Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 17 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 17 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 17 Date of teaching: 1C, 1D (05/01/2022) Period: 16 UNIT 7: Numbers Lesson 1. A, B, C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Bill, Kim and Sue (setting, participants, topics); 2. talk about numbers, number of some school things 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. show their numbering abilities and great respect for other people’ abilities by using appropriate gestures and intonation when talking about numbers B. LANGUAGE FOCUS Key terms/ Vocabulary One, two, three Key grammatical structure The sentence patterns: one, two ...... C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity 1 – page 44) - a computer and a TV . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Students’ answers Questions & answers between Bill, Kim and Sue such as Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. talk about numbers, using the Student’s talks, and Observation sentence patterns. interaction Questions & answers 4. Use positive attitudes and appropriate gestures to talk about Student’s interaction and Observation their abilities and ask about performance numbers.
2. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to watch a video “number song” from youtube Elicit the abilities which are mentioned in the video (one, two, three,etc) - Tell students that they are going to read a dialogue in which students talk about numbers and lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words: one, two, three - Have students listen to each new word. - Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. - Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. - Have students work in pairs, one points at the picture in the book and the other says the word Activity 1: Language input (Activity B: Listen and point.) - Ask students to look at the three pictures (page 38) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Bill, Kim and Sue) 2. Where are they? (in the park) 3. What are they doing?( talking about numbers.) - Ask students to look at the pictures(Activity 2) (page 44) and answer the following questions: 4. What does Sue say? (one, two, three) 5. What does Bill answer? (one.) - Elicit the number: one, two, three - Tell students that they are going to practise talking about what someone can do. - 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 (Flash card cue drill.) - hang the flash card on the bb - ask Ss to talk about numbers - Point to the first picture and get one St say ( one) - Ask students to say the numbers chorally and individually. Repeat the same procedure with the rest of the pictures.
3. - Ask students to practice in pairs, number their school things (pencil, bag, book) - Call on some Ss to talk in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. ( Activity C. Sing) Play audio and have students listen. 2. Play audio and have students turn to page 44. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing 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 numbers) 2. What’re the core values of the lesson? (show their numbering ability and respect other people’s abilities.) - Remind students to prepare for the next lesson D. FEEDBACK - T can use the other song for Activity C Date of teaching: 2C, 2D (05/01/2022) Period: 16 Unit 7: CLOTHES Lesson 1 (A-B-C) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). 1.To be able to identify clothes. 2.Identify and use vocabulary items about clothes 3.Ask and answer Yes ,No question about clothes B. LANGUAGE FOCUS Vocabulary: T-shirt, dress, hat, shirt Key grammatical structures: Is this your (T-shirt)? Yes, it is.
4. Is this your (dress)? No, it isn’t C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2: Student’s book page - Audios (Unit 7-page 46 ), - 4 cards . - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and point correct Point and read Questions & answers picture.Repeat Key 2. Listen to the story Students' listen and repeat between Kim and Sue talk Observation and talk about clothes. Observation 3. Listen and tick. Student’s answer. Questions & answers 4. Use song to talk about Observation Student sing clothes STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: conversation line. Slap the board" game - Teacher puts some pictures on the board. - Divide the class into 2 teams. - The teacher then has a student from each team come up to the board with fly swatters. They then listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team and the next students then come up. Activity 1: Listen and point.Repeat. - Use some pictures to introduce the new words (T-shirt, dress, hat, shirt ). Ask students if someone wears these in the class. - Have students listen to each new word. Sts listen and repeat one by one. T play the record and ask sts repeat. - Arrange the flashcards on the board, play audio, and point to each flashcard. - Play audio again and have students point to the pictures in their books. - Play audio again and have students listen and repeat. - Have students work in pairs, one of them points to the picture in the book and the other says the word. "Pictionary" game -Divide the class into teams.
5. -Have a student from each team stand at the board with a marker or a piece of chalk and tell them something to draw, e.g. "dress”. -Have teams try to guess what the student from their team is drawing. -Give the first team to guess correctly one point. -Repeat with different students. -The team that gets the most points wins. Activity 2: Controlled & guided practice T Have ss look at the picture and answer. Who are they? Where is this? Have students look and describe the picture, then call out the things they can see. -Introduce the situation: “Mai and Sue are in the yard. They are talking about clothes.” Divide the class into two groups, Mai and Sue. Play audio and have students listen and read.. -Have students work in pairs, listen to the dialogue and repeat. * Listen and put a ( √ ) or a ( x ). (CD2 – Track 13) -Play audio and demonstrate the activity using the example. -Play audio and have students listen and put a tick or a cross. -Play audio again and check answers as a whole class C. Sing. (CD2 – Track 14) -Have students turn to page 46. -Play audio and have students listen. -Read the lyrics and do actions following them. -Play audio and have students listen, sing along, and do the actions. Role play -Have students work in pairs, practice the useful language like the conversation in their books. -Have some pairs demonstrate 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? (protect your clothes carefully) 2. What’re the core values of the lesson? (show their knowledge about clothes) Remind students to do exercises in the workbook and to prepare for the next lesson Adjustment
6. Date of teaching: 4A, 4B (04/01/2022) Period: 31 UNIT 12: WHAT DOES YOUR FATHER DO? LESSON 2: 1+2+3 (page 14) 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 workplaces, using Sentence Patterns: Where does a ____ work? − A _____ works _____. 3. Live responsibly, love family and respect other people’ jobs. B. LANGUAGE FOCUS 1. Key terms/Vocabulary doctor, in a hospital / farmer, in a field / worker, in a factory / clerk, in an office 2. Key grammatical structure The sentence patterns: Where does a ____ work? − A _____ works _____. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Student’s book page 14. - Audio (Unit 12-page 14). - 4 pictures of someone’s job and working place (Activity 2 – page 14). - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the situation for the conversation Observation between Nam and Mai such as Students’ answers Questions & answers setting, participant, topics. Key 2. Practice a role-play conversation Student’s talks, and with classmates, using the picture Observation interaction prompts. 3. Ask and answer about Observation Student’s talks, and workplaces, using the sentence Questions & answers
7. patterns. interaction 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk and ask performance about workplaces. Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and song - Greet the students. - Ask students to sing the song My family and do the actions. - 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 workplaces. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 14) 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 working places) - Ask students to look at picture d (Activity 1) (page 14) and answer the following questions: 4. What does Nam ask? (where does she work?) 5. What does Mai answer? (In a field) - Elicit the sentence patterns: “Where does a ____ work? − A _____ works _____”. - Tell students that they are going to practise asking and answering questions about workplaces. - 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: doctor, in a hospital / farmer, in a field / worker, in a factory / clerk, in an office.
8. - 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: Where does a doctor work? Student: A doctor works in a hospital - 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 and answer about the jobs and working places of the family members. - Tell students that they are going to ask and answer questions about the jobs and workplaces of their family members, using “what does your ____ do? He’s/She’s_____”. “Where does he/she work? He/She works ____”. - Ask them to interview 3 or 4 friends: One student asks the question and the other answers with the facts about the jobs and workplaces of their family members and then exchange the roles. - Monitor the activity and offer help if necessary. - 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? (Ask and answer about workplaces and use the sentence pattern “where does a ___work? A ___works ___.”) 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. Self-study: Lesson 2 (4-6) on page 15. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................
9. Date of teaching: 4A, 4B (04/01/2022) Period: 32 UNIT 12: WHAT DOES YOUR FATHER DO? LESSON 3: 1+2+3 (page 16) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the letter clusters ie in field and piece, and ea in teacher and reading. 2. Using language to talk about jobs and workplaces. 3. Studious and obedient students; love their family and respect other people’s job. 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 16 - Track (Unit 12-page 16), - Letter “ie” in the words: field, piece and letter “ea” in the words: teacher, reading. (Activity 1 – page 16) - 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 ie in field and piece, and ea in Students’ answers Observation teacher and reading. 2. Practice with classmates, using Student’s talks and the word prompts. interaction. Observation 3. Listen and circle. Then say the Student’s listening, and sentences with the circled words Observation interaction in Activity 2. Listen
10. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to chant performance Listen and chant STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then call two students to the front of the class to ask and answer questions about the jobs and the workplaces. - Lead into new lesson. - Tell students that they are going to practice saying the sounds of the letters ie in the words: field, piece, and ea in the words: teacher, reading respectively. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 16. - Tell students that they are going to practice saying the sounds of the letters ie in the words: field, piece, and ea in the words: teacher, reading respectively. - Put the phonics letters ie and ea 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 circle. Then say the sentences with the circled words. - Tell Ps that they are going to listen to the recording and circle the words. - Give the class a few second to read the words in silence and guess the words to circle - 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. b, 2. b - Ask Ss say sentences with the circled words: - Call some Ss to say aloud in front of the class. - Check and correct mistakes.
11. Task 2: Let’s chant - Tell students that they are going to sing the chant “Jobs and workplaces.” - Give a few seconds for Ss to sing the chant. Check comprehension. - Divide class into two groups: one group chants the questions and the other chants the answers. - 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: grandfather, grandmother, driver, cook, ........... 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 ie in field and piece, and ea in teacher and reading respectively). 2. What’re the core values of the lesson? (Studious and obedient students; love their family and respect other people’s job) - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 13 - Lesson 1: 1-2 on page 18). - Self-study: lesson 3 (4-6) on page 17. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................ ******************************************************************** Date of teaching: 5C, 5D (06/01/2022) 5A, 5B (07/01/2022) Period: 31 + 32 UNIT 12: DON’T RIDE YOUR BIKE TOO FAST! Lesson 2+ Lesson 3 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 Miss Hien, Mai, and Nam (setting, participants, topics); 2. Ask and answer questions about accident prevention, using: Why shouldn’t I ___? − Because you may ___.
12. 3. Identify specific information through listening to conversations to complete with one word. 4. Know what is dangerous and warn others against doing such things and educate Ss how to keep safe and prevent accidents. B. LANGUAGE FOCUS Key terms/ Vocabulary play with the knife, cut yourself / play with the stove, get a burn / ride too fast, fall off your bike / run down the stairs, break your arm. Key grammatical structure Why shouldn’t I ___? − Because you may ___. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 14, 15, 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 between Questions & Students’ answers Miss Hien, Mai and Nam such as answers setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer questions about Observation why someone shouldn’t do Student’s talks, and Questions & somethings, using the sentence interaction answers patterns. 4. Listen and complete with one word. Students’ answers Observation; Key 5.Use positive attitudes and Observation appropriate gestures for Sts to know Student’s interaction Questions & what is dangerous and warn others and performance answers against doing such things. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and checking. - Greet the students. Then get the class to sing the song: “What’s the matter with you” - Tell students that they are going to read a dialogue in which students know what is dangerous and warn others against doing such things. Activity 1: Language input (Activity 1: Look, listen and repeat.)
13. - Ask students to look at the four pictures (page 14) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Miss Hien, Mai and Nam) 2. Where are they? (in the classroom) 3. What are they doing? (talking about dangerous actions.) - Ask students to look at picture b (Activity 1) (page 14) and answer the following questions: 4. What is the boy doing? (He’s climbing the apple tree) 5. What does Miss Hien ask Nam? (Why shouldn’t he climb the tree) - Elicit the sentence patterns: Why shouldn’t I ___? − Because you may ___. - Tell students that they are going to practise asking and answering questions about accident prevention. - 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.) - Use pictures to elicit: a. play with the knife, cut yourself , b. play with the stove, get a burn , c. ride too fast, fall off your bike , d. run down the stairs, break your arm. - 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: Why shouldn’t I play with the knife? Student: Because you may cut yourself - 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 by talking about accident prevention, using: + What is he/she doing? He/ She is .. + He/ She shouldn’t do that! + Why shouldn’t he/she ? Because he/she may - Set a time limit for the class to practice talking in pairs. - Go around the class and offer help, if necessary. - Invite a few pairs to act out their exchanges in front of the class. - Give feedback. Activity 3: Listening practice (Activity 4: Listen and complete with one word.) - Tell the class that they are going to listen and complete each sentence with one word.
14. - Ask them to read the sentences and try to guess the word to fill each gap. - Play the recording twice for pupils to listen and complete. - Get them to compare their answers before checking as a class. - Ask pupils to give answers in front of the class. - Play the recording again for pupils to listen and check. - Give correct answers * Key: 1. sharp 2. wall 3. burn 4. arm Activity 4: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer questions about accident prevention, using: Why shouldn’t I ___? − Because you may ___. 2. What’re the core values of the lesson? (Know what is dangerous and warn others against doing such things and educate Ss how to keep safe and prevent accidents.) - Remind students to do part 5 (listen and complete), part 6 (Let’s play.) and Lesson 3. - Prepare for the next lesson Unit 13- Lesson 1 D. ADJUSTMENT.