Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 16 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 16 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 16 Lớp 1 Date of teaching: 1C, 1D (29/12/2021) Period: 15 UNIT 6: ACTIVITIES Lesson 2: 1,2,3,4 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Ee, Ff, Gg, Hh correctly; 2. Demonstrate the sounds of the letters Ee, Ff, Gg, Hh in the words elephant, food, father, girl, head, hopscotch through circling the letters and putting (v) or (x); 3. Have a sense of loving for people and animals. B. LANGUAGE FOCUS - Sounds E/e, F/f, G/g, H/h - Review: elephant, food, father, girl, head, hopscotch . C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 40, 41, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 6, poster for Unit 6. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat the sounds of the Observation Student's speech letters E/e, G/g. 2. Listen and point the sounds of the letters Student’s speech Observation F/f, H/h 3. Circle the correct letters. Student’s answer Observation/ Key Observation/ Key 4. Put (v) or (x). Group’s answer 5. Show positive attitudes and appropriate Student’s gestures to pronounce the sounds of the Observation interaction and letters Ee, Ff, Gg, Hh correctly; performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing - Ask pupils to sing the Alphabet song. - Tell students that they are going to pronounce the sounds of the letters Ee, Ff, Gg, Hh Activity 2: Language input
2. 1. Listen and repeat. - Use the “Finger air” technique to present the letters E/e, G/g and Their sounds. - Have students look at the pictures. - Point to the pictures and say the letters’ sounds. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. 2. Listen and point. - Have students look at the letters. - Play audio. Demonstrate the activity by pointing to the correct letters. - Play audio again. Have students listen and point to the letters as they hear. - Have students listen, point and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Circle the letters - . Have students look at the pictures and call out the words. - Demonstrate the activity using the example. - Have students look the letters and circle the correct beginning sounds. - Check answers as a whole class. - Have students read all of the letter sounds all together and individually. 2. Put a tick or a cross. - Have students look at the pictures and call out the beginning sounds. - Demonstrate the activity using the example. - Have students look the letters and put a tick or a cross. - Check answers as a whole class. - Have students read all of the letter sounds all together and individually. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters Ee, Ff, Gg, Hh in some words) 2. What’re the core values of the lesson? (Have a sense of loving for people and animals. ) - Remind students to study P4 at home. - Prepare for the next lesson Unit 7- Lesson 1 D. ADJUSTMENT.
3. Lớp 2 Date of teaching: 2C, 2D (29/12/2021) Period: 15 UNIT 6: AROUND TOWN Lesson 2: A, B, C, D, E, F, G, H STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Rs, Ss, Tt, Uu correctly; 2. Demonstrate the sounds of the letters Rs, Ss, Tt, Uu in the words robot, sun, sea, top, tiger, umbrella through circling the letters and writing the letters. 3. Have a sense of keeping objects carefully and loving nature and animals. B. LANGUAGE FOCUS - Sounds Rs, Ss, Tt, Uu - Review: robot, sun, sea, top, tiger, umbrella C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, page 42, 43, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 6, poster for Unit 6. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat the sounds of the Observation Student's speech letters R/r, T/t. 2. Listen and point the sounds of the letters Student’s speech Observation S/s, U/u 3. Circle the correct letters. Student’s answer Observation/ Key Observation/ Key 4. Write the letters Group’s answer 5. Show positive attitudes and appropriate Student’s gestures to pronounce the sounds of the Observation interaction and letters Rs, Ss, Tt, Uu correctly; performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing - Ask pupils to sing the Alphabet song. - Tell students that they are going to pronounce the sounds of the letters Rs, Ss, Tt, Uu Activity 2: Language input 1. Listen and repeat.
4. - Use the “Finger air” technique to present the letters R/r, T/t. and Their sounds. - Have students look at the pictures. - Point to the pictures and say the letters’ sounds. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. 2. Listen and point. - Have students look at the letters. (S/s, U/u) - Play audio. Demonstrate the activity by pointing to the correct letters. - Play audio again. Have students listen and point to the letters as they hear. - Have students listen, point and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Circle the letters - . Have students look at the pictures and call out the words. - Demonstrate the activity using the example. - Have students look the letters and circle the correct beginning sounds. - Check answers as a whole class. - Have students read all of the letter sounds all together and individually. 2. Write the letters. - Have students look at the pictures and call out the things they can see. - Demonstrate the activity using the example. - Have students write the letters. - Check answers as a whole class Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters Rs, Ss, Tt, Uu in some words) 2. What’re the core values of the lesson? (Have a sense of keeping objects carefully and loving nature and animals). - Remind students to study D, H at home. - Prepare for the next lesson Unit 7- Lesson 1 D. ADJUSTMENT.
5. Lớp 4 Teaching date: 4A, 4B (27/12/2021) Period: 29 UNIT 11: WHAT TIME IS IT? LESSON 3: 1+2+3 (page 10) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the letter clusters oo in cook, book, noon, and school. 2. Using language to talk about daily routine, ask and answer about the time. 3. Save the time, on time. B. LANGUAGE FOCUS 1. Key terms/ Vocabulary Revision 2. Key grammatical structure The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 10 - Track (Unit 11-page 10), - Letter “oo” in the words: cook, book, noon, school. (Activity 1 – page 10) - Situational pictures and character cards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Pronounce the letter clusters oo Students’ answers Observation in cook, book, noon, and school 2. Listen and write the missing Student’s listening, and Observation words in Activity 2. interaction Listen 4. Use positive attitudes and Student’s interaction Observation appropriate gestures to chant and performance Listen and chant STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Ask Students to answer the question: What time do you ____? - Lead into new lesson. - Tell students that they are going to practice saying the sounds of the letters oo in the words cook, book, noon and school respectively. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 10. - Tell students that they are going to practice saying the sounds of the letters oo in the words cook, book, noon and school respectively.
6. - Put the phonics letters oo on the board and say them a few times . - Play the recording more than once, if necessary, ask students to listen and repeat the sentences. - Do choral and individual repetition. - Play the recording again for students to listen and repeat. - Call on some students to say the words and sentences. Activity 2: Full controlled & less controlled Task 1: Listen and write. Then say aloud - Tell Ss that they are going to listen to the recording and write the words in the blanks of the sentences. - Give the class a few second to read the sentences in silence and guess the words to fill in the blanks. - Play the recording all the way through for Ss to listen. - Play the second time and ask Ss to do the task. - Have Ss check their answers in pairs, then ask some Ss to report their answer to the class. - Gives the best answers. Key:1.book 2. School 3. Cook 4. noon Task 2: Let’s chant - Tell Ss that they are going to sing the chant What time do you go to school? - Give a few seconds for Ss to sing the chant. Check comprehension. - Say each line of the chant, then have Ss repeat it a few times. Give a demonstration of chanting and clapping the rhythm. - Divide class into two groups: one group chants the questions and the other chants the answers. - Get groups of Ss to sit face to face and practice chanting and doing the actions. Go around and offer help, if necessary. - Call two groups to the front of the class to chant and do the actions. The rest of the class claps along to the rhythm. - Get Ss to work in pairs to sing the new chant by replacing some phrases: go to school, seven o’clock, school into get up, six o’clock, get up - Make a few questions to check students’ comprehension of the language. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Pronounce the letter clusters oo in cook, book, noon, and school respectively) 2. What’re the core values of the lesson? (save the time, on time) - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 12 - Lesson 1: 1-2 on page 12). - Self-study: lesson 3 (4-6) on page 11. D. FEEDBACK
7. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................... Period: 30 UNIT 12: WHAT DOES YOUR FATHER DO? LESSON 1 (page 12) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation between Nam and Mai (setting, participants, topics); 2. Ask and answer questions about someone's job using: What does your______ do? − He's / She’s ______. 3. Live responsibly, love family and respect other people’ jobs. B. LANGUAGE FOCUS 1. Key terms/Vocabulary farmer, nurse, driver, factory worker 2. Key grammatical structure The sentence patterns: What does your______ do? − He's / She’s ______. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 12 - Audio (Unit 12-page 12), - 4 pictures of someone’s job (Activity 2 – page 12) - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & Students’ answers between Nam and Mai such as answers setting, participant, topics. Key 2. Ask and answer about Observation Student’s talks, and someone’s job, using the sentence Questions & interaction patterns. answers 3. Use positive attitudes and Student’s interaction Observation appropriate gestures to talk and and performance Questions& answers ask about someone’s job. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and song
8. - Greet the students. - Get the class to sing the song What time do you go to school? - Give comments - Lead into the new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about someone’s job. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 12) and answer questions to identify the situation for the conversation. 1. Who are they? (Nam and Mai) 2. Where are they? (in the classroom) 3. What are they doing?( talking about someone’s job) - Ask students to look at picture b (Activity 1) (page 12) and answer the following questions: 4. What does Nam ask? (what does your father do, Mai?) 5. What does Mai answer? (He’s a teacher) - Elicit the sentence patterns: “what does your ______do? He’s/She’s_____. - Tell students that they are going to practise asking and answering questions about someone’s job. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: farmer, nurse, driver and factory worker - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: “what does your father do? Student: He’s a farmer - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Less controlled. Ask your partner about the jobs of their family members. - Tell students that they are going to ask and answer questions about the jobs of their family members, using “what does your ____ do? He’s/She’s_____. - Ask them to interview 3 or 4 friends: One student asks the question and the other answers with the facts about the jobs of their family members and then exchange the roles. - Monitor the activity and offer help if necessary.
9. - Call on some groups of students to role-play 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? (Talk about jobs and use the sentence pattern “what does your ___do? He’s/She’s ___.” to ask and answer about someone’s job) 2. What’re the core values of the lesson? (Live responsibly, love family and respect other people’ jobs.) - Remind students to do exercises in the workbook, learn by heart the new words and the structure and prepare for the next lesson (Lesson 2: 1-3 on page 14). Self-study: Lesson 1 (3-5) on page 13. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................ Lớp 5 Date of teaching: 5C, 5D ( 30/12/2021), 5A, 5B( 31/12/2021) Period: 29 UNIT 11: WHAT’s THE MATTER WITH YOU? LESSON 3: 1+2+3 (page 10) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Say the questions and the answers with the correct intonation. What’s the matter with you? ̶ I have a headache. What’s the matter with you? ̶ I have a toothache. What’s the matter with you? ̶ I have a stomach ache. 2. Ask and answer questions about health problems. 3. Educate Ss how to keep healthy. B. LANGUAGE FOCUS 1. Key terms/ Vocabulary Revision 2. Key grammatical structure
10. The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, Student’s book page 10 - Track (Unit 11-page 10), - Situational pictures and character cards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Say the questions and the answers with the correct intonation. What’s the matter with you? - I have a headache. Student’s listening, and interaction Observation What’s the matter with you? - I have a toothache. What’s the matter with you? - I have a stomach ache. 2. Listen and circle a or b. Then Student’s listening and Observation ask and answer in Activity 2. interaction Listen Key Student’s listening, 4. Use positive attitudes and Observation interaction and appropriate gestures to chant performance Listen and chant STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Invite some students to role-play the conversations in Lesson 2, Activity 5. - Lead into new lesson. - Tell students that they are going to practice saying the question and answers which the correct intonation. Activity 1: Listen and repeat - Tell the class that they are going to practice saying the question and answers which the correct intonation.
11. - Play the recording all the way through for students to listen first. - Play the recording again for them to repeat the sentences twice - Ask students to read the sentences until students feel confident. - Get some students to say the words and sentences in front of the class. - Correct mistakes of pronunciation. Activity 2: Task 1: Listen and circle a or b. Then ask and answer - Tell students that they are going to listen to the recording, circle a or b to complete the sentences. - Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. - Play the recording twice for students to listen, circle a or b. - Play the recording again for students to listen and check. Ask the class to read the sentences aloud. - Give the correct answers. * Key: 1. b 2. b 3. a 4. a Task 2: Let’s chant - Tell students that they are going to say the chant: What’s the matter with you? - Play the recording all the way through for students to listen and follow in their books. - Play the recording again, pausing after each line for students to repeat. - Play the recording once more for students to repeat the whole chant, show students how to chant and do the actions - Get students to work in pairs to practice chanting and doing the action. - Invite some pairs to say the chant and do actions in front of the class - Give feedback. - Ask the whole class to say the chant and clap along to the rhythm of the chant Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Say the questions and the answers with the correct intonation. Ask and answer questions about health problems) 2. What’re the core values of the lesson? (Appreciate the health and know how to keep healthy)
12. * Homelink: - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 12 - Lesson 1: 1-3 on page 12, 13). - Self-study: lesson 3 (4-6) on page 11. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................ Period 30 UNIT 12: DON’T RIDE YOUR BIKE TOO FAST! Lesson 1 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence) 1.Identify the situation for the conversation between Tom and Mary (setting, participants, topics); 2. Express and respond to concerns about possible accidents at home, using “ Don’t ! Ok, I won’t.” 3. Identify specific information through listening to conversations to tick. 4. Educate Ss how to keep safe and prevent accidents. B. LANGUAGE FOCUS Key terms/ Vocabulary - Play with matches, ride your bike too fast, climb the tree, run down the stairs. Key grammatical structure “Don’t .Ok, I won’t”. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 12, 13, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 12, poster for Unit 12 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & Students’ answers between Tom, and Mary such as answers setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and Observation
13. with classmates, using sentence interaction patterns. Observation 3. Ask and answer about accidents at Student’s talks, and Questions & home, using the sentence patterns. interaction answers 4. Listen and tick the right answers. Students’ answers Observation; Key 5.Use positive attitudes and Observation appropriate gestures to express and Student’s interaction Questions & respond to concerns about possible and performance answers accidents at home. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and getting started - Greeting class and getting started: Do actions and say. - Tell students that they are going to read a dialogue in which students express and respond to concerns about possible accidents at home and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 12) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tom, and Mary) 2. Where are they? (At home) 3. What are they doing? (talking about cooking.) - Ask students to look at picture b (Activity 2) (page 6) and answer the following questions: 4. What does Tom say ? (Don’t play with the knife) 5. How does Mary answer? (Ok, I won’t.) - Elicit the sentence patterns: Don’t .....! Ok, I won’t. - Tell the class that they are going to practice expressing and responding to concerns about possible accidents at home. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have ss look at the pictures in their books on page 12 elicit some phrasal verbs : a. play with matches; b. ride your bike too fast c. climb the tree d. run down the stairs.
14. - Tell Ss that they are going to practice expressing and responding to concerns about possible accidents at home, using the sentence patterns: Don’t ...! OK, I won’t - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Don’t ride your bike too fast! Student: Ok, I won’t. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role - play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice. ( Activity 3: Let’s talk) - Tell the class that they are going to practice further by talking about accidents at home, using : + What are you doing ..? I want to .. + Don’t ! OK, I won’t - Go around offering help, if necessary. - Call on some pairs to demonstrate the task in front of the class. - Give constructive feedback and comments on the reports and correct Ss’ mistakes if necessary. Activity 3: Listening practice (Activity 4: Listen and tick) - Have ss turn their books to page 13, Tell Ss that they are going to listen to the recording and tick the expressing about possible accidents at home. - Ask them to look at the grid to identify possible accidents. Check their understanding. - Play the recording all the way through for ss to listen, as they look closely at the in their books. - Play the recording again for ss to listen and tick correct pictures. - Replay the recording for ss to check their answers. Have ss trade their answer in groups for correction. Keys: 1. b, 2. C, 3. A, 4.b. Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Express and respond to concerns about possible accidents at home, using “ Don’t ! Ok, I won’t.”) 2. What’re the core values of the lesson? (educate Ss how to keep safe and prevent accidents.) - Remind students to do part 5 (Read and complete) and part 6 (Let’s sing) at home. - Prepare for the next lesson. (Lesson 2) D. ADJUSTMENT.