Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 22 - Unit 8: Food, Review 7+8 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 22 - Unit 8: Food, Review 7+8 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 22 GRADE 1 Date of teaching: 27/02/2022 Period 27 UNIT 8: FOOD Review 7,8 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. review talking about their ages and saying what food they want. 2. Talk about their ages and what food they want.. B. LANGUAGE FOCUS Vocabulary • Review C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities . - a computer and a Projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and number about number Students’ answers Questions & answers and food. Key Students' talks and 2. Play game to practice speaking. Observation interaction STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Erase the numbers - Have ten students go to the board and write numbers from 1 to ten. - Have other two students come to the board, one says a number and one erases it. - Continue with other pairs. A-Listen and circle (A or B). CD2- Track 37 - Have students look at the pictures and call out the numbers they can see. Guide them how to do with listening task. - Have students guess the answers. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and circle A or B.
2. - Play audio again and check answers as a whole class. B- Play “ Magic fingers”. - Have students look at the example. - Divide the class into pairs. - Have Student A write a number with their finger on Student B's back. Have Student B try to guess. - Swap roles and repeat. Whisper - Arrange children into rows of at least six. - Secretly show a flashcard of a number to the first child in each group. This child whispers the sentence to the child next to him/her. E. g. “ I’m five.” - Children continue whispering the sentence to the child next to them until the sentence reaches the final child. - The final child says the sentence out loud, and the first child holds up the flashcard to see whether it is correct. A-Listen and circle (A or B). CD2- Track 38 - Have students look at the pictures and call out the food items they can see. Guide them how to do with listening task. - Have students guess the answers. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and circle A or B. - Play audio again and check answers as a whole class. B- Play the “ Chain “ game. - Have students look at the example. - Divide the class into groups of four. - Have students stand up. - Have Student A turn to Student B and say a sentence, then have Student B say a sentence. - Next, have Student B turn to Student C and say a sentence, then have Student C say a sentence. - Continue until all students have practiced. - Have some groups demonstrate the activity in front of the class. Pass the card - Give student a card ( banana/ cookie/ sandwich). - Have students listen to music and pass the card. - Stop music. - Have the student with the card stand up and say a sentence. E.g. “I want a cookie.” - Change the card and continue the game. Homelink: Do exercise in WB _______________________________________________________________ GRADE 2 Period 28 Teaching date: 21 /02/2022
3. REVIEW 7,8 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Review the related vocabulary items and structures to talk about clothes. 2. Practice listening and speaking skill about clothes and transportation. B. LANGUAGE FOCUS Key terms/ Vocabulary : Review words of clothes and transportation. Key grammatical structure:Review C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities . - a computer and a Projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and ( √ ) the box. Students’ answers Questions & answers Key 2. Play "Stepping stones"to Students' talks and Observation practice speaking. interaction Student’s interaction and Observation 3. Listen and circle (A or B). performance 4.Play "Guess the picture". Students' talks and Observation interaction STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN * Warm-up : - Sing “Clothing Song For Kids” (Source:DreamEnglishKids: * New lesson - State the aims of the lesson. - Introduce the new lesson and write on the board. 1. Game: Spelling race - Divide the class into groups and give each student a letter card.
4. - Say a word of clothes. Children race to spell the word, using the letter cards. - Give one point to each group that spells the word correctly. - Continue until all the words have been used. 2. Listen and ( √ ) the box. - Have students look at the pictures and call out the clothes they can see. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and tick the box. - Play audio again and check answers as a whole class. 3. Play "Stepping stones" - Divide the class into pairs. - Have Student A start at A and say the first sentence. - Have Student B start at B and say the first sentence. - Have students take turns saying the sentences as they go all the way around. 4. Listen and circle (A or B). - Have students look at the pictures and call out the types of transportation they can see. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and circle A or B. - Play audio again and check answers as a whole class. 5. Play "Guess the picture" - Have students look at the example. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have the student try to guess the answer without looking at the flashcard. - Have someone from the same team answer with "Yes, I can." or "No, I can't." - Give that team one point if it's a correct guess. Have teams take turns. 6.“Musical chairs” game - Prepare some pictures/flashcards on the board.
5. - Have students sit on their seats. - Play music and ask them to move around. -Take away two chairs and suddenly stop music. - Have students sit on any chairs. -The two students who have no chairs to sit on will ask questions and answer. E.g. Student A points at one picture and asks: Can you see a (plane)? Student B: Yes, I can. Swap roles and continue the game in the same way. Homelink. _________________________________________________________- GRADE 3 Teaching date: 21/02/2022 Period 108 UNIT 16: DO YOU HAVE ANY PETS? Lesson 3 (1-3) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A.OBJECTIVES By the end of the lesson, students will be able to: 1. - Pronounce the sounds of the letters “o” in the words: dog and parot respectively. 2. Listen and fill the gapped sentences 3. Perform the chant “Do you have any cats?” in interesting ways, using appropriate and meaningful gestures; 4. Love their pets and kind to your pets. B. LANGUAGE FOCUS Key terms/ Vocabulary phonic Key grammatical structure
6. Revision C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 3- Student’s book, page 44 - Flashcards for Unit 16. - Computer, projector/TV. STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Greeting. - Play the game: Pass the secret. Activity 1: Phonic practice (Activity 1: Listen and repeat.) - Tell pupils that they are going to practice producing the sound of the letter o in the words dog and parrot. - 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 say the sentences. Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Ask pupils to read the sentences until pupils feel confident. - Get some pupils to say the words and sentences in front of the class. - Correct mistakes of pronunciation. Activity 2: Phonic checking (Activity 2: Listen and write.) - Tell pupils that they are going to listen to the recording and write the answer to fill in the blanks - Give them a few seconds to read the sentences in silence and guess the words to fill in the blanks.
7. - Play the recording more than once, if necessary, for pupils to listen and tick the correct boxes. - Have pupils swap their answers before checking as a class. Then ask pupils to askand answer. Key: 1. Parrot; 2. dog Activity 3: Chant practice (Activity 3:Let’s chant.) - Tell pupils that they are going to say the chant “Do you have any cats?” Follow the procedure in teaching the unit components in introduction. - Have them read the chant and check comprehension. Play the recording more than once, if necessary, for pupils to do choral and individual repetition. Show pupils how to chant and do actions. Call one group to chant the questions and another to chant the answers. - Get pupils to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary. - Call some groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about whether someone has a pet 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? - Love their pets - Kind to the pets * Home-link Remind students to self-study lesson 3(4-6) and prepare for the next lesson; unit 17. Lesson 1(1-3) D. ADJUSTMENT
8. ................................................................................................................................. ................................................................................................................................. ............................................................................................................................... ___________________________ GRADE 3 Teaching date: 4/02/2022 Period 110 UNIT 17: WHAT TOY DO YOU LIKE ? 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 between Nam and Mai (setting, participants, topics). 2. talk about whether the other speaker has a toy using: What toys do you like...? ̶ I like 3. show love others by using appropriate gestures and intonation when asking and answering about questions about what toys the other speaker likes B. LANGUAGE FOCUS Key terms/ Vocabulary Trucks, planes, kites Key grammatical structure The sentence patterns: “What toys do you like...? ̶ I like C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 46 - 4 pictures of toys (Activity 2 – page 46) - 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 Nam such as Students’ answers Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and Observation
9. with classmates, using the picture interaction prompts. 3. Ask and answer questions about Student’s talks, and Observation what toys the other speaker likes interaction Questions & answers using the sentence patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures about the toys performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and chatting. - Greet the students. - -Have ss to recite the chant Do you have any cats? -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Mai and Nam are talking about what toys the other speaker likes. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 46) and answer questions to identify the situation for the conversation. 1. Who are they? (Nam and Mai ) 2. Where are they? (in the classroom) 3. What are they doing?( talking about toys) - Ask students to look at picture b (Activity 1) (page 46) and answer the following questions: 4. What does Mai ask? (what toys do you like?) 5. What does Nam answer? (I like ships) - Elicit the sentence patterns “ what toys do you like ..? ̶ I like - Tell students that they are going to practise asking and answering questions about what toys the other speaker likes - 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.)
10. - Use pictures to elicit: planes, kites, trucks - 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 toys do you like ? Student: I like dolls - 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 what toys the other speaker likes Show some pictures about the toys. - Have students choose the picture that they can tell questions about what toys the other speaker likes. using ““ what toys do you like? I like ” - 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 what toys the other speaker likes and use the sentence pattern “what toys do you like? – I like 2. What’re the core values of the lesson? - Love their toys and keep toys. - Remind students to prepare for the next lesson lesson 1(4-6) D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. __________________________________________________________ GRADE 4 Teaching date: 21/02/2022 Period 108 UNIT 16: LET’S GO TO THE BOOKSHOP? Lesson 3 (1-3) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
11. A.OBJECTIVES By the end of the lesson, students will be able to: 1. Say the words that have one syllable, and more than one syllable: 2. Listen and circle the letters showing the correct word completing the sentences. Then write the word and say the completed sentences aloud. 3. Perform the chant “Why do you want to ...?” in interesting ways, using appropriate and meaningful gestures; 4. show loves to others by using appropriate gestures and intonation when asking and answering about the reasons why someone go to somewhere B. LANGUAGE FOCUS Key terms/ Vocabulary phonic Key grammatical structure Revision C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, - Flashcards for Unit 16. - Computer, projector/TV. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment products) tools) 1. Listen and repeat the words that have one Ss’ answers Questions syllable, and more than one syllable and answers. 2. Listen and circle the letters showing the Ss’ answers Observation correct word completing the sentences. Then
12. write the word and say the completed sentences aloud 3. Perform the chant “Why do you want to S chant and Observation ...?” in interesting ways, using appropriate interaction. Question and and meaningful gestures and meaningful answer gestures; 4. show loves to others by using appropriate Ss’ talk and Observation gestures and intonation when asking and interaction. Question and answering about the reasons why someone answer go to somewhere STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Spend a few minutes revising the previous lesson. Get to groups of pupils to the play the game Where and Why. Task 1. Listen and repeat. - Tell the class that they are going to practice saying words with one, two, three, and four syllables( book, bookshop, bakery and supermarket). - Play the recording and ask pupils to repeat the words a few times. To reinforce learning, ask them to clap at each syllable as they say the words( e.g. book/shop: clap-clap). Then write the four sentences on the board. Play the recording and ask them to repeat the sentences, paying attention to the target words and syllables. Task 2. Listen circle and write. Then say aloud - Tell pupils that they are going to listen to the recording, circle the correct options and write to answer to complete the sentences. - Then ask pupils to say the sentences aloud. Key: 1a; 2b; 3a; 4b. Task 3. Let’s chant. - Tell pupils that they are going to say the chant Why do you want to ..? Follow the procedure in teaching the unit components in Introduction.
13. - Have them read the chant and check comprehension. - Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do the actions. - Practise with their friends Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer about Let’s go to the .. Why do you want to .? Because I want some/ see 2. What’re the core values of the lesson? * Home-link Remind students to self-study lesson 3(4-6) and prepare for the next lesson; unit 17. Lesson 1(1-3) D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................... ________________________________________________________________ GRADE 4 Teaching date: 25/2/2022 Period 110 Unit 17: HOW MUCH IS THE T-SHIRT? 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. Ask and answer questions about prices of clothes (singular). 3. Know how to choose suitable prices
14. 4. Express polite attitude when Asking and answering questions about prices B. LANGUAGE FOCUS 1. Vocab: scarf - 10,000 dong; blouse - 70,000 dong; jacket - 70,000 dong; skirt - 60,000 dong; jumper - 80,000 dong 2. Key grammartical structure: “How much is the ? ̶ It’s ____.” C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, 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. Ask and answer questions Ss’ interactions Observation about prices of clothes (singular). 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Know how to choose suitable prices 4. Express polite attitude when Asking and answering questions about prices STAGE 3: LEARNING EXPERIENCES Warmer:
15. - Prepare ps for this unit by teaching them the names of some clothing iterms(e.g. T-shirt, blouse, scarf and skirt.) You may refer to what ps are wearing when teaching the vocabulary. Task 1. Look, listen and repeat. - Introduce the leson by saying Look at the pictures and guess what the story about. - Play recording again so they can listen and repeat. - Teach them how to say numbers with five digits, using the language notes below Task 2. Point and say. - Tell the class that they are going to ask and answer questions about prices, using How much is the .? It’s - Then ask them to look at the four pictures and ask them to say. - Teach vocabulary: scarf, blouse, jacket, skirt and jumper and twice, Tshirt, how much. - Sentence Patterns: T:+ How much is the .? - It’s .. - Ask ps to work in pairs and do the task. - Call a few pairs to act out the dialogue in front of the class. - Work in pairs. Ask your partners the prices of the clothes above. - Tell pupils that they are going to work in pairs and ask and answer questions about the prices of the clothes above. - Invite one or two pairs to act out the exchanges. - Asking Ps to focus on the structure once again. 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 prices of clothes (singular) 2. What’re the core values of the lesson?( Know how to choose suitable prices) * Home-link
16. Remind students to self-study lesson 1(4-6) and prepare for the next lesson; unit 17. Lesson 1(1-3) D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................... GRADE 5 Teaching date: 21/2/2022 Period 108 UNIT 16: WHERE’S THE POST OFFICE? Lesson 3( 1,2,3) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Say the sentences with the correct intonation. + Where’s the post office? ̶ It’s opposite the stadium. + Where’s the cinema? ̶ It’s next to the post office. + Where’s the supermarket? ̶ It’s on the corner of the street. 2. Listen and circle the letters showing the correct answers. Then ask and answer. 3. Say the chant: How can we get there? 4. Skilled in asking and giving directions when necessary B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure review C. INSTRUCTIONAL RESOURCES
17. - Textbook: Tiếng Anh 5- Student’s book, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 16, poster for Unit 16 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Say the sentences with the correct Observation intonation.. Students’ answers Questions & answers Key 2. Listen and circle the letters showing Student's answers and Observation the correct answers. Then ask and speech Key answer Observation 3.perform the chant: How can we get Rubric (accuracy, there? Group’s performance performance styles, gestures, facial expressions) 4. Skilled in asking and giving Observation directions when necessary Student’s interaction and performance Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Invite three pupils to act out the conversations in Activity 5 - Lead into new lesson. Task 1. Listen and repeat - Tell the class that they are going to practice saying question and answer with falling intonation. - Ask pupils to look at the book and listen - Play the recording for pupils to listen again and repeat. - Play it again to do choral repetition until they feel confident. - Ask pupils to say the questions and answers in pairs.
18. - Call some pairs to practice in front of class. Other’s pupils to give comments. - Give comments. - Correct mistakes of pronunciation. Task 2. Listen and circle a or b. Then ask and answer. - Tell pupils that they are going to listen to the recording and circle a or b to answer the questions. - Play the recording for pupils to listen - Ask pupils to listen again and do the task - Play the recording again for pupils to listen and check. - Give correct answers *Key: 1 b 2 b 3 a Task 3. Let’s chant - Tell class that they are going to say the chant: How can we get there? - Play the recording all the way through for pupils to listen and follow in their books. - Play the recording again, pausing after each line for pupils to repeat. - Play the recording once more for pupils to repeat the whole chant. -Put the class into three groups to practice chanting: one chants the questions and the other chants the answers - Get them to practice chanting and doing actions in groups - Invite three groups to say the chant and do actions - Give feedback. - Ask the class to listen again and chant Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today?
19. (Ask and answer questions about prices of clothes (singular) 2. What’re the core values of the lesson?( Know how to choose suitable prices) * Home-link Remind students to self-study lesson 3(4-7) and prepare for the next lesson; unit 17. Lesson 1(1-3) D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................... GRADE 5 Teaching date: 27/2/2022 Period 110: UNIT 17: WHAT WOULD YOU LIKE TO EAT? Lesson 1( 1,2,3) 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 some food and drink 2. Ask and answer questions about what the other speaker would like to eat or drink. 3. know how to choose healthy food and drinks B. LANGUAGE FOCUS Key terms/ Vocabulary a packet of biscuits, a bar of chocolate, a glass of orange juice, a carton of lemonade Key grammatical structure: What would you like to eat / drink? – I’d like ____, please. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, Sachmem.vn, Teacher’s guide.
20. - Flashcards for Unit 17, poster for Unit 17 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1.Answer the questions about the situation for Observation Questions& the conversation such as setting, participant, Students’ answers topics. answers Key 2. Practice a role-play conversation with classmates, using Students' talks and interaction Observation the picture prompts. 3 . Ask and answer questions about what the Student’stalks, and Observation other speaker would like to eat or drink. interaction Questions& answers 4. Use positive attitudes and appropriate gestures to talk Student’s Observation interaction and about someone’s favourite food/drink performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Have pupils talk about directions,using the map they made for Unit 16 lesson 3. Task 1. Look, listen and repeat - Have pupils look at the picture and answer the questions: ? Who is he/she? ? Where are they? ?What food can you see? - Ask pupils to look at the book - Play the recording for pupils listen to the tape - Play the recording again and ask them to repeat a few times.