Giáo án Tiếng Anh Lớp 1 (Global success) - Unit 14. In the toy shop

 TIẾNG ANH 1
 LESSON PLAN
 School: ____________________ School year: ____________________
 Grade: ____________________ Week: ____________________
 Teacher: ____________________ Approved by: ____________________
 Unit 14. In the toy shop
 Lesson 1 – Period 1
 Date: _______________
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - pronounce the sound of the letter T/t in isolation. 
 - say the word teddy bear, tiger, top, turtle.
II. INPUT Language: 
 - Sound /t/
 - Vocabulary: teddy bear, tiger, top, turtle
 Resources/Material: 
 - Student’s book p.60
 - Teacher’s guide pp. 147-149
 - Flashcards for Unit 14
 - Flashcards/pictures of popular toys for children
 - Poster for Unit 14 
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat. – Point and say. – 
 183 necessary. Say Listen and repeat, please! 
 Step 3: Tell pupils to point to the teddy bear and the Whole class
 word teddy bear, saying Point to the teddy bear 
 and the word “teddy bear”. Ask them to listen 
 and repeat the word, saying Listen and repeat, 
 please!
 Step 4: Follow the same procedure with the words top, Whole class
 tiger and turtle. Correct pronunciation, if necessary. 
 Step 5: Play the recording again and have them listen, Whole class
 point to the letter T/t and the words teddy bear, 
 top, tiger, turtle and repeat until they feel 
 confident. Give further support to those pupils 
 who find it difficult to do the task. 
 Step 6: Play the recording again and call a few pupils to Individual 
 say the letter T/t and the words teddy bear, top, work
 tiger and turtle in front of the class, saying Well 
 done! when they performed well.
 Extension: For better pupils, using pictures/slides of toys in Individual 
 Warm-up, have the pupils make labels for the toys work
 (ball, car, teddy bear, horse, dog, monkey, top, ). 
 Ask them to attach the cards to the corresponding 
 toy items and practise saying the words.
2. Point and say. 7 minutes
 Step 1: Have pupils look at the picture again, saying Look Whole class 
 at the picture on Page 60, please! Ask them to 
 describe it. Draw their attention to the letter T/t, 
 and the thing/pets, if necessary. 
 Step 2: Get them to point to the letter T/t and say it, Whole class
 saying Point to the letter T/t and say, please! 
 Step 3: Let them point to the teddy bear and say the Individual 
 word teddy bear, saying Point to the teddy bear work
 and say “teddy bear”, please! Give further 
 support to those pupils who find it difficult to do 
 the task. 
 Step 4: Follow the same procedure with other things. Whole class
 185 Option 1: Whole class
Using, have pupils look at the things/pets in the 
picture and repeat the words after the recording.
Option 2:
Using Poster for Unit 14, ask pupils to point to the Individual 
things/pets in the picture and say the words. For work
better pupils, teacher may cover the words and 
ask them to point to the things and say the words 
aloud.
Option 3:
Using pictures and flashcards, get some pupils to Individual 
match the words teddy bear, tiger, top, turtle and work
the pictures. Then ask the class to say the words 
aloud.
 187 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 T/t and the words teddy bear, tiger, top, 
 turtle.
 Option 2: Whole class
 Have pupils play Chinese whispers again, using the 
 words learnt in the previous lesson. 
 Option 3: 
 Individual 
 Get pupils to draw and colour their favourite toys, work
 then display their pictures on the classroom walls.
3. Listen and chant. 10 minutes
 Step 1: Have pupils look at the chant. Say 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 T/t and the words/ 
 phrases top, turtle, tiger, teddy bear. Check 
 comprehension. 
 Step 2: Play the recording of the first verse for pupils to Whole class
 listen and to get familiarized with the tune, 
 saying Listen to the first verse, please! Then play 
 the recording again for them to listen and repeat 
 until they feel confident, saying Now listen and 
 repeat, please! 
 Step 3: Follow the same procedure with the second Whole class
 verse. Correct pronunciation, if necessary. Give 
 further support to those pupils who find it 
 difficult to do the task.
 Group/
 Step 4: Play the recording all the way through. Ask pupils 
 189 Say What did you hear? Did you hear “I can see a 
 teddy bear” or “I can see a top”? If they say “I can 
 see a teddy bear”, ask them to tick the box a. If 
 they say “I can see a top”, play the recording again 
 for them to listen one more time and tick. 
 Step 5: Follow the same procedure with the pictures in Individual 
 Question 2. Give further support to those pupils work
 who find it difficult to do the task. 
 Step 6: Call a few pupils to the front of the class to point to Individual 
 the pictures and say what they have heard. E.g. work
 1. I can see a teddy bear. 2. I can see a tiger.
 Audio script: 1. I can see a teddy bear. 
 2. I can see a tiger.
 Answers: 1. a 2. a
5. Look, trace and write. 8 minutes
 Step 1: Have pupils look at the letter T (upper case), saying Whole class
 Look at the letter T. What can you see? Yes, you 
 can see the T (upper case). Point to the upper case 
 T and say This is the letter T (upper case). Check 
 comprehension. 
 Step 2: Write the letter T (upper case) on the board, 
 Whole class
 saying Look at the board. What can you see now? 
 Yes, you can see the letter T. Check to make sure 
 pupils understand the letter written in solid lines 
 and that in broken lines. 
 Step 3: Tell pupils to trace the letter T, saying Now trace Individual 
 the letter T. You can demonstrate by air tracing or work
 tracing the broken line letter T. Then let pupils do 
 the tracing. Go around and offer help, if necessary. 
 Step 4: Follow the same procedure with the letter t (lower 
 Individual 
 case). Give further support to those pupils who 
 work
 find it difficult to do the task. 
 Step 5: Check the results of pupils’ tracing and give 
 feedback. Ask pupils to work in pairs and swap Pair work
 their answers, saying Now work in pairs and check 
 191 TIẾNG ANH 1
 LESSON PLAN
 School: ____________________ School year: ____________________
 Grade: ____________________ Week: ____________________
 Teacher: ____________________ Approved by: ____________________
 Unit 14. In the toy shop
 Lesson 3 – Period 3
 Date: _______________
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - use “I can see a _____.” to express ability. 
 - sing a song with the structure “I can see a _____.”
II. INPUT Language: 
 - I can see a _______.
 Resources/Material: 
 - Student’s book p. 62
 - Teacher’s guide pp. 152-154
 - Workbook p. 45
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – 
 193 repeat the sentence “I can see a tiger.” in front work
 of the class. Correct pronunciation to make sure 
 pupils can repeat correctly the sentence. Give 
 further support to those pupils who find it 
 difficult to do the task. 
 Step 4: Invite some pupils to listen and say the sentence Individual 
 in front of the class work
7. Let’s talk. 10 minutes
 Step 1: Have pupils look at the bubble to understand Whole class
 how the structure “I can see a _____.” is used (to 
 say what they can see). Explain the meaning of 
 the sentence, if necessary. 
 Step 2: Have pupils look at the first picture. Say Look at Whole class
 Picture a, please! Point to the tiger and ask them 
 What is this? The pupils answer “a tiger”. Tell 
 them to say the whole sentence “I can see a 
 tiger.” 
 Step 3: Point to Picture a and model, using the Whole class
 expression in the bubble and the picture. E.g. 
 I can see a tiger. 
 Step 4: Ask pupils to point to Picture a and say the Whole class
 sentence “I can see a tiger.” in chorus, saying 
 Point to Picture a and say “I can see a tiger”. 
 Correct pronunciation, if necessary. 
 Step 5: Follow the same procedure with other pictures. Pair work
 Give further support to those pupils who find it 
 difficult to do the task. 
 Step 6: Select some pairs of pupils to practise saying Whole class 
 what they can see in front of the class. Praise 
 them, saying Excellent! if they performed well. 
 Extension: 1. Show the flashcards of the tiger, turtle, top Group work
 and teddy bear and ask pupils to say what they 
 can see. E.g. I can see a tiger. 
 2. Play Memory game. Divide the class in four 
 195