Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 29 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 29 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 29 Date of teaching: 1C, 1D (20/04/2022), Period 28 REVIEW 9-10 (page: 66.) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: After completing this lesson, students will be able to: review saying what objects they have, asking and answering about numbers of objects, and identifying rooms in a house. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure(s)/ sentence patterns Revision C. INSTRUCTIONAL RESOURCES - Student’s book, p.66,67. - Situational pictures and activity pictures on page 66,67 - CD2, Tracks 60,61(Activities A) STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Listen and circle. Observation actions Observation 2. Play a game. Student’s answers Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up(Greeting & song) • Sing the alphabet song Sing “Days of The Week” song Review 9 Activity 2 . A- Listen and circle. (A or B). CD2- Track 60 - Have students look at the pictures, call out the objects they can see, and count them. - Play audio and demonstrate the activity using the example.
2. - Play audio. Have students listen and circle A or B. - Play audio again and check answers as a whole class. Optional activity 1:Conversation line - Have students make two lines and stand face to face. - Each student uses a picture of an object or objects to ask his/ her friend. E.g. S1: ‘How many ( balls)?’ S2: (Six) ( balls). Activity 3. B- Play the “ Chain” game. - Have students look at the example. - Divide the class into groups of four. - Have the students stand up. - Have Student A turn to Student B and say a sentence, then have Student B say a sentence. - Next, have Student B turn to Student C and say a sentence, then have Student C say a sentence. - Continue until all students have practiced. - Have some groups demonstrate the activity in front of the class. D. ADJUSTMENT .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Date of teaching: 2C, 2D (20/04/2022) Period: 28 REVIEW 9 (page: 68) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: After completing this lesson, students will be able to: Review the related vocabulary items and structures to about their abilities, simple instructions, and days of the week. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision Key grammatical structure(s)/ sentence patterns Revision C. INSTRUCTIONAL RESOURCES - Student’s book, p.68,69. - Situational pictures and activity pictures on page 68,69
3. - CD2, Tracks 65,66(Activities A) STAGE 2: ASSESSMENT EVIDENCE Performanceproducts Assessment tools Performance Tasks Student’s answers/ 1. Listen and draw lines. Observation actions Observation 2. Play a game. Student’s answers Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up(Greeting & song) Sing “Days of The Week” song (source:The Singing Walrus – English Songs For Kids Review 9 Activity 2 .A. Listen and draw lines. (CD2 - Track 65)  Have students look at the pictures and call out the people, places, and objects they can see.  Play audio and demonstrate the activity using the example.  Play audio. Have students listen and draw lines. - Play audio again and check answers as a whole class Activity 3 . B. 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 D. ADJUSTMENT .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... ...................................................................................................................................
4. Date of teaching: 4A, 4B (18/04/2022) Period 55 UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 2( 1,2,3) STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: 1. identify situation for conversation. 2. Ask and answer question about what someone plans to do using Sentence Patterns:What are you going to do? ̶ I’m going to ______. 3. Learn to plan meaningful thing on vacation B. LANGUAGE FOCUS 1. Vocab: stay in a hotel, eat seafood, build sandcastles, go on a boat cruise 2. Key grammartical structure: What are you going to do? ̶ I’m going to ______. C. RECOURCE Teacher’s aids: student book and teacher’s book, flashcards, projector . Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. 2. Ask and answer question about Ss’ interactions Observation what someone plans to do 3. Learn to plan meaningful thing Ss’ talk and Observation on vacation interaction. Question and answer STAGE 3: LEARNING EXPERIENCES
5. Warmer: - Spend a few minutes revising the previous lesson by calling some Ps to the front of the class to sing the song “You are happy in summer holiday” Task 1. Look, listen and repeat. - Tell Ps that they are going to listen to the dialogue about how the characters ask and answer questions about future plans. - Ask Ps to look at the four pictures to identify the characters and the context - Play the recording more than once, if necessary, for pupils to listen and repeat the language. - Do choral and individual repetition. - Divide the class into two groups - Play the recording again for Ps to listen and repeat. - Call some pairs to perform the task in front of the class. Task 2. Point and say. - Tell pupils that they are going to ask and answer questions about future plans. - Have Ps look at the bubbles to understand how the language is used. - Ask Ps to look at the four pictures to identify what the Ps are going to do in the future. - Write them on the board and ask Ps to write them in their book. - Point to the first picture and model the task with one pupil, using the question in the first bubble and the phrase under the picture for the answer: - Ask Ps to say the question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practise in pairs, using the prompts in the bubbles and the picture cues. Monitor the activity and offer help, if necessary. - Select some pairs of Ps to demonstrate the task in front of the class. Task 3. Let’s talk.
6. - Tell Ps that they are going to revise what they have learnt in Lesson 1 and Lesson 2, using facts about themselves with two questions: - Ask Ps to work in pairs: one asks the questions and the other gives the answers, using their own future plans. - Select some pairs to role-play in front of the class. - Ask some Ps to answer the questions in Activity 3. Activity 4: 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 some plans to do.) 2. What’re the core values of the lesson?( Learn to plan meaningful thing on vacation) * Home-link Remind students to self-study lesson 2(4-6) and prepare for the next lesson; unit 20. Lesson 3(1-3) D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................... Period 56 UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE LESSON 2: 1, 2, 3 (page: 60) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Linda and Nam(setting, participants, topics); 2. express reasons why they like or do not like animals, using the sentence patterns I like _____ because _____. / ̶ I don’t like _____ because _____.”; 3. show love and respect for animals in the zoo by using appropriate gestures and intonation when expressing. B. LANGUAGE FOCUS Key terms/ Vocabulary tigers – crocodiles – scary; bears, elephants, big / zebras, beautiful / kangaroos, fast Key grammatical structure I like _____ because _____. / ̶ I don’t like _____ because _____. C. INSTRUCTIONAL RESOURCES.
7. - Textbook: Tiếng Anh 4: Student’s book page 60 - Track 70,71(Unit 7-page 60), - 4 pictures of activities (Activity 2 – page 60) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Students’ answers Questions & answers between between Linda and Nam Key such as setting, participant, topics. 2. express reasons why they like or Student’s talk, and Observation do not like animals, using the interaction Questions & answers sentence patterns. 3. Use positive attitudes and appropriate gestures to express Student’s interaction and Observation reasons why they like or do not performance Questions& answers like animals. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing - Greet Ss. Have the class play the game Lip reading. Whisper each of the words: crocodiles, tigers, elephants and kangaroos for Ss to read aloud. - Write the correctly spoken words on the board. When the game is over, divide the class into two halves. Point at each word on the board for the two halves take turns asking and answering questions with What animals do you want to see? - I want to seGreet Ss. Have the class sing the song What’s your phone number? / Invite two groups to sing and mime the song. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the three pictures (page 48) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Linda and Nam 2. Where are they? (at the zoo) 3. What are they doing?( talking about animals) - Tell students that they are going to listen the conversation between Linda and Nam - 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: tigers – crocodiles – scary; bears, elephants, big / zebras, beautiful / kangaroos, fast - Have students practise saying by using the sentences pattern I like _____ because _____. / ̶ I don’t like _____ because _____.
8. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. - 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. Ask and answer questions about the other speaker’s hobby. - Show some pictures about some animals - Have students choose an animal and using “I like _____ because _____. / ̶ I don’t like _____ because _____. - 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. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (express reasons why they like or do not like animals, using the sentence patterns I like _____ because _____. / ̶ I don’t like _____ because _____.”;. 2. What’re the core values of the lesson? (show love and respect for animals in the zoo by using appropriate gestures and intonation when expressing.) - Remind students to prepare for the next lesson. D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ................................................................................................................... ****************************************************************** Date of teaching: 5C, 5D (21/04/2022), 5A, 5B( 22/04/2022) Period 55 Unit 20: Which one is more exciting, life in the city or life in the countryside? Lesson 2: Part 1, 2, 3(page: 66,67) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Introduce communication situations: Mai and Linda about summer holiday’s plan. (setting, participants, topics) 2. Ask and answer questions to compare places( adjectives with one or two syllables), using Which one is more ..., ... or ...? I think .... 3. Show polite attitude by using appropriate gestures and intonation when asking and answering questions to compare places.
9. Key terms/ Vocabulary expensive – more expensive, beautiful – more beautiful, .... Key grammatical structure Which one is more ..., ... or ...? I think ... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 66,67 Sachmem.vn, Teacher’s guide 66,67 - Flashcards for Unit 20, poster for Unit 20 - Computer, projector. Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation of Mai Questions & and Linda about summer holiday’s Students’ answers answers plan such as setting, participant, Key topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer questions to Observation Student’s talks, and compare places, using the sentence Questions & interaction patterns. answers 4. Show polite attitude by using Observation appropriate gestures and intonation Student’s interaction Questions& when asking and answering questions and performance answers to compare places STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing the song - Greet the students. Then get the class to sing the song:“ Which place would you like to visit ?”.from - Tell students that they are going to read a dialogue in which students ask and answer questions about stories and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Have Ss to look at the book on page 66; identify the characters in the pictures and what they are saying. + Who are they? + Where are they? + What are they talking about? - Play the recording and asks Ss to listen to the tape twice - Explain the meaning of the new words: - T asks Ss to listen and repeat in chorus three times. - Have Ss listen to the recording as they read the lines in the speech bubbles - Play the recording again for Ss to repeat the dialogue two times. - Let Ss practice the dialogue in pairs. - Gets some pairs to read it aloud.
10. - Play the recording again for the whole class to repeat each line in the speech . - T elicits the structures by asking Ss to speak out the model sentence: Model sentences: Which one is more beautiful, Ha Long City or Nha Trang? I think Ha Long City is. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have sts see the pictures and identify the places in the pictures - T runs through. - T asks Ss to match the pictures with the health problems using Sach Mem. - T models: T: Which one is more beautiful, Ha Long City or Nha Trang? S: I think Ha Long City is. - Open-pairs; close-pairs. - Call on some pairs to perform the task at the front of the class. - Have Ss look and describe 4 pictures - Ask Ss to read aloud 4 pictures - Ask Ss to practice asking and answering about what someone is going to do on Sports Day using picture a, b, c and d. - Monitor the activity, check the pronunciation - Some Ss report in front of class. Others observe and give comments if possible. - Make some questions to check Ss’ comprehension of language. - Have the whole class repeat all the phrases to reinforce their pronunciation. - T gives comment. Task 2: Guided practice (information gap activity) Tell your partners - Say: “ You are going to practice answering to compare some cities or provinces.’’ - Tell pupils that they are going to practise asking and answering to compare some cities or provinces.. - Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. Go around offering help and correcting pronunciation, if necessary. - Select some pairs of pupils to role-play in front of the class. Activity 3: Wrap -up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer questions to compare places( adjectives with one or two syllables), using Which one is more ..., ... or ...? I think ....) 2. What’re the core values of the lesson? (Show polite attitude by using appropriate gestures and intonation when asking and answering questions to compare places.) - Prepare for the next lesson. (Unit 20: Lesson 3) D.ADJUSTMENT: Period 52 UNIT 19: WHICH PLACE WOULD YOU LIKE TO VISIT? LESSON 2: 1, 2, 3 (page: 60)
11. STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for conversation between Linda and Tom (setting, participants, topics); 2. talk about someone’s opinions about a place, using the sentence patterns “What do you think of ___? - It’s more ___ than I expected.”; 3. show interests and respect for the places of countries in the world by using appropriate gestures and intonation when asking and answering) B. LANGUAGE FOCUS Vocabulary Ha Long Bay, attractive/ Dam Sen Park, exciting / Thu Le Zoo, interesting / Phu Quoc Island, beautiful Key grammatical structure “What do you think of ___? − It’s more ___ than I expected. . INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5: Student’s book page 60 - Track 36,37 (Unit 18-page 60), - 4 pictures of activities (Activity 2 – page 60) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about Observation the situation for the conversation Students’ answers Questions & answers between Linda and Tom(setting, Key participants, topics); 2. Ask and answer about Student’s talk, and Observation someone’s opinions about a place, interaction Questions & answers using the sentence patterns. 3. Use appropriate attitudes and Student’s interaction and Observation gestures to talk about places. performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching Greet Ss.Have the class sing the song Which place would you like to visit? / Invite two groups to sing and mime the song. Activity 1: Look, listen and repeat - Ask students to look at the four pictures (page 12) and answer questions to identify the situation for the conversation. 1. Who are they? (Linda and Tom) 2. What are they doing?(Mai is talking about some places) - Tell students that they are going to listen to the conversation between Linda and Tom. - Play the audio, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the audio again for students to listen and repeat.
12. - Elicit the sentence pattern : “What do you think of ___? − It’s more ___ than I expected. . and explain the meaning Activity 2: full Controlled & less controlled Task 1: Point and say - Use pictures to elicit: Ha Long Bay, attractive/ Dam Sen Park, exciting / Thu Le Zoo, interesting/Phu Quoc Island, beautiful - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. - 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 say. Task 2: Let’s talk - Show some pictures about others places - Have students practise about some places using What do you think of ___? − It’s more ___ than I expected. . - 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. 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 opinions about a place , using the sentence pattern “What do you think of ___? − It’s more ___ than I expected. .) 2. What’re the core values of the lesson? (show interests and respect for the places of countries in the world by using appropriate gestures and intonation when asking and answering) - Remind students to prepare for the next lesson. D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................ ******************************************************************