Bài giảng Tiếng Anh - Family and Friends National Edition

Nội dung text: Bài giảng Tiếng Anh - Family and Friends National Edition

1. Lesson plan Tiếng Anh 1 Family and Friends National Edition Trương Văn Ánh Trường Đạị học Sài Gũn
2. Period 1: Lesson One Words Objectives: • To introduce the book characters and common greetings • To practice the character names and common greetings in the context of a chant Language: • Language focus: speaking, listening • Vocabulary: Rosy, Tim, Billy, hello, goodbye • Extra vocabulary: everyone, English, fun, teacher, friends
3. Resources and materials: • Audio Tracks 01, 03–04; Flashcards 1–5; Stickers Warmer • Play the Hello song as children come into the classroom. • Then, say Hello to the children and encourage them to say Hello to you. Ask children to say Hello to the children next to them. • Play the Hello song again, pausing after each line so that children can repeat the words. Practice the song together.
4. • Hold up Flashcard 4 and say Hello for children to repeat as a class. Smile and wave as you say Hello. • Hold up Flashcard 5 and say Goodbye for children to repeat as a class. Wave goodbye and away as you say Goodbye, to differentiate this action from the hello action. • Alternate holding up Flashcards 4 and 5 to practice Hello and Goodbye quickly. Encourage children to do the correct action as they say the word.
5. Lead-in • Show Flashcards 1–3 one at a time and say the names Rosy, Tim, and Billy for children to repeat in chorus. • Model Hello Rosy! etc and the children repeat. • As you bring out each flashcard, children respond with Hello, Tim! etc.
6. 1. Listen, point, and repeat. Track 03 • Ask the children to look at the characters. • Play the first part of the recording. Children listen and point to the pictures. • Play the second part of the recording for children to repeat the names in chorus. • Play the recording all the way through. Children point to the pictures and repeat the names again. • Hold up the flashcards one at a time to practice again.
7. 2. Listen and chant. Track 04 • Play the recording. Repeat a few times for children to say the words. • Encourage them to mime the actions for Hello and Goodbye as they say the words. Repeat as necessary.
8. Differentiation • Below level: Put children into pairs. Have them wave and greet each other, using their classmates’ names. • At level: Assign a character’s name to each member of the class, so that there are several Rosys, Tims, and Billys. • Play the chant again. When children hear “their name,” they stand up and wave. • Above level: Say the chant slowly and help the class memorize it. • Repeat the chant quickly and encourage the class to say it with you at a faster pace. • Continue in this way until the chant is so fast that children can’t keep up.
9. 3. Point and say. Stick. • Point to each character and encourage the children to say their names with you. • Say Let’s stick! Hold up the sticker of Tim and place it on the picture of Tim and say Tim. • Repeat with the stickers of Billy and Rosy. • Ask the children to do the same with their stickers, encouraging them to say the character names as they put down the stickers. Further practice: Workbook p. 4; Classroom Presentation Tool
10. Period 2: Lesson Two Grammar and song Objectives: • To greet people • To ask the question What’s your name? • To sing a song • To understand simple classroom instructions Language: • Language focus: listening, speaking • Vocabulary: What’s your name? I’m (Tim). Listen to your teacher, stand up, sit down, raise your hand, line up • Review: Hello, Goodbye
11. Resources and materials: • Audio Tracks 04–07; Flashcards 1–5 Warmer • Say Hello and encourage children to reply Hello and then to greet each other in pairs. • Do the chant from Student Book page 4. Lead-in • Hold up each of the Hello Flashcards 1–3 for children to say the names. Model any names they don’t know. • Point to each flashcard again and say Hello (Rosy) and wave. Children repeat in chorus, and then individually.
12. 1. Listen and repeat. Track 05 • Put Flashcard 1 on the board. Turn toward the flashcard and say What’s your name? Take the flashcard and hold it up in front of yourself. Say I’m Rosy. • Play the recording several times for children to repeat the words when they’re ready.
13. 2. Listen and sing. Track 06 • Point to the picture of Rosy and say What’s your name? Say I’m Rosy. Point to the characters one at a time and repeat. Practice with the class. • Say Let’s sing! And play the recording for the children to listen to. At verse 3, pause the recording to remind children that Billy is only a baby and he can’t speak yet. Tell them to copy the sounds Billy makes when they sing the song. • Play the recording again and sing along. Hold up Flashcards 1–5 as you sing the words and encourage the children to do the actions for Hello and Goodbye.
14. Differentiation • Below level: Display the flashcards of Rosy, Tim, and Billy in different places around the room. • Play the song again and tell children to point to the correct flashcard as they sing the line with the name. • At level: Ask three children to come to the front. Play the song again and this time replace the character names with the names of the children at the front of the class.
15. • Above level: Put Flashcards 1–5 on the board. • Demonstrate an action for each one: Rosy (stand up), Billy (clap), Tim (tap the desk), Hello, (wave), Goodbye (wave and turn away). Practice the actions with the class. • Play the song again for children to do the actions as they sing the song.
16. 3. Listen, point, and repeat. Track 07 • Say Look at the pictures. • Play the first part of the recording for the children to listen and point. • Play the recording several times while demonstrating the actions and encouraging the children to copy you. • Play the second part of the recording for the children to listen and repeat, and mime the actions, too.
17. Let’s talk! • Ask students to look at the picture and speech bubble. Say Raise your hand. • Now mime the other four actions and elicit the command from the students. • Have students work in pairs and take turns saying the commands and doing the actions. Further practice: • Workbook p. 5; Classroom Presentation Tool
18. Period 3: Lesson Three Sounds and letters Objectives • To recognize and trace the uppercase and lowercase forms of the letter a and associate them with the sound /ổ/ • To pronounce the sound /ổ/ on its own and at the beginning of words • To be familiar with the letter name for a
19. Language • Language focus: speaking, listening • Vocabulary: apple, Annie • Extra vocabulary: has, an Resources and materials • Audio Tracks 06, 08–09; Flashcards 1–5; Phonics cards 1–2; Stickers
20. Warmer • Play the song from page 5. • Play What do I have? (see Teacher’s Guide page 75). Lead-in • Draw dotted outlines of the uppercase A and lowercase a on the board. • Facing the board, draw A and a in the air as you say the sound /ổ/. Children draw the letters in the air with you. • Then connect the dotted lines to complete A and a.
21. • Draw more dotted examples on the board and ask different children to come to the board and connect the dots. 1. Listen, point, and repeat. Write. Track 08 • Play the first part of the recording for the children to listen and point to the letters and the pictures, as described in the Tour of a Unit. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity.
22. Note: • Explain to the children that in English, people’s names begin with a capital letter. • Point to the uppercase A on the Annie phonics card to show this visually. 2. Listen and chant. Track 09 • Point to the picture of Annie holding the apple and say Annie has an apple. • Play the recording for children to listen to the chant. • Put Phonics cards 1–2 in different places around the room. Play the chant again for children to point to the cards. • Play the chant again, pausing for children to repeat.
23. Differentiation • Below level: Divide the class into two groups: “apple” and “Annie.” • Play the chant again. Each group should stand up and sit down again when they hear their word. • At level: Divide the class into two groups: “apple” and “Annie.” • Play the chant again. The “apple” group draws the lowercase a in the air as they say the word, and the “Annie” group draws the uppercase A when saying the word.
24. • Switch groups and repeat. • Above level: Ask the class if they know any other names starting with /ổ/. Elicit ideas and write the correct ones on the board (for example, Alfie, Abby, Adam, Alex, Andy). • Play the chant but use a new name to practice each time.
25. 3. Point to the letter A a. Stick. • Say Let’s find letter a. Demonstrate the task by following the top row with your finger and stopping at the first letter A. Hold up the corresponding sticker and place it in the correct positon, saying /ổ/ – apple as you do. • Say Now your turn! and have children copy you. • Encourage children to say /ổ/ – apple as they place the stickers in their books, Further practice: • Workbook p. 6; Classroom Presentation Tool
26. Period 4: Lesson Four Numbers Objectives • To recognize and say the numbers 1 and 2 • To introduce the concept of counting and plurals Language • Language focus: listening, speaking • Vocabulary: 1, 2, one, two • Review: apple(s) Resources and materials • Audio Tracks 09–11; Phonics cards 1–2
27. Warmer • Use Phonics cards 1–2 to review the letter sound /ổ/. • Play the chant again on page 6. Lead-in • Write numbers 1 and 2 on the board, modeling the words for children to repeat. • Draw one apple, one pen, and one flower on the board. Point to each picture at a time and say one. • Draw a second apple, pen, and flower next to the first. Point to each and say two. • Draw dotted outlines of the numbers 1 and 2 on the board and demonstrate how to write them. Children draw the numbers in the air.
28. 1. Listen, point, and repeat. Write. Track 10 • Play the first part of the recording and point to the pictures. Point to a different apple each time you hear the crunching sounds. • Play the recording again and mime eating an apple as you hear the apple crunch, and mime eating an apple from each hand as you hear the two apple crunch sounds. • Play the recording several times for the children to practice repeating the words, sounds, and actions. • Invite children to trace and write the numbers.
29. 2. Point and sing. Track 11 • Point to the picture of the first apple and say one apple. Point to the picture of two apples and say two apples. • Encourage the children to repeat after you. • Play all of the song for the children to listen to and point to the pictures as they hear the words. • Play the song several times for the children to join in with.
30. Differentiation • Below level: Ask children to hold up either one hand or two hands accordingly, as they listen to the song. • At level: Follow the instructions for Exercise 2, as described above. • Above level: Demonstrate some actions for children to do when they sing the numbers in the song: one (stomp one foot), two (clap both hands). • Play the song again. Children do the actions as they sing.
31. 3. Count and say. • Ask children to look at the pictures of the apples. • Point to the first picture. Point to each of the two apples and count them. Say one two two apples. You can emphasize the sound of the plural ‘s’. • Point to the second picture and elicit the answer one apple. • Point to the third picture and elicit the answer two apples. • Call on individual students to describe the three pictures.
32. 4. Point, match, and say. • Point and say the numbers on the left. • Look at the first pictures and say One apple. Then model how to match the first picture with the number one. • Repeat for the second picture, encouraging children to copy you.
33. Let’s talk! • Ask students to look at the picture and speech bubble. Say One. Hold up several other items (such as a pen and a book) and say One. • Do the same with two items, such as two books, and say Two. • Have students work in pairs and take turns holding up an item, or two, and saying the correct number. Further practice: • Workbook p. 7; Classroom Presentation Tool
34. Period 5: Lesson Five Sounds and letters Objectives • To recognize and trace the uppercase and lowercase forms of the letter b and associate them with the sound /b/ • To pronounce the sound /b/ • To be familiar with the letter name for b Language • Language focus: listening, speaking • Vocabulary: boy, bat • Extra vocabulary: with
35. Resources and materials • Audio Tracks 11–13; Phonics cards 3–4; Flashcard 3, Stickers Warmer • Listen and sing the numbers song from the previous lesson. • Draw lots of numbers one and two on the board, in different sizes and styles. Call in different children to come to the board and circle a number one and a number two.
36. Lead-in • Introduce the sound /b/ and the letters B and b in the usual way by drawing dotted letters on the board and modeling the letter formation in the air.
37. 1. Listen, point, and repeat. Write. Track 12 • Play the first part of the recording for the children to listen and point to the letters and the pictures. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally model the writing activity. Note: • Remind the children that in English, people’s names begin with a capital letter. Review A and Annie from Lesson 3, to reinforce this. • Hold up Flashcard 3 and say B is for Billy to give another visual example of capital letters.
38. 2. Listen and chant. Track 13 • Point to the picture and say A boy with a bat. • Play the recording for children to listen to the chant. • Play the chant again, holding up Phonics cards 3 and 4 when you hear the words. • Play the chant several times for children to join in with.
39. Differentiation • Below level: Before playing the chant for the children to join in with, drill the line A boy with a bat slowly, and several times, for the children to repeat after you. • At level: Split the class into two groups. The first group chants the lines A boy with a bat, with the audio, while the second group chants the sounds /b/, /b/, /b/. Then swap the groups. • Above level: After practicing the chant, demonstrate some actions for children to do when they say the words boy and bat: boy (mime throwing and catching the ball in your hand, as seen in the picture); bat (mime hitting a ball). • Play the chant again for children to do the actions as they say the chant.
40. 3. Point to the letter Bb. Stick. • Hold up your book and point to the picture of the boy holding the bat. Point to the lowercase b and elicit /b/. • Say Let’s stick! Hold up the b sticker and show the children how to place it on their books in the correct position and say /b/ – boy as you do so. • Say Now your turn! and have the children copy you and stick their sticker while saying /b/ – boy as they stick. • Repeat with bat. Further practice: • Workbook p. 8; Classroom Presentation Tool
41. Period 6: Lesson Six Story Objectives • To understand a short story • To review and consolidate language introduced in the unit Language • Language focus: listening, speaking • Vocabulary: review of the unit • Extra vocabulary: Mom, Miss Bell
42. Resources and materials • Audio Tracks 2, 6, 14; Flashcards 1–3 Values • Greeting people Warmer • Play the song from Lesson 2 to review the vocabulary for this lesson.
43. Lead-in • Use Flashcards 1–3 to review the structure for this lesson. • Give each card to a different child. Say the words one at a time. The child with the card stands up and shows the card to the class. Encourage the class to say What’s your name? with you. The child with the card answers I’m (Rosy) etc. • Children then take turns answering with their real names.
44. 1 Listen to the story. Track 14 • Say Let’s look at the story. Point to the three children in frame one for children to say their names. • Introduce Mom and Miss Bell in this frame. • Ask the children to look at the other frames to find out what happens in this story. Invite them to share their ideas in L1. • Ask the children to look at the story in their books and point to each character as they listen to the story. • Ask comprehension questions: Where are the children? Who is going to school? Can Billy say his name?
45. 2. Listen and act. Track 14 • Play the story again, pausing each line to demonstrate some actions for the story. (See below for suggestions.) • Divide the class into groups of five to play the parts of Rosy, Tim, Billy, Miss Bell, and Mom. If the class doesn’t divide exactly, some children can play more than one character. • Children practice acting out the story with the help of the recording. • If you wish, ask one or two groups to come to the front of the class to act out the story.
46. Story actions Picture 1: Miss Bell holds her arms outstretched as she welcomes Tim to class. Tim waves as he introduces himself. Picture 2: Miss Bell holds her arms outstretched as she welcomes Rosy to class. Rosy waves as she introduces herself. Picture 3: Miss Bell bends down as she says hello to Billy. Billy laughs and waves his rattle. Picture 4: Rosy, Tim, and Miss Bell wave goodbye to Billy and Mom. Mom waves goodbye and Billy waves his rattle.
47. Differentiation • Below level: Divide the class up into groups of five, as in exercise 2, but instead of using actions in activity 2, ask the children to stand up when their character speaks. • Remind children to sit down again once their character has finished speaking. • At level: Children act out the story as described. They can swap roles if there’s time. • Above level: As well as miming their actions, children can say their characters’ words along with the audio.
48. Closing the unit • Play the Goodbye song to end the lesson. Encourage the children to wave goodbye to you and their classmates. • Play the song again, pausing after each line for the children to repeat the words. • Play several times for the children to join in and sing and wave. Further practice: • Workbook p. 9; Classroom Presentation Tool; Values worksheet; Starter Unit Test
49. The first six periods are introduced as samples. The presenter trains the teachers to teach and get their feedback. Good luck!