Giáo án Tiếng Anh Lớp 1 - Tuần 31, Preiod 2+3 - Năm học 2020-2021

Nội dung tài liệu: Giáo án Tiếng Anh Lớp 1 - Tuần 31, Preiod 2+3 - Năm học 2020-2021

1. Week 31 The date of teaching: 22-23/04/2021 Unit 15. At the football match Lesson 2 – Period 2 I. By the end of the lesson, pupils will be able to: OBJECTIVES - say the letter F/f, the words face, father, foot, football and the phrases/sentences containing /f/ and face, father, football in a chant. - listen and identify the words face, father, foot, football. - trace the letter F/f and complete the words ___ather, ___oot, ___ootball, ___ace. II. INPUT Language: - Sound /f/ - Vocabulary: face, father, foot, football - Phrases with the sound /f/ and the words face, father, foot, football Resources/Material: - Student’s book p. 66 - Sachmem.vn - Teacher’s guide pp.162-164 - Workbook p. 46-47 - Flashcards/pictures for Unit 15 to play Missing flashcard - Computer, projector III. Warm-up – Listen and chant. – Listen and tick. – PROCEDURE Look, trace and write. – Homelink Classroom Procedure Teaching and learning activities manageme nt
2. Warm-up 5 minutes Option 1: Ask two or three pupils to look at the Individual picture in Lesson 1 (Student’s book or work sachmem) and say the sound of the letter F/f and the words face, father, foot and football. Option 2: Have pupils play Missing flashcard again. Whole Draw pupils’ attention to the words they class have learnt in Lesson 1 or/and add more cards in the previous unit to the game. Option 3: Get pupils to play Listen and clap. In Group groups, ask them to stand up and clap work when they hear “f” sound. 3. Listen and chant. 10 minutes Step 1: Have pupils look at the chant and say Whole Look at the chant and say, please!. Draw class pupils’ attention to the first verse and explain its meaning. Check Step 2: comprehension. Let them look at the first verse of the Whole chant. Play the recording of the first verse class for pupils to listen and to get familiarized with the rhythm, saying Listen, please! Then play the recording for them to listen Step 3: again and repeat until they feel confident, saying Listen again and repeat, please! Follow the same procedure with the Whole Step 4: second and third verses. Correct class pronunciation, if necessary. Play the recording all the way through. Group/ Step 5: Ask pupils to listen and repeat the chant Individual individually and in chorus, saying Listen, work chant and clap your hands, please! Go
3. around and offer help, if necessary. Select some pupils to the front of the class Individual Extension: to chant and clap their hands. The rest of work the class may sing the chant and clap their hands along. If they sang the chant well, praise them, saying Great work! For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud, e.g.: F, __, face. Bill has a lovely ______. 4. Listen and tick. 7 minutes Step 1: Have pupils look at the pictures, saying Whole Look at Picture 1, please! and say what class they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check Step 2: comprehension. Invite some pupils to point to the pictures Individual in Question 1 and say the words in front work of the class, saying Point to the pictures Step 3: and say the words, please! E.g. 1a: a face, 1b: a foot. Whole Play the recording of the first sentence for class pupils to listen, saying Now listen, please! Say What did you hear? Did you hear “It’s a foot.” or “It’s a face.”? Yes, it said “It’s a foot.”. You tick the box near the foot. If some pupils say “It’s a face.”, let them listen to the recording again, saying Now listen again, please! and play the recording and ask What did you hear? Did Step 4: you hear “It’s a face.” or “It’s a foot.”? Yes, “It’s a foot.”. Tick the box b. So b is the correct answer. Whole class Follow the same procedure with the
4. Step pictures in Question 2. Before playing the 5: recording, say Are you ready? OK, now listen to the recording please! Play the recording (several times if needed) for Individual pupils to listen and tick the box. work Call a few pupils to the front of the class to point to the pictures and say what they have heard. If they said correct words/sentences, praise them, saying Well done! or Very good! Audio script: 1. It’s a foot. 2. That’s my father. Answers: 1. b 2. b 5. Look, trace and write. 8 minutes Step Have pupils look at the letter F (upper Whole 1: case) and f (lower case). Point to the class upper case F and say This is the upper case of the letter F. Then point to the lower case f and say And this is the lower case of the letter f. Make sure pupils recognize the two forms of the letter. Step 2: Write the letter upper case F and the Whole lower case f in broken lines on the board, class saying Look at the board. What can you see now? Yes, you can see the upper case F and the lower case f. Check to make sure pupils understand the letters written in solid lines and those in broken lines. You can demonstrate by air tracing or Step 3: tracing the broken line letter F/f. Give pupils time to use their pencils to Individual trace the letter F/f independently. Give work Step 4: further support to those pupils who find it difficult to do the task. Pair work Check the results of pupils’ tracing and give feedback. Ask pupils to work in Step 5: pairs, swap and check their answers. Give pupils time to work. Go around and offer
5. help, if necessary. Whole Then have pupils look at the four pictures class in the activity. Ask some questions to help them identify the person and things in the pictures, e.g. What’s that?/Who’s that? What can you see in the pictures?. Use the Step 6: first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. Individual Give pupils time to complete the words work Step 7: independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary. Individual Extension: Ask some pupils to show what they have work done. Praise them if they have done well, saying You’ve done a good job! or Great! Individual - For weaker pupils, have them do Activity work 3, Unit 15 in their workbooks. - For better pupils, have them do Activity 4, Unit 15 in their workbooks. Homelink 5 minutes Option 1: Have pupils listen to the Whole recording, then say the chant again. class Option 2: Ask pupils to look at the pictures in Whole 4. Listen and tick. and say about them, class e.g. a face, a foot, a mother, ... Encourage advanced pupils to use learnt structures e.g. It’s a face; I can see a foot., ... Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 15 in their Individual workbooks. work
6. The date of teaching: 22-23/04/2021 Unit 15. At the football match Lesson 3 – Period 3 I. By the end of the lesson, pupils will be able to: OBJECTIVES - use “Point to your _____.” to express a command. - sing a song with the structure “Point to your _____.” II. INPUT Language: - Point to your _______. Resources/Material: - Student’s book p. 67 - sachmem - Teacher’s guide pp. 164-166 - Flashcards for Unit 15 - Workbook p. 48 - Computer, projector III. Warm-up – Listen and repeat. – Let’s talk. – PROCEDURE Let’s sing. – Homelink Classroom Procedure Teaching and learning activities manageme nt Warm-up 5 minutes Option 1: - Have pupils listen to the recording, then Whole class sing the chant on Page 66.
7. - Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along. Option 2: - Show pupils pictures/slides of the Whole class things/person they have learnt in Lesson 1. - Ask them to recall and name the things/person, pointing to the pictures/slides. Option 3: - Invite one or two pupils to write the letter Individual F/f on the board. work - Get pupils to say words that contain the sound of the letter F/f. 6. Listen and repeat. 5 minutes Step 1: Have pupils look at the picture of a boy Whole class pointing to his hand, saying Point to your hand. Then have pupils look at the sentence “Point to your hand.” Explain the meaning of the sentence and how it is used. Step 2: Check comprehension. Whole class Play the recording several times for pupils to listen and repeat the sentence, saying Step 3: Now listen and repeat, please! Individual Play the recording again and invite a few work pupils to repeat the sentence Point to your hand. in front of the class. Correct pronunciation, if necessary or praise them Step 4: when they pronounced the sentence Pair work correctly, saying You did very well! Ask pupils to work in pairs, point to the picture and repeat the sentence Point to your hand. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly. 7. Let’s talk. 10 minutes Step 1: Have pupils look at the bubble to Whole class
8. understand how the structure “Point to your _____.” is used. Explain the meaning Step 2: of the structure. Whole class Have pupils look at Arrow a. Say Look at Arrow a, please! Point to the hand and ask them, saying What’s this? Tell them that it Step 3: is a hand, saying It’s a hand. Pair/Group Ask pupils to use the structure in the work bubble “Point to your _____.” and Picture 1 (a hand) to express a command, e.g. Point to your hand. Get them to repeat the Step 4: sentence several times individually and in Whole class chorus. Check comprehension. Follow the same procedure with the other body parts in the picture. Make sure pupils understand the structure “Point to your ____.” and say it with the right Step 5: pronunciation and intonation. Give further Pair work support to those pupils who find it difficult to do the task, if necessary. Ask pupils to work in pairs and practise Step 6: expressing a command, saying Now Individual express a command, please! Go around and work offer help or correct pronunciation if Extension: necessary. Group work Select some pupils to practise expressing a command in front of the class. Praise them, saying That’s right! or Superb! if they performed well. Divide class into four groups. Have pupils play Simon says Game, using the commands “Point to your ____.” 8. Let’s sing. 10 minutes Step 1: Have pupils look at the lyrics to get Whole class familiarized themselves with the first verse of the song. Explain the meaning of the structures “That’s your ____.”, “Point to your ____.” Play the recording several
9. times for pupils to repeat line after line to make sure that they can say the verse correctly. Check comprehension. Step 2: Follow the same procedure with the second Whole class verse. Correct pronunciation, if necessary. Step 3: Have pupils listen to the whole song, Whole class drawing their attention to the pronunciation, the stress, and the melody of the song. Say Now listen to the whole song, Step 4: please! Whole class Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them sing the whole song. If there is time, let them sing the song Group/ Step 5: several times until they feel confident. Individual Select some groups to the front of the class work to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them Extension: when they performed well, saying Group work Fantastic! or Excellent! Practise two-part singing. Divide the class into two groups and ask each group to sing one part of the song. Encourage pupils to make gesture when singing. Homelink 5 minutes - Revise the main teaching point of the Whole class lesson: the structure Point to your ____. to express a command. Option 1: Individual - Ask pupils to draw a picture of a girl or a work boy and label some parts of the body that they have learnt. Pair/Group - Have pupils to work in pairs/groups: one work says a command using Point to your ______, the other(s) do the action.