Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 20 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 20 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 20 Date of teaching: 1C, 1D ( 26/01/2022) Period: 19 UNIT 7: Numbers Lesson 3: D,E STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the pictures (setting, participants, topics); 2. ask and answer about someone’s ageusing appropriate tone and meaningful gestures;(skill) 3. show their guessing of someone’s age and great respect for the older and the youngerby using appropriate gestures and intonation when talking about age B. LANGUAGE FOCUS Key terms/ Vocabulary Old, you Key grammatical structure The sentence patterns: How old are you? - I’m (six) C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity 1 – page 48) - a computer and a TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation pictures such as setting, Students’ answers Questions & answers participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. talk about age, using the Student’s talks, and Observation sentence patterns. interaction Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance theirage
2. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Review. Singing. - Play the clip “Count to six”. ( - Have students sing the numbers they hear. - Tell students that they are going to read a dialogue in which students talk about ageand lead students to the new lesson. Activity 1: Language input (Activity D:1.Listen to the story) - Ask students to look at the three pictures (page 49) and answer questions to identify the situation for the conversation. 1. Who are they? (They are ........) 2. What are they doing?( talking about age.) - Ask students to look at the pictures(Activity 1) (page 49) and answer the following questions: 3. What doesVinh say? (How old are you?) 4. What does Bill answer? (I’m six) - 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 1: Language input (Activity D:2.Listen and repeat: (5') 1. Have students look at the useful language box. 2. Play audio. Have students listen to the useful language. 3. Have students practice the useful language. 4. Have some students demonstrate the activity in front of the class. Activity 2: Full Controlled & less controlled Task 1: Controlled practice (Activity E. Point and say.) 3. Ask and answer: (5') 1. Divide the class into pairs. 2. Have Student A ask and Student B answer. Then they swap roles. 3. Have some pairs demonstrate the activity in front of the classnecessary. Task 2: less controlled. Review. Count in row and tell friends your age. • Have students count in row 1-6. Have the student who says number six stand up and say “I’m six” . 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 age) 2. What’re the core values of the lesson?
3. (guess age of someonerespect the older.) - Remind students to prepare for the next lesson D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................. Date of teaching: 2C, 2D ( 26/01/2022) Period: 19 UNIT 7: Clothes Lesson3.D,E STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the pictures (setting, participants, topics); 2. invite someone food or drink and response 3. show their love and politeness by using appropriate gestures and intonation when invite someone food or drink and response B. LANGUAGE FOCUS Key terms/ Vocabulary Juice,please Key grammatical structure The sentence patterns: Yes, please/ No, thanks C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of food and drink (Activity 1 – page 51 ) - a computer and a TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation pictures such as setting, Students’ answers Questions & answers participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. invite someone food or drink Student’s talks, and Observation and response using the sentence interaction Questions & answers patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to invite performance
4. someone food or drink and response STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Review. Spla the board - Tell students that they are going to read a dialogue in which students talk about ageand lead students to the new lesson. Activity 1: Language input (Activity D:1.Listen and read) - Ask students to look at the three pictures (page 51) and answer questions to identify the situation for the conversation. 1. Who are they? (They are ........) 2. What are they doing?( talking about food and drink.) - Ask students to look at the pictures(Activity 1) (page 51) and answer the following questions: 3. What does the father say? (No, thank you/ Yes, please) 4. What does Bobby answer? (No, thank you/ Yes, please) - 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 read Activity 1: Language input (Activity D:2.Listen and repeat: (5') 1. Have students look at the useful language box. 2. Play audio. Have students listen to the useful language. 3. Have students practice the useful language. 4. Have some students demonstrate the activity in front of the class. Activity 2: Full Controlled & less controlled Task 1: Controlled practice (Activity E. Point and say.) 3. Ask and answer: (5') 1. Divide the class into pairs. 2. Have Student A ask and Student B answer. Then they swap roles. 3. Have some pairs demonstrate the activity in front of the classnecessary. Task 2: less controlled. Review. Show pictures about food and drink • Have students role-play inviting someone food or drink and response • Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (invite someone food or drink and response) 2. What’re the core values of the lesson?
5. (respect someone’s favourite food or drink .) - Remind students to prepare for the next lesson D. ADJUSTMENT Date of teaching: 4A, 4B (24/01/2022) Period: 37 + 38 UNIT 14: WHAT DOES HE LOOK LIKE? LESSON 2: 1+2+3 (page 26) 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 Peter and Nam (setting, participants, topics); 2. Ask and answer questions to make comparisons in physical appearance, using Sentence Patterns: Who’s ______? ̶ ______ is ______. 3. Love themselves, family, friends and respect the appearance of others. B. LANGUAGE FOCUS 1. Key terms/Vocabulary tall – taller; short – shorter; big – bigger; small – smaller; old – older; young – younger 2. Key grammatical structure The sentence patterns: Who’s ______? ̶ ______ is ______. C. INSTRUCTIONAL RESOURCES.
6. - Textbook: Tiếng Anh 4, Student’s book page 26. - Audio (Unit 14-page 26). - Four pictures of someone’s physical appearance (Activity 2 – page 26). - 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 Peter and Nam 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 questions to make comparisons in physical Student’s talks, and Observation appearance, using the sentence interaction Questions & answers patterns. 4. Use positive attitudes and appropriate gestures to make Student’s interaction and Observation comparisons in physical performance Questions& answers appearance. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Greet the students. - Ask Ss to play slap the board game. - Give comments. - Lead into the new lesson. - Tell students that they are going to read a dialogue in which students ask and answer questions to make comparisons in physical appearance. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 26) and answer questions to identify the situation for the conversation. 1. Who are they? (Peter and Nam) 2. What are they doing?( talking about comparisons in physical appearance)
7. - Ask students to look at picture c (Activity 1) (page 26) and answer the following questions: 4. What does Peter ask? (who’s taller?) 5. What does Nam answer? (My brother’s taller than my father) - Elicit the sentence patterns: “Who’s ______? ̶ ______ is ______.” - Tell students that they are going to practise asking and answering questions to make comparisons in physical appearance. - 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: tall – taller; short – shorter; big – bigger; small – smaller; old – older; young – younger. - 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: Who’s taller/shorter? Student: She’s taller/He’s shorter. - 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. Talk about your classmates. - Tell students that they are going to ask and answer questions about the appearance of their family members, using “What does __ look like? Who’s taller/shorter/older ? - Ask them to interview 3 or 4 friends: One student asks the question and the other answers with the appearance of their classmates and make comparisons, 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?
8. (Ask and answer question to make comparisons in physical appearance and use the sentence pattern “Who’s ______? ̶ ______ is ______.”) 2. What’re the core values of the lesson? (Love themselves, family, friends and respect the appearance of others.) - 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 1 (page 27). D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................ UNIT 14: WHAT DOES HE LOOK LIKE? LESSON 3: 1+2+3 (page 28) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the letter cluster the in this, that, thin and thick. 2. Listen and tick the letters showing the correct words filling the gapped sentences. Then write and say aloud. 3. Say the chant “This is my family”. 3. Show pride of their family. To be studious and obedient students and love their family. 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 28. - Track (Unit 14-page 28), - Letter “th” in the words: this, that, thin, thick. (Activity 1 - page 28)
9. - Situational pictures and character cards. - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Pronounce the letter cluster the in this, that, thin, thick. Students’ answers Observation 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 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing - Greet the students. Then get Ss to sing the song “What do they look like”. - Lead into new lesson. - Tell students that they are going to practice saying the sounds of the letter th in the words: this, that, thin, thick respectively. Activity 1: Language input (Activity 1: Listen and repeat.) - Have students open their books page 28. - Tell students that they are going to practice saying the sound of the letter th in the words: this, that, thin, thick respectively. - Put the phonics letter th 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 Ss that they are going to listen to the four sentences and tick the correct words. - Ask them to look at the sentences and guess the words to fill the gaps in groups. - Play the recording so they can listen and tick the words. Remind Ss to focus on the words with the letter th while listening.
10. - Get Ss to swap and check their answers. - Ask Ss to read aloud the sentences. - Key : 1- a 2- b 3- a 4- b - Play the recording to check if necessary. Task 2: Let’s chant - Tell Ss that they are going to say the chant “This is my family” follow the procedure in teaching the Unit components in introduction. - Have them read the chant and check comprehension. - Play the recording line by line for Ss listen and repeat. - Play the recording all the way through for Ss listen and repeat. - Show Ss how to chant and do the action - Divide the class into four groups to chant. - Call two groups chant and do the action in front of the class. The rest of the class claps along the rhythm - Play the recording again. - Underline the words contain sound th. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Pronounce the letter cluster th in this, that, thin, thick respectively). 2. What’re the core values of the lesson? (Show pride of their family. To be studious and obedient students and love their family). - Remind students to do exercises in the workbook and prepare for the next lesson. - Self-study: lesson 3 (4-6) on page 29. D. FEEDBACK ........................................................................................................................................... ........................................................................................................................................... ............................................................................................................................ ********************************************************************
11. Date of teaching: 5B, 5A (25/1/2022), 5C, 5D (27/1/2022) Period: 37 UNIT 14: WHAT HAPPENED IN THE STORY? Lesson 2: 1+2+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 Quan and Linda (setting, participants, topics); 2. Ask and answer questions about Ask and answer questions about someone’s opinions of a book/ story/ character, using: What do you think of ___? − I think ___. 3. Identify specific information through listening to conversations to complete with one word. 4. Using language to talk about someone’s opinions of a book/ story/ character. B. LANGUAGE FOCUS Key terms/ Vocabulary the mouse, intelligent / An Tiem, hard-working / the older brother, greedy / Snow White, kind. Key grammatical structure What do you think of ___? − I think ___.. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 26, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 14, poster for Unit 14. - 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 Quan and Linda such as setting, answers participant, topics. Key 2. Practice a role-play conversation Students' talks and Observation with classmates, using the picture interaction
12. prompts. 3. Ask and answer questions about Observation Student’s talks, and someone’s opinions of a book/ story/ Questions & interaction character, using the sentence patterns. answers 4. Listen and complete with one word. Students’ answers Observation; Key 5.Use positive attitudes and Observation appropriate gestures for Sts to talk Student’s interaction Questions & about someone’s opinions of a book/ and performance answers story/ character. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing. - Greet the students. Then Get students to sing the song “Once upon a time”. - Tell students that they are going to read a dialogue in which students ask and answer about someone’s opinions of a book/ story/ character . Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 26) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Quan and Linda) 2. Where are they? (in the park) 3. What are they doing? (talking about their opinions of a book/ story/ character.) - Ask students to look at picture b (Activity 1) (page 26) and answer the following questions: 4. What does Quan ask Linda?(What do you think of the two brothers?) 5. What does Linda answer? (I think the older brother is very greedy) - Elicit the sentence patterns: What do you think of ___? − I think ___.. - Tell students that they are going to practise asking and answering questions about someone’s opinions of a book/ story/ character. - 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.)
13. - Use pictures to elicit: the mouse, intelligent / An Tiem, hard-working / the older brother, greedy / Snow White, kind . - 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 do you think of the mouse? Student: I think it’s intelligent. - 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 asking and answering about a book, a story or a character, using: What kinds of stories do you like? I like ____. What do you think of _____? I think he’s/she’s/it’s _____. - 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: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer questions about someone’s opinions of a book/ story/ character, using: What do you think of _____? I think _____. 2. What’re the core values of the lesson? (- Studious and obedient students and love their hometown, family and friends. - Be a good man. - Love reading books.) - Remind students to do part 4-6 (page 257). - Prepare for the next lesson. D. ADJUSTMENT.
14. Period 38 UNIT 13: WHAT HAPPENED IN THE STORY? LESSON 3: 1+2+3 (page 28) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Give intonation correctly when telling about the story. 2. Listen and circle the letters showing the correct words filling the gapped sentences. 3. Listen to the story The Fox and the Crow. 4. Ss will love reading books and be a good man. 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 28. - Track (Unit 14-page 28). - Situational pictures and character cards. - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Give intonation correctly Student’s listening, and Observation when telling about the story. interaction 2. Practice with classmates, using Student’s talks and Observation the word prompts. interaction. 3. Listen and circle a or b. Then Student’s listening and Observation say the sentences aloud in interaction Listen Activity 2. Key
15. 4. Use positive attitudes and Student’s listening, Observation appropriate gestures to listen to interaction and the story. performance Listen and chant STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and telling - Greet the students. Have the class play “Storytelling”. - Lead into new lesson. - Tell students that they are going to practice giving intonation correctly when teling about story. Activity 1: Listen and repeat - Tell the class that they are going to practice saying sentences with falling intonation. - Play the recording all the way through for pupils to listen first. - Play the recording again for them to repeat the sentences twice - Ask pupils to read the sentences until pupils feel confident. - Get some pupils 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 Ss 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 Ss to listen, circle a or b. - Play the recording again for Ss 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: Listen to the story - Tell the class that they are going to listen to the story The Fox and the Crow. - Teach them unfamiliar words. - Play the recording all the way through for Ss to listen and follow in their books. - Play the recording again, pausing after each sentence for Ss to repeat.
16. - Play the recording once more for Ss to repeat the whole chant, show Ss how to chant and do the actions. - Divide the class into three groups to read the story. - Invite some pairs to say read and do actions in front of the class - Give feedback. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Say questions and answers when telling about the story with the correct intonation) 2. What’re the core values of the lesson? (Ss will love reading books and be a good man). * Homelink: - Remind students to do exercises in the workbook and prepare for the next lesson (Unit 15 - Lesson 1). - Self-study: Lesson 3 (4-7) on page 29. D. ADJUSTMENT ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......