Giáo án tiếng anh lớp 1 năm học 20212022

Ask pupils to work in pairs or in groups to point to the picture and say the sound of the letter B/b and the words.. Invite two or three pupils to point to the picture and say the sound

TIẾNG ANH LESSON PLAN

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

- pronounce the sound of the letter B/b in

isolation

- say the words Bill, bike, book, ball.

- Flashcards for Unit 1

- Poster for Unit 1

- Greet the class by saying Hi

- Introduce your name I’m + name

- Encourage pupils to say their names and where

they come from (in Vietnamese)

- Introduce (in Vietnamese) Tiếng Anh 1 - Sách

học sinh (the number of units, the number of

lessons in one unit, and the number of activities

Open books or access sachmem.vn Have pupils

look at the picture, saying Look at the picture,

please! and describe it (in Vietnamese) Draw

pupils’ attention to the letter B/b, the word next to

Bill and other words next to the things and the

colour of the letter B/b (as mentioned in Input)

Ask pupils to point to the letter B/b Have them

listen and repeat the sound of the letter B/b (saying

Listen and repeat, please!) more than once, if

necessary

Tell pupils to point to Bill and the word Bill (saying

Point to Bill and the word Bill) Ask them to listen

and repeat the word, saying Listen and repeat,

please!

Repeat the same procedure with the ball, the bike

and the book Give further support to those pupils

who find it difficult to do the task

Play the recording again and have them listen, point

to the letter B/b and the ball, bike and book and

repeat until they feel confident Correct

pronunciation, if necessary

Play the recording again and call some pupils to say

the letter B/b and the words Bill, ball, bike and

book in front of the class (saying Well done! when

they performed well)

With a better class, have pupils look again at the

Whole class

Individual work

Whole class

Individual work

Whole class

picture and find the pictures of the birds, bees

(or/and butterfly) Teach the words bee, bird

Have pupils look at the picture again (Student’s

book, p 6 or Sachmem) or at Poster for Unit 1,

saying Look at the picture on Page 6, please! Ask

them to describe the picture again (in Vietnamese).

Draw their attention to the letter B/b, Bill and the

Get them to point to the letter B/b and say it,

saying Point to the letter B/b and say, please!

Let them point to Bill and say his name, saying

Point to Bill and say, please! Give further support

to those pupils who find it difficult to do the task

Follow the same procedure with other things Give

further support to those pupils who find it difficult

to do the task

Ask pupils to work in pairs or in groups to point to

the picture and say the sound of the letter B/b and

the words Go around and offer help or correct

pronunciation, if necessary

Invite two or three pupils to point to the picture

and say the sound of the letter and the words in

front of the class If they performed well, praise

them, saying Well done!

Whole class

Individual workIndividual workIndividual work

Pair or group work

Write four words Bill, ball, bike and book or stick

the flashcards with these words on the board Tell

pupils to look at the board, saying Look at the

board, please! What words can you see? OK, now

let’s play the game.

Tell pupils how the game is played, saying This

game is played in a group of four people When I

say, for example, Bill, you will run as quickly as

possible to the board and touch/slap your hand on

the word/flashcard The one who is the quickest to

Whole class

Whole class

Ask pupils to listen to four words and touch/slap

the flashcards/words as correctly and quickly as

possible, saying Are you ready? Now listen to me

and let’s play the game

Have pupils play the game in groups of four The

pupil who gets the highest score will be the

winner

Invite four pupils to play the game in front of the

class, if there is time

Whole class

Group work

Whole class

Homelink 3 minutes

Option 1: Pupils use Student’s books:

- to pronounce the sound of the letter B/b.

- to point to Bill and the things in the picture

on page 6 and say the words Bill, bike, ball, book.

Whole class

Option 2: Pupils may use sachmem:

- to listen and pronounce the sound of the

letter B/b.

- to listen and say the words Bill, bike, ball, book.

Pupils play Slap the board with the words bike,

book, ball in sachmem

Option 3: Pupils use pencils or colour pencils to:

- draw and colour the pictures of the bike,the ball and the book in the notebooks

- then to point to the the bike, the ball and

the book and say the words bike, ball, book.

TIẾNG ANH 1 LESSON PLAN

School: ………… School year: ………….

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

- say the letter B/b and the words bike, ball, book and the phrases a ball, a book, a bike in a chant.

- listen and identify the words bike, ball, book.

- trace the letter B/b

- Vocabulary: ball, bike, book

- Phrases: a book, a bike, a ball

- Greet the class and introduce yourself,

saying: Hi I’m + name.

- Option 1: Ask two or three pupils to look at

the picture in Lesson 1 (Student’s book or sachmem) and say the sound of the letter

Whole class

B/b and the words Bill, bike, book and ball.

- Option 2: Have a group of four pupils play

Slap the board in front of the class with the words bike, book and ball

- Option 3: Invite two or three pupils to showthe pictures (drawn at home as homelink)

and say the words/phrases (e.g bike/A bike, ball/a ball, book/a book).

- Get pupils to open their books and look at

Lesson 2, p 7 (saying Open the books and look at lesson 2, please!).

3 Listen and chant 10 minutes

Have pupils look at the chant on p 7 in their

books or on sachmem Say Look at the chant, please! Draw pupils’ attention to the first line

and explain its meaning (as mentioned in

Input) Ask them to pay attention to the letter B/b and the word ball Check comprehension.

Play the recording of the first verse for pupils

to listen and to get familiarized with the tune,

saying Listen to the first verse, please!

Play the recording again, ask pupils to listen

and repeat the first line, saying Listen again and repeat, please! Then play the recording for

them to listen and repeat until they feel

confident, saying Now listen and repeat, please!

Follow the same procedure with the otherverse Show pupils how to chant and clap theirhands Correct pronunciation, if necessary

Play the recording all the way through Askpupils to listen and repeat the chant

individually and in chorus, saying Listen and chant, please! Give further support to those

pupils who find it difficult to do the task

Select some pupils to the front of the class tochant and clap their hands The rest of the class

may sing the chant along and clap their hands

If they sang the chant well, praise them, saying

A, ball, a book, a bike.

4 Listen and tick 7 minutes

Have pupils look at the first two 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 Check

Play the recording of the first phrase for pupils

to listen Before playing the recording, say

Now look at the pictures in Question 1 You can see a ball and a bike? Yes, a ball and a bike.

Now listen to the recording, please! Play the

recording of the first phrase for pupils to hear

Say Did you hear “a ball” or “a bike”? Yes, it said “a bike” Point to the tick √ and say It’s a tick You tick the box b, you give the right answer.

Ask pupils to look at the last two pictures and

listen Say Now look at the pictures in Question

2 Listen and tick the correct box Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording

(several times, if necessary) for pupils to listenand tick the box

Ask pupils to say what they have heard and

ticked Say What did you hear? Did you hear

“a ball” or “a book”? If some pupils say “a ball”, let them listen to the recording again, saying Now listen again, please! and play the recording Ask What did you hear? Did you hear “a ball” or “a book”? then say Yes, “a book” So tick the box b.

traced Ask pupils to make sure if theyrecognize the two forms of the letter

Tell pupils to trace the letter B/b, saying Now use your pencil to trace the letter B/b You can

demonstrate by air tracing or tracing the broken

lines of the letter B/b on the board Then let

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

Check the results of pupils’ tracing and givefeedback Ask pupils to work in pairs and swap

their answers, saying Now work in pairs and check the answer Give pupils time to work Go

around and offer help, if necessary

Ask some pupils to show what they have done

Praise them if they have done well, saying Well done!

With a better class, write the letter B/b in

broken lines on the board and invite somepupils to trace them

Pupils learn by heart the chant p 7

Pupils trace the letter B/b in their workbooks

Whole class

Option 3: Pupils point to the pictures in Listen and

tick (p 7) and say the phrases, e.g 1a: A ball,

1b: A bike, 2a: A ball, 2b: A book.

TIẾNG ANH 1 LESSON PLAN

Unit: 1 In the school playground

Lesson: 3 Period: 3

I.

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

- use Hi, I’m + name to greet and introduce someone’s name and Bye, + name to say goodbye to someone.

- sing a song about how to greet and introduce someone’s name

- Hi, I’m + name

- Greet the class and introduce yourself,

saying: Hi I’m + name.

- Option 1: Have a group of pupils to sing the

chant on page 7 in front of the class The class claps hands.

- Option 2: Ask two pupils to point to the

pictures in Listen and tick (p 7) and say the phrases, e.g 1a: A ball, 1b: A bike, 2a: A ball, 2b: A book.

- Option 3: Invite one or two pupils write the

letter B/b on the board.

- Get pupils to open their books and look at

Lesson 3 p 8 (saying Open the books and look at lesson 3, please!).

Have pupils look at the first picture (in Student’s

book or on sachmem), saying Look at the first picture, please! What is Bill doing? Yes, he’s greeting and introducing his name He says “Hi, I’m Bill” Play the recording for pupils to listen and repeat, saying Now listen and repeat, please!

Have pupils look at the sentence “Hi, I’m Bill.”

Explain the meaning of the sentence and how it

is used (as mentioned in Input) Check

comprehension

Play the recording several times for pupils to

listen and repeat the sentence, saying Now listen and repeat, please! Give more support to those

pupils who find it difficult to do the task

Invite a few pupils to listen and repeat the

sentence “Hi, I’m Bill.” in front of the class.

Whole class

Individual work

saying Well done!

Have pupils look at the second picture, saying

Look at the second picture, please! What is the boy doing? Yes, he’s saying goodbye to Bill He says “Bye, Bill.” Play the recording for pupils to

listen and repeat Then explain the meaning ofthe sentence and how it is used Checkcomprehension

Have pupils look at the sentence “Bye, Bill.”

Listen to the recording and repeat until they feelconfident Check comprehension

Invite some pupils to listen and repeat the

sentences in front of the class Go around and

praise them if they performed well, saying Well done!

Whole class

Individual workWhole class

7 Let’s talk 10 minutes

Step 1:

Step 2:

Step 3:

Have pupils look at the first picture (in Student’s

book or sachmem) Say Look at Picture 1, please! Point to the boy on the left and ask them Who is this? Tell them that he is Bill, saying He

is Bill Then point to the boy on the right and ask them Who is this? Tell them that he is Ba, saying

Have pupils look at the second picture Say Look

at Picture 2, please! Point to the boy on the left

of the picture and ask pupils to identify who he

is, saying Who is this boy? Then tell them that he

is Ba, saying He is Ba Then point to the boy on the right and ask them And who is this? Tell them that he is Bill, saying He is Bill Then

select two pupils to act out in front of the class

Whole class

Pair or group work

Whole class

Ask a few pairs of pupils to introduce

themselves, saying Now introduce yourself to your friends E.g Hi, I’m _ (Lan/Nam, …).

Ask a few pairs of pupils to say goodbye to each

other, saying Now the pairs practise saying goodbye to each other E.g Bye, _

(Lan/Nam, …) Offer help, if necessary.

Encourage some pairs of pupils to practiseintroducing themselves and saying goodbye toeach other in front of the class Praise them,

saying Excellent! if they performed well.

With a better class, have pupils act out theexchange, using their own names E.g

A: Hi I’m Nam

B: Hi I’m Mai.

Pair or groups work

Have pupils read the lyrics (in their books or

sachmem) to familiarize themselves with the first verse of the song Say Now look at the first verse, please! Explain the meanings of the verse,

if necessary (as mentioned in Input) Check comprehension.

Play the recording several times for pupils torepeat line after line to make sure that they can

sing the verse correctly Say Now listen and repeat, please!

Do the same with the second verse of the lyrics.

Say Now look at the second verse, listen and repeat, please! Play the recording several times

for pupils to repeat to make sure that they cansing the verse correctly Check comprehension

Have pupils listen to the whole song, drawingtheir attention to the pronunciation, the stress and

Whole class

Individual work

Individual work

Whole class

Call one or two groups to sing the song in front

of the class Praise them when they perform well,

saying Excellent!

If time allows or with a better class, have pupilssing the song with their own names and perform

in front of the class E.g

Hi, I’m Mai.

Hi, I’m Lan.

Hi, Mai I’m Lan.

Hi, Lan I’m Mai.

Whole class

Homelink 3 minutes

Option 1: Pupils greet and introduce themselves, using

their own names

Whole class

Option 2:

Option 3:

Pupils sing the song on page 8 by heart

Pupils play Slap the board with the words bike, book and ball

TIẾNG ANH 1 LESSON PLAN

Lesson: 1 Period: 1

I.

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

- pronounce the sound of the letter

C/c

- say the words cake, car, cat, cup.

- Flashcards for Unit 2

- Poster for Unit 2

- Teacher’s guide pp 16-18

- Computer, projector

III.

PROCEDURE Warm-up – Listen and repeat – Point and say – Game - Homelink

management Warm-up 5 minutes

- Greet the class and introduce your name by

saying, e.g Hi, I’m Miss Hien Encourage

pupils to greet and introduce their names, e.g

Hi, I’m Hoa.

- Option 1: Have two or three pairs of pupils

Whole class

role-play the exchange Hi, I’m + name.

- Option 2: Ask one group to sing the song in

Unit 1, p 8

- Have pupils open the books and look at Unit 2, Lesson 1 p 9, saying Open the books and look

at Unit 2, Lesson 1 (Page 9).

1 Listen and repeat 10 minutes

Have pupils look at the picture (p 9) or Poster for

Unit 2, saying Look at the picture/poster, please!

Encourage pupils to describe the picture Draw

pupils’ attention to the letter C/c, the words next to the things, the pet and the colour of the letter C/c (as mentioned in Input) Check comprehension.

Get pupils to point to the letter C/c, saying Look

at the letter C/c, please! Then have them listen to

the recording and repeat the sound of the letter

C/c, saying Listen and repeat, please!

Have pupils point to the cat and/or the word cat, listen to the recording and repeat the word cat, saying Listen and repeat, please! Then play the

recording again, if necessary, for them to repeatindividually and in chorus Correct pronunciation,

if necessary If they repeated well, praise them,

saying Well done!

Follow the same procedure with the cake, car, cup

Correct pronunciation, if necessary

Get pupils to listen to the recording again,

pointing to the letter C/c, the words and the

things/pet and repeating until they feel confident

Give further support to those pupils who find itdifficult to do the task, if necessary

Invite a few pupils to pronounce the sound of the

letter C/c and say the words cake, car, cup, cat in

front of the class If they performed well, praise

them, saying Well done!

Whole class

Individual work

Individual work

Whole class

Pair or group work

Whole class

2 Point and say 7 minutes

Ask pupils to look at the picture on page 9 or

Poster 2 again, saying Look at the picture/poster, please! Ask them to describe the picture, paying attention to the letter C/c and the words they have learnt in Activity 1.

Get pupils to point to the letter C/c and say it, saying Point to the letter C/c and say, please! If

they pronounced correctly, praise them, saying

Excellent!

Ask pupils to point to the cake on the table and

say the word cake as a model (saying Point to the cake and say, please!) Remind them of the sound

of the letter c in the word cake Then ask one pupil

to point to the cake and to say the word cake in front

of the class Check comprehension

Follow the same procedure with other things andthe cat and correct pronunciation, if necessary

Give further support to those pupils who find itdifficult to do the task

Get pupils to work in pairs or in groups to point tothe things/pet in the picture and say the sound of

the letter C/c and the words Say Point and say, please! Go around to offer help or correct

Individual work

Individual work

Pair or group work

Tell pupils about two sets of flashcards (as

mentioned in Input in Teacher’s guide)

Tell pupils that they are going to match the wordswith the suitable pictures Give an example toshow how the game is played Checkcomprehension

Put pupils into groups of four and give each group

a set of flashcards Have the groups shuffle the

Whole classWhole class

Group work

Step 4:

flashcards and distribute them face down on thetable

Ask each player in turn to select two cards and

turn them face up Say Are you ready? Now let us play the game If the word matches the picture, the

player wins and continues to turn over anotherpair If the cards do not match, they are turnedface down again and the next player plays thegame The game ends when all the cards are gone

Pupils practise pronouncing the sound of the letter

C/c and saying the words car, cake, cup, cat (using student’s books or sachmem).

Pupils play Pelmanism with the words car, cat, cake, cup in sachmem.

Pupils do the project on page 6 in Workbook

Whole class

TIẾNG ANH 1 LESSON PLAN

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

- say the letter C/c and the words cup, cake, cat, car and the phrases a cup and a cake, a cat and a car

in a chant

- listen and identify the phrases A cat, A cake.

- trace the letter C/c

- Vocabulary: cup, cake, cat, car

- Phrases: a cup and a cake, a cat and a car

- Greet the class and introduce yourself, saying:

Hi I’m + name Encourage pupils to greet and introduce their names, e.g Hi, I’m Hoa.

- Option 1: Invite a few pupils to point to thepicture/poster and pronounce the sound of the

letter C/c and say the words car, cake, cup, cat.

- Option 2: Ask a group of four to play

Pelmanism with the words car, cat, cake, cup

in front of the class

- Option 3: Have pupils do the projet(Workbook, page 6) in pairs or groups

- Get pupils to open their books and look at

Lesson 2, p 10 (saying Open the books and look at lesson 2, please!).

Open books or access sachmem Have pupils look

at the chant, saying Look at the chant, please!

Explain the meaning of the first line (as mentioned

in Input in Teacher’s guide) Draw their attention

to the letter C/c in the words cup Check

comprehension

Let them look at the first line of the chant Play

the recording, ask pupils to listen and repeat the

sound of the letter c and the word a cup, saying Listen and repeat, please! Then have them listen again and repeat the sound of the letter c and the word a cup individually and in chorus Say Listen and repeat, please! If they chanted well, praise them, saying Well done!

Whole classIndividually

Whole class and

Individual work

Groups work

Step 6:

Extension:

Follow the same procedure with other lines

Correct pronunciation, if necessary Show themhow to chant and clap their hands

Play the recording all the way through again(more than once, if necessary) for pupils to dochoral and individual repetition

Put the class into two groups to practise chantingand clapping Each group should sing one verse of

the chant, saying Chant in groups, please!

If there is enough time, encourage a few groups tothe front of the class to chant and clap their hands

The rest of the class may clap along to the rhythm

If they performed well, praise them, saying Very good!

With a better class, encourage pupils to changesome lines of the chant and sing it in front of theclass E.g

a cat Can you see a car? Yes, a car Draw pupils’

attention to the boxes next to the letters a and b.

Check comprehension

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 cat, 1b: a car.

Play the recording of the first phrase for pupils to

listen, saying Now listen, please! Say What did you hear? Did you hear “a cat” or “a car”? Yes,

it said “a cat” You tick the box near the cat If

pupils tick the wrong box, have them listen to therecording and tick the box again until they have a

Whole class

Whole class

Individual work

Step 4:

Step 5:

correct answer

Follow the same procedure with the pictures in

Question 2 Before playing the recording, say Are you ready? OK, now listen and tick, please! Play

the recording (several times if needed) for pupils

to listen and do the task

Call a few pupils to the front of the class to point

to the pictures and say what they have heard E.g

1 a cat, 2 a cake

Individual work

Let pupils look at the pencil in sachmem and explain how the letter C (upper case) and the c

(lower case) is in traced Check comprehension

You can demonstrate by air tracing or tracing the

broken lines of the letter C/c on the board

Then let pupils do the tracing Give furthersupport to those pupils who find it difficult to dothe task

Check the results of pupils’ tracing and givefeedback Ask pupils to work in pairs and swaptheir answers Give pupils time to work Goaround and offer help, if necessary

Ask some pupils to show what they have done

Praise them if they have done well, saying Well done! or Good job!

With a better class, make a broken line on theboard and invite some pupils to write the letter

C/c.

Whole class

Whole class

Individual work

Pupils learn by heart the chant on p.10

Pupils trace the letter C/c in their workbooks

Whole class

Option 3: Pupils point to the pictures in Listen and tick

(p 10) and say the phrases, e.g 1a: A cat, 1b: A

car, 2a: A cup, 2b: A cake.

TIẾNG ANH 1 LESSON PLAN

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

- use I have a _ to talk about possession.

- sing a song with the structures I have a _ I have

a _ and I have a _.

- Sentence pattern: I have a _

- Greet the class and introduce yourself,

saying: Hi I’m + name Encourage pupils to greet and introduce their names, e.g Hi, I’m Lan.

- Option 1: Have a group of pupils to sing the

chant on page 10 in front of the class The class claps hands.

- Option 2: Show four flashcards (the cat, the

car, the cup and the cat) and ask two pupils topoint to the flashards and say the phrases, e.g

A cat, a car, a cup, a cake.

- Option 3: Invite one or two pupils to write

the letter C/c on the board.

- Get pupils to open their books and look at

Lesson 3 on p 11 (saying Open the books and look at lesson 3, please!).

meaning of the sentence and how it is used

Check comprehension

Play the recording the first time for pupils to

listen and repeat the sentence, saying Now listen and repeat, please! Correct pronunciation, if

necessary

Play the recording several times for pupils to

listen and repeat the sentence, saying Now listen

Whole class

Individual work

Individual

Step 4:

Step 5:

Extension:

and repeat, please! Give support to those pupils

who find it difficult to do the task

Have pupils point to the car and say the sentence

in pairs or groups, saying Point to the car and say, please! Go around and offer help, if necessary

Invite a few pupils to listen and repeat the

sentence “I have a car.” in front of the class.

Correct their pronunciation, if necessary orpraise them if they pronounced the sentence

correctly, saying Very well!

If time allows or with a better class, give pupils theflashcards (of a car, cup, cat, cup, book, bike, ball)

and let them show the flashcard and say, e.g I have

Have pupils look at the bubble to understand

how the language is used (I have a _).

Explain the meaning of the sentence, ifnecessary

Have pupils look at the first picture Say Look

at Picture a, please! Point to the car and ask them, saying What is this? Tell them that It’s a car Then point to the bubble and the car and say I have a car Correct pronunciation, if

necessary

Ask pupils to say the sentence “I have a car.” in chorus and individually, saying Now, point to Picture a and say “I have a car” If they said the sentence correctly, praise them Well done!

Follow the same procedure with Pictures b, c, d.

Give further support to those pupils who find itdifficult to do the task, if necessary

Ask pupils to work in pairs or groups, to point

to the pictures and say “I have a _.”, saying Now practise saying what you have.

Offer help, if necessary

Whole class

Individually

Individually

Pair or group work

Step 5:

Extension:

Invite some pairs of pupils to practise pointing

to the pictures and say what they have in front

of the class Praise them, saying Excellent! if

they performed well

If time allows or with a better class, divide the classinto groups of five, give each groups some of theflashcards (of a car, cup, bike, ball) and let them

show the flashcard and say, e.g I have a book.

Open books or access sachmem Have pupils

look at the lines of the lyrics Explain the

meaning of the structures “I have a _ I have a _ and I have a _” Then ask them

to read the first line aloud, saying Read aloud, please! Check comprehension, if necessary.

Play the recording of the first line several times

for pupils to listen and repeat, saying Now listen and repeat, please!

Follow the same procedure with other lines

Correct pronunciation and the tune, the rhythmand the melody of the verses of the song, ifnecessary

Play the recording all the way through forpupils to listen, to sing and clap their hands

Offer help, if necessary If they sang well,

praise them Excellent!

Invite some pupils to sing the song in front ofthe class The rest of the class sings along andclaps their hands to reinforce the tune, therhythm and the melody Go around and offerhelp, if necessary

If time allows or with a better class, have pupilschange some lines of the lyrics and sing thesong in front of the class E.g

I have a book and I have a car.

Date: …………

I.

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

- pronounce the sound of the letter A/a

- say the words apple, bag, can, hat.

- Flashcards for Unit 3

- Poster for Unit 3

- Teacher’s guide pp 29-31

- Computer, projector

III.

PROCEDURE Warm-up – Listen and repeat – Point and say – Game - Homelink

management Warm-up 5 minutes

- Greet the class and introduce your name Havepupils greet and introduce themselves

- Option 1: Have one group of pupils sing thesong on p 11 in front of the class The classclaps their hands

- Option 2: Invite one pupil to sing the song

Whole class

with his/her own lyrics.

- Option 3: Give pupils some flashcards (of acar, cup, cat, cake, book, bike, …) and lethim/her talk about possession, e.g I have acar

- Have pupils open the books and look at Unit 3, Lesson 1 p 14, saying Open the books and look at Unit 3, Lesson 1 (Page 14).

1 Listen and repeat 10 minutes

comprehension

Ask pupils to point to the letter A/a Have them listen and repeat the sound of the letter A/a, saying Listen and repeat, please! more than once, if

necessary

Tell pupils to point to the hat and the word hat, saying Point to the hat and the word “hat” Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again,

if necessary, for pupils to do choral and individualrepetition Correct pronunciation, if necessary

Repeat the same procedure with the words apple, bag and can Correct pronunciation, if necessary.

Play the recording again and have them listen,

point to the letter A/a and the words apple, bag, can, hat and repeat in groups until they feel

confident Give further support to those pupilswho find it difficult to do the task

Call a few pupils to pronounce the sound of the

letter A/a and say the words apple, bag, can, hat in front of the class (you may say Great! when they

perform well)

Whole class

Individual work

Individual work

Whole class

Group work

Whole class

2 Point and say 10 minutes

Have pupils look at the picture again, saying Look

at the picture, please! Ask them to describe the picture Draw their attention to the letter A/a and the things, if necessary.

Get them to point to the letter A/a and say it, saying Point to the letter A/a and say, please!

Ask pupils to point to the apple and say the word

apple as a model, saying Point and say, please!

Then ask one pupil to point to the apple and to say

the word apple in front of the class Correct

pronunciation, if necessary

Follow the same procedure with other things Goaround and correct pronunciation, if necessary

Ask pupils to work in pairs or in groups to look at

the picture, point to the letter A/a, the things and say the sound of the letter A/a and the words Go

around, offer help and correct pronunciation, ifnecessary

Invite a few pupils to point to the picture and saythe sound of the letter and the words in front of theclass If they performed well, praise them, saying

Well done! or Very good!

Whole class

Individual work

Individual workPair or group work

Tell pupils that they are going to play the game

Hot seat Explain how the game is played (as mentioned in the steps below) Check

comprehension

Divide the class into teams of four pupils Call onepupil from each team to sit on the “hot seat”,facing the classroom with the board behind

Write a word on the board, e.g bag Ask one of

the team members to describe it to help the pupil

in the “hot seat” guess the word

Continue until each team member has described aword to the pupil in the “hot seat” Give one starfor each right word The team gets more stars will

Whole class

Group work

Group work

Group work

Extension:

win

With a better class, after the pupils becomeexperts at the game, you can increase thedifficulty Write the words that pupils have learnt

in the previous units such as ball, cake, cup, …

Homelink 3 minutes

Option 1:

Option 1:

Option 1:

Pupils practise pronouncing the sound of the

letter A/a and saying the words bag, can, hat, apple (using Student’s books or sachmem).

Pupils play Hot seat with the words bag, apple, hat, can in sachmem.

Pupils do the project on page 9 in Workbook

Whole class

TIẾNG ANH 1 LESSON PLAN

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

- say the letter A/a and the words apple, bag, cat, hat and the sentences There’s a/an _ in/on the _.

- listen and identify the phrases A can, A hat.

- trace the letter A/a

- Vocabulary: apple, bag, cat, hat

- Sentence pattern: There’s a/an _ in/on the

- Greet the class and introduce yourself, saying:

Hi I’m + name Encourage pupils to greet and introduce their names, e.g Hi, I’m Hoa.

- Option 1: Invite a few pupils to point to thepicture/poster and pronounce the sound of the

letter A/a and say the words bag, can, hat, apple.

- Option 2: Ask a group of four to play Hot seat

with the target vocabulary they have learnt

- Option 3: Have pupils do the projet (page 6) inpairs or groups

- Get pupils to open their books and look at

Lesson 2, p 15 (saying Open the books and look at lesson 2, please!).

Whole class

3 Listen and chant 10 minutes

Step 1:

Step 2:

Open books or access sachmem Have pupils look

at the chant Say Look at the chant, please! Draw

pupils’ attention to the first verse and explain itsmeaning Ask them to pay attention to the letter

A/a and the words apple, bag and the sentence There’s an apple in the bag Check

comprehension

Play the recording for pupils to listen and to get

familiarized with the tune, saying Listen to the verse, please! Then play the recording again, ask

pupils to listen and repeat, line by line, saying

Listen again and repeat, please! After that, play

the recording for them to listen and repeat untilthey feel confident Give further support to those

Whole class

Individually

pupils who find it difficult to do the task.

Follow the same procedure with the verse Showpupils how to chant and clap their hands Correctpronunciation, if necessary

Play the recording all the way through Ask pupils

to listen and repeat the chant individually and in

chorus, saying Listen and chant, please!

Put the class into two groups to practise chantingand clapping Each of the groups should sing oneverse of the chant

If there is enough time, invite some groups to thefront of the class to chant and clap their hands

The rest of the class may clap their hands along to

the rhythm Say Excellent! when they perform

well

For a better class, encourage pupils to changesome lines of the chant and sing it in front of theclass E.g

There’s a cat on the hat.

There’s an apple in the bag.

There’s a bag on the table.

There’s a can on the table

Whole class and

individual work

Have pupils point to the pictures of Question 1 and

say what they can see, saying Can you a can and an apple? Draw pupils’ attention to the boxes next to the letters a and b Check comprehension.

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 can, 1b: an

Follow the same procedure with Question 2 Give

Whole class

Whole class

Individual work

Individual work

Step 5:

further support to those pupils who find it difficult

to do the task

Call a few pupils to the front of the class to point

to the pictures and say what they have heard E.g

Ask some pupils to make sure if they recognizethe two forms of the letter Then have pupils look

at sachmem and identify how the letter a (upper

case and lower case) is traced

Ask pupils to trace the letter A/a, saying Now trace the letter A/a with your pencils You can

demonstrate by air tracing or tracing the broken

lines of the letter A/a on the board Then let pupils

do the tracing Give further support to those pupilswho find it difficult to do the task

Ask pupils to work in pairs and swap their

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

around and offer help, if necessary Have somepupils show what they have done Praise them if

they have done well, saying Well done!

If time allows or with better classes, make abroken line on the board and invite some pupils to

write the letter A/a.

Whole class

Individual work

Pupils learn by heart the chant p 15

Pupils trace the letter A/a on page 10

(Workbook)

Whole class

Option 3: Pupils point to the pictures in Listen and tick

(p 15) and say the phrases, e.g 1a: A can, 1b:

An apple, 2a: A bag, 2b: A hat.

TIẾNG ANH 1

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

- use I have a _ to introduce things.

- sing a song with the structures Hi, I’m + name and This is my _

- Sentence pattern: This is my _

-Procedure Teaching and learning activities management Classroom Warm-up 7 minutes

- Have pupils greet and introduce their names,

e.g Hi, I’m Lan.

- Option 1: Have a group of pupils to sing the

chant on page 15 in front of the class The class claps hands.

- Option 2: Have a few pupil to point to the

picture in sachmem or Poster for Unit 3 and say the sentences, e.g The cat is on the hat; The hat is in the bag; The can is on the table

- Option 3: Invite one or two pupils to write the

letter A/a on the board.

- Get pupils to open their books and look at

Lesson 3 p 16 (saying Open the books and look at lesson 3, please!).

Open books or access sachmem Have pupils look

at the picture, saying Look at the picture, please! What’s in her hand? Yes, it’s a bag She introduces her bag She says “This is my bag.”

Explain the meaning of the sentence and how it isused Check comprehension

Play the recording the first time for pupils to listen

and repeat the sentence, saying Now listen and repeat, please! Correct pronunciation, if necessary

Play the recording several times for pupils to listen

and repeat the sentence, saying Now listen and repeat, please! Give support to those pupils who

find it difficult to do the task

Have pupils point to the bag and say the sentence

in pairs or groups, saying Point to the bag and say, please! Go around and offer help, if necessary

Invite a few pupils to listen and repeat the sentence

“This is my bag.” in front of the class Correct their

Whole class

Individual work

Individual work

Pair or group work

Whole class

pronunciation, if necessary or praise them if they

pronounced the sentence correctly, saying Very well!

7 Let’s talk 10 minutes

Show a real bag (or a flashcard of a bag) and ask

pupils to look at it, saying Look at the bag, please!

and say This is my bag Let them listen and repeat

the sentence several times until they feel confident,saying Listen and repeat, please!

Have pupils look at the bubble (This is my .)

to understand how the language is used Explainthe meaning of the sentence, if necessary

Ask them to look at the pictures to identify thethings they may possess Then let them point to the

pictures and say the words, saying Point and say, please! Check comprehension.

Point to Picture a and model the task, using the

expression in the bubble and the word in the

picture E.g This is my bag Then ask pupils to say the sentence This is my bag in chorus and

individually Correct pronunciation, if necessary

Follow the same procedure with Pictures b, c, d by

getting pupils to point to the pictures and say whatthey have Give further support to those pupils whofind it difficult to do the task

Have pupils point to the pictures and say thesentences in pairs or groups Go around and offerhelp, if necessary

Invite some pupils to point to the pictures and say

the sentences in front of the class, saying Well done! if they performed the task well

If time allows or with better classes, have pupils hold

their things and introduce them, e.g Nam: This is my bag This is my book This is my hat.

Whole class

Individually

Individually

Pair or group work

Whole class

8 Let’s sing 10 minutes

Step 1: Open books or access sachmem Have pupils read

the lyrics to familiarize themselves with the

Whole class

Follow the same procedure with the second verse

If there is time or with a better class, have pupilschange some sentences in the lyrics of the song andperform it in front of the class E.g

Hi, hi, hi.

Hi, I’m Mai.

I’m Mai I’m Mai I’m Mai.