Giáo án Tiếng Anh Lớp 1 (Global success) - Unit 5. At the fish and chip shop

 TIẾNG ANH 1
 LESSON PLAN
 School: ____________________ School year: ___________________
 Grade: ____________________ Week: ___________________
 Teacher: ____________________ Approved by: ___________________
 Unit 5. At the fish and chip 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 I/i in isolation. 
 - say the words chicken, chips, fish, milk.
II. INPUT Language: 
 - Sound /i/
 - Vocabulary: chicken, chips, fish, milk
 Resources/Material: 
 - Student’s book p. 23
 - Teacher’s guide pp. 52-55 
 - Flashcards for Unit 5 
 - Flashcards/pictures of popular food and drinks 
 - Poster for Unit 5
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game 
 56 Step 2: Ask pupils to point to the letter I/i. Have them listen Individual 
 and repeat the sound of the letter I/i (saying Listen work
 and repeat, please!) more than once, if necessary. 
 Step 3: Tell pupils to point to the chicken and the word Whole class
 chicken, saying Point to the chicken and the word 
 “chicken”, please! Ask them to listen and repeat the 
 word, saying Listen and repeat, please! 
 Step 4: Follow the same procedure with the chips, the fish Whole class
 and the milk. Correct pronunciation, if necessary. 
 Step 5: Play the recording again and have them listen, point Whole class
 to the letter I/i, the words chicken, chips, fish, milk 
 and repeat until they feel confident. 
 Step 6: Play the recording again and call a few pupils to say Individual 
 the letter I/i, and the words chicken, chips, fish and work
 milk in front of the class (saying Good job! when they 
 performed well).
 Cultural note: Teacher may show pupils some 
 illustration of a favourite food in Great Britain – fish & 
 chips. It is a hot dish consisting of fried fish in batter 
 served with chips. A fish & chip shop is a form of a 
 fast food restaurant that specialises in selling fried 
 fish & chips.
 Extension: For better pupils, using the new and learnt in the Individual 
 previous units vocabulary and have the pupils make work
 labels for the food and drink items (apple, cake, 
 chips, fish, chicken, milk). Ask them to attach the 
 cards to the corresponding items and practise saying 
 the words.
2. Point and say. 7 minutes
 Step 1: Have pupils look at the picture again, saying Whole class 
 Look at the picture on page 23, please! Ask them 
 to describe the picture. Draw their attention to 
 the letter I/i and the food/drinks in the picture. 
 58 Homelink 5 minutes
 - Revise the main teaching point of the lesson: Whole class
 the sound of the letter i and the words chicken, 
 chips, fish, milk.
 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 5, ask pupils to point to the Individual 
 things 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 chicken, chips, fish, milk and the work
 pictures. Then ask the class to say the words 
 aloud.
 60 trace – 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 I/i and the words chicken, chips, fish 
 and milk.
 Option 2: 
 Have pupils play The Matching Game again, 
 using the words learnt in the previous lessons. 
 Option 3: 
 Get pupils to play What’s Missing Game, using 
 the pictures and flashcards with the incomplete 
 words ch_cken, ch_ps, f_sh and m_lk. Pupils 
 should guess the missing letter and say the 
 words correctly.
3. Listen and chant. 10 minutes
 Step 1: Have pupils look at the chant, saying Look at Whole class
 the chant on page 24, please! Draw pupils’ 
 attention to the first line and explain its 
 meaning. Ask them to pay attention to the 
 letter I/i and the word fish. Check 
 comprehension. 
 Step 2: Play the recording of the first line for pupils to Whole class
 listen and to get familiarized with the rhythm, 
 saying Listen to the first line, please! 
 Step 3: Play the recording again, ask pupils to listen Whole class
 and repeat the first line. Say Listen again to 
 the first line and repeat, please! Then play the 
 recording for them to listen and repeat until 
 they feel confident, saying Listen to the 
 62 ready? OK, now listen to the sentence, please! 
 Play the recording twice or more if needed, 
 ask pupils to listen and tick the correct boxes. 
 Step 4: Set a time limit for pupils to swap and check Individual 
 the answers. Correct the answers, if work
 necessary. 
 Step 5: Follow the same procedure with the pictures 
 in Question 2. 
 Step 6: Call a few pupils to the front of the class to 
 point to the pictures and say what they have 
 heard.
 Audio script: 1. This is fish. 2. This is chicken.
 Answers: 1. b 2. a
5. Look and trace. 8 minutes
 Step 1: Have pupils look at the letter I (upper case) and i Whole class
 (lower case). Write the letter upper case I and 
 the lower case i on the board, saying Look at the 
 board. What can you see? Yes, you can see the I 
 (upper case) and the i (lower case). Point to the 
 upper case I and say This is the upper case of the 
 letter I. Then point to the lower case i and say 
 And this is the lower case of the letter i. Make 
 sure pupils recognize the two forms of the 
 letter. 
 Step 2: Write the letter upper case I and the lower case 
 i in broken lines on the board, saying Look at the 
 board. What can you see now? Yes, you can see 
 the upper case I and the lower case i. Check to 
 make sure pupils understand the letters written 
 in solid lines and those in broken lines. 
 Step 3: Tell pupils to use their pencils to trace the letter Individual 
 I/i. You can demonstrate by air tracing or tracing work
 the broken lines of the letter I/i on the board. 
 Then let pupils do the tracing. Give further 
 support to those pupils who find it difficult to do 
 the task. 
 64 LESSON PLAN
 School: ____________________ School year: ___________________
 Grade: ____________________ Week: ___________________
 Teacher: ____________________ Approved by: ___________________
 Unit 5. At the fish and chip shop
 Lesson 3 – Period 3
 Date: _______________
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - use “I like _____.” to talk about someone’s favourite 
 food/drinks. 
 - sing a song with the structure “I like _____.”
II. INPUT Language: 
 - I like _______.
 Resources/Material: 
 - Student’s book p. 25
 - Teacher’s guide pp. 57-59
 - Workbook p. 18
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing – 
 Homelink
 66 Step 4: Ask pupils to work in pairs, point to and repeat Pair work
 the sentence “I like milk.”. Go around and correct 
 pronunciation to make sure pupils can repeat the 
 sentence correctly.
7. Let’s talk. 10 minutes
 Step 1: Have pupils look at the first picture. Point to the Whole class
 carton of milk and ask them, saying What’s this? 
 Tell them that it is milk, saying It’s milk. Follow 
 the same procedure with other pictures in the 
 activity. 
 Step 2: Ask pupils to use the structure in the bubble “I Whole class
 like _____.” and Picture 1 (milk) to talk about 
 their favourite drink, e.g. I like milk. Get them to 
 repeat the sentence several times individually 
 and in chorus. Check comprehension. 
 Step 3: Follow the same procedure with the other Pair or group 
 pictures in this activity. Make sure pupils work
 understand the structure “I like ____.” and say it 
 with the right pronunciation and intonation. 
 Step 4: Ask pupils to work in pairs or in groups to practise Whole class 
 talking about favourite food/drinks, saying Now 
 practise talking about your favourite food/drinks, 
 please! Go around and offer help or correct 
 pronunciation if necessary. 
 Step 5: Select some pairs of pupils to practise talking Group/Pair 
 about favourite food/drinks in front of the class. work
 Praise them, saying That’s right! or Superb!, if 
 they performed well.
Extension: 1. Ask pupils to talk about what food/drinks they Group work
 like. Encourage them to say as much as they can, 
 e.g. Hi, I’m ___. I Iike ____ and ____.
 2. Play Memory game. Devide the class in four 
 groups. Say an incomplete sentence, e.g. I like 
 ___. and have pupils add a food/drink item to the 
 chain, e.g. I like fish. → I like fish and milk. ...
 68