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

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

1. WEEK 4 GRADE 1 Teaching date: 4/10/2022 Period: 07. UNIT 1: FAMILY Lesson 3: A.B.C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify family members from the recording and the given pictures (Cognition) 2. identify the situations for introducing family members by using the sentence patterns This is my (mother). 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when introducing family members. B. LANGUAGE FOCUS Key terms/ Vocabulary brother, sister Key grammatical structure(s)/ sentence patterns This is my (brother). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1. page 12 - Audios - pictures - a laptop and a TV
2. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures. Then Student’s answers/ Observation repeat. actions 2. Answer the questions about the Observation situation such as setting, participants, Student’s answers topic. (Vinh, Vinh’s family) Questions & answers 3. show positive attitudes and appropriate gestures and intonation in saying about Student’s talk and Observation, family members. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up : Review. Singing. - Have team A sing the songs of letter ‘a’ and team B sing the songs of letter ‘b’ again. - Have them sing and make the gesture of an ant/ a boy. - Have some students sing and make the gesture in front of the class. Activity 2: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 2 pictures (page 4) and answer questions to identify the situation. - Elicit the sentence patterns. - Tell students that they are going to practise saying family members. - 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.
3. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 3: Language in put (Activity B: Listen and point) - Introduce the situation. - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio again. Have students listen and repeat. - Play audio again. Have students listen, repeat and point. - Point at each word and have students call it out. Activity 4: Practice (Activity C: Board race) - Have students look at the example. - Divide the class into teams and have one student from each team stand a distance from the board. - Stick two flashcards on the board and then say one of them. - Have the students race to the board, touch that flashcard, and say the correct sentence. - The first student to touch the flashcard and say the sentence gets a point for their team. - Continue with other students. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? ( introducing family members) 2. What’re the core value of the lesson?
4. (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in introducing family members) D.FEEDBACK ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............... Teaching date: 4/10/2022 Period: 08. UNIT 1: FAMILY Lesson 3: D.E STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situations for meeting someone politely. 2. Saying polite sentences when meet someone. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying polite sentences when meet someone. B. LANGUAGE FOCUS Vocabulary nice, meet, you, too sentence patterns Nice to meet you/ Nice to meet you, too C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 13
5. - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic(Vinh/ Bobby/ Ms. Betty) Questions & answers 2. Listen to the story Student’s answers/ Observation actions 3. Role-play Student’s talk and Observation, interaction Questions & answers 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying polite interaction Questions & answers sentences when meet someone. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: 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. Activity 1: Language in put (D. 1. Listen to the story.)
6. - Have students look at the picture. Point to each person in the pictures and have students call out the people they see. - Play audio and have students look at the picture and people. - Demonstrate the activity by pointing at the speech bubbles. - Have students listen, point and read. - Point at each person in the picture and have students say "Hello Vinh/ Bobby/ Ms. Betty/...". Activity 2: Practice (D. 2. Listen and repeat.) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. - Have some students demonstrate the activity in front of the class. Activity 3: Practice (E. Role-play: ) - Divide the class into pairs. - Have pairs practice the conversations and swap roles. - Have some pairs demonstrate the activity in front of the class. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (saying polite sentences when meet someone.) 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 polite sentences when meet someone. D. FEEDBACK
7. ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... ............... GRADE 2 Teaching date: 4/10/2022 Period: 07. UNIT 1: FEELING. Lesson 2: E, F, G, H STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the letter /Oo/and /ɒ/ 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 /ɒ, optopus, orange Key grammatical structure(s)/ sentence patterns This is an octopus C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 13
8. - 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. 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: "What is missing?" game (5’) - Divide the class into teams. - Place some flashcards on the board (nut, nose and some flashcards of previous letters). - Have students from the teams close their eyes. - Remove one of the pictures. - Students have to remember and say the missing pictures.
9. - Give the first team to guess correctly one point. - The team that gets the most points wins. Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’) - Ask students to look at the letter (page 13) 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. Write. (5’) - Have students look at the pictures. - Demonstrate the activity.
10. - Play audio. Have students point to the letter as they hear it. - Play audio again. Have students listen and repeat. - Have students trace and write the letters. - Have some students demonstrate the activity 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. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4. Listen and hop (5’) - Demonstrate the activity. - Have students stand up. - Have students hop when they hear the sound. Activity 5: Wrap-up & Assignments/ home-link. (2’) 1. What have you learnt from the lesson today? (the letter /Oo/and /ɒ/ 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
11. ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............... Teaching date: 7/10/2022 Period: 08. UNIT 1: FEELING. Lesson 3: A.B.C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify feelings from the recording and the given pictures (Cognition) 2. identify the situation for talking about how other people feel by using the sentence pattern (Minh)'s (thirsty). 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when talking about how other people feel B. LANGUAGE FOCUS Vocabulary scared, bored, hungry, thirsty sentence pattern (Minh)'s (thirsty). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 14 - Audios - pictures
12. - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the words of Student’s answers/ Observation feelings. Then repeat actions 2. Answer the questions about the Observation situation such as setting, participants, Student’s answers topic.(Vinh and his friends) Questions & answers 3. Listen and point to the sentence patterns 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in talking about interaction Questions & answers how other people feel.) STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up “Who is faster?” game Divide the class into groups. Arrange the flashcards on the board. (nut, nose, orange, octopus) Invite a student from each group to go to the board. Teacher says a word and the students run to tap the right card. Activity 1: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 2the pictures and answer questions to identify the situation. - Tell students that they are going to practise saying family members.
13. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put Activity B: 1. Listen and point. . (CD1 – Track 24) - Introduce the situation.(Vinh and his friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio again. Have students listen and repeat. - Play audio again. Have students listen, repeat and point. - Point at each word and have students call it out. Activity B.: 2. Listen and repeat. (CD1 - Track 25) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. Activity 3: Practice (Activity C: 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.
14. - Have students swap roles and repeat. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (Talking about how other people feel.) 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 talking about how other people feel.)) D. FEEDBACK .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ... GRADE 3 Teaching date: 3/10/2022 Period 13. UNIT 1: MY FRIENDS Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the activities from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 3. Ask and answer about what their friends like doing.
15. 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 what their friends like doing. B. LANGUAGE FOCUS Vocabulary: dancing, singing, drawing, reading, painting The sentence patterns: Do your friends like dancing? Yes, they do. No, they don’t C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 16 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play Slow motion Student’s answers/ Observation 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers topic (Lucy and Nick,Nick’s friends) Questions & answers 4. Look and match. Practice Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about what their interaction Questions & answers friends like doing.
16. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Play the Jump game. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. - Ask them to say the word on the flashcard. 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. - 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. Play Slow motion: chuyển động chậm) - Divide the class into 2 teams. - Hold up one flashcard that is covered with a piece of paper. - Very slow move the paper down to reveal the flashcard.
17. - Have students say the new word aloud - The first student to say the corect word wins one point for their team. - The team with the most points at the end wins. Activity 4: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 5: Practice (Activity B. 2.Look and match. Practice) - Demonstrate the activity using the exmaple. - Have Ss read and match. - Have pairs check each other’s work. - Have some students share their answers with the class. - Have pairs practise saying the sentences. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering what their friends like doing..) 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 what their friends like doing.)
18. - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: 4/10/2022 Period 14. UNIT 1: MY FRIENDS Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ŋ/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise asking and answering about what their friends like doing. 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering about what their friends like doing. B. LANGUAGE FOCUS Sound /ŋ/ Vocabulary: dancing, singing, drawing, reading, painting, nice pictures, really, my school
19. The sentence patterns: Do your friends like dancing? Yes, they do. No, they don’t C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 17 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Student’s Observation 3. Look and listen then write performance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation when saying the Student’s interaction Observation sound correctly and asking and and performance answering about what their friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Point and roll game. - Divide the class into two groups and make two lines to play the game.
20. - Place the flashcard on the board, showing the picture. - Call out a word, and a student from each team has to run to the board, point to the correct picture, and say out the word. If correct, they can roll the hand of clock and get points for their team. - The team to get the most points at the end wins the game. Activity 1: Language input (Activity C: 1. Listen and repeat) - Ask students to look at numbers (page 17 ) and answer questions to identify the situation. - Tell students that they are going to practise saying about the /ŋ/ sound - Play the recording more than once, if necessary, ask students to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have students work in pairs. Activity 2: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) - Have the students look at the pictures (using DCR) and ask these questions. • Who can you see? (Alfie, Tom, Mai) • Where are they? (at Tom’s school) - Play the audio.