Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 4 - Năm học 2022-2023 - Lê Thị Ánh
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WEEK 4 GRADE 1 Date of teaching: 1A (03/10/2022), 1B (06/10/2022) Period 4 UNIT 1: FAMILY Lesson 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify family members from the recording and the given pictures (Cognition) 2. identify the situations for introducing family members by using the sentence patterns This is my (mother). 3. Show their responsibility and respect for each other while taking part in activitie and positive attitudes, appropriate gestures and intonation when introducing family members. B. LANGUAGE FOCUS Key terms/ Vocabulary brother, sister Key grammatical structure(s)/ sentence patterns This is my (brother). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 1. page 12 - Audios - pictures - a laptop and a TV 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. Answer the questions about the Observation situation such as setting, participants, Student’s answers Questions & answers topic. (Vinh, Vinh’s family) 3. Listen to the story Student’s answers/ Observation actions 4. show positive attitudes and appropriate gestures and intonation in saying about Student’s talk and Observation, family members. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up : Review. Singing. - Have team A sing the songs of letter ‘a’ and team B sing the songs of letter ‘b’ again. - Have them sing and make the gesture of an ant/ a boy. - Have some students sing and make the gesture in front of the class. Activity 2: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 2 pictures (page 4) and answer questions to identify the situation. - Elicit the sentence patterns. - Tell students that they are going to practise saying family members. - 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 3: Language in put (Activity B: 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 4: - - Have students look at the picture. Point to each person in the pictures and have students call out the people they see. - - Play audio and have students look at the picture and people. - - Demonstrate the activity by pointing at the speech bubbles. - - Have students listen, point and read. - - Point at each person in the picture and have students say "Hello Vinh/ Bobby/ Ms. Betty/...". : Practice (D. 2. 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. - - Have some students demonstrate the activity in front of the class. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? ( introducing family members) 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 introducing family members) D.ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............... GRADE 2 Date of teaching:2A,2B(03/10/2022) Period 4 UNIT 1: FEELING. Lesson 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify feelings from the recording and the given pictures (Cognition) 2. identify the situation for talking about how other people feel by using the sentence pattern (Minh)'s (thirsty). 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation when talking about how other people feel B. LANGUAGE FOCUS Vocabulary scared, bored, hungry, thirsty sentence pattern (Minh)'s (thirsty). C. INSTRUCTIONAL RESOURCES - Textbook: I-learn Smart Start 2, page 14,15 - Audios - pictures - a laptop and a TV - Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and point to the words of Student’s answers/ Observation feelings. Then repeat actions 2. Answer the questions about the Observation situation such as setting, participants, Student’s answers Questions & answers topic.(Vinh and his friends) 3. Listen and point to the sentence Student’s answers Observation patterns 4. Listen and read Student’s answers Observation 4. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in talking about interaction Questions & answers how other people feel.) STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up “Who is faster?” game Divide the class into groups. Arrange the flashcards on the board. (nut, nose, orange, octopus) Invite a student from each group to go to the board. Teacher says a word and the students run to tap the right card. Activity 1: Language input (Activity A- Listen and point. Repeat.) - Ask students to look at 2the pictures and answer questions to identify the situation. - Tell students that they are going to practise saying family members. - 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. . (CD1 – Track 24) - Introduce the situation.(Vinh and his friends) - 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 B.: 2. Listen and repeat. (CD1 - Track 25) - 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: 1. Listen and read. (CD1 - Track 26) - Introduce the situation. - Have students call out the people they can see. - Play audio and have students listen and read chorally and in pairs. Use DCR. 2. Listen and repeat. (CD1 - Track 27) - Have students look at the useful language box. - Play audio. Have students listen to the useful language. - Have students practice the useful language. Use DCR. "Hot seat" game - Divide the class into teams. - Have a student from each team sit on the chair facing the classroom with the board behind them. - Write a word on the board. - Have the other students spell the word. Give the first team to guess correctly one point. The team that gets the most points wins. Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (Talking about how other people feel.) 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 talking about how other people feel.)) D.ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ............... WEEK 4 Teaching date: 3A (3/10/2022) Period 13. UNIT 1: MY FRIENDS Lesson 3: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the activities from the pictures and recording (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 about what their friends like doing. 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 what their friends like doing. B. LANGUAGE FOCUS Vocabulary: dancing, singing, drawing, reading, painting The sentence patterns: Do your friends like dancing? Yes, they do. No, they don’t C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3. page 16 - 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 (Lucy and Nick,Nick’s friends) 4. Look and match. Practice Student’s answers Observation 5. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about what their interaction Questions & answers friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up: Play the Jump game. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. - Ask them to say the word on the flashcard. Activity 2: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at numbers (page 10 ) and answer questions to identify the situation. - Elicit the sentence patterns. - Tell students that they are going to practise saying activities. - 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 3: 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 4: 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 5: Practice (Activity B. 2.Look and match. Practice) - Demonstrate the activity using the exmaple. - Have Ss read and match. - Have pairs check each other’s work. - Have some students share their answers with the class. - Have pairs practise saying the sentences. Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering what their friends like doing..) 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 what their friends like doing.) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK Teaching date:3A(4/10/2022) Period 14. UNIT 1: MY FRIENDS Lesson 3: C, D STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize the /ŋ/ sound from the recording (Cognition) 2. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 3. Perform the chant in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Practise asking and answering about what their friends like doing. 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 about what their friends like doing. B. LANGUAGE FOCUS Sound /ŋ/ Vocabulary: dancing, singing, drawing, reading, painting, nice pictures, really, my school The sentence patterns: Do your friends like dancing? Yes, they do. No, they don’t C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 17 - 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 saying the Student’s interaction Observation sound correctly and asking and and performance answering about what their friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Point and roll game. - Divide the class into two groups and make two lines to play the game. - Place the flashcard on the board, showing the picture. - Call out a word, and a student from each team has to run to the board, point to the correct picture, and say out the word. If correct, they can roll the hand of clock and get points for their team. - The team to get the most points at the end wins the game. Activity 1: Language input (Activity C: 1. Listen and repeat) - Ask students to look at numbers (page 17 ) and answer questions to identify the situation. - Tell students that they are going to practise saying about the /ŋ/ sound - Play the recording more than once, if necessary, ask students to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. - Have students work in pairs. 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) - Have the students look at the pictures (using DCR) and ask these questions. • Who can you see? (Alfie, Tom, Mai) • Where are they? (at Tom’s school) - Play the audio. Have the 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 /ŋ/ sound and asking and answering about what their friends like doing.) 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 about what their friends like doing.) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 3A(4/10/2022) Period 15. UNIT 1: MY FRIENDS Lesson 3: E, F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. identify the situations using the sentence patterns Do your friends like dancing? Yes, they do. No, they don’t 2. Practise asking and answering about what their friends like doing. 3. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in asking and answering Practise asking and answering about what their friends like doing. B. LANGUAGE FOCUS Vocabulary: Revision (dancing, singing, drawing, reading, painting) The sentence patterns: Revision ( Do your friends like dancing? Yes, they do. No, they don’t) C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 18 - cards chairs, ruler, chalk - pictures - a laptop and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products Student’s answers/ 1. Point, ask and answer Observation actions 2. Play the Pretend game about what their Student’s talk and Observation, friends like doing. interaction, their Questions & answers, writing their writing 3. Show positive attitudes and appropriate gestures and intonation in Student’s talk and Observation, asking and answering about what their interaction Questions & answers friends like doing. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Play the Jump game. - Ask the children to stand at their desks. - Hold up a flashcard from the vocabulary set and say a word. - If the word is the same as the flashcard, they jump. If it isn't, they keep still. Activity 1: Language input: (Activity E. Point, ask and answer) - Divide the class into pairs. - Have Student A point and ask, have students B answer. - Swap roles and reapeat. - Afterwards, have some pairs demonstrate the activity in front of the class. Activity 2. Practice (Activity F. Play the Pretend game) - Have the students look at the example. - Have one student come to the front of the class. - Have that student do an action silently. - Have the other students try to guess the action. Have the students swap roles and repeat. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (asking and answering about what their friends like doing.). 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 about what their friends like doing.) - Remind students to prepare for the next lesson. D. FEEDBACK Teaching date: 3A(5/10/2022) Period 16. UNIT 1: MY FRIENDS ETHICS: A, B STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to 1. Recognize polite greetings from the pictures and recording (Cognition) 2. identify the situations using the sentence patterns How are you?/ I’m good, and you? It’s nice to meet you./ It’s nice to meet you, too. Thank you./ You’re welcome. 3. use polite greetings. 4. Show their responsibility and respect for each other while taking part in activities and positive attitudes, appropriate gestures and intonation in saying polite greetings. B. LANGUAGE FOCUS Vocabulary: hi, good, great. Sentence patterns: How are you?/ I’m good, and you? It’s nice to meet you./ It’s nice to meet you, too. Thank you./ You’re welcome. C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 19 - 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 Flashcard peek Student’s answers/ Observation 3. Listen and practice Student’s answers Observation 4. Read and write. Practice. 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation in interaction Questions & answers saying polite greetings. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play the Go get it game. - Divide the class into two teams. - Place the flashcards around the class. - Say the word twice so that the students can hear. - Say “Go get it” and then the student from each team has to run quickly to find and grab the flashcard the teacher said and they have to repeat the word. - The team with the most flashcards at the end wins. - Lead in the new lesson. Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) - Ask students to look at numbers (page 19 ) and answer questions to identify the situation. - 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 A: 2. Play Flashcard peek: Xem nhanh thẻ nhớ) - Have one student come to the front of the class. - Hold one flashcard facing your body so no one can see it. - Very quickly show the flashcard to the student and hide it again. - Have the students guess the new word on the flashcard. - Repeat with other students and flashcards. Activity 3: Language in put (Activity B: 1. Listen and practice) - Introduce the situation ((Lucy,Tom, Alfie and their 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.Read and write. Practice) - Demonstrate the activity using the example. - Have the students read 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? (saying polite greetings) 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 polite greetings) - Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK WEEK 4 Teaching date:4A(04/10/2022) Period 13 UNIT 3: WHAT DAY IS IT TODAY? Lesson 1: 1-2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this period, pupils will be able to: 1. Use the words and phrases related to the topics Days of the week. 2. Ask and answer questions about the days of the week B. LANGUAGE FOCUS. 1. Key terms:Month, week, year, day, date, days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. 2. Key grammatical structure The sentence patterns: What day is it today? It’s ... C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Student’s book page 18 - - Audios (Unit 3-page 18), - pictures of activities (Activity 2 – page 18) - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Use the words and phrases Observation related to the topics Days of the Students’ answers Questions & answers week. Key 2. Ask and answer questions about Student’s talks, and Observation the days of the week interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watch a video about the greeting. - Greet the students. Then get the class to watch a video about days of the week from -Elecit days of the week which are mentioned in the video. days of the week - Tell students that they are going to read a dialogue in which students ask and answer questions about greeting lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Get pupils to open their books on Page 18 and read the title. - Ask them to look at the first four pictures and explain the context (Miss Hien and pupils greeteach other in the classroom). *.Teach vocabulary - Show a calender on the screen to introduce the new words (Month, week, year, day, date, days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday). - Have students listen and repeat to each new word. - Have some students read the new words in front of the class. * Play “What is the day missing?” game - Let ss play the game to check vocabularies about days of the week - Show days on the screen, disappear a day and ask ss to read that day correctly. - Continue with another day until the end of the days. -Tell pupils that they are going to ask and answer questions about days of the week. -Have them look at the four pictures to discuss the context in which the language is used. -Ask them questions : Where are the pupils? Who’s the teacher? What day is it? What lesson is it? When is the next English lesson? (They are in the classroom. Miss Hien isthe teacher. It’s Monday. It’s the English lesson.) -Play the recording a few times for pupils to listen and repeat. -Do choral and individual repetition, pointing to the characters speaking. -Play the recording again for them to listen and repeat. - Have some students demonstrate the activity in front of the class. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) -Tell pupils that they are going to practise asking and answering questions about days of the week by using:What day is it today? It’s_________ -Have them look at the pictures and identify the days of the week. - Ask them to say the phrase chorally and individually. -Then tell them to practise asking and answering questions about the days of the week in pairs, using the prompts in the bubbles. -Repeat the same procedure with the rest of the days. -Call a few pairs to act out the dialogue in front of the class. -Check as a class and correct pronunciation, if necessary. Task 2: Guided practice (Activity 3:Further practice) *Play “ Rabbit and Turtle” game: - T shows the game on the screen.Thereare 8 sentences. - T guides ss to play the game: click on the rabbit or the turtle if you choose the correct answer, you will have one point. - Check their answer. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about asking and answering questions about the days of the week and use the sentence pattern “What day is it today? It’s .” 2. What’re the core values of the lesson? (show identify the days of the week.) - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 3, Lesson 1 on pages 19). D.FEEDBACK .................. Teaching date: 4A (5/10/2022) Period 14 UNIT 3: WHAT DAY IS IT TODAY? Lesson 1: 3-5 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this period, pupils will be able to: 1. Listen and tick the words and phrases related to the topics Days of the week. 2. Look and write about the days of the week. 3. Sing the song about the days of the week. B. LANGUAGE FOCUS. 1. Key terms:Month, week, year, day, date, days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. 2. Key grammatical structure The sentence patterns: What day is it today? It’s ... C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Student’s book page 19 - - Audios (Unit 3-page 19), - pictures of activities (Activity 2 – page 19) - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and tick Students’ answers Questions & answers Key 2. Look and write Student’s write, and Observation interaction Questions & answers Observation 3.Let’s sing Student’s interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watch a video about the greeting. - Greet the students. Then get the class to watch a video about days of the week from - Elecit days of the week which are mentioned in the video. days of the week - Tell students that they are going to read a dialogue in which students ask and answer questions about greeting lead students to the new lesson. Activity 1: Language input (Activity 1: Listen and tick..) *Play the game: "Read my lips" game + Divide the class into teams. + Teacher says a sentence silently. + Have the students try to guess what the teacher said. + Give that team one point if it’s a correct guess. + The team that gets the most points wins. - Tell pupils that they are going to listen to three dialogues about days of the week and tick the correct pictures. - Ask them to look at the pictures to identify the different days of the week. - Get pupils to read aloud the days in English before playing the recording. - Play audio and have students look at the picture. - Ask pupils to listen to the recording and tick the correct pictures - Get them to swap their answers before checking as a class. Monitor the activity and offer help, if necessary. -T checks their answer. Key: 1 b 2 a 3 c Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write.) - Have students turn to page 19. - Tell pupils that they are going to look at the table “ Nam’s activities” and fill the gaps. - Give them a few seconds to look at the table: focus pupils on the days of the week and activities. Then have pupils find appropriate words to complete the phrases. If necessary, get them to work in pairs. - Give them time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. - Call some pupils to read aloud the complete sentences. Key:1 Monday2 Tuesday3 Saturday4 Sunday Task 2: Guided practice (Activity 3:Let’s sing.) -Tell pupils that they are going to sing the song We have English today. -Have them read each line of the lyrics. Check comprehension. -Play the recording all the way through. -Ask pupils to do choral and individual repetition of the song line by line. -When they are familiar with the tune, ask a group of four to the front of the class. Each of the pupils sings two lines of the song. -Have the class sing the song again and clap their hands to reinforce the activity. -Check students who are correct. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today?
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