Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 2 - Unit 1: Family - Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 2 - Unit 1: Family - Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 2 GRADE 1 Date of teaching: 20/9/2022 Period 3 Unit 1: FAMILY Lesson 1: A,B,C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Introduce their father and mother 2. Perform the song in a good way 4. Show loving for their family B. LANGUAGE FOCUS Vocabulary: father, mother. The sentence patterns: This is my father/mother C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1 i-Learn Smart Start - Student’s book, page 8, 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 3. Perform the song in a good way Student’s interaction Observation/ key and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to talk about and performance family STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) - Option 1: Sing and Dance. Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures Activity 1: Language input A- Listen and point. Repeat. (10’)
2. CD1-Track 09: 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, 1 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. B. Listen and point. (8’) 1. Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “father, mother”. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at "father", "mother" in the picture. 3. While-listening: Play the audio again. Have students listen and repeat. 4. While-listening: Play audio again. Have students listen and point. 5. Post- listening: Point at each picture and have students call out the words again “father/ mother/ Kim.” 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 Wrap-up and & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Introduce family) 2. What’re the core values of the lesson?
3. ( love the family.) - Remind students to prepare for next Lesson D. ADJUSTMENT. GRADE 1 Date of teaching: 20/9/2022 Period: 4 UNIT 1: FAMILY Lesson 1: 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. Introduce their family 2. Show loving for their family B. LANGUAGE FOCUS Vocabulary: father/mother The sentence patterns: This is my father/mother C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1 i-Learn Smart Start - Student’s book, page 9, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Role play Student's speech Student’s interaction Observation 2. say and performance 5. Use loving attitudes, appropriate Student’s interaction Observation gestures and intonation to talk about and performance family STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Option 1: Review. Sing. • Play audio Part C and have students sing the song.
4. - Option 2: Sing and Dance. Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures. Activity 1: Full Controlled & less controlled D- Role-play. (10’) 1. Point to each person in the pictures and have students call out the words "father/mother". 2. Demonstrate the activity with a student using the speech bubbles. 3. Show a flashcard to the class and have students practice the structure. E.g. (Teacher shows a flashcard "mother") This is my mother. 4. Repeat the activity with another flashcard. 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. E- Say. (10’) 1. Divide the class into groups of four. 2. Have Student A introduce Students C and D as their family members to Student B, and have Student B say “Hello!”. Have Students C and D say “Hello!” to Student B. 2. Have students swap roles and repeat the activity. 3. Have some groups demonstrate the activity in front of the class. Activity 2 : (5’) (optional) Draw and say • Have students look at the flashcards and say the words. • Give each student a blank sheet of paper and ask them to draw their father and mother. • Have students work in pairs, practice saying about their pictures. Eg. ‘This is my (mother).’ • Ask some students stick their pictures on the board and introduce their family members. Activity 3 :Wrap-up and & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Introduce family) 2. What’re the core values of the lesson? ( love the family.) - Remind students to prepare for next Lesson D. ADJUSTMENT.
5. GRADE 2 Date of teaching: 20/ 9/2022 Period: 3 GETTING STARTED Lesson 3: 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. review writing and making proper sounds of the letters from A to M. 2. practice listening and speaking numbers – from one to ten 3. sing and perform the Alphabet song 4. Presenting communicative skills through learning activities in classrooms B. LANGUAGE FOCUS Phonics: - Review: Aa to Mm The sentence patterns: C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2 I-Learn Smart Start - Student’s book, page 8, 9, Eduhome.vn, Teacher’s guide. - Flashcards for the alphabet - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Sing the alphabet song. Student's singing 2. Write the letters. Listen and repeat. Student’s interaction Observation Listen and point and performance Student’s Observation 3. Put a (  ) or a ( ). performance 4. Follow the letters and say the sounds. Student’s interaction Observation/ key and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to say the sounds and performance
6. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) Sing and Dance. Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures A- Sing the alphabet song. Play the alphabet song and have students listen. Play audio again and have students sing the song. Put the flashcards on the board for the letters in red (A to M). Point to each flashcard, call out the letter's name, and have students repeat. Activities 1 1. Write the letters. Listen and repeat. (CD1 – Track 08) Have students look at the pictures and call out the things they can see. Demonstrate the activity using the example. Have students write the letters. Check answers as a whole class. - Point to the pictures and say the letters' sounds. - Play audio. Have students listen and repeat the letter sounds. - Post- listening: Point at each word and have students call it out “hello/ goodbye.” 2. Listen and point. (CD1 – Track 09) 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 ( ). 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 4. Follow the letters and say the sounds. Have students call out the beginning sounds. Demonstrate the activity. Have students solve the maze with their fingers and say the letter sounds as they pass them.
7. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (say the alphabet) 2. What’re the core values of the lesson? (friendly to everyone) - Remind students to prepare for the lesson D. ADJUSTMENT. GRADE 2 Date of teaching: 23/ 9/2022 Period: 4 UNIT 1: FEELING Lesson 1: A, B, C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Identify the words related to people’s feeling from the recording and the given pictures;(Cognition) 2. identify the situations for conversations between the teacher and class(setting, participants, topic) and the sentence pattern :How are you I’m (happy). 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 in suggesting activities or replying.(attributes) B. LANGUAGE FOCUS Vocabulary: scared, bored, hungry, thirsty - Structures: (Minh)'s (thirsty). C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 6,7, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1 - Computer, projector .
8. 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 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when talking about and performance feeling STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1. Warm-up (5’) Sing the “Phonics song” (Source: Activity: (optional) Vanishing Alphabet Flashcards  Divide the class into groups.  Teacher places flashcard letters (a – m) in front of the students.  Give them a few moments to memorize the letters and then tell them to close their eyes.  The teacher takes away one of the flashcards and then tell the students to open their eyes again. The first group that can guess the missing letter flashcard win that flashcard (for 1 point) and take away a flashcard in the next round. Activity 2:Language in put A- Listen and point. Repeat. (12’)  Use some pictures to introduce the feelings.  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 several times.
9.  Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed. Have students work in pairs, one of them points to the picture in the book and the other says the word. Activity: (optional) “Slap” game  Split the class into four teams.  Have them stand in four lines.  Write words (happy, sad, fine/OK, great) on the board.  Have four students come to the board to face off.  Call out a word (E.g. happy) and have students run to the board then slap the word. The winner is the student who slaps the correct word at first. B. Listen and point. (CD1 – Track 13)  Introduce the situation. Bill and Kim are greeting each other  Play audio and have students listen and look at the picture.  Demonstrate the activity by pointing to the new vocabulary items. Play audio. Have students listen and point. Activity 3. Practice 1. Sing. (CD1 – Track 14)  Have students turn to page 70.  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.  Have students go around and find their partners to ask and answer the questions. E.g. Student A: How are you? Student B: I’m (happy). 2. Practice (optional) 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."
10. Activity 4: Wrap-up & Assignments/ home-link. Play the "Pretend" game - Have students look at the example. - Have one student come to the front of the class. - Have that student show an emotion silently. - Have the other students try to guess the emotion. - Have students swap roles and repeat. 1. What have you learnt from the lesson today? (people’s feeling) 2. What’re the core values of the lesson? (attitudes, appropriate gestures and intonation when talking about feeling) - Remind students to prepare for the lesson D. ADJUSTMENT. GRADE 3 Date of teaching: 19/9/2022 Period 5 GETTING STARTED Lesson 4: 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 and answer about the colors of things. 2. Listen and fill in the blank 3. Play game ( Guess the picture) 4. Show how to ask and answer about the colors of things correctly and immediately. B. LANGUAGE FOCUS Vocabulary: red, yellow, blue, black, white The sentence patterns: What color is it?/ It’s yellow. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 8, Eduhome.vn, Teacher’s guide. - Flashcards - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
11. products Observation 1. Listen and point. Repeat Student's speech 2. Listen and fill in the blank. Repeat. Student’s interaction Observation Role- play and performance Student’s interaction Observation 3. Point, ask, and answer. and performance Student’s interaction Observation/ key 4. Play Guess the picture and performance 5. Use positive attitudes, appropriate gestures and intonation to ask and answer Student’s interaction Observation about the colors of things correctly and and performance immediately. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and watching - Greet the students. Then get the class to watch a video “colours 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 (red, yellow, blue, black, white) 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 fill in the blank Repeat. Role- play) - Have students call out the things they can see in each picture. - Play the audio and have them fill in the blank. - 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, ask and answer.
12. - Divide the class into two teams. - Have the student A point and ask and the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. - Monitor the class and support if needed. 2. Activity D: Play Guess the picture - Have the students time to look and read at the examples. - 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 someone from the same team ask the student a question about the flashcard. - Have a student try to guess the answer without looking at the flashcard. - Give that team one point if it’s a correct guess. - Have teams take turns asking and guessing. 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 the colors of things) 2. What’re the core values of the lesson? (Show how to choose colors that are appropriate for the student's age.) - Remind students to prepare for Lesson 5 D. ADJUSTMENT. GRADE 3 Date of teaching: 20/9/2022 Period: 6 GETTING STARTED Lesson 5: 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 how old someone is. 2. Listen and fill in the blank 3. Play game.(The chain game) 4. Show how to ask how old someone is correctly and immediately. B. LANGUAGE FOCUS Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten. The sentence patterns: How old are you?/ I’m eight.
13. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 9, Eduhome.vn, Teacher’s guide. - Flashcards - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and point. Repeat Student's speech 2. Listen and fill in the blank. Repeat. Student’s interaction Observation Role- play and performance Student’s interaction Observation 3. Point, ask and asnwer and performance Student’s interaction Observation/ key 4. Play the chain game and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to ask how old and performance someone is correctly and immediately. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and counting - Greet the students. Then get the class to count from one to ten - Lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - Arrange the flashcards (one, two, three, four, five, six, seven, eight, nine, ten.) 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 and have them fill in the blank. - 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.
14. - 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. - Have the student A point and ask and the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. - 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: 1. What have you learnt from the lesson today? (Ask how old someone is.) 2. What’re the core values of the lesson? (Show how to care for others.) - Remind students to prepare for Unit 1- Lesson 1 D. ADJUSTMENT. GRADE 3 Date of teaching: 23/9/2022 Period: 7 UNIT 1: MY FRIENDS Lesson 1: A,B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and Competence). 1. Recognize the alphabet and spell names. 2. Listen and practice spelling names. 3. Play game.(What’s missing?)
15. 4. Show how to know the alphabet and spell names correctly and fluently. B. LANGUAGE FOCUS Vocabulary: the alphabet. The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 10, 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 practice and performance Student’s interaction Observation 3. Look and match. Practice and performance Student’s interaction Observation/ key 4. Play What’s missing game. and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to spell names and performance correctly and fluently. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and Sing the alphabet song - Sing a song - Lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - Arrange the flashcards (the Alphabet) 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 practice) - Use DCR to show the useful language and have students look and read the useful language silently.
16. - Explain that we use this for introductions, when we meet someone for the first time and their name is unfamiliar. - 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 3: Full Controlled & less controlled 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. 2. Look and match. Practice - Demonstrate the activity using the example. - Have the students look, read, and match. - 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 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Spell names.) 2. What’re the core values of the lesson? (Show how to spell names correctly and fluently.) - Remind students to prepare for the lesson 1- C,D D. ADJUSTMENT. GRADE 3 Date of teaching: 23/9/2022 Period: 8 UNIT 1: MY FRIENDS Lesson 1: 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. Identify the /sp/ sound and practice the conversations. 2. Listen and chant. 3. Listen and write 4. Practice with a partner
17. 5. Show how to identify the /sp/ sound and spell names correctly and fluently. B. LANGUAGE FOCUS Vocabulary: spell, space. The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 11, 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 repeat Student's speech Student’s interaction Observation 2. Chant and performance Observation 3. Look and listen then write Student’sperformance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation to identify the Student’s interaction Observation /sp/ sound and spell names correctly and and performance fluently. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and Sing the alphabet song - Sing a song - Lead students to the new lesson. Activity 1: Language input (Activity C: Listen and repeat) - Draw attention to the /sp/ sound using DCR. - Briefly explain and demonstrate the sound. - Play the audio. - Have students notice the sound. - Play the audio again. - Have the students listen and repeat. - Correct the students’ pronunciation if needed. Activity 2: Full Controlled & less controlled 1. Chant - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant.
18. - 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. 2. Look and listen - Introduce the situation: “A friend from space ” - Have the students look at the story (using DCR) and ask these questions. • Who can you see? (Alfie, Tom, Nick) • What color is Alfie? (blue) • Do they want to be friends? (yes) - Play the audio. Have the students look and listen. 3. 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. 4. 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 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the /sp/ sound and practice the conversations.) 2. What’re the core values of the lesson? (Identify the /sp/ sound and spell names correctly and fluently..) - Remind students to prepare for the lesson 2 D. ADJUSTMENT. GRADE4 Teaching date: 19/9/2022 Period 5:UNIT 1: NICE TO SEE YOU AGAIN LESSON 3 – Part 1,2,3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. pronounce the sounds of the letters l and n in the words Linda and night respectively; 2. identify the specific information from 4 sentences about greetings and introduse someone’s self by circling the correct answers;
19. 3. perform the chant “Hello, friends!” in interesting ways, using appropriate and meaningful gestures; 4. live responsibly and love people B. LANGUAGE FOCUS. 1. Key terms from, England 2. Key grammatical structures The sentence patterns: Hello, I’m ., I’m from C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Student’s book page 10 - Audio track: Unit 1- Lesson 3, activity 1,2,3 page 10 - Computer & Projector STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1. Listen and repeat the sounds of the letters l and n in the words and Student’s speech Observation sentences. 2. Listen and circle the correct answers, Student's answers and Observation, then write and say aloud the sentences. speech Key Observation 3. Perform the chant “Hello, friends!” Rubric (accuracy, in interesting ways, using appropriate Group’s performance performance styles, and meaningful gestures; gestures, facial expressions)- optional Observation Student’s interaction 4. live responsibly and love people Questions & and performance answers STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES Activity 1: Warmer - Spend a few minutes revising Good morning/Good afternoon/Good evening and See you tomorrow/See you later. Get pupils to do a dictation, using the phrases learnt in the previous lessons - lead them to the new lesson. Activity 2: Pronunciation practice (Activity 1: Listen and repeat on page 22) Tell pupils that they are going to practise saying the sounds of the letters l and n in the words Linda and night respectively. • First, put the letters l and n on the board. Play the recording and ask pupils to repeat a few times. Then write the words Linda and night and the sentences Hello, Linda and Good night on the board. Play the recording a few times and let pupils say the words and the phrases, paying attention to the target sounds. • Do choral and individual repetition of the sounds, words and phrases until pupils feel confident.
20. • Get some pupils to perform in front of the class. Check as a class and correct the pronunciation, if necessary. Activity 3: Listening practice (Listen and circle a or b. Then write and say aloud) Tell pupils that they are going to listen to the recording, circle the correct options and then write the words in the blanks. • Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. • Have pupils listen to the recording and circle the appropriate options. Allow them time to do the task independently. If necessary, have pupils listen to the recording more than once. • Give them time to write the words in the gaps independently. Have them swap their answers before checking as a class. Go around and offer help, if necessary. • Ask pupils to read the sentences aloud. Key: 1 b 2 b 3 b 4 a Audio script 1. Hello. I’m Nam. 2. I’m from England. 3. Hello. My name’s Linda. 4. Good night Activity 4: Chant practice (Let’s chant) Tell pupils that they are going to say the chant. Follow the procedure in Teaching the unit components in Introduction. • Have pupils read the chant and check comprehension. • Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. • Put the class into three groups to practise chanting and doing actions. Each of the groups should sing one verse of the song. Go around and offer help, if necessary. • Call three pairs to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Practise listen and repeat the sounds of the letters l and n in the words and sentences) 2. What’re the core values of the lesson? ( use the words and phrases related to the topic Meeting people. greet and respond to greetings formally, using Good morning/Good afternoon/ Good evening and Nice to see you again.) - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 1, Lesson 3). ******************************************************************* GRADE4 Teaching date:19/9/2022 UNIT 1: NICE TO SEE YOU AGAIN Period 6: LESSON 3 – Part 4,5,6 (page: 11) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES