Global Success_Grade 1_Unit 14 Lesson plan_giáo án Unit 14

TIẾNG ANH 1
LESSON PLAN
School:
Grade:
Teacher
:

__________________
__
__________________
__
__________________
__

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___

Unit 14. In the toy shop
Lesson 1 – Period 1
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

5 minutes
Option 1: Singing the song in Unit 13,
Lesson 3.
Ask pupils to sing the song in Unit 13,
Lesson 3 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 do you like? Do you like cars? Do you like

dolls? Why do you like them? …

Whole class

Individual
work

Whole class

1. 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 do 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

2. Point and say. 7 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 do 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 8 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 5 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 1
LESSON PLAN
School:
Grade:
Teacher
:

__________________
__
__________________
__
__________________
__

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___

Unit 14. In the toy shop
Lesson 2 – Period 2
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

5 minutes
Option 1:
Ask two or three pupils to look at the picture in
Lesson 1 (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

3. 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 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! 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!
1. Ask pupils to look at the picture in Activity
3, work in pairs and find the items that are in
the chant.
2. 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, _______.

4. Listen and tick.

Group/
Individual
work
Individual
work

Pair work

Individual
work

7 minutes

Step 1: Have pupils look at the pictures of Question 1
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 2. Give further support to those
pupils who find it difficult to do 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.
1. I can see a teddy bear. 2. I can see a tiger.
Audio script: 1. I can see a teddy bear.
2. I can see a tiger.
Answers: 1. a 2. a
5. Look, trace and write.
Step

1:

Individual
work
Individual
work

8 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 do 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 do 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 do Activity 3,
Unit 14 in their workbooks.
- For better pupils, have them do Activity 4,
Unit 14 in their workbooks.

Homelink

Individual
work
Pair work

Individual
work

Individual
work

5 minutes
Option 1: Have pupils listen to the
recording, then say the chant again.
Option 2: Ask pupils to look at the pictures
in
4. 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 do Activity 1, Unit 14 in their
workbooks.

Whole class
Whole class

Individual
work

TIẾNG ANH 1
LESSON PLAN
School:
Grade:
Teacher
:

__________________
__
__________________
__
__________________
__

School
year:
Week:
Approved
by:

_________________
___
_________________
___
_________________
___

Unit 14. In the toy shop

Lesson 3 – Period 3
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

5 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

6. Listen and repeat. 5 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 do the task.
Invite some pupils to listen and say the
sentence in front of the class
7. 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 do 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.
1. 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.
2. 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.
8. 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

5 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 do 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