Bài soạn tham khảo - Tiếng Anh tự chọn và Đề án 2020

lour is it? The rest of the group look at the object and answer It’s - Continue this game in the same way until all of students in groups have chances to make questions. CONSOLIDATION Ø Color Game - Arrange many different coloured pieces of paper in a circle. - Play some music and have the children stand up and move around. - Stop the music and all the children must sit down (maybe some students are next to colours, maybe some are not). - Pick a coloured piece of paper and sing (to the tune of "Twinkle Twinkle Little Star"): "Who's beside ‘blue’? Please stand up, if it's you." At that point, the student who is next to the colour mentioned stands up. - Continue this game in the same way. Ø Workbook - p. 10 ¶Story time: “In the morning” a. Signal for story time. b. Teacher asks students to read aloud 1 sentence that they like best in the story. c. Teacher reads 1 page of the book. Semester 2 – Week 12 Period 3 Objectives: * Students can: - Recognize the letters in the alphabets. - Pronounce the letter “K”, the sound /K/, and words such as “Kangaroo”, “Key”. - Understand the meaning of the words “Kangaroo”, “Key”. - Write the letter “K” Topic- Key Language Resources and Materials Key Activities Family & Friends Starter Letter K Integrated Skills: Speaking, listening, reading, and writing Key Vocabulary: Letter K - /k/ - Kangaroo -key Sentence Pattern: How many kangaroos are there? There are ________. Resources: Textbook: Family & Friends Starter Pupil’s Book p.34 Activity Book p.34 Materials: - Family & Friends Starter flashcards INTRODUCTION ¶Weather Report: Weather songs or chants. ¶Warm-Up and Review: - Teacher and Ss greet one another. - Teacher checks attendance. - Teacher shows pictures of an apple, a boy, a cat, a dog, an egg, a fish, a girl, a hat, an insect on the board and Ss look at them for two minutes. - The teacher hides the pictures and asks the students: “Which photos can you remember?” - Teacher asks Ss to answer. - Teacher gives one point for each correct answer. ¶Lesson Presentation: ØLead-in: - The teacher reviews the commands used in everyday lessons DEVELOPMENT Set-the-Scene: Teacher shows the picture of “ a cat, a dog, a fish, an insect” on the board. Teacher says: “Today, we will meet a new friend, an animal. Are you ready to meet your new friend?” Teacher shows a picture of a green field and says: “You can see our new friend in this field. Now let’s guess; what are the animals which we can see in the field?” Teacher asks Ss to answer. Teacher says: “Okay, let’s count from one to three to welcome our new friend.” Teacher shows a picture of a kangaroo and says: “Oh, This is a kangaroo; our new friend”. Presentation: Teacher lets Ss recognize the letter 'K', the sound /k/, and the meaning of the words such as "kangaroo" and “key” by turning on the CD player and asks Ss to listen three times. Teacher shows the picture of some keys, some kangarooes then asks: “How many kangarooes are there?” and “How many keys are there?” Teacher helps Ss to count and gives their answers. Practice: Teacher lets Ss practice the new language items as a whole class, in groups, and as individual. Free-practice: * Game: "Catch and Say" - Teacher shows pictures of K, /k/, kangaroo, and key. - Teacher throws a small ball to a particular student. The student who catches the ball will stand up and say “kangaroo” or “key” according to the picture that he/she sees. - After saying, the student throws the ball back to teacher, and teacher throws the ball to another student. - Teacher shows the picture of a few kangarooes, then throws the ball, and asks Ss: “How many kangarooes are there?” - After each student’s answer, teacher asks his/ her to go to the board, throws the ball to another, then that student asks another student: “How many kangarooes are there?” + Teacher lets Ss practice in a few minutes and changes picture to “keys”. Practice using Student's Book - Teacher asks Ss to open their students’ books. - Teacher lets Ss listen to the words and point to them in their books. - Teacher asks Ss to read the words without listening to the CD player. - The teacher guides their students how to glue the stickers on their books. Practice Using the Workbook Exercise. - Teacher asks Ss to open their students' books. - Teacher guides their students how to do the exercises. CONSOLIDATION Teacher reviews words and structures that the students have learnt by using flashcards. Teacher sums up the marks. Teacher reminds Ss of their homework (if possible). Teacher lets Ss sing a song. ¶Homework: Workbook (page 34) Semester 2 – Week 12 Period 4 Objectives: * Students can: - Recognize the letters in the alphabets. - Pronounce the letter “L”, sound /L/, and words such as "Lion", “Lollipop”. - Understand the meaning of the words "Lion", “Lollipop”. - Write letter “L” Topic- Key language Resources and Materials Key Activities Family & Friends Starter Letter L Integrated skills: Speaking, Listening, Reading, and Writing. Key vocabulary: Letter L - /l/ - Lion –lollipop. Sentence Pattern: How many lions are there? There are ________ . Resources: Textbook: Family & Friends Starter Pupil’s Book p.34 Activity book p.34 Materials: - Family & Friends Starter flashcards INTRODUCTION ¶Weather Report: Weather songs or chants. ¶Warm up and review: - Teacher and students greet one another. - Teacher checks attendance. - Teacher shows picture of a green field and asks: “What are animals you can see in the field?” - Teacher asks students to answer. - Teacher gives a point for one answer. ¶Lesson presentation: ØLead-in: - Teacher reviews the commands used in everyday lessons. DEVELOPMENT Set-the-scene: Teacher shows the picture of the animals in the zoo. Teacher says: “Do you like to go to the zoo?” “What are the animals we can see in the zoo?” Teacher asks students to answer. Teacher shows the lion in the photo, and then says: “This is a lion, what is the sound of lion?” Teacher asks students to answer. Teacher says: “Very good, today we will meet a lion, and it’s very strong, Who can guess what letter we will learn today with the lion?” Students answer: “Letter L” Presentation: Teacher lets the students recognize letter 'L', sound /l/, the meaning of the word "Lion", “Lollipop” by turning on CD player and asks students to listen three times. Teacher shows the picture of a lion, some lollipops, and then asks: “How many lions are there?” Teacher helps students to count and give their answers. Practice: Teacher lets students practice the new language items as a whole class, in groups, and as individual. Free-practice * Game: "Slap and Say" - Teacher divides the class into groups and gives instructions: -Teacher sticks picture of the letter ‘L’, the sound /l/, Lions, and Lollipop on the board. -Teacher invites one student of each group. Let them stand in front of the board. Teacher says: “Slap on the L!”. Students will run to the picture of letter L, slap on the picture, and says ‘L’. The first student who slaps will win a point. And all students in class ask her “How many letters L are there?”- Practice using Student's Books - Teacher asks students to open their students' books. - Teacher lets students listen to the words and point to the words in their books. - Teacher asks students to read the words without listening to the CD player. - Teacher guides their students how to glue the stickers on their books. Practice Using Workbook Exercises - Teacher asks students to open their students’ books. - Teacher guides their students on how to do the exercises. CONSOLIDATION Teacher reviews the words and the structures that students have learned by using flashcards. Teacher sums up the marks. Teacher reminds students of their homework (if possible). Teacher lets students sing a song. ¶Homework: Workbook (page 34) ¶Story time: “In the morning” Semester 2 – Week 13 Periods 1-2 Objectives: Students are able to: - recognize the upper- and lower-case forms of the letters c, d and associate them with the sounds /k/, / d/. - pronounce the sounds /k/, /d/. Topic- Key language Resources and Materials Key Activities UNIT 1: WHAT COLOUR IS IT? Lessons 3 & 5 SOUNDS & LETTERS Integrated skills: speaking, listening, reading, writing Key vocabulary: Cc, Dd, car, cat, dog, duck Materials: - CD track 8, 12, 19, 23 - Class book - Workbook - Pictures - Letter and sound cards - Word cards - Everybody jump song - 4 big circles with sounds - Crayons - Glue - Scissors INTRODUCTION ¶Weather Report: Weather songs or chants (“What’s the weather like today?”- song downloaded from YouTube) - Teacher asks three questions: * What’s the day today? * What’s the month? * What’s the weather like today? ¶Warm up and review: ¶Lesson presentation: Ø Listen and chant - Play the recording CD 1 track 8 & 12. - Students and teacher chant along and give gestures ( such as put both hands on hips for boy and mime hitting a ball for bat) or move around to point to the correct pictures which have been put on the wall by the teacher before ( such as apple and Annie). Ø Introduce sounds and letter Cc /k/, Dd /d/ - Use pictures and letter cards to introduce the letter Cc, Dd in the upper- and lower-case. - Use word cards car, cat to introduce sound /k/ and dog, duck for /d/. - Students practice pronouncing the sounds chorally and individually Ø Listen and chant - Play the recording CD 1 track 19 & 23. - Students practice chanting to improve their pronunciation skills. - Students can give gestures ( such as say woof, woof, woof for dog and quack, quack, quack for duck). - Students chant in groups. Each group chants verse 1 or verse 3. Everyone chants verse 2. DEVELOPMENT Ø Everybody jump - Put 4 big circles on the floor. Each circle has a sound ( /æ/, /b/, /k/, /d/). - Students make groups. Each group has one volunteer. - Play “Everybody jump” song. Then call out one word, e.g. car. The volunteers from groups try to jump into the circle with the correct sound /k/. - The winner is the student who jumps into the correct sound circle first. /d/ /k/ /b/ /æ/ Ø Stick. Then circle and say - Have students open their Class book p. 12. - Ask them to work individually to choose the sticker at the back of their Class book and stick them on the suitable places in the picture part 3. - Then ask them to circle the sounds /k/ and compare their work with their partner while saying aloud the sounds. CONSOLIDATION Ø What’s missing? - Display the flashcards of letters and sounds on the board. - Point to each one in turn for students to say the words. - Give the class a few seconds to look at them. - Ask students to turn around. - Remove one card, asking What’s missing? - When students have identified the missing card, shuffle the cards again and repeat the procedure. Ø Circle the letter Aa - Stick and say. - Ask students to open their Class book - p. 12 & 14 to do this task. Remember to give an example first to make sure the students know how to do the exercise clearly. Ø Workbook p.12 & 14 ¶Story time: “In the morning” a. Signal for story time. b. Teacher asks to say aloud 1 word in the story that they like best. c. Teacher reads 1 page of the book. Cc Dd Read the letters. a b c d e f g h i j k l m n o p q r s t u v w x y z Colour the C and D. Colour the car and duck. Circle the cs and ds. b c b c d h d a h c a d b d i d p c b c a d v b Semester 2 – Week 13 Period 3 Objectives: * Students can: - Recognize the letter M in the alphabets. - Pronounce the letter “M”, sound /m/, and words such as "man" and “mango”. - Understand the meaning of the word "man" and “mango”. - Write letter “M”. - Talk about interest. Topic- Key language Resources and Materials Key Activities Family & Friends Starter Letter M Integrated skills: Speaking, Listening, Reading, and Writing Key vocabulary: Letter M - /m/ - man - mango Sentence Pattern: Do you like mangos? Yes/ No . Resources: Textbook: Family & Friends Starter Pupil’s Book pg 38 Activity Book pg 38 Materials: - Family & Friends Starter Flashcards INTRODUCTION ¶Weather Report: Weather songs or chants. ¶Warm up and review: - The teacher and the students greet one another. - The teacher checks attendance. - The teacher sticks five colours on the board and the students remember pictures for two minutes. - The teacher asks the students to close their eyes. - The teacher hides any numbers and asks the students to guess “What’s the color missing?” ¶Lesson presentation: ØLead-in: - The teacher reviews the commands used in everyday lessons DEVELOPMENT Set-the-scene: The teacher puts these pictures on the board. - The teacher points to these picture number one and says: The man is next to a mango tree. It has a lot of mangoes. He likes it a lot. - The teacher points to the picture number two and says: “These are fruits”. - The teacher points to “The mango” in the picture and asks the students “What’s this?” – “It’s a mango.” - The teacher says: “I like mangoes”. Then teacher asks a student: “Do you like mangoes?” - The teacher says: Today, we will learn the about mangoes. Can you guess what letter? Presentation: The teacher lets the students recognize letter 'M', sound /m/, the meaning of the words "man" and “mango” by turning on the CD player and asks the students to listen three times. Practice: The teacher lets the students practice the new language items as a whole class, in groups, and as individual. Free-practice * Game: "Pick up the ‘Mango Game’" - The teacher divides the class into two groups and gives instructions: + The teacher puts some mangos at the back of the class. + The teacher invites one student of each group. Let them stand in front of the board. The teacher says: “Pick up the mango!” The students will run to the back of the class, pick up one mango, run back to the board, raise the mango and says “M, /m/, mango”. The first group that gets it done will win. And all the students in the class will ask her “Do you like mangoes?”-Yes/No Practice Using the Student's Book - The teacher asks the students to open their students’ books. - The teacher lets the students listen to the words and point to the words in their books. - The teacher asks the students to read the words without listening to the CD player. - The teacher guides their students on how to glue the stickers on their books. Practice Using the Workbook Exercises - The teacher asks the students to open their students' books. - The teacher guides their students on how to do the exercises. CONSOLIDATION The teacher reviews the words and the structures that the students have learned by using flashcards. The teacher sums up the marks. The teacher reminds the students of their homework (if possible). The teacher lets the students sing a song. ¶Homework: Workbook (page 38) Semester 2 – Week 13 Period 4 Objectives: * Students can: - Recognize the letter N in the alphabets. - Pronounce letter “N”, sound /n/, and the word "nose", “neck”. - Understand the meaning of the words "nose", “neck”. - Write the letter “N” - Talk about someone’s appearance. Topic- Key language Resources and Materials Key Activities Family & Friends Starter Letter N Integrated skills: Speaking, Listening, Reading, and Writing Key vocabulary: Letter N - /m/ - nose - neck Sentence Pattern: Do you like your nose? Yes/ No . Resources: Textbook: Family & Friends Starter Pupil’s Book pg 40 Activity book pg 40 Materials: - Family & Friends Starter flashcards INTRODUCTION ¶Weather Report: Weather songs or chants. ¶Warm up and review: - Teacher and students greet each other. - Teacher checks attendance. - Teacher sticks five colours on the board and students remember them in two minutes. - Teacher asks students to close their eyes. - Teacher hides any numbers and the students guess “What’s colour missing?” ¶Lesson Presentation: ØLead-in: - The teacher reviews the commands used in everyday lessons DEVELOPMENT Set-the-scene: The teacher puts these pictures on the board. - The teacher points to the picture number one and says: “The man has a long nose. She likes it very much”. - The teacher points to the picture number two and says: “This is her neck. It’s short”. - The teacher points and says: “I like my neck”. Then the teacher asks a student: “Do you like your neck?” - The teacher says: Today, we will learn the English Letter N. Can you guess what letter? Presentation: The teacher lets the students recognize letter 'N', sound /n/, the meaning of the word "nose" and “neck” by turning on CD player and asks the students to listen three times. Practice: The teacher lets the students practice the new language items as a whole class, in groups and as individual. Free-practice * Game: "Fast reaction Game" - The teacher divides the class into two groups and gives instructions: + The teacher invites one student of each group. Let them stand in front of the board. The teacher says: “Point to your nose!”. The students will point to her/ his nose, and says “N /n/ nose”. The group that gets it done first will win. And all the students in class ask him/ her “Do you like your nose?”-Yes/No. Practice Using the Student's Book - The teacher asks the students to open their students’ books. - The teacher lets the students to listen to the words and point to the words in their books. - The teacher asks the students to read the words without listening to the CD player. - The teacher guides their students on how to glue the stickers on their books. Practice Using the Workbook Exercise - The teacher asks the students to open their students' books. - The teacher guides their students on how to do the exercise. CONSOLIDATION The teacher reviews the words and the structures that the students have learned by using flashcards. The teacher sums up the mark. The teacher reminds the students of their homework (if possible). The teacher lets the students sing a song. ¶Story time: “In the morning” a. Signal for story time. b. The teacher asks the students to read aloud one sentence that they like best in the story. c. The teacher reads one page of the book. ¶Homework: Workbook (page 40) Semester 2 – Week 14 Periods 1-2 Objectives: Students are able to: - follow the left-to-right sequence of English. - improve their listening skills by listening to a short story. - revise and consolidate the language introduced in the unit. Topic- Key language Resources and Materials Key Activities UNIT 1: WHAT COLOUR IS IT? Lessons 4 + 6 NUMBERS STORY Integrated skills: speaking, listening, reading, writing Key vocabulary: - The words learned in the previous lessons. Sentence patterns: - The structures learned in the previous lessons. Materials: - CD track 17, 24 - Class book - Workbook - Sets of story pictures for groups - Crayons - Glue - Scissors INTRODUCTION ¶Weather Report: Weather songs or chants (“What’s the weather like today?”- the song downloaded from YouTube) - Teacher asks three questions: * What’s the day today? * What’s the month? * What’s the weather like today? ¶Warm up and review: Ø Listen and sing - Display the coloured flashcards in various places of the classroom. - Play the recording track 17. Students move around, sing along and point to the correct flashcards. - Play the recording again. Students sing along and hold up their correct colour crayons as they sing the colours ¶Lesson presentation: Ø Rock, Scissors, Paper - Ask students work in pairs with their Class book - p. 13. - Have the students identify the things in the picture, e.g. bats, cars, cats, boys, apples. - They do Rock, Scissors, Paper to decide who is the first. The winner looks at the pictures and counts the things. - Continue this game in the same way until all the things in the picture are counted. - Move around to help students if necessary. Ø Counting students - Ask ten students to come to the front of the class. - Give each student a word by whispering so that the others cannot hear: cat ( four students), bat ( three students), boy ( two students), car ( on student). - Turn to the class and say one of the four word. The students who have been given that word raise their hands. - The rest of the class counts the students in chorus. - Follow the procedure with the other words. Ø Introduce a short story - Set a meaningful context for the story (Today is Sunday. Rosy, Tim and Billy do not go to school. They stay at home and play a game. Let’s guess. What do they do?) - Give a chance for students to think and guess. - Ask students to look at the four pictures and identify the characters. - Say Oh, Oh! They play with colours. - Play the recording track 24. Students listen and point to the pictures and then point to the characters the second time. Remind students that stories in English go from left to right. DEVELOPMENT Ø Role-play - Play the recording once all the way through. - Divide the class into groups of four ( Rosy, Tim, Billy and Mum). - Play the recording again. Demonstrate some actions for the story. - Students practice acting the story. Teacher moves around and helps them if necessary. - Finally invite some groups to come to the front to play the roles in the story. aStory actions * Picture 1: Rosy and Tim are drawing and colouring in their books. Billy is waving his arms around. * Picture 2: Billy is painting with a paintbrush. Tim is bending down towards Billy. Rosy is clapping. * Picture 3: Billy is looking at the paint on his paintbrush. Rosy and Tim are leaning towards Billy. * Picture 4: Billy is holding both his hands to the side as though covered with paint. Mum is wiping his face. Rosy and Tim have their hands over their mouths because they’re laughing. Ø Reorder the story - Students work in groups. - Give each group a set of four pictures in the story. - Ask students to work in groups to reorder the story and use glue to stick them on the A4 – sized paper. Then acting out the story in groups. CONSOLIDATION Ø Art Gallery – Who is the best artist? - Divide the class into groups. - Students in each group take turns coming to the board. One student from each group is for one turn. - Draw enough squares on the board for students to be able to draw in (one square is for one student).  - Have the students write their names above their squares.  - Call out a word and the students draw it (car, dog, duck, bat, boy, apple, cat, ..) The student who can draw well, with the highest score, is the winner at the end of the game. Ø Workbook - p. 11 & 13 Ø Workbook - p. 15 ØValues worksheet, PMB - p. 5 ¶Story time: “In the morning” a. Signal for story time. b. Teacher asks to read aloud 1 sentence in the story that they like best. c. Teacher reads 1 page of the book. Semester 2 – Week 14 Period 3 Objectives: * Students can: - Recognize the letter “O” and its position in the Alphabet. - Pronounce letter “O”, sound /o/, and the words: "orange", “octopus” - Understand the meaning of the words: "orange", “octopus” - Write letter “O” Topic- Key language Resources and Materials Key Activities Family & Friends Starter Letter O Integrated skills: speaking, listening, reading, writing Key vocabulary: Letter O - /o/ - orange - octopus Recycled vocabulary: Apple, mango, lemon Sentence Pattern: Have you got a pen? Yes/No. Resources: Textbook: Family & Friends Starter Pupil’s Book pg 40 Activity book pg 40 Materials: - Family & Friends Starter flashcards INTRODUCTION ¶Weather Report: Weather songs or chants. ¶Warm up and review: - Teacher and Ss greet each other. - Teacher checks attendance. - Teacher puts class into 6 groups. - Teacher writes randomly ten letters that Ss had learnt before on the board: A, M, K, D, B, F, I, H, E, J. - Teacher asks Ss to write ten letters in order of the Alphabet into a paper and hand in. ( A, B, D, E, F, H, I, J, K, M) - Teacher asks Ss to read aloud these letters. - Teacher gives marks for correct answers and one special mark for the fastest group. ¶Lesson presentation: ØLead-in: - Teacher reviews the vocabulary that Ss have learnt: Teacher uses an apple and a mango to ask Ss: What’s this? Do you like? DEVELOPMENT Set-the-scene: Teacher puts fruit toys on the basket and asks Ss “Do you like it?”. Ss give Yes/No answer. Teacher says: “Children, today we will go to the supermarket and buy a fruit that we can make juice. Can you guess what kind of fruit it is?” Teacher lets Ss guess some kinds of fruit. Teacher introduces: To know what the name of this fruit is, let’s begin with our lesson today. Presentat