Global Success_Grade 1_Review 4 Lesson plan_giáo án Review 4

GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 4. 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

RE VIEW 4 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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w)

- - Vocabulary:

bananas, noodles, nuts, teddy bear, tiger, top, turtle face, father, foot, football wash, water, window

- - Exchanges and structures:

- - He’s/ She’s having _ (describing what a person is eating)

I can see _ (saying what you can see)

Point to _ (using the imperatives)

How many _ can you see? - I can see _ (asking and answering questions about the number of things)

Resources/Material:

- - Student’s book p 71

- - Teacher’s guide pp 174-175

- - Website hoclieu.vn

- - Flashcards with letters n, t, f, w

- - Flashcards with the pictures of the words from Unit 13 to Unit 16

- - Computer, projector

-III.

PROCEDURE

Warm-up – Listen and repeat – Look and circle – 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 13 to Unit 16.

Option 1: Revising the sounds and words

- Show flashcards of the letters o, m, u and l

Have pupils say the letter names and the letter sounds

- Stick some flashcards including some pictures of the words from Unit 13 to Unit 16

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 bag 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 story 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, the girl and the bubbles

Whole class Individual work Step 3 Let pupils listen to the recording, point to the Whole class

sentence in the speech bubble and repeat,

saying Now listen, point to the sentence and repeat, please!

Step 4 Follow the same procedure with Pictures 2, 3

and 4 Correct pronunciation, if necessary

Give further support to those pupils who fnd

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

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 Praise pupils when they perform 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 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 (in the sentences or in the pictures)

Whole class

Step 2 Ask them to identify the parts of body/ things, Whole class

saying What can you see in the pictures?

Can you see the teddy bear? Yes, it is the

Say the words, please!

Individual work

Step 3 Ask pupils to look at the other pictures and

circle the words, 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 Ask pupils to swap the answers with a

classmate before checking as a class

Pair work

Step 5 Invite some pupils to show what they have

done Praise them if they have done well

Have the class say all of the words they have circled.

Individual work Whole class

Extensio

n:

Have pupils look at the pictures and the story again to circle other words in exercise 2

After the pupils have finished circling the words, have pupils read all of the words 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/story 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

Whole class

Individual work

story and have pupils tell the story from their memory

- Tell pupils to practise telling the story at

home

Teacher’s name: Week:

TIẾNG ANH 1 REVIEW 4 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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and / w/ (letter w)

- - Vocabulary:

noodles, teddy bear, tiger, turtle face, father, foot, wash, window

- - Exchanges and structures:

He’s/She’s having _ (describing what a person is eating)

Point to _ (using the imperatives)

Resources/Material:

- - Student’s book p 72

- - hoclieu.vn

- - Teacher’s guide pp 176-177

- - Flashcards to play games

- - Computer, projector

III.

PROCEDURE

Warm-up – Listen and tick – Listen and circle – 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 4 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 4

Whole class Pair work

Whole class

1 Listen and tick 8 minutes

Step 1 Have pupils look at the pictures Ask them to

point to pairs of pictures and say the words

Draw pupils’ attention to the boxes next to the

letters a and b Check comprehension.

Whole class Individual work

Step 2 Invite some pupils to point to the pictures and

say the words in front of the class

Individual work Step 3 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 questions 2 and 3 Go around and offer help, if necessary

Whole class Individual work

Step 5 Set a time limit for pupils to swap and check

Step 6 Invite some pupils to the front of the class to

point to the pictures and say what they have heard

Audio:

1 window 2 teddy bear 3 foot

Key: 1 a 2 b 3 b

Individual work

Extension

: Write incomplete words on the board andhave some pupils to write letters to complete

them

E.g

_indow; _urtle; _iger; _eddy bear; _ace; _oot

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 Have pupils look at the pairs of letters

again Tell them that they will listen to the recording, identify the sound and circle the

sound in each pair Check comprehension.

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

Step 5 Invite some pupils to say the sounds they

have listened

Audio script + Key:

1 w 2 n 3 f 4 t

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 Ask pupils to have a look at the pictures

and say what they can see

Whole class Individual work Step 2 Explain that they have to listen to some

sentences and put a tick or a cross in the boxes under the pictures

Whole class Individual work

Step 3 Get some pupils to point to the pictures and

say the words or sentences in front of the class

Whole class Individual work

Step 4 Play the recording twice, ask pupils to listen

Step 5 Set a time limit for pupils to check the

answers in pairs Correct the answers, if necessary

Individual work

Step 6 Play the recording again Confirm the

correct answers

If time allows, invite some pupils to the front

of the class to point to the pictures and say what they have heard

Audio script:

1 She’s having noodles

2 Point to your mother

3 Point to your father

4 He’s running

Key:

1 ✔ 2 X 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 the structures they have learnt (She’s

having _.; Point to _.; He’s ;

How many can you see?).

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 4 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

II INPUT Language:

- Sounds /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w)

- - Vocabulary:

bananas, nuts teddy bear, tiger, turtle face, father, foot,

football water, window

Resources/Material:

- Student’s book p 73

- hoclieu.vn

- Teacher’s guide pp 177-179

- Flashcards to play games

- Computer, projector

PROCEDURE

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

Procedur

e Teaching and learning activities

Classroom manageme nt Warm-up 5 minutes

Option 1:

Have pupils sing the chants from Unit 13 and

16 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 4

Whole class Individual work

Whole class

4 Read and tick 8 minutes

Step 1 Have pupils look at the pictures and say

what they see in the pictures Draw pupils’

attention to the boxes next to the letters a

Check comprehension

Whole class Individual work

Step 2 Ask pupils to look the word/phrase in each

work Step 3 Have pupils individually read the

word/phrase and tick the correct pictures

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

Whole class work

Individual work Step 4 Ask them to swap their work and check the Pair work

answers with a classmate Give pupils time

to work Go around and offer help, if necessary

Step 5 Invite some pupils to point to the pictures

and say the word/phases in front of the class Praise them if they have done well

Key:

1 b 2 a 3 b

Whole class Individual work

Extension: Say aloud some words/phrases and have

pupils circle the suitable pictures

Individual work

5 Find the words 8 minutes

Step 1 Have pupils read the words around the

table Explain how to do the activity Whole class Step 2 Ask pupils to look at the table, fnd and

circle the words individually

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

Step 1 Have pupils look at the picture Draw

pupils’ attention to the missing letters of the words next to the things

Whole class

Step 2 Ask pupils how to do the task If they do not

remember, model with one picture Ask pupils to look at the tiger and the

incomplete word iger Model with this

word so pupils can understand how to complete the task

Whole class

Step 3 Have pupils look at the things and the

incomplete words and complete the task individually

Individual work

Step 4 Ask pupils to swap their answers with other

classmates Then check the answers as a class

Pair work

Step 5 Invite some pupils to point at the picture

and say the words they have completed Individualwork Extension: Write some incomplete words on the board.

Invite some pupils to go to the board and complete the words

Individual work Whole class

Homelink 5 minutes

Option 1:

Have pupils play Pass the word game Pupils

stand in two lines to play The last pupils says the word aloud and make a sentence with it

Option 2:

Stick some flashcards on the board Write some words on the board Have pupils match

- Tell pupils to practise saying the words and

sentences at home

Whole class Individual work