Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 26 - Unit 9: Toys, Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 26 - Unit 9: Toys, Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 26 GRADE 1 Teaching date: 14/3/2022 Period 31 UNIT 9: TOYS Lesson 2: 1,2,3,4 (Pg 59) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). By the end of the lesson, students will be able to: 1. Pronounce the sound of the letter Jj; Ii correctly; 2. Demonstrate the sound of the letter Jj; Ii in the words Juice; ink, insect through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of keeping their schoolthings clean and the role of animals B. LANGUAGE FOCUS - Letter : Jj; Ii - Vocabulary : Juice; ink, insect C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 59, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 9. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
2. products 1.Listen and repeat. Trace the sound of Observation Student's speech the letter J,I 2. Listen and repeat. the sounds of the Student’s speech Observation letters J,I in words Juice; ink, insect 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate gestures to pronounce the Student’s Observation sounds of the letters J,I correctly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up Option 1: Sing the alphabet song. - Play the alphabet song and have students listen. - Play audio again and sing the song. - Put the flashcards on the board for the letter m in red. - Point to each flashcard, call out the letter's name, and have students repeat 1. Listen and repeat. Trace. CD2- - Play audio. Have students listen and repeat. - Demonstrate tracing the letters with your finger. - Have students trace the letters with their fingers. (individuals/ pairs) - Have some students demonstrate the activity in front of the class. 2. Listen and repeat. CD2 - 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 some students demonstrate the activity in front of the class. 3. Sing. CD2- - Have students look at the lyrics.
3. - Read the lyrics as a whole class. - Play audio and have students listen. - Play audio again and have students listen and sing along. 4. Listen and jump. CD2 - Demonstrate the activity. - Have students stand up. - Have students jump when they hear the letter sound. Optional activities: Option 1: Letter chain - Place letter cards from A to M on the board. - Ask one student to say the first letter. - Ask another student to say the next letter. - Continue with each student saying the next letter in the sequence, returning to the beginning when necessary. - Remove one letter. The class repeats the sequence, including the missing letter. - Remove one more letter each time, until students are saying the whole letters from their memory. Option 2: Tracing on backs  Review the previous phonics lesson. Divide the class into groups. Have each group make a line, with the first child standing near the  board and the last child standing near the back of the classroom.  Pass out a phonics card to the last child of each line, but don't have them look at the card until you say, Go.  Have children “Write” the letter very slowly on their classmates’ backs with their fingers. The first child goes to the board, writes the letter, and says the sound. The quickest group with the correct letter and pronunciation wins. Wrap-up Option 1: Quick flash  Use the flashcards of letters from a to m. Show each card very quickly and then hide it again. Ask the class to call out the words that begin with the hidden letter 1. What have you learnt from the lesson today? (Pronounce the sounds of the letters “J,I”” in the words: Juice; ink, insect respectively 2. What’re the core values of the lesson? - Love their schoolthing, keep tidy
4. - know role of mouse. * Home-link Remind students to self-study lesson 3and prepare for the next lesson. D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................... GRADE 2 Period 33 UNIT 9: CLASSROOM ACTIVITIES Lesson 3: A-C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES - Identify activities in class. - Talk about classroom activities, using: I can (count numbers). B. LANGUAGE FOCUS Vocabulary: count numbers, draw picture, spell words, sing song Key grammatical structures: I can (count numbers). C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page - Audios (Unit 9), - 4 cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen and point correct Observation Point and read picture.Repeat Questions & answers
5. Key Students' listen and point 2. Listen and point. corect pictures. Observation 3. Listen and reapeat Students’ listen and repeat. Observation STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN I. Warm-up (5’) Review - Run through pictures to revise some vocabulary: (eraser, ruler, crayon, pencil case) - Have students to listen to the word from one pupil and the other pupils raise their school things on - Introduce the new lesson - Teacher tells the class the objects of the lesson. Activity 1. 1. Listen and point correct picture.Repeat vocabulary (7’) - mime some activities to introduce the new words (count numbers, draw picture, spell words, sing song). - Have students listen to each new word. - Show the pictures of the part A on the TV and ask students to open the books. - Play audio, and point to each flashcard for students to listen (CD2 - Track 52) - 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.
6. - 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 2. Listen and point. - Have students look at the picture, ask Ss: What is the boy doing?”. - mime the sentence : I can spell words” . Ask Ss about other pictures - get Ss listen and point. (CD2 – Track 53) - Play audio and have students listen and repeat. - Ask Ss what the boy can do (I can spell words) - explain the word “can” Flash card drill - Have students look at the flash card, get them read aloud . - Have one student stand up and say, “I can spell words” - Continue this activity as the same way. - Have students look at the useful language box. Play audio(CD2- Track 54) - Have students listen to the useful language. - Have students practice the useful language. Activities 3. 1. Play the “ Pretend game”. (5’) - invite one student come to the board and mime some actions ( from the flash cards) . - Divide the class into pairs,one St from each group will say a sentence beginning with: I can - the first St will say Yes or No - do the same way with the others
7. Adjustment: ____________________________________________________________ GRADE 3 Teaching date: 14/03/2022 Period 117 UNIT 18: WHAT ARE YOU DOING? LESSON 1: (4-6) A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some pets through listening and writing skills. - Listen and tick the correct pictures. - Read and complete the gapped paragraph. - Read and write the answers to the questions. 2. Help their parents to do housework. B. LANGUAGE FOCUS. Vocabulary: Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, sachmem.vn. Student’s book page 53 - pictures of activities (Activity 2 – page 53) -Computer and projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1.Listen and tick the correct pictures Students’ answers Questions& answers / Key
8. Students' 2. Look the pictures and answer the words interaction Observation/ to fill in the blanks key And writing Students' 3. Write the answers to the questions. interaction Observation/ key And writing 4.Use positive attitudes and appropriate Student’s Observation gestures to talk about one's action in interaction and progress performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and Review the structure: what are you doing?- I ‘m by getting two pairs to act out the exchange in front of the class. - Lead into new lesson Activity 1: Listen and tick - Ask pupils to look at the pictures in their book, identify the characters and name of activities and guess what they are saying. - Tell pupils that they are going to listen to the recording and tick the correct pictures. - Play the recording the second time. - Ask pupils to listen again and do the task. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: 1.b ; 2. a ; 3. a Activity 2: Look and write - Tell the class that they are going to look and read a passage about Mai’s family. - Give time for pupils to do the task in pairs. Go around and offer help, if necessary. - Ask pupils to give answers
9. - Ask other pupils to give feedback. - Give correct answers. Key: 1. reading; 2. Listening to music, 3. cooking Activity 3: Let’s write - Tell them that they are going to answer the questions about one's action in progress -Tell the class this is a personalized activity in which pupils use real fact in their writing. -Give ss a few seconds to read the questions in silence. -Call one student to the front of the class to give a demonstration as an example -Get a few ss to read their writing to the class. -Call a few ss to write their answers on the board. - Summary the lesson Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Review asking and answering questions about one's action in progress, using what are you doing?- I’m... 2. What’re the core values of the lesson? - Show respect and love toys by using appropriate gestures and intonation when asking and answering questions about one's action in progress - Help their parents to do housework. - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 18, Lesson 2. on pages 54). D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ________________________________________ Teaching date:18/03/2022
10. Period 118 UNIT 18: WHAT ARE YOU DOING? LESSON 2: (1, 2, 3) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation among Peter, Linda and her father (setting, participants, topics). 2. - Ask and answer questions about what someone is doing using what’ he/she doing?- He’s/She’s 3. show love others by using appropriate gestures and intonation when ask and answer questions about what someone is doing B. LANGUAGE FOCUS Key grammatical structure The sentence patterns: “what’s he/she doing?- He’s/She’s C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 54 - 4 pictures of activities(Activity 2 – page 54) - 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 among Peter, Linda and her father Students’ answers Key such as setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer questions about Student’s talks, and Observation what someone is doing using the interaction Questions & answers sentence patterns. Observation 4. Use positive attitudes and Student’s interaction and appropriate gestures questions performance Questions& answers
11. about what someone is doing. 5. Ss help their parents to do housework. Student’s interaction and Observation Complete the homework before performance Questions& answers class. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and chatting. - Greet the students. - Have ss annswers questions about activities -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Linda and her father are talking questions about what Peter is doing Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 54) and answer questions to identify the situation for the conversation. 1. Who are they? (Linda, Peter and her father) 2. Where are they? (in the room) 3. What are they doing?( talking about Peter) - Ask students to look at picture b (Activity 1) (page 54) and answer the following questions: 4. What does her father ask? (what’s he doing?) 5. What does Linda answer? (He’s doing his homework) - Elicit the sentence patterns “what’s he/she doing?- He’s/she’s doing ” - Tell students that they are going to practise asking and answering questions about what someone is doing - 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.) - Run through the pictures.
12. - 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 she doing ? Student: She’s singing - 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 someone is doing - Show some pictures about activities - Have students choose the picture that they can tell about what someone is doing. using “what’s he/she doing?” He’s/she’s - 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 about questions about what someone is doing use the sentence pattern “what’s he/she doing?He’s/she’s ” 2. What’re the core values of the lesson? - Ss help their parents to do housework. - Complete the homework before class. - Self-study: Lesson 2(4-6) - Remind students to prepare for the next lesson D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................ GRADE 4 Teaching date: 14/03/2022 Period 117 UNIT 18: WHAT’S YOUR PHONE NUMBER? LESSON 1: (4-6)
13. STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Ask and answer questions about phone numbers. 2. Read the questions, listen and tick the letters showing the correct phone numbers. 3. Read the questions and write the phone numbers in words, using the pictures. 4. Sing the song What’s your phone number? 5. Remember relative’sphone number to use if neccessary B. LANGUAGE FOCUS. Vocabulary: Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sachmem.vn. Student’s book - pictures of activities (Activity ) -Computer and projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1. Listen and tick the letters showing the correct phone numbers. Observation Students’ answers Questions& answers / Key Students' 2. Read the questions and write the phone interaction Observation/ numbers in words, using the pictures key And writing 3. Sing the song What’s your phone Students' Observation/ number?. interaction key
14. And writing Student’s Observation 4.Use positive attitudes and appropriate interaction and gestures to call out performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Spend a few minutes revising the previous lesson. Call a few pairs to the front of the class to ask and answer the question What’s ’s phone number? Task 1. Listen and tick - Tell the class that they are going to listen to three dialogues about phone numbers and tick the correct pictures. - Have pupils look at the pictures to identify that each picture shows one phone number. - Play the recording more than once, if necessary. - Get Ps to swap their answers before you check as a class. Key:1- b 2- c 3- a Task 2. Look and write - Tell Ps that they are going to write phone numbers. - Have them look at the pictures to identify the phone numbers. Ask them how these phone numbers are said in English. - Give pupils time to do the task independently. Remind them to write the words for the numbers. - Get them to swap their answers before checking as a class. Key. 2. It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine. 3. It’s oh-nine-one-two, two-eight-three, eight-oh-four. Task 3. Let’s sing
15. - Tell pupils that they are going to sing the song What’s your phone number? Teach the song, following the procedure in Teaching the unit components in Introduction. - Have them read each line of the lyrics aloud. Check comprehension. - Play the recording all the way through. Ask Ps to do choral and individual repetition of the song line by line. - Then the class sings the song and clap hands. 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 phone numbers) 2. What’re the core values of the lesson? - Remember relative’sphone number to use if neccessary - Complete the homework - Self-study: Lesson 2(4-6) - Remind students to prepare for the next lesson D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................ GRADE 4 Teaching date:18/03/2022 Period 118 UNIT 18: WHAT’S YOUR PHONE NUMBER? LESSON 2: (1, 2, 3) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation among Peter, Linda and her father (setting, participants, topics). 2. Accept and decline an invitation using Sentence Patterns: Would you like to ______? ̶ I’d love to. / Sorry, I can’t. 3. show love others by using appropriate gestures and intonation when Accepting and declining an invitation
16. B. LANGUAGE FOCUS Key grammatical structure The sentence patterns: Would you like to ______? ̶ I’d love to. / Sorry, I can’t Vocabulary: go for a walk, go for a picnic, go fishing, go skating C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book - pictures of activities(Activity 2) - 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 among Peter, Linda and her father Students’ answers Key such as setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Accept and decline an invitation using Sentence Patterns: Would you like to ______? ̶ I’d Student’s talks, and Observation love to. / Sorry, I can’t. interaction Questions & answers 4. Use positive attitudes and appropriate gestures questions Observation when Accepting and declining an Student’s interaction and invitation performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
17. Warmer: Ask some pupils to go to the front of the class to sing the song What’s your phone number? The rest of the class sing along and clap hands. Task 1. Look, listen and repeat - Tell the class that they are going to read a story in which the characters accept and decline an invitation, using Would you like to .? I’d love to./ Sorry, I can’t. - Have pupils look at the three pictures to understand how the language is used. Check comprehension. - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the recording again so they can listen and repeat. Language note: I’d love to is the contracted form of I would love to. Task 2. Point and say - Tell pupils that they are going to practise making and accepting/ declining an invitation, using Would you like to ? I’d love to or Sorry, I can’t. - Have them look at the pictures to understand the collocations go for a walk, go for a picnic, go fishing and go skating. Point to picture a and have them repeat the words under it. Do choral and individual repetition. Then tell the class to practice making an invitation and accepting or declining it in pairs. - Repeat the same procedure with the rest of the pictures. - Do choral and individual repetition and then practice in pairs. - Call a few pairs to act out the dialogues in front of the class. Check as a class and correct pronunciation, if necessary. Task 3. Let’s talk - Tell pupils that they are going to revise what they have learnt in Lessons 1 and Lesson 2. Remind them of the questions May I speak to ? Would you like to .? What’s your phone number/ and how to respond to these questions. - Ask them work in pairs: one pupil asks the questions and the other gives the answers. Go around offering help. Correct pronunciation, if necessary. - Call on a few pairs act out the dialogue in front of the class Activity 4: Wrap-up & Assignments
18. - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Accept and decline an invitation using Sentence Patterns: Would you like to ______? ̶ I’d love to. / Sorry, I can’t. ) 2. What’re the core values of the lesson? - Good preparing before going out to do something - Complete the homework - Self-study: Lesson 3 - Remind students to prepare for the next lesson D. ADJUSTMENT ................................................................................................................................. ................................................................................................................................. ............................................................................................................................ GRADE 5 Teaching date: 14/3/2022 Period 117 Unit 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? Lesson 1: 4,5,6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Ask and answer questions about the weather. 2. Listen and circle the letters showing the correct words filling the gapped sentences. 3. Read and fill the gapped conversation with the words provided. 4. Play the game making sentences. 5. Keep healthy when the weather changes B. LANGUAGE FOCUS. Vocabulary: Revision
19. Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sachmem.vn. Student’s book - pictures of activities (Activity ) -Computer and projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1. Listen and circle the letters showing the Observation correct words filling the Students’ answers Questions& gapped sentences. answers / Key Students' 2. Read and fill the gapped conversation interaction Observation/ with the words provided. key And writing 3. Play the game making sentences. Students' interaction Observation/ key And writing Student’s Observation 4.Use positive attitudes and appropriate interaction and gestures to ask and answer performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Review the story in Activity 1 by inviting one or two pupils to act it out in front of the class. Task 1. Listen and circle a , b or c - Ask pupils to look at the pictures in their book, identify the characters in the picture and guess what they are saying. - Tell pupils that they are going to listen to the recording and circle a , b or c . - Play the recording the second time. - Ask pupils to listen again and circle.
20. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: 1. b 2. a 3. c Task 2. Read and complete - Tell pupils to read the text and complete the gapped sentences with the words in the box. - Give time for pupils to do the task. Go around and offer help, if necessary. - Ask pupils to give answers - Ask other pupils to give feedback. - Give correct answers. * Key: 1. go 2. weather 3. stormy 4. forecast 5. watch Task 3. Let’s play - Tell pupils that they are going to play “Making sentences” - Ask pupils to works in groups of six. - Give each group pictures and letter cards representing different weather. (E.g. H for hot, C for cold, W for warm, S for sunny). + Pupil 1 in each group selects and arranges two or more letter cards on the desk (e.g. H and S), and asks “ What will the weather be like tomorrow?’ + Pupil 2 answers “It will be hot and sunny.” + Pupil 3 then arranges the weather pictures in the correct order. + Pupils who did not get the correct answers/pictures are out of the game. + Continue the game until there is only one pupil left in each group, and they are the winners. - Ask pupils to play game Activity 4: Wrap-up & Assignments