Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 18 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 18 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 18 Date of teaching: 1C, 1D ( 12/01/2022) Period: 17 UNIT 7: NUMBERS Lesson 2: 1,2,3,4 A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Ii, Jj correctly; 2. Demonstrate the sounds of the letters Ii, Jj in the words insect, ink, jump, juice through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of the importance of pronounciation). B. LANGUAGE FOCUS - Letters : Ii, Jj - Vocabulary : insect, ink, jump, juice C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 46, 47, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 7, poster for Unit 7. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen, repeat and trace the sounds I/I, Observation Student's speech J/j 1.Listen and repeat the sounds of the Student’s speech Observation letters I/I, J/j 3. Perform a song using appropriate tone Student’s Observation and gestures performance 5. Show positive attitudes and appropriate Student’s gestures to pronounce the sounds of the Observation interaction and letters Ii, Jj 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 Ii, Jj . Activity 2: Language input
2. 1. Listen and repeat. Trace Listen and repeat: - Have students look at the letter. - 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. 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. 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. Sing - . Have students look at the lyrics and pictures. - Read the lyrics as a whole class. - Play audio, have students listen and point at the letters/words. - Have students listen and sing along. - Have students sing and make a gesture (of an insect). - Have some students sing and make the gesture in front of the class. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters Ii, Jj .in some words) 2. What’re the core values of the lesson? (Have a sense of the importance of pronounciation). - Remind students to study P4 at home. - Prepare for the next lesson Unit 7- Lesson 3 D. ADJUSTMENT.
3. Date of teaching: 2C, 2D ( 12/01/2022) Period: 17 UNIT 7: CLOTHES Lesson 2: A- F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Vv, Ww correctly; 2. Demonstrate the sounds of the letters Vv, Ww in the words violin, vest, watch, window through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of keeping objects carefully and the importance of pronounciation. B. LANGUAGE FOCUS - Letters : Vv, Ww - Vocabulary : violin, vest, watch, window . C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, page 48, 49, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 7, poster for Unit 7. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat. Trace the sounds of Observation Student's speech the letters V/v, W/w. 2. Listen and repeat. Write the sounds of Student’s speech Observation the letters V/v, W/w. 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate Student’s gestures to pronounce the sounds of the Observation interaction and letters V/v, W/wcorrectly; 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 V/v, W/w. Activity 2: Language input
4. 1. Listen and repeat. Trace - Use the “Finger air” technique to present the letters V/v, W/w 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 repeat. Write - 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. - Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Sing - Play audio and have students listen. - Have students look at the lyrics. - Read the lyrics and do actions following them. - Play audio and have students listen, sing along, and do the actions. - Have students make a new verse with the word "window" and sing along the same melody as the first one. 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 V/v, W/w in some words) 2. What’re the core values of the lesson? (Have a sense of keeping objects carefully and the importance of pronounciation). - Remind students to study D, H at home. - Prepare for the next lesson Unit 7- Lesson 3 D. ADJUSTMENT.
5. Date of teaching: 4A, 4B ( 10/01/2022) Period: 33 UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 1: Part 1, 2, 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation dialogue between Tom and Mai talking about favorite food and drink. (Setting, participants, topics) 2. Ask and answer questions about favorite food and drink using: What’s your favorite food/drink? It’s . 3. Listen and tick. 4. Show respect and love the food and drink by using appropriate gestures and intonation when asking and answering questions about favorite food and drink. B. LANGUAGE FOCUS Key terms/ Vocabulary chicken, fish, orange juice, milk, beef, pork, water. Key grammatical structure What’s your favorite food/drink? It’s . C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 18, 19, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4, poster for Unit 4 - Computer, projector/TV. 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 Mai such as answers setting, participant, topics. Key
6. 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. Observation 3. Ask and answer about someone’s Student’s talks, and Questions & job, using the sentence patterns. interaction answers 4. Listen and tick the right answers. Students’ answers Observation; Key 5. Use positive attitudes and Observation Student’s interaction appropriate gestures to talk favorite Questions & and performance food and drink. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting - Ss report their Interview. Activity 1: Language input (Activity 1: Look, listen and repeat) - Tell pupils that they are going to find out about how to ask and answer questions about their favorite food and drink. - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Tom and Mai are in the canteen asking each other about their favorite food and drink. - Play the recording more than once, if necessary, for pupils to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. -Have ss role play the dialogue in pairs or groups. -Call some pairs to role play in front of the class. -T gives feedback. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Tell pupils that they are going to practice asking and answering questions about favorite food and drink using:What’s your favorite food/drink? It’s . - Have them look at the bubbles and the pictures to understand how the language.
7. - Ask them to look at the pictures to identify the food/drink in each picture. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the phrase under the picture. Teacher: What’s your favorite food? Ss: It’s fish. Ask pupils to say question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Ss ask your friends about their favorite food and drink: What’s your favorite food/drink? It’s .Ss answer with the real liking. Task 2: Guided practice (Talk about you) - T asks ss to ask and answer questions: What’s your favorite food/drink? -> It’s + food/drink. - T makes model with a student. - Ask ss to ask and answer about favorite food and drink. - T goes around and help ss if necessary. - Call on some pairs to ask and answer in front of the class. - T corrects and gives feedback. Activity 3: Listening practice (Activity 4: Listen and tick.) - Tell Ss that they are going to listen to the recording and tick the correct pictures. - Ask Ss to look at the pictures and say aloud the food and drink. (1. a. chicken, b. fish, c. beef. 2. a. milk, b. apple juice, c. orange juice. 3. a. Chicken and orange juice, b. Chicken and milk, c. Beef and water) Check understanding. - Guides Ss how to do the task. - T plays the cassette twice. Tell Ss that they should focus on the jobs and places of jobs. - Calls some Ss come to the board and write the answer. - Plays the cassette again - T checks the answer. Key: 1.b, 2.c, 3.a. Activity 4: Wrap -up & Assignments
8. - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? asking and answering questions about favourite food and drink using: What’s your favourite food/drink? -> It’s + food/drink.. 2. What’re the core values of the lesson? (Show respect and love the food and drink by using appropriate gestures and intonation when asking and answering questions about favorite food and drink.) - Remind students to learn by heat vocabulary, sentence patterns and do part 4, 5. - Prepare Unit 13: Lesson 2 * FEEDBACK . . . . . *********************************************** Date of teaching: 4A, 4B (10/01/2022) Period: 34 UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 2: Part 1, 2, 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation dialogue between Linda, Mai and Mai’s mother. (setting, participants, topics) 2. Offer someone food or drinks and accept/ decline someone’s offer using Would you like some ..?Yes, please/No, thanks. 3. Look and write. 4. Show respect and love the food or drinks by using appropriate gestures and intonation when offering someone food or drinks and accept/ decline someone’s offer.
9. B. LANGUAGE FOCUS Key terms/ Vocabulary bread, rice, vegetables, lemonade. Key grammatical structure Would you like some ..? Yes, please. /No, thanks. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 20, 21, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4, poster for Unit 4 - Computer, projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & between Linda, Mai and Mai’s Students’ answers answers mother such as setting, participant, Key topics. 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. Offer someone food or drinks and Observation Student’s talks, and accept/ decline someone’s offer. Questions & interaction using the sentence patterns. answers 4. Look and write. Students’ answers Observation; Key 5. Use positive attitudes and Observation appropriate gestures to offer Student’s interaction Questions & someone food or drinks and accept/ and performance answers decline someone’s offer.
10. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting Play game: Whisper game ( to remember sentence pattern about favourite food and drink) - T introduces game. - Devide class into groups to play game. SS in each group will wishper with their friends to pass the sentence . The final member in each group will write on that sentence on the board. If group has the right sentence and faster will be the winner. - T monitors the activity and help, if necessary. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Tell pupils that they are going to find out about how to offer someone food or drinks and accept/ decline someone’s offer. - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Linda, Mai and Mai’s mother are in the kitchen. - Play the recording more than once, if necessary, for pupils to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have ss role play the dialogue in pairs or groups. - Call some pairs to role play in front of the class. - T gives feedback. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say) Tell pupils that they are going to offer someone food or drinks and accept/ decline someone’s offer using Would you like some ..?Yes, please/No, thanks. - Have them look at the bubbles and the pictures to understand how the language is used. Ask them to look at the pictures to identify food and drink. (a. bread, b .rice, c. vegetables, d. lemonade) - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the word under the picture. Teacher: Would you like some bread? Ss: Yes, please. Ask pupils to say question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures.
11. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Ss ask your friends about their favorite food/drink and offer them food or drinks: What’s your favorite food/drink? Would you like some ..Ss answer according to their preferences. Task 2: Guided practice (Activity 3. Let’s talk) - T asks ss to ask and answer questions: + What’s your favorite food/ drink? – It’s . +Would you like some + food/ drink?-> Yes, please./ No, thanks - T makes model with a student. - Aksss to ask and answer about their family members’ job and where they work. - T goes around and help ss if necessary. - Call on some pairs to ask and answer in front of the class. - T corrects and gives feedback. Activity 3: Writing practice (Activity 5: Look and write.) - Introduce the activity to the class. Give Ss a few seconds to look at the menu on page 21. Tell Ss that they are going to complete the menu, using the picture cues. - Have them look at the two worked examples in the menu. Then ask them to look at the pictures and write the words for the food and drink. Check understanding. - Ask Ss to do the task. - Have Ps trade the answers in pairs for correction - Call on some Ps to report their answers. Others listen and comment. - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers:1. Milk 2. Lemonade 3. Water 4. Fish 5. Rice 6. Bread Activity 4: Wrap –up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (offer someone food or drinks and accept/ decline someone’s offer using Would you like some ..?Yes, please/No, thanks. .)
12. 2. What’s the core values of the lesson? (Show respect and love the food or drinks by using appropriate gestures and intonation when offering someone food or drinks and accept/ decline someone’s offer.) - Remind students to learn by heat vocabulary, sentence patterns and do part 4, 6. - Prepare Unit 13: Lesson 3 * FEEDBACK . . . . . ******************************************************************** Date of teaching: 5C, 5D (13/01/2022) 5A, 5B (14/01/2022) Period: 33 Unit 13: What do you do in your free time? Lesson 1: Part 1, 2, 3 (page: 18) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation between Tom and Nam (setting, participants, topics) 2. Ask and answer their friends about activities in their free time, using the sentence patterns “What do you do in your free time? – I ....” 3. Show options and polite attitude by using appropriate gestures and intonation when asking and answering about activities in their free time Key terms/ Vocabulary Free time, karate, surf the internet, clean,.... Key grammatical structure What do you do in your free time? – I .... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 18, Sachmem.vn, Teacher’s guide 18 - Flashcards for Unit 13, poster for Unit 13 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
13. 1. Answer the questions about the situation Observation for the conversation between Tom and Students’ answers Questions & answers Nam such as setting, participant, topics. Key 2. Practice a role-play conversation with Students' talks and Observation classmates, using the picture prompts. interaction 3. Ask and answer about how you learn Student’s talks, and Observation English, using the sentence patterns. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing the song - Greet the students. Then get the class to sing the song “Baby shark” from - Tell students that they are going to read a dialogue in which students ask and answer questions about health problems and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Have Ss to look at the book on page 18; identify the characters in the pictures and what they are saying. + Who are they? + Where are they? + What are they talking about? - Play the recording and asks Ss to listen to the tape twice - Explain the meaning of the new words: - T asks Ss to listen and repeat in chorus three times. - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. - Let Ss practice the dialogue in pairs. - Gets some pairs to read it aloud. - Play the recording again for the whole class to repeat each line in the speech. - T elicits the structures by asking Ss to speak out the model sentence: Form: What do you do in your free time? – I .... Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have sts see the pictures and identify the places in the pictures - T runs through. - T asks Ss to match the pictures with activities in their free time using Sach Mem. - T models: T: What do you do in your free time? S: – I .... - Open-pairs; close-pairs. - Call on some pairs to perform the task at the front of the class. - Have Ss look and describe 4 pictures - Ask Ss to read aloud 4 pictures
14. - Ask Ss to practice asking and answering about what you and your friends do in your free time using picture a, b, c and d. - Monitor the activity, check the pronunciation - Some Ss report in front of class. Others observe and give comments if possible. - Make some questions to check Ss’ comprehension of language. - Have the whole class repeat all the phrases to reinforce their pronunciation. - T gives comment. Task 2: Guided practice (information gap activity) Tell your partners - Tell the class that they are going to practise asking and answering questions about activities in their free time. Get them to work in groups and use the questions and answers in their books. -Say: “ You are going to practice answering the question about activities in their free time - Tell pupils that they are going to practise asking and answering about activities in their free time using : * S1: Do you like...............? S2 : Yes , I do . / No , I don’t............ S1: What do you do in your free time ................... ? S2: I .......................... - Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. Go around offering help and correcting pronunciation, if necessary. - Select some pairs of pupils 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 their friends about accidents at home and give advice by using the sentence patterns “What do you do in your free time? – I ....) 2. What’re the core values of the lesson? (Show options and polite attitude by using appropriate gestures and intonation when asking and answering about activities in their free time ) - Prepare for the next lesson. (Unit 13: Lesson 2) Date of teaching: 5C, 5D (13/01/2022) 5A, 5B (14/01/2022) Period: 34 Unit 13: What do you do in your free time? Lesson 2: Part 1, 2, 3 (page: 20) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence)
15. 1. Identify the situation for the conversation between Tony and Akiko (setting, participants, topics) 2. Ask and answer their friends about activities in their free time, using the sentence patterns “What does he /she do in your free time? He /she ..... .” 3. Show options and polite attitude by using appropriate gestures and intonation when asking and answering about activities in their free time Key terms/ Vocabulary cartoon, go skating Key grammatical structure What does he /she do in your free time? He /she ..... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 20 Sachmem.vn, Teacher’s guide 20 - Flashcards for Unit 13, poster for Unit 13 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the situation Observation for the conversation between the teacher, Students’ answers Questions & answers Tony and Akiko such as setting, Key participant, topics. 2. Practice a role-play conversation with Students' talks and Observation classmates, using the picture prompts. interaction 3. Ask and answer about how you learn Student’s talks, and Observation English, using the sentence patterns. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing the song - Greet the students. Then get the class to sing the song “Baby shark” from - Tell students that they are going to read a dialogue in which students ask and answer questions about health problems and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Have Ss to look at the book on page 20; identify the characters in the pictures and what they are saying. + Who are they? + Where are they? + What are they talking about? - Play the recording and asks Ss to listen to the tape twice - Explain the meaning of the new words: - T asks Ss to listen and repeat in chorus three times. - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. - Let Ss practice the dialogue in pairs.
16. - Gets some pairs to read it aloud. - Play the recording again for the whole class to repeat each line in the speech. - T elicits the structures by asking Ss to speak out the model sentence: Form: What does he do in your free time? He goes fishing Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have sts see the pictures and identify the places in the pictures - T runs through. - T asks Ss to match the pictures with activities in their free time using Sach Mem. - T models: T: What does she do in your free time? S: She goes shopping - Open-pairs; close-pairs. - Call on some pairs to perform the task at the front of the class. - Have Ss look and describe 4 pictures - Ask Ss to read aloud 4 pictures - Ask Ss to practice asking and answering about activities in their free time using picture a, b, c and d. - Monitor the activity, check the pronunciation - Some Ss report in front of class. Others observe and give comments if possible. - Make some questions to check Ss’ comprehension of language. - Have the whole class repeat all the phrases to reinforce their pronunciation. - T gives comment. Task 2: Guided practice (information gap activity) Tell your partners - Tell the class that they are going to practise asking and answering questions about activities in their free time. Get them to work in groups and use the questions and answers in their books. -Say: “ You are going to practice answering the question about accident prevention - Tell pupils that they are going to practise asking and answering about accident prevention using : * S1: What does your .. do in his/ her free time? S2: He/ She usually............ S1: How often does he/ she................... ? S2: .every day/ once/ twice a week. - Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. Go around offering help and correcting pronunciation, if necessary. - Select some pairs of pupils to role-play in front of the class. - Do choral and individual repetition Activity 3: Wrap -up & Assignments - Ask students to answer the following questions:
17. 1. What have you learnt from the lesson today? (Ask and answer their friends about accidents at home and give advice by using the sentence patterns “What does he/ she do in his/ her free time? – I ....) 2. What’re the core values of the lesson? (Show options and polite attitude by using appropriate gestures and intonation when asking and answering about activities in their free time ) - Prepare for the next lesson. (Unit 13: Lesson 3)