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GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 3. 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 /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ (letter l) - Vocabulary: clocks, locks, mops, pots mango, monkey, mother, mouse bus, running, sun, truck Lucy, lake, leaf, lemons - Exchanges and structures: How many _? – _ (asking and answering questions about the quantity of things) That’s a _ (introducing one thing) _’s running (describing what someone is doing) Look at _ (using imperatives) Resources/Material: - Student’s book p 54 - Teacher’s guide pp 132-134 - Website hoclieu.vn - Flashcards with letters o, m, u and l - Flashcards with the pictures of the words from Unit to Unit 12 - Computer, projector - III PROCEDURE Warm-up – Listen and repeat – Look and circle – Homelink Procedur Teaching and learning activities e Warm-up Classroom manageme nt minutes Remind pupils of the names of the topics they have learnt from Unit to Unit 12 Then: Option 1: Revising the sounds and words - Show flashcards of the letters o, m, u and l Have pupils say the letter names and the letter sounds - Stick some flashcards including some pictures of the words from Unit to Unit 12 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 bag 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 story 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 1, saying Look at Picture 1, please! and describe the picture Draw pupils’ attention to the boy, the girl and the bubbles Step Let pupils listen to the recording, point to the Whole class Whole class Individual work Whole class Group work Whole class Whole class Individual work Whole class sentence in the speech bubble and repeat, saying Now listen, point to the sentence and repeat, please! Step Follow the same procedure with Pictures 2, and Correct pronunciation, if necessary Give further support to those pupils who fnd it difcult to the task Step 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 Step 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 Step 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 Extensio After pupils have remembered the story, n: 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 cirle minutes Step Step Whole class Whole class Whole class Pair work Pair work Whole class Pair work Explain to pupils that they are going to look Whole class 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 Whole class Step Step Step Extensio n: Homelin k thing/animals/actions, saying What can you see in the pictures? Can you see the sun? Yes, it is the sun Say the word, please! 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, 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 Ask pupils to swap the answers with a classmate before checking as a class Invite some pupils to show what they have done Praise them if they have done well Have the class say all of the words they have circled After the pupils have finished circling the words, have pupils read all of the words 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/story The group with the most words is the winner minutes Individual work 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 /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ (letter l) - Vocabulary: mops, pots, mango, monkey, mouse, bus, sun, truck, lake, lemons Exchanges and structures: How many _? – _ ( asking and answering questions about the quantity of things) That’s a _ (introducing one thing) Look at _ (using imperatives) Resources/Material: - Student’s book p 55 - hoclieu.vn - Teacher’s guide pp 134-136 - Flashcards to play games - Computer, projector - III PROCEDURE Procedur e Warm-up – Listen and tick – Listen and circle – Listen and tick or cross – Homelink Teaching and learning activities Classroom manageme nt Warm-up 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 Mystery bag or Hot seat to revise the sounds and words they learnt in Whole class previous units Lead to Activity 1, Self check, Review Listen and tick minutes 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 bus, 1b: a truck) 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 fnd it difcult to the task Follow the same procedure with the Whole class Individual work Individual work Whole class Individual work Whole class pictures of questions and Go around Individual and offer help, if necessary work Step Set a time limit for pupils to swap and Pair work check the answers Whole class Step Invite some pupils to the front of the class Individual to point to the pictures and say what they work have heard Audio: truck two pots mouse Key: b a b Extension: Write incomplete words on the board and Individual have some pupils to write letters to work complete them E.g b_s; tr_ck; m_ps; p_ts; _onkey; _ouse Listen and circle minutes Step Step Step Step 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 Whole class Individual work Ask pupils to swap and check the Pair work answers Play the recording again for Individual them to check, work if necessary Invite some pupils to say the sounds they have heard Confirm the correct answers Audio script + Key: Extension: l o m u Say the letters aloud and have pupils write Whole class down the letters on their small boards Listen and tick or cross 10 minutes Step 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 lake? Yes, a lake) 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 lake, the sun…) Step 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! Step 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 diffcult to the task Step Step Whole class Individual work Whole class Individual work Whole class Individual work Set a time limit for pupils to swap and Pair work check the answers Correct the answers, if necessary Invite some pupils to the front of the class Individual to point to the pictures and say what they work have heard Audio script: Look at the lake Look at the bus That’s a mango 4 How many mops? – Three Key: ✔ x ✔ X Extension: Show flashcards of other words and have Whole class pupils say a sentence with a word For a Individual more able class, encourage pupils to use work the structures they have learnt (Look at _.; That’s _.; How many ?) Teacher’s name: Week: TIẾNG ANH REVIEW LESSON Time allocation: period I OBJECTIVES II INPUT Procedure Warm-up 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 /ɒ/ (letter o), /m/ (letter m), /ʌ/ (letter u), and /l/ (letter l) - Vocabulary: clocks, locks, pots monkey, mother, mouse bus, running, sun, truck lake, leaf, lemons Resources/Material: Student’s book p 56 hoclieu.vn Teacher’s guide pp 136-138 Flashcards to play games Computer, projector Teaching and learning activities minutes Classroom management Option 1: Whole class Have pupils sing the chants from Individual work Unit and 12 to revise the words and structures they have learnt If pupils not remember the songs, play the recording for them to sing along Whole class Ask them what words appear in the songs Stick the flashcards of the words on the 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 minutes Step Step Step Step Step 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 words 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 word/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 difficult 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 Whole class Individual work Whole class Individual work Whole class Individual work Pair work Invite some pupils to show what they have Whole class done Praise them if they have done well Key: b a a Extension: Say aloud some words/phrases an have pupils circle the suitable pictures Find the words minutes Step Step Step Step Step Extension: 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 bus, please! Ask them to find the word bus in the table and circle, saying Find and circle the word bus, 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: work Individual work Individual work Whole class Whole class Individual work Pair work Individual work Have pupils read the words aloud one more Individual time and make a sentence with each word work Write the letters minutes Step Have pupils look at the picture Draw pupils’ attention to the missing letters of the words next to the person/ things Step Ask pupils to look at the sun and the incomplete word un Model with this word so that pupils can understand how to complete the task Step Have pupils look at the things/person and the incomplete words and complete the words Give further support to those pupils who find it difcult to the task Step Ask pupils to swap their answers with other classmates Then check the answers as a class Step Invite some pupils to point at the picture and say the words they have completed Extension: Write a list of letters on the board (b, t, u, l, a, r, e, s, k…) Have pupils make words from the letters given Homelink minutes Option 1: Write a chant with some sentences from Exercise on the board and have pupils read them together E.g Look at the bus Look at the truck That’s a lake Option 2: Stick some flashcards on the board Write some words 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 Individual work