Giáo án Tiếng Anh Lớp 1 (Global success) - Unit 12. At the lake

 TIẾNG ANH 1
 LESSON PLAN
 School: . School year: .
 Grade: . Week: .
 Teacher: . Approved by: .
 Unit: 12. At the lake
 Lesson: 1 Period: 1
 Date: . 
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - pronounce the sound of the letter L/l in isolation. 
 - say the words Lucy, lake, leaf, lemons correctly.
II. INPUT Language: 
 - Sound /l/
 - Vocabulary: lake, leaf, lemons 
 Resources/Material: 
 - Student’s book p. 51 
 - Flashcards for Unit 12 
 - Poster for Unit 12
 - Teacher’s guide pp 124-127
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game - 
 157 Repeat the same procedure with Lucy, the leaf and 
 Step 4: the lemons. Correct pronunciation, if necessary. Individually
 Have pupils point to the letter L/l, the pictures, 
 Step 5: listen to the recording again and say the sound of Pair or group 
 the letter and the words again in pairs or groups. work
 Give further support to those pupils who find it 
 Step 6:
 difficult to do the task, if necessary. Whole class
 Play the recording again and invite a few pupils to 
 say the letter L/l and the words Lucy, lake, leaf, 
 lemons in front of the class.
2. Point and say. 10 minutes
 Step 1: Have pupils look at the picture again and explain Whole class
 the situation in which the language is used, saying 
 Look at the picture and describe it, please! E.g. 
 Lucy is drinking. The mother is eating. The father is 
 reading. Draw their attention to the letter L/l and 
 the words they have learnt in Activity 1. Tell pupils 
 to point to the letter L/l and say its sound, saying 
 Point to the letter L/l and say it, please!
 Step 2: Let them point to the lake and say the word lake Individual 
 as a model. Say Point and say, please! Remind work
 them of the sound of the letter l in the word lake.
 Step 3: Then ask one pupil to point to the lake and say the Individual 
 word lake in front of the class. Check work
 comprehension.
 Step 4: Follow the same procedure with other things. Pair or group 
 Correct pronunciation, if necessary. Give further work
 support to those pupils who find it difficult to do 
 the task.
 Step 5: Get pupils to work in pairs or groups, one pupil Pair or group 
 points to the character and things in the picture work
 and the other one says the words. Go around to 
 offer help or correct pronunciation, if necessary.
 Select some better pupils or some pairs to point to 
 the picture and say the sound of the letter and the 
 159 LESSON PLAN
 School: . School year: .
 Grade: . Week: .
 Teacher: . Approved by: .
 Unit: 12. At the lake
 Lesson: 2 Period: 2
 Date: .. 
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - say the sound of the letter L/l, the words lake, lemons, 
 Lucy, the structure Look at ___ in a chant.
 - listen and identify the sentences: Look at the lemons. 
 Look at the lake.
 - trace the letter L/l and write the letter L/l in the words 
 Lucy, lake, leaf, lemons. 
II. INPUT Language: 
 - Sound /l/
 - Vocabulary: lake, leaf, lemons
 - Sentence pattern: Look at ___. 
 Resources/Material: 
 - Student’s book p. 52
 - Teacher’s guide pp. 127-129
 - Computer, projector
III. PROCEDURE Warm-up – Listen and chant – Listen and tick – Look and 
 trace - Homelink
 161 those pupils who find it difficult to do the task.
 Select one or two groups to the front of the class 
 to chant and clap their hands. The rest of the class 
 may clap along to the rhythm.
 With better classes, encourage pupils change some Whole class 
 Extension: lines of the chant and sing the chant in front of the 
 class. E.g. 
 L, l, Lucy. Look at Lucy.
 L, l, lake. Look at the lake.
 L, l, leaf. Look at the leaf.
 L, l, lemons. Look at the lemons.
 L, l, locks. Look at the locks.
4. Listen and tick. 7 minutes
 Step 1: Have pupils look at the pictures and say imperative Whole class 
 sentences, saying Point to the pictures and say, 
 please! Pupils may point to the lemons and say, 
 e.g. Look at the lemons. Draw pupils’ attention to 
 the boxes next to the letters a and b. Check 
 comprehension.
 Step 2: Select a few pupils to point to the pictures in Individual 
 Question 1 and express commands/say the work
 imperative sentences/comands in front of the class. 
 Say Point to the pictures and say the sentences, 
 please! E.g. 1a: Look at the lemons, 1b: Look at the 
 apples.
 Step 3: Play the recording of the first sentence for pupils Individual 
 to listen and tick, saying Now listen to the work
 recording and tick, please! Play the recording of 
 the first sentence again for pupils to listen and tick.
 Step 4: Ask pupils to say what they have heard and ticked. Individual 
 Step 5: Follow the same procedure with the pictures in work
 Question 2. Before playing the recording, say Are 
 you ready? OK, now listen to the recording and 
 tick, please! Play the recording (several times if 
 needed) for pupils to listen and tick the correct 
 163 Option 1: Pupils learn by heart the chant (p. 52). Whole class
Option 2: Pupils trace the letter L/l, Page 37 (Workbook).
Option 3: Pupils point to the pictures in Listen and tick (p. 
 52) and express commands, e.g 1a: Look at the 
 lemons 1b: Look at the apple. 
Option 4: Pupils point to the flashcards of the vocabulary 
 items and express a command. E.g. Look at the 
 locks.
 165 III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing - 
 Homelink
 Classroom 
 Procedure Teaching and learning activities
 management
Warm-up 7 minutes
 - Option 1: Have a group of pupils to sing the Whole class
 chant on page 52 in front of the class. 
 - Option 2: Invite a few pupil to point to the 
 picture in or poster for Unit 12 and say the 
 structure, e.g. Look at ___. 
 - Option 3: Select one pupil who has changed 
 some lines of the chant and chant it in front of 
 the class.
 - Get pupils to open their books and look at 
 Lesson 3 page 53 (saying Open the books and 
 look at lesson 3, please!).
6. Listen and repeat. 5 minutes
 Step 1: Have pupils look at the picture, saying Look at the Whole class
 picture, please! Ask them who the girl is, saying 
 Who is she? Is she Lucy? Yes, she’s Lucy. Then let 
 them point to Lucy and say Look at Lucy. Play the 
 recording several times for pupils to listen and 
 repeat the sentence. Explain the meaning of the 
 sentence and how it is used (as mentioned in 
 Input).
 Step 2: Invite a few pupils to listen and repeat Look at Individual 
 Lucy in front of the class. Correct their work
 pronunciation, if necessary or praise them if they 
 pronounced the sentence correctly, saying Very 
 good!
 Step 3: Repeat the same procedure with Look at the 
 lemons. Go around and offer help, if necessary.
 167 Step 3: Ask pupils to look at the sentence She’s running Individual 
 round the lake. Explain its meaning. Check work
 comprehension. Then play the recording for pupils 
 to listen and repeat She’s running round the lake. 
 Correct pronunciation, if necessary.
 Step 4: Repeat the same procedure with the second verse 
 of the lyrics.
 Step 5: Play the recording all the way through and ask Pair of group 
 pupils to do choral and individual repetition of the work
 song. Then have them sing the song in pairs or 
 groups, saying Listen and sing the song, please! Go 
 around and offer help, if necessary.
 Step 6: Select some pairs or groups to the front of the Whole class
 class to sing the song. The class may sing along 
 and clap their hands or do actions. 
 Extension: With a better class, have pupils change some lines 
 in the second verse of the lyrics and perform the 
 song in front of the class. E.g. 
 Look at the leaf. Look at the leaf.
 Look at the leaf. It’s falling to the ground.
 Look at the leaf. Look at the leaf.
 Look at the lemons. They’re falling to the 
 ground.
Homelink 3 minutes
 Option 1: Pupils sing by heart the song on page 53. Whole class
 Option 2: Pupils change some lines in the second verse of 
 the lyrics and practice singing the song at home.
 Option 3: Pupils do the project on page 39 in their 
 workbooks.
 169