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GIÁO ÁN GLOBAL SUCCESS LỚP 1 UNIT 14. 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.
TIẾNG ANH LESSON PLAN School: Grade: Teacher : School year: Week: Approved by: _ _ _ _ _ _ Unit 14 In the toy shop Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: - pronounce the sound of the letter T/t in isolation - say the word teddy bear, tiger, top, turtle Language: Sound /t/ Vocabulary: teddy bear, tiger, top, turtle Resources/Material: Student’s book p.60 Teacher’s guide pp 147-149 Website hoclieu.vn Flashcards for Unit 14 Flashcards/pictures of popular toys for children Poster for Unit 14 Computer, projector - III PROCEDURE Procedur e Warm-up Warm-up – Listen and repeat – Point and say – Fun corner – Homelink Teaching and learning activities Classroom manageme nt minutes Option 1: Singing the song in Unit 13, Lesson Ask pupils to sing the song in Unit 13, Lesson and make the gesture of eating something (noodles, nuts) when singing Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands Option 2: Drawing Show pupils some pictures/slides of popular toys for children Have pupils draw their favourite toys, then colour them Option 3: Talking Show pupils some pictures/slides of popular toys (car, robot, top, teddy bear, doll, …) Ask pupils some questions about their favourite toys, saying (in Vietnamese) What toy you like? Do you like cars? Do you like dolls? Why you like them? … Whole class Individual work Whole class Listen and repeat 10 minutes Step 1: Have pupils look at the picture, saying Look Whole class Step 2: Step 3: Step 4: Step 5: Step 6: Extension : at the picture, please! and describe it Draw pupils’ attention to the letter T/t, the words next to the thing/pets and the colour of the letter T/t Check comprehension Ask pupils to point to the letter T/t, saying Point to the letter T/t Have them listen and repeat the sound of the letter T/t more than once, if necessary Say Listen and repeat, please! Tell pupils to point to the teddy bear and the word teddy bear, saying Point to the teddy bear and the word “teddy bear” Ask them to listen and repeat the word, saying Listen and repeat, please! Follow the same procedure with the words top, tiger and turtle Correct pronunciation, if necessary Play the recording again and have them listen, point to the letter T/t and the words teddy bear, top, tiger, turtle and repeat until they feel confident Give further support to those pupils who find it difficult to the task Play the recording again and call a few pupils to say the letter T/t and the words teddy bear, top, tiger and turtle in front of the class, saying Well done! when they performed well For better pupils, using pictures/slides of toys in Warm-up, have the pupils make labels for the toys (ball, car, teddy bear, horse, dog, monkey, top, …) Ask them to attach the cards to the corresponding toy items and practise saying the words Individual work Whole class Whole class Whole class Individual work Individual work Point and say minutes Step 1: Have pupils look at the picture again, saying Whole class Look at the picture on Page 60, please! Ask them to describe it Draw their attention to the letter T/t, and the thing/pets, if necessary Step 2: Get them to point to the letter T/t and say it, saying Point to the letter T/t and say, please! Step 3: Let them point to the teddy bear and say the word teddy bear, saying Point to the teddy bear and say “teddy bear”, please! Give further support to those pupils who find it difficult to the task Step 4: Follow the same procedure with other things Go around and correct pronunciation, if necessary Step 5: Ask pupils to work in pairs or in groups to point to the picture and say the sound of the letter T/t and the words Go around, offer help and correct pronunciation, if necessary Step 6: 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 Well done! or Very good! Fun corner: Whole class Individual work Whole class Group/ Pair work Individual work Chinese whispers minutes Step 1: Tell pupils how the game is played The game is played with two teams of four pupils for each group The pupils are going to listen to the message their friends whisper and then pass the message to the next pupil The team wins if the last person in the team can speak out the words he/she heard correctly Check Step comprehension 2: Choose two groups of pupils with four in each group Ask pupils in the groups to stand in a queue Say OK, now we will start the game Step Whisper one of the words they have learnt 3: (top, tiger, turtle, teddy bear) to the first pupil in each group and have him/her whisper the word to the pupil standing next to him/her quickly Step 4: The game goes on until the last pupil says the word correctly The group that says the Whole class Group work Group work Group/ Individual work word the fastest and the most correctly will Group work Step 5: win Continue to play the game with two other groups Homelink minutes - Revise the main teaching point of the lesson: the sound of the letter T/t and the words teddy bear, tiger, top, turtle Option 1: Using hoclieu.vn, have pupils look at the things/pets in the picture and repeat the words after the recording Option 2: Using Poster for Unit 14, ask pupils to point to the things/pets in the picture and say the words For 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 match the words teddy bear, tiger, top, turtle and the pictures Then ask the class to say the words aloud Whole class Whole class Individual work Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher : School year: Week: Approved by: _ _ _ _ _ _ Unit 14 In the toy shop Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: say the letter T/t, the words teddy bear, tiger, top, turtle and the phrases/sentences containing /t/ and top, tiger, turtle, teddy bear in a chant listen and identify the words teddy bear, tiger trace the letter T/t and complete the words _op, _eddy bear, _urtle, _iger Language: Sound /t/ Vocabulary: teddy bear, tiger, top, turtle Phrases with the sound /t/ and the words teddy bear, tiger, top, turtle Resources/Material: Student’s book p 61 hoclieu.vn Teacher’s guide pp 150-152 - III PROCEDURE Procedur e Warm-up Workbook pp 43-44 Computer, projector Warm-up – Listen and chant – Listen and tick – Look, trace and write – Homelink Teaching and learning activities Classroom manageme nt minutes Option 1: Ask two or three pupils to look at the picture in Lesson (Student’s book or hoclieu.vn) and say the sound of the letter T/t and the words teddy bear, tiger, top, turtle Option 2: Have pupils play Chinese whispers again, using the words learnt in the previous lesson Option 3: Get pupils to draw and colour their favourite toys, then display their pictures on the classroom walls Whole class Whole class Individual work Listen and chant 10 minutes Step 1: Have pupils look at the chant Say Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning Ask them to pay attention to the letter T/t and the words/ phrases top, turtle, tiger, teddy bear Check comprehension Step 2: 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 again for them to listen and repeat until they feel confident, saying Now listen and repeat, please! Step 3: Follow the same procedure with the second verse Correct pronunciation, if necessary Whole class Whole class Whole class Step 4: Step 5: Extension : Give further support to those pupils who find it difficult to the task Play the recording all the way through Ask pupils to listen and repeat the chant individually and in chorus, saying Listen 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 the chant along and clap their hands If they sang the chant well, praise them, saying Well done! or Very good! Ask pupils to look at the picture in Activity 3, work in pairs and find the items that are in the chant For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud For example: T, t, top T, t, _ T, t, tiger T, t, _ Listen and tick Group/ Individual work Individual work Pair work Individual work minutes Step 1: Have pupils look at the pictures of Question and say, saying Look at the pictures and say, please! Draw pupils’ attention to the boxes next to the letters a and b Check Step 2: comprehension 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! Eg: 1a: a bear, Step 3: teddy 1b: a top Play the recording of the first sentence for pupils to listen and tick the correct picture Say Whole class Individual work Individual work Step 4: Now listen and tick, please! Play the recording of the first sentence, several times if necessary, for pupils to hear Whole class Ask pupils to say what they have heard and ticked Say What did you hear? Did you hear “I can see a teddy bear” or “I can see a top”? If they say “I can see a teddy bear”, ask them to Step tick the box a If they say “I can see a top”, 5: play the recording again for them to listen one more time and tick Follow the same procedure with the pictures in Step 6: Question Give further support to those pupils who find it difficult to the task Call a few pupils to the front of the class to point to the pictures and say what they have heard E.g I can see a teddy bear I can see a tiger Audio script: I can see a teddy bear I can see a tiger Answers: a a Look, trace and write Step 1: Individual work Individual work minutes Have pupils look at the letter T (upper case), saying Look at the letter T What can you see? Yes, you can see the T (upper case) Point to the upper case T and say This is the letter T (upper case) Check comprehension Write the letter T (upper case) on the board, Step 2: saying Look at the board What can you see now? Yes, you can see the letter T Check to make sure pupils understand the letter written in solid lines and that in broken lines Tell pupils to trace the letter T, saying Now Step 3: trace the letter T You can demonstrate by air tracing or tracing the broken line letter T Then let pupils the tracing Go around and offer help, if necessary Whole class Whole class Individual work Step 4: Follow the same procedure with the letter t (lower case) Give further support to those pupils who find it difficult to the task Step 5: 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 Step 6: Go around and offer help, if necessary If there is enough time, invite some pupils to point to the letter T/t and say its sound, saying Point to the letter and say, please! Then let them point to the pictures and say the complete words aloud, saying Point to the Extension pictures and say the words, please! : - For weaker pupils, have them Activity 3, Unit 14 in their workbooks - For better pupils, have them Activity 4, Unit 14 in their workbooks Homelink Individual work Pair work Individual work Individual work 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 teddy bear, top, tiger Encourage better pupils to use learnt structures e.g It’s a teddy bear.; This is a top.; Option 3: To reinforce the vocabulary, get pupils to Activity 1, Unit 14 in their workbooks Whole class Whole class Individual work TIẾNG ANH LESSON PLAN School: Grade: Teacher : School year: Week: Approved by: _ _ _ _ _ _ Unit 14 In the toy shop Lesson – Period Date: _ I OBJECTIVES II INPUT By the end of the lesson, pupils will be able to: use “I can see a _.” to express ability sing a song with the structure “I can see a _.” Language: I can see a _ Resources/Material: Student’s book p 62 hoclieu.vn Teacher’s guide pp 152-154 Workbook p 45 Computer, projector - III PROCEDURE Procedur e Warm-up Warm-up – Listen and repeat – Let’s talk – Let’s sing – Homelink Teaching and learning activities Classroom managemen t minutes Option 1: - Have pupils listen to the recording, then sing the chant on Page 61 - Select some better pupils to sing the chant in front of class The class listens to them and claps hands along Option 2: - Show pupils pictures/slides of some toys/pets they have learnt/drawn - Ask them to recall and name the toys/pets (e.g cat, dog, top, teddy bear, ) Encourage better pupils say more words/phrases if they can Option 3: - Invite one or two pupils write the letter T/t on the board - Get pupils to say words that contain the sound of the letter T/t (e.g cat, goat, top, turtle, ) Whole class Whole class Individual work Listen and repeat minutes Step 1: Have pupils look at the picture, point to the Whole class tiger in the picture and say What is it? It’s a tiger Point to the girl and say I can see a tiger Have pupils look at the sentence “I can see a tiger.”, saying Look at the sentence, please! Explain the meaning of the sentence and how it is used Check comprehension Step 2: Play the recording several times for pupils to Whole class listen and repeat the sentence, saying Now Step 3: listen and repeat, please! Play the recording and invite some students to repeat the sentence “I can see a tiger.” in front of the class Correct pronunciation to make sure pupils can repeat correctly the sentence Give further support to those Step 4: pupils who find it difficult to the task Invite some pupils to listen and say the sentence in front of the class Let’s talk Individual work Individual work 10 minutes Step 1: Have pupils look at the bubble to understand Whole class how the structure “I can see a _.” is used (to say what they can see) Explain the meaning of the sentence, if necessary Step 2: Have pupils look at the first picture Say Look Whole class at Picture a, please! Point to the tiger and ask them What is this? The pupils answer “a tiger” Tell them to say the whole sentence “I can see a tiger.” Step 3: Point to Picture a and model, using the Whole class expression in the bubble and the picture E.g Step 4: I can see a tiger Ask pupils to point to Picture a and say the sentence “I can see a tiger.” in chorus, saying Point to Picture a and say “I can see Step 5: a tiger” Correct pronunciation, if necessary Follow the same procedure with other pictures Give further support to those pupils Step 6: who find it difficult to the task Select some pairs of pupils to practise saying what they can see in front of the class Praise Extension them, saying Excellent! if they performed : well Show the flashcards of the tiger, turtle, top and teddy bear and ask pupils to say what Whole class Pair work Whole class Group work they can see E.g I can see a tiger Play Memory game Divide the class in four groups Say an incomplete sentence, e.g I can see a and have pupils add a toy item to the chain, e.g I can see a tiger → I can see a tiger and a top → I can see a tiger, a top and a doll 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 Step 2: Play the recording several times for pupils to repeat line after line to make sure that they can sing the first verse correctly Say Listen and repeat, please! Step 3: Follow the same procedure with the second verse of the lyrics Praise them when they perform well, saying Excellent! Step 4: Have pupils listen to the whole song and sing along Draw their attention to the pronunciation, the stress and the melody of the song, saying Now listen to the whole song and sing, please! Let pupils practise Step 5: singing the song If there is time, let them sing the song several times or ask some pupils to sing the song Extension individually : Practise two-part singing Divide the class into two 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 Whole class lesson: the structure I can see a to express ability Individual Option 1: Ask pupils to draw/show pictures of their favourite toys/pets and say about them, using I can see a _ Option 2: Have pupils Activity 6, Unit 14 in their workbooks Option 3: Show pupils the lyrics of the song with some missing words, e.g.: I can see Tony I can Tony He’s in the _ shop He’s holding a teddy _ Then ask some advanced pupils to guess the missing words and sing the complete song aloud work Individual work Individual work