GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 1. Sách giáo khoa tiếng Anh Global Success chương trình mới. Sách giáo khoa tiếng Anh lớp 1. Tiếng Anh 1 Global Success Sách Học Sinh. Được biên soạn theo chương trình giáo dục phổ thông làm quen tiếng anh lớp 1 và lớp 2 của Bộ giáo dục và Đào tạo. Cuốn sách giúp học sinh lớp 1 bước đầu làm quen và có nhận thức đơn giản nhất về tiếng anh, làm tiền đề cho việc hình thành và phát tiển năng lực ở các lớp sau. Mục tiêu của Tiếng anh 1 Global Success Sách học sinh:Lấy định hướng giao tiếp (Communiacative Approach) làm cơ sở biên soạn sách giáo khoa và các học liệu học tập. Theo đó, Tiếng anh 1 Sách học sinh giúp các em làm quen và rèn luyện các kĩ năng giao tiếp, Nghe nói đọc viết (Đặc biệt là nhận mạnh hai kĩ năng nghe và nói). Hệ thống âm, từ vựng, cấu trúc rất đơn giản và cơ bản của tiếng anh là phương tiện hình thành các kĩ năng giao tiếp.Coi hoạt động học của học sinh (LearningCentred Approach) là trọng tâm của quá trình dạy học.Lấy hoạt động học qua chơi, chơi để học làm phương thức cơ bản trong làm quen và học tiếng anh với đối tượng học sinh nhỏ tuổi Tiếng anh 1 sách học sinh gồm 16 đơn vị học bài (Unit), được dạy trong 70 tiết: Mỗi đơn vị bài học có ba bài học (lesson), mỗi bài học được dạy trong 1 tiết.Xen kẽ các đơn vị bài học là 4 bài Fun time, bao gồm các hoạt động và trò chơi ngôn ngữ, tạo hứng thú trong học tập cho học sinh.Bốn bài Review (Bao gồm phần Story và Seft check) được đặt sau mỗi 4 đơn vị học bài giúp các em học sinh ôn tập, củng cố kiến thức và kĩ năng tự kiểm tra, đánh giá kết quả học tập.
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: - 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 /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 hoclieu.vn Flashcards with letters b, c, a and d Flashcards with the pictures of the words from Unit to Unit Computer, projector - III PROCEDURE Procedur e Warm-up Warm-up – Listen and repeat – Look and circle – Homelink Teaching and learning activities Classroom management minutes 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: 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 Whole class Whole class Individual work Whole class Step 4: Step 5: Step 6: Step 7: Extension : 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 Have pupils work in pairs to look at the book and read the story aloud Encourage them to use gestures, face expressions,…Observe and support pupils when needed After pupils have remembered the story, have them role play it Model with one pupil and ask 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 work Whole class Whole class wo k Whole class Pair work Pair work Whole class Pair work Look and cirle minutes Step 1: Step 2: Explain to pupils that they are going to look at the four pictures and circle the words These words all appear in the story 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 Whole class work Whole class Individual work example Step 3: Step 4: Extensio n: Homelink 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 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 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 Individual work Individual work Whole class Individual work Whole class minutes - Ask pupils some questions about the story Whole class such as How many people are there? What Individual work are their 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 hoclieu.vn 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 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 - II INPUT /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 hoclieu.vn Teacher’s guide pp 48-50 Flashcards to play games Computer, projector - III PROCEDURE Procedur e Warm-up Warm-up – Listen and tick.– Listen and colour – Listen and tick or cross – Homelink Teaching and learning activities Classroom management minutes Option 1: Whole class Use hoclieu.vn to show the pictures of the Pair work story in 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: 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 Step 2: 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) Step 3: 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 Step 4: Follow the same procedure with the pictures of Question Go around and offer help, if necessary Step 5: Set a time limit for pupils to swap and check the answers Correct the answers, if necessary Step 6: 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 Extension Write incomplete words on the board and : have some pupils to write letters to complete Whole class Individual work Individual work Whole class Individual work Whole class Individual work Pair work Whole class Individual work Individual work them E.g _ all , _ ar, _at, _og Listen and circle Step 1: Step 2: Step 3: Step 4: Extension: minutes Have pupils look at the pairs of letters and 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 Listen and tick or cross Step 1: Step 2: Whole class Pair work Whole class Whole class Individual work Pair work Individual work Whole class 10 minutes 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 Whole class Individual work Whole class Individual work Step 3: Step 4: Step 5: Extension: Homelink 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 structures (I have a _.; This is my _.; This is a .) Whole class Individual work Pair work Individual work Whole class Individual work minutes Option 1: Organise Picture dictionary activity Some pupils go to the board and draw to illustrate the words 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 Whole class work Individual work 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 hoclieu.vn Teacher’s guide pp 50-51 Flashcards to play games Computer, projector - III PROCEDURE Warm-up – Read and tick.– Colour the apple, the ball, the cat and the dog Then point and say – Homelink Procedur e Warm-up Teaching and learning activities 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 Read and tick Step 1: Step 2: Step 3: Classroom managemen t Whole class Individual work Whole class 10 minutes 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 Get pupils to read the phrases in other Whole class questions and tick the correct boxes, Individual saying work Now read and tick the correct pictures, please! Give further support to those pupils who find it difficult to the task Step 4: Step 5: Extension: 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 e pictures Pair work Whole class Individual work Individual work Colour the apple, the ball, the cat and the dog Then point and say 15 minutes Step 1: Step 2: Step 3: 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 Whole class Whole class Whole class Individual work Step 4: Step 5: Step 6: Extension: 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! Show flashcards of other words and have pu pils say similar sentences with these words Individual work Pair work Individual work Whole class Individual work Homelink minutes Option 1: 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 Whole class Individual work