Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 19 - Unit 6: Activities, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 19 - Unit 6: Activities, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 19 Teaching date : 17 /1/2023 Period 36 UNIT 6: Activities. Lesson 1.A, B, C 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 Bill and Sue (setting, participants, topics); 2. talk about their abilities, using the sentence patterns “I can run” 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. show their personal abilities and great respect for other people’ abilitiesby using appropriate gestures and intonation when talking about abilities B. LANGUAGE FOCUS Key terms/ Vocabulary swim, sing, run Key grammatical structure The sentence patterns: I can ...... C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity 1 – page 38) - a computer and a TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Students’ answers Questions & answers between Bill and Sue such as setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. talk about their abilities, using Student’s talks, and Observation the sentence patterns. interaction Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about
2. their abilitiesand ask about performance someone’s ability. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to watch a video “what can you do?”from you tube Elicit the abilitieswhich are mentioned in the video (swim, jump, run,ride a bike,etc) - Tell students that they are going to read a dialogue in which students talk about abilities and lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words:swim, sing, run - 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.) - 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 and Sue) 2. Where are they? (in the park) 3. What are they doing?( talking about their abilities.) - Ask students to look at the pictures(Activity 2) (page 38) and answer the following questions: 4. What does Sue say? (I can swim) 5. What does Bill answer? (I can run.) - Elicit the sentence patterns:I can...... - 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.)
3. - hang theflash card on the bb - ask Ss to talk about abilities, using: I can......... - Point to the first picture and getone St say ( I can swim) - 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 Ss to talk in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. ( Activity C. Sing) 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. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about our abilities and use the sentence pattern “I can ......”) 2. What’re the core values of the lesson? (show pride of thier ability and respect other people’sabilities.) - Remind students to prepare for the next lesson D. ADJUSTMENT ...................................................................................................................................... ...................................................................................................................................... ......................................................................................................................._______ _________________________________________________________ GRADE 2 Teaching date: 17 /1 /2023 Period 36 UNIT 6: AROUND TOWN Lesson 1. A-C (Page 40) A. OBJECTIVES By the end of the lesson, students will be able to: - Recognize items about places from the pictures - Identify items about places (setting, participants, topic) and the sentence pattern: I want to go to the (zoo).
4. - Perform the game in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. can identify where the students want to go respect for each other while asking about places and positive attitudes, appropriate gestures and intonation in suggesting activities or replying.(attributes) Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary : zoo, beach, park, playground Sentence pattern: I want to go to the (zoo). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 40 - flash card, Audios - pictures - a laptop , TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and point. Repeat Student's speech Student’s interaction Observation 2. Listen to the story and performance Student’s interaction Observation 3. Listen and number and performance Student’s interaction Observation 5. Sing and performance
5. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Sing “Hopscotch with Numbers” song ( source: Activity 2: Language in put 1. A. Listen and point. Repeat. Use some pictures to introduce free time activities.  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 point to each flashcard.  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 points to the shapes and one says the words. Swap roles and continue. 2. Play "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. 3. B. 1.Listen to the story. (CD2 – Track 02) Introduce the situation. E.g. The students are at home and they think about their weekend. Have students call out the things they can see. Play audio and have students listen and read. 4. B.2. Listen and number. (CD2 – Track 03) Play audio 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.
6. Activity 3. Practice C. Sing. (CD2 – Track 04) Have students turn to page 70. Play audio and have students listen. Read the lyrics and do actions following them. - Play audio and have students listen, sing along, and do the actions. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? free time activities 2. What’re the core values of the lesson? (talk about where the students want to go ; choose the safe places to go ) - Remind students to prepare for the lesson D. FEEDBACK GRADE 3 Date of teaching: 16/1/2023 UNIT 5: SPORTS AND HOBBIES Period: 70 Lesson 1.A - B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize sports from the pictures and recording (Cognition) 2. Identify the situations using the sentence patterns Can you play soccer? Yes. I can/ No I can’t. 3. Practise about what sports they can do confidently.
7. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to ask and answer about what sports they can do. B. LANGUAGE FOCUS Vocabulary: badminton, tennis, soccer, basketball, volleyball. Sentence patterns: Can you play soccer? Yes. I can/ No I can’t. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 68,Eduhome.vn, - Flashcards - AComputer,a projector . STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play heads up. What’s missing? Student’s answers/ Observation 3. Listen and practice Student’s answers Observation Student’s answers, Observation 4. Read and write. Practice. performance 5. Show positive attitudes and appropriate gestures and intonation to Student’s talk and Observation, ask and answer about what sports they interaction Questions & answers can do.. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Slap the board game. - Divide the class into two teams and have them form two lines. - Place the flashcards about the things on the board, showing the images. Call out a word and have the first student from each group race to slap the correct image on the board and say it correctly. The first student to slap the correct flashcard wins a point for their team.
8. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at numbers (page 68 ) and answer questions to identify the situation. - 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) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to ask and answer yes/no questions about things people can or can’t do. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary Activity 4: Practice (Activity B. 2.Read and write. Practice) - Demonstrate the activity using the example. - Have the students look and write their answers in their Student’s Books. - 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 some pairs practice saying the sentences.
9. - 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 and answer about what sports they can do.) 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 to ask and answer about what sports they can do.) - Remind students to do exercises in the workbook. - Prepare for the next lesson unit 5.Lesson 1 .C-D on page 69. D.FEEDBACK ..................... GRADE 4 Teaching date: 16/1/2023 UNIT 11: WHAT TIME IS IT? Period 68.LESSON 1: 1+2 (page 6) 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 Phong and his mother (setting, participants, topics);? 2. talk about the time, using the sentence patterns “what time is it? It’s ” 3. save the time. B. LANGUAGE FOCUS Key terms/ Vocabulary Time, breakfast, get up, o’clock
10. Key grammatical structure The sentence patterns: “what time is it? It’s ” C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 6 - Track (Unit 11-page 6), -5 pictures of time (Activity 2 – page 6) - 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 situation for the conversation Observation between Phong and his mother Students’ answers Questions & answers such as setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture interaction Observation prompts. 3. Ask and answer about the time, Student’s talks, and Observation using the sentence patterns. interaction Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance the time. Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. 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 - Tell students that they are going to read a dialogue in which two people ask and answer questions about the time. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the 4 pictures (page 6) and answer questions to identify the situation for the conversation.
11. 1. Who are they? (phong and his mother ) 2. Where are they? (at home ) 3. What are they doing?( talking about the time.) - Ask students to look at picture a (Activity 1) (page 6) and answer the following questions: 4. What does Phong ask? (what time is it?) 5. What does Mai answer? (It’s seven o’clock.) - Elicit the sentence patterns: “what time is it? It’s seven o’clock. - Tell students that they are going to practise asking and answering questions about the time. - 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: seven thirty, seven fifteen, seven forty-five, seven twenty- five. - 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: what time is it? Student: It’s seven o’clock - 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 time. - Show some pictures about the time. - Have students choose the picture that they can tell the time using “what time is it? It’s - 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?
12. (talk about our family memembers and use the sentence pattern “what time is it? It’s to ask and answer about the time ) 2. What’re the core values of the lesson? (save time) - Remind students to prepare for the next lesson Self-study: lesson 1(3-5) D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... .......................................................................................................................... ______________________________________ Teaching date:16/1/2023 UNIT 11: WHAT TIME IS IT? Period 69 Lesson 1: 3-5 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of this period, students will be able to: 1.Listen and tick,use the words and phrases related to the topics Time 2.Look and write about about what time it is 3.Sing about what time it is B. LANGUAGE FOCUS. 1. Key terms: review 2. Key grammatical structure The sentence patterns: review C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 7 - Audios (Unit 11-page 7), - Pictures, posters of activities (Activity 4 – page 7) - A computer and a projector.
13. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen and tick. Observation Students’ answers Questions & answers Key Student’s talks, and 2. Look and write. Observation interaction Questions & answers Student’s sing, and 3. Let’s sing. Observation interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Spend a few minutes revising the previous lesson by getting pupils to play Bingo, using the five times in Activity 2, and seven twenty, seven thirty-fi ve, seven forty and seven fi fty-fi ve (nine different times in total). Then have the class make sentences with the words that were used in the game, using It’s + (time). Activity 1: Language input (Activity 1: Listen and tick.) Tell pupils that they are going to listen to three dialogues about times and tick the correct pictures. • Have them look at the pictures to identify the time (1a. Five o’clock. 1b. Six o’clock. 1c. Seven o’clock. 2a. Seven fifteen. 2b. Seven thirty. 2c. Seven forty- five. 3a. Eight fifteen. 3b. Seven forty-five. 3c. Eight fifty.) Have them say the times aloud. Check understanding. • Play the recording more than once, if necessary. Ask pupils to listen to the recording and tick the correct pictures. Tell them that they should focus on the times. • Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: 1 b 2 b 3 a Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write..) Tell pupils that they are going to write the answers to the question What time is it? with the picture cues. • Give them a few seconds to look at the clock and the answer in 1. Then have them look at the other clocks and use the appropriate words to complete the answers. Check comprehension. If necessary, get pupils to work in pairs. • Give pupils time to do the task independently. Go around and offer help, if necessary. • Get them to swap their answers before checking as a class. If there is enough
14. time, invite some pairs to act out the dialogues. Key: 2 It’s ten twenty. 3 It’s ten thirty. 4 It’s eleven fifty. Task 2: Let’s sing. Tell pupils that they are going to sing the song What time is it? Teach the song, following the procedure in Teaching the unit components in Introduction. • Have them read each line of the lyrics. Check comprehension. • Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line. • When pupils are familiar with the tune, ask two groups of two pupils to go to the front of the class. One group sings the questions, and the other sings the answers. • Have the class sing the song again and clap their hands to reinforce the activity. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about what time it is, using What time it is? It’s ..) 2. What’re the core values of the lesson? (save time, love people, love labor) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 11.Lesson 2. 1-3 on pages 8). D.FEEDBACK GRADE 5 Date of teaching: 16/01/2023 Period 68 UNIT 11: WHAT’S THE MATTER WITH YOU? Lesson 1: 1-2-3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence)
15. 1.Identify the situation for the conversation between Tom, Mr Green and Mrs Green (setting, participants, topics); 2. Ask and answer questions about common health problems, using “What’s the matter with you? I have ” 3. Identify specific information through listening to conversations about common health problems; 4. Have a sense of taking care of their own health and identify how to prevent some common diseases. B. LANGUAGE FOCUS Vocabulary fever, headache, toothache, earache, sore throat, stomachache. Key grammatical structure “What’s the matter with you? I have ”. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 6, Sachmem.vn, Teacher’s guide. - Flashcards - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & between Tony, Mr Green and Mrs Students’ answers answers Green such as setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns.
16. 3. Ask and answer about common Observation Student’s talks, and health problems, using the sentence interaction Questions & patterns. answers 4. Use positive attitudes and Observation Student’s interaction appropriate gestures to talk about and performance Questions & common health problems. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing a game. - Greeting class and guide them to play the game: Guessing word M A T T E R - Tell students that they are going to read a dialogue in which students ask and answer questions about common health problems 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 6) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tom, Mr Green and Mrs Green) 2. Where are they? (At home) 3. What are they doing? (talking about Tony’s health problem.) - Ask students to look at picture b (Activity 2) (page 6) and answer the following questions:
17. 4. What does Mrs Green ask? (What’s the matter with you?) 5. What does Tony answer? (I have a headache.) - Elicit the sentence patterns: What’s the matter with you? I have a/an - Tell students that they are going to practise asking and answering questions about common health problems. - 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 6 elicit the name of places: a. a toothache; b.an earache c.a sore throat d.a stomachache. - Tell Ss that they are going to practise asking and answering questions about common health problems, using the sentence patterns: What’s the matter with you? I have a/an - 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: What’s the matter with you? Student: I have a headache. - 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: Guided practice. ( Activity 3: Let’s talk) - Provide students with flashcards about common health problems.
18. - Ask students to work in pairs asking and answering questions about common health problems using What’s the matter with you/him/her/them? I have a/an .. He/She has a/an . They have a/an - Go around offering help, if necessary. - Call on some pairs to demonstrate the task in front of the class. - Give constructive feedback and comments on the reports and correct Ss’ mistakes if necessary. Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about common health problems, using “What’s the matter with you? I have ”) 2. What’re the core values of the lesson? (have a sense of taking care of their own health and demonstrate how to prevent some common diseases.) - Prepare for the next lesson. (Lesson 1) D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................