Giáo án Tiếng Anh Lớp 1 (Global success) - Unit 10. At the zoo

 TIẾNG ANH 1
 LESSON PLAN
 School: . School year: .
 Grade: . Week: .
 Teacher: . Approved by: .
 Unit: 10. At the zoo
 Lesson: 1 Period: 1
 Date: . 
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - pronounce the sound of the letter M/m in isolation. 
 - say the words mango, monkey, mother, mouse.
II. INPUT Language: 
 - Sound /m/
 - Vocabulary: mango, monkey, mother, mouse
 Resources/Material: 
 - Student’s book p. 43
 - Teacher’s guide pp. 104-107 
 - Flashcards for Unit 10
 - Flashcards/pictures of different categories for Fun 
 Corner, e.g. (1) toys: car, ball, duck; (2) food: chips, fish, 
 chicken; (3) school things: pencil, pen, book; (4) 
 animals: monkey, mouse, goat; (5) pets: dog, cat, fish; 
 (6) body parts: head, hand, hair;  
 - Poster for Unit 10
 - Computer, projector
 128 Step 2: Ask pupils to point to the letter M/m. Have them Individual 
 listen and repeat the sound of the letter M/m, work
 saying Point to the letter M/m, listen and repeat, 
 please! more than once, if necessary. 
 Step 3: Tell pupils to point to the mango and/or the word Whole class
 mango, saying Point to the mango and the word 
 “mango”. Ask them to listen and repeat the word, 
 saying Listen and repeat, please! Then play the 
 recording again, if necessary, for them to repeat 
 individually and in chorus. Correct pronunciation, 
 if necessary. If they repeated well, praise them, 
 saying Well done! 
 Step 4: Repeat the same procedure with the monkey, the Whole class
 mother and the mouse. Correct pronunciation, if 
 necessary. 
 Step 5: Play the recording again and have them listen, Whole class
 point to the letter M/m and the words mango, 
 monkey, mother and mouse and repeat until they 
 feel confident. Give further support to those 
 pupils who find it difficult to do the task, if 
 necessary. 
 Step 6: Play the recording again and call a few pupils to Individual 
 say the sound of the letter M/m and the words work
 mango, monkey, mother and mouse in front of the 
 class, saying Excellent! when they performed well.
 Extension: For better pupils, using the new and learnt in the Individual 
 previous units vocabulary and have the pupils make work
 labels for the animals (cat, dog, duck, goat, horse, 
 monkey, mouse). Ask them to attach the cards to the 
 corresponding animals and practise saying the words.
2. Point and say. 7 minutes
 Step 1: Have pupils look at the picture again. Ask them to Whole class 
 describe the picture. Draw their attention to the 
 letter M/m, the person/thing/animals, if 
 necessary. 
 130 Step 4: Put the flashcards/pictures on the board and Group work
 continue the game in the same way with other 
 groups
Homelink 5 minutes
 - Revise the main teaching point of the lesson: the Whole class
 sound of the letter m and the words mango, 
 monkey, mother, mouse.
 Option 1: Whole class
 Using, have pupils look at the things in the picture 
 and repeat the words after the recording.
 Option 2:
 Using Poster for Unit 10, ask pupils to point to the 
 things in the picture and say the words. For better Individual 
 pupils, teacher may cover the words and ask them work
 to point to the things and say the words aloud.
 Option 3:
 Using pictures and flashcards, get some pupils to 
 match the words mango, monkey, mother, mouse Individual 
 and the pictures. Then ask the class to say the work
 words aloud.
 TIẾNG ANH 1
 132 - Computer, projector
III. PROCEDURE Warm-up – Listen and chant. – Listen and tick. – Look, 
 trace and write. – Homelink
 Classroom 
Procedure Teaching and learning activities
 management
Warm-up 5 minutes
 Option 1: Whole class
 Ask two or three pupils to look at the picture in 
 Lesson 1 (Student’s book or) and say the sound of 
 the letter M/m and the words mango, mother, 
 monkey and mouse.
 Option 2: 
 Ask the class to play Find the odd one out again, Whole class
 using the words in Lesson 1, Unit 10 and those in 
 the previous units, saying Now let us play Find the 
 odd one out!
 Option 3: 
 Whole class
 Get pupils to play What’s Missing Game, using the 
 pictures and flashcards with the incomplete words 
 _ango, _onkey, _other and _ouse. Pupils should 
 guess the missing letters and say the words 
 correctly.
3. Listen and chant. 10 minutes
 Step 1: Have pupils look at the chant, saying Look at the Whole class
 chant, please! Draw pupils’ attention to the first 
 verse and explain its meaning. Ask them to pay 
 attention to the letter M/m and the words 
 monkey, mouse. Check comprehension. 
 Step 2: Play the recording of the first verse for pupils to Whole class
 listen and to get familiarized with the rhythm, 
 saying Listen to the first verse, please! Then play 
 the recording for them to listen and repeat until 
 134 “There’s a mouse”, let them listen to the recording 
 again, saying Now listen again, please! Play the 
 recording and ask What did you hear? Did you 
 hear “There’s a monkey” or “There’s a mouse”? 
 Yes, “There’s a monkey”. Tick the box a. So a is the 
 correct answer. 
 Follow the same procedure with the pictures in 
 Step 3: Question 2. Before playing the recording, say Are Individual 
 you ready? OK, now listen, please! Play the work
 recording (several times if needed) for pupils to 
 listen and tick the correct box. 
 Call a few pupils to the front of the class to point 
 Step 4: to the pictures and say what they have heard. If Individual 
 they said correct words, praise them, saying Well work
 done! or Very good! 
5. Look, trace and write. 8 minutes
 Step 1: Have pupils look at the letter M (upper case) and Whole class
 m (lower case). Remind them how to trace it. 
 Step 2: Give pupils time to trace the letter M/m Individual 
 independently, saying Now trace the letter M/m work
 with your pencil. You can demonstrate by air 
 tracing or tracing the broken lines of the letter 
 M/m on the board. Then let pupils do the tracing. 
 Give further support to those pupils who find it 
 difficult to do the task. 
 Step 3: Check the results of pupils’ tracing and give Pair work
 feedback. Ask pupils to work in pairs, swap and 
 check their answers. Give pupils time to work. Go 
 around and offer help, if necessary. 
 Step 4: Then have pupils look at the four pictures in the Whole class
 activity. Ask some questions to help them identify 
 the person and things in the pictures (e.g. 
 What’s/Who’s that? What can you see in the 
 pictures?). Use the first picture as an example, ask 
 pupils to look at it, guess what letter is missing 
 and complete the word. 
 Step 5: Give pupils time to complete the words Individual 
 136 TIẾNG ANH 1
 LESSON PLAN
 School: . School year: .
 Grade: . Week: .
 Teacher: . Approved by: .
 Unit: 10. At the zoo
 Lesson: 3 Period: 3
 Date: . 
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - use “That’s a _____.” to identify someone or 
 something. 
 - sing a song with the structure “That’s a _____.”
II. INPUT Language: 
 - That’s a _______.
 Resources/Material: 
 - Student’s book p. 45
 - Teacher’s guide pp 109-111
 - Workbook p. 33
 - Pictures/Slides of animals for Warm-up
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – 
 Homelink
 138