Global Success_Grade 1_Review 2 Lesson plan_giáo án Review 2

GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 2. 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.

Teacher’s name: Week:

TIẾNG ANH 1 REVIEW 2 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h)

- Vocabulary:

chips, fish, milk, chicken bell, pen, pencil, red garden, gate, girl, goat hair, hand, head, horse

- Structures:

-I like (talking about hobbies) It’s a red (introducing something) There’s a (introducing something/someone) Touch your (using the imperatives)

Resources/Material:

- Student’s book p 37

- Teacher’s guide pp 88-90

- Website hoclieu.vn

- Flashcards with letters i, e, g and h

- Flashcards with the pictures of the words from Unit 5 to Unit 8

- Computer, projector

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

PROCEDURE Homelink

Procedur

e Teaching and learning activities

Classroom manageme nt Warm-up 7 minutes

- Remind pupils of the names of the

topics they have learnt from Unit 5 to Unit 8.

- Then:

Option 1: Revising the sounds and words

- Show flashcards of the letters i, e, g and h.

Have pupils say the letter names and the letter sounds

- Stick some flashcards including some pictures of the words from Unit 5 to Unit 8 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, Mystery or Pass the word) with the

words they 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 pictures Ask them

some questions, such as Who are in the pictures?

What are they doing? Then have pupils

guess the content of the story

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

listen and repeat the sentences in the

bubbles of picture 1, saying Now listen, point

to the sentences and repeat, please!

Whole class

Step 4 Repeat the same procedure with Pictures 2,

3 and 4 Correct pronunciation, if necessary

Give further support to those pupils who find

it difficult 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

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

Extensio

n: 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 circle 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 (in the sentences or in the pictures)

Whole class

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

What can you see in the pictures? Can you see the bag? Yes, it is the bag Say the

Whole class Individual work

Ask pupils to repeat the words several times,

saying Repeat, please! Tell pupils to circle the bag

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

Extensio

n:

After the pupils have finished circling the words, ask them to look at the story again

and circle the bag, the goat, the ball and the gate in the pictures of the story Then ask

them what things they can see in the pictures and have them circle these things (in the pictures there are some things that pupils have learnt: cat, head, hand, 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

Homelin

k

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

- Tell pupils to practise telling the story at

home

Whole class Individual work

Teacher’s name: Week:

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

I.

OBJECTIVES 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h)

- Vocabulary: goat, gate, pen, pencil, hand,

head, bell, fish, girl, pen

- Structures:

I like (talking about hobbies)

I have a red (introducing what you have) There’s a (introducing something/someone) Touch your (using the imperatives)

Resources/Material:

- Student’s book p 38

- Teacher’s guide pp 90-92

- Flashcards to play games

- Computer, projector

III Warm-up – Listen and tick – Listen and circle –

PROCEDURE Listen and tick or cross – Homelink

Procedur

e Teaching and learning activities

Classroom manageme nt Warm-up 5 minutes

Option 1:

Use hoclieu.vn to show the pictures of the

story in Lesson 1 Review 2 Ask pupils to

retell the story in pairs from their memory

Option 2:

Have pupils play Mystery bag or Hot seat to

revise the sounds and words they learnt in

previous units

Lead to Activity 1, Self check, Review 2

Whole class Pair work

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 goat and a gate? and say what they can see, e.g a goat, a gate 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 goat,

1b: a gate)

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 Pair workWhole 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 a gate 2 a pen 3 a hand

Key: 1 b 2 b 3 a

Individual work

Extension: Write incomplete words on the board and

have some pupils to write letters to complete them

E.g _ oat , _ ate, _en, _encil, _and, _ead

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

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 i 2 e 3 g 4 h

Key: 1 i; 2.e; 3 g; 4 h

Extended activity:

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 Whole

at Picture 1, please!) and say what they can see, (saying What can you see? Can you see a bell? Yes, a bell) 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 bell, 2 fish…).

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 have pupils do the task, saying OK, now listen and tick or cross, please!

Whole class Individual work

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 There’s a bell 2 I like chips

3 Touch your hair 4 I have a red pen

Key:

1 ✔ 2 x 3 ✔ 4 x Extension: Extended activity:

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 Kim’s game Stick flashcards on the board Have pupils look at the cards for

30 seconds Then ask them to close their eyes Have them open their eyes again and say what words have been missing

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 Individual work

Teacher’s name: Week:

TIẾNG ANH 1 REVIEW 2 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

- write the letter to complete the words

- Sounds /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h)

- Vocabulary: fish, chicken, bell, pen, milk, gate,

goat, hand, head, pencil, red, gate

Resources/Material:

- Student’s book p 39

- Teacher’s guide pp 92-94

- Flashcards to play games

- Computer, projector

III.

PROCEDURE Warm-up – Read and tick – Find the words – Write the letters – Homelink.

Procedur

e

Teaching and learning activities Classroom

management

Warm-up 5 minutes

Option 1:

Have pupils sing the songs from Unit 7 and 8

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 Slap the board to

revise the sounds and words they learnt in

previous units

- Lead to Activity 4, Review 2

Whole class Individual work

Whole class

4 Read and tick 8 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 difcult to do the task

Whole class Individual work

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 b 2 b 3 a

Whole class Individual work Extensio Say aloud some words and have pupils circle Individual

n: the suitable pi

tures

work

5 Find the words 8 minutes

Step 1 Have pupils read the words around the

table Explain how to do the activity,

saying Look at the words around the table, find and circle the words in the table using pencils.

Whole class

Step 2 Model the first word Have pupils look at

the first word on the left, saying Look at the word fish, please! Ask them to find the

in the table and circle, saying Find and circle the word fish, please!

Whole class

Step 3 Have pupils find other words in the

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

Individual work

Step 4 Have pupils exchange their answers in

pairs or in groups before checking as class

Pair work

Step 5 Invite some pupils to point to the words in

the table and say them in front of the class

KEY:

Individual work

Extension: Have pupils read the words aloud one

more time and make a sentence with each word

Individual work

6 Write the letters 9 minutes