Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 30 - Unit 10: My house - Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 30 - Unit 10: My house - Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 30 GRADE 1 Teaching date: 13/4/2022 Period 37 UNIT 10: MY HOUSE Lesson 2: Part 1, 2, 3, 4 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Practise pronouncing the sound of the letter Aa to Mm correctly; 2. find out the sound of the letter a, b, c in some words 3. Perform the game in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of the importance of pronounciation. B. LANGUAGE FOCUS - Revision of the letter: a, b, c, k, l - Vocabulary : zebra, zoo C. INSTRUCTIONAL RESOURCES. - Textbook: TiếngAnh 1- Student’s book, page 64, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 10 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
2. products 1.Listen and repeat. point the sound of the Observation Student's speech letter k,l 2. Find and circle the sounds of the letters Student’s speech Observation a, b, c 3. Perform a game using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate gestures to pronounce the sounds of the Student’s Observation letters a, b, c, k, l correctly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing - Ask pupils to sing the Alphabet song. - Tell students that they are going to practise pronouncing the sound of the letter Kk, Ll Activity 2: Language input 1. Listen and repeat. - Use the “Finger air” technique to present the letter k, l and its sound. - Have students look at the pictures. - Point to the pictures and say the letters’ sounds. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. 2. Listen and point - Have students look at the pictures. - Demonstrate the activity.
3. - 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. - Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Find the odd one out. Circle a, b or c - run through the pictures - point to the picture and ask St : what’s that?( elephant/ big, kite, ant ) - ask St for the sounds of those words - get St the sound for the pictures - get three Sts give answer - comment and get The class say aloud those sounds 2. Play “Stepping tones” - 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. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sound of the letters Aa to Mm in some words) 2. What’re the core values of the lesson?
4. (Have a sense of the importance of pronounciation). - Remind students to study Lesson 2 Part 1, 2, 3, 4 at home. - Prepare for the next lesson – Review 9 D. ADJUSTMENT. ______________________________________________________ GRADE 2 Teaching date: 13/4/2022 Period 39 REVIEW 9 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Review talking about their abilities, following some instructions and identify days of week. 2. Practice listening and speaking skill about activities and days of the week B. LANGUAGE FOCUS Key terms/ Vocabulary : Review words of activities and days of the week 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. Look and say Students’ answers Questions & answers
5. Key 2. Listen and draw lines Students listen and draw Observation Student’s interaction and Observation 3. Play "Stepping stones performance Students' talks and Observation 4. “lucky numbers” game interaction STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) : Play “Who is faster”game 1. Activity 1: Look and say. (8’) - Show the pictures on the projector and ask students to say and others give comments. - Give feedback 2. Activity 2: Listen and draw lines (7’) - Have students look at the pictures and call out the people, places, and objects they can see. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and draw lines. - Play audio again and check answers as a whole class. 3. Activity 3: Play "Stepping stones." (7’) - 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. Activity 4: “lucky numbers” game (7’) - Draw a table of 10 squares and write in it any 10 natural numbers, in which there will be 7 boxes containing questions for students to answer and 3 questions are 3 lucky numbers called Lucky number. Each lucky number is a 10 point and no questions asked. 5. Wrap up and assigment - Consolidate the content of the lesson. - Remind students do activities well D. FEEDFBACK. . .. ________________________________________________________________________- GRADE 3 Teaching date: 13/4/2022
6. Period 129 Unit 20: Where’s Sa Pa? LESSON 1: (4-6) (page 65) 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. Know about their place and hometown. B. LANGUAGE FOCUS. Vocabulary: Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, sachmem.vn. Student’s book page 65 - pictures of places (Activity 2 – page 65) -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 Students' 2. Look the pictures and answer the words Observation/ interaction to fill in the blanks key And writing Students' Observation/ 3. Write the answers to the questions. interaction key And writing
7. 4.Use positive attitudes and appropriate Student’s Observation gestures to talk about about the location of interaction and Questions& a place performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and Review the structure: where’s ?- It’s in Viet Nam 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 places. - 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.a ; 2. b ; 3. a Activity 2: Look and write - Tell the class that they are going to look the pictures and write the words to fill in the blanks. - Give time for pupils to do the task in pairs. Go around and offer help, if necessary. - Ask pupils to give answers - Ask other pupils to give feedback. - Give correct answers. Key: 1. Da Nang, central Viet Nam; 2. Ho Chi Minh city, south Viet Nam.
8. Activity 3: Let’s write - Tell them that they are going to answer the questions about places. -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 about the location of a place, using where’s ?- It’s in ... Viet Nam 2. What’re the core values of the lesson? - Know about their place and hometown - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 20, Lesson 2). D. ADJUSTMENT .............................................................................................................................................. .............................................................................................................................................. ....................................................................................................... ________________________________________ GRADE 3 Teaching date:15/04/2022 Period 130 UNIT 20: Where’s Sa Pa? LESSON 2: (1, 2, 3) (page 66)
9. 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 Linda and Tony (setting, participants, topics). 2. Ask and answer questions about distance between a place and Hue using: Is ____ near Hue? ̶ Yes, ____. / No, ____. It’s far from Hue 3. Know about distance between a place and Hue. B. LANGUAGE FOCUS Vocabulary: far from Key grammatical structure The sentence patterns: “Is near Hue?- Yes, / No, It’s far from Hue. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 66 - 4 pictures of places (Activity 2 – page 66) - 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 Linda and Tony 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 questions about Student’s talks, and Observation distance between a place and Hue interaction Questions & answers using the sentence patterns. 4. Use positive attitudes and appropriate gestures questions Student’s interaction and Observation about distance between a place performance Questions& answers and Hue
10. 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 Tony are talking distance between a place and Hue Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 66) and answer questions to identify the situation for the conversation. 1. Who are they? (Linda and Tony) 2. Where are they? (in the garden) 3. What are they doing?( talking on mobile phone) - Ask students to look at picture a (Activity 1) (page 66) and answer the following questions: 4. What does Tony ask? (Is Hai Duong near Ha Noi?) 5. What does Linda answer? (Yes, it is)) - Elicit the sentence patterns “Is near Hue?- Yes, / No, It’s far from Hue” - Tell students that they are going to practise asking and answering questions about distance between a place and Hue - 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. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture.
11. Teacher: Is Ha Long Bay near Hue? Student: No, it isn’t. It’s far from Hue - 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 distance between places - Show some pictures about places - Have students choose the pictures that they can tell the weather in different places using distance between a place and Hue - 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 distance between a place and Hue using the sentence pattern ““Is near Hue?- Yes, / No, It’s far from Hue ” 2. What’re the core values of the lesson? - Know about places and hometown - Self-study: Lesson 2(4-6) - Remind students to prepare for the next lesson D. ADJUSTMENT .............................................................................................................................................. .............................................................................................................................................. ....................................................................................................... ________________________________________________________________ GRADE 4 Teaching date: 13 /4/2022 Period 129 UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 1 (4, 5, 6)
12. STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Ask and answer questions about where some plans to go. 2. Read, listen and tick the correct picture showing the missing information in each sentence. 3. Read and fill the gapped exchanges, using the pictures. 4. Sing the song You are happy in summer holidays! 5. show love others by using appropriate gestures and intonation when asking and answering about questions about future plans B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book - pictures - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Read, listen and tick the correct Observation picture showing the missing Students’ answers Questions & answers information in each sentence. Key 2 . Read and fill the gapped exchanges, using the pictures. Students' talks and Observation answers
13. 3 . Sing the song You are happy in Student’s sing, and Observation summer holidays! perform Questions & answers 4. show love others by using appropriate gestures and intonation when asking and Observation answering about questions about S’s talk Questions& answers future plans, know some interesting places STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Spend a few minutes revising the previous lesson. Get some pairs of pupils to go to the front of the class to practise Where are you going this summer? I’m going to . Task 1. Listen and tick. - Tell pupils that they are going to listen to three dialogues about the places the characters are going and tick the correct pictures. - Have Ps look at the pictures to identify the three places in Viet Nam and say the names aloud. - Play the recording more than once, if necessary, for pupils to listen to and tick the correct pictures. Tell them that they should focus on the places the characters are going to. - Get pupils to swap their answers before you check as a class. Key: 1. c 2. a 3. b Task .2. Look and write. - Tell Ps that they are going to write the answers to the questions about where they are going, using the picture cues. - Give them a few seconds to look at the questions and answers and to identify the words they need to complete the answers. Then focus Ps on the pictures to identify where the characters want to go.
14. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get Ps to swap their answers with their partners. - Call some Ps to read out their answers. If there is enough time, call some pairs to role- play the dialogues. Task 3. Let’s sing. - Tell Ps that they are going to sing the song. “You are happy in summer holiday!” - Teach the song, following the procedure in Teaching the Unit components in Introduction. - When Ps are familiar with the tune, ask two group of Ps to the front of the class to perform the song. - If have time, T can change some words in the song by other words they learnt such as: Sam son beach/ Nha Trang beach/ - Have the class sing the song again and clap their hands to reinforce learning. 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 where some plans to go.) 2. What’re the core values of the lesson?( show love others by using appropriate gestures and intonation when asking and answering about questions about future plans, know some interesting places) * Home-link Remind students to self-study lesson 1(4-6) and prepare for the next lesson; unit 20. Lesson 2(1-3) D. ADJUSTMENT
15. .............................................................................................................................................. .............................................................................................................................................. ..................................................................................................... GRADE 4 Teaching date: 15/4/2022 Period 130 UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 2( 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 question about what someone plans to do using Sentence Patterns: What are you going to do? ̶ I’m going to ______. 3. Learn to plan meaningful thing on vacation B. LANGUAGE FOCUS 1. Vocab: stay in a hotel, eat seafood, build sandcastles, go on a boat cruise 2. Key grammartical structure: What are you going to do? ̶ I’m going to ______. C. RECOURCE Teacher’s aids: student book and teacher’s book, flashcards, projector . Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment tools) products)
16. 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. 2. Ask and answer question Ss’ interactions Observation about what someone plans to do 3. Learn to plan meaningful Ss’ talk and Observation thing on vacation interaction. Question and answer STAGE 3: LEARNING EXPERIENCES Warmer: - Spend a few minutes revising the previous lesson by calling some Ps to the front of the class to sing the song “You are happy in summer holiday” Task 1. Look, listen and repeat. - Tell Ps that they are going to listen to the dialogue about how the characters ask and answer questions about future plans. - Ask Ps to look at the four pictures to identify the characters and the context - Play the recording more than once, if necessary, for pupils to listen and repeat the language. - Do choral and individual repetition. - Divide the class into two groups - Play the recording again for Ps to listen and repeat. - Call some pairs to perform the task in front of the class. Task 2. Point and say. - Tell pupils that they are going to ask and answer questions about future plans. - Have Ps look at the bubbles to understand how the language is used. - Ask Ps to look at the four pictures to identify what the Ps are going to do in the future.
17. - Write them on the board and ask Ps to write them in their book. - Point to the first picture and model the task with one pupil, using the question in the first bubble and the phrase under the picture for the answer: - Ask Ps to say the question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practise in pairs, using the prompts in the bubbles and the picture cues. Monitor the activity and offer help, if necessary. - Select some pairs of Ps to demonstrate the task in front of the class. Task 3. Let’s talk. - Tell Ps that they are going to revise what they have learnt in Lesson 1 and Lesson 2, using facts about themselves with two questions: - Ask Ps to work in pairs: one asks the questions and the other gives the answers, using their own future plans. - Select some pairs to role-play in front of the class. - Ask some Ps to answer the questions in Activity 3. 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 what some plans to do.) 2. What’re the core values of the lesson?( Learn to plan meaningful thing on vacation) * Home-link Remind students to self-study lesson 2(4-6) and prepare for the next lesson; unit 20. Lesson 3(1-3) D. ADJUSTMENT
18. .............................................................................................................................................. .............................................................................................................................................. ..................................................................................................... GRADE 5 Teaching date: 13/4/ 2022 Period 129 Unit 20: Which one is more exciting, life in the city or life in the countryside? Lesson 1: Part 4,5,6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Use the words, phrases related to the topics Comparing places. Ask and answer questions to compare places (adjectives with one or two syllables), using Which one is ..., ... or ...? I think ... 2. Read, listen, and fill the gapped sentences. 3. Read and complete the sentences. 4. Sing the song Which one is ...? 5. Show polite attitude by using appropriate gestures and intonation when asking and answering questions to compare places. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book
19. - pictures - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.. Read, listen, and fill the Observation gapped sentences. Students’ answers Questions & answers Key 2 . Read and complete the Students' talks and Observation sentences. answers 3. Sing the song Which one is ...? Student’s sing, and Observation perform Questions & answers 4. Show polite attitude by using appropriate gestures and intonation when asking and Observation S’s talk answering questions to compare Questions& answers places. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Invite some pairs to act out the story in Activity 1 in front of the class. Task 1. Listen and write - Tell pupils that they are going to listen to the dialogues and write one word in each gap. - Play the recording the second time. - Ask pupils to listen again and write one word in each gap. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. * Key: 1 Sydney, noisier 2 London, larger
20. 3 NewYork City, busier Task 2. Look and complete - Tell the class that they are going to read and complete sentences to compare cities - Give time for pupils to do the task in pairs. Go around and offer help, if necessary. - Ask pupils to give answers - Ask other pupils to give feedback. - Give correct answers. - Key: 1. bigger/larger 2. noisier 3. smaller Task 3. Let’s sing - Tell them that they are going to sing the Which one is ...? song. - Play the recording all the way through for pupils to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song. - Play the recording again, pausing after each line for pupils to repeat. - Play the recording once more for pupils to repeat the whole song. - Then have them practice in groups: one sings the questions and other sings the answers. - Call on some groups to sing the song in front of the class. The rest of the class clap their hands at rhythms Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: