Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 18 - Unit 7: Numbers, Lesson 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 18 - Unit 7: Numbers, Lesson 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 18 GRADE 1 Teaching date: 14/1/2022 Period 19 UNIT 7: NUMBERS Lesson 1(A-B), Lesson 2: 1,2 A. OBJECTIVES By the end of the lesson, students will be able to: 1. Talk about numbers, number of some school things 2. Pronounce the sounds of the letters Ii, Jj correctly; 3. Demonstrate the sounds of the letters Ii, Jj in the words insect, ink, jump, juice through listening and singing. 4. show their numbering abilities and great respect for other people’ abilities by using appropriate gestures and intonation when talking about numbers Have a sense of the importance of pronounciation). B. LANGUAGE FOCUS - Letters : Ii, Jj, numbers - Vocabulary : insect, ink, jump, juice C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 46, 47, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 7, poster for Unit 7. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products
2. 1. Listen and point, repeat numbers: 1,2,3 Student'stalk, point Observation 2. Listen and repeat numbers Student'stalk Observation 3.Listen, repeat and trace the sounds I/I, Observation Student's speech J/j 4.Listen and repeat the sounds of the Student’s speech Observation letters I/I, J/j 5. Show positive attitudes and appropriate gestures to pronounce the sounds of the Student’s Observation letters Ii, Jj correctly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to watch a video “number song” from youtube Elicit the abilities which are mentioned in the video (one, two, three,etc) - Tell students that they are going to read a dialogue in which students talk about numbers and lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words: one, two, three - Have students listen to each new word. - Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. - Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. - Have students work in pairs, one points at the picture in the book and the other says the word Activity 1: Language input (Activity B: Listen and point.)
3. - Ask students to look at the three pictures (page 38) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Bill, Kim and Sue) 2. Where are they? (in the park) 3. What are they doing?( talking about numbers.) - Ask students to look at the pictures(Activity 2) (page 44) and answer the following questions: 4. What does Sue say? (one, two, three) 5. What does Bill answer? (one.) - Elicit the number: one, two, three - Tell students that they are going to practise talking about what someone can do. - 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 (Flash card cue drill.) - hang the flash card on the bb - ask Ss to talk about numbers - Point to the first picture and get one St say ( one) - Ask students to say the numbers chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, number their school things (pencil, bag, book) - Call on some Ss to talk in front of the class. Monitor the activity and offer help, if necessary. Activity 3: Language input 1. Listen and repeat. Trace I, i(pg 46). J, j(pg 47) Listen and repeat: - Have students look at the letter. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary.
4. - Have some students demonstrate the activity in front of the class. 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. 2. Listen and repeat I, i(pg 46). J, j(pg 47) - 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 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 Ii, Jj .in some words) 2. What’re the core values of the lesson? (Have a sense of the importance of pronounciation). - Remind students to study P4 at home. - Prepare for the next lesson Unit 7- Lesson 3 D. ADJUSTMENT. GRADE 2 Teaching date: 10/01/2022
5. Period 20.Unit 7: CLOTHES Lesson 1 (A-B), Lesson 3(A-B) 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 clothes. 2.Identify and use vocabulary items about clothes 3.Ask and answer Yes ,No question about clothes 4. Talk about my school clothers, using: These are my (pants). B. LANGUAGE FOCUS Vocabulary: T-shirt, dress, hat, shirt, pants, shorts, shoes, socks. Key grammatical structures: - Is this your (T-shirt)? Yes, it is. Is this your (dress)? No, it isn’t - These are my (pants). C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page - Audios (Unit 7-page 46 ), - 6 cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and point correct Point and read Questions & answers picture.Repeat Key 2. Listen to the story Students' listen and repeat between Kim and Sue talk Observation and talk about clothes. Observation 3. Listen and tick. Student’s answer. Questions & answers 4. Use song to talk about Student sing Observation
6. clothes STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: conversation line. Slap the board" game - Teacher puts some pictures on the board. - Divide the class into 2 teams. - The teacher then has a student from each team come up to the board with fly swatters. They then listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team and the next students then come up. Activity 1: Listen and point.Repeat. - Use some pictures to introduce the new words (T-shirt, dress, hat, shirt ). Ask students if someone wears these in the class. - Have students listen to each new word. Sts listen and repeat one by one. T play the record and ask sts repeat. - Arrange the flashcards on the board, play audio, and point to each flashcard. - Play audio again and have students point to the pictures 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. "Pictionary" game -Divide the class into teams. -Have a student from each team stand at the board with a marker or a piece of chalk and tell them something to draw, e.g. "dress”. -Have teams try to guess what the student from their team is drawing. -Give the first team to guess correctly one point. -Repeat with different students. -The team that gets the most points wins. Activity 2: Controlled & guided practice T Have ss look at the picture and answer. Who are they? Where is this? Have students look and describe the picture, then call out the things they can see. -Introduce the situation: “Mai and Sue are in the yard. They are talking about clothes.” Divide the class into two groups, Mai and Sue. Play audio and have students listen and read..
7. -Have students work in pairs, listen to the dialogue and repeat. * Listen and put a ( √ ) or a ( x ). (CD2 – Track 13) -Play audio and demonstrate the activity using the example. -Play audio and have students listen and put a tick or a cross. -Play audio again and check answers as a whole class Activity 3: 1. Teach vocabulary (6’) - Use some realias, flashcard to introduce the new words (pants, shorts, shoes, socks). - Have students listen to each new word. - Show the pictures of the part A on the projector and ask students to open the books. - Play audio, and point to each flashcard for students to listen.(CD track 23) - Play audio again and have students point to the pictures 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. - Call some pairs to the board and check. - Organize for students to play the game "Heads up. What's missing?" game - 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. 2. Introduce sentence pattern (6’) - Have students look at the picture, identify it and call out the things they can see. Ask some questions about the picture. - Introduce the situation. Vinh is itroducing his school clothes. What will he say ? Now listen to the tape. - Play audio and have students listen and repeat. (CD track 24) - Ask pupils what does he say? These are my pants
8. II. Practice 1. Pictures drill (6’) - T writes: These are my .. - Teacher place pictures on the board: pants, shorts, shoes, socks - Have one student stand up and say, “These are my (pants).” T place pants by shorts, shoes, socks. - Continue this activity as the same way. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (protect your clothes carefully) 2. What’re the core values of the lesson? (show their knowledge about clothes) Remind students to do exercises in the workbook and to prepare for the next lesson Adjustment: GRADE 3 Teaching date: 10/01/2022 Period 89 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 1: 1,2,3 (page 24) 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 Linda and Mai (setting, participants, topics). 2. talk about things in the room using Are there any______ in the room? –Yes, there are/ No, there aren’t. 3. show love others by using appropriate gestures and intonation when asking and answering about things in the room. B. LANGUAGE FOCUS Key terms/ Vocabulary Cupboards, wardobes, maps, sofas. Key grammatical structure
9. The sentence patterns: “Are there any______ in the room? –Yes, there are/ No, there aren’t.” C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 24 - 4 pictures of location of things in the room (Activity 2 – page 24) - 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 Mai and Linda 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 things in Student’s talks, and Observation the room, using the sentence interaction Questions & answers patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures about the performance things in the room. Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing game. - Greet the students. - Have ss play a game shark attack: “there” -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Mai and Linda are talking about things in the room. Activity 1: Language input (Activity 1: Look, listen and repeat.)
10. - Ask students to look at the two pictures (page 24) and answer questions to identify the situation for the conversation. 1. Who are they? (Linda and Mai ) 2. Where are they? (in the living room) 3. What are they doing?( talking about the things in the room) - Ask students to look at picture a (Activity 1) (page 24) and answer the following questions: 4. What does Linda ask? (Are there any chairs in the room?) 5. What does Mai answer? (Yes, there are ) - Elicit the sentence patterns:“Are there any ___________ in the room?- Yes, there are/ No, there aren’t. - Tell students that they are going to practise asking and answering questions about about things in the room. - 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: Cupboards, wardobes, maps, sofas. - 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: Are there any cupboards in the room ? Student: No, there aren’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. - 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 things in the room. Show some pictures about the things in the room. - Have students choose the picture that they can tell about location of things in the house using “Are there any ______ in the room? Yes, They are/ No, there aren’t” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers 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:
11. 1. What have you learnt from the lesson today? (talk about location of the things in the room and use the sentence pattern “Are there any ______ in the room? Yes, They are/ No, there aren’t” 2. What’re the core values of the lesson? - Keep their things tidy - Remind students to prepare for the next lesson Self-study: lesson 1(4-6) D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ......................................................................................................................... _________________ GRADE 3 Teaching date: 14/01/2022 Period 91 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM? Lesson 2: 1,2,3 (page 26) 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 Peter (setting, participants, topics). 2. talk about quantity of thing using How many _________are there? There are____ 3. show love their house by using appropriate gestures and intonation when asking and answering about quantity of thing. B. LANGUAGE FOCUS Key terms/ Vocabulary Fans, mirrors, doors, windows. Key grammatical structure The sentence patterns: “How manny _______ are there? There are____ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 26 - 4 pictures of quantity of thing in the room (Activity 2 – page 26)
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 Peter and Nam 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 quantity Student’s talks, and Observation of thing, using the sentence interaction Questions & answers patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures about quantity performance of thing Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing game. - Greet the students. - Have ss play a game bingo -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Peter and Nam are talking about quantity of thing. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 26) and answer questions to identify the situation for the conversation. 1. Who are they? (Peter and Nam ) 2. Where are they? (in the room) 3. What are they doing?( talking about the quantity of thing)
13. - Ask students to look at picture a (Activity 1) (page 26) and answer the following questions: 4. What does Peter ask? (How many chairs are there?) 5. What does Nam answer? (There are eight) - Elicit the sentence patterns:“How many ________ are there? – There are____” - Tell students that they are going to practise asking and answering questions about about quantity of thing. - 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: fans, mirrors, doors, windows - 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: How many fans are there ? Student: There are two - 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 quantity of thing.- Show some pictures about the things in the room. - Have students choose the picture that they can tell about location of things in the house using “How may_____ are there? There are_____” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers 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 quantity of thing in the room and use the sentence pattern “How many ______ are there?- There are _________ 2. What’re the core values of the lesson? - Keep their house clean - Love their house
14. - Remind students to prepare for the next lesson Self-study: lesson 2(4-6) D. ADJUSTMENT ..................................................................................................................................... __________________________________________________________ GRADE 4 Teaching date: 10/01/2022 Period 89: Unit 14: WHAT DOES HE LOOK LIKE? Lesson 1-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. - use structures: “What’s your favourite food/drink? It’s ...” to Ask and answer questions about someone's physical appearance. - regconize the value of physical appearance and show the respect for their friend’s physical appearance B. LANGUAGE FOCUS 1. Vocab: tall, short, fat, thin, slim, young, old 2. Key grammartical structure: “What does he / she like? − He’s / She’s ____.” C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW software, projector . Students’ aids: Student books, notebooks, workbooks. (Assessment tasks) (Assessement (Assessment tools) products)
15. 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. between Tom and Mai 2. Ask and answer about Ss’ interactions Observation someone's physical appearance 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Respect for their friend’s someone's physical appearance STAGE 3: LEARNING EXPERIENCES Warmer: - Play the video. Ask Ss to watch and identify the adjectives describing people’s appearance. - Introduce the new topic Task 1. Look, listen and repeat. * Use the pictures and the actions to teach the new words of someone’s physical appearance: tall, short, slim, old, young - Whole class. Have pupils turn their books to page 24 and look at picture. - Ask Ss to answer the questions “who are they? Where are they? What is Lan doing? Who is on the computer? What does he do? Is he tall? - T plays the recording all the way through for pupils to listen and point to the appropriate line in their books. - Open one by one sentence for Ss to listen and repeat. - Divide the class into 2 groups. - Ask the groups to repeat Phong’s part and Linda’s part. - Ask SS to work in pairs, practice speaking the conversation. - Invite some pairs to demonstrate the dialogue.
16. Task 2. Point and say. - T has Pupils look at Picture a, b, c, d, e. Tell them that they are going to practice asking and answering questions about someone’s physical appearance. - T models with a Student the first picture - T asks Pupils to practise in pairs ask and answer the questions What does he/ she look like? She’s/ He’s ..Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help when necessary. - T calls on some pairs to perform the task in front of the class. Task 3: let’s talk - Ask Ss to work in groups, asking and answering questions about their friends’ family member’s job, where they work and their physical appearance. - Asking Ps to focus on the structure once again. * 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 questions about someone's physical appearance.) 2. What’re the core values of the lesson? (Respect for another’s physical appearance ) * Homelink - Remind Ss to do exercises in the workbook and learn lesson 1 part 3,4,5. FEEDBACK: . GRADE 4 Teaching date: 14/01/2022 Period 91: Unit 14: WHAT DOES HE LOOK LIKE? Lesson 2-Part 1,2,3 STAGE 1: DESIRED OBJECTIVES A. Objectives:
17. By the end of the lesson, Students will be able to: - identify situation for conversation. - use structures: “Who’s __ ? ̶ ______ is ______.” to Ask and answer questions to make comparisons in physical appearance - regconize the value of physical appearance and show the respect for their friend’s physical appearance B. LANGUAGE FOCUS 1. Vocab: : tall – taller; short – shorter; big – bigger; small – smaller; old – older; young – younger 2. Key grammartical structure: “Who’s ______? ̶ ______ is ______. C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW software, projector . Students’ aids: Student books, notebooks, workbooks. (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. between Tom and Mai 2. Ask and answer to make Ss’ interactions Observation comparisons in physical appearance 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Respect for their friend’s someone's physical appearance STAGE 3: LEARNING EXPERIENCES
18. Warmer: - Have ss play the slap the board game. Task 1. Look, listen and repeat - Introduce the dialogue: - Play the CD for the ss. - Present the way to ask questions and answer about making comparison someone’s physical appearance. - Check some groups. Task 2. Point and say - Give the meaning of new words. - Check ss’ understanding by a game: What and where. - Do the model task with a student. - Check ss Task 3. Let’s talk - Guiding Ss to talk. - Call some pairs to talk. 1. What does he/she look like? 2.Who’s taller /shorter / older...? - Asking Ps to focus on the structure once again. * 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 questions to make comparisons in physical appearance.) 2. What’re the core values of the lesson? (Respect for another’s physical appearance ) * Homelink - Guide Ss to learn lesson 2 part 3,4,5, lesson 3. FEEDBACK: .
19. GRADE 5 Teaching date: 10/1/2022 Period 89: UNIT 14: WHAT HAPPENED IN THE STORY? Lesson 1 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation between Phong and Linda (setting, participants, topics); 2. Ask and answer questions about what happened in a story, using What happened in the story? – First, / Then, / Next, / In the end. 3. Identify specific information through listening to the story about the prince and the princess; 4. Show respect and love reading story by using appropriate gestures and intonation when asking and answering questions about a story in the past. B. LANGUAGE FOCUS. Vocabulary First, then, next, in the end, order, watermelon, seed, far, away Key grammatical structure The sentence patterns: What happened in the story? – First, / Then, / Next, / In the end. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5- Student’s book, page 24, 25, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 14, poster for Unit 14 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1.Answer the questions about the situation for the Students’ Observation
20. conversation between Phong and Linda such as setting, answers Questions& participant, topics. answers Key 2. Practice a role-play conversation with classmates, using Students' talks and Observation the picture prompts. interaction Student’stalks 3. Ask and answer questions about what happened in a story, Observation , and using the sentence patterns. Questions& interaction answers Students’ Observation; 4. Listen and number the pictures. answers Key 5. Use positive attitudes and appropriate gestures to talk Student’s Observation interaction about what happened in a story. and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting Change verbs into past form Verb Verb (P) find found give gave grow grew exchange exchanged hear heard let let - Get pupils totalk about what he/she does in his/her free time. - Lead into new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about a story in the past. and lead students to the new lesson. *Activity 1: Look, listen and repeat