Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 3 - Unit 1: Family - Lesson 2 - Năm học 2022-2023 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 3 - Unit 1: Family - Lesson 2 - Năm học 2022-2023 - Phan Thị Phương Thanh

1. WEEK 3 GRADE 1 Teaching date: 27/9/2022 Period: 05. Unit 1: Family. Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /ei/and /ổ/ sound. 2. identify the situations for introducing the word and sentence contained the sound. 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 when saying the letter and sound. B. LANGUAGE FOCUS Key terms/ Vocabulary A, an ant, can, see Key grammatical structure(s)/ sentence patterns I can see an ant C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1. page 10 - Audios - pictures - a laptop and a TV
2. - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and repeat, then point to the Student’s answers/ Observation letter/ picture. actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers contained the sound. Questions & answers 3. perform a song using appropriate tone Student’s Observation and gestures performance 4. show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Look and read (5’) - Have Ss read the word. “Hello, Goodbye, Listen, stand up, sit down, mother, father, this is my mother, this is my father” - Point to the word, Ss read. - Ask Ss to say and do the actions. - Give comments. - Let the class listen to the alphabet and introduce the lesson. Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
3. - Ask students to look at 2 pictures (page 10) and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - 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. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class. Activity 3: Language in put (Activity 2: Listen and repeat) (5’) - Have students look at the picture and introduce the situation. - Play audio and demonstrate the activity by pointing at the letter/sound and word. - Play the audio again. Have students listen and repeat. - Point at the letter/sound and word.and have students call it out. - Call some students to read aloud in front of the class. Activity 4: Practice
4. a. Activity 3. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and clap (5’) - Demonstrate the activity. - Have students stand up. - Have students clap when they hear the sound. - Have some students demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /ei/and /ổ/ sound. 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 letter and sound) D.FEEDBACK .............................................................................................................................................. .............................................................................................................................................. .................................................................................................................................. Teaching date: 27 /9/2022 Period: 06. Unit 1: Family. Lesson 2: 1,2,3,4
5. STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /bi:/and /b/ sound. 2. identify the situations for introducing the word and sentence contained the sound. 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 when saying the letter and sound. B. LANGUAGE FOCUS Phonics/ Key terms/ Vocabulary Aa, an ant, can, see Key grammatical structure(s)/ sentence patterns I can see an ant C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1. page 11 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products
6. Student’s answers/ 1. Listen and repeat, then trace the letter Observation actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers contained the sound. Questions & answers 3. perform a song using appropriate tone Student’s Observation and gestures performance 4. show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound. , STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Look and read (5’) - Have Ss read the word. “Hello, Goodbye, Listen, stand up, sit down, mother, father, this is my mother, this is my father, a- ant, I can see an ant) - Point to the word, Ss read. - Ask Ss to say and do the actions. - Give comments. - Let the class listen to the alphabet and introduce the lesson. Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at 2 pictures (page 11) and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - Play the recording more than once, if necessary, ask students to listen, point and repeat.
7. - 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. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class. Activity 3: Language in put (Activity 2: Listen and repeat) (5’) - Have students look at the picture and introduce the situation. - Play audio and demonstrate the activity by pointing at the letter/sound and word. - Play the audio again. Have students listen and repeat. - Point at the letter/sound and word.and have students call it out. - Call some students to read aloud in front of the class. Activity 4: Practice a. Activity 3. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions.
8. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and jump (5’) - Demonstrate the activity. - Have students stand up. - Have students clap when they hear the sound. - Have some students demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /bi:/and /b/ sound). 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 letter and sound) D. FEEDBACK .............................................................................................................................................. .............................................................................................................................................. .................................................................................................................................. GRADE 2 Teaching date: 27/9/2022 Period: 05. Unit 1: FEELING. Lesson 1: D.E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situations asking and answering about feeelings by using the sentence patterns How are you/ I’m....
9. 2. ask and answer about feeelings 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when asking and answering about feeelings B. LANGUAGE FOCUS Key terms/ Vocabulary happy, sad, fine/Ok; great Key grammatical structure(s)/ sentence patterns How are you? I’m great. C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1. page 11 - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Role-play, then say about family Student’s answers/ Observation members. actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic. Questions & answers 3. show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in introducing interaction Questions & answers their father/ mother.
10. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Play the game Say and do - Teacher says: I’m happy, I’m sad, I’m fine= I’m Ok; I’m great - Students say that word loudly. Activity 2: D. Point, ask, and answer. - Divide the class into pairs. - Have Student A point to a picture and ask, have Student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: 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 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/ home-link. 1. What have you learnt from the lesson today? (introducing their father/ mother) 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 introducing their father/ mother) D. FEEDBACK
11. ............................................................................................................................................... ............................................................................................................................................... ................................................................................................................................... Teaching date: 30/9/2022 Period: 06. Unit 1: FEELING. Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /Nn/and /n/ sound. 2. identify the situations for introducing the word and sentence contained the sound. 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 when saying the letter and sound. B. LANGUAGE FOCUS Phonics/ Vocabulary /n/ , nut, nose Key grammatical structure(s)/ sentence patterns This is a nut C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2. page 12 - Audios - pictures - a laptop and a TV
12. - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and repeat, then trace the letter Observation actions 2. Answer the questions about the Observation situations to give the word and sentence Student’s answers contained the sound. Questions & answers 3. perform a song using appropriate tone Student’s Observation and gestures performance 4. show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers sound. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Play “Pass the balls” game (5’) - Give two different colored balls to two students, a red ball (ask the question) and a yellow ball (answer the question). - Have students listen to music and pass the balls. - Stop music suddenly. - Have the student with a red ball make a question for the child who has yellow ball. - E.g Student with the red ball will ask “How are you?” The child with the yellow ball will answer his/ her friend’s question “I’m happy.” Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
13. - Ask students to look at 2 pictures (page 12) and answer questions to identify the situation. - Elicit the letter and sound. - Tell students that they are going to practise saying the letter and sound. - 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. Trace: - Have students call out the letter sound. - Demonstrate the steps of tracing the letters with your finger. - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class. Activity 3: Language in put (Activity 2: Listen and repeat) (5’) - Have students look at the picture and introduce the situation. - Play audio and demonstrate the activity by pointing at the letter/sound and word. - Play the audio again. Have students listen and repeat. - Point at the letter/sound and word.and have students call it out. - Call some students to read aloud in front of the class. Activity 4: Practice
14. a. Activity 3. Sing (10’) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and clap (5’) - Demonstrate the activity. - Have students stand up. - Have students clap when they hear the letter sound. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /Nn/and /n/ sound). 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 letter and sound) D. FEEDBACK .............................................................................................................................................. .............................................................................................................................................. .................................................................................................................................. GRADE 3 Teaching date: 26/9/2022 Period: 9. UNIT 1: MY FRIENDS
15. Lesson 1: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 2. identify the situations using the sentence patterns.........How do you spell “Alfie”?....;(Skill) 3. Ask, answer and write about name and name spelling. 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 about name spelling. B. LANGUAGE FOCUS vocabulary: My friend’s name.............. The sentence patterns: How do you spell “Alfie”?....;(Skill) C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 12 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Point, ask and answer about name Student’s answers/ Observation spelling actions 2. Ask, answer and write about name and Student’s talk and Observation,
16. name spelling. interaction, their Questions & answers, writing their writing 3. show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about name and interaction Questions & answers name spelling STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the game: Musical chair - Give 5 the cards of the letters on the board: M, A, N, L, I - Choose 6 students. - Play a song, Ss go around the chairs. Then the music stops, the student doesn’t have a chair to sit down. This student must choose a card of the letter to say it right. - The last student left will win the game. Activity 1: Language input: (Activity E. 1. Point, ask and answer) - Divide the class into pairs. - Have Student A point and ask, have students B answer. - Swap roles and reapeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity E. 2. Ask your friend how to spell their name. Write their name) - Have Student A ask and students B answer. - Swap roles and reapeat. - Afterwards, have some pairs demonstrate the activity in front of the class. - Have the class write Write their friend’s name in the notebook.
17. Activity 3. Practice (Activity F. Play the chaingame with your friends’ name) - Make an example with some students - Divide the class into groups. - Have Students A turn to Students B and ask the question, then have student B answer. - Continues until all students have practised. - Have some students 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? (asking and answering about name spelling). 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 asking and answering about their name spelling ) - Remind students to prepare for the next lesson Unit 1: Lesson 2: A. B. D. FEEDBACK Teaching date: 27/9/2022 Period 10. UNIT 1: MY FRIENDS Lesson 2: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
18. By the end of the lesson, students will be able to 1. Recognize to ask and answer about the countries people are from from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Where are you from?/ I’m from the USA./ Where’s she from?/ She’s from Japan. 3. Ask and answer about the countries people are from 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 about the countries people are from. B. LANGUAGE FOCUS Vocabulary: the USA, the UK, Italy, India, Japan, Alpha. The sentence patterns: Where are you from?/ I’m from the USA./ Where’s she from?/ She’s from Japan. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 13 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and point. Repeat Student’s speech Student’s interaction 2. Play guess Observation/ key and performance
19. Student’s interaction Observation 3. Listen and practice and performance Student’s interaction Observation/ key 4. Fill in the blank. Practice and performance 5. Show positive attitudes and appropriate Student’s interaction Observation gestures and intonation in asking and and performance answering about where peaple are from. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Network “Letters” - Divide the class into 2 teams, write letters and say them right. Activity 1: Language in Activity 2: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at numbers (page 10 ) and answer questions to identify the situation. - Elicit the sentence patterns. - Tell students that they are going to practise saying activities. - 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.
20. - 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 3: Language in put (Activity A: 2. 1. Play guess) - Arrange the flashcards on the board and write a number under each card. - Have the 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 the students take turns guessing the face-down card. Turn the card over after each guess. Activity 4: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Bill and girls) - 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 5: Practice ( Activity 2. Fill in the blanks . Practice) - Demonstrate the activity using the example. - Have the students read and fill in the blanks. - 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? (Ask and answer about the countries people are from.) 2. What’re the core values of the lesson?