Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 10 - Unit 4: My body, Lesson 3 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 10 - Unit 4: My body, Lesson 3 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 10 GRADE 1 Teaching date: 15/11/2022 Period: 19. UNIT 3: COLORS Lesson 3: A, B, C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify basic colors, the color of objects from the recording and the given pictures (Cognition) 2. identify the situations for giving the color of objects by using the sentence pattern: It's a (pink) flower. 3. 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 and saying the color of objects. B. LANGUAGE FOCUS Vocabulary: pink, white, flower Structures : It's a (pink) flower. C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 24 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE
2. 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. Questions & answers Student’s Observation 3. Play “Guess the pictures” performance 4. Show positive attitudes and appropriate gestures and intonation in naming the Student’s talk and Observation, basic colors and saying the color of interaction Questions & answers objects. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up : 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 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.
3. - 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: 1. 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: Language in put (Activity B: 1. Listen and repeat ) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. -Have students practice the useful language. Activity 3: Practice (C. Play "Guess the picture.") - Have students look at the example. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have the student try to guess the answer without looking at the flashcard.
4. - Give that team one point if it's a correct guess. - Have teams take turns. Activity 4: Wrap-up & home-link. 1. What have you learnt from the lesson today? (naming the basic colors and saying the color of objects.) 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 and saying the color of objects.) D. FEEDBACK ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ............ Teaching date: 15/11/2022 Period: 20. UNIT 3: COLORS Lesson 3: D, E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the sentence to say thank you and respond thank you from the recording and the given pictures (Cognition) 2. identify the situations for giving to say thank you and respond thank you by using the sentence pattern: Thank you, You're welcome. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying thank you and responding thank you.
5. B. LANGUAGE FOCUS Vocabulary: Thank you, You're welcome. Structures : Thank you, You're welcome. C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 25 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Student’s answers Observation situations such as setting, participants, topic. Student’s answers/ 2. Listen to the story Observation actions Student’s Observation 3. Listen and repeat performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying thank interaction Questions & answers you and responding thank you. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up : Look and say - Give sudents some flowers. - Call some students to say: It’s a red flower
6. - Give a praise. Activity 1: Language input (Activity D- 1. Listen to the story.) CD1- Track 48 - Introduce the situation. - Have students call out the people and things they can see. - Play audio and have students listen and read. Activity 2: Language in put (Activity D: 2. Listen and repeat ) CD1- Track 49 - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. Activity 3: Practice E- Role-play. - Divide the class into pairs. - Have students practice the dialogue. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 4: Wrap-up & home-link. 1. What have you learnt from the lesson today? (saying thank you and responding thank you.) 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 saying thank you and responding thank you..) D. FEEDBACK ....................................................................................................................................... .......................................................................................................................................
7. ....................................................................................................................................... ............ GRADE 2 Teaching date: 15 /11/2022 Period 19 UNIT 3: NUMBERS Lesson 2: E-H A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Recognize and pronounce the sound of the letter Pp;Qq correctly.(Cognition) 2. review the sound of the letter Pp in the words pen, penguin, Qq in the words queen, queston through listening .3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of the importance of pronounciation. B. LANGUAGE FOCUS Vocabulary: revision - Structures: C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 25, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 3 - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE
8. Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat. Student's speech Student’s interaction Observation 2. Listen and point and performance Student’s interaction Observation 3. Circle the one out and performance 4. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when playing game and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1. Warm-up (5’) Alphabet Line-up  Give each S an alphabet flashcard.  Play the Alphabet song and have the students skip around in a circle, singing along to the song. Stop music at random points and the students have to line up in the correct alphabetical order according to their cards. Activity 2: Language imput 1. Listen and repeat. (CD1 - Track 46)  Have students look at the pictures.  Point to the pictures and say the letters' sounds.
9.  Play audio. Have students listen and repeat the letter sounds. Have some students repeat the letter sounds. 2. Listen and point. (CD1 - Track 47)  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. Activity 3. Practice. 3. Circle the odd one out.  Have students look at the pictures and call out the words.  Demonstrate the activity using the example.  Have students look at the pictures and circle the odd one out. ( For excellent students, teacher can ask them why they choose the odd one out.) Check answers as a whole class. 4. Play "Stepping stones”.  Divide the class into pairs.  Have Student A start at letter A and say the first letter sound or word.  Have Student B start at letter B and say the first letter sound or word. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (learn the sound of the letter Pp, Qq in some words) 2. What’re the core values of the lesson? (Have a sense of the importance of pronounciation) - Remind students to prepare for the lesson
10. D. ADJUSTMENT. .. Teaching date: 18 /11/2022 Period 20 UNIT 3: NUMBERS Lesson 3: A-C A. OBJECTIVES By the end of the lesson, students will be able to: - Identify the words related to numbers - identify the situations for the numbers of shape (setting, participants, topic) and the sentence pattern: There are (sixteen) circles - Perform the game in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. can identify numbers of shape and respect for each other while asking the numbers and positive attitudes, appropriate gestures and intonation in suggesting activities or replying.(attributes) Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary : sixteen, seventeen, eighteen, nineteen, twenty Sentence pattern: There are (sixteen) circles C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 26 - flash card, Audios - pictures - a laptop , TV
11. 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 Student’s interaction Observation 3. Listen and repeat and performance Student’s interaction Observation 5. Play “Stepping stones?" game and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up “Musical Flashcards” game  Divide the class into four teams.  Each team stands in a line.  The first student in each line comes to the front.  Play some music and the students walk around some flashcards in a circle.  When the music stops, teacher says a letter or a word (E.g. “queen”) and the students must race to pick up that card.  The first student who picks up the flashcard and say correctly then gets one point for his/her team.
12.  Continue with other students. The team that gets the most points wins. Activity 2: Language in put 1. A Listen and point. Repeat. (CD1 - Track 48)  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. 2. B1. Listen and point. (CD1 – Track 49)  Have students call out the shapes they can see.  Have students listen and follow.  Play audio and demonstrate pointing.  Play audio. Have students listen and point.  Have students work in pairs, one says the sentences and one points to the correct pictures. Swap roles. 3. B2. Listen and repeat. (CD1 - Track 50)  Have students look at the useful language box.  Play audio. Have students listen to the useful language. Have students practice the useful language. Activity 3. Practice C. Play “Stepping stones”.  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.
13. 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 FEEDBACK: . ___________________________________________________- GRADE 3 Teaching date: 14/11/2022 Period 37. UNIT 3: SCHOOL Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize school supplies from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. 3. Ask and answer who owns different school supplies. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies.
14. B. LANGUAGE FOCUS Vocabulary: eraser, ruler, pencil, notebook, pencil case. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 38 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE 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 Slow motion Student’s answers/ Observation 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers 4. Look and write. Practice Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering who owns interaction Questions & answers different school supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
15. Warm-up: Playing the game “Circle jump” - 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.) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board. - Ask 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 Slow motion: chuyển động chậm) - Divide the class into 2 teams. - Hold up one flashcard that is covered with a piece of paper. - Very slow move the paper down to reveal the flashcard.
16. - Have students say the new word aloud - The first student to say the corect word wins one point for their team. - The team with the most points at the end wins. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2.Look and write. Practice) - Demonstrate the activity using the example. - Have 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 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? (asking and answering who owns different school supplies.) 2. What’re the core values of the lesson?
17. (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: 15/11/2022 Period 38. UNIT 3: SCHOOL Lesson 1: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ei/ and /ɪə/ sounds from the recording (Cognition) 2. identify the situations using the sentence patterns Is this your eraser? – Yes, it is./ No, it isn’t.Are these your notebooks? – Yes, they are./ No, they aren’t. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Ask and answer who owns different school supplies 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies B. LANGUAGE FOCUS 1. Sound : the /ei/ and /ɪə/ sounds
18. 2. Vocabulary: eraser, ruler, pencil, notebook, pencil case. 3. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 39 - Audios - pictures - 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 friends and performance 5. Use positive attitudes, appropriate gestures and intonation when asking Student’s interaction Observation and answering who owns different and performance school supplies STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Playing the Change your seats game.
19. - Divide the class into two groups and ask them to sit on the chairs in a circle. - Give each student a flashcard, stand in the middle, and say: “sister, singing”. The students with these flashcards must change their seats. - Find the chair to sit on. Then one student doesn’t have the chair to sit on, they will stand in the middle of the circle and continue the activity with the other two words. Activity 1: Language input (Activity C: 1. Listen and repeat) - Draw attention to the /ei/ and /ɪə/ sounds (using DCR). - Briefly explain and demonstrate the sounds. - Play the audio. - Have students notice the sounds. - Play the audio again. - Have students listen and repeat. - Correct students’ pronunciation if needed. Activity 2: Practice (Activity C: 2. Chant) - 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. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) Introduce the situation: “Alfie goes to school ” (using DCR). Have students look at the story and ask these questions.
20. Who can you see? (Alfie, Tom, Lucy, Nick, a girl/ Ella) Where are they? (on the sidewalk) What things can you see? (books, notebooks, pencil, pencil case) Play the audio. Have students look and listen. Activity 4: Practice (Activity D: 2. Listen and write.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and write. - Play the audio again and check 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? (Identify the /ei/ and /ɪə/ sounds and ask and answer who owns different school supplies.) 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 sounds; asking and answering who owns different school supplies) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 18/11/2022 Period 39. UNIT 3: SCHOOL Lesson 1: E, F