Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 29 - Unit 9: Toys, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 29 - Unit 9: Toys, Lesson 1 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 29 Teaching date: 28/3/2023 Period 53 UNIT 9: TOYS Lesson 1(D,E) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify food from the given pictures (Cognition) 2. Saying the sentences “I have a (car).” 3. Show their positive attitudes, appropriate gestures for each other while saying food they have toys B. LANGUAGE FOCUS Vocabulary: review Sentences: I have a (car).” C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1 - Audios , pictures , a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point and say Observation actions Student’s Observation 2. Play “chain game” performance
2. 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying food interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN 1.Warm-up Option 1: Guessing game - Students work in groups. - Show a half of a picture of a toy (car, teddy bear, ball). - Students work in groups to try to guess what toy in the picture is. - The students who gives a correct guessing will get one point. Option 2: Swat the fly. - Students work in groups. Each group has a fly swatter. - Place pictures of toys on the board. - Call out a word. - Students compete to swat the correct picture and make a sentence about the word they have swatted. The winner will get 1 point for his/her group. D- Point and say. - Have students look at the picture and call out the name of some toys . - Have students practice the structure using the new word. E.g. "I have a car." - Have students work in pairs. One points to the toy in the picture and one makes a sentence. Swap roles and continue. Optional activities Option 1: - Invite a child to come to the front of the class and whisper the name of a toy he/she will draw. - The child draws the picture on the board for the rest of the class to guess what it is. - The first child to guess the object correctly comes to the front of the class to draw the next picture. - Repeat until all the toys have been used. Option 2: Listening line Draw a line on the floor. On one side of the line write True and on the
3. other side False. Students stand on the line when the teacher hold up a card and says a sentence. E.g. I have a teddy bear. They then stand on the true or false side of the line. If they make a mistake they come back to their seat. E- Play the “ Chain” game. - Have students look at the example. - Divide the class into groups of four. - Have the students stand up. - Have Student A turn to Student B and say a sentence, then have Student B say a sentence. - Next, have Student B turn to Student C and say a sentence, then have Student C say a sentence. - Continue until all students have practiced. Have some groups demonstrate the activity in front of the class Wrap-up Option 1: Slap - Split the class into four teams. - Place pictures of toys on the board. - Have four students come to the board to face off. - Call out the word and have students run to the board then slap the pictures. The winner is the team who slaps the pictures first and makes correct sentences that match the vocabulary. 2. What’re the core values of the lesson? - Love their toys Home-link Remind students to self-study lesson 2(1-4) and prepare for the next lesson. D. ADJUSTMENT ..................................................................................................................................... .................................................................................................................................... GRADE 1 Teaching date: 28/3/2023
4. Period 54 UNIT 9: TOYS Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). By the end of the lesson, students will be able to: 1. Pronounce the sound of the letter Mm correctly; 2. Demonstrate the sound of the letter Mm in the words mouse; ; mouth through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of keeping their face clean and the role of animals B. LANGUAGE FOCUS - Letter : Mm - Vocabulary : mouse; ; mouth C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 58, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 9. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
5. products 1.Listen and repeat. Trace the sound of Observation Student's speech the letter M/m 2. Listen and repeat. the sounds of the Student’s speech Observation letters M/m in words mouse; ; mouth 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate gestures to pronounce the Student’s Observation sounds of the letters M/m correctly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up Option 1: Sing the alphabet song. - Play the alphabet song and have students listen. - Play audio again and sing the song. - Put the flashcards on the board for the letter m in red. - Point to each flashcard, call out the letter's name, and have students repeat 1. Listen and repeat. Trace. CD2- Track 42 - Play audio. Have students listen and repeat. - Demonstrate tracing the letters with your finger. - Have students trace the letters with their fingers. (individuals/ pairs) - Have some students demonstrate the activity in front of the class. 2. Listen and repeat. CD2- Track 43 - Have students look at the pictures. - Demonstrate the activity. - Play audio. Have students point to the letter as they hear it. - Play audio again. Have students listen and repeat.
6. - Have some students demonstrate the activity in front of the class. 3. Sing. CD2- Track 44 - Have students look at the lyrics. - Read the lyrics as a whole class. - Play audio and have students listen. - Play audio again and have students listen and sing along. 4. Listen and jump. CD2- Track 45 - Demonstrate the activity. - Have students stand up. - Have students jump when they hear the letter sound. Optional activities: Option 1: Letter chain - Place letter cards from A to M on the board. - Ask one student to say the first letter. - Ask another student to say the next letter. - Continue with each student saying the next letter in the sequence, returning to the beginning when necessary. - Remove one letter. The class repeats the sequence, including the missing letter. - Remove one more letter each time, until students are saying the whole letters from their memory. Option 2: Tracing on backs  Review the previous phonics lesson. Divide the class into groups. Have each group make a line, with the first child standing near the  board and the last child standing near the back of the classroom.  Pass out a phonics card to the last child of each line, but don't have them look at the card until you say, Go.  Have children “Write” the letter very slowly on their classmates’ backs with their fingers. The first child goes to the board, writes the letter, and says the sound. The quickest group with the correct letter and pronunciation wins. Wrap-up
7. Option 1: Quick flash  Use the flashcards of letters from a to m. Show each card very quickly and then hide it again. Ask the class to call out the words that begin with the hidden letter 1. What have you learnt from the lesson today? (Pronounce the sounds of the letters “M”” in the words: mouse/mouth respectively 2. What’re the core values of the lesson? - Love their body, keep tidy - know role of mouse. * Home-link Remind students to self-study lesson 2(1-4) and prepare for the next lesson. D. ADJUSTMENT ..................................................................................................................................... .................................................................................................................................... GRADE 2 WEEK 28 Period: 53 Teaching date: 28/3/2023 REVIEW 8 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Review the related vocabulary items and structures to talk about transportations. 2. Practise talking and listening about transportations 3. Show positive attitudes and appropriate gestures to talk about transportations. B. LANGUAGE FOCUS - Vocabulary : Review words of transportations
8. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, page 57, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 8. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Play the game “hangman” Student's speech Observation 2. Listen and circle Student’s speech Observation Student’s 3. Play the game"Guess the picture" Observation performance 4. Show positive attitudes and appropriate gestures to talk about Student’s Observation transportations interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: “Hangman” game  Split the class into four teams.  Draw the hangman board and draw blank spaces for the word the teacher wants them to guess. (E.g. _ _ _ _ - boat)  Have each team guess a letter.  If they guess it correctly then they get one point for each letter in the word. If they get it wrong then draw a head, body, 2 legs and 2 arms.  When the teacher draws all the parts of body the game is over and the teacher starts a new game. The winner is the one with the most points at the end of the last puzzle.) Activity 2: A. Listen and circle (A or B). (CD2 - Track 41)
9.  Have students look at the pictures and call out the types of transportation they can see.  Play audio and demonstrate the activity using the example.  Play audio. Have students listen and circle A or B. Play audio again and check answers as a whole class Activity 3: 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.  Have someone from the same team answer with "Yes, I can." or "No, I can't."  Give that team one point if it's a correct guess. Have teams take turns.. Activity 3: “Musical chairs” game  Prepare some pictures/flashcards on the board.  Have students sit on their seats. - Play music and ask them to move around  Take away two chairs and suddenly stop music.  Have students sit on any chairs.  The two students who have no chairs to sit on will ask questions and answer. E.g. • Student A points at one picture and asks: Can you see a (plane)? • Student B: Yes, I can. Swap roles and continue the game in the same way. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (review words of transportations) 2. What’re the core values of the lesson?
10. (Have a sense of using transportations safely). D. ADJUSTMENT. . __________________________________________________ Teaching date: 31/3/2023 Period: 54 UNIT 9: CLASSROOM ACTIVITIES Lesson 1: A-C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES - Identify school things. -Talk about classroom activities, using: Pick up your (eraser). B. LANGUAGE FOCUS Vocabulary: Eraser, ruler, crayon, pencil case Key grammatical structures: Pick up your (eraser). C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page 58 - Audios (Unit 9), - 4 cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and point correct Point and read Questions & answers picture.Repeat Key 2. Listen to the story between Teacher,Bill,Kim Students' listen and repeat and Lola talk about Observation and talk classroom activities using: Pick up your (eraser).
11. Observation 3. sing. Students’ listen and repeat. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up (5’) Review - Run through pictures to revise some vocabulary: bus, boat, plane, motorbike. - 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 (eraser, ruler, crayon, pencil case) on the projector. - Teacher tells the class the objects of the lesson. Activity 1: Listen and point.Repeat. 1. Teach vocabulary (6’) - Use pictures to introduce the new words (eraser, ruler, crayon, pencil case). - Have students listen to each new word. - Show the pictures of the part A on the projector and ask students to open the books. - Play audio, and point to each flashcard for students to listen (CD2 - Track 42) - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat. - Have students work in pairs, one of them points to the picture in the book and the other says the word. - Call some pairs to the board and check. - Organize for students to play the game "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. 2. Introduce sentence pattern (6’) - Have students look at the picture, identify it and call out the things they can see. Ask some questions about the picture. - Introduce the situation. Bill, Kim and Lola are in their classroom. They place their school objects on the floor .What does the teacher ask them you to do? Now listen to the story. (CD2 – Track 43) - Play audio and have students listen and repeat.
12. - Ask pupils what does the teacher ask Kim/Bill/ Lora to do? Pick up your eraser Activity 2: Controlled & guided practice 1. Realia drill (7’) - Have students place their erasers, rulers, crayons and pencil cases on their desks. - Have one student stand up and say, “Pick up your (eraser).” then the others pick up their (erasers). - Continue this activity as the same way. 2. Listen and draw lines. (4’) (CD2 – Track 44) - Play audio and demonstrate the activity using the example. - Play audio and have students listen and draw lines. - Play audio again and check answers as a whole class. 3. Sing. (5’) (CD2 – Track 45) - 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. - Divide the class into pairs, one student sings the command and the other does the action. 4. Network (2’) - Teacher uses network to reinforce vocabulary about school things. - Give a real situation: Teacher is holding some things on her/his hands and pretend to drop each thing and call one pupil to pick up. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (protect your school things carefully) 2. What’re the core values of the lesson? (show their knowledge aboutschool things and how to require someone do some things. ) Remind students to do exercises in the workbook and to prepare for the next lesson Adjustment ...
13. GRADE 3 WEEK 28 Teaching date: 27/3/2023 Period: 104 UNIT 7: TOYS Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize toys, prepositions of position from the pictures and recording (Cognition) 2. Identify the situations using the sentence Put the ball on the chair. 3. Say where to put different things. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in say where to put different things. B. LANGUAGE FOCUS Vocabulary: under, on, in, toy box, wardrobe. Sentence pattern: Put the ball on the chair. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 102, Eduhome.vn, - Flashcards - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products
14. 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play Board race Student’s answers/ Observation 3.Answer the questions about the Observation situations such as setting, participants, Student’s answers topic Questions & answers 4. Listen and practice Student’s answers Observation 5. Look and match. Practice. Student’s answers Observation 6. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in say where to interaction Questions & answers put different things. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Snake game. - Have the class stand up and play the game. - Give the ball to the first student and ask them to begin by saying a thing. - Then the first student passes the ball to any of their friends. The second friend will name another thing. - The students who are unable to say the things will sit down. The last student who stands up at the end of the game is the winner. Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD3 Track 36) - Arrange the flashcards (under, on, in, toy box, wardrobe) on the board. - Ask the students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity.
15. Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play board race.) - Have the students look at the example. - Divide the class into two teams and have one student from each team stand a distance from a board. - Stick two flashcards on the board and then say one of the new words aloud. - Have the students race to the board, touch that flashcard, and repeat the new word. - The first student to touch the flashcard and say the word correctly gets a point for their team. - Continue with other students. Activity 3: Language in put (Activity B: 1. Listen and practice. ) A. 1. Listen and practice. (CD3 Track 37) - Use DCR on Eduhome to show the useful language and have the students look and read the useful language silently. - Explain that we use this to instruct someone to put an item somewhere else. We use “in”, “on”, and “under” to describe where we want things putting in more detail. - Play the audio and have them listen to the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2.Look and match . Practice. - Demonstrate the activity using the example. - Have the students look and match the sentences with the correct answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR on Eduhome to check the answers as a whole class. - Have some 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? (Say where to put different things.) 2. What’re the core values of the lesson?
16. (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in say where to put different things.) - Remind students to prepare next lesson. Lesson 3: C,D. D. FEEDBACK Teaching date: 28/3/2023 Period: 105 UNIT 7: TOYS Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ɔɪ/ and /eə/ sounds from the recording (Cognition) 2. Identify the situations using the sentence patterns Put the balls under the bed. 3. Say where to put different things. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds /ɔɪ/ and /eə/ . say where to put different things.) B. LANGUAGE FOCUS 1. Sound : the /ɔɪ/ and /eə/ sounds Vocabulary:. under, on, in, toy box, wardrobe. Sentence pattern: Put the balls under the bed.
17. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 103, Eduhome.vn, - Flashcards - 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 your friends and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation when say where and performance to put different things. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Circle jump game. - 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.
18. The first student getting the correct answer wins a point for their team Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD3 Track 38) - Draw attention to the /ɔɪ/ and /eə/ sounds using DCR. - Briefly explain and demonstrate the sounds. - Play the audio. - Have the students notice the sounds. - Play the audio again. - Have the students listen and repeat. Correct students’ pronunciation if needed Activity 2: Language input (Activity C- 2. Chant.) - (CD3 Track 39) - 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.) (CD3 Track 40) - Introduce the situation using DCR: “It’s time to clean up ” - Have the students look at the story and ask these questions. • What can you see? (two balls, a toy box, a robot, a bed, a wardrobe) • How does Mom/Mrs. Brown feel? (She’s angry.) • Does Mom/Mrs. Brown want the kids to clean up? (Yes) • What are the kids doing now? (They’re cleaning up.) - Play the audio. Have the students look and listen. Activity 4: Practice (Activity D. 2. Listen and write.) (CD3 Track 41) - Play the audio using DCR and demonstrate the activity using the example. - Play the audio and have the students listen and write.
19. Play the audio again and check the 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? (saying the /ɔɪ/ and /eə/ sounds, say where to put different things.) 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 the /ɔɪ/ and /eə/ sounds, say where to put different things.) - Remind students to prepare for the next lesson. Lesson 3: E,F. D. FEEDBACK .. Teaching date: 31/3/2023 Period: 106 UNIT 7: TOYS Lesson 3: E,F
20. STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize toys and prepositions of position from the pictures.(Cognition) 2. Identify the situations using the sentence patterns: Put the balls under the bed. 3. Say where to put different things. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation to say where to put different things. B. LANGUAGE FOCUS Vocabulary: Revision Sentence pattern: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 104, Eduhome.vn, - Flashcards - Laptop, TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point and say Observation actions 2. Play Simon say Student’s answers/ Observation 3. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in say where to interaction Questions & answers