Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 23 - Unit 7: Numbers, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 23 - Unit 7: Numbers, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 23 GRADE 1 Teaching date: 14/2/2023 Period 41. UNIT 7: NUMBERS Lesson 1: A,B,C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the numbers and count the things 2. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. show their personal abilities and great respect for other people’ abilitiesby using appropriate gestures and intonation when talking about abilities B. LANGUAGE FOCUS Key terms/ Vocabulary One, two, three C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity 1 – page 44) - a computer and a TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Answer the questions about the Students’ answers Questions & answers situation in the pictures Key Students' talks and 2. count the numbers Observation interaction 3. perform the song in the right Student’s talks, and Observation rhythme interaction
2. Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to count. performance 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 - Option 2: Look and say. • Go around the class, mime actions (“swim”, “run”, “sing”). • Have students say “I can swim/ run/ sing”. A- Listen and point. Repeat. (10’) CD2-Track 10: 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)
3. - Option 1: Play "Heads up. What's missing?" 1. Divide the class into two teams. 2. Arrange the flashcards on the board and remove one card when students are not looking. 3. One student from each team calls out the missing flashcard. - Option 2: Play the game “Flash look and say”. • Teacher shows a flashcard quickly. • Students say that word. 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 “one, two, three”. 2. While- listening:  Play audio and have students look at the picture.  Demonstrate the activity by pointing at "one", "two" , “three” 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 “one, two, three.” 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 (5’) Option 1: Review. Play the game “Listen and point”.
4. • Write the vocabulary in different areas on the board. • Teacher says a word (written on the board) • Students use their fingers to point to the vocabulary on the board and say it loudly. Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? Numbers 1,2,3. 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 the numbers) D.FEEDBACK: . Teaching date: 14/2/2023 Period 42. UNIT 7: NUMBERS Lesson 1: D, E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify numbers and some objects from the given pictures (Cognition) 2. count the objects and say the numbers:1,2,3 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying the abilities B. LANGUAGE FOCUS Vocabulary: one,two, three C. INSTRUCTIONAL RESOURCES
5. - Textbook: I-learn Smart Start 1, page 45 - Audios , 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. Point and count Observation actions Student’s Observation 2. Play “board race” performance 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying names interaction Questions & answers of some animals STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) Option 1: Review. What is the missing letter? • Have students look at the flashcards and call out the words. • Write them on the board. • Erase 1 or 2 letters of each word. • Have a student go to the board. • Show a flashcard and have that student call out the word and say the missing letter(s). • Repeat the activity with other students. - Option 2: Review. Count and stand up. • Have students count “one, two, three” in row and ask them to remember their number.
6. • Say a number and have all students with that number stand up. • Repeat the activity in such a way that each student counts a new number. D- Point and count. (10’) • 1. Divide the class into pairs. • 2. Demonstrate the activity with a student using numbers “one, two, three” and pointing at the pictures (cat, dog, book .) • 3. Have student A point and Student B count. • 4. Swap roles and repeat. • 5. Check answers as a whole class, then count the objects as a whole class. • 6. Have some pairs demonstrate the activity in front of the class. • • E- Play “Board race”. (10’) • 1. Have students look at the example. • 2. Divide the class into teams and have one student from each team stand a distance from the board. • 3. Stick two flashcards on the board and then say one of them. • 4. Have the students race to the board, touch that flashcard, and say the correct word. • 5. The first student to touch the flashcard and say the word gets a point for their team. • 6. Continue with other students. • • Activity: (5’) (optional) • Call out a number and clap • 1. Hold up a flashcard and have students call out the number. • 2. Count out loud “One, two, three.” as you clap . • 3. Repeat with different numbers and have students call out the number of claps. • 4. Say a number and have students count and clap. Wrap-up - Option 1: Review. Count school items. • Have each student prepare their school items, e.g. pencil, bag, book (The number of each school items does not exceed 3).
7. • Have students work in groups and take turn counting their school items out loud. Assignments/ home-link. (2’) • 1. What have you learnt from the lesson today? numbers. • 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 numbers) • D.FEEDBACK: ____________________________________________________________ WEEK 22 GRADE 2 Teaching date: 14/02//2023 Review 6 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge: Talk about places Ask and answer about the place that I want to go 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
8. 5. Language focus: I want to go to the Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary , sentence pattern Review C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 45 - 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 draw line Observation actions Observation 2. Play the “chain” 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 places . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
9. 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 student who has no chairs to sit on will say the words about places E.g.zoo, park Swap roles and continue. Activity 2: A. Listen and draw lines)  Have students look at the pictures and call out the places they can see.  Play audio and demonstrate the activity using the example.  Play audio. Have students listen and draw lines.  Play audio again and check answers as a whole class.  Have students work in pairs, practice talking about the places Activity 3: play “chain” game - T guides, ss observes - T models with ss - T controls, ss play - T gives feedback Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (review talking about places) 2. What’re the core value of the lesson?
10. Choose the safe places to play/go. D. ADJUSTMENT .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .............. ____________________________________________ Teaching date: 17/02//2023 UNIT 7: CLOTHES Lesson 1: A-C A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge: Identify the words related to clothes identify the situations for the picture of clothes (setting, participants, topic) and the sentence pattern: Is this your ? Yes, it is 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: Is this your ? Yes, it is Teaching aids: Ss’ books, textbook, projector, flashcards
11. B. LANGUAGE FOCUS Vocabulary :shirt, dress, hat, shirt. Sentence pattern: Is this your ? Yes, it is C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 46 - 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 game and performance Student’s interaction Observation 5. Sing and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
12. Activity 1: Warm-up Activity 2: Language in put 1. A. Listen and point. Repeat.  Use some pictures to introduce the shirt, dress, hat, shirt. 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  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. _ 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.
13.  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: 13/02/2023 Period: 80. UNIT 5: SPORTS AND HOBBIES P.E: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize soccer sport from the pictures (Cognition) 2. Identify the situations using the sentence patterns: I use my legs and feet in soccer./ I can kick the ball in soccer./ I can’t kick the ball in basketball. 3. to talk about which sports they are good at and what can be done in different sports.
14. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about which sports they are good at and what can be done in different sports. B. LANGUAGE FOCUS Vocabulary: hand, arm, foot/feet, leg, head, body, goalie. Sentence patterns: You use your legs and feet./ You can run and kick the ball in soccer. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 78, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Read and fill in the blanks. Observation actions 2. Look and listen. Then circle Student’s answers/ Observation 3.Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers 4. Practice with your friends. Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in talking about Student’s talk and Observation, which sports they are good at and what interaction Questions & answers can be done in different sports. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Say and touch your part of the body
15. - Organize for the class to say and touch part of the body C. Read and fill in the blanks. - Use DCR on Eduhome to show the students the text. - Introduce the new word: goalie:thủ môn by using the picture. - Have them read the text individually. - Read the text as a whole class. - Help them correct their pronunciation. - Demonstrate the activity using the example. - Have them read and fill in the blanks. - Check answers as a whole class. D. 1. Look and listen. (CD2 Track 68) -Have the students look at the script and pictures and ask these questions. Who are talking? (Tyler and Hannah) What are they talking about? (sports) -Play the audio and have them look and listen. 2. Look and circle. (CD2 Track 69) - Have the students look at the sentences. - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have them listen and circle. - Play the audio again and check answers as a whole class. 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. 4. Wrap-up & Assignments
16. - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talking about which sports they are good at and what can be done in different sports.) 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 which sports they are good at and what can be done in different sports.) - Remind students to prepare next lesson. P.E: E, F D. FEEDBACK Teaching date: 13/02/2023 Period: 81. UNIT 5: SPORTS AND HOBBIES P.E: E, F, G STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize basketball sport from the pictures (Cognition) 2. Identify the situations using the sentence patterns: My favorite sport is basketball./ I can catch and throw the ball in basketball. 3. talk about their favorite sport confidently.
17. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about their favorite sport confidently. B. LANGUAGE FOCUS Vocabulary: hand, arm, foot/feet, leg, head, body, favorite, basketball, kick, catch, throw. Sentence patterns: My favorite sport is basketball./ I can catch and throw the ball in basketball. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 79, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Read and circle the sport he is good at. Observation actions 2. Read and fill in the blanks. Student’s answers/ Observation 3.Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers 4. Look at E. Write about your favorite Student’s answers Observation sport. 5. Tell your friend about your favorite sport. 6. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in talking about
18. their favorite sport confidently. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play Touch your .. E. 1. Read and circle the sport he is good at. - Use DCR on Eduhome to show the students the text. - Have the students read the text individually. - Read the text as a whole class. - Demonstrate the activity using the example. - Have them read and circle the sport he is good at. - Check answers as a whole class. 2. Read and fill in the blanks. - Have the students read the sentences. - Have them read and fill in the blanks. - Check answers as a whole class. F. Look at E. Write about your favorite sport. - Have the students read the text in Part E again. - Ask them to fill in the blanks about their favorite sport. G. Tell your friend about your favorite sport. - Divide the class into four groups. - Have the students read the sentences to their group. - Afterwards, have some students read the sentences in front of the class. 4. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talking about their favorite sport confidently.)
19. 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 their favorite sport confidently.) - Remind students to prepare next lesson.Unit 5: Review and practice D. FEEDBACK Teaching date: 17/02/2023 Period: 82. UNIT 5: SPORTS AND HOBBIES REVIEW AND PRACTICE: A, B A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize characters and sports from the pictures (Cognition) 2. Identify the situations using the sentence patterns: What are you good at?/ Can you play soccer? 3. review talking about what sports they can do and talking about what they are good at. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in talking about what sports they can do and talking about what they are good at. B. LANGUAGE FOCUS Vocabulary: kicking, painting, hitting, throwing, catching, soccer, volleyball, badminton, basketball. Sentence patterns: What are you good at?/ Can you play soccer? C. INSTRUCTIONAL RESOURCES.
20. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 80, Eduhome.vn, - Flashcards - 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 2. Listen and draw lines Student’s answers/ Observation 3. Look at the pictures. Look at the letters. Observation Student’s answers Write the words. Questions & answers 4. Show positive attitudes and appropriate gestures and intonation in talking about whatStudent’s talk and Observation, sports they can do and talking about what interaction Questions & answers they are good at. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Ask and answer. - Let the class work in pairs to complete the task. - Have the students practice using the structures to ask and answer about what they are good at (What are you good at?) and what sports they can do (Can you play soccer?). - Monitor the class and support them if necessary. A. Listen and draw lines. (CD2 Track 70) - Have the students focus on the Listening task. - Play the audio and ask them to listen and draw lines. - Invite some students to give their answers.