Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 16 - Unit 6: Activities, Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 16 - Unit 6: Activities, Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 16 GRADE 1 Date of teaching: 31/12/2021 Period 16 UNIT 6: ACTIVITIES Lesson 2: 1,2,3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Ee, Ff, Gg, Hh correctly; 2. Demonstrate the sounds of the letters Ee, Ff, Gg, Hh in the words elephant, food, father, girl, head, hopscotch through circling the letters and putting (v) or (x); 3. Have a sense of loving for people and animals. B. LANGUAGE FOCUS - Sounds E/e, F/f, G/g, H/h - Review: elephant, food, father, girl, head, hopscotch . C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 40, 41, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 6, poster for Unit 6. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat the sounds of the Observation Student's speech letters E/e, G/g.
2. 2. Listen and point the sounds of the letters Student’s speech Observation F/f, H/h 3. Circle the correct letters. Student’s answer Observation/ Key Observation/ Key 4. Put (v) or (x). Group’s answer 5. Show positive attitudes and appropriate gestures to pronounce the sounds of the Student’s Observation letters Ee, Ff, Gg, Hh correctly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing - Ask pupils to sing the Alphabet song. - Tell students that they are going to pronounce the sounds of the letters Ee, Ff, Gg, Hh Activity 2: Language input 1. Listen and repeat. - Use the “Finger air” technique to present the letters E/e, G/g and Their sounds. - Have students look at the pictures. - Point to the pictures and say the letters’ sounds. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. 2. Listen and point. - Have students look at the letters. - Play audio. Demonstrate the activity by pointing to the correct letters. - Play audio again. Have students listen and point to the letters as they hear. - Have students listen, point and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Circle the letters
3. - . Have students look at the pictures and call out the words. - Demonstrate the activity using the example. - Have students look the letters and circle the correct beginning sounds. - Check answers as a whole class. - Have students read all of the letter sounds all together and individually. 2. Put a tick or a cross. - Have students look at the pictures and call out the beginning sounds. - Demonstrate the activity using the example. - Have students look the letters and put a tick or a cross. - Check answers as a whole class. - Have students read all of the letter sounds all together and individually. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters Ee, Ff, Gg, Hh in some words) 2. What’re the core values of the lesson? (Have a sense of loving for people and animals. ) - Remind students to study P4 at home. - Prepare for the next lesson Unit 7- Lesson 1 D. ADJUSTMENT. GRADE 2 Date of teaching: 27/12/2021
4. Period 17 UNIT 6: AROUND TOWN Lesson 2: A,B, C, E,F,G STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Rs, Ss, Tt, Uu correctly; 2. Demonstrate the sounds of the letters Rs, Ss, Tt, Uu in the words robot, sun, sea, top, tiger, umbrella through circling the letters and writing the letters. 3. Have a sense of keeping objects carefully and loving nature and animals. B. LANGUAGE FOCUS - Sounds Rs, Ss, Tt, Uu - Review: robot, sun, sea, top, tiger, umbrella C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, page 42, 43, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 6, poster for Unit 6. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat the sounds of the Observation Student's speech letters R/r, T/t. 2. Listen and point the sounds of the letters Student’s speech Observation S/s, U/u 3. Circle the correct letters. Student’s answer Observation/ Key
5. Observation/ Key 4. Write the letters Group’s answer 5. Show positive attitudes and appropriate gestures to pronounce the sounds of the Student’s Observation letters Rs, Ss, Tt, Uu correctly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing - Ask pupils to sing the Alphabet song. - Tell students that they are going to pronounce the sounds of the letters Rs, Ss, Tt, Uu Activity 2: Language input 1. Listen and repeat. - Use the “Finger air” technique to present the letters R/r, T/t. and Their sounds. - Have students look at the pictures. - Point to the pictures and say the letters’ sounds. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. 2. Listen and point. - Have students look at the letters. (S/s, U/u) - Play audio. Demonstrate the activity by pointing to the correct letters. - Play audio again. Have students listen and point to the letters as they hear. - Have students listen, point and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Circle the letters - . Have students look at the pictures and call out the words. - Demonstrate the activity using the example. - Have students look the letters and circle the correct beginning sounds.
6. - Check answers as a whole class. - Have students read all of the letter sounds all together and individually. 2. Write the letters. - Have students look at the pictures and call out the things they can see. - Demonstrate the activity using the example. - Have students write the letters. - Check answers as a whole class Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters Rs, Ss, Tt, Uu in some words) 2. What’re the core values of the lesson? (Have a sense of keeping objects carefully and loving nature and animals). - Remind students to study D, H at home. - Prepare for the next lesson Unit 7- Lesson 1 D. ADJUSTMENT. GRADE 3 Teaching date: 27/12/2021 Period 77 UNIT 12: THIS IS MY HOUSE LESSON 1: 1,2,3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to:
7. 1. identify the situation for the conversation between Linda and Mai (setting, participants, topics);? 2. Identify rooms in the house and describe a house using the sentence patterns “There’s a . –It’s very nice.” 3. - Keep their house clean - Love their house. B. LANGUAGE FOCUS Key terms/ Vocabulary House, living room, bedroom, bathroom, kitchen, dining room, garden. Key grammatical structure The sentence patterns: “There’s a . –It’s very nice.” C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 12. - Track 11 (Unit 12-page 12), - 6 pictures of rooms in the house (Activity 2 – page 12) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & answers between Linda and Mai such as Students’ answers Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer about the rooms Student’s talks, and Observation in the house, using the sentence interaction Questions & answers patterns. 4. Use positive attitudes and appropriate gestures to talk about the house. Student’s interaction and Observation performance - Keep their house clean Questions& answers - Love their house.
8. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing game “shark attack” - Greet the students. Then get the class to play game “shark attack” Elicit the words “ this” - Tell students that they are going to read a dialogue in which students talk about the rooms and describe the house. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 12) and answer questions to identify the situation for the conversation. 1. Who are they? (Lind and Mai) 2. Where are they? (Mai’s house ) 3. What are they doing?( talking about Mai’s house.) - Ask students to look at picture b (Activity 1) (page 12) and answer the following questions: 4. What does Mai describe her house(garden)? (There’s the garden over there) 5. What does Linda say? (It’s very nice.) - Elicit the sentence patterns“There’s a . –It’s very nice.” - Tell students that they are going to practise talking about rooms in the house/ desribe the house and response. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: House, living room, bedroom, bathroom, kitchen, dining room, garden. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: There’s a living room Student: It’s very nice. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. Talking about the other speaker’s house. - Show some pictures about the house
9. - Have students choose the picture that they can tell their house using “ There’s a ” - Ask them to interview 3 or 4 friends: one student describe the house and the other response with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about our family memembers and use the sentence pattern “who’s that? He’s/ she’s .to ask and answer about others’ family memembers ) 2. What’re the core values of the lesson? - Keep their house clean - Love their house. - Remind students to prepare for the next lesson Self-study: lesson 1(4-5) D. FEEDBACK ............................................................................................................................... ............................................................................................................................... .............................................................................................................................. ______________________________________ Teaching date: 31/12/2021 Period 79 UNIT 12: THIS IS MY HOUSE LESSON 2: 1,2,3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Nam and Tony (setting, participants, topics. 2. Ask and answer about house facilities. - SentencePatterns: Is there a ______? ̶ Yes, there is. / No, there isn’t. 3. show love their house and keep their house clean B. LANGUAGE FOCUS Key terms/ Vocabulary
10. Pond, gate, yard, fence Key grammatical structure The sentence patterns: “Is there a ..? Yes, there is/ No, there isn’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 14 - Track 15 (Unit 12-page 14), - 4 pictures of family members and ages (Activity 2 – page 14) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & answers between Nam and Tony such as Students’ answers Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer about their Student’s talks, and Observation family members, using the interaction Questions & answers sentence patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance their house. Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing game “bingo” - Greet the students. - Get the class to play game “bingo” - Give comments - Tell students that they are going to read a dialogue in which students ask and answer questions about house facilities. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 8) and answer questions to identify the situation for the conversation. 1. Who are they? (Nam and Tony )
11. 2. Where are they? (at Tony’s house) 3. What are they doing?( talking about Tony’s house.) - Ask students to look at picture a (Activity 1) (page 14) and answer the following questions: 4. What does Nam ask? (Is there a garden?) 5. What does Tony answer? (yes, there is - Elicit the sentence patterns:“ Is there a ? Yes, there is/ No, there isn’t - Tell students that they are going to practise asking and answering questions about about house facilities. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: Pond, gate, yard, fence - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Is there a pond? Student: Yes, there is - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. Ask and answer questions about house facilities. - Show some pictures about house facilities - Have students choose the picture that they can tell about house facilities using “Is there a ? Yes, there is/ No, there isn’t” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask and answer about house facilities. Using sentence patterns:Is there a ______? ̶ Yes, there is. / No, there isn’t. 2. What’re the core values of the lesson? - Love their house and keep their house clean.
12. - Remind students to prepare for the next lesson D.FEEDBACK: GRADE 4 Teaching date: 27/12/2021 Period 77: Unit 12: WHAT DOES YOUR FATHER DO? Lesson 1-Part 1,2 STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: - identify situation for conversation between teacher and student, Nam and his friends, name some jobs and family members. - use structures: “What does your(father/...) do? He’s/She’s ..” to ask and answer about family members’ jobs - regconize the value of jobs and show the respect for their family members’jobs and their friends’ family members’jobs B. LANGUAGE FOCUS 1. Vocab: doctor, farmer, teacher, worker, nurse 2. Key grammartical structure: What does your(father/...) do? He’s/She’s a/an ” C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. (Assessment tasks) (Assessement (Assessment tools) products)
13. 1. Look and recognize the Ss’ answers Questions and situation for a answers. conversation between Ms Hien – Ss and Nam and his friends. 2. Ask and answer about Ss’ interactions Observation family members’ jobs 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Respect all jobs in life. STAGE 3: LEARNING EXPERIENCES Warmer: Performance the song “Finger family” together * Activity 1: Look, listen and repeat: - Tell Ss that they are going to read a dialogue in which pupils ask and answer questions about the jobs of their family members - Ask them look at 4 pictures ( P.12) and answer question elicit about context: Who are they? Where are they? What are they talking about? - Look at the picture b and answer question: What does Nam ask? (Ss answer: What does your father do, Mai?) and What does Mai answer? (Ss answer: He’s a teacher) - Sentence patterns: What does your .. do? – He’s/ She’s a .. - Tell pupil that they are going to practice asking and answering questions about the jobs of their family members - Play the recording more than once, if necessary, ask Ss to listen to the tape and repeat - Do choral and individual repetition, pointing to the characters speaking - Play the recording again for students to listen and repeat
14. * Activity 2: Point and say - Use picture to elicit: father/farmer, mother/ nurse, uncle/ driver, brother/ factory worker - Point to the first picture and model task with one pupil, using the expressions in the bubble and the word under the picture (T: What does your father do? – S: He’s farmer) - Ask Ss to say the phrase chorally and individually. Repeat the same procedure with the rest of the pictures - Ask Ss to practice in pairs, using prompts in the bubbles and the pictures - Select some pairs to role play the dialogue in front of the class. Monitor the activity and offer help, if necessary * Activity 3: Work in pairs. Tell your partners about the jobs of their family members - Have Ss choose activities that their family members’ job and tell their classmate using “ What does your .. do? – He’s/ She’s a ..” - Ask them to interview 3 friends: one pupil asks the question and the other answers with facts about themselves and the exchange the role - Monitor the activity and offer help, if necessary - Select some pairs to role play in front of the class * Activity 4: Wrap- up and assignment - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? (Talk about the jobs of their family members and use the sentences patterns: What does your .. do? – He’s/ She’s a .. to ask and answer about the jobs of their family members) 2. What’re the core values of the lesson? (Respect for another jobs) * Homelink - Remind Ss to do exercises in the workbook and learn lesson 1 part 3,4,5. FEEDBACK: .
15. GRADE 4 Teaching date: 31/12/2021 Period 79: Unit 12: WHAT DOES YOUR FATHER DO? Lesson 2-Part 1,2,3 STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: - identify situation for conversation between Mai and Nam, name some places to work - use structures: “Where does he/she work? He/She works in ..” to ask and answer about family members’ jobs - regconize the value of place to work and show the respect for difference jobs B. LANGUAGE FOCUS 1. Vocab: hospital, field, factory, office 2. Key grammartical structure: “Where does he/she work? He/She works in ” C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, software, projector /TV. Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESEMENT EVIDENCES (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a answers. conversation between Mai and Nam.
16. 2. Ask and answer about Ss’ interactions Observation places to work 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. show the respect for difference jobs STAGE 3: LEARNING EXPERIENCES * Warmer - Greeting. - Ask Ps to sing the song My family and do the actions - Introduce the vocabulary (using the pictures on the media): + in a field + in a hospital + in a factory +in an office + a clerk - Get Ps to listen and repeat a few times (whole class, in groups, individuals). - Call on some Ps to read aloud the vocabulary. Activity 1. Look, listen and repeat. - Tell Ps that they are going to learn to ask and answer questions about working places. - Ask Ps to look at the four pictures to identify the characters and the context in which the language is used. Ask them questions such as Who are they? Where are they? What are they doing? - Play the recording all the way through for Ps to listen. - Play the recording again for pupils to listen and repeat sentence by sentence. - Get Ps to work in pairs to role play the dialogue between Mai and Nam.
17. - Call on some pairs to demonstrate in front of the class. The rest of the class observe and give comments. - Check Ps’ comprehension about the dialogue by using some questions: + Where does a worker work? + Where does a farmer work? Activity 2. Point and say. - Tell pupils that they are going to ask and answer questions about working places. Using: Where does a .work? A .... works .................. - Have Ps look at the bubbles to see how the questions and the answers are used. Focus them on time of the day the activities happen. - Point to the first picture and model the task with one pupil, using the question in the first bubble and the phrase under the picture for the answer: - Select some pairs of Ps to demonstrate the task in front of the class. Activity 3. Let’s talk. - Tell Ps that they are going to revise what they have learnt in Lesson 1 and Lesson 2, using What does your father do? And Where does he/she work? - Ask Ps to work in pairs: one asks the questions and the other gives the answers, using the facts about themselves. Then they swap roles. - Select some pairs to act out the dialogue in front of the class. - Get Ps to play the “pass the ball” game. * Activity 4: Wrap- up and assignment - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer about places to work using structures: “Where does he/she work? He/She works in ..”) 2. What’re the core values of the lesson? (Respect for difference jobs and places to work)
18. * Guided homelink - Remind Ss to do exercises in the workbook and to learn lesson 3 FEEDBACK: GRADE 5 Date of teaching: 27/12/2021 Period 77 UNIT 12: DON’T RIDE YOUR BIKE TOO FAST! Lesson 1 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence) 1.Identify the situation for the conversation between Tom and Mary (setting, participants, topics); 2. Express and respond to concerns about possible accidents at home, using “ Don’t ! Ok, I won’t.” 3. Identify specific information through listening to conversations to tick. 4. Educate Ss how to keep safe and prevent accidents. B. LANGUAGE FOCUS Key terms/ Vocabulary - Play with matches, ride your bike too fast, climb the tree, run down the stairs. Key grammatical structure “Don’t .Ok, I won’t”. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 12, 13, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 12, poster for Unit 12 - Computer, projector.
19. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Answer the questions about the situation for the conversation Questions & Students’ answers between Tom, and Mary such as answers setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. Observation 3. Ask and answer about accidents at Student’s talks, and home, using the sentence patterns. interaction Questions & answers 4. Listen and tick the right answers. Students’ answers Observation; Key 5.Use positive attitudes and Observation appropriate gestures to express and Student’s interaction respond to concerns about possible and performance Questions & accidents at home. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and getting started - Greeting class and getting started: Do actions and say. - Tell students that they are going to read a dialogue in which students express and respond to concerns about possible accidents at home and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 12) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tom, and Mary)
20. 2. Where are they? (At home) 3. What are they doing? (talking about cooking.) - Ask students to look at picture b (Activity 2) (page 6) and answer the following questions: 4. What does Tom say ? (Don’t play with the knife) 5. How does Mary answer? (Ok, I won’t.) - Elicit the sentence patterns: Don’t .....! Ok, I won’t. - Tell the class that they are going to practice expressing and responding to concerns about possible accidents at home. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have ss look at the pictures in their books on page 12 elicit some phrasal verbs : a. play with matches; b. ride your bike too fast c. climb the tree d. run down the stairs. - Tell Ss that they are going to practice expressing and responding to concerns about possible accidents at home, using the sentence patterns: Don’t ...! OK, I won’t - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Don’t ride your bike too fast! Student: Ok, I won’t. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures.