Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 19 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 19 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 19 Date of teaching: 1C, 1D ( 19/01/2022) Period: 18 UNIT 7: NUMBERS Lesson 3: A, B, C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). 1. Identify some numbers (four, five, six) 2. Use the numbers to talk about somebody’s age. 3. Guess the number. 4. Show their numbering abilities and respect for other people’ abilities by using appropriate gestures and intonation when talking about somebody’s age. B. LANGUAGE FOCUS Vocabulary four, five, six Key grammatical structure The sentence patterns: Binh’s six C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- 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 Tasks Performance Assessment tools products Observation 1. Listen, point. Repeat the numbers Student's speech Observation 2. Listen and point the pictures Student's speech Observation 3. Listen and repeat Student's speech Student’s interaction Observation/ key 4. Play game guess the number and performance 5. Use positive attitudes, appropriate Student’s interaction Observation gestures and intonation to talk about and performance somebody’s age. 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 (four, five, six, etc) - Lead students to the new lesson.
2. 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 2: Language input (Activity B: Listen and point. Repeat) 1. Listen and point Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “two”, "four", "five", "six". While- listening: Play audio and have students look at the picture. - Demonstrate the activity by pointing at “two”, "four", "five", "six" in the picture. - Play the audio again. Have students listen and repeat. - Play audio again. Have students listen and point. Post- listening: Point at each picture and have students call out the words again “Binh’s four./Phuong’s five./ Bao’s two .” - Have some students demonstrate the activity in front of the class. 2. Listen and repeat. - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. - Have some students demonstrate the activity in front of the class. Activity 3: Full Controlled & less controlled (Activity C: Play “ guess the number” - Have students look at the example. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have the student try to guess the answer without looking at the flashcard. - Give that team one point if it's a correct guess. - Have teams take turns. - Give feedback Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use numbers to talk about somebody’s age) 2. What’re the core values of the lesson? (Show their numbering ability and talk about somebody’s age.) - Remind students to prepare for the next lesson D. ADJUSTMENT.
3. Date of teaching: 2C, 2D ( 19/01/2022) Period: 18 UNIT 7: CLOTHES Lesson 3: A, B, C, D, E 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 some clothes. 2. Use “These” to talk about their clothes. 3. Show their knowledge about clothes and keep their clothes clean. B. LANGUAGE FOCUS Vocabulary: Pants, shorts, shoes, socks. Key grammatical structures: These are my pants C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2- Student’s book, page 50, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 7, poster for Unit 7. - Computer, projector . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Listen, point. Repeat the Observation Student's speech clothes 2. Listen and point the Observation Student's speech clothes Observation 3. Listen and repeat Student's speech Student’s interaction and Observation/ key 4. Play game board race performance 4. Use positive attitudes, appropriate gestures and Student’s interaction and Observation intonation to talk about performance their clothes STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: “Clap or Jump” game - Divide the class into four teams. - Call out a letter sound or a word with that letter. - Have students stand up and clap if they hear the “/t/” sound, jump if they hear the “/ʌ/” sound. - Repeat the activity with other letter sounds/ words.
4. Activity 1: Language input (Activity A: Listen and point.Repeat.) - Use some pictures to introduce the new words (pants, shorts, shoes, socks). Ask students if someone wears these in the class. - Have students listen to each new word. - Arrange the flashcards on the board, play audio, and point to each flashcard. - Play audio again and have students point to the pictures in the 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. Activity 2: Language input (Activity B: Listen and point.) 1. Listen and point - Have students call out the things they can see. - Play audio and demonstrate pointing to the pictures or clothes. - Play audio. Have students listen and point to their clothes or the pictures. - Have some students demonstrate the activity in front of the class. 2. Listen and repeat. - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. - Have some students demonstrate the activity in front of the class. Activity 3: Full Controlled & less controlled (Activity C: Play “Board race” - Have students look at the example. - Divide the class into teams and have one student from each team stand a distance from the board. - Stick two flashcards on the board and then say one of them. - Have the students race to the board, touch that flashcard, and say the correct sentence. - The first student to touch the flashcard and say the sentence gets a point for their team. - Continue with other students - Give feedback Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use “These “ to talk about my clothes) 2. What’re the core values of the lesson? (Show their knowledge about clothes and keep their clothes clean). - Remind students to study D, E at home. - Prepare for the next lesson Unit 8- L1 D. ADJUSTMENT.
5. Date of teaching: 4A, 4B (17/01/2022) Period: 35 UNIT 13: WOULD YOU LIKE SOME MLK? LESSON 3: 1+2+3 (page 22) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the letter clusters f in beef and leaf, and sh in fish and dish. 2. Using language to talk about food and drink. 3. Studious and obedient students; 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 22 - Track (Unit 13-page 22), - Letter “f” in the words: beef, leaf and letter “sh” in the words: fish, dish. (Activity 1 – page 22) - 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 f in beef and leaf, and sh in fish and Students’ answers Observation dish. 2. Practice with classmates, using Student’s talks and the word prompts. interaction. Observation 3. Listen and tick. Then write and Student’s listening, and Observation say aloud in Activity 2. interaction Listen 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to chant performance Listen and chant
6. 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 food and the drink. - Lead into new lesson. - Tell students that they are going to practice saying the sounds of the letters f in the words: beef, leaf and sh in the words: fish, dish respectively. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 22. - Tell students that they are going to practice saying the sounds of the letters f in the words: beef, leaf, and sh in the words: fish, dish respectively. - Put the phonics letters f and sh 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 tick. Then write and say aloud. - Tell Ps that they are going to listen to the recording and tick. - Give the class a few second to read the words in silence and guess the words to tick. - 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. a, 2. b, 3. a, 4. b - Ask Ss say sentences with the tick words: - Call some Ss to say aloud in front of the class. - Check and correct mistakes. Task 2: Let’s chant - Tell students that they are going to sing the chant “food and drink.” - 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.
7. - Get Ss to work in pairs to sing the new chant by replacing some phrases: beef, meat, noodle, orange juice ........... 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 f in beef and leaf, and sh in fish and dish respectively). 2. What’re the core values of the lesson? (Studious and obedient students) - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 14 - Lesson 1: 1-2 on page 24). - Self-study: lesson 3 (4-6) on page 23. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................ Date of teaching: 4A, 4B (17/01/2022) Period: 36 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1 : 1, 2, 3 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 Phong and Linda (setting, participants, topics); 2. Ask and answer questions about someone’s physical appearance, using the sentence patterns ‘’ What does he / she like? − He’s / She’s ____.’’ 3. Show respect and decribe someone’s physical appearance. by using appropriate gestures and intonation when asking and answering questions about someone’s physical appearance. B. LANGUAGE FOCUS. Vocabulary Tall, short, slim, old, young Key grammatical structure The sentence patterns: What does he / she like? − He’s / She’s ____. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Student’s book page 24 - 5 pictures of activities (Activity 2 – page 24) - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
8. products 1. Answer the questions about the situation Observation Students’ for the conversation between Phong and Questions & answers answers Linda such as setting, participant, topics. Key 2. Practice a role-play conversation with Students' talks Observation classmates, using the picture prompts. and interaction 2 3. Ask and answer questions about someone’s Student’s talks, Observation physical appearance ,using the sentence and interaction Questions & answers patterns. Students’ 4. Listen and tick the right answers. Observation; Key answers 3 5.Use positive attitudes and appropriateStudent’s Observation gestures to decribe someone’s physicalinteraction and Questions& answers appearance. performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting , network - SS try to remember words about food and drink. * Food * Drink - Fish - milk - Lead into new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about someone’s physical appearance.And lead students to the new lesson. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 24) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Phong , Linda) 2. What is Linda doing?( she is writing an email to her brother) 3.What are they talking about? (talking about someone’s physical appearance) - Tell students that they are going to practise a conversation among Phong , Linda. - 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. - Ask students to look at picture d (Activity 1) (page 24) and answer the following questions: 4. What does phong ask? ( What does he look like?) 5. What does Linda answer? ( He’s tall) - Elicit the sentence patterns: What does he / she like? − He’s / She’s ____. and explain the meaning and the use. “What does he / she like?’’ is used to ask someone’s physical appearance. It’s ______. is used to answer about someone’s physical appearance . Activity 2: Full controlled & less controlled Task 1: Point and say - Use pictures to elicit: Tall, short, slim, old, young - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture.
9. Teacher: What does he / she like? Student: He’s / She’s ____. - 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 (information gap activity) Tell your partners about their family members. - Ask Ss to work in groups, asking and answering questions about their friends’ family member’s job, where they work and their physical appearance. - Have students tell their classmates using: What does she/he do? He/she is a . What does he / she like? He’s / She’s ____. - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves 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. Task 3: Listen and tick - Ask pupils to look at the picture Tell them that they are going to listen 3 dialogues about people’s appearance and tick the correct pictures. - Ask Ss to work in groups to identify the appearance of the people in the pictures. - Play the recording twice for pupils to listen to the recording and tick the correct answers. - Read out the answers to the class. Provide explanation(s) when necessary. - Play the recording once more for pupils to check their answers. *Key: 1- c , 2- c ,3- a Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? -Talk about someone’s physical appearance. and use the sentence pattern What does he / she like? He’s / She’s ____. Ask and answer about someone’s physical appearance. 2. What’re the core values of the lesson? - Show respect and decribe someone’s physical appearance. by using appropriate gestures and intonation when asking and answering questions about someone’s physical appearance. - Remind students to learn new words and structure by heart. - Guide Ss to study at home unit 14 lesson 1. Part 4,5+ L3:1-3. - Prepare for the next lesson (Unit 14, Lesson 2 on pages 26). * FEEDBACK . . . . . ********************************************************************
10. Date of teaching: 5C, 5D (20/1/2022), 5A, 5B (21/1/2022) Period: 35 UNIT 11: WHAT DO YOU DO YOUR FREE TIME? LESSON 3: 1+2+3 (page 22) 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 do you do in your free time? ̶ I surf the Internet. What does he do in his free time? ̶ He listens to music. What does she do in her free time? ̶ She goes shopping. What do they do in their free time? ̶ They go camping. 2. Ask and answer questions about activities in their free time. B. LANGUAGE FOCUS 1. Key terms/ Vocabulary Revision 2. Key grammatical structure The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, Student’s book page 22 - Track (Unit 13-page 22), - Situational pictures and character cards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Say the questions and the answers with the correct intonation. What do you do in your free time? ̶ I surf the Internet. Student’s listening, What does he do in his free time? and interaction Observation ̶ He listens to music. What does she do in her free time? ̶ She goes shopping. What do they do in their free time?
11. ̶ They go camping. 2. Listen and circle a or b. Then say Student’s listening Observation the sentences aloud in Activity 2. and 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. - 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 say the sentences aloud. - 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. a 2. a 3. b 4. a Task 2: Let’s chant - Tell students that they are going to say the chant: What do you do?
12. - 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. - Get students to work in pairs to practice chanting. - Invite some pairs to say the chant 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 activities in their free time.) 2. What’re the core values of the lesson? * Homelink: - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 14 - Lesson 1: 1-3 on page 24, 25). - Self-study: lesson 3 (4-6) on page 23. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ......................................................................................................................... Date of teaching: 5C, 5D (20/1/2022), 5A, 5B (21/1/2022) Period: 36 UNIT 14: WHAT HAPPENED IN THE STORY? Lesson 1 : Part 1, 2, 3 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 Phong and Linda (setting, participants, topics); 2. Ask and answer questions about what happened in a story, using What happened in the story? – First, / Then, / Next, / In the end. 3. Identify specific information through listening to the story about the prince and the princess; 4. Show respect and love reading story by using appropriate gestures and intonation when asking and answering questions about a story in the past. B. LANGUAGE FOCUS.
13. Vocabulary First, then, next, in the end, order, watermelon, seed, far, away Key grammatical structure The sentence patterns: What happened in the story? – First, / Then, / Next, / In the end. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5- Student’s book, page 24, 25, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 14, poster for Unit 14 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1.Answer the questions about the situation for the Students’ Questions& conversation between Phong and Linda such as setting, answers answers participant, topics. Key Students' talks 2. Practice a role-play conversation with classmates, and Observation using the picture prompts. interaction Student’stalks Observation 3. Ask and answer questions about what happened in a , and Questions& story, using the sentence patterns. interaction answers Students’ Observation; 4. Listen and number the pictures. answers Key Student’s 5. Use positive attitudes and appropriate gestures to Observation interaction talk about what happened in a story. Questions& and answers performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting Change verbs into past form Verb Verb (P) find found give gave grow grew exchange exchanged hear heard let let - Get pupils totalk about what he/she does in his/her free time. - Lead into new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about a story in the past. and lead students to the new lesson. *Activity 1: Look, listen and repeat
14. - Ask students to look at the four pictures (page 24) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Phong and Linda) 2.What are they talking about? (talking about a story) - Tell students that they are going to practise a conversation among Phong and Linda. - 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. - Ask students to look at picture (Activity 1) (page 24) and answer the following questions: 3. What does Linda ask Phong ? (What happened in the story?) 4. What does Phong answer? ( First, Then, next, In the end) - Elicit the sentence patterns: What happened in the story? First, Then, next, In the end and explain the meaning and the use. ‘‘What happened in the story?’’ is used to ask someone’s free time. First, Then, next, In the end . answer about in your free time. Activity 2: Full controlled & less controlled Task 1: Point and say - Use pictures to elicit: First, then, next, in the end, order, watermelon, seed, far, away - 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 happened in the story? Student: First, Then, next, In the end - 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: Let’s talk: - Tell class that they are going to practice further by asking and answering questions about The Story of mai An Tiem. - Get sts to work in pairs to ask and answer - Monitor and help sts - Call some pairs act out their work Task 3. Listen and number. - Tell the class that they are going to listen and number the pictures. - Play the recording the second time for pupils to listen and number the boxes. - Get them to compare their answers before checking as a class. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: a 4 b 1 c 5 d 2 e 3 - Give feedback. 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 happened in a story, using What happened in the story? – First, / Then, / Next, / In the end.
15. 2. What’re the core values of the lesson? - Show respect and love reading story by using appropriate gestures and intonation when asking and answering questions about a story in the past. - Remind students to learn new words, story and structure by heart. - Guide Ss to study at home lesson 1. Part 5,6 - Prepare for the next lesson (Unit 14, Lesson 2 on pages 26). D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... .........................................................................................................................