Global Success_Grade 1_Unit 9 Lesson plan_giáo án Unit 9

TIẾNG ANH 1
LESSON PLAN
School:

………….

School
year:

………….

Grade:

………….

Week:

………….

Teacher:

………….

Approved
by:

………….

Unit:

9. In the shop

Lesson:

1

Date:

………….

I.
OBJECTIVES

II. INPUT

Period: 1

By the end of the lesson, pupils will be able to:
pronounce the sound of the letter O/o.
say the words locks, clocks, pots, mops.
Language:
Sound /ɒ/
Vocabulary: locks, clocks, pots, mops
Resources/Material:
Student’s book p. 40
hoclieu.vn
Flashcards for Unit 9
Poster for Unit 9
Teacher’s guide pp. 95-98
Computer, projector
113

III.
PROCEDURE
Procedur
e
Warm-up

Warm-up – Listen and repeat – Point and say –
Game - Homelink

Teaching and learning activities

Classroom
manageme
nt

5 minutes
Have pupils greet and introduce Whole class
themselves.
Option 1: Access sachmem. Have one
pair of pupils point to the pictures and read
Phil and Sue in sachmem.
Option 2: Invite one group of pupils to
sing the song p. 36 (Student’s book)
Option 3: Ask a few pupils to do the
project p. 27 (Workbook).
Have pupils open the books and look at
Unit 9, Lesson 1 p. 40, saying Open the books
and look at Unit 9, Lesson 1 (Page 40).

1. Listen and repeat. 10 minutes
Step 1: Open books or access sachmem. Have pupils
look at the picture and describe it, saying
Look at the picture and describe it, please!
Draw pupils’ attention to the words next to the
things and the colour of the letter O/o (as
mentioned in Input in Teacher’s guide). Check
Step 2: comprehension.
Ask pupils to point to the letter O/o, listen to
the recording and repeat the sound of the
letter O/o, saying Point to the letter O/o, listen
Step 3: and repeat, please!
Have them point to the locks and/or the word
locks, listen to the recording and repeat the
word locks. Say Point to the locks, listen and
repeat, please! Then play the recording again,
114

Whole class

Individual
work

Individual
work


if necessary, for them to repeat individually
and in chorus. Draw their attention to the

sound s at the end of the words. Correct
pronunciation, if necessary. If they repeated
Step 4: well, praise them, saying Well done!
Repeat the same procedure with the words
clocks, mops and pots. Correct pronunciation,
Step 5: if necessary.
Play the recording again, let pupils point to the
letter O/o, the things in the picture and say the
sound of the letter and the words again.
Repeat the step, if necessary. Give further
support to those pupils who find it difficult to
Step 6: do the task, if necessary.
If time allows, call a few pupils to point to the
letter O/o, the picture and say the sound of the
letter O/o and the words locks, clocks, mops
and pots in front of the class, saying Well
done! when they performed well.

Individual
work

Group work

Whole class

2. Point and say. 10 minutes
Step 1: Have pupils look at the picture or poster for
Unit 9, saying Look at the picture/poster,
please! Ask them to describe the picture.
Draw their attention to the letter O/o, the letter

s at the end of the words and the things and
the colour of the letter o in the words, if
Step 2: necessary.
Get them to point to the letter O/o and say it
aloud, saying Point to the letter O/o and say,
please!
Individually, let pupils point to the locks in the
picture and say the word locks as a model,
saying Point to the locks and say, please!
Remind them of the sound of the letter o in the
word locks and s at the end of the word. Then
Step 3: ask one pupil to point to the locks and say the
word locks in front of the class. Check
comprehension.
115

Whole class

Individual
work

Individual
work


Follow the same procedure with other things Pair or
Step 4: and correct pronunciation, if necessary. Give group work
further support to those pupils who find it
difficult to do the task.
Have pupils work in pairs or in groups to look

at the picture, point to the letter O/o, the things
and say the sound of the letter and the words Whole class
Step 5: aloud, saying Point to the picture and say,
please! Go around to offer help or correct
pronunciation, if necessary.
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 Very good!
Fun
corner

Slap the board 7 minutes

Step 1: Write four words (clocks, locks, mops and
pots) on the board. Tell pupils to look at the
board, saying Can you see the words clocks,
locks, mops and pots? OK, now we will start
Step 2: the game.
Tell pupils how the game is played, saying
This game is played in a group of four pupils.
When I say, for example, “clocks”, you will run
as quickly as possible to the board and touch/
slap your hand on the word. The one who is
Step 3: the quickest to touch/slap the correct word
gets one point.
Call two groups (four pupils per group) to the
front of the board. Ask the pupils in one group
Step 4: to say one of the words on the board. Have
pupils in the second group listen to the word

and touch/ slap it. The pupil who is the
quickest to touch/slap the correct word gets
Extension:
one point.
Invite another two groups to play the game.
With better class, stick four flashcards with
these words on the board. Have two groups of
116

Whole class

Group work

Group work

Group work


four to play the game. You may let them play
Slap the board on sachmem.
Homelink 3 minutes
Option 1: Pupils practise pronouncing the sound of
the letter O/o and saying the words locks,
clocks, pots, mops (in Student’s books or
Option 2: sachmem).
Option 3: Pupils play Slap the board in sachmem.
Pupils do Activity 6, Page 39 (Student’s
book).

117

Whole class


TIẾNG ANH 1
LESSON PLAN
School:

………….

School
year:

………….

Grade:

………….

Week:

………….

Teache
r:

………….

Approved
by:

………….

Unit:

9. In the shop

Lesson:

2

Date:

…..

I.
OBJECTIVES

II. INPUT

Period: 2

By the end of the lesson, pupils will be able to:
say the letter O/o and the words locks, clocks, pots,
mops and the structure There are ___ in a chant.
listen and identify the sentences: There are three
mops. There are two pots.
trace the letter O/o and write the letter on in the
words (mops, pots, locks, clock)
Language:

Sound /ɒ/
Vocabulary: locks, clocks, pots, mops.
Phrases: locks and clocks, mops and pots
Sentence pattern: There are ___.
Resources/Material:
Student’s book p. 41
hoclieu.vn
118


III.
PROCEDURE
Procedur
e
Warm-up

Teacher’s guide Pp. 98-101
Computer, projector
Warm-up – Listen and chant – Listen and tick –
Look and trace - Homelink
Teaching and learning activities

Classroom
manageme
nt

5 minutes
Have pupils to greet and introduce Whole class
their names, e.g. Hi, I’m Hoa; Hi, Hoa. I’m
Nam.

Option 1: Invite a few pupils to point to
the picture/poster and pronounce the sound
of the letter O/o and saying the words locks,
clocks, pots, mops.
Option 2: Ask a group of four to play
Slap the board with the target vocabulary they
have learnt.
Option 3: Have pupils do Activity 6 on
Page 39 in Student’s book.
Get pupils to open their books and look
at Lesson 2, p. 41 (saying Open the books
and look at lesson 2, please!).

3. Listen and chant. 10 minutes
Step 1: Have pupils look at the chant in their books or Whole class
on sachmem. Say Look at the chant, please!
Draw
pupils’ attention to the first verse and explain
its meaning (as mentioned in Input in
Teacher’s guide). Ask them to pay attention to
the letter O/o and the phrase clocks and
locks, the sentences There are two locks,
There are three clocks. Teach the words two
three.
Check
comprehension. Individual
Step 2: and
Let them look at the first verse of the chant. work
119

Step 3:

Step 4:

Step 5:

Step 6:

Extension:

Play the recording for pupils to listen and to
get familiarized with the tune, saying Listen to
the first verse, please!
Play the recording for pupils to listen and
chant the first verse, line by line. Show them
how to chant and clap their hands, saying
Listen to the first verse, chant and clap your
hands, please!
Then play the recording for them to listen and
repeat until they feel confident. Correct
pronunciation, if necessary.
Follow the same procedure with the second
verse. Teach the words four, five. Show
pupils how to chant and clap their hands.
Give further support to those pupils who find it
difficult to do 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!
Select some pupils to go to the front of the
class to chant and clap their hands. The rest
of the class may sing the chant and clap their
hands along. If they sang the chant well,
praise them, saying Well done!
With better classes, help pupils change some
lines of the chant and sing it in front of the
class. E.g.
O, o, lock. There are two locks.
O, o, clocks. There are three clocks.
O, o, mops. There are four mops.
O, o, pots. There are five pots.

4. Listen and tick.

Individual
work

Individual
work
Group work

Whole class

7 minutes

Step 1: Open books open or access sachmem. First, Whole class
let them point to Picture 1a, saying Point to
Picture 1a, please! and ask what they can

see, saying What are they? Yes, they are
120


clocks. How many clocks? Four. Then have
them point to the words, listen and repeat the Individual
words four clocks aloud, saying Listen and work
repeat, please! Yes, four clocks.
Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Follow the procedure with other pictures and
words. Draw pupils’ attention to the boxes
next to the letters a and b. Check
comprehension.
Encourage some pupils to point to the
pictures in Question 1 and say the words in
front of the class. Say Point to the pictures
and say the words, please! E.g. 1a: four
clocks, 1b: three mops.
Play the recording of the first sentence for
pupils to listen, saying Now listen to the
recording, please! Play the recording of the

first sentence again for pupils to hear. Ask
pupils to say what they have heard and
ticked. Say What did you hear? Did you hear
“four clocks” or “three mops”? If some pupils
say “four clocks”, let them listen to the
recording again until they tick the correct box.
Follow the same procedure with the pictures
in Question 2. Before playing the recording,
say Are you ready? OK, now listen to the
recording. please! Play the recording (several
times if needed) for pupils to listen and tick
the correct box.
Call a few pupils to the front of the class to
point to the pictures and say what they have
heard. If they said correct words, praise them,
saying Well done! or Very good!

5. Look, trace and write.

Individual
work

Individual
work

Whole class

10 minutes

Step 1: Access sachmem. Have pupils look at the Whole class

letter O (upper case) and the letter o (lower
case). Say What can you see? Point to the
upper case O and say This is the upper case
121


Step 2:

Step 3:

Step 4:

Step 5:

Homelink

O. Then point to the lower case o and say
and this is the lower case o. Ask some pupils
to make sure if they recognize the two forms
of the letter.
Have pupils look at sachmem and identify
how the letter O (upper case) and the letter o
(lower case) is traced. Then tell pupils to trace
the letter O/o, saying Now trace the letter O/o
with your pencil.
Give pupils time to look at the pictures and
complete the words independently. Say Look
at the pictures and complete the words,
please! Give further support to those pupils
who find it difficult to do the task.

Ask pupils to work in pairs, swap and check
their answers, saying Now work in pairs and
check the answers. Give pupils time to work.
Go around and offer help, if necessary.
Ask some pupils to show what they have
done. Praise them if they have done well,
saying You’ve done a good job!

Individual
work

Individual
work

Pair work

Whole class

3 minutes

Option 1: Pupils learn by heart the chant (p. 41).
Option 2: Pupils trace the letter O/o on page 28
(Workbook).
Option 3: Pupils point to the pictures in Listen and
tick (p. 41) and say the sentences, e.g 1a:
There are four clocks. 1b: There are three
Option 4: mops.
Sellect a few pupils to change some lines to
make their own chants.

122

Whole class


TIẾNG ANH 1
LESSON PLAN
School:

………….

School
year:

………….

Grade:

………….

Week:

………….

Teache
r:

………….

Approved

by:

………….

Unit:

9. In the shop

Lesson:

3

Date:

…..….

I.
OBJECTIVES

II. INPUT

Period: 3

By the end of the lesson, pupils will be able to:
use How many ___? to ask and answer questions
about number of things.
sing a song with the structure There are ___.
Language:
Sentence pattern: There are ___.
Resources/Material:

Student’s book p. 42
Poster for Unit 9
hoclieu.vn
Teacher’s guide pp. 101-103
Computer, projector
-

123


III.
PROCEDURE
Procedur
e
Warm-up

Warm-up – Listen and repeat – Let’s talk – Let’s
sing - Homelink

Teaching and learning activities

Classroom
manageme
nt

7 minutes
Have pupils greet and introduce their Whole class
names, e.g. Hi, I’m Lan.
Option 1: Have a group of pupils to sing
the chant on page 41 in front of the class.

Option 2: Have a few pupil to point to
the picture in sachmem or poster for Unit 9
and say the sentences, e.g. There are ___.
Option 3: Let two or three pupils point
to the pictures in Listen and tick (P41) and
say the sentences, e.g 1a: There are four
clocks. 1b: There are three mops.
Get pupils to open their books and look
at Lesson 3 p. 42 (saying Open the books and
look at lesson 3, please!).

6. Listen and repeat. 5 minutes
Step 1: Open books or access sachmem. Have pupils
look at the picture, saying Look at the picture,
please! What can you see? How many
clocks? Two? Yes. Two clocks. Explain the
meaning of the question and the answer and
how they are used. Check comprehension.
Step 2: Get pupils to point to the first bubble, listen to
the questions and repeat, saying Listen and
repeat, please! “How many clocks?” Then
have them point to the second bubble and
repeat the answer, saying Listen and repeat,
Step 3: please! “Two.”
Play the recording several times for pupils to
listen and repeat the exchange, saying Now
listen and repeat, please! Give more support
124

Whole class

Individual
work

Pair or
group work


Step 4: to those pupils who find it difficult to do the
task.
Whole class
Divide the class into two groups, one group
listens and repeats the question and the other
does the answer. Correct their pronunciation,
Step 5: if necessary or praise them if they pronounced
the exchange correctly, saying Well done!
Invite a few pairs to act out the exchange in
front of the class. Go around and praise them
if they performed well, saying Well done!
7. Let’s talk.

10 minutes

Step 1: Have pupils look at the bubbles to understand
how the structure is used (How many _____?
- _____.). Explain the meaning of the question
and the answer.
Step 2: Have pupils point to Picture a. Say Look at
Picture a, please! Point to the clocks on the
left and ask them How many clocks? Tell

them that there are two, saying Two.
Step 3: Ask the class to say the question How many
clocks? and the answer Two several times. If
they said the sentences correctly, praise them
Well
done!
Correct
pronunciation,
if
Step 4: necessary.
Follow the same procedure with the rest of the
pictures by getting pupils to point to the
pictures, asking and answering the questions
individually and then in pairs. Give further
support to those pupils who find it difficult to
Step 5: do the task, if necessary.
Invite some pairs to point to the pictures and
act out the exchanges in front of the class.
Extension: Praise them, saying Excellent! if they
performed well.
If there is time or with a better class, have
pupils work in pairs, pointing to the things in
the classroom, asking and answering
questions about numbers. E.g. How many
125

Whole class

Individual
work

Pair work

Whole class


books? Three.
8. Let’s sing. 10 minutes
Step 1: Have pupils read the first, the third, the fifth
and the seventh lines of the lyrics. Explain the
meaning of the numbers (as mentioned in
Input
in
Teacher’s
guide).
Check
comprehension.
Step 2:
Ask pupils to point to the first line. Play the
recording for them to listen and repeat (saying
Point to the first line, listen and repeat,
Step 3: please!) for several times.
Follow the same procedure with the third, the
fifth and the seventh lines of the lyrics. Check
pronunciation, the tune and the melody of the
Step 4: lines, if necessary.
Have pupils point to the second line. Play the
recording for them to listen and repeat
individually and in chorus. Explain the
Step 5: structure ”There are _____.” if necessary.

Follow the same procedure with the fourth, the
sixth and the eighth lines. Play the recording
for them to listen and repeat individually and
in pairs or groups. Check pronunciation, the
Step 6: tune and the melody of the line, if necessary.
Play the recording all the way through for
class to sing the song and clap their hands.
Go around and offer help, if necessary. Then
select some pupils to the front of the class to
Extension: sing the song. The class may sing along and
clap their hands.
With a better class, have pupils change some
lines of the lyrics with the things in the
classroom and perform the song in front of
the class. E.g.
One, two. One two.
There are two books.
Two, three. Two, three.
There are three pens.
126

Whole class

Individual
work
Individual
work

Pair of
group work

Whole class


Homelink

3 minutes

Option 1: Pupils sing by heart the song on p. 42.
Option 2: Pupils change some sentences in the lyrics
and practice singing the song at home.
Pupil
point to the things they have in the
Option 3:
bedroom (pen, pencil, bag, hat, dog, cat,
book, ...) and say about number, using There
are ___ in the bedroom.
Option 4: Pupils do the project on page 30 in Workbook.

127

Whole class