Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 27 - Unit 9: Toys, Lesson 3 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 27 - Unit 9: Toys, Lesson 3 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 27 GRADE 1 Date of teaching: 21/03/2022 Period 32 UNIT 9: TOYS Lesson 3(A-C) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of this lesson, students will be able to count from number7-10 Ask and answer about numbers of objects. B. LANGUAGE FOCUS Vocabulary: seven, eight, nine, ten Key grammatical structures: • (Ten) (teddy bears) 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 Observation 1. Listen and point correct Point and read Questions & answers picture.Repeat Key Students' listen and repeat 2.Listen and point. Observation and talk 3. Listen and Students’ listen and repeat. Observation repeat.Point and say Point and say STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN • Song: sing the alphabet song • Whisper - Arrange children into rows of at least six.
2. - Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her. - Children continue whispering the word to the child next to them until the word reaches the final child. - The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct. - Activity 1 A- Listen and point. Repeat. CD2- Track 48 - Arrange the flashcards on the board, play audio and point to each flashcard. - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat. - Play "Guess." - Arrange the flashcards on the board and write a number under each card. - Have students look at the flashcards for the count of ten. Turn the flashcards over to face the board when the students are not looking. Call out a number and have students take turns to guess the face-down card. Turn the card over after each guess. - Activity 2 1.Listen and point. CD2- Track 49 - Have students call out the things they can see. - Have them count the cars, balls and teddy bears. - Have students listen and follow. - Play audio and demonstrate pointing. - Play audio. Have students listen and point. - Activity 3 - . Listen and repeat. CD2- Track 50 - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. - Point and say.
3. - Have students look at the pictures and identify the things they see. - Divide the class into pairs. - Have Student A point to the pictures and Student B say, e.g. "seven books." - Swap roles and repeat. - Have some pairs demonstrate the activity in front of the class. - Option 1: Count the objects - Have students take out their school objects and have them work in pairs. Student A points to the objects he/she has and say the quantity. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? ( number and count things ) 2. What’re the core values of the lesson? - order your toys tidy,protect them carefully. D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... GRADE 1 Date of teaching: 21/03/2022 Period 33 UNIT 9: TOYS Lesson 3(D-E) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of this lesson, students will be able to : Ask and answer about numbers of objects. B. LANGUAGE FOCUS Vocabulary: How many, seven, eight, nine, ten, cars, bags Key grammatical structures:
4. • How may cars ?(Ten) (cars) 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 Observation 1. Listen to the story listen and role play Questions & answers Key Students' listen and repeat 2.Listen and repeat Observation and talk Students’ play count Observation 3. play: count the objects objects STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up Option 1: Flyswatter  Play flashcards ( or write “ seven books, nine teddy bears, ten cards, eight balls) on the board.  Divide the class into four teams. Have one student from each team come to the board holding a flyswatter.  Read content of one flashcard aloud, e.g. “seven books” . Have students race to the board and hit the words with the flyswatter. The winner is the one who hits the correct words first.  Play until everyone in the class has had at least one turn. New lesson D-1. Listen to the story. CD2- Track 50 - Have students call out the things they can see. - Introduce the situation: “ Vinh and Bobby are playing. Vinh asks: How many cars? And Bobby answers: Seven cars.” - Play audio and have students listen and read. 2. Listen and repeat.
5. - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students work in pairs, practicing the useful language. Optional activity 1: Role-play Have students work in pairs and act out the story. E- Play” Count the objects” - Have students look at the pictures and call out the things they see. - Divide the class into pairs. - Have Student A ask and Student B answer. - Swap roles and repeat. - Have some pairs demonstrate the activity in front of the class. Optional activity 2: - Have students take out their school things, count the things they have and work in pairs. Student A asks and student B answers the question. - Swap roles and continue. Wrap-up Option 1: Unscramble the sentence. many How ? balls balls Six . ? cars many How Nine . cars - Have students work in groups of four. - Give each groups some flash cards, each card has a word on it. - Set up a limit time. - Have students arrange words to make sentences. There are four sentences for each group. - Have students in each group give their ideas about the tasks. - Teacher gives correct answers.
6. Option 2: Running dictation  Stick some pictures (one bag, nine teddy bears, ten cars, eight balls) on the walls in the class.  Have students work in pairs. One runs and find the pictures around him/ her, then turn back to his pair and tell what he/ she has seen. E. g One bag. His/ Her friend writes down the word he/ she has heard. _______________________________________________ GRADE 2 Teaching date: 25/3/2022 UNIT 10: DAYS OF THE WEEK Period 35 Lesson 1: A- C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES: By the end of this lesson ss will be able to: -Identify and use the following vocabulary items and structures to ask and answer about days of the week. -Show love others by using appropriate gestures and intonation when asking and answering about questions about time the other speaker likes B. LANGUAGE FOCUS Vocabulary: Thursday, Friday, Saturday, Sunday Key grammatical structures: What day is it today? It's (Thursday) C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page - Audios (Unit 1/), - 4 cards . - a computer and a projector.
7. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen and point correct Observation picture.Repeat Point and read Questions & answers Key 2. Listen to the story Students' listen and point between teacher and class. corect pictures. Observation 3. Listen and circle. Students’ listen and circle. Observation 4.Sing. Student’s lissten and sing. Observation STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’): “Slap” game - Split the class into four teams. - Have them stand in four lines. - Write words (Monday, Draw pictures, Tuesday, Sing songs, Wednesday, Count numbers ) on the board. - Have four students come to the board to face off. - Call out a word (E.g. Monday) and have students run to the board then slap the word.The winner is the student who slaps the correct word at first. Activities 1.Language input.( Listen,repeat and point ). - Introduce the new lesson by showing the pictures (Thursday, Friday, Saturday, Sunday). on the projector. - Teacher tells the class the objects of the lesson. - Use some flashcards to introduce the new words ( Thursday, Friday, Saturday, Sunday). - Have students listen to each new word.
8. - Show the pictures of the part A on the projector and ask students to open the books. - Play audio, and point to each flashcard for students to listen (CD2 - Track 57) - 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 words. - Call some pairs to the board and check. - Organize for students to play the game "Heads up. What's missing?" game - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. Activities 2: - Pre- listening: Have students look at the picture, identify it and call out the things they can see. Ask some questions about the picture.Who is this? Who are they? Where are they? - Introduce the situation. The teacher is starting her lesson, she asks her students,” What day is it today?’ .. Now listen to the story.(CD2 – Track 58) -While- listening: Play audio and have students listen and repeat. -Post- listening: Ask Students what does the teacher ask LoLa/ Kim? What day is it today? - Ask Students what does Kim ask Bill? What day is it today? - Tell the class that they are going to ask and answer questions about days of the week. using What day is it today? It’s .(words for days of the week). - Show the flashcards about days of the week and have them repeat
9. - Put flashcards on the board - Students make questions and answer chorally - Get students to work in pairs. Go around to offer help and correct the pronunciation if necessary. - Check as a class *Activity 3. Lissten and circle. (CD2 – Track 59) - Set the context: How many pictures are there? - Ask Ss to listen and circle. - Play audio and demonstrate the activity using the example. - Play audio and have students listen and draw lines. - Play audio again and check answers as a whole class. *Activity 4. Sing (CD2 – Track 60) - Have students turn to page 64. - 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. - Divide the class into pairs, one student sings the command and the other does the action. *Role play - Have students work in pairs and guide them how to make a conversation. E.g: S1: Hi, (Nam)./Hello . S2: Hi, (Hoa)./Hello . S1: What day is it today?
10. S2: It’s Monday. And it’s my birthday. S1: Yay! Happy birthday. -Have some pairs demonstrate in front of the class. Activity 5: Wrap-up & Assignments *Role play - Have students work in pairs and guide them how to make a conversation. E.g: S1: Hi, (Nam)./Hello . S2: Hi, (Hoa)./Hello . S1: What day is it today? S2: It’s Monday. And it’s my birthday. S1: Yay! Happy birthday. -Have some pairs demonstrate in front of the class. - Ask students to answer the following questions: 1. What have you learnt from the lesson today?( Identify and use the following vocabulary items about days of a week) 2. What’re the core values of the lesson? Do exercises in the workbook. Learn by heart the new words and structures D. ADJUST .. _______________________________________________________ GRADE 3 Teaching date: 21/03/2022 Period 120 UNIT 18: What are you doing?
11. 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 “ea” and “aw” in the words: reading and drawing respectively. 2. Listen and fill the gapped sentences 3. Perform the chant “what are you doing?” in interesting ways, using appropriate and meaningful gestures; 4. Ss love their action in progress.. B. LANGUAGE FOCUS Key terms/ Vocabulary phonic Key grammatical structure Revision C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 3- Student’s book, page 56 - Flashcards for Unit 18. - Computer, projector/TV. STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Greeting.
12. - 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 “ea” in the word reading and the letter “aw” in the word “drawing”. - 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. - 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. reading; 2. drawing
13. Activity 3: Chant practice (Activity 3:Let’s chant.) - Tell pupils that they are going to say the chant “what are you doing?” 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? (Pronounce the sounds of the letters “ea” and “aw” in the words: reading and drawing respectively, review talking about their action in progress. and use the sentence pattern “what are you doing?- I’m “what’s he/she doing? – he’s/ she’s 2. What’re the core values of the lesson? - Ss love their action in progress. * Home-link Remind students to self-study lesson 3(4-6) and prepare for the next lesson; unit 19. Lesson 1(1-3) D. ADJUSTMENT
14. ..................................................................................................................................... ..................................................................................................................................... ....................................................................................................................... ___________________________ GRADE 3 Teaching date: 25/03/2022 Period 122 UNIT 19: They’re in the park? 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, inda and her mother (setting, participants, topics). 2. Ask and answer questions about one's action in progress using: What are they doing? They’re 3. show love others by using appropriate gestures and intonation when asking and answering about questions about one's action in progress. - choose the safe place to play B. LANGUAGE FOCUS Key terms/ Vocabulary Cycling, skating, flying kites, skipping Key grammatical structure The sentence patterns: “what are they doing? ̶ They’re C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 58 - 4 pictures of activities (Activity 2 – page 58) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
15. 1. Answer the questions about the Observation situation for the conversation Students’ answers Questions & answers among Mai, Linda and her mother 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 one's action in progress using the interaction Questions & answers sentence patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures about one's performance Questions& answers action in progress STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and chatting. - Greet the students. - -Have ss to recite the chant what are you doing? -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Mai, Linda and her mother are talking about one's action in progress. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 58) and answer questions to identify the situation for the conversation. 1. Who are they? (Mai, Linda and her mother) 2. Where are they? (at home) 3. What are they doing?( talking) - Ask students to look at picture b (Activity 1) (page 58) and answer the following questions: 4. What does the mother ask? (what are they doing?) 5. What does Linda answer? (They’re )
16. - Elicit the sentence patterns “ what are they doing.? ̶ They’re. - Tell students that they are going to practise asking and answering questions about about one's action in progress. - 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: Cycling, skating, flying kites, skipping - 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 are they doing ? Student: They’re cycling - 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 one's action in progress. Show some pictures about activities. - Have students choose the picture that they can tell questions about one's action in progress using “ what are they doing? They’re ” - 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 one's action in progress and use the sentence pattern “what are they doing? – I‘m 2. What are the core values of the lesson? - Ss should choose the safe places to play. - Remind students to prepare for the next lesson lesson 1(4-6) D. ADJUSTMENT
17. ..................................................................................................................................... ..................................................................................................................................... ................................................................................................................. _________________________________________________ GRADE 4 Teaching date: 21/03/2022 Period 120 UNIT 18: WHAT YOUR PHONE NUMBER ? 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 words with stress respectively. 2. Pronounce two-syllable words with the stress on the second syllable re'peat, en'joy, in'vite, and com'plete. 3. Read the gapped sentences, listen and circle the letters showing the correct words filling the gaps. Then say the completed sentences aloud. 4. Say the chant I’d like to invite you to my party. 5. show love others by using appropriate gestures and intonation when asking and answering about phone number. B. LANGUAGE FOCUS Key terms/ Vocabulary phonic Key grammatical structure Revision
18. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book - Flashcards for Unit 18. - Computer, projector/TV. STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Spend a few minutes revising the previous lesson. Have pupils play the game say the phone numbers again. Task 1. Listen and repeat. - Tell pupils that they are going to practise pronouncing the following words: re’peat, en’joy, invite and com’plete. - First, put the words re’peat, en’joy, in’vite and com’plete on the board, with the stress marks. - Play the recording and ask pupils to repeat the words a few times. Then put the four sentences on the board. Play the recording more than once, if necessary, and let pupils say the sentences paying attention to the target words and stress. - Do choral and individual repetition of the words and sentences until pupils feel confident. - Get some pupil to say the sentences, white the rest of the class claps at the stressed syllables of the target words. Correct the pronunciation, if necessary. Task 2. Listen and circle. Then say the sentences aloud. - Tell pupils that they are going to listen to the recording and circle the correct answers. - Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. - Have pupils listen to the recording and circle the answers. Go around and offer help, if necessary.
19. - Have them swap their answers before checking as a class. Then ask them to read aloud the answers. Key: 1a; 2b; 3b; 4a. Task 3. Let’s chant. - Tell pupils that they are going to say the chant I’d like to invite you to my party. Follow the procedure in Teaching the Unit components in Introduction. - 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. Call two groups to give demonstration. - Get groups to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary. - Call two 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? (Ask and answer questions about the someone’s phone number.) 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 19. Lesson 1(1-3) D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ....................................................................................................................... _______________________________________________________ WEEK 27 GRADE 4
20. Teaching date: 25/03/2022 Period 122 UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? 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. Ask and answer questions about someone's desire. - Pupils can ask and answer questions about what animal the other speaker wants to see. - Sentence Patterns: What animal do you want to see? ̶ I want to see ______. 3. show love others by using appropriate gestures and intonation when asking and answering about questions about animals B. LANGUAGE FOCUS Key terms/ Vocabulary kangaroos, crocodiles, tigers, elephants Key grammatical structure The sentence patterns: What animal do you want to see? ̶ I want to see ______. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book - 4 pictures of phone numbers (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 Students’ answers Questions & answers between Mai and Nam such as Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and Observation