Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 25 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 25 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 25 Date of teaching: 1C, 1D (23/03/2022), Period: 24 UNIT 9: Toys Lesson 2: 1,2,3,4 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 M m correctly; 2. Demonstrate the sound of the letter K k in the words mouse, mouth 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: Mm - Vocabulary: mouse, mouth 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 Mm 2. Listen and repeat. the sounds of the Student’s speech Observation letters Mm in words mouse, mouth 3. Perform a song using appropriate tone Student’s Observation
2. and gestures performance 4. Show positive attitudes and Student’s appropriate gestures to pronounce the Observation interaction and sounds of the letters M/m 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 M/m Activity 2: Language input 1. Listen and repeat. Trace - Use the “Finger air” technique to present the letter Mm 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 "mouse" and sing along the same melody as the first one.
3. 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 Mm in words mouse, mouth) 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 Lesson 2 4 unit 9 at home. - Prepare for the next lesson unit 9 lesson 3 D. ADJUSTMENT. Date of teaching: 2C, 2D (23/03/2022) Period: 24 UNIT 9: CLASSROOM ACTIVITIES Lesson 2: A, B, C, D STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the letter “Z” and correctly pronounce the sound of its - “/z/” in the following words 2. Demonstrate the sound of the letter Zz in the words zebra, zoo through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures
4. 4. Build up respective attitudes to others in the community the importance of pronounciation. - Build up spirits of the responsibility for family and the community. B. LANGUAGE FOCUS - Letter : Zz - Vocabulary : zebra, zoo C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, page 60, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 9. - 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 Z/z. 2. Listen and repeat. Write the sounds of Student’s speech Observation the letters Z/z 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 Z/z 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 Z/z. Activity 2: Language input 1. Listen and repeat. Trace - Use the “Finger air” technique to present the letter Z/z and Its sound. - Have students look at the pictures.
5. - 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 " zebra" and sing along the same melody as the first one. 2. Listen and jump - Demonstrate the activity. - Have students stand up. - Have students jump 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 (Zz) - 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
6. - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Learn the sound of the letter Z/z in some words.) 2. What’re the core values of the lesson? Build up respective attitudes to others in the community the importance of pronunciation. - Build up spirits of the responsibility for family and the community. - Remind students to practising speaking skill at home. - Prepare for the next lesson D. ADJUSTMENT Date of teaching: 4A, 4B ( 21/03/2022) Period: 47 UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 3 : 1,2,3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce two-syllable words with the stress on the first syllable 'sandals, 'trousers, 'jumper, and 'jacket. 2. Look at the sentences and the stress marks ('). Then listen and say the sentences aloud. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures. 4.Show interests and know how to bargain when buy clothes by using appropriate gestures and intonation when asking about prices of clothes. B. LANGUAGE FOCUS
7. Vocabulary: Revision Key grammatical structure : Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sachmem.vn , Student’s book page 50 - AComputer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1. Pronounce two-syllable words with the stress on the Student's say Observation first. syllable Students' Observation 2. Look at the sentences and the stress marks ('). listening and / key saying 3. Perform the chant in interesting ways by using Student’s Observation appropriate tone and meaningful gestures. performance 4. Use positive attitudes and appropriate gestures to talk Student’s Observation about prices of clothes. interaction and Questions& performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and play game - Spend a few minutes revising the previous lesson by having the class sing the song Buying clothes, one haft singing the questions and the other half sing the answer. - Tell students that they are going to listen and pronounce two-syllable words with the stress on the first syllable. And lead students to the new lesson. Activity 1: Listen and repeat - Tell the class that they are going to practise saying words ‘sandals, ‘trousers, ‘jumper and ‘jacket. - First, explain to pupils what word stress is , in Vietnamese, if necessary. - Write ‘sandals, ‘trousers, ’jumper and ‘jacket. - Play the recording and ask pupils to repeat them, paying attention to the target words and stress.
8. - Correct the pronunciation, if necessary. Activity 2: Listen at the sentences and the stress mark(‘).Then listen and say the sentences aloud. - Tell pupils that they are going to listen to the sentences, listen to the recoding and repeat the sentences. - Give them a few seconds to read each of the sentences in silence. - Invite a few pupils to read aloud the sentences, while the rest of the class clap at the stressed syllable. Correct the pronunciation, if necessary. Activity 3: Let’s chant. - Tell pupils that they are going to say the chant How much is/are ..?Follow the procedure in Teaching the unit components in Introduction. - Play the recording a few times - Divide the class into two halves: one haft says the questions and the other half says the answers. - Tell the content of the lesson. - Practise with their friends ask and answer about How much is/are...? Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Pronounce two-syllable words with the stress on the first syllable 2. What’re the core values of the lesson? -Show interests and know how to bargain when buy clothes by using appropriate gestures and intonation when asking about prices of clothes. - Remind students to learn new words and structure by heart. - Guide Ss to study at home unit 17 lesson 3. Part 4,5,6 . - Prepare for the next lesson (Unit 18 Lesson 1. 1,2 on pages 52). D. ADJUSTMENT ........................................................................................................................................... ...........................................................................................................................................
9. Period 48 UNIT 18: WHAT’S YOUR PHONE NUMBER? 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 Nam and Linda (setting, participants, topics); 2.Ask and answer questions about the someone’s phone number. Using What’s your phone number? ̶ It’s ___. 3.Show interests, polite and know how to read phone number by using appropriate gestures and intonation when asking about the someone’s phone number. B. LANGUAGE FOCUS. Vocabulary Lily, John, Sally, Sam, phone numbers Key grammatical structure What’s your phone number? ̶ It’s ___. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sach mem .vn ,student’s book page 52 - 4 pictures of activities (Activity 2 – page 52) - 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 Nam and Linda such as setting, Questions & answers answers participant, topics. Key 2. Practice a role-play conversation with classmates, Students' talks Observation using the picture prompts. and interaction
10. 3. Ask and answer questions about the someone’s Student’s talks, Observation phone number. and interaction Questions & answers 3 4.Use positive attitudes and appropriate gestures to Student’s Asking about the someone’s phone number. Observation interaction and Questions& answers performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and play - Prepare ps for this unit by revising numbers from zero to nine. Write the numbers randomly on the board. Point at each of them and have pupils say the number. Point at a quicker pace to make it more challenging. - Tell students that they are going to read a dialogue in which students ask and answer questions about the someone’s phone number. And lead students to the new lesson. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 52) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Nam and Linda ) 2.What are they talking about? (talking about phone number.) 3.Where are they? ( at the class ) - Tell students that they are going to practise a conversation among Mai , Hoa, sales assistant) - 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 52) and answer the following questions: 4. What does Nam ask ? What ‘s your phone number? 5. What does Linda answer ? It’s 0912158657 - Elicit the sentence patterns: What’s your phone number? ̶ It’s ___. Activity 2: Full controlled & less controlled
11. Task 1: Point and say - Use pictures to elicit: Lily, John, Sally, Sam, phone numbers - 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 ‘s Lily phone number? Student: 098207451 - 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: : Work in pairs. Ask your partners ‘s phone numbers. - Tell pupils that they are going to work in pairs and ask and answer questions about the phone number, using What’s....’s phone number? It’s - Ask them to write their own phone number on a piece of paper. - Have them work in pairs, one asking and the other giving the answer. - Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary. 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 the someone’s phone number. Using What’s your phone number? ̶ It’s ___. 2. What’re the core values of the lesson? - Show interests, polite and know how to read phone number by using appropriate gestures and intonation when asking about the someone’s phone number. - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 18 Lesson 1. 3,4,5 on pages 53). D. ADJUSTMENT ........................................................................................................................................... ...........................................................................................................................................
12. Date of teaching: 5C, 5D ( 24/03/2022), 5A, 5B( 25/03/2022) Period 47 UNIT 17: WHAT WOULD YOU LIKE TO EAT? LESSON 3: Part 1, 2, 3 (Page: 50) 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. Listen and circle through listening to four dialogues; 3. Perform the chant “Healthy food and drink” in interesting ways, using appropriate and meaningful gestures; 4. Read three paragraphs and do the reading tasks; 5. Be aware of keeping healthy with balanced eating habits by using appropriate gestures and intonation when talking about food and drink. B. LANGUAGE FOCUS Key terms/ Vocabulary What would you like to eat? ̶ I’d like a banana, please Key grammatical structure review C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 50, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 17, poster for Unit 17. - 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 circle the correct answers. Student's answers and Observation speech Key
13. Observation 3.perform the chant “Healthy food and Rubric (accuracy, drink” in interesting ways, using Group’s performance performance styles, appropriate and meaningful gestures gestures, facial expressions) 4. Use positive attitudes and Observation Student’s interaction and appropriate gestures to talk about food Questions & performance and drink answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greetings and songs. - Greet the students.. - Ss talk about “Labeling Food and Drink”. - 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 50) - Ask Ss to open their books on page 50. 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 3 questions and 3 answers on the board - Open the tape and have the Ss listen to the tape. - 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 circle a or b) - Tell the class that they are going to listen to the recording and circle a or b. - 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.
14. - Ask them to read the sentences aloud. - Keys: 1.a, 2.b, 3.a, 4.a Activity 3: Chant practice (Activity 3: Let’s chant on page 51) - Show the chart of the chant “Healthy food and drink” - Tell pupils that they are going to say the chant “Healthy food and drink” - 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: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (say questions and answers with the correct intonation.) 2. What’re the core values of the lesson? (be aware of keeping healthy with balanced eating habits by using appropriate gestures and intonation when talking about food and drink.) - Remind students to do part 5 (Write about your eating habits) and part 6 (project) (Unit 17, Lesson 3 on pages 51). ************************************************** Period 48 UNIT 18: WHAT WILL THE WEATHER BE LIKE TOMORROW? LESSON 1- Part 1, 2, 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1.identify the situation for the weather forecast (setting, participants, topics);
15. 2.ask and answer questions about the weather forecast, using “What will the weather be like tomorrow? It will be .and ”. 3. read and complete the dialogue using the words given; 3. show love to nature by using appropriate gestures and intonation when talking about weather. B. LANGUAGE FOCUS Key terms/ Vocabulary look after patients, design buildings. Key grammatical structure “What will the weather be like tomorrow? It will be .and ”. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 52, 53, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 18, poster for Unit 18. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1.Answer the questions about the Questions & situation for the weather forecast such Students’ answers answers as setting, participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. ask and answer questions about the Observation Student’s talks, and weather forecast, using the sentence Questions & interaction patterns. answers 4.Read and complete the dialogue. Students’ answers Observation; Key 5.Use positive attitudes and Observation Student’s interaction appropriate gestures to talk about Questions & and performance weather forecast. answers
16. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greetings and games. - Greet the students. Then get the class to talk about healthy or not healthy food and drink - Tell students that they are going to read a dialogue in which students ask for and give reasons, using “What will the weather be like tomorrow? It will be .and ”. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Whole class: have ss turn their books to page 52. Focus their attention on the pictures and ask them to identify the characters in the pictures. Point to each picture and ask: who is this? Tell ss that Linda is watching the weather forecast on TV. - Use a poster and two puppets to present the situation. Play the recording again all the way through for ss to listen. - Play the recording again for ss to repeat each line in the speech bubbles as they point to it. - Have one ss repeat Lady’s part. Repeat the step, but this time have the group swap their parts. Have the whole class repeat all the phrases a few times to reinforce their pronunciation. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have Ss look at the pictures in their books on page 52 elicit the characters and run through the pictures then say: We are going to practice asking and answering questions about the weather, using “What will the weather be like tomorrow? It will be .and ” - Model the task with the whole class: Point to picture a and ask: What will the weather be like tomorrow? Ss answer: It will be cold and snowy. - Repeat the step with some other pairs for the rest pictures - Have ss practise using the pictures in their books. Monitor the activity and offer help. Correct pronunciation error(s) when necessary. - Call on some perform the task at the front of the class. The rest of the class observe and give comments
17. - Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. Task 2: Guided practice (information gap activity) Tell your partners about what your future jobs. - Have students think about the weather today and tomorrow. - Ask students to work in pairs asking and answering questions about the weather. What’s the weather like today? It’s and What will the weather be like tomorrow? It will be and - Go around offering help, if necessary. - Call on some pairs to demonstrate the task in front of the class. - Give constructive feedback and comments on the reports and correct Ss’ mistakes if necessary. Eg: S1: What’s the weather like today? S2: It’s hot and sunny S1: What will the weather be like tomorrow? S2: It’ll be rainy - Monitor the activity and offer help if necessary. - Ask students to give their feedback. Activity 3: reading practice (Activity 5: Read and complete) - Ask Ss to open their books on page 53. Tell Ss that they are going to read the passage and fill in the gaps with: weather, watch, forecast, go and stormy - Give Ss a few seconds to read the text and ask them to fill in the gaps with the words given. - Give time to do the task independently. Monitor the activity and offer help, if necessary. - Have them swap their answers and correct them in groups before checking as a class. - Key: 1.go. 2.weather 3.stormy 4.forecast 5.watch Activity 4: Wrap -up & Assignments - Ask students to answer the following questions:
18. 1. What have you learnt from the lesson today? (ask and answer questions about the weather forecast, using “What will the weather be like tomorrow? It will be .and ”.) 2. What’re the core values of the lesson? (show love to nature by using appropriate gestures and intonation when talking about weather.) - Remind students to do part 4 (listen and tick), part 6 (Let’s play.) |********************************************************************