end of course test teaching english for elementary learning children
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<b>Hanoi National University of Education Faculty of English </b>
<b>END OF COURSE TEST</b>
<b>TEACHING ENGLISH FOR ELEMENTARY LEARNING CHILDREN</b>
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</div><span class="text_page_counter">Trang 3</span><div class="page_container" data-page="3"><b>LESSON PLAN</b>
<b>UNIT 9: WHAT COLOUR IS IT ?</b>
<b>Teacher:</b> Dao Ngoc Dieu Anh
<b>Lesson</b> Lesson 2 ( 1,2,3) - Unit 9: What colour is it? (NXB BỘ GIÁO DỤC VÀ ĐÀO TẠO)
<b>Time</b> 30-35 minutes
<b>Page </b>
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</div><span class="text_page_counter">Trang 5</span><div class="page_container" data-page="5"><b>I. Objective(s) of the lesson:</b>
<i><b>* By the end of the lesson, students will be able to :</b></i>
<i> - </i>Sentence patterns Use the pattern correctly, students will be able to ask and answer questions about <i>: </i>
<i> - Vocabulary: To know, remember and speak correctly some words for colours and school supplies </i>
<i> + Review about school supplies : Pen, book, notebook, desk, pencil, crayon, rubber, ruler... + Clothes items: green, yellow, black, grey, purple, white, orange, blue, red, pink, brown.</i>
<i> 2. Skills: </i>
- Develop speaking and listening skills
<i>3: Competence: </i>
- Communicative and collaborative competence: work in groups/pairs. - Problem-solving competence: play the games.
- Self-studying and self-control competence: using language to greet and self- introduction, using
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</div><span class="text_page_counter">Trang 7</span><div class="page_container" data-page="7"><i>4: Quality /Attitude:</i>
- Students be more friendly and confident in communicate with their friends and otherpeople.
<b>II. Teaching aids:</b>
<i><b>- Teacher’s: Flashcards, Student’s and teacher’s book, pictures, powerpoint and song.</b></i>
<i>- Student’s : Books, notebooks, workbooks, pen.</i>
<b>III. Anticipated problems and solutions:</b>
<b>1 Classroom equipment: Laptop, </b>
speakers, etc might not work.
- Teacher reads the sentence patterns/dialogue by herself. - Have print-outs and additional handouts to give the learners.
2 It is not interesting to the learners. If you cannot change/skip the text/unit, add some sort of authentic material (e.g. a short video, a song, ect to give it an interesting twist.)
3 There are shy students.
( Student may be shy/afraid to answer)
Ask these learners to work in groups/pairs so that they have a chance to participate with their peers rather than with the teacher
4 The student will probably find it difficult to complete and reading related task and maybe the will take longer than expected
I’ll try my best to keep them focused and I have also prepared some game to consolidate the word and structure (What colour is it).
5 Students' levels are not equal when working in groups (very strong students for the level and very weak students for the level in the same group)
In speaking/writing tasks, pair weaker students with stronger ones so that they can help one another
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</div><span class="text_page_counter">Trang 9</span><div class="page_container" data-page="9"><b>IV. Procedure/steps of the lesson:</b>
<b>n pattern </b>
<b>Warm – up & Review </b>
- Setting the lesson context and engage the student in the activities
- The teacher will review the context which was set in the
<b>Expected result: </b> Ss can remember the content of the previous unit and answer the
- Teacher invite students to sing a
<i>song:“What colors is it ? ”</i>
+ T shows the song on the screen. + T asks ss to listen to the song. + Ss listen to the song and sing.
<b>Step 2: R eview old lesson </b>
<i>- The teacher will ask some question to thestudents about what they see in the video:</i>
T – WC
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</div><span class="text_page_counter">Trang 11</span><div class="page_container" data-page="11">+ What school supplies do you see in the video?
- Ss answer the question.
<b>Step 3: Lead in </b>
- Teacher then introduces the topic of the new unit by showing some pictures of school supplies and colors.
<i>“Today, we’re going to learn about colors </i>
<i>and practice structure “What color is it”. Writing on the board the title of lesson”.</i>
- Say "Open your books at page 60 and look at Unit 9, Lesson 2. remember and speak correctly the words for colours and
school supplies( a <b>10</b>
Vocabulary:
<b>Expected result: </b>Ss identify and correctly pronounce color words.
<b>Aids: </b>PPT; flashcard
<b>Performance:Step 1: </b>
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</div><span class="text_page_counter">Trang 13</span><div class="page_container" data-page="13">( New lesson) book , a pen, a (singular and plural).
<b>What color is your...It’s + colour</b>
<b><small>What color are your...</small>They’re +colour</b>
<b>mins</b> - Teacher show flashcards colors; supplies and read these new words. - While introducing about words, the teacher uses the structure: What colour is it?
- Teacher pronounces the words for students and let whole class read out loud all new words.
<b>Step 2: </b>
- Ask all students to repeat word: Choral repetition ( 2 times) and Individual repetition (1 times).
<b>Step 3:</b>
<b>- While practice reading, the teacher play</b>
word game: What's in the box
<b>- Students will choose a gift box and then</b>
say the color of the item.
<b>- Students raise their hands to play.</b>
- Game Introduction: There are 4 gift
T – WC
T – WC
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</div><span class="text_page_counter">Trang 15</span><div class="page_container" data-page="15">boxes, each containing 1 picture of school supplies. Students will choose a gift and then say the object's name and color.
<i><b>Words: Notebook,, pencil, ruler, luck box.</b></i>
Structure:
<b>Lead in: In this lesson, you will learn</b>
Look, listen and repeat, Point and say, Let’s talk. Now will start with activity 1: Look, listen and repeat
<b>Activity 1: Look, Listen and Repeat.Expected result: </b>SS identify new sentence patterns appearing in the conversation.
<b>Aids: </b>PPT; video; picture.
<b>Performance:</b>
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</div><span class="text_page_counter">Trang 17</span><div class="page_container" data-page="17"><b>Step 1: Transfering the learning task</b>
- Have pupils look at the picture (say “Look at the picture”). Ask questions to help them identify the context.
+ Who is this?
+ What can you see in the picture? + What color is it?
<b>Step 2: Performing the task.</b>
- Have pupils listen and point to the sentences ( says “Point to the sentences.”). - Play the recording and encourage pupils to repeat (say “Listen and repeat.”)
<b>Step 3: Discussion</b>
- Have pupils repeat several times both individually and in chorus.
- Ask pupils to practice in pairs to practice
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</div><span class="text_page_counter">Trang 19</span><div class="page_container" data-page="19">give comments.
- T correct their pronunciation if necessary, and praise them when their pronunciation
- Student using structrure question and ask about the colour.
- Student choose 1 of the school thing - Have 3 mins to work in pairs.
opportunity for the <b>15</b>
<b>Activity 2 : Point and say </b>
<b>Expected result:</b>. Practice asking and answering about the colors of school supplies (singular and plural).
<b>Aids: </b>PPT; picture, visual aids.
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</div><span class="text_page_counter">Trang 21</span><div class="page_container" data-page="21"><b>Practice</b> student to improve their spoker performance.
- Practice asking and answering about the
<b>Step 1: Transfering the learning task</b>
- T tell pupils that they are going to practice asking and answering questions about color by using:
<i>* Structure:</i>
What color is/are your + (school thing)? It’s/ They're + (color)
<b>Structure note: What colour is/ are </b>
your...? – It's / They're ...
- Teacher asks if any student knows the word to fill in the blank. (shown on slide) - What colour ... your... - It's ...
→ Teacher reminds students to use the grammar correctly.
– Teacher asks the students about what question (What colour is your pen) and how to answer it (It's black ...)
T- WC
T – WC
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</div><span class="text_page_counter">Trang 23</span><div class="page_container" data-page="23">- Students using the words and the stuctures and talk to the friend next to you for 2 mins.
<b>{Students use their school supplies to askand answer questions instead of looking at pictures in books}</b>
<i><b> A : ask - B : answer</b></i>
<i> B : ask – A : anwser</i>
<i>- Ask pupils to point to your things and say</i>
the sentence partner.
<i>- Example: The teacher points to her pen</i>
and says
+ Student A: What color is/are your pen + Student B: It's/ They’re black - Asking student:
+ Do you have any questions? + Do you understand the task?
<b>Step 2: Performing the task</b>
- Students work in groups for 5 minutes.
S -S
T – SS
T – Ss
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</div><span class="text_page_counter">Trang 25</span><div class="page_container" data-page="25">- Ask about the color of your school supplies (pen, book, school bag, crayon ..). - Have pupils practise asking and answering in pairs. Monitor the activity and offer help, if necessary.
<b>Step 3: Discussion</b>
- Select some pairs to practice the structure they have been learning in front of the class. Praise them, saying “That’s right!” or “Superb!” if they performed well..
<b>Step 4: Conclusion</b>
- Check some pairs. Ask other pupils to give comments.
- T correct their pronunciation if necessary, and praise them when their pronunciation is good.
<b>Activity 3: Let’s talk</b>
<b>Expected result:</b>. Students ask and answer
<b>about colors with What color is/ are...?</b>
T – WC
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</div><span class="text_page_counter">Trang 27</span><div class="page_container" data-page="27"><b>Aids: </b>Fashcard, game, PPT, picture.
- Teachers will let the students practicing making the sentence : What colour is it/ are they?... using the pictures on the slide. - Students observe the pictures and work in groups (Combine observing pictures and real objects to ask and answer about color.
<b>Step 1:</b>
T – WC
T –Ss
T –WC
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</div><span class="text_page_counter">Trang 29</span><div class="page_container" data-page="29"><b>Transfering the learning task</b>
- Tell the class that they are going to practise further by asking and answering questions about school thing. Get pupils to work in groups of four to ask about the color of school thing. Remind them to use the questions and answers in their books. - Set a time limit for the class to practise. Monitor the activity and offer help, if necessary ( 3 mins).
<b>Step 2: Performing the task . </b>
- Invite a few group to repeat their interviews to the class. Then give feedback.
<b>Step 3: Fun time</b>
- T organizes the game "Memory game"
<i>- T introduces the game: Game guessing</i>
objects: On the screen will appear school supplies. Students have 45 seconds to observe and memorize. After 45 seconds
Ss/ Ss
T – WC
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</div><span class="text_page_counter">Trang 31</span><div class="page_container" data-page="31">the pictures will be hidden. Students ask the teacher questions: What color is it? The teacher will provide information about colors. Then, the two players will win the right to answer by raising their hands.
-T divides the class into two groups. Group A and group B.
- The teacher will give the answer after the students answer. For each correct sentence, the group will receive 1 star.
<i> - Example:</i>
<i> + Class ask: <b>What colour is it? </b></i>
<i> + Teach answer<b>: It’s red</b></i>
T –WC
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</div><span class="text_page_counter">Trang 33</span><div class="page_container" data-page="33"><i><b> </b>+ Team A or B guess: Ruler/ pencil....</i>
<i> + Teacher check answer: ...</i>
<b>Summary the lesson.</b>
- Have pupils listen to the song, then say
<b>the chant again.</b>
- T asks students to answer the following questions:
<i> What have you learned from the lesson</i>
T – WC
T – S
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</div><span class="text_page_counter">Trang 35</span><div class="page_container" data-page="35"><i>today? </i>
- T review the vocabulary (color and supplies) and the structure
- Praising some Ss who are hard working/ active/ good…. as well as encourage others to try more.
<b>Home link</b>
- Ss learn by heart vocabulary and structure.
- Ss prepare the new Lesson 2: 4, 5, 6 - Complete the form on live worksheet and re
Individual work
</div><span class="text_page_counter">Trang 37</span><div class="page_container" data-page="37"><b> Teaching aids : a ppt presentation, flash cards, visuals, song, liveworksheet etc: </b>
<b> Video demo: </b>
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