GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 2. 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) Vocabulary: chips, fish, milk, chicken bell, pen, pencil, red garden, gate, girl, goat hair, hand, head, horse Structures: I like (talking about hobbies) It’s a red (introducing something) There’s a (introducing something/someone) Touch your (using the imperatives) Resources/Material: Student’s book p 37 Teacher’s guide pp 88-90 Website hoclieu.vn Flashcards with letters i, e, g and h Flashcards with the pictures of the words from Unit to Unit Computer, projector - III Warm-up – Listen and repeat – Look and circle – PROCEDURE Procedur e Warm-up Homelink Teaching and learning activities Classroom manageme nt 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 i, e, g and h 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, Mystery or Pass the word) with the words they 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! Listen and repeat 15 minutes Step Have pupils look at the pictures Ask them some questions, such as Who are in the pictures? What are they doing? Then have pupils guess the content of the story Step 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 Step 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! Whole class Whole class Individual work Whole class Group work Whole class Whole class Individual work Whole class Step Step Step Step Extensio n: Repeat the same procedure with Pictures 2, and Correct pronunciation, if necessary Give further support to those pupils who find it difficult 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 Look and circle Step Step Whole class Whole class Whole class Pair work Pair work Whole class Pair work minutes Explain to pupils that they are going to look at the four pictures and circle the words These words all appear in the story (in the sentences or in the pictures) Ask them to identify the thing/animals, saying What can you see in the pictures? Can you see the bag? Yes, it is the bag Say the word, please! Whole class Whole class Individual work Step Step Extensio n: Homelin k Ask pupils to repeat the words several times, saying Repeat, please! Tell pupils to circle the bag 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 bag, the goat, the ball and the gate in the pictures of the story Then ask them what things they can see in the pictures and have them circle these things (in the pictures there are some things that pupils have learnt: cat, head, hand, 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 minutes Individual work Individual work Whole class Individual work Whole class - Ask pupils some questions about the story Whole class such as How many people are there? What Individual are their names? Teacher can ask in work 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 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) Vocabulary: goat, gate, pen, pencil, hand, head, bell, fish, girl, pen Structures: I like (talking about hobbies) I have a red (introducing what you have) There’s a (introducing something/someone) Touch your (using the imperatives) Resources/Material: Student’s book p 38 hoclieu.vn Teacher’s guide pp 90-92 Flashcards to play games Computer, projector - III Warm-up – Listen and tick – Listen and circle – PROCEDURE Listen and tick or cross – Homelink Procedur e Teaching and learning activities Warm-up minutes Option 1: Use hoclieu.vn to show the pictures of the story in Lesson Review Ask pupils to retell the story in pairs from their memory Option 2: Have pupils play Mystery bag or Hot seat to revise the sounds and words they learnt in previous units Lead to Activity 1, Self check, Review Classroom manageme nt Whole class Pair work Whole class Listen and tick minutes Step Step Step Step Step 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 goat and a gate? and say what they can see, e.g a goat, a gate 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 goat, 1b: a gate) 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 o ffer help, if necessary Set a time limit for pupils to swap and check the answers Correct the answers, if Whole class Individual work Individual work Whole class Individual work Whole class Individual work Pair work Whole class necessary Step Extension: Invite some pupils to the front of the class to point to the pictures and say what they have heard Audio: a gate a pen a hand Key: b b a Write incomplete words on the board and have some pupils to write letters to complete them E.g _ oat , _ ate, _en, _encil, _and, _ead Listen and circle Step Step Individual work Individual work 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 Whole class Pair work Whole class Step Whole class Individual work Step Ask pupils to swap and check the answers Pair work Play the recording again for them to check, Individual if necessary Invite some pupils to say the work sounds they have heard Confirm the correct answers Audio script: i e g h Key: i; 2.e; g; h Extended activity: Whole Say the letters aloud and have pupils write class down the letters on their small boards Listen and tick or cross 10 minutes Step Have pupils look at Picture (saying Look Whole Step Step Step Step Extension: Homelink at Picture 1, please!) and say what they can see, (saying What can you see? Can you see a bell? Yes, a bell) 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 bell, fish…) 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: There’s a bell I like chips Touch your hair I have a red pen Key: ✔ x ✔ x Extended activity: 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 .) minutes class Individual work Whole class Individual work Whole class Individual work Pair work Individual work Whole class Individual work Option 1: Organise Kim’s game Stick flashcards on the board Have pupils look at the cards for 30 seconds Then ask them to close their eyes Have them open their eyes again and say what words have been missing 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 Individual work Teacher’s name: Week: TIẾNG ANH REVIEW LESSON Time allocation: period I OBJECTIVES II INPUT III PROCEDURE Procedur e By the end of the lesson, pupils will be able to: recognize the words they have learnt read the words they have learnt write the letter to complete the words Language: Sounds /i/ (letter i), /e/ (letter e), /g/ (letter g), and /h/ (letter h) Vocabulary: fish, chicken, bell, pen, milk, gate, goat, hand, head, pencil, red, gate Resources/Material: Student’s book p 39 hoclieu.vn Teacher’s guide pp 92-94 Flashcards to play games Computer, projector - Warm-up – Read and tick – Find the words – Write the letters – Homelink Teaching and learning activities Classroom management Warm-up minutes Option 1: Whole class Have pupils sing the songs from Unit and Individual work 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 Whole class board Option 2: Have pupils play the game Slap the board to revise the sounds and words they learnt in previous units Lead to Activity 4, Review Read and tick Step Step Step Step Step Extensio 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 Get pupils to read the phrases in other questions and tick the correct boxes, saying Now read and tick the correct pictures, please! Give further support to those pupils who find it difcult to the task 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: b b a Say aloud some words and have pupils circle Whole class Individual work Whole class Individual work Whole class Individual work Pair work Whole class Individual work Individual n: the suitable pi tures Find the words minutes Step Step Step Step Step Extension: work Have pupils read the words around the table Explain how to the activity, saying Look at the words around the table, find and circle the words in the table using pencils Model the first word Have pupils look at the first word on the left, saying Look at the word fish, please! Ask them to find the word fish in the table and circle, saying Find and circle the word fish, please! Have pupils find other words in the wordsearch Give further support to those pupils who find it difficult to the task Have pupils exchange their answers in pairs or in groups before checking as class Invite some pupils to point to the words in the table and say them in front of the class KEY: Whole class Have pupils read the words aloud one more time and make a sentence with each word Individual work Write the letters minutes Whole class Individual work Pair work Individual work Step Step Step Step Step Extension: Homelink Have pupils look at the picture Draw pupils’ attention to the missing letters of the words next to the things/animal/part of the body Ask pupils to look at the head of the boy and the incomplete word ead Model with this word so pupils can understand how to complete the task Have pupils look at the things/animal/part of the body, the incomplete words and complete the words Give further support to those pupils who find it difficult to the task Ask pupils to swap their answers with other classmates Then check the answers as a class Invite some pupils to point at the picture and say the words they have completed Have pupils play Pictionary game Some pupils read aloud words for other pupils to draw on the board minutes Option 1: Write a chant with some sentences from Exercise on the board and have pupils read them together E.g There is gate There is a goat There is a red pen too Option 2: Stick some flashcards on the board Write the words in this exercise on the board Have pupils match - Tell pupils to practise saying the words and sentences at home Whole class Whole class Individual work Pair work Individual work Individual work Whole class Whole class wo Whole class Individual work Individual work