Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 22+23 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 22+23 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 22 + 23 Date of teaching: 1C, 1D (09/03/2022) Period: 21+22 UNIT 8: FOOD Lesson 2: 1,2,3,4 + Review 7 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence). By the end of the lesson, students will be able to: 1. Pronounce the sound of the letter Kk correctly; 2. Demonstrate the sound of the letter Kk in the words, kick, kite 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 pronunciation. B. LANGUAGE FOCUS - Letter : Kk - Vocabulary : kick, kite. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 1- Student’s book, page 52, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 8. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat. Trace the sound of Observation Student's speech the letter K/k. 2. Listen and repeat. the sounds of the Student’s speech Observation letters K/k in words kick, kite 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and Student’s appropriate gestures to pronounce the Observation interaction and sounds of the letters K/k correctly; performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing
2. - Ask pupils to sing the Alphabet song. - Tell students that they are going to pronounce the sounds of the letters K/k. Activity 2: Language input 1. Listen and repeat. Trace - Use the “Finger air” technique to present the letter K/k and Its sound. - 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. - 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 some students demonstrate 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 "kite" and sing along the same melody as the first one. 2. Listen and hop. - Demonstrate the activity. - Have students stand up. - Have students hop when they hear the letter sound. - Give feedback Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sound of the letter K/k in words kick, kite ) 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 Lesson 2 1-4 unit 7 at home. - Prepare for the next lesson Review 7 D. ADJUSTMENT.
3. Review 7 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. review talking about their ages and saying what food they want.(skill) B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure • The sentence patterns: Revision C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity A, B – page 54) - 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 what food they want , Student’s talks, and Observation using the sentence patterns. interaction Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance their age STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN I. Warmer: Warm-up Erase the numbers - Have ten students go to the board and write numbers from 1 to ten. - Have other two students come to the board, one says a number and one erases it. - Continue with other pairs. Activity 1: A-Listen and circle (A or B). CD2- Track 37 - Have students look at the pictures and call out the numbers they can see. Guide them how to do with listening task.
4. - Have students guess the answers. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and circle A or B. - Play audio again and check answers as a whole class. Activity 2: Play “ Magic fingers”. - Have students look at the example. - Divide the class into pairs. - Have Student A write a number with their finger on Student B's back. Have Student B try to guess. - Swap roles and repeat. Activity 3: Throw the dice - Put children in pairs. Each pair has a die with the numbers 1–6. - Student A throws the die, student B asks, “ How old are you?”. - Student A looks at the number on the die he/she ‘s got and answers: “I’m six.” Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (review talking about their ages) 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 9- Lesson 1 - D. ADJUSTMENT. - Date of teaching: 2C, 2D ( 09/03/2022) Period: 21+22 UNIT 8: TRANSPORTATION Lesson 2: A - H + REVIEW 7 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the letter “X” and correctly pronounce the sound of its - “/ks/” in the following words Identify the letter “Y” and correctly pronounce the sound of its - “/j/” in the following words
5. 2. Demonstrate the sound of the letter Xx in the words fox, box through listening and singing. Demonstrate the sound of the letter Yy in the words yo-yo, yogurt 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 - Letter : Xx, Yy - Vocabulary : fox, box , yo-yo, yogurt . C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, page 54, 55, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 8. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat. Trace the sound of the Observation Student's speech letter X/x ,Y/y. 2. Listen and repeat. Write the sounds of Student’s speech Observation the letters X/x ,Y/y. 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 X/x , Y/y 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 X/x, Y/y. Activity 2: Language input 1. Listen and repeat. Trace - Use the “Finger air” technique to present the letter X/x , Y/y and Its sound. - 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
6. - 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 words "fox, yogurt" and sing along the same melody as the first one. 2. Listen and clap. - Demonstrate the activity. - Have students stand up. - Have students clap when they hear the letter sound. - Divide the class into four teams. - Have one student from each team stand a distance from the board. - Draw two big circles on the floor. Each circle has a letter (Xx, Yy) - Call out one word - The students try to jump into the circle with the corresponding letter then say .The winner is the student who jumps into the correct letter circle first. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sound of the letter X/x, Y/y in some words) 2. What’re the core values of the lesson? (Have a sense of keeping objects carefully and the importance of pronunciation). - Remind students to study Review 8 at home. - Prepare for the next lesson – Review 7 D. ADJUSTMENT.
7. REVIEW 7 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation learned (setting, participants, topics); 2. Perform their abilities in listening, speaking and reading related to the topic clothes. 3. Review the related vocabulary items and structures to talk about clothes. 4. Show interests and love to the clothes. B. LANGUAGE FOCUS Vocabulary Revisions. Key grammatical structure Revisions. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2 - Student’s book, page 56, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 8 - Computer, projector. - CD1, Tracks 40. STAGE 2: ASSESSMENT EVIDENCE Performance products Assessment Performance Tasks tools Students’ activities, Observation 1. Game: Spelling race interaction Ask& answer Observation Students’ listen & Listen & 2. Listen and tick(V) the box. answer, interaction answer Key Observation Students’ activities, 3. Play “Stepping stones” Ask& answer interaction Key Observation Students’ activities, Speak & 4. Game: “Whisper” game interaction answer STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN * Warm-up : - Sing “Clothing Song For Kids” (Source:DreamEnglishKids:
8. - Lead into new lesson Activity 1: Game: Spelling race - Divide the class into groups and give each student a letter card. - Say a word of clothes. Children race to spell the word, using the letter cards. - Give one point to each group that spells the word correctly. - Continue until all the words have been used. Activity 2. Listen and ( √ ) the box. - Have students look at the pictures and call out the clothes they can see. - Play audio and demonstrate the activity using the example. - Play audio. Have students listen and tick the box. - Play audio again and check answers as a whole class. Activity 3. Play "Stepping stones" - Divide the class into pairs. - Have Student A start at A and say the first sentence. - Have Student B start at B and say the first sentence. - Have students take turns saying the sentences as they go all the way around. Activity 4. Game: “Whisper” game - Arrange children into rows of at least six. - Secretly show a flashcard to the first child in each group. This child whispers a sentence with the given word to the child next to him/her. - Children continue whispering the sentence to the child next to them until the word reaches the final child. - The final child runs to the board then writes down the sentence, and the first child holds up the flashcard to see whether the sentence is appropriate. Activity 5. Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Perform their abilities in listening, speaking and reading related to the topics clothes, using the phonics, vocabulary and sentence patterns they have learnt 2. What’re the core values of the lesson? - Show interests and love to the clothes by using appropriate gestures and intonation when asking and answering about sentence patterns learned. D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................ ***************************************************************
9. Date of teaching: 4A, 4B ( 07/03/2022) Period 41+ 42 UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 3 : 1,2,3 + UNIT 16: LET’S GO TO THE BOOKSHOP? Lesson 1 : 1, 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the initial letter clusters cl in clothes, close, and fl in flower and floor. 2. Listen and complete the sentences. Then say the completed sentences aloud. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures. 4. Show respect and like Tet and know about the traditional Tet by using appropriate gestures and intonation when listening and writing the sentences. B. LANGUAGE FOCUS. Vocabulary Phonic Key grammatical structure Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sachmem.vn, student’s book page 34 - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment Performance Tasks products tools 1. Pronounce the initial letter clusters cl in clothes, Student's say Observation close, and fl inflower and floor. phonics Student’s 2. Listen and complete the sentences. Then say the Observation, writing completed sentences aloud. Key (sentences) 3. Perform the chant using appropriate tone and Student’s Observation gestures performance 4 4.Use positive attitudes and appropriate gestures Student’s Observation when listenning and writing the sentences. listen and Key write STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and Net work ( by speaking) What do you do at Tet? - Lead into new lesson
10. Activity 1: Listen and repeat: - Tell pupils that they are going to practise saying the sound of the letters cl in the word clothes, close and fl in flower, floor respectively. - Put the letters th on the board. Play the recording and ask pupils to repeat a few times. - Put the words: clothes, close, flower, floor and the four sentences on the board. - Play the recording and ask pupils to repeat a few times. - Do choral and individual repetition of the sounds words and sentences until pupils feel confident - Get some Ps to say the letters, the words and the sentences in front of the class. Check as a class and correct the pronunciation, if necessary Activity 2: Listen and write. Then say aloud. - Tell pupils that they are going to listen to the four sentences and write the correct words. - Ask them to look at the sentences and guess the words to fill the gaps - Play the recording so they can listen and tick the words. Remind Ps to focus on the sound of the letters cl and fl while listening. - Get Ps to swap and check their answers. - Ask Ps to read aloud the sentences - Play the recording again for Ps to check if necessary. * Key : 1- flower 2- Close 3- clothes 4- floor. Activity 3: Let’s chant. - Tell pupils that they are going to say the chant What do you do at Tet follow the procedure in teaching the unit components in introduction - Have them read the chant and check comprehension. - Play the recording more than one, if necessary, for pupils listen and repeat. - Show Ps how to chant and do the action. - Divide the class into group of four and call two group of Ps to give the demonstration. Ask the groups to sit opposite of each other. Go around and offer help if necessary. - Call two groups to the front of the class chant and do the action. The rest of the class claps along the rhythm Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Pronounce the initial letter clusters cl in clothes, close, and fl in flower and floor. - Listen and complete the sentences. Then say the completed sentences aloud. - Perform the chant in interesting ways by using appropriate tone and meaningful gestures. 2. What’re the core values of the lesson?
11. - Show respect and like Tet , love their family and know about the traditional Tet by using appropriate gestures and intonation when listening and writing the sentences. - Remind students to sing a song by heart. - Guide Ss to study at home unit 15 lesson 3. Part 4,5,6 . - Prepare for the next lesson unit 16 lesson 1 D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... UNIT 16: LET’S GO TO THE BOOKSHOP? Lesson 1 : 1, 2 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 Mai and Phong (setting, participants, topics); 2. Ask and answer their friends about making suggestions to go somewhere and responding to the suggestions, using the sentence patterns “Let’s go to the ______. I want to ______. ̶ Great idea!/Sorry. I’m busy.” 3.Show interests and love to their friends and their teachers by using using appropriate gestures and intonation when asking and answering about making suggestions to go somewhere and responding to the suggestions. B. LANGUAGE FOCUS. Vocabulary Bakery - buy some bread; pharmacy - buy some medicine; supermarket buy some food; sweet shop - buy some chocolate Key grammatical structure Let’s go to the ______. I want to ______. ̶ Great idea!/Sorry. I’m busy. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sach mem .vn ,student’s book page 40 - 4 pictures of activities (Activity 2 – page 40) - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Answer the questions about the situation for the Observation Students’ conversation between Phong and Mai such as setting, Questions & answers answers participant, topics. Key 2. Practice a role-play conversation with classmates, Students' talks Observation
12. using the picture prompts. and interaction Observation 3. Practise making suggestions to go somewhere and Student’s talks, Questions & responding to the suggestions. and interaction answers 3 4.Use positive attitudes and appropriate gestures to talk Student’s Observation suggestions to go somewhere and responding to interaction and Questions& T the suggestions. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and sing - Sing the song. If you want to go .. - Ask Ss to listen, sing along and then sing in groups of 4. - Introduce the new topic - Lead into new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about making suggestions to go somewhere and responding to the suggestions.And lead students to the new lesson. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 40) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Mai ,Phong) 2.What are they talking about? (talking about making suggestions to go somewhere) - Tell students that they are going to practise a conversation among Mai, Phong - 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 b(Activity 1) (page 40) and answer the following questions: 3. What does Mai making suggestions ? 4. What does Phong responding to the suggestions.? - Elicit the sentence patterns: “Let’s go to the ______. I want to ______. ̶ Great idea!/Sorry. I’m busy.” Activity 2: Full controlled & less controlled Task 1: Point and say - Ask Ss to open their book on page 40, work in pairs, point the pictures, practice making and responding to suggestions to go somewhere. -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. Ex: a) T: Let’s go to the bakery.
13. I want some bread. P: Great idea. - Ask pupils to say the question and the answer chorally and individually. - 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. - Check as a class. - Get pupils to work in pairs to talk someone want to go somewhere and why Task 2: Guided practice (information gap activity) Work in pairs. Suggest some places to go and say why - Have students tell their classmates using “Let’s go to the ______. I want to ______. ̶ Great idea!/Sorry. I’m busy.” - 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 clas 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 making suggestions to go somewhere and responding to the suggestions, using the sentence patterns “Let’s go to the ______. I want to ______. ̶ Great idea!/Sorry. I’m b 2. What’re the core values of the lesson? - Show interests and love to their friends and their teachers by using using appropriate gestures and intonation when asking and answering about making suggestions to go somewhere and responding to the suggestions. - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 16, Lesson 2). D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... .....................................................................................................................................
14. Period 43 + 44 UNIT 16: LET’S GO TO THE BOOKSHOP (Lesson 2 : 1, 2,3) + UNIT 16: LET’S GO TO THE BOOKSHOP (Lesson 3 : 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 Tony, Linda and Mai (setting, participants, topics); 2. Ask for the reasons for going somewhere, and respond to the questions, using: Why do you want to go to the ... ? ̶ Because I want to ___. 3.Show interests and love to their friends and places by using appropriate gestures and intonation when asking for give reasons for going somewhere. B. LANGUAGE FOCUS. Vocabulary : Zoo, see the animals/cinema, see a film / bakery, buy some bread/ swimming pool / swim Key grammatical structure Why do you want to go to the ... ? ̶ Because I want to ___. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sach mem .vn ,student’s book page 42 - 4 pictures of activities (Activity 2 – page 42) - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Answer the questions about the situation for the Observation Students’ conversation between Tony, Linda and Mai such as Questions & answers answers setting, participant, topics. Key 2. Practice a role-play conversation with classmates, Students' talks Observation using the picture prompts. and interaction Observation 3. Practise Asking for the reasons for going Student’s talks, Questions & somewhere, and respond to the questions, and interaction answers 3 4.Use positive attitudes and appropriate gestures to Student’s Observation asking for give reasons for going somewhere. interaction and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and sing - Let’s sing: Let’s go ...
15. - Tell students that they are going to read a dialogue in which students ask and answer questions about Asking for the reasons for going somewhere, and respond to the questions. And lead students to the new lesson. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 42) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Mai ,Tony, Linda) 2.What are they talking about? (talking about ask for the reasons for going somewhere, and respond to the questions) - Tell students that they are going to practise a conversation among Tony, Linda, Mai. - 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 c (Activity 1) (page 42) and answer the following questions: 3. What does Tony ask ? Why do you want to go to the supermarket? 4. What does Mai answer ? Because I want to buy something to eat. - Elicit the sentence patterns: Why do you want to go to the ... ? ̶ Because I want to ___. Activity 2: Full controlled & less controlled Task 1: Point and say - Use pictures to elicit: Zoo, see the animals/cinema, see a film / bakery, buy some bread/ swimming pool / swim - 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 do you want to go to the zoo? Student: Because I want to see the animals. - 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 Ps that they are going to revise what they have learnt in Lesson 1 and Lesson 2, using: - Select some pairs to role-play in front of the class. - Ask some Ps to answer the questions in Activity 3. - Have Ps practise making and responding to suggestions to go somewhere and asking for and giving reasons for going somewhere by using the sentence pattern:
16. + Let’s go to the . I want . + Why do you want to go to the ..? => Because .. - Asking Ps to focus on the structure once again. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask for the reasons for going somewhere, and respond to the questions, using: Why do you want to go to the ... ? ̶ Because I want to ___. 2. What’re the core values of the lesson? - Show interests and love to their friends and places by using appropriate gestures and intonation when asking for give reasons for going somewhere. - Remind students to learn new words and structure by heart. - Guide Ss to study at home unit 16 lesson 2. Part 4,5,6. - Prepare for the next lesson (Unit 16, Lesson 3. 1,2,3 on pages 44). D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... UNIT 16: LET’S GO TO THE BOOKSHOP Lesson 3 : 1,2,3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Say the words that have one syllable, and more than one syllable 2.Listen and circle the letters showing the correct word completing the sentences. Then write the word and say the completed sentences aloud. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures. 4.Show interests and love to their friends and places by using appropriate gestures and intonation when asking for give reasons for going somewhere. B. LANGUAGE FOCUS. Vocabulary Phonics book Book│shop Ba│ke│ry su│per│mar│ket Key grammatical structure Revision
17. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sachmem.vn, student’s book page 44 - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment Performance Tasks products tools 1.Say the words that have one syllable, and more Student's say than one syllable Observation syllable 2. Listen and circle the letters showing the correct Student’s word completing the sentences. Then write the Observation, writing word and say the completed sentences aloud. Key (sentences) 3. Perform the chant using appropriate tone and Student’s Observation gestures performance 4 4.Use positive attitudes and appropriate gestures Student’s Observation when listenning and writing the sentences. listen and Key write STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and play game - Spend a few minutes revising the previous lesson. Get to groups of pupils to the play the game Where and Why. - Lead into new lesson Activity 1: Listen and repeat: - Tell the class that they are going to practice saying words with one, two, three, and four syllables( book, bookshop, bakery and supermarket). - Play the recording and ask pupils to repeat the words a few times. To reinforce learning, ask them to clap at each syllable as they say the words( e.g. book/shop: clap- clap). Then write the four sentences on the board. Play the recording and ask them to repeat the sentences, paying attention to the target words and syllables. Activity 2: Listen, circle and write. Then say aloud. - Set the context: How many questions are there? - Tell pupils that they are going to listen to the recording, circle the correct options and write to answer to complete the sentences. - Then ask pupils to say the sentences aloud. Key: 1a; 2b; 3a; 4b. Activity 3: Let’s chant.
18. - Tell pupils that they are going to say the chant Why do you want to ..?Follow the procedure in teaching the unit components in Introduction. - Have them read the chant and check comprehension. - Play the recording a few times for pupils to do choral and individual repetition. Show them how to chant and do the actions. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Say the words that have one syllable, and more than one syllable - Listen and circle the letters showing the correct word completing the sentences. Then write the word and say the completed sentences aloud. - Perform the chant in interesting ways by using appropriate tone and meaningful gestures. 2. What’re the core values of the lesson? - Show interests and love to their friends and places by using appropriate gestures and intonation when asking for give reasons for going somewhere. - Remind students to sing a song by heart. - Guide Ss to study at home unit 16 lesson 3. Part 4,5,6 . - Prepare for the next lesson (Unit 17: Lesson 1:1,2,3 on pages 46). D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... Date of teaching: 5C, 5D (10/03/2022) 5A, 5B( 11/03/2022) Period 41 + 42 UNIT 15: What would you like to be in the future? LESSON 3- Part 1,2,3,5 + UNIT 16: WHERE’S THE POST OFFICE? Lesson 1: 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. say questions and answers with the correct intonation. 2. mark the intonation with arrows through listening to three dialogues; 3. perform the chant “What would you like to be in the future?” in interesting ways, using appropriate and meaningful gestures; 4. Write about what would you like to be and do in the future; 5. show pride in their future jobs and great respect for other’s future jobs by using appropriate gestures and intonation when talking about future jobs.
19. B. LANGUAGE FOCUS Key terms/ Vocabulary What would he like to be in the future? ̶ He’d like to be a teacher Key grammatical structure review C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 34,35 Sachmem.vn, Teacher’s guide. - Flashcards for Unit 15, poster for Unit 15 - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1.say questions and answers with the Students’ answers Questions & answers correct intonation. Key 2. Listen and mark the sentence intonation. Then say the sentences Student's answers and Observation aloud. speech Key Observation 3.perform the chant “What would you Rubric (accuracy, like to be in the future?” in interesting Group’s performance performance styles, ways, using appropriate and meaningful gestures, facial gestures expressions) 4. Write about what would you like to Student’s answers, and Observation be and do in the future. interaction Key 5. Use positive attitudes and Observation Student’s interaction and appropriate gestures to talk about Questions & performance future jobs. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and songs. - Greet the students. Then get the class to play the game: Pelmanism. -Tell students that they are going to practice saying questions and answers with the correct intonation. Activity 1: Pronunciation practice (Activity 1: Listen and repeat on page 34) - Ask Ss to open their books on page 34. Have Ss to look at the questions and answers. - Tell Ss that they are going to practise saying the questions and answers with the correct intonation. - Put the 2 questions and 2 answers on the board - Open the tape and have the Ss listen to the tape.
20. - Play the recording a few times for pupils to listen and repeat. Do choral and individual repetition. *Note: Wh-questions usually have a falling intonation, which can be marked with an arrow like this at the end. Activity 2: Listening practice (Activity 2: Listen and mark the sentence intonation. Then say the sentences aloud.) - Tell the class that they are going to listen to the recording and mark the intonation with arrows. - Give pupils a few seconds to read the sentences in silence before playing the recording for them to do the task. - Play the recording all the way through for pupils to listen. Then play it again for them to mark the intonation. - Get Ss to compare their answers in pairs before checking as a class. - Ask them to read the sentences aloud. - Keys: 1. A: What would he like to be in the future? B: He’d like to be a teacher. 2. A: Where would he like to work? B: He’d like to work in a hospital. 3. A: Why would he like to be a teacher? B: Because he’d like to teach young children. Activity 3: Chant practice (Activity 3: Let’s chant on page 34) - Show the chart of the chant “What would you like to be in the future?” - Tell pupils that they are going to say the chant “What would you like to be in the future?” - Follow the procedure in Teaching the unit components in Introduction. - Have them read the chant and check comprehension. - Play the recording a few times for pupils to do choral and individual repetition. - Show them how to chant and do actions. Call two groups to give a demonstration. - Get groups to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary. - Call two groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. Activity 4: Write about what would you like to be and do in the future. (Activity 5 on page 35) - Tell the class that they are going to write about what would they like to be and do in the future?