Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 7 - Tiết 13: Review 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 - Tuần 7 - Tiết 13: Review 1 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 7 GRADE 1 Teaching date: 25/10/2022 Period: 13. REVIEW 1 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 1. Vocabulary: Revise (father, mother, brother, sister) 2. Sentence patterns This is my (brother). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 18 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and circle (A or B) Student’s answers Observation 2. Answer the questions about family Observation Student’s answers members Questions & answers Student’s talk and Observation, 3. Play “Stepping stones” interaction 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 Warm-up : Play ‘Family'. - Have students work in groups of 5. - Have 1 student from each group introduce other members as their family members.
2. E.g. This is my father/ mother/ brother/ sister. - Have students swap roles and repeat. - Have some groups demonstrate the activity in front of class. Activity 1: Listen and circle (A or B). - Have students look at the pictures. 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 example. - Have students listen and circle. - Check the answers as a whole class. - Point at each person in the picture and have students say "This is my mother/...". - Have some students demonstrate the activity in front of the class. Activity 2: Play "Stepping Stones” - Divide the class into pairs. - Have Student A start at A and say the first sentence. - Have Student B start at B and say the first sentence. - Have students take turns saying the sentences and go all the way round. - Have some pairs demonstrate the activity in front of the class. Activity 3: Wrap-up & home-link. 1. What have you learnt from the lesson today? ( introducing family members) 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 family members) D.FEEDBACK .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Teaching date: 25/10/2022 Period: 14. REVIEW 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify classroom objects from the recording and the given pictures (Cognition) 2. Say about classroom objects. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when saying about classroom objects. B. LANGUAGE FOCUS 1. Vocabulary: red, yellow, blue
3. 2. Sentence patterns It’s red C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 19 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and circle (A or B) Student’s answers Observation 2. Answer the questions about classroom Observation Student’s answers objects. Questions & answers Student’s talk and Observation, 3. Play “Guess the pictures” interaction Questions & answers 4. Show positive attitudes and appropriate gestures and intonation in saying about Student’s talk and Observation, classroom objects. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up : Review. Play the game “Family Jumble”. - Mix the flashcards of Unit 1 - lessons 1 and 3. - Put them on a table in front of the class. - Divide the students into two teams. - Invite a student from each group to go to the board. - Say a word and have the students race to find the flashcard. Activity 1: Listen and circle (A or B). - Have students look at the pictures. 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 example. - Have students listen and circle. - Check the answers as a whole class. - Point at each person in the picture and have students say "This is my mother/...". - Have some students demonstrate the activity in front of the class. Activity 2: “Guess the pictures” - Have students look at the example. - Divide the class into 2 teams.
4. - Have a student stand facing away from the board and stick a flashcard on the board behind him/her. - Have the student try to guess the answer without looking at the flashcard. - Give that team 1 point if it's a correct guess. - Have teams take turns. Activity 3: Wrap-up & home-link. 1. What have you learnt from the lesson today? (saying about classroom objects.) 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 saying about classroom objects.) D.FEEDBACK ......................................................................................................................................... ........................................................................................................................................ ____________________________________________ GRADE 2 Teaching date: 25/10/2022 Period: 13. UNIT 2: SHAPES 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 /Q/and /q/ 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 /q/ queen, question. Key grammatical structure(s)/ sentence patterns This is a queen C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 19 - Audios - pictures
5. - a laptop and a projector - 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 Questions & answers contained the sound. 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 (pen, penguin 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. - 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 19) 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.
6. 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. - 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 4.1. Sing (10’) - Show the lyrics on projector. - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recording again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics if necessary. b. Activity 4.2. Listen and clap (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 /Qq/and /q/ 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. ADJUSTMENT ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ... ______________________________ Teaching date: 28/10/2022 Period: 14. Review 1 STAGE 1: DESIRED OBJECTIVES
7. A. OBJECTIVES By the end of the lesson, students will be able to: 1. Knowledge: Talk about feelings Ask and answer about names 2.Competence: - Communication, ability to use language (work in groups, Talk about feelings) - 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: What’s your name? My name ’s .. Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary , sentence pattern Review C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 20 - Audios - pictures - a laptop and a projector - 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 how other people feel, about name. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up * Sing and do action a song “ If you are happy” * Running dictation (8’) -Stick some pictures ( happy, sad, hungry,..) on the walls in the class.
8. - Have students work in pairs. One runs and find the pictures around him/ her, then turn back to his pair and tell what he/ she has seen. E. g. happy His/ Her friend writes down the word he/ she has heard. Activity 2: Listen and draw lines. (CD1 - Track 39) (8’) -Have students look at the pictures and call out the people and feelings 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. Activity 3 .Play the "Chain" game.(5’) -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: “Ball Circle” game(5) -Divide the class into groups of five. Each group sits in a circle. Give each group a ball. -One student asks, “What’s your name?” or “How are you?” and throws the ball to another student who has to answer. -After this student answers, he/she continues asking a question “How are you?” or “What’s your name?” and throws the ball to another student. -Continue until every student has had a turn. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (review talking about how other people feel and name.) 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 and name.
9. D. ADJUSTMENT .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. __________________________________________________________________ GRADE 3 Teaching date: 24/10/2022 Period: 25. UNIT 2: FAMILY Lesson 2: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. identify the situations using the sentence patterns: Who’s he?/ He’s my grandfather 2. Practise asking and answering about who someone is. 3. 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 who someone is. B. LANGUAGE FOCUS 1. Vocabulary: grandfather, grandmother, uncle, aunt, cousin. 2. Sentence patterns: Who’s he?/ He’s my grandfather. What’s his name?/ His name’s Dan. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 29 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Draw your family. Ask and answer Student’s talk and Observation, 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 who interaction Questions & answers someone is.
10. 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. - The first student getting the correct answer wins a point for their team. Activity 1: Language input: (Activity E. Point, ask and answer). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point and ask, have the student B answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Draw your family. Ask and answer) - Have the students draw the faces of their family members. - Divide the class into two pairs. - Have the students look at their drawings, then ask and answer. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about who someone is.) 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 who someone is.) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 25/10/2022 Period: 26. UNIT 2: FAMILY Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to
11. 1. Recognize simple instructions from the recording and pictures. (Cognition) 2. identify the situations using the sentence pattern: Clean your room! 3. follow simple instructions. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions. B. LANGUAGE FOCUS 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Clean your room! C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 30, audios , pictures , a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen and point, then repeat Observation actions Student’s answers/ Observation 2. Play Pass the words actions 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic (Tom and his mom) Student’s talk and Observation, 4. Listen and practice interaction Questions & answers Student’s answers/ Observation 5. Look and write. Practice Student’s talk and interaction 6. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers following simple instructions. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Word chain game. - Place the flashcards on the board in a given sequence. - Have the class say the words in the sequence first. - Point to a student and ask them to say the first word in the sequence. - Point to another student and ask them to say the second word in the sequence. - Continue the activity with the other student and ask them to say the next word in the sequence. - Correct the students’ pronunciation if necessary.
12. - Lead in the new lesson. Activity1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at pictures and answer questions to identify the situation. - Tell students that they are going to practise saying about simple instructions - 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 A: 2. Play Pass the word.) - Divide the class into groups of 4-5 students. - Have a student stand in a circle. - Have one student point to another student at random and say the first word in the sequence. - The second student must point to another student and say the next word in the sequence. - If a student says the wrong word, they are “out” and must sit down. - The last student standing is the winner. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation - 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 4: Practice (Activity B. 2. Look and write. Practice) - Demonstrate the activity using the example. - Have the students look and write their 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? (following simple instructions.)
13. 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 following simple instructions.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: 28/10/2022 Period: 27. UNIT 2: FAMILY Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /pl/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns: Wake up, clean your room 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise saying simple instructions 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions B. LANGUAGE FOCUS 1. Sound /pl/ 2. Vocabulary: do your homework, clean your room, wake up, go to bed. 3. Sentence pattern: Clean your room! C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page31 - 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 2. Chant Student’s interaction Observation
14. 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 introducing family and performance members. 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 phrase, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the phrase when standing inside the circle. - The first student getting the correct answer wins a point for their team. Activity 1: Language input (Activity C: 1. Listen and repeat) - Draw attention to the /pl/ sound. - Briefly explain and demonstrate the sound. - Play the audio (using DCR). - Have the students notice the sound. - Play the audio again. - Have the students listen and repeat. - Correct the students’ pronunciation if needed. 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) - Introduce the situation: “Listen to Mom ” - Have the students look at the story and ask these questions. • Who can you see? (Mom/ Mrs. Brown, Lucy, Tom,
15. Alfie, Ben) • Does Mom look happy? (No) • What are the kids doing? (sleeping, playing games, reading, eating) - Play the audio (using DCR). - Have the students look and listen. - Listen to their teacher’s introduction about the situation. - Look at the story and answer their teacher’s questions. - Listen to the story. Activity 4: Practice (Activity D: 2. Listen and write.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and write. - Play the audio again and check answers as a whole class. 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? (Identify the /pl/ sound and following simple instructions ) 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 sounds; following simple instructions) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 28/10/2022 Period: 28. UNIT 2: FAMILY Lesson 3: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. identify the situations using the sentence patterns: Stand up! Sit down 2. Follow simple instructions smoothly. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in following simple instructions smoothly.
16. B. LANGUAGE FOCUS 1. Vocabulary: do your homework, clean your room, wake up, go to bed. 2. Sentence pattern: Stand up! Sit down C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 31 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point and say Observation actions 2. Play Simon says Student’s talk and Observation, interaction Questions & answers, 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, following simple instructions interaction Questions & answers smoothly. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN 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. Activity 1: Language input: (Activity E. Point and say). - Divide the class into two pairs. - Demonstrate the activity using the speech bubbles. - Have the student A point, have the student B say. - Swap roles and repeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play Simon says.) - Have students time to look and read at the examples. - Tell them they must only follow commands that start with “Simon says ”. - Model the activity in front of the class. - Demonstrate the game by giving the students different commands. If the command starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon says”, students who do the action must sit down. - Invite one student to come to the front of the class to be “Simon”. Ask them to swap roles and repeat with a new “Simon”.
17. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (following simple instructions smoothly) 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 following simple instructions smoothly.) - Remind students to prepare for the next lesson. D. FEEDBACK _____________________________________________________ GRADE 4 Teaching date: 24/10/2022 UNIT 5: CAN YOU SWIM? Period 25th Lesson 1: 1- 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this period, students will be able to: 1. use the words and phrases related to the topic Things we can do.. 2. ask and answer questions about what someone can/cannot do, using What can you do?I can ... B. LANGUAGE FOCUS. 1. Key terms: read, cycle, skip, skate, cook, swim, play football, play volleyball 2. Key grammatical structure The sentence patterns: What can you do? I can___________ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 30 - Audios (Unit 5-page 30), - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Look, listen and repeat. Students’ answers Questions & answers Key Student’s talks, and Observation 2. Point and say. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
18. Warmer: Greeting and chatting. Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3 (e.g. read, cycle, skip, skate, cook, swim, play football, play volleyball). - Teacher tells the class the objects of the lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) Tell pupils that they are going to read a story in which pupils ask and answer questions about what they can or cannot do. • Ask them to look at the four pictures to identify the characters (Mai, Nam and Phong) and the context in which the language is used. Ask them questions such as Where are they? What are they doing? (In Picture a, Mai is holding a picture to show that she can draw a cat. In Pictures b and c, Mai is asking Nam and Phong about what they can do. Explain the meaning of the phrases can dance, can sing and can’t dance. Check comprehension. • Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. • Play the recording again for pupils to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise asking and answering questions about what someone can do. • Have them look at the bubbles to understand how to use the language. Ask pupils to look at the four pictures to identify what the girl can do in each picture. Revise the words skip, skate, cook and swim. • Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture. (Teacher: What can you do? Pupil: I can skip.) Ask pupils to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. • Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures. • Select some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary Task 2: Guided practice Tell pupils that they are going to practise using What can you do? and I can ... • Ask them to work in pairs: one pupil asks the question and the other answers with facts about themselves. • Monitor the activity and offer help, if necessary. • Select some pairs of pupils to role-play in front of the class. • To extend this activity, ask them to say something they cannot do (e.g. I can’t skate.) Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about what someone can/cannot do, using What can you do? I can ...” 2. What’re the core values of the lesson?
19. (Use positive attitudes and appropriate gestures to ask and answer what someone’s can do..) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 5. Lesson1. 3-5 on pages 31). D.FEEDBACK ................................ _________________________________________________________ Teaching date: 24/10/2022 UNIT 5: WHAT CAN YOU DO? Period 26th Lesson 1: 3-5 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of this period, students will be able to: 1.Listen and tick,use the words and phrases related to the topics Things we can do. 2.Look and write about what someone can do. 3.Let’s play “ Guesing game”. B. LANGUAGE FOCUS. 1. Key terms:review 2. Key grammatical structure The sentence patterns: What can you do? I can___________ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 31 - Audios (Unit 4-page 31), - Pictures, posters of activities (Activity 2 – page 31) - A computer and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and tick. Students’ answers Questions & answers Key Student’s talks, and Observation 2. Look and write. interaction Questions & answers Student’s play, and Observation 3. Let’s play. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Spend a few minutes revising the question What can you do? and the answer I can ... Get pairs to act out the questions and the answers in front of the class. Activity 1: Language input (Activity 1: Listen and tick.)
20. Tell pupils that they are going to listen to three dialogues about someone’s abilities and tick the correct pictures. • Ask them to look at the pictures to identify the similarities and differences among them (In Picture 1a, Tony is drawing a picture. In Picture 1b, Tony is singing. In Picture 1c, Tony is dancing. In Picture 2a, Nam is cooking. In Picture 2b, Nam is skipping. In Picture 2c, Nam is cycling. In Picture 3a, Akiko is skating. In Picture 3b, Akiko is singing. In Picture 3c, Akiko is reading.) Check understanding. • Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures. • Get pupils to swap their answers before you check as a class. Key: 1 a 2 c 3 a Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write..) Tell pupils that they are going to complete the sentences to express ability, using the picture cues. • Ask them to look at the four pictures to identify what the character in each picture can do. Then have them find appropriate words to complete the sentences. Get pupils to work in pairs, if necessary. • Give pupils time to do the task independently. Go around offering help, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, invite some pupils to read the complete sentences aloud. Key: 1 dance 2 skate 3 swim 4 cycle Task 2: Let’s play. Tell pupils that they are going to play a Guessing game. Follow the procedure in Games in Introduction. • Stick pictures of a dog, a fish and a parrot on the board. Check if pupils can recognize the animals. Point to a picture and ask some questions about the animal (e.g. What’s this animal? What can it do? Can it swim?). • Divide pupils into groups of five. A pupil in one group says two sentences about one of the animals, using can and can’t, and then asks what it is (e.g. It can swim, but it can’t walk. What is it?) The pupils of the other groups guess (e.g. It’s a fi sh.) The group that gives the right answer the quickest gets one point. • The groups take turns asking and answering questions. The one that gets most points wins. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about what someone can/cannot do, using What can you do? I can ...” 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask and answer what someone’s can do..) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 5. Lesson2. 1-3 on pages 32).