Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 31 - Unit 9: Toys - Lesson 3 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 31 - Unit 9: Toys - Lesson 3 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 31 GRADE 1 Date of teaching: 11/04/2023 Period 57 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: • 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
2.  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. - 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
3. 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. 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. Ask students to answer the following questions: - 1. What have you learnt from the lesson today?( identify about room in a house) - 2. What’re the core values of the lesson? Love your house.,protect your room clearly. - Do exercises in the workbook. Learn by heart the new words and structures D. ADJUST : Date of teaching: 11/4/2023 Period 58 UNIT 10: MY HOUSE
4. Lesson 1(A-C) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of this lesson, students will be able to identify rooms in a house. B. LANGUAGE FOCUS Vocabulary: : living room, kitchen, bedroom Key grammatical structures: • This is my (living room). C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 1: Student’s book page - Audios (Unit 10), - 4 cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen ,point and repeat Point and read Questions & answers Key Students' listen and repeat 2.Listen and point. Observation and talk Observation 3. Sing. Students’ listen and repeat. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up Find your partner - Give each child a flashcard, with at least two children having the same cards (seven cars, eight balls,...). - Children walk around the classroom to find a classmate who has the same picture by asking “How many ( cars)?” Children answer the questions, swap roles and continue the game A Activity 1- Listen and point. Repeat. CD2- Track 53 - Arrange the flashcards on the board, play audio, and point to each flashcard. Have students listen.
5. - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat. - Play "Heads up. What's missing?" - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. - One student from each team calls out the missing flashcard. Whisper - Arrange children into rows of at least six. - 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 2: Listen and point. CD2- Track 54 - Introduce the situation: “Bill and Lola are talking about Bill’s house ” - Play audio and have students look at the picture. - Demonstrate the activity by pointing to the new vocabulary items. - Play audio. Have students listen and point. - Divide the class into two groups, one is in the role of Bill and one is in the role of Lola. Have them listen, repeat and point to the pictures. Game: - Give students word cards (bedroom, kitchen). Play audio again and have them stick on the pictures. - Correct as a whole class. Activity 3.- Sing. CD2- Track 55 - Have students turn to page 68. - Read the lyrics as a whole class. - Play audio and have students listen. Play audio again and have students listen and sing along Wrap-up Option 1: Back to back dictation - Divide the class into pairs and have them sit back to back. - Give child A one picture of a room in the house (e.g. bedroom). Give child B a
6. piece of paper. - Child A says the name of the room. E.g. bedroom. Child B listens and writes down the word. - Once finished, the two children compare their pictures and the words if they are the same. - Swap roles and continue. Ask students to answer the following questions: - 1. What have you learnt from the lesson today?( identify about room in a house) - 2. What’re the core values of the lesson? Love your house.,protect your room clearly. - Do exercises in the workbook. Learn by heart the new words and structures D. ADJUST : _____________________________________________________________- WEEK 30 GRADE 2 Date of teaching: 11/4/2023 Period 57 UNIT 9: CLASSROOM ACTIVITIES Lesson 2: E,F,G,H STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Review pronouncing the sounds of the letters V/v and Ww correctly; 2. Demonstrate the sounds of the letters Vv and Ww in the words violin, watch , windown, vest through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of keeping objects carefully and the importance of pronounciation.
7. B. LANGUAGE FOCUS - Letters : Vv, Ww - Vocabulary : violin, watch , windown, vest C. INSTRUCTIONAL RESOURCES. - Textbook: TiếngAnh 2- Student’s book, page 60, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 9, poster for Unit 9. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products Observation 1.Listen and repeat. Student's speech 2. Listen and point. Student’s speech Observation 3. Put a (v) or cross (x) 4. Perform a song using appropriate tone Student’s Observation and gestures performance 5. Show positive attitudes and appropriate Student’s Observation gestures to pronounce the sounds of the interaction and letters V/v, W/w correctly; performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: "Read my lips" game  Divide the class into teams.  Teacher says a word silently.
8.  Have the students try to guess what the teacher said.  Give the forst team one point if it’s a correct guess. The team that gets the most points wins.. Activity 2: Language input 1. Listen and repeat.  Have students look at the pictures.  Point to the pictures and say the letters' sounds. Play audio. Have students listen and repeat the letter sounds 2. Listen and point  Have students look at the pictures.  Demonstrate pointing to the correct letter when you hear the sound or word. Play audio. Have students point to the correct picture at the top of the page when they hear the appropriate sound or word. 3. Put a ( √ ) or a ( x ).  Have students look at the pictures and call out the words.  Demonstrate the activity using the example.  Have students put a tick or a cross. Check answers as a whole class Activity 3: Practice. 1. Play "Stepping stones."  Divide the class into pairs.  Have Student A start at A and say the first letter sound or word.  Have Student B start at B and say the first letter sound or word.
9. Have students take turns saying the letter sounds or words as they go all the way around. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters Vv, W/w in some words) 2. What’re the core values of the lesson? (Have a sense of keeping objects carefully and the importance of pronounciation). - Prepare for the next lesson Unit 9- Lesson 3 D. ADJUSTMENT. _________________________________ Date of teaching: 14/4/2023 Period: 58 Unit 9: CLASSROOM ACTIVITIES Lesson 3(A-C) A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify some acitivities (Count numbers, draw pictures, spell words, sing songs) from the recording and the given pictures; 2. identify the situations(setting, participants, topic) and the sentence pattern I can....; 3. perform the sentence pattern through the game by using appropriate tone and meaningful gestures; 4.show pride about their abilities by using appropriate gestures and intonation when asking and answering. B. LANGUAGE FOCUS Vocabulary
10. Count numbers, draw pictures, spell words, sing songs Sentence pattern I can.......... C. INSTRUCTIONAL RESOURCES - Student’s book, p.62. - Situational pictures and activity pictures on page 62 - Pictures of activities - CD2, Track 52,53,54(Activities A,B,C) - Song lyrics printed on page 70. STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks 1. Listen and repeat, then point to the Student’s answers/ Observation pictures of activities. actions 2. Answer the questions about the Observation situation about some abilitiessuch as Student’s answers Questions & answers setting, participants, topic. 3. play the game using appropriate tone Student’s performance Observation and gestures in groups. 4. .show pride in what they can do and great respect for other people’ Student’s talk and Observation, abilities by using appropriate interaction Questions & answers gestures and intonation when asking and answering about abilities. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up(Greeting & Singing a song) - Greet ss. - Sing the “Phonics Song” (source : Kids TV 123 Activity 2:Listen and point. Repeat. – P.62 - Show pictures onTV, play audio, point to each picture.
11. - Have students listen to each new word. - Have ss look at their books, play audio again, and point to each picture in their books. - Play audio again and have students listen and repeat. - Use flashcards and ask ss to read the words aloud. *play the game: what’s missing? Activity 3: 1. Listen and point. – P.62 - Show the situational picture (Activity B on page 62) and ask the following questions to help them identify the situation. 1. Point to pictures and ask “what activity is it??” (in the swimming pool) 2. Point to picture 2 and ask “where are they?” (at school.) - Play the recording (Track 53), point to the picture while listening. - Play the recording again, ask students to look at the picture in their book, listen and point to the picture. - Have students look, listen and say aloud the sentences. - Elicit the sentence pattern: “I can..........” and explain the meaning and the use. (I can.....” is used to say about abilities.) - Call on a student to listen and point, the whole class look at picture and say the sentence. - Give constructive feedback and correct their pronunciation if necessary. 2. Listen and repeat. (CD2 – Track 54) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. Activity 4: Play the “ Pretend” game -Have students look at the example. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess the action.. Activity 5: Wrap-up & Assignments. 1. What have you learnt from the lesson today? (Learn about some activities, say about abilities- I can.......) 2. What’re the core value of the lesson?
12. (.show pride about their abilities by using appropriate gestures and intonation when asking and answering about abilities). D.FEEDBACK AND ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... GRADE 3 Teaching date: 10/4/2023 Period: 112 UNIT 8: FOOD Lesson 1: A,B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize different food items from the pictures and recording (Cognition) 2. Identify the situations using the sentence There is an apple./ There are eight cupcakes. 3. Say how many different food items there are. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying how many different food items there are. B. LANGUAGE FOCUS Vocabulary: apple, banana, carrot, cupcake, donut. Sentence pattern: There is an apple./ There are eight cupcakes. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 110, Eduhome.vn,
13. - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play heads up. What’s missing? Student’s answers/ Observation Observation 3.Answer the questions about the situations Student’s answers such as setting, participants, topic Questions & answers 4. Listen and practice Student’s answers Observation 5. Look and write. Practice. Student’s answers Observation 6. Show positive attitudes and appropriate Observation, Student’s talk and gestures and intonation in saying how many Questions & interaction different food items there are. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Circle jump game. - Divide the class into two groups and make two lines to play the game. - Draw two large circles on the ground with chalk. - Place a flashcard in each circle. - Call out a word, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the word when standing inside the circle. The first student getting the correct answer wins a point for their team. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD3 Track 46) - Arrange the flashcards (apple, banana, carrot, cupcake, donut) on the board.
14. - Ask the students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play Heads up. What’s missing?) - Divide the class into two teams. - Arrange the flashcards on the board and remove one card when students are not looking. One student from each team calls out the missing flashcard Activity 3: Language in put (Activity B: 1. Listen and practice. ) (CD3 Track 47) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to tell someone about quantities of items that they do not know. We use “a” for singular nouns that begin with a consonant sound, “an” for plural nouns that begin with a vowel sound, and “are” for plural nouns. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2.Look and write . Practice.) - Demonstrate the activity using the example. - Have the students look and write their answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have some pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today?
15. (Saying how many different food items there are.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying how many different food items there are.) - Remind students to prepare next lesson. Lesson 1 : C,D. D. FEEDBACK Teaching date: 11/4/2023 Period: 113 UNIT 8: FOOD Lesson 1: C,D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ts/ sound from the recording (Cognition) 2. Identify the situations using the sentence patterns There is an apple./ There are eight cupcakes. 3. Say how many different food items there are.
16. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying how many different food items there are. B. LANGUAGE FOCUS 1. Sound : the sound /ts/ 2. Vocabulary: robot, doll, big, small, car. 3. Sentence pattern: What can you see?/ I can see a big ball. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 111, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Student’s Observation 3. Look and listen then write performance Student’s interaction Observation/ key 4. Practice with your friends and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation in saying how and performance many different food items there are.
17. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Slap the board game. - Divide the class into two teams and have them form two lines. - Place the flashcards about the food on the board, showing the images. Call out a word and have the first student from each group race to slap the correct image on the board and say it correctly. The first student to slap the correct flashcard wins a point for their team. Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD2 Track 48) - Draw attention to the /ts/ sound. - Briefly explain and demonstrate the sound. - Play the audio using DCR. - Have the students notice the sound. - Play the audio again. - Have the students listen and repeat. Correct the students’ pronunciation if needed. Activity 2: Language input (Activity C- 2. Chant.) (CD3 Track 49) - Write the words or put up the flashcards on the board. - Play the audio using DCR. - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Play the audio again. - Have the students listen and clap along with the sound and words as they hear them in the chant. Activity 3: Practice (Activity D. 1. Look and listen.) (CD3 Track 50) - Introduce the situation using DCR: “After the shopping ” - Have the students look at the story and ask these questions. • Where are Mrs. Brown and the kids? (in the kitchen) • What is Lucy counting? (the apples) • What other food items can you see? (bananas, carrots, cupcakes, donuts) - Play the audio.
18. Activity 4: Practice (Activity D. 2. Listen and write. (CD3 Track 51) - Play the audio using DCR and demonstrate the activity using the example. - Play the audio and have the students listen and write. Play the audio again and check the answers as a whole class. Activity 5: Practice (Activity D. 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (saying how many different food items there are.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying the sound /ts/ and saying how many different food items there are.) - Remind students to prepare for the next lesson. Lesson 1: E,F. D. FEEDBACK .....
19. Teaching date: 14/4/2023 Period: 114 UNIT 8: FOOD Lesson 1: E,F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize different food items from the pictures.(Cognition) 2. Identify the situations using the sentence There is an apple./ There are eight cupcakes. 3. Say how many different food items there are. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying how many different food items there are. B. LANGUAGE FOCUS Vocabulary: Revision Sentence pattern: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 112, Eduhome.vn, - Flashcards - Laptop, TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products
20. 1. Point and say Student’s answers Observation 2. Draw your shopping. Say. Student’s answers Observation 3. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying how interaction Questions & answers many different food items there are. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Vocabulary Race game. - Divide the class into four groups and ask them to stand in two lines facing the board. - Draw four columns on the board for Teams A, B, C, and D. - Give a marker to the first student of each team. - Say “1 2 3” and then the students run to the board quickly to write a food vocabulary on it. Next, the students pass the markers to the next friends and join back of the line. Have them one minute write the words on the board and say “Stop”. The team with the most words wins. Activity 1: Present the sentence pattern. - Use DCR on Eduhome to show the class the sentence structure in Part E, page 112 in their Student’s Book. - Give the students enough time to look at the target sentence structure and have them read it silently. - Continue asking them what food in each picture is. - Control the class and give them help if needed. Lead in the new lesson. Activity 2: Practice (Activity E. Point and say . ) - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point to a picture and the student B say. - e.g. - “There are two donuts.” - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: Practice (Activity F. Draw your shopping. Say)