Giáo án Tiếng Anh Lớp 1 (Global success) - Review 4

 Teacher’s name: ____________________________________________ 
Week: __________
 TIẾNG ANH 1
 REVIEW 4
 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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ 
 (letter w)
 - - Vocabulary: 
 bananas, noodles, nuts, teddy bear, tiger, top, turtle
 face, father, foot, football wash, water, window
 - - Exchanges and structures:
 - - He’s/ She’s having _____. (describing what a person is 
 eating)
 I can see _____. (saying what you can see)
 Point to _____. (using the imperatives)
 How many _____ can you see? - I can see _____. (asking and 
 answering questions about the number of things)
 Resources/Material: 
 - - Student’s book p. 71
 - - Teacher’s guide pp. 174-175
 - - Flashcards with letters n, t, f, w
 - - Flashcards with the pictures of the words from Unit 13 to 
 Unit 16
 - - Computer, projector
 -
III. PROCEDURE Warm-up – Listen and repeat. – Look and circle. – 
 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 ofthe class. Praise pupils when they 
 perform 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 parts of body/ things, Whole class 
 saying What can you see in the pictures? Can you Individual 
 see the teddy bear? Yes, it is the teddy bear. work
 Say the words, please!
 263 Teacher’s name: ____________________________________________ 
Week: __________
 TIẾNG ANH 1
 REVIEW 4
 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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ 
 (letter w)
 - - Vocabulary: 
 noodles, teddy bear, tiger, turtle
 face, father, foot, wash, window
 - - Exchanges and structures:
 He’s/She’s having _____. (describing what a person is 
 eating)
 Point to _____. (using the imperatives)
 Resources/Material: 
 - - Student’s book p. 72
 - - Teacher’s guide pp. 176-177
 - - Flashcards to play games
 - - Computer, projector
III. PROCEDURE Warm-up – Listen and tick. – Listen and circle. – Listen and 
 tick or cross. – Homelink
 265 Key: 1. a 2. b 3. b
 Extension: Write incomplete words on the board and have Individual 
 some pupils to write letters to complete them. work
 E.g.
 _indow; _urtle; _iger; _eddy bear; _ace; _oot
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 Have pupils look at the pairs of letters again. Whole class 
 Tell them that they will listen to the recording, 
 identify the sound and circle the letter of the
 sound in each pair. Check comprehension.
 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, Individual 
 if necessary. Invite some pupils to say the work
 sounds they have heard.
 Confirm the correct answers.
 Step 5 Invite some pupils to say the sounds they have 
 listened.
 Audio script + Key: 
 1. w 2. n 3. f 4. t.
 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 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 letters – Homelink.
 Classroom 
 Procedure Teaching and learning activities
 management
Warm-up 5 minutes
 Option 1: Whole class 
 Have pupils sing the chants from Unit 13 and 16 Individual 
 to revise the words and structures they have work
 learnt. 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.
 Whole class 
 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 4.
4. Read and tick. 8 minutes
 Step 1 Have pupils look at the pictures and say what Whole class 
 they see in the pictures. Draw pupils’ attention Individual 
 to the boxes next to the letters a and b. work
 Check comprehension.
 Step 2 Ask pupils to look the word/phrase in each Whole class 
 question. Individual 
 work
 Step 3 Have pupils individually read the word/phrase Whole class 
 and tick the correct pictures. Give further work
 support to those pupils who find it difficult to Individual 
 do the task. work
 Step 4 Ask them to swap their work and check the Pair work
 answers with a classmate. Give pupils time to 
 work. Go around and offer help, if necessary.
 Step 5 Invite some pupils to point to the pictures and Whole class 
 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. 
 Step 2 Ask pupils how to do the task. If they do not Whole class 
 remember, model with one picture. Ask pupils 
 to look at the tiger and the incomplete word 
 __iger. Model with this word so pupils can 
 understand how to complete the task.
 Step 3 Have pupils look at the things and the Individual 
 incomplete words and complete the task work
 individually.
 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 some incomplete words on the board. Individual 
 Invite some pupils to go to the board and work
 complete the words. Whole class 
Homelink 5 minutes
 Option 1: Whole class 
 Have pupils play Pass the word game. Pupils Individual 
 stand in two lines to play. The last pupils says the work
 word aloud and make a sentence with it.
 ...
 Option 2:
 Stick some flashcards on the board. Write some 
 words on the board. Have pupils match.
 - Tell pupils to practise saying the words and 
 sentences at home.
 273