Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 21 - Unit 8: Food, Lesson 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 21 - Unit 8: Food, Lesson 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 21 GRADE 1 Teaching date: 9/2/2022 Period 24 UNIT 8: FOOD Lesson 1(A,B,C) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). 1. Identify some food 2. say what food they want 3. Show their loves and respect for other people’favourite food by using gestures and intonation when talking B. LANGUAGE FOCUS Vocabulary: banana, cookie, sandwich Key grammatical structure • The sentence patterns: I want a (banana). C. INSTRUCTIONAL RESOURCES. - Textbook: TiếngAnh 1- Student’s book, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 8, poster for Unit 8. - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Listen and identify the situation for the Observation Student's s answer conversation between 2. Listen and repeat Student's speech Observation
2. Student’s interaction Observation/ key 3. Ask and answer about food and talking 4. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to talk about food and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Option 1: Pass the balls - Give two different colored balls to two students, a red ball ( ask the question) and a yellow ball (answer the question). - Have students listen to music and pass the balls. - Stop music. - Have the student with a red ball make a question for the child who has yellow ball. E. How old are you? The child with the yellow ball will answer his/ her friend’s question. E. g. I’m (seven). A- Listen and point. Repeat. CD2- Track 26 - Arrange the flashcards on the board, play audio and point to each flashcard. Have students listen. - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat. - Have one student go to the board and play the role of a teacher, point to the picture and have the others repeat. Optional activities: Option 1: 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: Flyswatter - Write “ banana, cookie, sandwich” on the board. - Divide the class into four teams. Have one student from each team come to the board holding a flyswatter. - Read a word aloud, e.g. “banana” . Have students race to the board and hit the word with the flyswatter. The winner is the one who hits the correct word first. - Play until everyone in the class has had at least one turn. B- Listen and point.
3. CD2- Track 27 - Introduce the situation: The family are at the park. Ben says, “ I want a cookie.” - Play audio and have students look at the picture. - Play audio. Have students listen and repeat. - Demonstrate the activity by pointing to the new vocabulary items. - Play audio. Have students listen and point. - Have students work in pairs. Student A says, “ I want (a cookie).” Student B says, “Me too”. or “ I want (a sandwich).” C- Sing. CD2- Track 28 - Have students turn to page 68. - Read the lyrics as a whole class. - Play audio and have students listen. Play audio again and have students listen and sing along. Activity : Wrap-up & Assignments Option 1: Feely Bag - Put some pictures in a bag. - Have children sit in a circle. - Play some music and ask children to pass the bag from one child to the next around the circle. - Stop the music suddenly. The child who has the bag when the music stops feels a picture in the bag and says “ I want a (cookie).” Then the child pulls the picture out of the bag to see if he/she was correct. - Play the music and continue in this way until several children have had a turn. FEEDBACK: . GRADE 2 Teaching date: 9/2/2022 Period 26 UNIT 8: TRANSPORTATION Lesson 2: A,B,C,D STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES: By the end of the lesson, students will be able to:
4. 1. Knowledge: Identify the letter “X” and correctly pronounce the sound of its -“/ks/” in the following vocabulary. 2. Competence: - Communication, ability to use language (work in groups) - Ability to solve problems (play the games) - Cooperation:(work in groups/pairs). 3. Quality: - Building up an awareness of the living environment protection - hardworking, responsible and honest. 4. Skills: listening and speaking 5. Vocabulary: fox, box 6. Phonic: /x/ B. TEACHING AIDS 1.Teaching aids: Teacher’s book, chalk, board, ruler, projector/TV, laptop, flashcards (A to Z, fox, box) 2. Students’ aids: Students’ books, workbooks, notebooks STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and point and repeat . Students’ repeat Questions & answers Trace Key 2. Listen and point and repeat . Students' talks and Observation Write interaction Student’s interaction and Observation 3. sing performance Observation 4. Listen and hop S play
5. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN C. PROCEDURES *Warm-up (5’) Alphabet Line-up - Give each students an alphabet flashcard for the letter : X. - Play the Alphabet song and have the students skip around in a circle, singing along to the song. - Stop music at random points and the students have to line up in the correct alphabetical order according to their cards. - Point to falshcard, call out the letter’s name, and have Ss repeat. * New lesson - State the aims of the lesson - Introduce the new lesson and write on the board. I. Presentation: (8’) Activity 1: Listen and repeat. Trace (5’) - Have students look at the pictures. - Point to the pictures and say the letter’s sound. - Play audio.( CD2- Track 32) - Have students listen and repeat the letter sound. - Demonstrate 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. - Have some students repeat the letters and say the words they can see through the letter. Activity 2: "Magic finger" game (3’) - Divide the class into pairs.
6. - Have Student A write a word with their finger on Student B's back. - Have Student B try to guess which word it is. - Have students swap roles and repeat. II. Practice (12’) Tell the class that they are going to identify the sound /ks/ in words Activity 1: Listen and repeat. Write. (CD2 - Track 33) (6’) - Have students look at the pictures. - Demonstrate the activity. - Play audio. Have students point to the letter as they hear it. - Play audio again. Have students listen and repeat. - Have students trace and write the letters. - Have some students demonstrate the activity in front of the class. Activity 2: Sing. (CD2 – Track 34) (6’) -Play audio and have students listen. - Have students look at the lyrics. - Read the lyrics and do actions following them. - Play audio and have students listen, sing along, and do the actions. - Have students make a new verse with the word "box" and sing along the same melody as the first one. III. Production. (8’) - Tell the class that they are going to practise more with their friends Activity 1: Listen and hop. (CD2 - Track 35) (3’) - Demonstrate the activity. - Have students stand up. - Have students hop when they hear the letter sound. Activity 2: "Touch" game (5’)
7. - Divide the class into four teams. - Have one student from each team stand a distance from the board. - Stick some flashcards on the board. - Then the teacher says a letter or a word. (E.g. Please touch letter “X” three times!) - Have the students race to the board, touch that flashcard, and say the correct word. - The first student to touch the flashcard and say the word gets a point for their team. - Continue with other students. D. HOMELINK (2’) - Practise pronouncing /ks/ sound and find the words with /x/. E. FEEDBACK ______________________________________________ GRADE 3 Teaching date: 9/2/2022 Period 101 REVIEW 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A.OBJECTIVES By the end of the lesson, students will be able to: 1. Listen and tick the correct the pictures. 2. Listen and number the correct pictures. 3. Read and complete by filling a gapped paragraph, using the words provided.
8. 4. - Read and match the questions with the answers. - Look at the pictures and answer the questions. 5. - Love people, hometown and country. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure Revision C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 3- Student’s book, page 36, 37 - Computer, projector/TV. STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Greeting. - Play the game: Pass the secret. Activity 1: Listening practice (Activity 1: Listen and tick) - Tell pupils that they are going to listen and tick the correct pictures. - Play the recording all the way through for pupils to listen first. - Play the recording again for them to repeat the sentences twice - Play the recording more than once and let pupils tick Answers: 1 – c; 2 – d; 3 – b; 4 – a. b. Activity 2: Listen and number
9. - Tell pupils that they are going to listen to the recording and number the pictures. - Give them a few seconds to read the sentences in silence and guess the answer. - Play the recording more than once, if necessary, for pupils to listen and number the pictures. - Have pupils swap their answers before checking as a class. Then ask pupils to ask and answer. Key: 1. C, 2. d, 3. a, 4. b Activity 3: Reading practice a. Read and complete. - Tell pupils that they are going to - Ask students to read the dialogue in the book and fill the words given to complete the dialogue. Work in pairs to do the exercise then practice in pairs in front of the whole class. The rest listen to and give the remark. - Correct the pronunciation. Answer: 1. house 2. bedrooms 3. bathroom 4. small 5. There 6. They b. Read and match - Whole class. Have pupils turn their books to page 37. Tell pupils that they are going to read the sentences to get the information in order to match the sentences to the sentences. -Pupils read the sentences individually and do the task. Monitor the activity and offer help when necessary.
10. - Pair works. Have pupils trade their answers for correction. - Call on some pupils to report their answers. The rest of the class listen give comments. - Make a few questions to check pupils’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation. Answer: 1.c 2. a 3. d 4. c. Look and say - Have pupils look at pictures 1, 2, 3 and4 on Page 37. Elicit the characters in the pictures and their names. Ask pupils to guess and complete the speech bubbles. - Model: Call on a pair. Allocate the parts of the characters in the pictures to the pupils. Ask them to ask and answer. Using the pictures in their books. - Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. - Call on some pairs to perform their task in front of the class. The rest of the class observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (review the topics from Units 11-15, using the phonics, vocabulary and sentence patterns they have learnt.) 2. What’re the core values of the lesson? - Love people, hometown and country. * Home-link Remind students to prepare for the next lesson. D. ADJUSTMENT
11. ............................................................................................................................... ..................................................................................................................................... .........................................................................................................................______ _______________________ GRADE 3 Teaching date: 11/2/2022 Period 104 UNIT 16: DO YOU HAVE ANY PETS? Lesson 1: (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 among Mai, Nam and Quan (setting, participants, topics). 2. talk about whether whether the other speaker has any pets using: Do you have any...? ̶ Yes, I do. / No, I don’t 3. show love others by using appropriate gestures and intonation when asking and answering about whether the other speaker has any pets.. B. LANGUAGE FOCUS Key terms/ Vocabulary Cats, parots, goldfish,rabbits, pets Key grammatical structure The sentence patterns: “Do you have any ..? ̶ Yes, I do. / No, I don’t “ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 40 - 4 pictures about pets (Activity 2 – page 40) - 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 Students’ answers Observation
12. situation for the conversation of Questions & answers Mai, Nam and Quan such as 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 whether Student’s talks, and Observation the other speaker has any pets , interaction Questions & answers using the sentence patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures about the performance Questions& answers other speaker has any pets. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and play game. - Greet the students. - Have ss play game “shark attack” -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Mai, Nam and Quan are talking about whether the other speaker has any pets. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 40) and answer questions to identify the situation for the conversation. 1. Who are they? (Mai, nam and Quan ) 2. Where are they? (in the garden ) 3. What are they doing?( talking about pets) - Ask students to look at picture b (Activity 1) (page 40) and answer the following questions: 4. What does Quan ask? (Do you have any pets?) 5. What does Mai answer? (Yes, I do) - Elicit the sentence patterns “ Do you have any ..? ̶ Yes, I do. / No, I don’t ”
13. - Tell students that they are going to practise asking and answering questions about whether other speaker has any pets. - 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: Cats, parots, goldfish,rabbits, pets - 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: Do you have any cats? Student: Yes, I do. - 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 other speaker has any pets. Show some pictures about the pets. - Have students choose the picture that they can tell about whether the other speaker has a pets. using ““ Do you have any ..? ̶ Yes, I do. / No, I don’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: 1. What have you learnt from the lesson today? (talk about whether other speaker has any pets. and use the sentence pattern “Do you have any ? – Yes, I do/ No, I don’t 2. What’re the core values of the lesson? - Ss love their pets. - Remind students to prepare for the next lesson D. ADJUSTMENT
14. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................... _______________________________________________________________ GRADE 4 Teaching date: 9/2/2022 Period 101 Review 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A.OBJECTIVES By the end of the lesson, students will be able to: - Perform their abilities in listening, speaking and writing related to the topics from units 11-15, using the phonics, vocabulary and sentence patterns they have learnt. - Listen and number the boxes showing the details in the picture of Tet. - Read and fill the gapped paragraph with the words provided. - Read and match the questions with the answers. - Read and fill the gapped sentences, using the pictures. - Write about their father or other, using the writing frame. 5. - Love people, time, food and do meaning things on pecial days B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure Revision C. INSTRUCTIONAL RESOURCES
15. - Textbook: Tiếng Anh 3- Student’s book, page 36, 37 - Computer, projector/TV. STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN - Review the model sentences from U11 to U 15 Task 1. Listen and number - Have pupils look at pictures a, b, c, d and e on page 36 of the Student Book. – - Give the identification of the characters in the pictures and the characters’ words. - Tell pupils that they are going to listen to the recording and number the pictures they hear. Guess the answer - Play the recording 2 times pupils to listen and number the boxes. Check their guess. Compare the answer with the partner. - Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. Task 2. Read and complete - T explains the situation and how to do the exercise - Ask students to read the dialogue in the book and fill the words given to complete the dialogue. Work in pairs to do the exercise then practice in pairs in front of the whole class. The rest listen to and give the remark. - Correct the pronunciation. - Answer: 1. thirty 2. family 3. drinking 4. orange juice 5. seven Task 3. Read and match - Whole class. Have pupils turn their books to page 37. Tell pupils that they are going to read the sentences to get the information in order to match the sentences to the sentences.
16. - Pupils read the sentences individually and do the task. Monitor the activity and offer help when necessary. - Pair works. Have pupils trade their answers for correction. - Call on some pupils to report their answers. The rest of the class listen give comments. - Make a few questions to check pupils’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation. Answer: 1.e 2. c 3. d 4.b 5. a Task 4. Look and write - Have pupils look at pictures 1, 2, 3 and 4 on Page 37. Elicit the characters in the pictures and their names. Ask pupils to guess and complete the speech bubbles. - Model: Call on a pair. Allocate the parts of the characters in the pictures to the pupils. Ask them to ask and answer. - Using the pictures in their books. - Monitor the activity and offer help. - Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary. - Call on some pairs to perform their task in front of the class. The rest of the class observe and give comments. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. - Write about your father or mother - Ask ss to look at the text. Guide ss to do the task: they have to write about their father or mother based on guidance. - Call some ss read their answer.
17. - Check and give a comment. - Asking Ps to focus on the structure once again. - Retell the content of the lesson. - Do exercises in the workbook. Learn by heart the new words and structures GRADE 4 Teaching date: 11/2/2022 Period 104: Unit 16: LET’S GO TO THE BOOKSHOP! Lesson 1(1,2,3) STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: 1. identify situation for conversation. 2. Suggest some place to go with a reason, and accept or decline the suggestion. - Sentence Patterns: Let’s go to the ___. I want to . . Great idea! / Sorry. I’m busy. 3. Know how to choose suitable places to go and enjoy - Express polite attitude when decline suggestion B. LANGUAGE FOCUS 1. Vocab: bakery - buy some bread; pharmacy - buy some medicine; supermarket buy some food; sweet shop - buy some chocolate 2. Key grammartical structure: “Let’s go to the ___. I want to . . Great idea! / Sorry. I’m busy.” C. RECOURCE
18. Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW software, projector . Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. 2. Suggest some place to go with Ss’ interactions Observation a reason, and accept or decline the suggestion. 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Know how to choose suitable places to go and enjoy - Express polite attitude when decline suggestion STAGE 3: LEARNING EXPERIENCES Warmer: - Sing the song. If you want to go .. - Ask Ss to listen, sing along and then sing in groups of 4. - Introduce the new topic Task 1. Look, listen and repeat. - Tell pupils that they are going to find out about how to making and responding to suggestions to go somewhere.
19. - Ask them to look at four pictures to identify the context in which the language is used. - Open the whole tape for Ss to listen. - Open one by one sentence for Ss to listen and repeat. - Ask SS to work in pairs, practice speaking the conversation. - Invite some pairs to demonstrate the dialogue. - Listen and correct the mistakes (if any). - Divide the class into 4 groups. - Ask all groups to do a role play by using the puppets and the dialogue. - T teaches the sentence pattern: Let’s go to the bookshop. I want to buy some books. => Great idea. - Ask Ss to listen, identify the meaning of words and repeat the sounds. - Teach the vocabularies: - Invite some SS to read aloud the words. Task 2. Point and say. - Ask Ss to open their book on page 40, work in pairs, point the pictures, practice making and responding to suggestions to go somewhere. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the phrase under the picture. Ex: a) T: Let’s go to the bakery. I want to buy some bread. P: Great idea. - Ask pupils to say the question and the answer chorally and individually.
20. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. - Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Check as a class. - Get pupils to work in pairs to talk someone want to go somewhere and why - 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? 2. What’re the core values of the lesson? * Homelink Learn by heart the vocabularies about public places by using the sentence pattern: Let’s go to the . I want to buy some .. => Great idea. FEEDBACK: . GRADE 5 Teaching date: 9/2/2022 Period 101: REVIEW 3 A. OBJECTIVES: By the end of the lesson, Ss will be able to use the words and phrases related to the theme Me and my family. B. LANGUAGE FOCUS: + Vocabulary :Review (Unit 11 – 15) + Sentence patterns: Review(Unit 11 – 15)