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GIÁO ÁN GLOBAL SUCCESS LỚP 1 REVIEW 4. 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 RE VIEW 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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w) - Vocabulary: bananas, noodles, nuts, teddy bear, tiger, top, turtle face, father, foot, football wash, water, window - Exchanges and structures: - He’s/ She’s having _ (describing what a person is eating) I can see _ (saying what you can see) Point to _ (using the imperatives) How many _ can you see? - I can see _ (asking and answering questions about the number of things) Resources/Material: - Student’s book p 71 - Teacher’s guide pp 174-175 - Website hoclieu.vn - Flashcards with letters n, t, f, w - Flashcards with the pictures of the words from Unit 13 to Unit 16 - Computer, projector 261 III PROCEDURE Procedur e Warm-up Warm-up – Listen and repeat – Look and circle – Homelink Teaching and learning activities Classroom manageme nt minutes Remind pupils of the names of the topics they have learnt from Unit 13 to Unit 16 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 13 to Unit 16 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 262 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 Praise pupils when they perform 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 parts of body/ things, Whole class 263 Step Step Step Extensio n: Homelin k saying What can you see in the pictures? Can you see the teddy bear? Yes, it is the teddy bear Say the words, please! 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 Have pupils look at the pictures and the story again to circle other words in exercise 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 Pair 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 are their names? Teacher can ask in Vietnamese Individual - Then: work 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 264 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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and / w/ (letter w) - Vocabulary: noodles, teddy bear, tiger, turtle face, father, foot, wash, window - Exchanges and structures: He’s/She’s having _ (describing what a person is eating) Point to _ (using the imperatives) Resources/Material: - Student’s book p 72 - hoclieu.vn - Teacher’s guide pp 176-177 265 - III PROCEDURE Procedur e - Flashcards to play games - Computer, projector 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 Whole class revise the sounds and words they learnt in previous units Lead to Activity 1, Self check, Review Listen and tick minutes Step Step Step Step Have pupils look at the pictures Ask them to point to pairs of pictures and say the words Draw pupils’ attention to the boxes next to the letters a and b Check comprehension Invite some pupils to point to the pictures and say the words in front of the class 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 questions and Go around and o ffer help, if necessary 266 Whole class Individual work Individual work Whole class Individual work Whole class Individual work Step Set a time limit for pupils to swap and check Pair work the answers Whole class Step Invite some pupils to the front of the class to Individual point to the pictures and say what they have work heard Audio: window teddy bear foot Key: a b b Extension Write incomplete words on the board and Individual : have some pupils to write letters to complete work them E.g _indow; _urtle; _iger; _eddy bear; _ace; _oot Listen and circle minutes Step 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 Have pupils look at the pairs of letters again Tell them that they will listen to the recording, identify the sound and circle the letter of the sound in each pair Check comprehension 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 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 Invite some pupils to say the sounds they have listened 267 Extension: Audio script + Key: w n f t 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 Ask pupils to have a look at the pictures Whole class and say what they can see Individual work Step Explain that they have to listen to some Whole class sentences and put a tick or a cross in the Individual boxes under the pictures work Step Get some pupils to point to the pictures and Whole class say the words or sentences in front of the Individual class work Step Play the recording twice, ask pupils to listen Pair work and put a tick or a cross Set a time limit for pupils to check the Individual answers in pairs Correct the answers, if work necessary Play the recording again Confirm the correct answers If time allows, invite some pupils to the front of the class to point to the pictures and say what they have heard Audio script: She’s having noodles Point to your mother Point to your father He’s running Key: Step Step 268 ✔ X Extension: Homelink ✔ x Show flashcards of other words and have pupils say a sentence with a word For a more able class, encourage pupils to use the structures they have learnt (She’s having _.; Point to _.; He’s ; How many can you see?) minutes 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 269 Whole class Individual work Whole class 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 - write the letter to complete the words Language: Sounds /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w) - Vocabulary: bananas, nuts teddy bear, tiger, turtle face, father, foot, football water, window Resources/Material: Student’s book p 73 hoclieu.vn Teacher’s guide pp 177-179 Flashcards to play games Computer, projector - 270 III PROCEDURE Procedur e Warm-up Warm-up – Read and tick – Find the words – Write the letters – Homelink Teaching and learning activities minutes Option 1: Have pupils sing the chants from Unit 13 and 16 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 Slap the board to revise the sounds and words they learnt in previous units Lead to Activity 4, Review - Classroom manageme nt Whole class Individual work Whole class Read and tick minutes Step Step Have pupils look at the pictures and say what they see in the pictures Draw pupils’ attention to the boxes next to the letters a and b Check comprehension Ask pupils to look the word/phrase in each question Step Have pupils individually read the word/phrase and tick the correct pictures Give further support to those pupils who find it difficult to the task Step Ask them to swap their work and check the 271 Whole class Individual work Whole class Individual work Whole class work Individual work Pair work answers with a classmate Give pupils time to work Go around and offer help, if necessary Step Invite some pupils to point to the pictures and say the word/phases in front of the class Praise them if they have done well Key: b a b Extension: Say aloud some words/phrases and have pupils circle the suitable pictures Find the words minutes Step Step Step Step Step Have pupils read the words around the table Explain how to the activity Ask pupils to look at the table, fnd and circle the words individually 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: 272 Whole class Individual work Individual work Whole class Whole class Individual work Pair work Individual work Extension: 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 things Step Ask pupils how to the task If they not remember, model with one picture Ask pupils to look at the tiger and the incomplete word iger Model with this word so pupils can understand how to complete the task Step Have pupils look at the things and the incomplete words and complete the task individually 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 some incomplete words on the board Invite some pupils to go to the board and complete the words Homelink Whole class Whole class Individual work Pair work Individual work Individual work Whole class minutes Option 1: Whole class Have pupils play Pass the word game Pupils Individual stand in two lines to play The last pupils says work the word aloud and make a sentence with it 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 273 274