Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345

Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345 Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345 Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345 Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345 Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345 Giáo án TIẾNG ANH 1 GLOBAL SUCCESS CV 2345 Teacher’s name Week TIẾNG ANH 1 REVIEW 1 LESSON 1 Time allocation 1 period I OBJECTIVES By the end of the lesson, pupils will be able to repeat and understand a short story identify and say the words.

Teacher’s name: Week: TIẾNG ANH REVIEW LESSON Time allocation: period I OBJECTIVES By the end of the lesson, pupils will be able to: - repeat and understand a short story - identify and say the words they have learnt Language: Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and II INPUT /d/ (letter d) - Vocabulary: ball, bike, Bill, book cake, car, cat, cup apple, bag, can, hat desk, dog, door, duck Structures: Hi, I’m _ (greeting and introducing someone’s name) Bye, _ (saying goodbye) I have a _ (talking about possession) This is my _ (introducing someone’s thing) This is a (introducing something) Resources/Material: Student’s book p.20 Teacher’s guide pp.46-48 sachmem.vn Flashcards with letters b, c, a and d Flashcards with the pictures of the words from Unit to Unit Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Listen and repeat – Look and circle – Homelink Teaching and learning activities minutes Classroom management - Remind pupils of the names of the topics they have learnt from Unit to Unit Then: Option 1: Revising the sounds and words Show flashcards of the letters b, c, a and d Have pupils say the letter names and the letter sounds Stick some flashcards including some pictures of the words from Unit to Unit on the board Write the words on the board Have pupils match Option 2: Playing games Have pupils play a game (e.g Slap the board, Pelmanism or Hot seat) with the words they have learnt in the previous units Have them open the books and look at the story Phil and Sue, saying Open your books and look at the strong Phil and Sue, please! Whole class Whole class Individual work Whole class Group work Listen and repeat 15 minutes Step 1: Step 2: Step 3: Step 4: Step 5: Step 6:k Have pupils look at the picture of the boy, the girl and the speech bubbles Introduce the two new characters Phil and Sue and help pupils identify them (their names, genders, clothes, ) by asking them some questions such as Who’s the boy? Who’s the girl? What are they doing? Check comprehension Have pupils look at Picture (saying Look at Picture 1, please!) and describe the picture Draw pupils’ attention to the boy (Phil), the girl (Sue) and the bubbles Play the recording several times for pupils to listen and repeat the sentences in the bubbles of picture 1, saying Now listen, point to the sentences and repeat, please! Repeat the same procedure with Pictures 2, and Correct pronunciation, if necessary Give further support to those pupils who find it difcult to the task Play the recording of the whole story several times and have pupils listen, point to the speech bubbles and repeat until they feel confident Go around and offer help, if necessary Play the recording again and invite some pairs of pupils to listen to the recording and repeat the story in front of the class, saying Well done! when they performed well Encourage them to use gestures, face expressions, when they repeat the story Whole class Whole class Individual work Whole class work Whole class Whole class wo Whole class Pair work Step 7: Extension: Have pupils work in pairs to look at the book and Pair work read the story aloud Encourage them to use gestures, face expressions,…Observe and support pupils when needed After pupils have remembered the story, have Whole class them role play it Model with one pupil and ask Pair work other pupils to observe Ask pupils to work in pairs to act out without looking at the book Encourage them to use gestures, face expressions …Move around to observe and offer help Invite some pairs to go to the board and role play Look and cirle minutes Step 1: Explain to pupils that they are going to look at the four pictures and circle the words These words all appear in the story Step 2: Ask them to identify the thing/animals, saying What can you see in the pictures? Can you see the dog? Yes, it is the dog Say the word, please! Ask pupils to repeat the words several times, saying Repeat, please! Use the picture of a dog and the word dog circled as the example Step 3: Ask pupils to look at the other pictures and circle the words in the chain, saying Now use your pencil to circle the words Give pupils time to work Give further support to those pupils who find it difficult to the task Step 4: Invite some pupils to show what they have done Praise them if they have done well, saying Excellent! or Great job! Have the class say all of the words they have circled Extension: After the pupils have finished circling the words, ask them to look at the story again and circle the dog, the book, the cat and the duck in the pictures of the story Then ask them what things they can see in the pictures and have them cirlce these things (in the pictures there are some things that pupils have learnt: bike, ball, cake, car, etc ) Have pupils read all of the names of the things they have circled It is a good way for them to revise the vocabulary items they have learnt This activity can be held as a competition game where groups of pupils find the words included in the pictures The group with the most words is the winner Homelink minutes Whole class work Whole class Individual work Individual work Individual work Whole class Individual work Whole class - Ask pupils some questions about the story such Whole class as How many people are there? What are their Individual work names? Teacher can ask in Vietnamese - Then: Option 1: Show flashcards of the words that appear in the story and have pupils say the words Option 2: Use sachmem to show the pictures of the story and have pupils tell the story from their memory - Tell pupils to practise telling the story at home Teacher’s name: Week: TIẾNG ANH REVIEW Lesson Time allocation: period I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - recognize the sounds they have learnt - recognize the words they have learnt - listen for specific sounds and words Language: Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and - /d/ (letter d) Vocabulary: ball, book, car, cat bag, desk, dog, door Structures: This is my _ (introducing someone’s thing) Resources/Material: Student’s book p 21 sachmem Teacher’s guide pp 48-50 Flashcards to play games Computer, projector III PROCEDURE Warm-up – Listen and tick.– Listen and colour – Listen and tick or cross – Homelink Procedure Warm-up Teaching and learning activities Classroom management minutes Option 1: Whole class Use sachmem to show the pictures of the story in Pair work Lesson Review Ask pupils to retell the story in pairs from their memory Option 2: Have pupils play Slap the board or Hot seat to Whole class revise the sounds and words they learnt in previous units Lead to Activity 1, Review 1 Listen and tick minutes Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Extension: Have pupils look at the pictures of question 1, saying e.g Look at Picture 1, please! What can you see? Can you see a ball and a car? and say what they can see, e.g a ball, a car Draw pupils’ attention to the boxes next to the letters a and b Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! (e.g 1a: a ball, 1b: a car) Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording twice or more if needed Ask pupils to listen and tick the correct box Give further support to those pupils who find it difficult to the task Follow the same procedure with the pictures of Question Go around and offer help, if necessary Set a time limit for pupils to swap and check the answers Correct the answers, if necessary Invite some pupils to the front of the class to point to the pictures and say what they have heard Audio: ball dog Key: a b Write incomplete words on the board and have some pupils to write letters to complete them E.g _ all , _ ar, _at, _og Listen and circle Step 1: Whole class Individual work Individual work Whole class Individual work Whole class Individual work Pair work Whole class Individual work Individual work minutes Have pupils look at the pairs of letters and Whole class Step 2: Step 3: Step 4: Extension: practice saying the letter names and letter sounds in pairs Invite some pupils to say the letters and the sounds in front of the class Explain the task, saying Listen to the sound and circle the letter Play the recording, ask pupils to listen and circle the letters of the sounds Have pupils listen at least twice Ask pupils to swap and check the answers Play the recording again for them to check, if necessary Invite some pupils to say the sounds they have heard Confirm the correct answers Audio script: b a c d Key: b; 2.a; c; d Say the letters aloud and have pupils write down the letters on their small boards Pair work Whole class Whole class Individual work Pair work Individual work Whole class Listen and tick or cross 10 minutes Step 1: Step 2: Step 3: Step 4: Step 5: Extension: Have pupils look at Picture (saying Look at Picture 1, please!) and say what they can see, (saying What can you see? Can you see a book? Yes, a book) Follow the same procedure with the other three pictures Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! (e.g a book, a bag) Draw pupils’ attention to the box under Picture Before playing the recording, say Are you ready? Play the first sentence and have pupils the task, saying OK, now listen and tick or cross, please! Follow the same procedure with the other three pictures Play the recording twice or more if needed, ask pupils to listen and put a tick or a cross Give further support to those pupils who find it difficult to the task Set a time limit for pupils to swap and check the answers Correct the answers, if necessary Invite some pupils to the front of the class to point to the pictures and say what they have heard Audio script: This is my ball This is my bag This is my desk This is my car Key: x √ √ x Show flashcards of other words and have pupils say a sentence with a word For a more able class, encourage pupils to use other Whole class Individual work Whole class Individual work Whole class Individual work Pair work Individual work Whole class structures (I have a _.; This is my _.; This is a .) Individual workHomelink minutes Option 1: Whole class Organise Picture dictionary activity Some pupils work go to the board and draw to illustrate the words Individual work other pupils say Option 2: Write a letter on the board and have pupils say all the words with that letter - Tell pupils to practise saying the words and make sentences at home Teacher’s name: Week: TIẾNG ANH REVIEW Lesson Time allocation: period I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - recognize the words they have learnt - read the words they have learnt - introduce themselves and introduce what they have Language: Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d) Vocabulary: apple, ball, bike, cat, can, cup, dog, duck Structures: Hi, I’m _.; This is my _ Resources/Material: Student’s book p 22 sachmem.vn Teacher’s guide pp 50-51 Flashcards to play games Computer, projector III PROCEDURE Procedure Warm-up Warm-up – Read and tick.– Colour the apple, the ball, the cat and the dog Then point and say – Homelink Teaching and learning activities Classroom management minutes Option 1: Have pupils sing the songs from Unit and Unit to revise the words and structures they have learnt If pupils not remember the songs, play the recording for them to sing along Ask them what words appear in the songs Stick the flashcards of the words on the board Option 2: Have pupils play the game Mystery bag to revise the sounds and words they learnt in previous units Ask one pupil pick up one card that has a letter from the bag Other pupils say the words that include the letter Lead to Activity 4, Review Whole class Individual work Whole class Read and tick 10 minutes Step 1: Step 2: Have pupils look at the pictures (saying Look at the pictures, please!) and say what they can see Draw pupils’ attention to the boxes next to the letters a and b Ask pupils to look at the word in Question Model with this question Invite one pupil to read the word and choose a or b Confirm the correct answer Whole class Individual work Whole class Individual work Step 3: Get pupils to read the phrases in other Whole class questions and tick the correct boxes, saying Individual Now read and tick the correct pictures, please! work Give further support to those pupils who find it difficult to the task Step 4: Ask pupils to work in pairs and to swap their work, saying Now work in pairs and check each other’s answers Give pupils time to work Go around and offer help, if necessary Invite some pupils to show what they have done Praise them if they have done well Key: a a b b Say aloud some words and have pupils circle the suitab Step 5: Extension: Pair work Whole class Individual work e pictures Individual work Colour the apple, the ball, the cat and the dog Then point and say 15 minutes Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Have pupils look at the pictures and say what they see Draw their attention to the incomplete sentences and explain what to do, saying You colour the things and pets Then point to them and say the full sentences, please! Have pupils look at the first picture Ask them to point to the thing and say the word, saying Point to the apple and say “apple”, please! Follow the same procedure with other things/pets Ask pupils to identify what information is missing in the sentences, saying Look at the incomplete sentences and say what information is missing here That’s right, you should say your name in the first sentence and the word for the thing you have in the second one Use the first picture (an apple) as the example, point to it and say Hi, I’m (e.g Hi, I’m Hoa.) This is my apple Check pupils’ comprehension Have pupils work individually to colour the pictures Get pupils to work in pairs to point to the pictures, look at the sentences and say them (in the first sentence: greeting and saying names, in the second sentence: introducing one’s things/pets) Go around and offer help, if necessary Invite some pupils to point to the pictures and say the sentences in front of the class Praise them if they have done well, saying Very well! Extension: Show flashcards of other words and Whole class Whole class Whole class Individual work Individual work Pair work Individual work have pu pils say similar sentences with these words Whole class Individual work Homelink minutes Option 1: Whole class Individual work Write a chant with some sentences from Exercise on the board and have pupils read them together E.g Hi, I’m Hoa (use the names of class members) This is my car Hi, I’m Mai This is my bike Hi, I’m Manh This is my bag Option 2: Write some incomplete words on the board and have pupils complete them - Tell pupils to practise saying the words and sentences at home Teacher’s name: Week: TIẾNG ANH FUN TIME LESSON Time allocation: period I OBJECTIVES By the end of the lesson, pupils will be able to: - identify some learnt words (ball, bike, cup, book, cat and car) and say them with correct pronunciation - imitate the upper case and lower case B/b and C/c, using body positions II INPUT Language: - Sounds /b/ (letter b) and /k/ (letter c) - Vocabulary: ball, bike, book, cake, car, cat, cup Resources/Material: - Student’s book p 12 - Teacher’s guide pp 24-26 - Sachmem.vn - Flashcards with letter b and c hands along Option 2: - Show pupils pictures/slides of the things/person they have learnt in Lesson Whole class - Ask them to recall and name the things/person, pointing to the pictures/slides Option 3: - Invite one or two pupils to write the letter F/f on the board - Get pupils to say words that contain the sound Individual work of the letter F/f Listen and repeat minutes Step 1: Have pupils look at the picture of a boy pointing to his hand, saying Point to your hand Then have pupils look at the sentence “Point to your hand.” Explain the meaning of the sentence and how it is used Check comprehension Step 2: Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Step 3: Play the recording again and invite a few pupils to repeat the sentence Point to your hand in front of the class Correct pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying You did very well! Step 4: Ask pupils to work in pairs, point to the picture and repeat the sentence Point to your hand Go around and correct pronunciation to make sure pupils can repeat the sentence correctly Let’s talk Whole class Whole class Individual work Pair work 10 minutes Step 1: Have pupils look at the bubble to understand how the structure “Point to your _.” is used Explain the meaning of the structure Step 2: Have pupils look at Arrow a Say Look at Arrow a, please! Point to the hand and ask them, saying What’s this? Tell them that it is a hand, saying It’s a hand Step 3: Ask pupils to use the structure in the bubble “Point to your _.” and Picture (a hand) to express a command, e.g Point to your hand Get them to repeat the sentence several times individually and in chorus Check comprehension Step 4: Follow the same procedure with the other body parts in the picture Make sure pupils understand the structure “Point to your .” and say it with the right pronunciation and intonation Give further support to those pupils who find it difficult Whole class Whole class Pair/Group work Whole class to the task, if necessary Step 5: Ask pupils to work in pairs and practise expressing a command, saying Now express a command, please! Go around and offer help or correct pronunciation if necessary Step 6: Select some pupils to practise expressing a command in front of the class Praise them, saying That’s right! or Superb! if they performed well Extension: Divide class into four groups Have pupils play Simon says Game, using the commands “Point to your .” Pair work Individual work Group work Let’s sing 10 minutes Step 1: Have pupils look at the lyrics to get familiarized themselves with the first verse of the song Explain the meaning of the structures “That’s your .”, “Point to your .” Play the recording several times for pupils to repeat line after line to make sure that they can say the verse correctly Check comprehension Step 2: Follow the same procedure with the second verse Correct pronunciation, if necessary Step 3: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress, and the melody of the song Say Now listen to the whole song, please! Step 4: Let pupils practise singing the song Help them sing the song sentence by sentence first Then help them sing the whole song If there is time, let them sing the song several times until they feel confident Step 5: Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually The class may sing along and clap their hands Praise them when they performed well, saying Fantastic! or Excellent! Extension: Practise two-part singing Divide the class into two groups and ask each group to sing one part of the song Encourage pupils to make gesture when singing Homelink Whole class Whole class Whole class Whole class Group/ Individual work Group work minutes - Revise the main teaching point of the lesson: the Whole class structure Point to your to express a command Option 1: Individual - Ask pupils to draw a picture of a girl or a boy and work label some parts of the body that they have learnt - Have pupils to work in pairs/groups: one says a command using Point to your , the other(s) the action Option 2: Have pupils Activity 6, Unit 15 in their workbooks Option 3: Show pupils the lyrics of the song with some missing words, e.g.: That’s your face That’s your Point to your _ Point to your foot Then ask some advanced pupils to guess the missing words and sing the complete song aloud Pair/Group work Individual work Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher: _ School year: _ Week: _ Approved by: _ _ _ Unit 16 At home Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: pronounce the sound of the letter W/w in isolation - say the words washing, water, Wendy, window Language: Sound /w/ Vocabulary: washing, water, Wendy, window Resources/Material: Student’s book p.68 Teacher’s guide pp 167-169 Workbook p 48 Website sachmem.vn III PROCEDURE Procedure Warm-up Flashcards for Unit 16 Poster for Unit 16 Computer, projector Warm-up – Listen and repeat – Point and say – Fun corner – Homelink Teaching and learning activities Classroom management minutes Option 1: Singing the song in Unit 15, Lesson Whole class - Ask pupils to sing the song in Unit 15, Lesson and make some gesture of pointing to their body parts when singing - Have some pupils demonstrate the song in front of the class, the rest of the class listen to Pair work them and clap hands Option 2: Review of Unit 15 - Ask pupils open their workbooks on Page 48 - Have them Activity 7, Unit 15 in pairs Then select some pupils and ask them to show their colouring and say the commands aloud Option 3: Whole class - Ask pupils to play Matching Game, using pictures/cards and the words learnt in Unit 15 Listen and repeat 10 minutes Step 1: Have pupils look at the picture, saying Look at the picture, please! and describe it Draw pupils’ attention to the words next to the things, the girl, what she is doing and the colour of the letter W/w Check comprehension Step 2: Ask pupils to point to the letter W/w, saying Point to the letter W/w, please! Have them listen and repeat the sound of the letter W/w, saying Listen and repeat, please! Step 3: Tell pupils to point to Wendy and/or the word Wendy in the picture, to listen to the recording and repeat the word Wendy Ask them to listen to recording again and repeat the word individually and in chorus, saying Listen again and repeat, please! Correct pronunciation, if necessary Step 4: Follow the same procedure with the words washing, water and window Give further support to those pupils who find it difficult to the task, Whole class Individual work Group/ Pair work Whole class if necessary Step 5: Play the recording again and have them listen, point to the letter W/w, the picture and say the sound of the letter and the words until they feel confident Correct the pronunciation, if necessary Step 6: Call a few pupils to say the letter W/w and the words washing, water, Wendy and window in front of the class, saying Good job! when they performed well Extension: Have pupils play Chinese whisper - Place pupils in rows/groups - Hand out picture/cards of water, washing, a window and Wendy to the first pupil in each row - Have pupils in each row name the things/person/activity on each picture/card to the classmate behind them Whole class Individual work Group work Point and say minutes Step 1: Have pupils look at the picture again Ask them to describe it Draw their attention to the letter W/w, the words washing, water, Wendy and window, if necessary Step 2: Get them to point to the letter W/w and say it aloud, saying Point to the letter W/w and say, please! Step 3: Let them point to Wendy and say Wendy, saying Point to Wendy, please Remind them of the sound of the letter W in the word Wendy Then ask one pupil to point to Wendy and say the word Wendy in front of the class Go around and offer help, if Step 4: necessary Follow the same procedure with the other things Give further support to those pupils who find it Step 5: difficult to the task Ask pupils to work in pairs or in groups to look at the picture, point to the letter W/w, the girl and the things and say the sound of the letter W/w, the words washing, water, Wendy and window Go around and offer help or correct pronunciation, if Step 6: necessary Invite some pupils to point to the picture and say the sound of the letter and the words in front of the class If they performed well, praise them, saying Good job! or Great! Fun corner: Hot seat minutes Whole class Individual work Individual work Whole class Group/ Pair work Individual work Step 1: Tell pupils that they are going to play Hot seat Explain how the game is played (as mentioned in Unit 3) You may play the game once as an example Check comprehension Step 2: Divide the class into two teams Call one pupil from each team to sit on the Hot seat, facing the classroom with the board behind them Step 3: Write a word on the board, e.g window One of the team members in the Hot seat should help the pupil guess the word by air demonstrating it They cannot say, spell or draw the word Step 4: Continue until each team member has described a word to the pupil in the Hot seat Give one star for each right word The team gets more stars will win Homelink Whole class Group work Group work Group work minutes - Revise the main teaching point of the lesson: the sound of the letter w and the words water, washing, Wendy, window Option 1: Using sachmem, have pupils look at the things/person/activity in the picture and repeat the words after the recording Option 2: Using Poster for Unit 16, ask pupils to point to the picture and say the words For better pupils, teacher may cover the words and ask them to point to the things/person/activity and say aloud the words Option 3: Have pupils play Listen and jump Divide the class in groups and ask them to listen to words and jump up when they hear the sound /w/ Whole class Individual work Individual work Group work TIẾNG ANH LESSON PLAN School: Grade: Teacher: _ School year: _ Week: _ Approved by: _ _ _ Unit 16 At home Lesson – Period Date: _ I OBJECTIVES II INPUT III PROCEDURE Procedure By the end of the lesson, pupils will be able to: - say the letter W/w, the words water, washing, Wendy, window and the phrases/sentences containing /w/ and window in a chant - listen and identify the words windows, six, pens, eight - trace the letter W/w and complete the words endy, ater, ashing, indow Language: Sound /w/ Vocabulary: window, six, seven, eight, nine, ten Phrases/sentences with the sound /w/ and six, seven, eight, nine, ten Resources/Material: Student’s book p 69 sachmem.vn Teacher’s guide pp 170-171 Workbook pp 49-50 Computer, projector Warm-up – Listen and chant – Listen and tick – Look, trace and write – Homelink Teaching and learning activities Classroom management Warm-up minutes Option 1: Ask two or three pupils to look at the picture in Lesson (Student’s book or sachmem) and say the sound of the letter W/w and the words water, washing, Wendy and window Option 2: Have pupils play Hot Seat again, using the words learnt in the previous lesson Option 3: Get pupils to play What’s Missing Game, using the pictures and flashcards with the incomplete words _ater, _ashing, _endy and _indow Pupils should guess the missing letter and say the words correctly Individual work Whole class Whole class Listen and chant 10 minutes Step 1: Step 2: Step 3: Step 4: Step 5: Extension: Have pupils look at the chant, saying Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning Ask them to pay attention to the letter W/w, the word window, the words six, seven and the question How many windows? Check comprehension Play the recording of the first verse for pupils to listen and to get familiarized with the tune, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident Do the same procedure with the other verses Draw pupils’ attention to the words eight, nine, ten Correct pronunciation, if necessary Play the recording all the way through Ask pupils to listen and repeat the chant individually and in chorus, saying Listen to the recording and chant, please! Go around and offer help, if necessary Select some pupils to the front of the class to chant and clap their hands The rest of the class may sing along the chant and clap their hands If they sing the chant well, praise them, saying Well done! or Very good! For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud, e.g.: W, w, windows How many _? Six or _ Listen and tick minutes Whole class Whole class Group/ Individual work Individual work/Whole class Individual work Individual work Step 1: Have pupils look at the pictures of Question Point to the windows and teach the phrase six windows Have pupils point to the windows and say the phrase again Follow the same procedure with other pictures Step 2: Invite some pupils to point to the pictures in Question and say the words in front of the class, saying Point to the pictures and say the phrases, please! Eg: 1a: six windows, 1b: ten lemons Step 3: Play the recording of the first sentence for pupils to listen and tick the box Step 4: Follow the same procedure with Question Give further support to those pupils who find it difficult to the task, if necessary Step 5: Ask pupils to say what they have heard and ticked Eg: 1a: six windows, 2b: eight pens Audio script: How many windows? – Six How many pens? – Eight Answers: a b Whole class Individual work Individual work Whole class Whole class Look, trace and write minutes Step 1: Have pupils look at the letter W (upper case) and w (lower case) Remind them how to trace it Step 2: Tell pupils to trace the letter W/w, saying Now use your pencil to trace the letter W/w You can demonstrate by air tracing or tracing the broken line letter W/w Then let pupils the tracing Go around and offer help, if necessary Step 3: Check the results of pupils’ tracing and give feedback Ask pupils to work in pairs and swap their answers, saying Now work in pairs and check each other’s answer Give pupils time to work Go around and offer help, if necessary Step 4: Have pupils look at the pictures and the unfinished words endy, ater, ashing, indow Explain how to complete the words Remind pupils that the word Wendy is completed with the capital letter W Check comprehension Step 5: Give pupils time to complete the words independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary Extension: - Invite some pupils to point to the letter W/w and say its sound Then let them point to the pictures and say the complete words - For weaker pupils, have them Activity 3, Unit 16 in their workbooks - For better pupils, have them Activity 4, Unit 16 in their workbooks Whole class Individual work Pair work Whole class Individual work Individual work Individual work Individual work Homelink minutes Option 1: Have pupils listen to the recording, then say the chant again Option 2: Ask pupils to look at the pictures in Listen and tick and say about them, e.g six windows, ten lemons, Encourage advanced pupils to use learnt structures e.g I can see six windows.; Option 3: To reinforce the vocabulary, get pupils to Activity 1, Unit 16 in their workbooks Whole class Whole class Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher: _ _ _ School year: _ Week: _ Approved by: _ Unit 16 At home Lesson – Period Date: _ I OBJECTIVES By the end of the lesson, pupils will be able to: - use “How many _ can you see?” – “I can see _.” to ask and answer questions about the numbers of things - sing a song focusing on the numbers from six to ten and the structure “She can see _.” Language: “How many _ can you see?” – “I can see _.” Resources/Material: Student’s book p 70 sachmem.vn Teacher’s guide pp 172-173 Workbook p 51 Computer, projector II INPUT III PROCEDURE Procedure Warm-up Warm-up – Listen and repeat – Let’s talk – Let’s sing – Homelink Teaching and learning activities Classroom management minutes Option 1: - Have pupils listen to the recording, then sing the Whole class chant on Page 69 - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option 2: Whole class - Show pupils pictures/slides of the numbers they have learnt in Lesson - Ask them to recall and name the numbers, pointing to the pictures/slides - Encourage better pupils to use numbers six-ten to say about the quantity of things in the classroom, e.g six pens, seven books, Option 3: - Invite one or two pupils write the letter W/w on Individual the board work - Get pupils to say words that contain the sound of the letter W/w Listen and repeat minutes Step 1: Have pupils look at the windows, saying Look at the windows, please! How many windows can you see?, answering I can see six Let them listen and repeat the sentences twice Step 2: Get pupils to look at the question “How many windows can you see?” and the answer “I can see six.”, play the recording several times for them to listen and repeat Correct pronunciation, if necessary Step 3: Divide the class into two groups Ask one group to listen to the question and repeat Let another group listen to the answer and repeat Check pronunciation Step 4: Invite a few pupils to repeat the sentences in front of the class Go around and praise them, if they performed well, saying Well done! Correct pronunciation to make sure pupils can repeat correctly the sentences Let’s talk Whole class Whole class Group work Individual work 10 minutes Step 1: Have pupils look at the bubbles to understand how the structure How many can you see? – I can see is used Explain the meaning of the sentence, if necessary Step 2: Ask them to look at the pictures to identify the number of the things Then let them point to the pictures and say Check comprehension Step 3: Point to Picture a and model the task, using the question in the bubble and ask “How many windows can you see?” Have pupils point to the six windows and answer E.g I can see six windows Then ask pupils to say the sentences Whole class Whole class Group/ Individual work individually and in chorus Say Point to the picture, ask and answer, please! Correct pronunciation, if necessary Step 4: Follow the same procedure with Pictures b, c, d, e Whole class by getting pupils to point to the pictures, ask and answer questions about the number of things Go around and offer help, if necessary Step 5: Ask pupils to work in pairs or in groups to practise Pair work the structure again Give further support to those pupils who find it difficult to the task, if necessary Extension: Invite some pupils to point to the pictures and Pair work act out the exchanges in front of the class Have pupils play Bingo, using numbers one-ten Whole class Let’s sing 10 minutes Step 1: Have pupils read the lyrics to get familiarized themselves with the first verse of the song Say Now look at the first verse, please! Check comprehension Play the recording several times for pupils to listen and repeat line after line to make sure that they can sing the verse correctly Say Listen and repeat, please! Step 2: Follow the same procedure with the second and the third verses of the lyrics Step 3: Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress, and the melody of the song Let pupils practise singing the song Help them sing the song sentence by sentence first Then help them sing the whole song Step 4: If there is time, let them sing the song several times or ask some pupils to sing the song individually Praise them when they perform well, saying Excellent! Extension: Practise three-part singing Divide the class into three groups and ask each group to sing one part of the song Homelink Whole class Whole class Whole class Whole class Individual work Group work minutes - Revise the main teaching point of the lesson: the Whole class structure “How many _ can you see?” – “I can see _.” to ask and answer questions about the numbers of things Option 1: Whole class - Ask pupils to point to things in the classroom, ask and answer about them, using “How many _ can you see?” – “I can see _.” Option 2: Have pupils Activity 6, Unit 16 in their workbooks Option 3: Show pupils the lyrics of the song with some missing words, e.g.: One, two, _, four Wendy’s at her bedroom Five, six, _, eight She can see a on her bed Then ask some advanced pupils to guess the missing words and sing the complete song aloud Individual work Individual work ... to Activity 1, Review 1 Listen and tick minutes Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Extension: Have pupils look at the pictures of question 1, saying e.g Look at Picture 1, please!... 1: Pupils learn by heart the chant on p .10 Option 2: Pupils trace the letter C/c in their workbooks Option 3: Pupils point to the pictures in Listen and tick (p 10 ) and say the phrases, e.g 1a:... pupils open the books and look at Unit 3, Lesson p 14 , saying Open the books and look at Unit 3, Lesson (Page 14 ) Listen and repeat 10 minutes Step 1: Open books open or access sachmem Have Whole