Giáo án Tiếng Anh Lớp 1 (Global success) - Unit 9. In the shop

 TIẾNG ANH 1
 LESSON PLAN
 School: . School year: .
 Grade: . Week: .
 Teacher: . Approved by: .
 Unit: 9. In the 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 O/o. 
 - say the words locks, clocks, pots, mops.
II. INPUT Language: 
 - Sound /ɒ/
 - Vocabulary: locks, clocks, pots, mops
 Resources/Material: 
 - Student’s book p. 40 
 - Flashcards for Unit 9
 - Poster for Unit 9
 - Teacher’s guide pp. 95-98
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Point and say – Game - 
 113 Step 4: Repeat the same procedure with the words clocks, Individual 
 mops and pots. Correct pronunciation, if work
 necessary. 
 Step 5: Play the recording again, let pupils point to the 
 letter O/o, the things in the picture and say the Group work
 sound of the letter and the words again. Repeat 
 the step, if necessary. Give further support to 
 those pupils who find it difficult to do the task, if 
 necessary. 
 Step 6: If time allows, call a few pupils to point to the 
 letter O/o, the picture and say the sound of the Whole class
 letter O/o and the words locks, clocks, mops and 
 pots in front of the class, saying Well done! when 
 they performed well.
2. Point and say. 10 minutes
 Step 1: Have pupils look at the picture or poster for Unit Whole class
 9, saying Look at the picture/poster, please! Ask 
 them to describe the picture. Draw their attention 
 to the letter O/o, the letter s at the end of the 
 words and the things and the colour of the letter o 
 in the words, if necessary.
 Step 2: Get them to point to the letter O/o and say it aloud, Individual 
 saying Point to the letter O/o and say, please! work
 Individually, let pupils point to the locks in the 
 picture and say the word locks as a model, saying 
 Point to the locks and say, please! Remind them of 
 the sound of the letter o in the word locks and s at 
 the end of the word. Then ask one pupil to point 
 to the locks and say the word locks in front of the 
 class. Check comprehension. 
 Step 3: Follow the same procedure with other things and Individual 
 correct pronunciation, if necessary. Give further work
 support to those pupils who find it difficult to do 
 the task. 
 Pair or group 
 Step 4:
 Have pupils work in pairs or in groups to look at work
 the picture, point to the letter O/o, the things and 
 115 letter O/o and saying the words locks, clocks, 
 pots, mops (in Student’s books or).
Option 2: Pupils play Slap the board in.
Option 3: Pupils do Activity 6, Page 39 (Student’s book).
 117 trace - Homelink
 Procedure Teaching and learning activities Classroom 
 management
Warm-up 5 minutes
 - Have pupils to greet and introduce their Whole class
 names, e.g. Hi, I’m Hoa; Hi, Hoa. I’m Nam.
 - Option 1: Invite a few pupils to point to the 
 picture/poster and pronounce the sound of 
 the letter O/o and saying the words locks, 
 clocks, pots, mops.
 - Option 2: Ask a group of four to play Slap the 
 board with the target vocabulary they have 
 learnt.
 - Option 3: Have pupils do Activity 6 on Page 39 
 in Student’s book.
 - Get pupils to open their books and look at 
 Lesson 2, p. 41 (saying Open the books and 
 look at lesson 2, please!).
3. Listen and chant. 10 minutes
 Step 1: Have pupils look at the chant in their books or on. Whole class
 Say Look at the chant, please! Draw
 pupils’ attention to the first verse and explain its 
 meaning (as mentioned in Input in Teacher’s 
 guide). Ask them to pay attention to the letter 
 O/o and the phrase clocks and locks, the 
 sentences There are two locks, There are three 
 clocks. Teach the words two and three. Check 
 comprehension.
 Step 2: Let them look at the first verse of the chant. Play Individual 
 the recording for pupils to listen and to get work
 familiarized with the tune, saying Listen to the 
 first verse, please! 
 Step 3: Play the recording for pupils to listen and chant 
 the first verse, line by line. Show them how to Individual 
 119 to the letters a and b. Check comprehension. 
 Step 3: Encourage some pupils to point to the pictures in 
 Question 1 and say the words in front of the class. 
 Say Point to the pictures and say the words, 
 please! E.g. 1a: four clocks, 1b: three mops. 
 Step 4: Play the recording of the first sentence for pupils 
 to listen, saying Now listen to the recording, Individual 
 please! Play the recording of the first sentence work
 again for pupils to hear. Ask pupils to say what 
 they have heard and ticked. Say What did you 
 hear? Did you hear “four clocks” or “three mops”? 
 Whole class
 If some pupils say “four clocks”, let them listen to 
 the recording again until they tick the correct box.
 Step 5: Follow the same procedure with the pictures in 
 Question 2. Before playing the recording, say Are 
 you ready? OK, now listen to the recording. 
 please! Play the recording (several times if 
 needed) for pupils to listen and tick the correct 
 box. 
 Step 6: Call a few pupils to the front of the class to point 
 to the pictures and say what they have heard. If 
 they said correct words, praise them, saying Well 
 done! or Very good!
5. Look, trace and write. 10 minutes
 Step 1: Access. Have pupils look at the letter O (upper Whole class
 case) and the letter o (lower case). Say What can 
 you see? Point to the upper case O and say This is 
 the upper case O. Then point to the lower case o 
 and say and this is the lower case o. Ask some 
 pupils to make sure if they recognize the two 
 forms of the letter. 
 Step 2: Have pupils look at and identify how the letter O Individual 
 (upper case) and the letter o (lower case) is work
 traced. Then tell pupils to trace the letter O/o, 
 saying Now trace the letter O/o with your pencil. 
 Step 3: Give pupils time to look at the pictures and 
 121 TIẾNG ANH 1
 LESSON PLAN
 School: . School year: .
 Grade: . Week: .
 Teacher: . Approved .
 by:
 Unit: 9. In the shop
 Lesson: 3 Period: 3
 Date: ...
I. OBJECTIVES By the end of the lesson, pupils will be able to:
 - use How many ___? to ask and answer questions 
 about number of things.
 - sing a song with the structure There are ___.
II. INPUT Language: 
 Sentence pattern: There are ___.
 Resources/Material: 
 - Student’s book p. 42
 - Poster for Unit 9
 - Teacher’s guide pp. 101-103
 - Computer, projector
III. PROCEDURE Warm-up – Listen and repeat – Let’s talk – Let’s sing - 
 123 who find it difficult to do the task.
 Step 4: Divide the class into two groups, one group listens Whole class
 and repeats the question and the other does the 
 answer. Correct their pronunciation, if necessary 
 or praise them if they pronounced the exchange 
 correctly, saying Well done! 
 Step 5: Invite a few pairs to act out the exchange in front 
 of the class. Go around and praise them if they 
 performed well, saying Well done! 
7. Let’s talk. 10 minutes
 Step 1: Have pupils look at the bubbles to understand Whole class
 how the structure is used (How many _____? - 
 _____.). Explain the meaning of the question and 
 the answer. 
 Step 2: Have pupils point to Picture a. Say Look at Picture 
 a, please! Point to the clocks on the left and ask 
 them How many clocks? Tell them that there are 
 two, saying Two. 
 Step 3: Ask the class to say the question How many Individual 
 clocks? and the answer Two several times. If they work
 said the sentences correctly, praise them Well 
 done! Correct pronunciation, if necessary. 
 Step 4: Follow the same procedure with the rest of the Pair work
 pictures by getting pupils to point to the pictures, 
 asking and answering the questions individually 
 and then in pairs. Give further support to those 
 pupils who find it difficult to do the task, if 
 necessary. 
 Step 5: Invite some pairs to point to the pictures and act Whole class 
 out the exchanges in front of the class. Praise 
 them, saying Excellent! if they performed well.
 Extension: If there is time or with a better class, have pupils 
 work in pairs, pointing to the things in the 
 classroom, asking and answering questions about 
 numbers. E.g. How many books? Three.
 125