Kế hoạch bài dạy môn Tiếng Anh Lớp 1-5 - Tuần 6 - Unit 2: School, Lesson 2 - Năm học 2022-2023 - Phan Thị Thu Hiền - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy môn Tiếng Anh Lớp 1-5 - Tuần 6 - Unit 2: School, Lesson 2 - Năm học 2022-2023 - Phan Thị Thu Hiền - Phan Thị Phương Thanh

1. WEEK 6 GRADE 1 Teaching date: 18/10/2022 Period: 11. UNIT 2: SCHOOL Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /si:/and /c/ sound. 2. identify the situations for introducing the word and sentence contained the sound. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying the letter and sound. B. LANGUAGE FOCUS 1. Phonics and Vocabulary Cc cap 2. Sentence patterns This is my cap C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 16 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and repeat, then trace the letter Observation actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers Questions & answers contained the sound. 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound.
2. , STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Look and read (5’) - Have Ss read the word. “Hello, Goodbye, Listen, stand up, sit down, mother, father, this is my mother, this is my father, a- ant, I can see an ant, Nice to meet you, Nice to meet you, too) - Point to the word, Ss read. - Ask Ss to say and do the actions. - Give comments. - Let the class listen to the alphabet and introduce the lesson. Activity 1: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at 2 pictures (page 11) and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class. Activity 2: Language in put (Activity 2: Listen and repeat) (5’) - Have students look at the picture and introduce the situation. - Play audio and demonstrate the activity by pointing at the letter/sound and word. - Play the audio again. Have students listen and repeat. - Point at the letter/sound and word.and have students call it out. - Call some students to read aloud in front of the class. Activity 3: Practice a. Activity 3. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along
3. - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and hop (5’) - Demonstrate the activity. - Have students stand up. - Have students hop when they hear the sound. - Have some students demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /si:/and /c/ sound). 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the letter and sound) D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................ Teaching date: 18/10/2022 Period: 12. UNIT 2: SCHOOL Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /di:/and /d/ sound. 2. identify the situations for introducing the word and sentence contained the sound. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying the letter and sound. B. LANGUAGE FOCUS 1. Phonics and Vocabulary Dd door 2. Sentence patterns This is a door C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 17 - Audios - pictures - a laptop and a TV
4. - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and repeat, then trace the letter Observation actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers Questions & answers contained the sound. 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound. , STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: The alphabet (5’) - Play the alphabet song and have students listen. - Play audio again and sing the song. - Put the flashcards on the board for the letters in red (c and d). - Point to each flashcard, call out the letter's name, and have students repeat. Review: The letters and sounds they have learnt Activity 1: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at the letter and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class.
5. Activity 2: Language in put (Activity 2: Listen and repeat) (5’) - Have students look at the picture and introduce the situation. - Play audio and demonstrate the activity by pointing at the letter/sound and word. - Play the audio again. Have students listen and repeat. - Point at the letter/sound and word.and have students call it out. - Call some students to read aloud in front of the class. Activity 3: Practice a. Activity 3. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and clap (5’) - Demonstrate the activity. - Have students stand up. - Have students hop when they hear the sound /d/. - Have some students demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /di:/and /d/ sound). 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the letter and sound) D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................ GRADE 2 Teaching date: 18/10/2022 Period: 11 UNIT 2: SHAPES Lesson 1: D- E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence).
6. 1. Identify the words related to people’s name from the recording and the given pictures;(Cognition) 2. identify the situations for the picture of shape (setting, participants, topic) and the sentence pattern: What shape is it? It's a (triangle). 3. Perform the game in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. can identify shape of objects and respect for each other while asking their shape and positive attitudes, appropriate gestures and intonation in suggesting activities or replying.(attributes) B. LANGUAGE FOCUS Vocabulary: circle, square, rectangle, triangle Structures: What shape is it? It's a (triangle). C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 16 Eduhome.vn, Teacher’s guide. - Flashcards for Unit 2 - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. "Magic finger" game Student's speech Student’s interaction Observation 2. Point, ask, and answer. and performance Student’s interaction Observation 3. Play "Guess the picture”. and performance 4. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when talking about and performance feeling STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1. Warm-up (5’) "Magic finger" game  Divide the class into pairs.  Have Student A draw a shape with their finger on Student B's back.  Have Student B try to guess which shape is. Have students swap roles and repeat.
7. Activity 1. Practice D. Point, ask and answer.  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. E.g. (Teacher shows a flashcard "circle".) • Team A: "What shape is it?" • Team B: "It's a circle." E. Play "Guess the picture”.  Have students look at the example.  Divide the class into two teams.  Have a student stand facing away from the board and stick a flashcard on the board behind them.  Have someone from the same team ask the student a question about the flashcard.  Have the student try to guess the answer without looking at the flashcard.  Give that team one point if it's a correct guess.  Have teams take turns. Activity 3. Workbook page 15 Have students open their Workbooks page 15. C. Listen and color. (WB 8)  Have students look at exercise C and look at all shapes, identify them and guess the answers could be.  Play audio. Have students listen and color the pictures.  Play audio again. Have students listen and check.  Check understanding and give the correct answers as a whole class. Activity 4: Wrap-up & Assignments/ home-link. Play the "Pretend" game - Have students look at the example. - Have one student come to the front of the class.
8. - Have that student show an emotion silently. - Have the other students try to guess the emotion. - Have students swap roles and repeat. 1. What have you learnt from the lesson today? (people’s feeling) 2. What’re the core values of the lesson? (attitudes, appropriate gestures and intonation when talking about feeling) - Remind students to prepare for the lesson D. ADJUSTMENT. Teaching date: 21/10/2022 Period: 11 UNIT 2: SHAPES Lesson 2: A-D A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Recognize and pronounce the sound of the letter Pp correctly.(Cognition) 2. Demonstrate the sound of the letter Pp in the words pen, penguin through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of the importance of pronounciation. B. LANGUAGE FOCUS Vocabulary: pen, penguin - Structures: C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 12, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 2 - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Listen and repeat. Trace Student's speech Observation
9. Student’s interaction Observation 2. Listen and repeat. Write. and performance Student’s interaction Observation 3. Listen and clap and performance 4. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when talking about and performance feeling STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1. Warm-up (5’) Sing the song “What shape is it?” (Source: Sing the song and draw the shapes in the air. Activity 2: Language imput 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 P).  Point to each flashcard, call out the letter's name, and have students repeat. 1. Listen and repeat. Trace. (CD1 - Track 31)  Introduce letter Nn and its sound  Play audio. Have students listen and repeat.  Demonstrate tracing the letters with your finger.  Have students trace the letters with their fingers.  Have students work in pairs, one traces the word and one guesses. _ Have some students demonstrate the activity in front of the class. 2. Listen and repeat. Write. (CD1 - track 32)  Introduce the words that begin with letter N.  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. Activity 3. Practice. 1. Sing. (CD1 – Track 33)
10. Play audio and have students listen.  Have students look at the lyrics.  Read the lyrics and do actions following them.  Play audio and have students listen, sing along, and do the actions. Have students make a new verse with the word "nose" and sing along the same melody as the first one. 2. Listen and clap. (CD1 - track 34)  Demonstrate the activity.  Have students stand up.  Have students clap when they hear the letter sound. Workbook page 16  Have students open their workbooks page 16.  Have students look at part A and B, read the instruction of each.  Set up time limit by 3 minutes timer bomb (source:  Have students start doing their exercises. When the time ends by explosion students stop their work. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (learn the sound of the letter P/p in some words) 2. What’re the core values of the lesson? (Have a sense of the importance of pronounciation) - Remind students to prepare for the lesson D. ADJUSTMENT. ______________________________________________________ GRADE 3 Teaching date: 17/10/2022 Period: 21. UNIT 2: FAMILY Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to
11. 1. Recognize family members from the recording and pictures. (Cognition) 2. identify the situations using the sentence patterns This is my father./ Hello, I’m Alfie./ Hello, Alfie. (Skill) 3. Introduce family members. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members. B. LANGUAGE FOCUS 1. Vocabulary: father, mother, brother, sister. 2. Sentence patterns: This is my father./ Hello, I’m Alfie./ Hello, Alfie. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 24, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions Student’s answers/ Observation 2. Play four corners actions 3. Answer the questions about the situations such as setting, participants, Observation Student’s answers topic (Tom and Mai,Tom and Jill, Tom Questions & answers and Nick) 4. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers introducing family members. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Turn over the flashcards. - Place the flashcards on the board with the picture-side down. - Divide the class into two groups and sit on opposite sides of the flashcards. - Ask them to say a free time activity/ country and turn over the flashcard that they think shows the picture of the activity/ country. If they are right, they keep the flashcard. If they are wrong, they leave it in its original place. - The team with the most flashcards at the end wins the game. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about family members. - Play the recording more than once, if necessary, ask students to listen, point and repeat.
12. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity A: 2. Play Four corners) - Put one flashcard in each of the four corners of the classroom. - Make sure that all students can pronounce the new word in each card. - Choose one student to come to the front of the class. - Have the student close their eyes and have the rest of the class stand up and point to a flashcard of their choice. - Have the student at the front say one of the words. All students pointing at that flashcard are “out”. They must sit down. - Continue the game until only one student is left standing. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation (Tom and his father) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2. Fill in the blanks. Practice) - Demonstrate the activity using the example. - Have the students read and fill in the blanks. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have pairs practice saying the sentences. -Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (introducing family members ) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
13. Teaching date: 18/10/2022 Period: 22. UNIT 2: FAMILY Lesson 1: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ʌ/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns This is my mother 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise introducing family members. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members. B. LANGUAGE FOCUS 1. Sound /ʌ/ 2. Vocabulary: father, mother, brother, sister 3. The sentence patterns: This is my mother C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 25 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Student’s Observation 3. Look and listen then write performance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation when saying the Student’s interaction Observation sound correctly and introducing family and performance members. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
14. Warm up: Playing the Change your seats game. - Divide the class into two groups and ask them to sit on the chairs in a circle. - Give each student a flashcard, stand in the middle, and say: “sister, singing”. The students with these flashcards must change their seats. - Find the chair to sit on. Then one student doesn’t have the chair to sit on, they will stand in the middle of the circle and continue the activity with the other two words. Activity 1: Language input (Activity C: 1. Listen and repeat) - Ask students to look at numbers (page 25 ) and answer questions to identify the situation. - Tell students that they are going to practise saying about the /ʌ/ sound - Play the recording more than once, if necessary, ask students to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have students work in pairs. Activity 2: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) - Have the students look at the pictures (using DCR) and ask these questions. • Who can you see? (Alfie, Tom, Tom’s father, Tom’s mother, Tom’s brother) • Where are they? - Play the audio. Have the students look and listen. Activity 4: Practice (Activity D: 2. Listen and write.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and write. - Play the audio again and check answers as a whole class. Activity 5: Practice (Activity D: 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the /ʌ/ sound and introducing family members.)
15. 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds; introducing family members) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 21/10/2022 Period: 23. UNIT 2: FAMILY Lesson 1: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize family members from the pictures. (Cognition) 2. identify the situations using the sentence patterns This is my father. 3. Introduce family members. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members. B. LANGUAGE FOCUS 1. Vocabulary: father, mother, brother, sister. 2. Sentence patterns: This is my father./ Hello, I’m Alfie./ Hello, Alfie. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 26, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Student’s answers Observation situations such as setting, participants, topic (Tom and his family) Student’s answers/ 2. Point and say Observation actions Student’s answers/ Observation 3. Role-play actions 4. Draw your family. Point and say. Then Student’s answers/ Observation role-play actions 5. Show positive attitudes and Student’s talk and Observation,
16. appropriate gestures and intonation in interaction Questions & answers introducing family members. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the Vocabulary Race game. - Divide the class into four groups and ask them to stand in two lines facing the board. - Draw four columns on the board for Teams A, B, C, and D. - Give a marker to the first student of each team. - Say “1 2 3” and then the students run to the board quickly to write a family member/ country on it. Next, the students pass the markers to the next friends and join back of the line. -Have them one minute write the words on the board and say “Stop”. The team with the most words wins. Activity 1: Language input ( E- 1. Point and say.) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point to a person in the picture, have the student B introduce. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2: Language input (E - 2. Role-play) - Divide the class into groups of three. - Demonstrate the activity using the example. - Ask them to role-play the activity. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: Practice (F- 1. Draw your family. Point and say.) - Have the students look at the picture of the garden and draw their family. - Divide the class into pairs. - Have the student A point and say about their family. - Swap roles and repeat. Afterwards, have some students demonstrate the activity in front of the class. Activity 4: Practice (F- 2. Role-play.) - Divide the class into groups of three. - Demonstrate the activity using the example. - Ask them to role-play the activity. - Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (introducing family members ) 2. What’re the core values of the lesson?
17. (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: 21/10/2022 Period: 24. UNIT 2: FAMILY Lesson 2: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize family members from the recording and pictures. (Cognition) 2. identify the situations using the sentence patterns Who’s she?/ She’s my aunt. What’s her name?/ Her name’s May. (Skill) 3. Ask who someone is. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking who someone is. B. LANGUAGE FOCUS Vocabulary: grandfather, grandmother, uncle, aunt, cousin. Sentence patterns: Who’s she?/ She’s my aunt. What’s her name?/ Her name’s May. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 27, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions Student’s answers/ Observation 2. Play Heads up. What’s missing? actions 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic (Alfie, Lucy, Lucy’s aunt) 4. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers asking who someone is. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
18. Warm-up: Playing the Repeating game. - Put a selection of the flashcards about the family members on the board. - Point to a flashcard and say a word. If the word is correct, the students repeat it. If not, they stay silent. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about family members. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity A: 2. Play 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. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2. Fill in the blanks. Practice) - Demonstrate the activity using the example. - Have the students read and fill in the blanks. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have pairs practice saying the sentences. -Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask who someone is.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in Ask who someone is.)
19. - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK GRADE 4 Teaching date: 17/10/2022 UNIT 4: WHEN’S YOUR BIRTHDAY? Period 21 Lesson 2 : Part 1-2-3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation between the Mai and Linda (Setting, participants, topics). 2. use the words and phrases related to the topics Birthday 3 ask and answer questions about someone’s birthday, using When’s your birthday? It’s on the ... 4. love school, love subjects and love people B. LANGUAGE FOCUS Key terms/ Vocabulary January, February, March, April, May, June, July, August, September, October, November, December Key grammatical structure When’s your birthday? It’s on the ... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 26, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4 poster for Unit 4. - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Identify the situation for the Questions & conversation between Mai and Linda Students’ answers answers such as setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. ask and answer questions about Observation Student’s talks, and someone’s bỉthday, using When’s Questions & interaction your birthday? It’s on the ... answers 4. Use positive attitudes and Student’s interaction Observation appropriate gestures to ask when and performance Questions &
20. someone’s birthday answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing Spend a few minutes revising the previous lesson by asking some pupils to go to the front of the class to sing the song What’s the date today? Have the class clap hands. - Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat) Tell pupils that they are going to read a story in which pupils ask and answer questions about birthdays, using When’s your birthday? It’s on the ... • Have them look at the three pictures and answer some questions such as Who are they? Where are they? and What are they saying? (Mai is at Linda’s birthday party and she congratulates Linda on her birthday. Focus pupils on Picture c where Linda asks Mai about her birthday, using When’s your birthday? and Mai answers It’s on the fi fth of March.) Check comprehension. • Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. • Play the recording again for pupils to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise asking and answering questions about someone’s birthday. • Ask them to look at the pictures and focus on the months and the circled dates. In order for pupils to say the dates, teach the months of the year: January, February, March, April, May, June, July, August, September, October, November, December. Check comprehension. Have pupils repeat each word a few times. You may use a calendar to aid teaching. • Point to Picture a and ask pupils to say the date (the fi rst of January). Then let one pupil ask When’s your birthday? and another answers It’s on the fi rst of January. Put the question and the answer on the board. Have the class repeat them. • Repeat the same procedure with the rest of the pictures. Do choral and individual repetition and then practise asking and answering the questions in pairs. • Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary Task 2: Guided practice (Let’s talk) Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2. Remind pupils of the questions What is the date today? and When’s your birthday?, and how to respond to them. • Ask them to work in pairs and ask and answer the above two questions. Remind them to use the real dates of their birthdays. Go around offering help and correcting pronunciation, if necessary. • Call on a few pairs to act out the dialogue in front of the class. Correct pronunciation, if necessary Activity 3: Wrap -up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (ask and answer questions about someone’s bỉthday, using When’s your birthday? It’s on the ...