Giáo án học kì 1

Semester 2 – Week 12

                                                                                                                    Periods 1-2

Objectives: After the lesson, students are able to:

                  - identify five colours.

 - practice the colour words in the form of a chant.

Topic- Key language

Resources  and Materials

Key Activities

UNIT 1:

WHAT COLOUR IS IT?

Lessons 1+ 2

WORDS

GRAMMAR AND SONGS

Integrated skills:

speaking, listening, reading, writing

Key vocabulary:

red, green, blue, black, white

Sentence patterns:

- What colour is it?

*It’s red.

Materials:

- CD tracks 1, 14, 15

- Class book

- Workbook

- Flower cards with different colours

- Word cards

- 5 large circles on A3-sized paper

- Sheets of coloured paper.

- Crayons

- Glue

- Scissors

- Word cards

- Small bags with things insides

- Flashcards of colours

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?

- Teacher answers each question and asks students to repeat, then writes the date and draws the weather symbol on the board. ( You do not need to ask the students to repeat fluently because they will answer these questions every English lesson)

Warm up and review: sing the “Hello” song  

 Freeze game

- Ask students to stand up.

- Give a series of instructions, e.g. wave, run, jump. Students mime the actions.

- When you say Freeze!, the students must stop what they are doing and stand still.

- The students who are the slowest to stop are out and have to sit down.

- Continue the game until there is one winner left standing or a group of winners if you prefer.

Lesson presentation:

 Introduce new vocabulary

- Set a meaningful context to introduce new vocabulary ( Everyone. Let’s go to the garden. Imagine! We are in the garden now. What can you see in the garden?).

- Give a chance to students to think and guess.

- Lead students to the colour of the flowers.

- Use the flower cards with five colours to introduce red, green, blue, black and white.

- Play the recording track 14 for students to listen and point to the pictures in their Class book p. 10, then listen and repeat after the recording.

- Students  practice  chorally and individually.

 Word chain

- Place five coloured word cards on the board in a given sequence, e.g. red, black, green, blue, white, one, two.

- First, point to a student. He/ She says the first word in the sequence, e.g. red.

- Next, point to another student. He/ She says the next word in the sequence, e.g. black.

- Continue with each student saying the next word in the sequence, returning to the beginning when necessary.

* Optional activity: Remove one flashcard. The class repeats the sequence, including the missing word. Remove one more flashcard each time, until students can say the whole sequence from their memory.

       Vanishing Flashcards Game

- Place a number of flashcards in front of the students. 

- Give them a moment to memorize the pictures and then tell them to close their eyes. 

- Take away one of the flashcards and then tell the students to open their eyes again. 

- The first student who guesses the missing flashcard correctly can win that flashcard (for 1 point) and takes away another flashcard in the next round.

DEVELOPMENT

 Listen and chant

- Play the recording track 15 for students to listen and chant.

- Play the chant the second time for students to say the words. Demonstrate actions for each line of the chant (hold up a crayon with the correct colour). After  finishing line 1, clap your hands three times. After line 2, stamp your foot three times. After line 3, tap the desks three times.

- Practice the chant with 3 groups. Each group chants a line and does the appropriate action.

 Point and say. Stick the stickers

- Have students open their Class book p. 10.

- Ask students to identify the characters in the picture.

- Point to the coloured bricks and ask students to say the colours.

- Say Let’s stick the stickers. Take the red sticker and show it to the class. Place the sticker on the picture of the red bricks and say red.

- Continue in the same way with the green, blue, black and white stickers.

- Students try to do on their own.

- Go around the class and check.

 Color Circles

- Prepare some sheets of A3-sized paper. Draw a large circle and a colour word on each one (blue, red, green, black, white). 

- Put the sheets on the classroom walls. ( different places)

- Divide the class into groups.

- Model the activity: Say "blue". The teacher takes a blue crayon, goes to the ‘blue’ circle and colors a small part of the circle. 

- Say “blue”. One student from each group picks up a blue crayon, races to the ‘blue’ circle and continue colouring it then comes back to his/her seat.

- Continue the game with other colours and students.

 Introduce the question and answer

- Set a meaningful context to introduce the new vocabulary ( Ms Trang has some crayons. Let’s see. How many crayons?)

- Show 5 crayons with different colours.

- Pick up one and ask What colour is it? And then answer It’s …

- Students continue with …red.

- Do the same way with the four others. But ask students to give a full answer It’s green.

- Swap the roles of asking and answering.

 Magic bag

- Students work in groups.

- Each group has a small bag with many different coloured things in it, e.g. pencil, eraser, pen, crayon, etc.

- Students take turns drawing one thing from the bag and ask the rest of the group What colour 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

 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.

 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:

   Lead-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:

   Lead-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:

      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).

 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  

 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

 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.

 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

 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.

 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.

 Workbook  p.12 & 14