Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 10 - Năm học 2022-2023 - Lê Thị Ánh
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GRADE 1 Teaching date: 1A(14/11/2022), 1B(17/11/2022) Period: 10 UNIT 3: COLORS Lesson 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify basic colors, the color of objects from the recording and the given pictures (Cognition) 2. identify the situations for giving the color of objects by using the sentence pattern: It's a (pink) flower. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when naming the basic colors and saying the color of objects. B. LANGUAGE FOCUS Vocabulary: pink, white, flower Structures : It's a (pink) flower. C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1, page 24,25 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Listen point, then repeat Observation actions 2. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic. 3. Listen to the story Student’s answers/ Observation actions 4. Listen and repeat Student’s Observation performance 5. Show positive attitudes and appropriate gestures and intonation in naming the Student’s talk and Observation, basic colors and saying the color of interaction Questions & answers objects. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up : Whisper - Arrange children into rows of at least six. - Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her. - Children continue whispering the word to the child next to them until the word reaches the final child. - The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct. Activity 1: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 3 pictures (page 20) and answer questions to identify the situation. - Tell students that they are going to practise saying about the basic colors. - Play the recording more than once, if necessary, ask students to listen, point and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Have students work in pairs, one points at the picture in the book and the other says the word. - Say the word and make the gesture. - Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word. Activity 2: Language in put (Activity B: 1. Listen and point) - Introduce the situation. - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio again. Have students listen and repeat. - Play audio again. Have students listen, repeat and point. - Point at each word and have students call it out. Activity 3: Language in put (Activity B: 1. Listen and repeat ) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. -Have students practice the useful language. Activity 4: Language input (Activity D- 1. Listen to the story.) CD1- Track 48 - Introduce the situation. - Have students call out the people and things they can see. - Play audio and have students listen and read. Activity 5: Language in put (Activity D: 2. Listen and repeat ) CD1- Track 49 - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. Activity 6: Practice (C. Play "Guess the picture.") - Have students look at the example. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have the student try to guess the answer without looking at the flashcard. - Give that team one point if it's a correct guess. - Have teams take turns. Activity 7: Wrap-up & home-link. 1. What have you learnt from the lesson today? (naming the basic colors and saying the color of objects.) 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 naming the basic colors and saying the color of objects.) D. FEEDBACK ...................................................................................................................................... ...................................................................................................................................... ...................................................................................................................................... GRADE 2 Teaching date: 2A, 2B(14 /11/2022) Period 10 UNIT 3: NUMBERS Lesson 3 A. OBJECTIVES By the end of the lesson, students will be able to: - Identify the words related to numbers - identify the situations for the numbers of shape (setting, participants, topic) and the sentence pattern: There are (sixteen) circles - Perform the game in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. can identify numbers of shape and respect for each other while asking the numbers and positive attitudes, appropriate gestures and intonation in suggesting activities or replying.(attributes) Teaching aids: Ss’ books, textbook, projector, flashcards B. LANGUAGE FOCUS Vocabulary : sixteen, seventeen, eighteen, nineteen, twenty Sentence pattern: There are (sixteen) circles C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 26,27 - flash card, Audios - pictures - a laptop , TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and point. Repeat Student's speech Student’s interaction Observation 2. Listen and point. and performance Student’s interaction Observation 3. Listen and repeat and performance Student’s interaction Observation 4. Listen and read. Repeat and performance Student’s interaction Observation 5. Point, ask, and answer and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up “Musical Flashcards” game Divide the class into four teams. Each team stands in a line. The first student in each line comes to the front. Play some music and the students walk around some flashcards in a circle. When the music stops, teacher says a letter or a word (E.g. “queen”) and the students must race to pick up that card. The first student who picks up the flashcard and say correctly then gets one point for his/her team. Continue with other students. The team that gets the most points wins. Activity 2: Language in put 1. A Listen and point. Repeat. (CD1 - Track 48) Arrange the flashcards on the board, play audio, and point to each flashcard. Play audio again and have students point to the numbers in their books. Play audio again and have students listen and repeat. 2. B1. Listen and point. (CD1 – Track 49) Have students call out the shapes they can see. Have students listen and follow. Play audio and demonstrate pointing. Play audio. Have students listen and point. Have students work in pairs, one says the sentences and one points to the correct pictures. Swap roles. 3. B2. Listen and repeat. (CD1 - Track 50) Have students look at the useful language box. Play audio. Have students listen to the useful language. Have students practice the useful language. Activity 3. Practice D. 1. Listen and read. (CD1 – Track 51) - Introduce the situation at different places and let the students ask and answer “Where are you from?”; “I’m from (Ho Chi Minh City)”.” - Ask some students to do the model. - Play audio and have students listen and read. - Have students practice in pairs. 2. Listen and repeat. (CD1 - Track 52) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. Have students practice the useful language. 3. Role-play. Divide the class into pairs. Have students practice the dialogue. Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in front of the class. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (numbers) 2. What’re the core values of the lesson? (can count numbers of objects ) - Remind students to prepare for the lesson GRADE 3 Teaching date: 3A( 14/11/2022) Period 33 UNIT 3: SCHOOL Lesson 1: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize school supplies from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. 3. Ask and answer who owns different school supplies. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies. B. LANGUAGE FOCUS Vocabulary: eraser, ruler, pencil, notebook, pencil case. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 38 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play Slow motion Student’s answers/ Observation 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Look and write. Practice Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering who owns interaction Questions & answers different school supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Circle jump” - Divide the class into two groups and make two lines to play the game. - Draw two large circles on the ground with chalk. - Place a flashcard in each circle. - Call out a word, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the word when standing inside the circle. - The first student getting the correct answer wins a point for their team. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board. - Ask students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play Slow motion: chuyển động chậm) - Divide the class into 2 teams. - Hold up one flashcard that is covered with a piece of paper. - Very slow move the paper down to reveal the flashcard. - Have students say the new word aloud - The first student to say the corect word wins one point for their team. - The team with the most points at the end wins. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2.Look and write. Practice) - Demonstrate the activity using the example. - Have students look and write their answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR to check the answers as a whole class. - Have pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering who owns different school supplies.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: 15/11/2022 Period 34. UNIT 3: SCHOOL Lesson 1: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ei/ and /ɪə/ sounds from the recording (Cognition) 2. identify the situations using the sentence patterns Is this your eraser? – Yes, it is./ No, it isn’t.Are these your notebooks? – Yes, they are./ No, they aren’t. 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Ask and answer who owns different school supplies 5. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies B. LANGUAGE FOCUS 1. Sound : the /ei/ and /ɪə/ sounds 2. Vocabulary: eraser, ruler, pencil, notebook, pencil case. 3. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 39 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products Observation 1. Listen and repeat Student's speech Student’s interaction Observation 2. Chant and performance Student’s Observation 3. Look and listen then write performance Student’s interaction Observation/ key 4. Practice with friends and performance 5. Use positive attitudes, appropriate gestures and intonation when asking Student’s interaction Observation and answering who owns different and performance school supplies STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Playing the Change your seats game. - Divide the class into two groups and ask them to sit on the chairs in a circle. - Give each student a flashcard, stand in the middle, and say: “sister, singing”. The students with these flashcards must change their seats. - Find the chair to sit on. Then one student doesn’t have the chair to sit on, they will stand in the middle of the circle and continue the activity with the other two words. Activity 1: Language input (Activity C: 1. Listen and repeat) - Draw attention to the /ei/ and /ɪə/ sounds (using DCR). - Briefly explain and demonstrate the sounds. - Play the audio. - Have students notice the sounds. - Play the audio again. - Have students listen and repeat. - Correct students’ pronunciation if needed. Activity 2: Practice (Activity C: 2. Chant) - Write the words or put up the flashcards on the board. - Play the audio (using DCR). - Have the students listen to the chant. - Point to a word or picture on the board, say the sound and word and have the students listen and repeat. - Follow the same procedure with the other sound and word. - Play the audio again. - Have the students listen and clap along with the sounds and words as they hear them in the chant. Activity 3: Practice (Activity D: 1. Look and listen) Introduce the situation: “Alfie goes to school ” (using DCR). Have students look at the story and ask these questions. Who can you see? (Alfie, Tom, Lucy, Nick, a girl/ Ella) Where are they? (on the sidewalk) What things can you see? (books, notebooks, pencil, pencil case) Play the audio. Have students look and listen. Activity 4: Practice (Activity D: 2. Listen and write.) - Play the audio (using DCR) and demonstrate the activity using the example. - Play the audio and have students listen and write. - Play the audio again and check answers as a whole class. Activity 5: Practice (Activity D: 3. Practice with your friends. ) - Divide the class into two pairs. - Have the students practice saying the sentences. - Have some pairs demonstrate the activity in front of the class. Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify the /ei/ and /ɪə/ sounds and ask and answer who owns different school supplies.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying sounds; asking and answering who owns different school supplies) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 3A(15/11/2022) Period 35. UNIT 3: SCHOOL Lesson 1: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize school supplies from the pictures. (Cognition) 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 3. Ask and answer who owns different school supplies. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies. B. LANGUAGE FOCUS Vocabulary: eraser, ruler, pencil, notebook, pencil case. Sentence pattern: Is this your eraser? – Yes, it is./ No, it isn’t. Are these your notebooks? – Yes, they are./ No, they aren’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 40 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Answer the questions about the Student’s answers Observation situations such as setting, participants, topic Student’s answers/ 2. Point, ask and answer Observation actions 3. Play Guess Whose Student’s answers/ Observation 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering who owns interaction Questions & answers different school supplies. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Circle jump” - Divide the class into two groups and make two lines to play the game. - Draw two large circles on the ground with chalk. - Place a flashcard in each circle. - Call out a word, and a student from each team has to run and stand inside the corresponding circle as quickly as possible. - Ask them to say the word when standing inside the circle. - The first student getting the correct answer wins a point for their team. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (eraser, ruler, pencil, notebook, pencil case) on the board. - Ask students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. - Walk round the class and support them if needed. Activity 2: Language in put (Activity A: 2. Play Slow motion: chuyển động chậm) - Divide the class into 2 teams. - Hold up one flashcard that is covered with a piece of paper. - Very slow move the paper down to reveal the flashcard. - Have students say the new word aloud - The first student to say the corect word wins one point for their team. - The team with the most points at the end wins. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy and Nick,Nick’s friends) - Play audio and have students look at the picture. - Demonstrate the activity by pointing at the words. - Play the audio. Have students listen and repeat. - Have Ss role-play. - Point at each word and have students call it out. Activity 4: Practice (Activity B. 2.Look and write. Practice) - Demonstrate the activity using the example. - Have students look and write their answers in their Student’s Books. - Divide the class into pairs and have them check each other’s work. - Use DCR to check the answers as a whole class. - Have pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering who owns different school supplies.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering who owns different school supplies.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date: 3A(16/11/2022) Period 36. UNIT 3: SCHOOL Lesson 2: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize subjects from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns Do you like math? – Yes, I do./ No, I don’t. 3. Ask what subjects people like. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking what subjects people like B. LANGUAGE FOCUS Vocabulary: math, English, art, PE (physical education), music. Sentence pattern: Do you like math? – Yes, I do./ No, I don’t. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 41 - Audios - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the pictures, then Student’s answers/ Observation repeat actions 2. Play Four corners Student’s answers/ Observation 3. Answer the questions about the Observation situations such as setting, participants, Student’s answers Questions & answers topic 4. Listen and practice Student’s answers Observation 5. Fill in the blanks. Practice 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers asking what subjects people like STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Playing the game “Yes or No” - Draw a line on the ground with chalk. - Explain to the students that one side is Yes and the other side is No. - Show students a flashcard and ask them a question: Is this a book? - Get the class to jump to the correct side to the answer. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Arrange the flashcards (math, English, art, PE (physical education), music) on the board. - Ask students to listen and pay their attention. - Use DCR on Eduhome to play the audio and point to each flashcard. - Then play the audio again and have them point to the pictures in their Student’s Books. - Play the audio and require them to listen and repeat. - Help them with their pronunciation if necessary. - Have the class work in pairs. One student randomly points to the pictures in their book, and the other one says the words. Then have them swap roles and continue this activity. Walk round the class and support them if needed Activity 2: Language in put (Activity A: 2. Play Play Four corners.) - Put one flashcard in each of the four corners of the classroom. - Make sure that all students can pronounce the new word in each card. - Choose one student to come to the front of the class. - Have the student close their eyes and have the rest of the class stand up and point to a flashcard of their choice. - Have the student at the front say one of the words. All students pointing at that flashcard are “out”. They must sit down. Continue the game until only one student is left standing. Activity 3: Language in put (Activity B: 1. Listen and practice. ) (CD2 Track 08) - Use DCR to show the useful language and have students look and read the useful language silently. - Explain that we use this to ask someone if they like something or not. - Play the audio and have them look at the useful language. - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A. - Go around the class and support them if necessary. Activity 4: Practice (Activity B. 2. Fill in the blanks. Practice.) - Demonstrate the activity using the example. - Have students read and fill in the blanks. - Divide the class into pairs and have them check each other’s work. - Use DCR to check the answers as a whole class. - Have pairs practice saying the sentences. - Monitor the class and support if needed. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking what subjects people like.) 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking what subjects people like.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK GRADE 4 Date of teaching: 4A,4B(15/11/2022) Period 33 UNIT 6: WHERE’S YOUR SCHOOL? Lesson 1: 3-5 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1.Identify the situation for the conversation about the schools and tick the correct pictures. 2. Look and write the sentence about where someone school is. 3. Show loving school , using appropriate gestures and intonation to talk about someone’s school B. LANGUAGE FOCUS. Vocabulary: same, street, village, study, primary school, Oxford Street, Hoa Binh Road, Bat Trang Village, Hoan Kiem District Key grammatical structure : Where is your school? – It’s in _______. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, sachmem .vn,student’s book page 41 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation Students’ Questions& 1. Listen and tick answers answers Key Students'talks 2. Look and write Observation and interaction Observation Student’stalks 3. Let’s sing Questions& and interaction answers Student’s Observation 4.Use positive attitudes and appropriate gestures to ask interaction and Questions& and answer questions about where a school is. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and play Chinese whisper - Tell pupils that they are going to play a game named Chinese whisper - Guide Ss to play a game: Chinese whisper + Divide the class into 2 teams + Tell team 1: My school is in Yen Lang Village + Tell team 1: My school is in Chu Van An Street - Tell pupils that they are going to listen to four dialogues about what the four characters can do and number the pictures. - Ask them to look at the pictures and identify what the character in each picture can do. Check understanding. - Then get pupils to open their books on Page 41 and read the title. - Lead into new lesson Activity 1: Language input (Task 1. Listen and tick) - Have pupils look at pictures on page 41 of the Student Book. Elicit the identification of the characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the recording and tick the pictures they hear. Guess the answer - Play the recording 2 times pupils to listen and tick the boxes. Check their guess. Compare the answer with the partner. - Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text. Activity 2. Full controlled &less controlled ( Task 1.Look and write) - Have pupils open their books to Page 41. Get Ss to identify the characters in the pictures and what they are saying. - Tell Ss that they are going to look at the pictures (focus on the addresses of the schools) , read and get information to write the missing words in sentences. - Ss read silently and complete the sentences. - Ss trade their answers within pairs or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. Answers: 1. Nguyen Trai Street 2. in Van Noi Village 3. is in South Street London 5. Stand - Make some questions to check Ss’ comprehension of the reading text. Have the whole class read each line of the dialogues chorally to reinforce their pronunciation. Task 2. Let’s sing. *Fun time - Tell pupils that they are going to sing the song This is the way. Teach the song following the procedure in the Teaching the unit components in the Introduction - Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play the recording or sing the song all the way through. - Get groups of pupils to sit face to face and practice singing and doing the actions. - Call a group of six to the front of the class. The group sings the first four lines in every stanza and the rest of the class sings the last four lines. - Have the whole class sing the song to reinforce the activity. 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 about where a school is..) 2. What’re the core values of the lesson? - Show loving school subjects, using appropriate gestures and intonation to talk about where a school is. - Remind students to learn new words and structure by heart. - Prepare for the next lesson (Unit 6: Lesson 2- 1,2,3 on page 42). D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ................. . Teaching date: 4A,4B(16/11/2022) UNIT 6: WHERE’S YOUR SCHOOL? Period 34 Lesson 2 : Part 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. Identify the situation for the conversation between the Phong and Judy (Setting, participants, topics). 2. use the words and phrases related to the topic School. 3 ask and answer questions about what class someone is in, using What class are you in?I’m in Class ... 4. Use positive attitudes and appropriate gestures to practise asking and answering questions about the classes the pupils are in. B. LANGUAGE FOCUS Key terms/ Vocabulary Review Key grammatical structure What class are you in? I’m in Class ... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 42, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 6 - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Identify the situation for the Observation conversation between Phong and Questions & Students’ answers Judy such as setting, participant, answers topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. ask and answer questions about Observation whether someone can do something, Student’s talks, and Questions & using What class are you in? I’m in interaction answers Class ...
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