Giáo án Tiếng Anh Lớp 1 (Global success) - Review 2
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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 - Flashcards with letters i, e, g and h - Flashcards with the pictures of the words from Unit 5 to Unit 8 - Computer, projector III. PROCEDURE Warm-up – Listen and repeat. – Look and circle. – Homelink 261 and 4. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult 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 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 Pair work 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. 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 circle. 8 minutes Step 1 Explain to pupils that they are going to look at Whole class the four pictures and circle the words. These words all appear in the story (in the sentences or in the pictures). Step 2 Ask them to identify the thing/animals, saying Whole class What can you see in the pictures? Can you see the Individual bag? Yes, it is the bag. Say the word, please! 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 Individual 263 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. PROCEDURE Warm-up – Listen and tick. – Listen and circle. – Listen and tick or cross. – Homelink 265 heard. Audio: 1. a gate 2. a pen 3. a hand Key: 1. b 2. b 3. a Extension: Write incomplete words on the board and have Individual some pupils to write letters to complete them. work E.g. _ oat , _ ate, _en, _encil, _and, _ead 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. i 2. e 3. g 4. h Key: 1. i; 2.e; 3. g; 4. h Extended activity: Whole class Say the letters aloud and have pupils write 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 (saying What can you see? Can you see a bell? work 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 267 - Tell pupils to practise saying the words and make sentences at home. 269 III. PROCEDURE Warm-up – Read and tick. – Find the words – Write the letters – Homelink. Procedure Teaching and learning activities Classroom management Warm-up 5 minutes Option 1: Whole class Have pupils sing the songs from Unit 7 and 8 to Individual revise the words and structures they have learnt. work 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: Whole class 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. 4. Read and tick. 8 minutes Step 1 Have pupils look at the pictures (saying Look at Whole class the pictures, please!) and say what they can see. Individual Draw pupils’ attention to the boxes next to the work letters a and b. Step 2 Ask pupils to look at the word in question 1. Whole class Model with this question. Invite one pupil to Individual read the word and choose a or b. Confirm the work correct answer. Step 3 Get pupils to read the phrases in other questions Whole class and tick the correct boxes, saying Now read and Individual tick the correct pictures, please! Give further work support to those pupils who find it difcult to do the task. Step 4 Ask pupils to work in pairs and to swap their Pair work work, saying Now work in pairs and check each other’s answers. Give pupils time to work. Go around and offer help, if necessary. 271 Step 1 Have pupils look at the picture. Draw pupils’ Whole class attention to the missing letters of the words next to the things/animal/part of the body. Step 2 Ask pupils to look at the head of the boy and Whole class the incomplete word __ead. Model with this word so pupils can understand how to complete the task. Step 3 Have pupils look at the things/animal/part of Individual the body, the incomplete words and complete work the words. Give further support to those pupils who find it difficult to do the task. Step 4 Ask pupils to swap their answers with other Pair work classmates. Then check the answers as a class. Step 5 Invite some pupils to point at the picture and Individual say the words they have completed. work Extension: Have pupils play Pictionary game. Some pupils Individual read aloud words for other pupils to draw on work the board. Whole class Homelink 5 minutes Option 1: Whole class wo Whole class Write a chant with some sentences from Individual Exercise 5 on the board and have pupils read work them together. E.g. There is gate. There is a goat. There is a red pen too. Individual work Option 2: Stick some flashcards on the board. Write the words in this exercise on the board. Have pupils match. - Tell pupils to practise saying the words and sentences at home. 273
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