Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 15 - Unit 6: Activities, Lesson 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 15 - Unit 6: Activities, Lesson 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 15 GRADE 1 Teaching date: 24/12/2021 Period 14 Unit 6: ACTIVITIES Lesson 1 (A-C) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1. use structure “I can ” to talk about their abilities 2. Show their abilities and admire another’s abilities 3. Know how to practice to have good abilities B. LANGUAGE FOCUS 1. Vocab: swim, sing, run. 2. Key grammartical structure: I can C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, flashcards, Audio STAGE 2: ASSESEMENT EVIDENCES Performance Tasks Performance Product Assessment tools 1. use structure “I can ” to talk Student’s answer, S Question and about their abilities talk answer key 2. Show their abilities and admire Students’ talk and Observation another’s abilities interaction 3 Know how to practice to have good Student’s talk and Observation, abilities perform their abilities questions and answers STAGE 3: LEARNING EXPERIENCES Warm-up : : Review. Play the game “Animal Sounds”
2.  Make an animal sound and have students guess what the animal is.  Have students work in pairs: one makes animal sounds and the other guesses. Then swap the roles.  Have some pairs demonstrate the activity in front of the class. A- Listen and point. Repeat. (10’) CD2-Track 01: 1. Have students listen to each new word. 2. Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. 3. Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. 4. Play audio again and have students listen, repeat several times. 5. Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. 6. Have students work in pairs, one points at the picture in the book and the other says the word 7. TPR practice step 1: say the word and make the gesture/ sound all together according to the word 8. TPR practice step 2: do the actions and students say the word accordingly 9. TPR practice step 3: have students work in pairs, 1 would do the action, the other say the word Activities: (optional) - Option 1: 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. - Option 2: Play the game “Who is faster?”. • Divide the class into groups. • Arrange the flashcards on the board. • Invite a student from each group to go to the board. • Teacher says a word and the students run to tap the right card. B. Listen and point. (8’)
3. 1. Pre- listening: Introduce the situation, point at each person/activity in the picture and have students call out the words. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at the activities in the picture. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen and point. 5. Post- listening: Point at each picture and have students call out the words again “run/ swim/ sing.” C. Now, sing a song. (7’) 1. Play audio and have students listen. 2. Play audio and have students turn to page 68. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of the class. Wrap-up (5’) Option 1: Review. Listen and mime. • Have students stand up. • Give commands “sing/run/swim”. • Students listen and mime the activities. • Have a student play the role of the teacher and repeat the activity. FEEDBACK: .. ______________________________________________________________ GRADE 2 Teaching date: 20/12/2021 Period 15 Unit 6: AROUND TOWN Lesson 1 (A-C) STAGE 1: DESIRED OBJECTIVES
4. A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Recognize and using some words about places to talk about where they go 2. use structure “I want to go to the.. ’’ to talk about where they go 3. Show love for natural 4. Know how to choose good place to go B. LANGUAGE FOCUS 1. Key terms: read book, listen to music, 2. Key grammartical structure: I read book/ C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, class CDs, flashcards, CD1 - Track 77 STAGE 2: ASSESEMENT EVIDENCES Performance Tasks Performance Product Assessment tools 1. Recognize and using some words Student’s answer, S Question and about places to talk about where they talk answer key go 2. use structure “I want to go to Student’s talk and point Observation the.. ’’ to talk about where they go to the correct picture 3. Show love for natural Students’ talk and Observation, interaction questions and answers 4. Know how to choose good place Student’s interaction Observation, to go and performance questions and answers STAGE 3: LEARNING EXPERIENCES Warm-up Sing “1 to 10 penguins” song ( source: New lesson
5. Introduce the new lesson by showing the pictures on the projector/TV. Teacher tells the class the objects of the lesson. A. Presentation 1. Vocabulary Use some pictures to introduce the new words (zoo, beach, park, playground ). Ask students if they know these places. Have students listen to each new word. Arrange the pictures on the board, play audio, and point to each picture. Play audio again and have students point to the numbers in their books. Play audio again and have students listen and repeat. Have students work in pairs, one of them points to the picture in the book and the other says the word. Checking: "Heads up. What's missing?" game Divide the class into 3 teams. Arrange the pictures on the board and remove one picture when students are not looking. One student from each team calls out the missing picture. 2. Structure Introduce the situation. E.g. The students are at home and they think about their weekend. Have students call out the things/names of the characters they can see. Play audio and have students listen the story twice. Play audio again and demonstrate the activity using the example. Play audio and have students listen and number. Play audio again and check answers as a whole class. Ask Ss what does the character say? T gives jumbled words: Want/go/the/to/I/to/beach. Ask Ss arrange them to make a full sentence. Give out structue: I want to go to the B. Practice 1. Role play Have students work in groups of three, practice the conversation in their books. Have some groups demonstrate in front of the class 2. Let’s Sing Have students turn to page 70.
6. Play audio and have students listen. Read the lyrics. Play audio and have students listen, sing along. C. Production "Inside the bag" game Teacher prepares some pictures, writes out some places on the back, then, put them in three bags. Give each team a bag. Divide the class into three teams. Have each student come to the front of the class and choose a picture from the bag. Then, speak out a sentence with “I want to go to the ”. (E.g. I want to go to the (park).” Continue with other students. The first team to finish making the sentences with all the pictures correctly wins. FEEDBACK: . ________________________________________________________ GRADE 3 Teaching date: 20/12/2021 Period 71 Unit 11: THIS IS MY FAMILY Lesson 1 (1-3) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Name all family members 2. Pupils can ask and answer questions about the other speaker’s family members by using Who’s that? ̶ He’s / She’s my ______.. 3. Know how to proud of family 4. Love family and respect friend’s family B. LANGUAGE FOCUS
7. 1. Key terms: father, mother, sister, brother, ... 2. Key grammartical structure: Who’s this/that? She’s/he’s my C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, class CDs, flashcards, STAGE 2: ASSESEMENT EVIDENCE Performance Tasks Performance Product Assessment tools 1. Name all family members Student’s answer, S Question and talk answer key 2. Pupils can ask and answer questions Student’s talk and fill Observation about the other speaker’s family the correct words members by using Who’s that? ̶ He’s / She’s my ______.. 3. Know how to proud of family Students’ chant and Observation, interaction questions and answers 4. Love family and respect friend’s Student’s interaction Observation, family and performance questions and answers STAGE 3: LEARNING EXPERIENCES Warmer: - Have ss to play a game of charade (guessing the words from action or miming) - Monitor the activity Task 1: Look, listen and repeat. - Have pupils turn to page 6. - Ask pupils to talk about the characters - Tell them that they are going to hear two girls talks about the man in the picture.
8. - Use a poster to present the situation. - Play the tape. - Play the tape again. - Call on 2 pairs to perform at the front of the class. - Have whole class repeat each line of the dialogue in chorus. - Introduce new word by using pictures: father, mother, sister, brother. - Ask ss to listen and repeat. - Call ss to read aloud the new words Task 2: point and say. - Tell ss that they are going to practise asking and answering about family members. - Ask Ss fill in the speech bubbles. - Ask Ss to repeat. - Ask Ss to practice in pairs asking and answering, using the pictures in Student Book. - Monitor the activity. - Call on a pair to perform. Task 3: Let’s talk - Tell ss that they are going to practice more with their friends. - Give a few seconds for ss to look at the pictures. - Elicit the words to fill the gap. - Write the instructions on the board and get ss to repeat them a few times. - Get ss to work in pairs. - Go around the class and help when ss necessary.
9. - Summary the lesson - Tell pupils to read the part 1 again. FEEDBACK: . __________________________________________________ GRADE 3 Teaching date: 24/12/2021 Period 72 Unit 11: THIS IS MY FAMILY Lesson 2 (1-3) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Ask and answer questions about the age of one of the other speaker’s family members using: How old is your ______? ̶ He’s / She’s ______. 3. Be proud of family 4. Love family and respect friend’s family B. LANGUAGE FOCUS 1. Key terms: father, mother, sister, brother, ... 2. Key grammartical structure: How old is your ______? ̶ He’s / She’s ______. C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, class CDs, flashcards, STAGE 2: ASSESEMENT EVIDENCE Performance Tasks Performance Product Assessment tools 1. Name all family members Student’s answer, S Question and talk answer key 2. Pupils can ask and answer questions Student’s talk and fill Observation
10. about the other speaker’s family the correct words members by using Who’s that? ̶ He’s / She’s my ______.. 3. Know how to proud of family Students’ chant and Observation, interaction questions and answers 4. Love family and respect friend’s Student’s interaction Observation, family and performance questions and answers STAGE 3: LEARNING EXPERIENCES Warmer: - Get the class to sing the song A happy family. - Give comments. Task 1: Look, listen and repeat. - Have Ss open their books page 8. - Tell ss that they are going to practice asking and answering questions about the ages of family members. - Draw ss’ attention to the first picture and elicit the ages in the picture. - Explain what they say. - Use 2 puppets to present the situation. - Play the tape. - Play the tape again. - Ask ss work in pairs to practice the dialogues. - Monitor the activity. Task 2: Point and say - Have pupils look at each the picture. - Ask pupils to identify the ages.
11. - Use the first picture as an example and put the question and answer on the board. - Have Ss repeat the phrases a few times. - Ask Ss to practice in pairs. - Monitor the activity. - Call on some pairs (4-5 pairs) to perform the task at the front of the class. - Observe and give comments. - Have the whole class repeat all the dialogue. Task 3: Let’s talk - Have Ss look at the pictures on page 8. - Tell ss that they are going to practice more with their friends. - Point to the first picture and ask Ss to guess what they say. - Ask Ss fill the speech bubbles. -Have Ss repeat the sentences in the bubbles. - Ask ss to work in pairs. - Monitor the activity. - Call a few pairs to the front of the class to act out the dialogue. Task 4: Walk and talk. - Ask Ss walk around the class to talk about the activities they like playing at break time. - Monitor the activity. - Summary the lesson - Tell pupils to read the part 1 again. - Do exercises in workbook, learn by heart the new words and the pattern. Homelink: Review and study part 4,5,6 , lesson 3
12. FEEDBACK: GRADE 4 Teaching date: 20/12/2021 Period 71 Unit 11: WHAT TIME IS IT? Lesson 1 (1-3) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Identify specific information about time in the dialogue 2. Ask and answer questions about time using: What time is it? − It’s _____. 3. Know how to save time 4. Sharing time to do meaningful things B. LANGUAGE FOCUS 1. Key terms: seven, seven fifteen, seven-twenty five, seven-thirty, seven forty-five 2. Key grammartical structure: What time is it? − It’s _____. C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, class CDs, flashcards, STAGE 2: ASSESEMENT EVIDENCES Performance Tasks Performance Product Assessment tools 1. Identify specific information about Student’s answer, S Question and time in the dialogue talk answer key 2. Ask and answer questions about Student’s talk and fill Observation time using: What time is it? − It’s the correct words _____. 3. Ask and answer questions about Students’ chant and Observation, time using: What time is it? − It’s interaction questions and
13. _____. answers 4. Sharing time to do meaningful Student’s interaction Observation, things and performance questions and answers STAGE 3: LEARNING EXPERIENCES Warmer: - Ask pupils to play Bingo , using the numbers five, ten, fifteen, twenty, twenty- five, thirty, thirty-five, forty, forty-five, fifty and fifty-five. - Lead into new lesson Task 1. Look, listen and repeat - Ask pupils to look at the picture and answer the questions ?Who are they? ? Where are they? ?What are they talking about? - Give the meaning of the new words : breakfast, get up, what time; then say them aloud for pupils to repeat. - Play the recording for pupils to listen to the tape - Play the recording again and ask them to repeat a few times. - Ask pupils to practice in pairs. - Go round and check pupils can repeat and understand the dialogue. - Check some pairs. Ask other pupils to give comments. - Give comments. Task 2. Point and say
14. - Tell pupils that they are going to practise asking and answering questions about what someone is doing, using: *Structure: What time is it? It’s - Ask pupils to write down the structure in their notebook. - Point to the first picture and model the task with one pupil. - Tell pupils to practice in pairs, using the structure. - Call a few pairs to act out the dialogue in front of the class. - Give feedback and correct mistakes of pronunciation. Task 3. Work in pairs. Ask your partners what time is it - Tell pupils that they are going to ask and answer questions about time. - Get pupils to work in pairs, one pupil asks What time is it? and the other looks at their wristwatch and answers It’s + (time) - Invite a few pairs to role-play in front of the class - Give comments. - Summary the lesson - Tell pupils to read the part 1 again. - Do exercises in workbook, learn by heart the new words and the structure. Homelink: Review and study part 4,5,6 FEEDBACK: GRADE 4 Teaching date: 24/12/2021 Period 73 Unit 11: WHAT TIME IS IT? Lesson 2 (1-3) STAGE 1: DESIRED OBJECTIVES
15. A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Identify specific information about time in the dialogue 2. Ask and answer questions about daily routines. 3. Know how to do interesting in freetime 4. Sharing time to do meaningful things B. LANGUAGE FOCUS 1. Key terms: get up, have breakfast, have dinner, go to bed 2. Key grammartical structure: What time do you ____? − I _____ at _____. C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, class CDs, flashcards, STAGE 2: ASSESEMENT EVIDENCES Performance Tasks Performance Product Assessment tools 1. Identify specific information about Student’s answer, S Question and time in the dialogue talk answer key 2. Ask and answer questions about Student’s talk and fill Observation daily routines. the correct words 3. Know how to do interesting in Students’ chant and Observation, freetime interaction questions and answers 4. Sharing time to do meaningful Student’s interaction Observation, things and performance questions and answers STAGE 3: LEARNING EXPERIENCES Warmer: - Get the class to sing the What time is it? song. - Lead into new lesson
16. Task 1. Look, listen and repeat. - Introduce picture and ask some questions about the situations in the picture: Who’s this? Where are they? What are they talking about? - Play the recording and ask pupils to look at their book and listen to the tape. - Explain new words: breakfast, dinner, lunch, go to bed. - Say aloud the words, then ask pupils to repeat the words a few times - Play the recording again and ask them to repeat a few times. - Have pupils write down the new words into their notebooks - Ask pupils work in pairs to practice the dialogue. - Go around and check pupils can repeat and understand the dialogue. - Check some pairs. - Others give comments. - Give comments. Task 2. Point and say. - Tell pupils that they are going to practice asking and answering questions about their timetables, using: *Structure: What time do you ...? I ... at + (time). - Say aloud the structure for pupils to repeat. - Call some pupils to read it aloud. - Ask pupils to write down them into their notebook. - Call on an open pair to the front of the class to give a model practice. - Ask pupils to work in pairs, then point at the timetable to ask and answer using the structure. - Call some pairs to practice the structure in front of the class.
17. - Give feedback and correct mistakes of pronunciation Task 3. Let’s talk - Tell pupils that they are going to practise asking and answering questions about what they have learnt in Lessons 1 and 2. - Ask them to work in pairs, using What time is it? and What time do you ...? - Set a time limit for the class to practice - Go around the class and offer help, if necessary. - Call a few pairs to act out their conversation. - Give feedback. - Summary the lesson - Tell pupils to read the part 1 again. - Do exercises in workbook, learn by heart the new words and the pattern. * Guide Ss to study part 4,5,6 , lesson 3 Homelink: Review and study part 4,5,6 , lesson 3 FEEDBACK: GRADE 5 Teaching date: 20/12/2021 Period 71 Unit 11: WHAT’S THE MATTER WITH YOU? Lesson 1 (1-3) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Identify specific information in the dialogue 2. Ask and answer questions about common health problems
18. 3. Know how to stay healthy 4. Taking care of relatives in family. B. LANGUAGE FOCUS 1. Key terms: a toothache, an earache, a sore throat, a stomach ache 2. Key grammartical structure: What’s the matter with you? – I have ____. C. INSTRUCTIONAL RESOURCES - student’s and teacher’s book, class CDs, flashcards, STAGE 2: ASSESEMENT EVIDENCES Performance Tasks Performance Product Assessment tools 1. Identify specific information in the Student’s answer, S Question and dialogue talk answer key 2. Ask and answer questions about Student’s talk and fill Observation common health problems the correct words 3. Know how to stay healthy Students’ chant and Observation, interaction questions and answers 4. Taking care of relatives in family. Student’s interaction Observation, and performance questions and answers STAGE 3: LEARNING EXPERIENCES Warmer: - Have pupils to sing a song: The parts of the body song - Lead into new lesson Task 1. Look, listen and repeat. - Ask pupils to look at the picture to point at each character and elicit their answers to the questions: Who’s this? Where are they? What are they doing? - Play the recording for pupils to listen to the tape
19. - Play the recording again and ask them to repeat a few times. - Explain new word: arm, headache, earache, sore eyes, stomachache, toothache, backache, sore throat, matter, should. - Say aloud the words, then ask pupils to repeat the words a few times - Have pupils write down the new words into their notebooks. - Play the recording again for them to repeat line by line. - Ask pupils to practice in pairs to act out the dialogue. - Go round and check pupils can repeat and understand the dialogue. - Check some pairs. Ask other pupils to give comments. - Give comments. Task 2. Point and say - Tell the class that they are going to practice asking and answering questions about common health problems, using: * Structure: What’s the matter with you? I have ... - Read aloud the phrases in each picture for pupils to repeat. - Ask pupils to write down the structure in their notebook. - Have pupils practice asking and answering in pairs. - Call some pairs to practice in front of the class - Give feedback and correct mistakes of pronunciation. Task 3. Let’s talk - Tell the class that they are going to practice further by asking and answering questions about common health problems, using : What’s the matter with you? I have ...
20. He/She has a/ an They have a/an - Get pupils time to work in pairs to ask and answer, using the structure. - Invite a few pairs to act out their conversations in front of the class. - Give feedback - Summary the lesson - Tell pupils to read the part 1 again. - Do exercises in workbook, learn by heart the new words and the structure * Guide Ss to study part 4,5,6 Homelink: Review and study part 4,5,6 FEEDBACK: GRADE 5 Teaching date: 24/12/2021 Period 73 Unit 11: WHAT’S THE MATTER WITH YOU? Lesson 2 (1-3) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES: By the end of the lesson, students will be able to: 1. Identify specific information about Giving and responding to advice on common heath proplems in the dialogue 2. give and respond to advice on common health problems. 3. Know how to stay healthy 4. Taking care of relatives in family. B. LANGUAGE FOCUS 1. Key terms: a toothache, an earache, a sore throat, a stomach ache