Giáo án Tiếng Anh Lớp 1 (Global success) - Review 1

 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. 
II. INPUT Language: 
 - Sounds /b/ (letter b), /k/ (letter c), /ổ/ (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 
 - Flashcards with letters b, c, a and d
 - Flashcards with the pictures of the words from Unit 1 to 
 Unit 4
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat. – Look and circle. – Homelink
 245 picture 1, saying Now listen, point to the 
 sentences and repeat, please!
 Step 4: Repeat the same procedure with Pictures 2, 3 and Whole class 
 4. Correct pronunciation, if necessary. Give 
 further support to those pupils who find it difcult 
 to do the task.
 Step 5: Play the recording of the whole story several Whole class 
 times and have pupils listen, point to the speech wok
 bubbles and repeat until they feel confident. Go 
 around and offer help, if necessary.
 Step 6: Play the recording again and invite some pairs of Whole class 
 pupils to listen to the recording and repeat the story Pair work
 in front of the class, saying Well done! when they 
 performed well. Encourage them to use gestures, 
 face expressions,... when they repeat the story.
 Step 7: Have pupils work in pairs to look at the book and Pair work
 read the story aloud. Encourage them to use 
 gestures, face expressions,Observe and support 
 pupils when needed.
 Extension: After pupils have remembered the story, have Whole class 
 them role play it. Model with one pupil and ask Pair work
 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 Whole class 
 four pictures and circle the words. These words all work
 appear in the story. 
Step 2: Ask them to identify the thing/animals, saying Whole class 
 What can you see in the pictures? Can you see the Individual work
 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 example
 247 Teacher’s name: ____________________________________________ 
Week: __________
 TIẾNG ANH 1
 REVIEW 1
 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 /b/ (letter b), /k/ (letter c), /ổ/ (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
 - Teacher’s guide pp. 48-50
 - Flashcards to play games
 - Computer, projector
III. PROCEDURE Warm-up – Listen and tick.– Listen and colour. – Listen and 
 249 point to the pictures and say what they have work
 heard.
 Audio: 1. ball 2. dog
 Key: 1. a 2. b
 Extension: Write incomplete words on the board and have Individual 
 some pupils to write letters to complete them. work
 E.g.
 _ all , _ ar, _at, _og
2. Listen and circle. 7 minutes
 Step 1: Have pupils look at the pairs of letters and Whole class 
 practice saying the letter names and letter Pair work
 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 Whole class 
 circle the letter. 
 Step 3: Play the recording, ask pupils to listen and Whole class 
 circle the letters of the sounds. Have pupils Individual 
 listen at least twice. work
 Step 4: Ask pupils to swap and check the answers. Play Pair work
 the recording again for them to check, if Individual 
 necessary. Invite some pupils to say the sounds work
 they have heard.
 Confirm the correct answers.
 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 Whole class 
 down the letters on their small boards. 
3. Listen and tick or cross. 10 minutes
 Step 1: Have pupils look at Picture 1 (saying Look at Whole class 
 Picture 1, please!) and say what they can see, Individual work
 (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 
 251 Teacher’s name: ____________________________________________ 
Week: __________
 TIẾNG 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), /ổ/ (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
 - Teacher’s guide pp. 50-51
 - Flashcards to play games
 - Computer, projector
III. PROCEDURE Warm-up – Read and tick.– Colour the apple, the ball, the 
 cat and the dog. Then point and say. – Homelink
 253 other’s answers. Give pupils time to work.
 Go around and offer help, if necessary.
 Step 5: Invite some pupils to show what they have Whole class 
 done. Praise them if they have done well. Individual 
 Key: work
 1. a 2. a 3. b 4. b
 Extension: Say aloud some words and have pupils circle Individual 
 the suitabe pictures. work
5. Colour the apple, the ball, the cat and the dog. Then point 
and say. 15 minutes
 Step 1: Have pupils look at the pictures and say what Whole class 
 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!
 Step 2: Have pupils look at the first picture. Ask them Whole class 
 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.
 Step 3: Ask pupils to identify what information is Whole class 
 missing in the sentences, saying Look at the Individual 
 incomplete sentences and say what work
 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 Individual 
 pictures. work
 Step 5: Get pupils to work in pairs to point to the Pair work
 pictures, look at the sentences and say them 
 (in the first sentence: greeting and saying 
 255