TA1 GA review 1

Individual work Step 3: Play the recording several times for pupils to listen and repeatthe sentences in the bubbles of picture 1, saying Now listen, point to the sentences and repeat, p

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Teacher’s name: Week:

TIẾNG ANH 1 REVIEW 1 LESSON 1 Time allocation: 1 period

I OBJECTIVES By the end of the lesson, pupils will be able to:

- repeat and understand a short story

- identify and say the words they have learnt

- Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)

- Vocabulary: ball, bike, Bill, book

cake, car, cat, cup apple, bag, can, hat desk, dog, door, duck

- Structures:

Hi, I’m _ (greeting and introducing

someone’s name)

Bye, _ (saying goodbye)

I have a _ (talking about possession) This is my _ (introducing someone’s

thing)

This is a (introducing something)

Resources/Material:

- Student’s book p.20

- Teacher’s guide pp.46-48

- sachmem.vn

- Flashcards with letters b, c, a and d

- Flashcards with the pictures of the words from Unit 1 to Unit 4

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- Computer, projector

III PROCEDURE Warm-up – Listen and repeat – Look and circle – Homelink

management Warm-up 7 minutes

- Remind pupils of the names of the

topics they have learnt from Unit 1 to

Unit 4.

- Then:

Option 1: Revising the sounds and words

- Show flashcards of the letters b, c, a and d.

Have pupils say the letter names and the letter sounds

- Stick some flashcards including some pictures

of the words from Unit 1 to Unit 4 on the

board Write the words on the board Have pupils match

Option 2: Playing games

- Have pupils play a game (e.g Slap

the board, Pelmanism or Hot seat)

with the words they have learnt in the previous units

- Have them open the books and look

at the story Phil and Sue, saying

Open your books and look at the strong Phil and Sue, please!

Whole class

Individual work

Whole class Group work

1 Listen and repeat 15 minutes

Step 1: Have pupils look at the picture of the boy, the girl

and the speech bubbles Introduce the two new characters Phil and Sue and help pupils identify them (their names, genders, clothes, ) by asking them some questions such as Who’s the boy?

Who’s the girl? What are they doing? Check comprehension

Whole class

Step 2: Have pupils look at Picture 1 (saying Look at Whole class

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Picture 1, please!) and describe the picture Draw pupils’ attention to the boy (Phil), the girl (Sue) and the bubbles

Individual work

Step 3: Play the recording several times for pupils to listen

and repeatthe sentences in the bubbles of picture

1, saying Now listen, point to the sentences and

repeat, please!

Whole class work

Step 4: Repeat the same procedure with Pictures 2, 3 and

4 Correct pronunciation, if necessary Give further support to those pupils whofind it difcult

to do the task

Whole class

Step 5: Play the recording of the whole story several

times and have pupils listen, point to the speech bubbles and repeat until they feelconfident Go around and oﬀer help, if necessary

Whole class wo

Step 6:k Play the recording again and invite some pairs of

pupils to listen to the recording and repeat the story

in front of the class, saying Well done! when they

performed well Encourage them to use gestures, face expressions, when they repeat the story

Whole class Pair work

Step 7: Have pupils work in pairs to look at the book and

read the story aloud Encourage them to use gestures, face expressions,…Observe and support pupils when needed

Pair work

Extension: After pupils have remembered the story, have

them role play it Model with one pupil and ask other pupils to observe Ask pupils to work in pairs

to act out without looking at the book Encourage them to use gestures, face expressions …Move around to observe and offer help Invite some pairs to go to the board and role play

2 Look and cirle 8 minutes

Step 1: Explain to pupils that they are going to look at the

four pictures and circle the words These words all appear in the story

Whole class work

Step 2: Ask them to identify the thing/animals, saying

What can you see in the pictures? Can you see the

Whole class

Individual work

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dog? Yes, it is the dog Say the word, please! Ask pupils to repeat the words several times, saying

Repeat, please! Usethe picture of a dog and the

word dog circled as the example

Step 3: Ask pupils to look at the other pictures and circle

the words in the chain,saying Now use your pencil

to circle the words Give pupils time to work Give

further support to those pupils who find it difficult

to do the task

Individual work

Step 4: Invite some pupils to show what they have done

Praise them if they have done well, saying

Excellent! or Great job! Have the class say all of the words they have circled.

Individual work Whole class

Extension: After the pupils have finished circling the words,

ask them to look at the story again and circle the dog, the book, the cat and the duck in the pictures

of the story Then ask them what things they can see in the pictures and have them cirlce these things (in the pictures there are some things that pupils have learnt: bike, ball, cake, car, etc ) Have pupils read all of the names of the things they have circled It is a good way for them to revise the vocabulary items they have learnt

This activity can be held as a competition game where groups of pupils find the words included in the pictures The group with the most words is the winner

Individual work Whole class

Homelink 5 minutes

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- Ask pupils some questions about the story such

as How many people are there? What are their names? Teacher can ask in Vietnamese

- Then:

Option 1:

Show flashcards of the words that appear in the story and have pupils say the words

Option 2:

Use sachmem to show the pictures of the story

and have pupils tell the story from their memory

- Tell pupils to practise telling the story at home.

Whole class Individual work

TIẾNG ANH 1 REVIEW 1 Lesson 2 Time allocation: 1 period

- recognize the sounds they have learnt

- recognize the words they have learnt

- listen for specific sounds and words

II INPUT Language:

- Vocabulary: ball, book, car, cat

bag, desk, dog, door

- Structures:

This is my _ (introducing someone’s thing)

- Student’s book p 21

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- sachmem

- Teacher’s guide pp 48-50

- Flashcards to play games

III PROCEDURE Warm-up – Listen and tick.– Listen and colour – Listen and

tick or cross – Homelink

Option 1:

Use sachmem to show the pictures of the story in Lesson 1 Review 1 Ask pupils to retell the story in

pairs from their memory

Option 2:

Have pupils play Slap the board or Hot seat to

revise the sounds and words they learnt in previous units

Lead to Activity 1, Review 1.

Whole class

1 Listen and tick 8 minutes

Step 1: Have pupils look at the pictures of question 1,

saying e.g Look at Picture 1, please! What can you see? Can you see a ball and a car? and say

what they can see, e.g a ball, a car Draw pupils’

attention to the boxesnext to the letters a and b

Step 2: Invite some pupils to point to the pictures and say

the words infront of the class, saying Point to the

Individual work

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pictures and say, please! (e.g 1a: a ball, 1b: a car).

Step 3: Before playing the recording, say Are you ready?

OK, now listen and tick, please! Play the recording twice or more if needed Ask pupils to listen and tick the correct box Give further support to those pupils whofind it difficult to do the task

Step 4: Follow the same procedure with the pictures of

Question 2 Go around and oﬀer help, if necessary

Whole class Individual work Step 5: Set a time limit for pupils to swap and check the

answers Correct the answers, if necessary

Pair work Whole class Step 6: Invite some pupils to the front of the class to

point to the pictures and say what they have heard

Audio: 1 ball 2 dog Key: 1 a 2 b

Individual work

Extension: Write incomplete words on the board and have

some pupils to write letters to complete them

E.g

_ all , _ ar, _at, _og

Individual work

2 Listen and circle 7 minutes

Step 1: Have pupils look at the pairs of letters and

practice saying the letter names and letter sounds in pairs Invite some pupils to say the letters and the sounds in front of the class

Step 2: Explain the task, saying Listen to the sound and

circle the letter

Whole class

Step 3: Play the recording, ask pupils to listen and

circle the letters of the sounds Have pupils listen at least twice

Whole class Individual work Step 4: Ask pupils to swap and check the answers Play

the recording again for them to check, if necessary Invite some pupils to say the sounds they have heard

Confirm the correct answers

Pair work Individual work

Audio script: 1 b 2 a 3 c 4 d

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Key: 1 b; 2.a; 3 c; 4 d

Extension: Say the letters aloud and have pupils write

down the letters on their small boards

Whole class

3 Listen and tick or cross 10 minutes

Step 1: Have pupils look at Picture 1 (saying Look at

Picture 1, please!) and say what they can see,

(saying What can you see? Can you see a

book? Yes, a book) Follow the same procedure

with the other three pictures Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the

pictures and say, please! (e.g 1 a book, 2 a

bag)

Step 2: Draw pupils’ attention to the box under Picture

1 Before playing the recording, say Are you ready? Play the first sentence and have pupils

do the task, saying OK, now listen and tick or

cross, please!

Step 3: Follow the same procedure with the other

three pictures Play the recording twice or more if needed, ask pupils to listen and put a tick or a cross Give further support to those pupils who find it difficult to do the task

Step 4: Set a time limit for pupils to swap and check

the answers Correct the answers, if necessary

Pair work

Step 5: Invite some pupils to the front of the class to

point to the pictures and say what they have heard

Individual work

Audio script:

1 This is my ball 2 This is my bag.

3 This is my desk 4 This is my car.

Key:

1 x 2 √ 3 √ 4 x Extension: Show flashcards of other words and have

pupils say a sentence with a word For a more able class, encourage pupils to use other structures (I have a _.; This is my _.;

Whole class

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This is a .).

Individual workHomelink 5 minutes

Option 1:

Organise Picture dictionary activity Some pupils

go to the board and draw to illustrate the words other pupils say

Option 2:

Write a letter on the board and have pupils say all the words with that letter

- Tell pupils to practise saying the words and

make sentences at home

Whole class work

Individual work

TIẾNG ANH 1 REVIEW 1 Lesson 3 Time allocation: 1 period

- recognize the words they have learnt

- read the words they have learnt

- introduce themselves and introduce what they have

- Vocabulary: apple, ball, bike, cat, can, cup, dog, duck

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- Structures:

Hi, I’m _.; This is my _

- Student’s book p 22

- sachmem.vn

- Teacher’s guide pp 50-51

- Flashcards to play games

III PROCEDURE Warm-up – Read and tick.– Colour the apple, the ball, the

Procedure Teaching and learning activities Classroom

Option 1:

Have pupils sing the songs from Unit 3 and Unit 4

to revise the words and structures they have learnt If pupils do not remember the songs, play the recording for them to sing along

Ask them what words appear in the songs Stick the flashcards of the words on the board

Option 2:

Have pupils play the game Mystery bag to revise

the sounds and words they learnt in previous units Ask one pupil pick up one card that has a letter from the bag Other pupils say the words that include the letter

Lead to Activity 4, Review 1.

Whole class

4 Read and tick 10 minutes

Step 1: Have pupils look at the pictures (saying Look at

the pictures, please!) and say what they can

Whole class Individual

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see Draw pupils’ attention to the boxes

next to the letters a and b

work

Step 2: Ask pupils to look at the word in Question 1

Model with this question Invite one pupil to

read the word and choose a or b Confirm the

correct answer

Step 3: Get pupils to read the phrases in other

questions and tick the correct boxes, saying

Now read and tick the correct pictures, please!

Give further support tothose pupils who find it difficult to do the task

Step 4: Ask pupils to work in pairs and to swap their

work, saying Now work in pairs and check each other’s answers Give pupils time to work.

Go around and oﬀer help, if necessary

Pair work

Step 5: Invite some pupils to show what they have

done Praise them if they have done well

Key:

1 a 2 a 3 b 4 b

Extension: Say aloud some words and have pupils circle

the suitab

e pictures Individual work

Step 1: Have pupils look at the pictures and say what

they see Draw their attention to the incomplete sentences and explain what to do,

saying You colour the things and pets Then

point to them and say the full sentences, please!

Whole class

Step 2: Have pupils look at the first picture Ask them

to point to the thing and say the word, saying

Point to the apple and say “apple”, please!.

Follow the same procedure with other

Whole class

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Step 3: Ask pupils to identify what information is

missing in the sentences, saying Look at the

incomplete sentences and say what information is missing here That’s right, you should say your name in the first sentence and the word for the thing you have in the second one Use the first picture (an apple) as the

example, point to it and say Hi, I’m (e.g.

Hi, I’m Hoa.) This is my apple Check pupils’

comprehension

Step 4: Have pupils work individually to colour the

pictures

Individual work Step 5: Get pupils to work in pairs to point to the

pictures, look at the sentences and say them (in the first sentence: greeting and saying names, in the second sentence: introducing one’s things/pets) Go around and oﬀer help, if necessary

Pair work

Step 6: Invite some pupils to point to the pictures and

say the sentences in front of the class Praise

them if they have done well, saying Very well!

Individual work Extension:

Show flashcards of other words and

have pu pils say similar sentences with these words

Homelink 5 minutes

Option 1:

Write a chant with some sentences from Exercise

5 on the board and have pupils read them

together

E.g Hi, I’m Hoa (use the names of class

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