goodbye. c. Pupils can use the target sentence patterns by playing the game Outcome Hello and goodbye. d. Step 1: Tell pupils about the activity. Elicit the Whole Procedure language that pupils need to greet, self-introduce, class/ respond to greetings and say goodbye. Write the Individual language on the board. Get the class to read the work sentences in chorus. Group Step 2: Invite two groups of four to the front of work the classroom to model the two contexts. – Context 1: Three players are sitting and talking together. One player pretends to be a newcomer, goes to the place, greets the group, and introduces himself or herself (Hello./ Hi. I'm ___.) The group responds to his/ her greetings (Hello, / Hi, ___.).
18. Then he/ she sits down to join the group. One of the previous sitters stands up and goes out to pretend to be a newcomer. He/ She repeats the procedure. One by one, each member of the group repeats the procedure until the last one. – Context 2: Four players are sitting together talking happily. One of them stands up to leave. He/ She says goodbye to the group (Goodbye./ Bye.). The group responds to the leaver (Goodbye./ Bye.). One by one, each member of the group repeats the Whole procedure until the last one. class Step 3: Give pupils time to play the game. Move around the classroom to offer support where necessary. Fun corner and wrap-up: 5 minutes Option 1: Use sachmem, have pupils look at the words in Whole the picture of Activity 4 and repeat after the class recording. Option 2: Game: Find a partner Step 1: Divide the class into 2 teams: boys and Group girls. Prepare the name tags. work Step 2: Set the rules: Make a circle, then ask 1 pupil to come stand in the circle and choose a name tag. The one whose name is called will come to the circle and practise speaking by saying Hi, I’m ___. Step 3: Encourage students to join the game.