Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 1 - Tiết 1: Getting started - Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 1 - Tiết 1: Getting started - Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 1 GRADE 1 Date of teaching: 13/ 9/2022 Period: 1 GETTING STARTED Lesson 1: A,B,C,D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Listen "Hello!" and "Goodbye!". 2. say "Hello!" and "Goodbye!". 3. sing and perform the song "Hello!" 4. make friends in class through saying "Hello!" and "Goodbye!". B. LANGUAGE FOCUS Vocabulary: "Hello!" and "Goodbye!". The sentence patterns: "Hello, katie!" and "Goodbye, Katie!". C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 4,5, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector . 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 Student’s interaction Observation 3. sing and performance Student’s interaction Observation/ key 4. role play and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to greet and say and performance goodbye STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) Sing and Dance.
2. Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures A- Listen and point. Repeat. (10’) CD1-Track 03: 1. Have students listen to each new word. 2. Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. 3. Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. 4. Play audio again and have students listen, repeat several times. 5. Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. 6. Have students work in pairs, one points at the picture in the book and the other says the word. 7. TPR practice step 1: say the word and make the gesture/ sound all together according to the word. 8. TPR practice step 2: do the actions and students say the word accordingly. 9. TPR practice step 3: have students work in pairs, one would do the action, the other say the word. Activities: (optional) - Option 1: 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. - Option 2: Play the game “Who is faster?”. • Divide the class into groups. • Arrange the flashcards on the board. • Invite a student from each group to go to the board. • Teacher says a word and the students run to tap the right card. B. Listen and point. (8’) 1. Pre- listening: Introduce the situation. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at the words. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen, repeat and point. 5. Post- listening: Point at each word and have students call it out “hello/ goodbye.” C. Now, sing a song. (7’) 1. Play audio and have students listen.
3. 2. Play audio and have students turn to page 68. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of class. D- Role-play. (10’) Practice (optional) 1. Say a name to the class. 2. Have students practice the structure using the name. 3. Repeat with other names. E.g. Teacher: "Bill" Class: "Hello, Bill." Role-play: 1. Divide the class into pairs. 2. Have pairs practice the conversations and swap roles. 3. Have some pairs demonstrate the activity in front of the class. Activity: (5’) (optional) Say “Hello!/Goodbye!” Go around the class, say “Hello!/Goodbye!” to students, one by one, and have them say “Hello!/Goodbye! Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (say hello and goodbye) 2. What’re the core values of the lesson? (friendly to everyone) - Remind students to prepare for the lesson D. ADJUSTMENT. GRADE 1 Date of teaching: 13/ 9/2022 Period: 2 GETTING STARTED Lesson 1: A,B,C,D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Follow simple instructions in class
4. 2. Use the simple instructions to say and do 3. Play game. 4. Show how to respond to each instruction correctly and immediately. B. LANGUAGE FOCUS Vocabulary: stand up, sit down, listen The sentence patterns: C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 6,7, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector . 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 Student’s interaction Observation 3. sing and performance Student’s interaction Observation/ key 4. say and do and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to Follow simple and performance instructions in class STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) - Option 1: Sing. Play audio Part C and have students sing the song. - Option 2: Play the game “Look and Point”. • Write the words in different areas on the board. • Teacher shows a flashcard. Students use their fingers to point to the word on the board and say it loudly. A- Listen and point. Repeat. (10’) CD1-Track 06: 10.Have students listen to each new word. 11.Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary.
5. 12.Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. 13.Play audio again and have students listen, repeat several times. 14.Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. 15.Have students work in pairs, one points at the picture in the book and the other says the word. 16.TPR practice step 1: say the word and make the gesture/ sound all together according to the word. 17.TPR practice step 2: do the actions and students say the word accordingly. 18.TPR practice step 3: have students work in pairs, one would do the action, the other say the word. Activities: (optional) - Option 1: Play the “GUESS” game. • Arrange the flashcards on the board. • Write a number under each flashcard. • 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 guessing the face down card. • Turn the card over after each guess. - Option 2: Play the game “What is it?”  Hold up the flashcards, one at a time, partly hidden by a sheet of paper.  Slowly reveal the flashcard.  Students try to guess what the flashcard is. B. Listen and point. (8’) 1. Pre- listening: Introduce the situation. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at the words. 4. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen, repeat and point. 5. Post- listening: Point at each word and have students call it out “Stand up/ sit down/ listen.” C. Now, sing a song. (7’) 1. Play audio and have students listen. 2. Play audio and have students turn to page 68. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of class. D- Say and do. (10’) Practice (optional)
6. 1. Show a flashcard to the class. 2. Have students practice the structure using the new word. 3. Repeat with other flashcards. E.g. Teacher shows a flashcard "listen" Class: "Listen." Say and do: 1. Divide the class into pairs. 2. Have Student A say (e.g 'stand up') and Student B do the action. 3. Have students swap roles and repeat. 4. Have some pairs demonstrate the activity in front of the class. E- Play “Simon says”. (10’) 1. Have students look at the example. 2. Have students follow commands that start with “Simon says ” 3. Give them different commands with or without “Simon says ” such as “stand up”, “Simon says stand up”, etc. If it doesn’t start with “Simon says ”, students who do the action must sit down. 4. Have one student stand in front of the class to be Simon. 5. Have students swap roles and repeat. Activity: (5’) (optional) Play the game “Slap the board”. • Arrange the flashcards on the board • Have 2 groups of students stand in front of the board • Call out a word. • Students from 2 groups slap the flashcard on the board. • The student who can slap the flashcard first is the winner. Wrap-up and assignment(5’) - Option 1: Review. Play the game “Thumbs Up or Down” • Show a flashcard one at a time and have students identify the word teacher says by putting their thumbs up or down. • Repeat the activity with other flashcards. E.g. • Teacher: (showing the flashcard ‘stand up’) sit down. • Students: (putting their thumbs down). • Teacher: sit down. • Students: (putting their thumbs up). - Option 2: Review. Play the game “Listen and point”. • Write the vocabulary in different areas on the board. • Teacher says a word (written on the board). • Students use their fingers to point at the word on the board and say it loudly. 1. What have you learnt from the lesson today?
7. (say sit down, stand up, listen) 2. What’re the core values of the lesson? (Follow simple instructions in class) - Remind students to prepare for the lesson D. ADJUSTMENT. GRADE 2 Date of teaching: 13/9/2022 Period: 1 GETTING STARTED Lesson 1: A-D STAGE 1: DESIRED OBJECTIVES I.OBJECTIVES 1. Knowledge By the end of this period, pupils will be able to: - Review numbers from one to ten - Ask someone’s age. 2. Competences - Problems solving and creation - Communication and cooperation - Self-learning, independent working and pair work, group work - Linguistic competence 3. Quality - Humane - Hardworking - Responsible - Honest 4. Skills: Listening and speaking skills 5. Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten 6. Grammar point: How old are you?- I’m (eight) II. TEACHING AIDS 1. Teacher’s aids: Teacher’s book, chalk, board, ruler, projector/TV, laptop, realia and flashcards (one, two, three, four, five, six, seven, eight, nine, ten) 2. Students’ aids: Students’ books, workbooks, rulers, eraser, ruler, crayon, pencil case. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Listen and point. Repeat Student's speech Observation
8. Student’s interaction Observation 2. Listen and point. and performance Student’s interaction Observation 3. sing and performance Student’s interaction Observation/ key 4. Point,ask and answer. and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to greet and say and performance goodbye STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) III. PROCEDURES Warm-up (5’) Review - Sing a song about numbers one to ten: Ten in the bed (Source: Super simple songs) - Run through pictures to revise some vocabulary: numbers one to ten - Have students to listen to the word from one pupil and the other pupils do the action. - Introduce the new lesson by showing the pictures (numbers one to ten) on the projector. A- Listen and point. Repeat. (10’) CD1-Track 03: 1. Have students listen to each new word. 2. Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. 3. Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. 4. Play audio again and have students listen, repeat several times. 5. Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. 6. Have students work in pairs, one points at the picture in the book and the other says the word. 7. TPR practice step 1: say the word and make the gesture/ sound all together according to the word. 8. TPR practice step 2: do the actions and students say the word accordingly. 9. TPR practice step 3: have students work in pairs, one would do the action, the other say the word. Activities: (optional) - Option 1: Play "Heads up. What's Missing?" • Divide the class into two teams.
9. • 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. - Option 2: Play the game “Who is faster?”. • Divide the class into groups. • Arrange the flashcards on the board. • Invite a student from each group to go to the board. • Teacher says a word and the students run to tap the right card. B. Listen and point. (8’) 1. Pre- listening: Introduce the situation. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at the words. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen, repeat and point. 5. Post- listening: Point at each word and have students call it out “hello/ goodbye.” C. Now, sing a song. (7’) 1. Play audio and have students listen. 2. Play audio and have students turn to page 68. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of class. D- Point,ask and answer. (10’) - Divide the class into pairs. - Have Student A point to a picture and ask, have Student B answer. - Swap roles and repeat. - Afterward, have some pairs demonstrate the activity in front of the class. Activity: Play “The magic finger” (4’) - Have students to look at the example. - Divide the class into pairs. - Have Student A write a number with their finger on Student B’s back and ask “How old are you?” - Have Student B try to guess which number is it and answer, eg “I’m six” - Have students swap roles and repeat Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer about someone ‘s age) 2. What’re the core values of the lesson? (friendly to everyone) - Remind students to prepare for the lesson
10. D. ADJUSTMENT. GRADE 2 Teaching date: 16/9/2022 Period: 2 GETTING STARTED Lesson 2: A-D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES 1. Knowledge By the end of this period, pupils will be able to: - Follow some simple instructions - Talk about classroom commands, using: Open your book (please). 2. Competences - Problems solving and creation - Communication and cooperation - Self-learning, independent working and pair work, group work - Linguistic competence 3. Quality - Humane - Hardworking - Responsible - Honest 4. Skills: Listening and speaking skills 5. Vocabulary: Open your book, close your book, hands up, hands down. 6. Grammar point: Open your book (please). B. TEACHING AIDS 1. Teacher’s aids: Teacher’s book, chalk, board, ruler, projector/TV, laptop, relias and flashcards (open your book, close your book, hands up, hands down) 2. Students’ aids: Students’ books, workbooks, rulers, eraser, ruler, crayon, pencil case. 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 Student’s interaction Observation 3. sing and performance
11. Student’s interaction Observation/ key 4. Point,ask and answer. and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to greet and say and performance goodbye C. PROCEDURES Warm-up (5’) Review - Run through pictures to revise some vocabulary about numbers: one, two, three, four, five, six, seven, eight, nine, ten - Have students to ask and answer about age using structure: How old are you?- I’m seven - Introduce the new lesson by showing the pictures (open your book, close your book, hands up, hands down) on the projector. - Teacher tells the class the useful language of the lesson. A- Listen and point. Repeat. (7’) CD1-Track 03: 10.Have students listen to each new word. 11.Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. 12.Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. 13.Play audio again and have students listen, repeat several times. 14.Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. 15.Have students work in pairs, one points at the picture in the book and the other says the word. 16.TPR practice step 1: say the word and make the gesture/ sound all together according to the word. 17.TPR practice step 2: do the actions and students say the word accordingly. 18.TPR practice step 3: have students work in pairs, one would do the action, the other say the word. Activities: (optional) - Option 1: 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. - Option 2: Play the game “Who is faster?”. • Divide the class into groups. • Arrange the flashcards on the board. • Invite a student from each group to go to the board.
12. • Teacher says a word and the students run to tap the right card. B. Listen and point. (7’) 1. Pre- listening: Introduce the situation. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at the words. 4. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen, repeat and point. 5. Post- listening: Point at each word and have students call it out . D. Now, sing a song. (5’) 1. Play audio and have students listen. 2. Play audio and have students turn to page .. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of class. D- Point,ask and answer. (7’) - Divide the class into 2 teams. - Show a flashcard to the class. - Have Team A call out the command and Team B do the action. - Swap roles and repeat. Eg: Teacher shows a flashcard “Hands up” * Team A: “Hands up” * Team B put their hands up. - Divide the class into pairs. - Have Student A point and say, have Student B do the action. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class Activity: “Simon says ”. (4’) - Have students look at the examples - Tell students they must only follow commands that start by “Simon says .”, students must do the action. If it doesn’t start with “Simon says .”, students who do the action must sit down. - Have one student come to the front of the class to be “Simon” - Swap roles and repeat with a new “Simon” Activity 4: Wrap-up & Assignments(2’) - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Review activities in class) 2. What’re the core values of the lesson? Ss listen and speak requirement in class) - Remind students to prepare for the lesson D. ADJUSTMENT.
13. GRADE 3 Date of teaching: 12/9/2022 Period 1 INTRODUCTION A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify characters, number of lessons and activities in the lesson 2. Show loving English, keeping books clean B. LANGUAGE FOCUS. Vocabulary Key grammatical structure C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start. Eduhome.vn, student’s book, work book - Flashcards - A computer and a projector. D. PROCEDURES 1. Introduce the characters - Alfie, Tom, Lucy, Alfie’s spaceship, Mai, Nick, Ben, Sue .. 2. Introduce number of lessons - There are 9 units 3. Introduce activities in the lesson - Listen, point and repeat - Listen and practice - Play game - Look and listen - Listen and write - Chant - Look and match - Ask and answer - Role – play 4. Wrap-up & Assignments - Prepare for the next lesson ( Getting started – Lesson 1). GRADE 3 Date of teaching: 13/9/2022 Period: 2 GETTING STARTED Lesson 1: A,B,C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
14. By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Follow simple instructions in class 2. Use the simple instructions to say and do 3. Play game. 4. Show how to respond to each instruction correctly and immediately. B. LANGUAGE FOCUS Vocabulary: stand up, sit down, hands up The sentence patterns: Stand up, please. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 5, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector . 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. Repeat. Role- play and performance Student’s interaction Observation 3. Point, say and do and performance Student’s interaction Observation/ key 4. Play Simon says and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to Follow simple and performance instructions in class STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to watch a video “active verbs song” from youtube - Elicit the abilities which are mentioned in the video - Lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - Arrange the flashcards (stand up, sit down, hands up) on the board to introduce the new words. - Ask the students to listen and pay their attention. - Play the audio (using DCR) and point to each flashcard.
15. - 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 input (Activity B: Listen and point. Repeat. Role- play) - Have students call out the things they can see in each picture. - Play the audio and have them point to the characters. - Play the audio again and have them repeat the new words. - Divide the class into pairs to role-play the dialogue. - Swap roles and repeat. - Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and support them if necessary. Activity 3: Full Controlled & less controlled 1. Activity C: Point, say and do. - Divide the class into two teams. - Show a flashcard to the class. - Have Team A call out the command and Team B do the action. - Swap roles and repeat. - Monitor the class and support if needed. 2. Activity D: Play Simon say - Have the 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 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Follow simple instructions in class) 2. What’re the core values of the lesson? (Show how to respond to each instruction correctly and immediately.) - Remind students to prepare for the lesson D. ADJUSTMENT.
16. GRADE 3 Date of teaching: 16/9/2022 Period: 3 GETTING STARTED Lesson 2: A,B,C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Follow simple instructions in class 2. Use the simple instructions to say and do 3. Play game.( Read my lips) 4. Show how to respond to each instruction correctly and immediately. B. LANGUAGE FOCUS Vocabulary: open your book, close your book, hands down. The sentence patterns: Open your book./ Yes, Teacher. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 6, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector . 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. Repeat. Role- play and performance Student’s interaction Observation 3. Point, say and do and performance Student’s interaction Observation/ key 4. Play Read my lips and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to follow simple and performance instructions in class STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to watch a video “active verbs song” from youtube - Elicit the abilities which are mentioned in the video
17. - Lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - Arrange the flashcards (open your book, close your book, hands down) on the board to introduce the new words. - Ask the students to listen and pay their attention. - Play the audio (using DCR) 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 input (Activity B: Listen and point. Repeat. Role- play) - Have students call out the things they can see in each picture. - Play the audio and have them point to the characters. - Play the audio again and have them repeat the new words. - Divide the class into pairs to role-play the dialogue. - Swap roles and repeat. - Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and support them if necessary. Activity 3: Full Controlled & less controlled 1. Activity C: Point, say and do. - Divide the class into two teams. - Show a flashcard to the class. - Have Team A call out the command and Team B do the action. - Swap roles and repeat. - Monitor the class and support if needed. 2. Activity D: Play Simon say - Have the students time to look and read at the examples. - Divide the class into four groups. - Invite one student to say a sentence silently. - Ask the other students to try to guess what they said. Have them swap roles. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Follow simple instructions in class) 2. What’re the core values of the lesson? (Show how to respond to each instruction correctly and immediately.) - Remind students to prepare for the lesson 3 D. ADJUSTMENT.
18. GRADE 3 Date of teaching: 16/9/2022 Period:4 GETTING STARTED Lesson 2: A,B,C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Ask the other people’s names and introduce themselves. 2. Practice asking their friends’ names and introducing themselves. 3. Play game.(Chain game) 4. Show how to ask their friends’ names and introduce themselves correctly and immediately. B. LANGUAGE FOCUS Vocabulary: hello, goodbye, Tom, Lucy. The sentence patterns: Hello, what’s your name?/ My name’s Tom./ Goodbye. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 7, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector . 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. Repeat. Role- play and performance Student’s interaction Observation 3. Practice with your friends and performance Student’s interaction Observation/ key 4. Play the Chain game. and performance 5. Use positive attitudes, appropriate gestures and intonation to ask their Student’s interaction Observation friends’ names and introduce themselves and performance correctly and immediately.
19. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and Review the feelings. - Divide the class into two teams and have them form two lines. - Place the flashcards 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. - Lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - Arrange the flashcards (hello, goodbye, Tom, Lucy) on the board to introduce the new words. - Ask the students to listen and pay their attention. - Play the audio (using DCR) 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 input (Activity B: Listen and point. Repeat. Role- play) - Have students call out the things they can see in each picture. - Play the audio and have them point to the characters. - Play the audio again and have them repeat the new words. - Divide the class into pairs to role-play the dialogue. - Swap roles and repeat. - Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and support them if necessary. Activity 3: Full Controlled & less controlled 1. Activity C: Practice with your friends. - Ask Sts to work in pairs - Swap roles and repeat. - Monitor the class and support if needed. 2. Activity D: Play the Chain game - Have the students time to look and read at the examples. - Divide the class into groups. - Ask the students to stand up. - Have student A turn to student B and ask the question, then have student B answer. - Next, have student B turn to student C and ask the question, then have student C answer. - Continue until all students have practiced. Have some groups demonstrate the activity in front of the class. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions:
20. 1. What have you learnt from the lesson today? (Ask the other people’s names and introduce themselves.) 2. What’re the core values of the lesson? (Show how to ask their friends’ names and introduce themselves correctly and immediately.) - Remind students to prepare for the lesson 4 D. ADJUSTMENT. GRADE 4 Date of teaching: 12/9/2022 Unit 1: NICE TO SEE YOU AGAIN Period:1 Lesson 1: 1, 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation between Miss Hien , class, Mai and Nam(setting, participants, topics); 2. Interview their friends about greeting formally, using the sentence patterns “Good morning / Good afternoon/ Good evening. 3. Show respect and politeness by using appropriate gestures and intonation when greet and respond to greetings formally. B. LANGUAGE FOCUS. 1. Key terms. Morning, afternoon ,evening, , later, again, see, meet, 2. Key grammatical structure The sentence patterns: Good morning/Good afternoon/Good evening. - Nice to see you again C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sachmem.vn, Student’s book page 6 - - Audios (Unit 1-page 6), - 3 pictures of activities (Activity 2 – page 6) - 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 Miss Hien ,class, mai and Key Nam such as setting, participant,