Giáo án Tiếng Anh Lớp 1 (Global success) - Review 2

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Giáo án Tiếng Anh Lớp 1 (Global success) - Review 2
 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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