Giáo án Tiếng Anh Lớp 1 (Global success) - Review 3

 Teacher’s name: ____________________________________________ 
Week: __________
 TIẾNG ANH 1
 REVIEW 3
 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 /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ 
 (letter l)
 - - Vocabulary: 
 clocks, locks, mops, pots
 mango, monkey, mother, mouse
 bus, running, sun, truck
 Lucy, lake, leaf, lemons
 - - Exchanges and structures:
 How many _____? – _____. (asking and answering 
 questions about the quantity of things)
 That’s a _____. (introducing one thing)
 _____’s running. (describing what someone is doing)
 Look at _____. (using imperatives)
 Resources/Material: 
 - - Student’s book p. 54
 - - Teacher’s guide pp. 132-134
 - - Flashcards with letters o, m, u and l
 - - Flashcards with the pictures of the words from Unit 9 to Unit 
 12
 - - Computer, projector
 -
 261 repeat, please! 
 Step 4 Follow the same procedure with Pictures 2, 3 Whole class 
 and 4. Correct pronunciation, if necessary. Give 
 further support to those pupils who fnd 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 
 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 cirle. 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/actions, Whole class 
 saying What can you see in the pictures? Can you Individual 
 see the sun? Yes, it is the sun. Say the word, work
 263 Teacher’s name: ____________________________________________ 
Week: __________
 TIẾNG ANH 1
 REVIEW 3
 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 /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ 
 (letter l)
 - - Vocabulary: 
 mops, pots, mango, monkey, mouse, bus, sun, truck, lake, 
 lemons
 - Exchanges and structures:
 How many _____? – _____. ( asking and answering 
 questions about the quantity of things)
 That’s a _____. (introducing one thing)
 Look at _____. (using imperatives)
 Resources/Material: 
 - - Student’s book p. 55
 - - Teacher’s guide pp. 134-136
 - - Flashcards to play games
 - - Computer, projector
III. PROCEDURE Warm-up – Listen and tick. – Listen and circle. – Listen and 
 265 the answers. Whole class 
 Step 6 Invite some pupils to the front of the class to Individual 
 point to the pictures and say what they have work
 heard.
 Audio: 
 1. truck 2. two pots 3. mouse
 Key: 1. b 2. a 3. b
 Extension: Write incomplete words on the board and Individual 
 have some pupils to write letters to complete work
 them.
 E.g.
 b_s; tr_ck; m_ps; p_ts; _onkey; _ouse
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 Whole class 
 and 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. Pair work
 Play the recording again for them to check, Individual 
 if necessary. Invite some pupils to say the work
 sounds they have heard.
 Confirm the correct answers.
 Audio script + Key: 
 1. l 2. o 3. m 4. u
 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
 267 pupils say a sentence with a word. For a more Individual 
 able class, encourage pupils to use the work
 structures they have learnt (Look at _____.; 
 That’s _____.; How many ______?)
Homelink 5 minutes
 Option 1: Whole class 
 Organise Kim’s game. Stick flashcards on the Individual 
 board. Have pupils look at the cards for 30 work
 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.
 269 Write the letters – Homelink.
 Classroom 
 Procedure Teaching and learning activities
 management
Warm-up 5 minutes
 Option 1: Whole class 
 Have pupils sing the chants from Unit 9 Individual work
 and 12 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 Whole class 
 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 3.
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 Individual 
 see. Draw pupils’ attention to the boxes work
 next to the letters a and b. 
 Step 2 Ask pupils to look at the words 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 word/phrases in other Whole class 
 questions and tick the correct boxes, saying Individual 
 Now read and tick the correct pictures, please! work
 Give further support to those pupils who find it 
 difficult 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 
 271 Extension: Have pupils read the words aloud one more Individual 
 time and make a sentence with each word. work
6. Write the letters. 9 minutes
 Step 1 Have pupils look at the picture. Draw pupils’ Whole class 
 attention to the missing letters of the words 
 next to the person/ things.
 Step 2 Ask pupils to look at the sun and the Whole class 
 incomplete word __un.
 Model with this word so that pupils can 
 understand how to complete the task.
 Step 3 Have pupils look at the things/person and the Individual 
 incomplete words and complete the words. work
 Give further support to those pupils who find it 
 difcult 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: Write a list of letters on the board (b, t, u, l, a, Individual 
 r, e, s, k). Have pupils make words from the work
 letters given. Whole class 
Homelink 5 minutes
 Option 1: Whole class 
 Write a chant with some sentences Individual work
 from Exercise 5 on the board and have 
 pupils read them together. 
 E.g. Look at the bus.
 Look at the truck.
 That’s a lake.
 ...
 Option 2:
 Stick some flashcards on the board. 
 Write some words on the board. Have 
 pupils match.
 273