Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 11 - Năm học 2024-2025

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 1+3+4 Sách Wonderful World - Tuần 11 - Năm học 2024-2025

1. 1 TUẦN 11 Khối 1, 3, 4 (Từ ngày 18/11/2024 đến ngày 22/11/2024) TIẾT THỨ TIẾT MÔN THỨ NỘI DUNG BÀI DẠY UDCNTT ĐỒ DÙNG DẠY HỌC 1 1D 21 Unit 4. My body Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 2 3D 41 Review 2 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 3C 41 Review 2 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books Hai 1D 22 Unit 4. My body Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 18/11 4 5 4A 41 Review 2 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4B 41 Review 2 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 4C 41 Review 2 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 1 4B 42 Review 2 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 2 4A 42 Review 2 Part 2 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 1C 21 Unit 4. My body Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books Ba 1A 21 Unit 4. My body Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 19/11 4 5 4B 43 Review 2 Part 3 - Video (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4D 41 Review 2 Part 1 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 3D 42 Review 2 Part 2 + Part 3 Wonderfulworld Flashcards, TV, books 1 2 3 Tư KỶ NIỆM 42 NĂM 4 20/11 NGÀY NHÀ GIÁO VIỆT NAM 20/11 5 6 7 Năm 1 4C 43 Review 2 Part 2 + Part 3 Wonderfulworld Flashcards, TV, books
2. 2 21/11 2 3D 44 Review 2 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 3 4A 43 Review 2 Part 3 - Video (1, 2, 3) Wonderfulworld Flashcards, TV, books 4 4B 44 Review 2 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 5 1A 22 Unit 4. My body Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 6 1B 21 Unit 4. My body Lesson 1 (A, B, C) Wonderfulworld Flashcards, TV, books 7 3C 43 Review 2 Part 2 + Part 3 Wonderfulworld Flashcards, TV, books 1 1B 22 Unit 4. My body Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 2 1C 22 Unit 4. My body Lesson 1 (D, E) Wonderfulworld Flashcards, TV, books 3 4A 44 Review 2 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books Sáu 22/11 4 4D 43 Review 2 Part 2 + Part 3 Wonderfulworld Flashcards, TV, books 5 3C 44 Review 2 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 6 4C 44 Review 2 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books 7 4D 44 Review 2 Part 4 (1, 2, 3) Wonderfulworld Flashcards, TV, books
3. 3 GRADE 1 WEEK 11 UNIT 4 – Lesson 1 (A, B, C) Period 21 I. Objectives: By the end of this lesson, students will be able to identify body parts and follow simple instructions. II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. III. Languages focus: Vocabulary: head, leg, arm Structure : • Touch your (head). IV. Procedures: Time Steps/Activities Organization Warm-up * Slap • Teacher – - Split the class into four teams. whole class/ - Place pictures of flowers on the board. teamwork/ 5’ - Have four students come to the board to face off. individuals - Call out the sentence (e.g.” It’s a red flower.”) and have students run to the board then slap the picture and repeat the sentence. The winner is the student who slaps the picture at first. New lesson A- Listen and point. Repeat. • Teacher – CD1- Track 50 whole class/ - Use flashcards to introduce the new words: head, pair work/ leg, arm individuals - Have students listen to each new word. - Have students listen to each new word and repeat all together and individually. Correct student’s 25’ pronunciation if it’s necessary. - Arrange the flashcards on the board. Play audio and have students listen and point to the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point to them individually and have students say the words, correct • Teacher-
4. 4 pronunciation when needed. whole - Have students work in pairs, one of them points to class the picture in the book and the other says the word. - Have students point to parts of body and say the words aloud. Activities: Do as I say - Teacher says a word about parts of body and touch • Teacher- his/ her part of body. (E.g. Teacher says “head” and whole touches his/ her head (or leg/ arm). - Have students listen carefully and touch their parts class/ of body (Their movement must match teacher’s individuals word. E.g. Students touch their heads when they hear “head”.). B- Listen and point. CD1- Track 51 - Introduce the situation. E. g. Teacher says, “ Touch your head.” and touch his / her head. Have students • Teacher- listen, say and do the same. whole class/ - Play audio and have students look at the picture. individuals/ - Demonstrate the activity by pointing to the new pair work vocabulary items. - Play audio. Have students listen and point. - Have students work in pairs. One says the command and one acts out. Swap the roles and continue. C- Sing. CD1- Track 52 - Have students turn to page 68. - Read the lyrics as a whole class. - Play audio and have students listen. - Play audio again and have students listen, sing along and act out. Wrap-up Quick pointing • Teacher – - Divide children into groups. whole class/ - Call out one body word. 5’ groupwork - Children point to their body parts as fast as possible and say the words. - Groups that say the words correctly and point correctly win points. ________________________________________
5. 5 UNIT 4 – Lesson 1 (D, E) Period 22 I. Objectives: By the end of this lesson, students will be able to identify body parts and follow simple instructions. II. Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV. Students’ aids: Student books, notebooks, workbooks. III. Languages focus: Vocabulary: head, leg, arm Structure : • Touch your (head). IV. Procedures: Time Steps/Activities Organization Warm-up * Touch Body Parts • Teacher- - Have students stand in pairs. 5’ whole class/ - Say a word and have students touch the appropriate pair work body part of their partner. - Repeat the activity with other words. New lesson D- Say and do. • Teacher – - Introduce the situation: “The children are playing a whole class/ game. Look! The boy is touching his head. ..” individuals - Give students more examples by touching his/ her parts of body when he/ she says. Ask some students to make examples. Activities Teacher- - Divide the class into pairs. • whole 25’ - Have Student A say, e.g. "Touch your leg.", and Student B do the action. class/ - Swap roles and repeat. individuals - Afterwards, have some pairs demonstrate the activity in front of the class. E- Play “ Simon says” - Have students look at the example. - Tell students they must only follow commands that start with "Simon says " • Teacher- - Demonstrate the game by giving the students whole
6. 6 different commands. If the command starts with class/ "Simon says," students must do the action. If it individual doesn't start with "Simon says," students who do the s action must sit down. - Have one student come to the front of the class to be "Simon." - Swap roles and repeat with a new "Simon." Wrap-up Option 1: Shooting game • Teacher – - Divide the class into 2 teams. whole class/ - Invite one student from each team to come on the teamwork board. - Give each student a flashcard. - Have the 2 students stand back-to-back. 5’ - Have them step forward 3 steps then turn around, showing their flashcards to each other. - The first student to say out the correct word on his/ her friend’s flashcard will get one point for their team. - Continue with other students. - The team has more points is the winner. ________________________________________________________ GRADE 3 WEEK 11. REVIEW 2 Part 1. Task 1, 2, 3 Period 41 I. OBJECTIVES: 1. Knowledge: Students will review the words related to the topic school: classroom, lesson, homework, student, teacher, board, chair, clock, desk, book, pen, pencil, rubber, ruler and the structure: He / She / It is a ... We / They are ... Are you ...? Yes, I am. / No, I am not. Are they...? Yes, they are. / No, they aren’t. 2. Competences: - English competences: Students will be able to introduce people and things at school using personal pronouns, describe their school
7. 7 - Common competences: Students will have the opportunity to develop communication among friends. 3. Qualities: - Students will be friendly and confident in communicating with friends. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students - Greet teacher Game: Word Search - Sit in 4 groups. (Teacher shows the number of letters and 1 letter - Listen to the teacher in the word. Ask students to guess the word. If carefully students can't guess, suggest the letters in the word - Play game (letters in jumbled order). If students still can't Suggested answer: guess, show the picture of that word. The score 1 book decreases after each hint.) 2 chair - Divide the class into 4 groups, choose a student 3 classroom from each team 4 rubber - Tell students how to play. 5 ruler - Ask students to look and guess the word. 6 student - Award the best groups Review (20 minutes) Teacher’s activities Student’s activities Lead in: Use the game to lead in the review lesson. Task 1: Match
8. 8 - Use the flashcards to review the vocabulary in - Review the words and the task: clock, pen, pencil, board, desk structure through flashcards. - Tell students to look at the pictures. Point to the pictures and ask what they can see. - Ask students to match the pictures with the words. Allow them enough time to complete the task alone. - Check answers. Ask volunteers to - Look and say. point to a picture and read out their answers Task 2: Look. Ask and answer - Match Game: Stop the bus - Check their answer. - Teacher shows the pictures and the phrases one by one: 1. you/ students? 2. they/ teachers? 3. they/ chairs? 4. they/clocks? 5. they/ pens? 6. they/ books? - Students look at the phrases and pictures, ask and answer in pairs - Have students continue playing - Give 5 points for each correct question, 3 points for a correct answer - Award the winner Look, ask and answer - Read out all the sentences and make sure that
9. 9 students remember the meaning of all the words. - Explain the rest of the task to students. - Check answers. Ask volunteers to read out both the questions and the answers in full sentences Extra activity (10 minutes) Teacher’s activities Student’s activities Look and write T (True) or F (False) - Ask Ss to read the sentences, look at the picture, - Look, read and write and write T or F 1 F 2 T 3 T 4 F Talk about your school - Work in pairs and talk about their school to their friends. - Talk about their school - Call some students to present in front of the to their friends class. - Perform in front of the - Give feedback to them. class ____________________________________ REVIEW 2 Part 2. Task 1, 2, 3 Period 42 I. OBJECTIVES: 1. Knowledge: - Students will review the words related to the topic animal: bird, cat, dog, fish, rabbit, elephant, giraffe, lion, monkey, shark, sea, turtle, whale and the question: - What’s this/ that? - It’s a - What’re these/ those?
10. 10 - They’re . 2. Competences: - English competences: Students will be able to to ask and answer about singular or plural animals in correct distance. - Common competences: Students will have opportunity to develop their creativeness in making animal papers 3. Qualities: - Students will be benevolent with animals. II. EQUIPMENT AND MATERIALS: - Basic things: Student’s book, flashcards. - Advanced things: PPT, projector/interactive whiteboard/laptop/TV. III. LESSON PROCEDURE: Warm up (5 minutes) Teacher’s activities Student’s activities - Greet students - Greet teacher Game: Guessing - Sit in 4 groups. - Listen to the teacher carefully - Play game Suggested answer: 1 What’s this? – It’s an elephant. (Teacher shows a part of the animal and asks 2 What’s this? – It’s a students to guess what animal is this.) dog - Divide the class into 4 groups, choose a student 3 What’s this? – It’s a from each team monkey - Tell students how to play. 4 What’s this? – It’s a - Ask students to look and guess the animals. fish - Award the best groups 5 What’s this? – It’s a turtle 6 What’s this? – It’s a whale Review (20 minutes) Teacher’s activities Student’s activities Lead in: Use the game to lead in the review lesson. Task 1: Match - Review the words and - Use the flashcards to review the vocabulary in structure through
11. 11 the task: giraffe, shark, elephant, rabbit, lion flashcards. - Tell students to look at the pictures. Point to the pictures and ask what they can see. - Look and say. - Ask students to match the pictures with the words. Allow them enough time to complete the - Match task alone. - Check answers. Ask volunteers to point to a picture and read out their answers - Check their answer. Task 2: Circle -Read out the example sentence with the correct option - Listen. - Tell students to do the same for the other pictures. Allow them enough time to complete the - Complete the task task alone. Go round the class helping students where necessary. - Check answers. Ask volunteers to read out their - Check their answers answers as sentences Task 3: Write and say Game: Save the forest
12. 12 (Set the context: The forest is on fire. Students help Tarzan save the animals from the fire. Students fill in the blanks with the missing word or sentence. For each correct answer Tarzan will save - Sit in 4 groups and the animals) volunteer to play - Divide the class into 4 groups, choose a student - Join the activity from each team - Tell students how to play. - Ask students to look and fill in the blanks with the missing word or sentence. - Award the best groups Suggested answers - Point out to the students that in each question there is either a question or an answer that is provided in full. - Ask them to fill in the gaps to complete the sentences or questions, and then practice saying them aloud. Students can work in pairs or groups. - Check answers. Ask volunteers to read each pair (question and answer) aloud. Correct any mistakes Extra activity (10 minutes) Teacher’s activities Student’s activities Make animal papers and say. - Divide the class into 4 groups - Sit in 4 groups
13. 13 - Show the video about how to make paper - Watch the videos animals (rabbit, turtle, bird) - Make paper animals - Ask students to make paper animals they like. - Show their animal and - Ask students to show their paper animals and talk talk with friends about their animals in groups. ____________________________________ REVIEW 2 Part 3 – VIDEO. Task 1, 2, 3 Period 43 I. OBJECTIVES: 1. Knowledge: - Watch a video about people describing their school objects and animals. - Students will review the words related to the topic school and animals: classroom, lesson, homework, student, teacher, board, chair, clock, desk, book, pen, pencil, rubber, ruler, bird, cat, dog, fish, rabbit, elephant, giraffe, lion, monkey, shark, sea, turtle, whale. - Review grammar: • He / She / It is a ... • We / They are ... • Are you ...? Yes, I am. / No, I am not. • Are they...? Yes, they are. / No, they aren’t. • What’s this/ that? • It’s a • What’re these/ those? • They’re . 2. Competences: English competence - Watch and understand a video about the diferent things and animals in a school. General competence
14. 14 - Raise motivation and interests in learning English. - Build up self-learning skill through learning activities. - Develop communication and collaboration skills through learning activities. 3. Qualities: + Prepare well in learning tools before going to school. + Be responsible for protecting the animals in the earth. II. EQUIPMENT AND MATERIALS: - For teacher: + Basic things: Student’s book , teacher’s book and flashcards. + Advanced things: PPT, projector/interactive whiteboard/laptop/TV - For students: student’s book, work book. III. LESSON PROCEDURE: Warm up (10 minutes) Teacher’s activities Student’s activities Activities - for basic facilities in class Game “ Chinese whisper” -Ss join the game “Magic + Split the class into two or more teams. Whisper wheel” a word into the ears of the first students in each row. They whisper the word into the next student’s ear in their row until the whisper gets to the last student in the row. The last student in the row has to say out the word. The team or teams that get the pronunciation right scores a point. Review(15 minutes) Teacher’s activities Student’s activities - Task 1: Tick the things in your classroom. - Tell the lists with the - Read the instruction to the class. class. -Tick the boxes as they watch through the video. - Tell students to tick the things in classroom. Task 2: Tick the things you see in the video. - Read through the list of words and make sure students understand the task.
15. 15 Task 3: Watch the animals you see in the video and write. - Play game: Odd and out - Ss select which one is + Explain to Ss that you are going to show them different and explain 4 pictures and they must guess which picture is why. the Odd One Out and ask Ss to tell you “which one is different Extra activity (10 minutes ) Teacher’s activities Student’s activities -Task1: Draw picture Teacher will draw a picture that relate to vocabulary of unit 2 and unit 3. - Ask Ss to present his/her picture with the class by using structures they have learned at unit 2 - Be confident and and 3. present smoothly. (if it’s enough time,teacher will assess each picture of students and choose the best one to give candies.) - Do the assessment. - Check with friends and then with teacher and whole class. - Say goodbye. - Answer key:
16. 16 Answer key: - Check answer for Ss. - Say goodbye. -Say goodbye. ____________________________________ REVIEW 2 Part 4. Task 1, 2, 3 Period 44 I. OBJECTIVES: 1. Knowledge: - By the end of the lesson, students will be able to: + Practice describing school objects and animals - Students will review the words related to the topic school and animals: classroom, lesson, homework, student, teacher, board, chair, clock, desk, book, pen, pencil, rubber, ruler, bird, cat, dog, fish, rabbit, elephant, giraffe, lion, monkey, shark, sea, turtle, whale. - Review grammar : • He / She / It is a ... • We / They are ... • Are you ...? Yes, I am. / No, I am not. • Are they...? Yes, they are. / No, they aren’t. • What’s this/ that? • It’s a • What’re these/ those? • They’re . 2. Competences:
17. 17 English competence -Students can speak about school things and animals smoothly. General competence - Raise motivation and interest in learning English. - Build up self-learning skills through learning activities. - Develop communication and collaboration skills through learning activities. 3. Qualities: - Be Well-Prepared with learning tools before going to school. - Be responsible for protecting the animals on the earth. II. EQUIPMENT AND MATERIALS: - For the teacher: + Basic things: Student’s book, teacher’s book, and flashcards + Advanced things: PPT, projector/interactive whiteboard/laptop/TV - For students: student’s book, workbook. III. LESSON PROCEDURE: Warm up (10 minutes) Teacher’s activities Student’s activities - Greeting Option 1: - for basic facilities in class. Game “ Slap the board” + Two or four Ss from each team come up to the board then listen to T calls out a word or a - Participate in the sentence and they race to slap the correct picture. activity. Whoever is the fastest with the correct slap gets a - Receive stars for the point for their team and the next students then best team or group. come up. Option 2: - for advanced facilities in class (internet, projector, TV, ) - Play the song and demonstrate the actions that go with the song. - Encourage children to do the actions and try to sing along. Review (15 minutes) Teacher’s activities Student’s activities - Task 1: Tick the things you see in the school.
18. 18 - Tell the lists to the class. - Tick the boxes as students see in the school. - Ask students to work in pairs or groups and brainstorm about the things, animals, or people that they can see in a school. List those that they can see inside and outside the classroom. - Ask pairs or groups to exchange their lists. They can ask their friends questions if there are words they do not remember. - Praise or award a prize to the pair or group with the most words. - Play the game: "Lucky money” - Enjoy the game. + This is a lucky star game. T can divide the class into 2 groups. The players have to choose a lucky envelope that they like and then answer the question. A winner is a group that gets the more lucky money. Extra activity(10 minutes ) Teacher’s activities Student’s activities Task 1: Listen to a friend describe a picture. Draw and colour. - Be confident to speak in
19. 19 front of the class. - Colour according to the presenter’s request. - Ask students to work in pairs. One is Student A and the other is Student B. - Explain the roles to them: Student A describes the picture and Student B listens and draws it. - Ask the pairs to switch roles. They should take turns doing the activity until all the pictures are coloured. - Ask volunteers to show and describe their pictures to the class. - Do the task -Check the answer for Ss. - Circle the correct word. -Say goodbye. - Check with friends and then with the teacher and the whole class. - read each sentence one or two times - Say goodbye
20. 20 GRADE 4 WEEK 11 REVIEW 2 Part 1. Task 1, 2, 3 Period 41 I. OBJECTIVES: 1. Knowledge: Students will learn words and phrases related to the topic the farm We’ve got α field. They’ve got αlpαcαs on their fαrm and Hαs α chicken got wings? Hαve αlpαcαs got blαck fαces? 2. Competences: - English competencies: Students will be able to remember the words and structures they have learnt. - Common competences: Students will have the opportunity to develop logical thinking and develop communication among friends. 3. Qualities: - Students develop love for different leisure activities and be friendly to their friends in the class. II. EQUIPMENT AND MATERIALS: - For Teacher: PPT, flashcards. - For students: textbook III. LESSON PROCEDURE: Activity 1: Warm-up (10 minutes) Aim: Revise the words and structures learnt in unit 4 Teacher’s Activities Students’ Activities Warm-up: Dance and sing: The ocean jam - Ask students to watch the video - Listen to the - Dance and sing along the song. instructions carefully and watch the video. - Watch the video again and sing along to the song. - Repeat. - Tell students how to play the game