Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+4+5 - Tuần 15 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+4+5 - Tuần 15 năm học 2021-2022 (Phan Thị Thu Lài)

1. KHỐI 1 Week: 15 Date of teaching: December 21st, 2021 Period: 14 UNIT 6: Activities LESSON 1: page: 38 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some activities (swim, sing, run) from the recording and the given pictures;(Cognition) 2. identify the situations for conversations) and the sentence pattern I can (run).;(Skill) 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in suggesting activities or replying. (attributes) B. LANGUAGE FOCUS Key terms/ Vocabulary activities: swim, sing, run. Key grammatical structure(s)/ sentence patterns I can (run) C. INSTRUCTIONAL RESOURCES - Student’s book, p.38. - Situational pictures and activity pictures on page 38 - CD1, Tracks 01,02,03 (Activities A,B,C) - Song lyrics printed on page 68. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and repeat, then point to the Student’s answers/ Observation pictures of activities. actions 2. Answer the questions about the situations Observation for conversations among the friends such Student’s answers Questions & answers as setting, participants, topic. 3. perform a song using appropriate tone and Student’s Observation gestures performance 4. show positive attitudes and appropriate Student’s talk and Observation, Questions gestures and intonation in suggesting and interaction & answers replying . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up (Greeting & song) - Greet Ss. Remind ss to the previous lesson Then get the class to watch a video about some activities
2. - Elicit the activities mentioned in the song (swim, sing, run) and lead them to the new lesson by saying “You are going to know some activities in the new lesson today.” Activity 2: Language in put (Activity A: Listen and point. Repeat. – P.38) - Show pictures onTv, play audio, point to each picture - Have students listen to each new word. - Have ss look at their books, play audio again, and point to each picture in their books. - Play audio again and have students listen and repeat. - Use flashcards and ask ss to read the words aloud *play the games with flashcards - Call some students to read aloud (Give feedback) Activity 3: Language in put (Activity B: Listen and point. – P.38) . 1. Pre- listening: Introduce the situation, point at each person/act in the picture and have Ss call out the words. 2. While- listening: - Play audio and have students look at the picture. - Demonstrate the act by pointing atthe activities in the pic. 3. While-listening: Play the CD again. Have Ss listen and repeat. 4. While-listening: Play CD again. Have Ss listen and point. 5. Post- listening: Point at each pic and have Ss call out the words again “run/ swim/ sing.” - Give constructive feedback and correct their pronunciation if necessary. Activity 4: Practice (Activity C: Sing – P. 68) - Show the lyrics on TV - Play the recording and have students listen. - Play the recording again, have students do actions along - Play the recording again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics on page 68 if necessary. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (Learn about some activities, suggest activities – I can ( run).) 2. What’re the core value of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in suggesting activities or replying) D.FEEDBACK .................................................................................................................................................................. .................................................................................................................................................................. ...................................................................................................................................................
3. KHỐI 4 WEEK:15 Teaching date: 20 / 12 / 2021 Period: 27 UNIT 11: WHAT TIME IS IT? LESSON 1 (page: 6) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Phong and mum (setting, participants, topics); 2. interview their friends about time, using the sentence patterns “What time is it? It’s ”; B. LANGUAGE FOCUS. 1. Key terms. 2. Key grammatical structure The sentence patterns: What time is it? It’s C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Student’s book page 6 - Audios (Unit 11-page 6), - 5 pictures of time (Activity 2 – page 6) - 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 between phong and mum such as setting, participant, topics. Students’ answers Observation Questions & answers Key 2. Ask and answer about their abilities, using the sentence patterns. Student’s talks, and interaction Observation Questions & answers 3. Use positive attitudes and appropriate gestures to talk about their time and ask about someone’s time. Student’s interaction and performance Observation Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: play game ‘bingo’ - Ask pupils to play Bingo, using the numbers five, ten, fifteen, twenty, twenty-five, thirty, thirty- five, forty, forty-five, fifty and fifty-five. - Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 6) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Phong, and Mum) 2. Where are they? (at home) 3. What are they talking about? - Ask students to look at picture b (Activity 1) (page 6) and answer the following questions: 4. What does phong ask? (What time is it, mum?) 5. What does mum answer? (It’s seven o’clock.) - Elicit the sentence patterns: What time is it? It’s - Tell students that they are going to practise asking and answering questions about what time is it?. - 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.
4. - Play the recording again for students to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: seven, seven fifteen, seven twenty-five .. - 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 time is it? Student: It’s seven o’clock. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (information gap activity) Tell your partners what you can do. - Have students choose picture that they can answer and tell their classmates using “What time is it? It’s ... “ - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Task 3: activity 3. Listen and tick. - Tell pupils that they are going to listen to three dialogues about school subjects and tick the correct pictures. - Ask them to look at the pictures to identify the time. - Play the recording for pupils to listen and tick. - Get pupils to swap their answers before you check as a class. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: 1 b 2 b 3 a Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about our time and use the sentence pattern “What time is it? It’s ”) 2. What’re the core values of the lesson? (show pride of things we can do and respect other people’ time.) - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 11, Lesson 2 on pages 8).
5. WEEK:15 Teaching date: 20 / 12 / 2021 Period: 28 UNIT 11: WHAT TIME IS IT? LESSON 2 (page: 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 between Tom and Linda (setting, participants, topics); 2. interview their friends about daily routines, using the sentence patterns “What time do you .? I .. at ..”; B. LANGUAGE FOCUS. 1. Key terms. get up, have breakfast, have dinner, go to bed 2. Key grammatical structure The sentence patterns: What time do you .? I .. at .. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Student’s book page 8 - Audios (Unit 11-page 8), - 4 pictures of daily routines (Activity 2 – page 8) - 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 Tom and Linda such as Key setting, participant, topics. 2. Ask and answer about their daily Student’s talks, and Observation routines, using the sentence patterns. interaction Questions & answers 3. Use positive attitudes and appropriate gestures to talk about Student’s interaction and Observation their daily routines and ask about performance Questions& answers someone’s daily routines. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and songs - Get the class to sing the What time is it? song. - Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 8) and answer questions to identify the situation for the conversation. 1. Who is this? 2. Where are they? 3. What are they talking about? - Ask students to look at picture a (Activity 1) (page 8) and answer the following questions: 4. What does Tom ask? (What time do you get up?) 5. What does Linda answer? (six o’clock.) - Elicit the sentence patterns: What time do you ..? I at . - Tell students that they are going to practise asking and answering questions about what time do you ..?.
6. - 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.) - Use pictures to elicit: get up, have breakfast, have dinner, go to bed - 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 time do you .? Student: I .at .. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (information gap daily routines) Tell your partners what time do you ? - Have students choose picture that they can answer and tell their classmates using “What time do you ..? I ... at “ - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Task 3: activity 4. Listen and draw the time. - Tell pupils that they are going to draw the time and write about their daily routines. - First, ask them to look at the questions and identify what daily routines they are going to write about. - Give pupils time to do the task in pairs. - Call four pupils to read aloud and write their answers in the board. - Ask other pupils to give feedback. - Give the correct answers. * Key: Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about our time and use the sentence pattern “What time do you ? I at .”) 2. What’re the core values of the lesson? (show pride of things we can do and respect other people’ time.) - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 11, Lesson 3 on pages 10).
7. KHỐI 5 WEEK:15 Teaching date: 23 / 12 / 2021 Period: 27 UNIT 11: WHAT’S THE MATTER WITH YOU? LESSON 1 (page: 6) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - Giving and responding to advice on common health problems. - Pupils can give and respond to advice on common health problems. 1. identify the situation for the conversation (setting, participants, topics); 2. interview their friends about common health problems, using the sentence patterns “What’s the matter with you? – I have ____”; 3. show pride in what they can do and great respect for other people’ common health problems by using appropriate gestures and intonation when asking and answering about abilities. B. LANGUAGE FOCUS. 1. Key terms. a toothache, an earache, a sore throat, a stomach ache 2. Key grammatical structure The sentence patterns: “What’s the matter with you? – I have ____” C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5: Student’s book page 6 - Audios (Unit 11-page 6,7), - 4 pictures of common health problems (Activity 2 – page 6) - 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 Tony, Mum and Dad such Key as setting, participant, topics. 2. Ask and answer about common Student’s talks, and Observation health problems, using the sentence interaction Questions & answers patterns.
8. 3. Use positive attitudes and appropriate gestures to talk about Student’s interaction and Observation common health problems and ask performance Questions& answers about someone’s common health problems. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and songs - Greet the students. Then get the class to sing the song - Have pupils to sing a song: The parts of the body song - Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 6) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Tony, Mum and dad) 2. Where are they? (at home) 3. What are they doing? ( talking about common health problems – what’s the matter with you?.) - Ask students to look at picture b (Activity 1) (page 6) and answer the following questions: 4. What does Mum ask? (what’s the matter with you?) 5. What does Tony answer? (I have a headache.) - Elicit the sentence patterns: what’s the matter with you? I have ) - Tell students that they are going to practise asking and answering questions about what’s the matter with you? - 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.) - Use pictures to elicit: a toothache, an earache, a sore throat, a stomach ache - 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 the matter with you? Student: I have a headache. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures.
9. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (information gap common health problems) Tell your partners what’s the matter with you. - Have students choose common health problems that they can do and tell their classmates using “what’s the matter with you I have ... “ - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Task 3. Activity 4: Listen and tick. - Tell the class that they are going to listen and tick the problem of each character. - Play the recording the second time for pupils to listen and tick the boxes. - Get them to compare their answers before checking as a class. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: Nam: toothache Peter: stomach ache Linda: headache. Tony: sore throat Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about our ability and use the sentence pattern “What can you do? I can ” to ask and answer about others’ ability) 2. What’re the core values of the lesson? (show pride of things we can do and respect other people’ abilities.) - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 11, Lesson 2 on pages 8).
10. WEEK:15 Teaching date: 23 / 12 / 2021 Period: 28 UNIT 11: WHAT’S THE MATTER WITH YOU? LESSON 2 (page: 8) STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: - Giving and responding to advice on common health problems. - Pupils can give and respond to advice on common health problems. 1. identify the situation for the conversation (setting, participants, topics); 2. interview their friends about common health problems, using the sentence patterns “You should / shouldn’t ___. − Yes, I will. Thanks. / − OK, I won’t. Thanks. 3. show pride in what they can do and great respect for other people’ common health problems by using appropriate gestures and intonation when asking and answering about common health problems. B. LANGUAGE FOCUS. 1. Key terms. go to the doctor, go to the dentist, take a rest, eat a lot of fruit, carry heavy things, eat a lot of sweets 2. Key grammatical structure The sentence patterns: “You should / shouldn’t ___. − Yes, I will. Thanks. / − OK, I won’t. Thanks.” C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5: Student’s book page 8 - Audios (Unit 11-page 8,9), - 6 pictures of common health problems (Activity 2 – page 8) - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Answer the questions about the situation for the conversation such as Students’ answers Questions & answers setting, participant, topics. Key
11. 2. Ask and answer about common Student’s talks, and Observation health problems, using the sentence interaction patterns. Questions & answers 3. Use positive attitudes and appropriate gestures to talk about Student’s interaction and Observation common health problems and ask performance about someone’s common health Questions& answers problems. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and songs - Greet the students. Then get the class to sing the song - Have pupils to sing a song: What’s the matter with you? song - Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the six pictures (page 8) and answer questions to identify the situation for the conversation. 1. Who are they? 2. Where are they? 3. What are they doing? ( talking about advice on common health problems – “You should / shouldn’t ___. − Yes, I will. Thanks. / − OK, I won’t. Thanks.” - Ask students to look Activity 1 (page 8) and answer the following questions: - Play the recording and ask pupils to look at their book and listen to the tape - Play it again for them to repeat line by line . - Ask pupils to work in pairs to practice the dialogue. - Go around and check pupils can repeat and understand the dialogue. - Check some pairs. - Others give comments. - Give comments. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: go to the doctor, go to the dentist, take a rest, eat a lot of fruit, carry heavy things, eat a lot of sweets
12. - 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: You should / shouldn’t ___. Student: − Yes, I will. Thanks. / − OK, I won’t. Thanks. - Explain new words: should, karate, backache, dentist, take a rest, fruit, carry heavy things. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice (information gap common health problems) Tell your partners, You should / shouldn’t ___. − Yes, I will. Thanks. / − OK, I won’t. Thanks. - Have students choose common health problems that they can do and tell their classmates using ‘You should / shouldn’t ___. − Yes, I will. Thanks. / − OK, I won’t. Thanks. - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. Task 3. Activity 4: Listen and complete. - Tell the class that they are going to listen and complete the table. - Play the recording twice for pupils to listen and complete. - Get them to compare their answers before checking as a class. - Ask pupils to give answers in front of the class. - Play the recording again for pupils to listen and check. - Give correct answers * Key: 1. Quan: should go to the doctor 2. Tony: shouldn’t go to school 3. Phong: shouldn’t eat ice cream 4. Mrs Green: shouldn’t carry heavy things Activity 3: Wrap-up & Assignments
13. - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about our ability and use the sentence pattern “You should / shouldn’t ___. − Yes, I will. Thanks. / − OK, I won’t. Thanks.’’ to ask and answer about others’ ability) 2. What’re the core values of the lesson? (show pride of things we can do and Giving and responding to advice on common health problems.) - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 11, Lesson 3 on pages 10).