Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 8 - Unit 3: Colors, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 8 - Unit 3: Colors, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 8 GRADE 1 Teaching date: 1/11/2022 Period: 15. UNIT 3: COLORS Lesson 1: A.B.C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify basic colors from the recording and the given pictures (Cognition) 2. identify the situations for naming the basic colors by using the sentence pattern: It’s red 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when naming the basic colors B. LANGUAGE FOCUS Vocabulary red,blue, yellow sentence patterns It’s red C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 20 - Audios
2. - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen point, then repeat Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic.(Bill and Sue) Questions & answers 3. Listen and point 4. Perform a song using appropriate tone Student’s Observation and gestures performance 5. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in naming the interaction Questions & answers basic colors . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up : Guessing game - Students work in groups. - Show a half of a picture of a school thing. - Students work in groups to try to guess what object in the picture is. - The students who gives a correct guessing will get one point.
3. Activity 1: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 3 pictures (page 20) and answer questions to identify the situation. - Tell students that they are going to practise saying about the basic colors. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity B: Listen and point) - Introduce the situation. - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio again. Have students listen and repeat. - Play audio again. Have students listen, repeat and point. - Point at each word and have students call it out. Activity 3: Practice (Activity C: Sing) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions.
4. (Give feedback). - Remind Ss to look at the lyrics if necessary. Activity 4: Wrap-up & home-link. 1. What have you learnt from the lesson today? (naming the basic colors) 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in naming the basic colors ) D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ............... Teaching date: 1/11/2022 Period: 16. UNIT 3: COLORS Lesson 1: D, E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify basic colors from the given pictures (Cognition) 2. Practise saying about basic colors using It’s red 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation saying about basic colors. B. LANGUAGE FOCUS
5. 1. Vocabulary red,blue, yellow 2. Sentence patterns Revise: It’s red C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 21 - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point to the pictures and say. Observation actions 2. Answer the questions about the Observation Student’s answers situations about basic colors Questions & answers Student’s answers Observation 3. Play “Find the colors” Answers 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying about interaction Questions & answers basic colors STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up:
6. -Show a flashcard to the class. - Have students practice the structure using the new word. - Repeat with other flashcards. e.g. (Teacher shows flashcard "red.") • Class: "It's red." Activity 1: Practice (D. Point and say) - Have students look at the pictures and identify the things. Ask them to tell the colors. - Divide the class into pairs. - Have Student A point to the pictures and Student B say, e.g. "It's red." Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Further practice (E- Play “ Find the color”) -Have students work in groups of four. - Have students look at the example. - Have students take turns coming to the front of the class and give some examples. - Have the other students try to find objects that are the same color and say the sentence. Activity 3: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (identify and say about classroom basic colors) 2. What’re the core value 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 about basic objects) D. FEEDBACK
7. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ______________________________________________________________ GRADE 2 Teaching date: 1/11/2022 Period: 15. Review 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge: Talk about shapes Ask and answer about shapes 2.Competence: - Communication, ability to use language (work in groups, Talk about shapes) - Ability to solve problems (play the games) - Cooperation:(work in groups/pairs). 3.Quality: hardworking, responsible and honest. 4. Skills: listening and speaking 5. Language focus: What shape is it? Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary , sentence pattern Review C. INSTRUCTIONAL RESOURCES
8. - Textbook: I-learn Smart Start 2, page 21 - Audios - pictures - a laptop , TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and circle Observation actions Observation 2. Play the “what’s next?” game Student’s answers Questions & answers 3. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in talking about interaction Questions & answers shapes . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up “Musical chairs” game  Have students sit on their seats.  Play music and ask them to move around.  Take away two chairs and suddenly stop music. Have students sit on any chairs. The two students who have no chairs to sit on will make questions and answers.
9. E.g. • Student A: What’s your name? • Student B: My name is (Vinh). • Student A: How are you? • Student B: I’m happy. Swap roles and continue. Activity 2: A. Listen and circle (A or B). (CD1 - Track 40)  Have students look at the pictures and call out the shapes they can see.  Play audio and demonstrate the activity using the example.  Play audio. Have students listen and circle A or B.  Play audio again and check answers as a whole class.  Have students work in pairs, practice asking and answering the questions with the circle shapes. Activity 3 . B. Point, ask, and answer.  Divide the class into pairs.  Have Student A point to an object in the classroom and ask, have Student B answer. • Swap roles and repeat.  Afterwards, have some pairs demonstrate the activity in front of the class. Activity 4: D. What’s next? Look, read, and draw the shapes.  Have students identify the shapes of question number 1, read each out loud and draw the correct shape into the box.  Continue the next question. Activity 5: Wrap-up & Assignments/ home-link.
10. 1. What have you learnt from the lesson today? (review talking about shapes.) 2. What’re the core value of the lesson? Show their ability for identify shape of an object . D. ADJUSTMENT .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .............. ____________________________________________ Teaching date: 4/11/2022 Period 16 UNIT 3: NUMBERS Lesson 1: A-C A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge: Identify the words related to numbers identify the situations for the picture of shape (setting, participants, topic) and the sentence pattern: How many (circles) are there?(eleven) circles 2.Competence: - Communication, ability to use language (work in groups, Talk about shapes) - Ability to solve problems (play the games) - Cooperation:(work in groups/pairs).
11. 3.Quality: hardworking, responsible and honest. 4. Skills: listening and speaking 5. Language focus: How many (circles) are there?(eleven) circles Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary : eleven, twelve, thirteen, fourteen, fifteen Sentence pattern: How many (circles) are there?(eleven) circles Review C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 22 - flash card, Audios - pictures - a laptop , TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and point. Repeat Student's speech Student’s interaction Observation 2. Listen and point. and performance 3. Play “Heads up. What's missing?" Student’s interaction Observation
12. game and performance Student’s interaction Observation 5. Sing and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up Activity 2: Language in put 1. A. Listen and point. Repeat. (CD1 - Track 22)  Use some pictures to introduce the shapes (circle, square, rectangle, triangle).  Have students listen to each new word.  Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.  Arrange the flashcards on the board, play audio, and point to each flashcard.  Play audio again and have students point to the numbers in their books.  Play audio again and have students listen and repeat.  Have students work in pairs, one points to the shapes and one says the words. Swap roles and continue. 2. Play "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. 3. B. Listen and point. (CD1 – Track 22)  Introduce the situation. Bill and Sue are asking and answering about shapes.  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.
13. _ Have students work in pairs and play roles of the conversations, using all words of part A. _ have Sts repeat the useful language and its meaning Activity 3. Practice C. Sing. (CD1 – Track 30)  Have students turn to page 22.  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 two groups, one sings the questions and one sings and draw in the air the answers Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (numbers) 2. What’re the core values of the lesson? (can count numbers of objects ) - Remind students to prepare for the lesson ________________________________________ GRADE 3 Teaching date: 31/10/2022 Period: 29. UNIT 2: FAMILY Lesson 3: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to
14. 1. identify the situations using the sentence patterns: Stand up! Sit down 2. Follow simple instructions smoothly. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions smoothly. B. LANGUAGE FOCUS 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Stand up! Sit down C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 31 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point and say Observation actions 2. Play Simon says Student’s talk and Observation, interaction Questions & answers, 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, following simple instructions interaction Questions & answers smoothly. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
15. Warm up: Play the Jump game. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. Activity 1: Language input: (Activity E. Point and say). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point, have the student B say. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play Simon says.) - Have students time to look and read at the examples. - Tell them they must only follow commands that start with “Simon says ”. - Model the activity in front of the class. - Demonstrate the game by giving the students different commands. If the command starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon says”, students who do the action must sit down. - Invite one student to come to the front of the class to be “Simon”. Ask them to swap roles and repeat with a new “Simon”. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (following simple instructions smoothly)
16. 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 following simple instructions smoothly.) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 1/11/2022 Period: 30. UNIT 2: FAMILY Culture: A. B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the recording and pictures. (Cognition) 2. Identify the situations using the sentence patterns: I like my cat./ I love cats./ I don’t like dogs. 3. To talk about animals they like and dislike. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about animals they like and dislike. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird. 2. Sentence patterns: I like my cat./ I love cats./ I don’t like dogs.
17. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 33, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions Student’s answers/ Observation 2. Play Heads up. What’s missing actions 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers Student’s talk and Observation, 4. Listen and practice interaction Questions & answers Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers following simple instructions. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Go get it game. - Divide the class into two teams. - Place the flashcards around the class. - Say the word twice so that the students can hear.
18. - Say “Go get it” and then the student from each team has to run quickly to find and grab the flashcard the teacher said and they have to repeat the word. - The team with the most flashcards at the end wins. - Lead in the new lesson. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (dog, cat, fish, bird) on the board. -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. 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) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently.
19. - Explain that we use this to talk about things we love, like, and things we don’t like. We use “I like/love my ” to talk about things that belong to us. We use “I like/ don’t like ” to talk about things in general. - Play the audio and have them listen to 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. - 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 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? (talking about animals they like and dislike.) 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 talking about animals they like and dislike.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
20. Teaching date: 4/11/2022 Period 31. UNIT 2: FAMILY Culture: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize animals from the pictures. (Cognition) 2. Identify the situation using the sentence patterns My family pet is a dog./ I love my dog. 3. Read, listen and speak about the family pet. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about the family pet. B. LANGUAGE FOCUS 1. Vocabulary: dog, cat, fish, bird, pet, Canada, live 2. Sentence patterns: My family pet is a dog./ I love my dog. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 34, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products