GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 1. Sách giáo khoa tiếng Anh Global Success chương trình mới. Sách giáo khoa tiếng Anh lớp 1. Tiếng Anh 1 Global Success Sách Học Sinh. Được biên soạn theo chương trình giáo dục phổ thông làm quen tiếng anh lớp 1 và lớp 2 của Bộ giáo dục và Đào tạo. Cuốn sách giúp học sinh lớp 1 bước đầu làm quen và có nhận thức đơn giản nhất về tiếng anh, làm tiền đề cho việc hình thành và phát tiển năng lực ở các lớp sau. Mục tiêu của Tiếng anh 1 Global Success Sách học sinh:Lấy định hướng giao tiếp (Communiacative Approach) làm cơ sở biên soạn sách giáo khoa và các học liệu học tập. Theo đó, Tiếng anh 1 Sách học sinh giúp các em làm quen và rèn luyện các kĩ năng giao tiếp, Nghe nói đọc viết (Đặc biệt là nhận mạnh hai kĩ năng nghe và nói). Hệ thống âm, từ vựng, cấu trúc rất đơn giản và cơ bản của tiếng anh là phương tiện hình thành các kĩ năng giao tiếp.Coi hoạt động học của học sinh (LearningCentred Approach) là trọng tâm của quá trình dạy học.Lấy hoạt động học qua chơi, chơi để học làm phương thức cơ bản trong làm quen và học tiếng anh với đối tượng học sinh nhỏ tuổi Tiếng anh 1 sách học sinh gồm 16 đơn vị học bài (Unit), được dạy trong 70 tiết: Mỗi đơn vị bài học có ba bài học (lesson), mỗi bài học được dạy trong 1 tiết.Xen kẽ các đơn vị bài học là 4 bài Fun time, bao gồm các hoạt động và trò chơi ngôn ngữ, tạo hứng thú trong học tập cho học sinh.Bốn bài Review (Bao gồm phần Story và Seft check) được đặt sau mỗi 4 đơn vị học bài giúp các em học sinh ôn tập, củng cố kiến thức và kĩ năng tự kiểm tra, đánh giá kết quả học tập.
Trang 1Teacher’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
II INPUT Language:
- 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
- hoclieu.vn
- Flashcards with letters b, c, a and d
- Flashcards with the pictures of the words from Unit 1 to Unit 4
- Computer, projector
Trang 2PROCEDURE Warm-up – Listen and repeat – Look and circle – Homelink
Procedur
e
Teaching and learning activities Classroom
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 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 speechbubbles 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
Picture 1, please!) and describe the picture
Draw pupils’ attention to the boy (Phil), the girl (Sue) and the bubbles
Whole class Individual work
Step 3: Play the recording several times for pupils to Whole class
Trang 3listen and repeatthe sentences in the bubbles
of picture 1, saying Now listen, point to the sentences and repeat, please!
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 feel confident Go around and offer help, if necessary
Whole class wo
k
Step 6: 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
Whole class Pair work
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 dog? Yes, it is the dog Say the word, please!Ask pupils to repeat the words several
times, saying Repeat, please! Use the picture
of a dog and the word dog circled as the
Whole class Individual work
Trang 4Step 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
Extensio
n:
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
- 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 hoclieu.vn to show the pictures of the
story and have pupils tell the story from their memory
Whole class Individual work
Trang 5- Tell pupils to practise telling the story at
home
Teacher’s name: Week:
TIẾNG ANH 1 REVIEW 1 Lesson 2 Time allocation: 1 period
Trang 6OBJECTIVES By the end of the lesson, pupils will be able to:
- recognize the sounds they have learnt
- recognize the words they have learnt
- listen for specific sounds and words
II INPUT Language:
- Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
- Vocabulary: ball, book, car, cat
bag, desk, dog, door
- Structures:
This is my _ (introducing someone’s thing)
Resources/Material:
- Student’s book p 21
- hoclieu.vn
- Teacher’s guide pp 48-50
- Flashcards to play games
- Computer, projector
III.
PROCEDURE Warm-up – Listen and tick.– Listen and colour – Listen and tick or cross – Homelink
Procedur
e Teaching and learning activities management Classroom Warm-up 5 minutes
Option 1:
Use hoclieu.vn to show the pictures of the story in Lesson 1 Review 1 Ask pupils to
retell the story in pairs from their memory
Whole class Pair work
Trang 7Option 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?
what they can see, e.g a ball, a car Draw
pupils’ attention to the boxes next to the
letters a and b
Whole class Individual work
Step 2: 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 1a:
a ball,1b: a car)
Individual work
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 who find it difficult to do the task
Whole class Individual work
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 andhave some pupils to write letters to complete Individual work
Trang 8E.g
_ all , _ ar, _at, _og
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
Whole class Pair work
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 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).
Whole class Individual work
Step 2: Draw pupils’ attention to the box under
Picture 1 Before playing the recording, say Are you ready? Play the first sentence and
Whole class Individual work
Trang 9have 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
Whole class Individual work
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 _.; This is a .).
Whole class Individual work
Homelink 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
Teacher’s name: Week:
Trang 10TIẾNG ANH 1 REVIEW 1 Lesson 3 Time allocation: 1 period
I.
OBJECTIVES
By the end of the lesson, pupils will be able to:
- recognize the words they have learnt
- read the words they have learnt
- introduce themselves and introduce what they have
II INPUT Language:
- Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
- Vocabulary: apple, ball, bike, cat, can, cup, dog, duck
- Structures:
Hi, I’m _.; This is my _
Resources/Material:
- Student’s book p 22
- hoclieu.vn
- Teacher’s guide pp 50-51
- Flashcards to play games
- Computer, projector
III.
PROCEDURE Warm-up – Read and tick.– ball, the cat and the dog Then point and say Colour the apple, the –
Homelink
Trang 11e
Teaching and learning activities Classroom
managemen t Warm-up 5 minutes
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 Individual work
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 see Draw pupils’ attention to the boxes
next to the letters a and b
Whole class Individual 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
Whole class Individual work
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 to those pupils who find it difficult to do the task
Whole class Individual work
Trang 12Step 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
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
Whole class Individual work
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 things/pets
Whole class
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
Whole class Individual work