Global Success_Grade 1_Review 1 Lesson plan_giáo án Review 1

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
REVIEW 1
LESSON 1
Time allocation: 1 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 /b/ (letter b), /k/ (letter c), /æ/ (letter a),
and /d/ (letter d)

Vocabulary: ball, bike, Bill, book
cake, car, cat, cup
apple, bag, can, hat
desk, dog, door, duck
Structures:
Hi, I’m _____. (greeting and introducing someone’s
name)
Bye, _____. (saying goodbye)
I have a _____. (talking about possession)
This is my _____. (introducing someone’s thing)
This is a ______. (introducing something)
Resources/Material:

Student’s book p.20
Teacher’s guide pp.46-48
hoclieu.vn
Flashcards with letters b, c, a and d
Flashcards with the pictures of the words from
Unit 1 to Unit 4
Computer, projector
-


III.
PROCEDURE
Procedur
e
Warm-up

Warm-up – Listen and repeat. – Look and circle. –
Homelink
Teaching and learning activities

Classroom
management

7 minutes
Remind pupils of the names of the
topics they have learnt from Unit 1 to Unit 4.
Then:
Option 1: Revising the sounds and words
Show flashcards of the letters b, c, a
and d. Have pupils say the letter names and

the letter sounds.
Stick some flashcards including some
pictures of the words from Unit 1 to Unit 4 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, Pelmanism or Hot seat) with the words
they have 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 strong Phil and Sue,
please!

Whole class
Whole class
Individual work

Whole class
Group work

1. Listen and repeat. 15 minutes
Step 1:

Step 2:

Step 3:

Have pupils look at the picture of the boy, the
girl and the speech bubbles. Introduce the two

new characters Phil and Sue and help pupils
identify them (their names, genders,
clothes,...) by asking them some questions
such as Who’s the boy? Who’s the girl? What
are they doing? Check comprehension.
Have pupils look at Picture 1 (saying Look at
Picture 1, please!) and describe the picture.
Draw pupils’ attention to the boy (Phil), the girl
(Sue) and the bubbles.
Play the recording several times for pupils to

Whole class

Whole class
Individual work
Whole class


Step 4:

Step 5:

Step 6:

Step 7:

Extension
:

listen and repeat the sentences in the bubbles

of picture 1, saying Now listen, point to the
sentences and repeat, please!
Repeat the same procedure with Pictures 2, 3
and 4. Correct pronunciation, if necessary.
Give further support to those pupils who find it
difcult to do the task.
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.
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.
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.
After pupils have remembered the story, 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.

work
Whole class

Whole class
wo
k
Whole class
Pair work

Pair work

Whole class
Pair work

2. Look and cirle. 8 minutes
Step 1:
Step 2:

Explain to pupils that they are going to look at
the four pictures and circle the words. These
words all appear in the story.
Ask them to identify the thing/animals, saying
What can you see in the pictures? Can you
see the dog? Yes, it is the dog. Say the word,
please! Ask pupils to repeat the words several
times, saying Repeat, please! Use the picture
of a dog and the word dog circled as the

Whole class
work

Whole class
Individual work


example
Step 3:

Step 4:

Extensio
n:

Homelink

Ask pupils to look at the other pictures and
circle the words in the chain, 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 do the task.
Invite some pupils to show what they have
done. Praise them if they have done well,
saying Excellent! or Great job! Have the class
say all of the words they have circled.
After the pupils have finished circling the
words, ask them to look at the story again and
circle the dog, the book, the cat and the duck
in the pictures of the story. Then ask them
what things they can see in the pictures and
have them cirlce these things (in the pictures
there are some things that pupils have learnt:

bike, ball, cake, car, etc...). Have pupils read
all of the names of the things 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. The group with the
most words is the winner.

Individual work

Individual work
Whole class
Individual work
Whole class

5 minutes
- Ask pupils some questions about the story Whole class
such as How many people are there? What Individual work
are their names? ... Teacher can ask in
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 1
REVIEW 1
Lesson 2
Time allocation: 1 period


I.
OBJECTIVES

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 /b/ (letter b), /k/ (letter c), /æ/ (letter a), and
-

II. INPUT

/d/ (letter d)

Vocabulary: ball, book, car, cat
bag, desk, dog, door

Structures:
This is my _____. (introducing someone’s thing)
-

Resources/Material:
Student’s book p. 21
hoclieu.vn
Teacher’s guide pp. 48-50
Flashcards to play games
Computer, projector
-

III.
PROCEDURE
Procedur
e
Warm-up

Warm-up – Listen and tick.– Listen and colour. –
Listen and tick or cross. – Homelink
Teaching and learning activities

Classroom
management

5 minutes
Option 1:
Whole class
Use hoclieu.vn to show the pictures of the Pair work
story in Lesson 1 Review 1. Ask pupils to

retell the story in pairs from their memory.


Option 2:
Have pupils play Slap the board or Hot seat to Whole class
revise the sounds and words they learnt in
previous units.
Lead to Activity 1, Review 1.
1. Listen and tick. 8 minutes

Step 1:

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 ball and a car?
and
say
what they can see, e.g. a ball, a car. Draw
pupils’ attention to the boxes next to the
letters a and b.
Step 2:
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 ball, 1b: a car).
Step 3:
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 find it
difficult to do the task.
Step 4:
Follow the same procedure with the pictures
of Question 2. Go around and offer help, if
necessary.
Step 5:
Set a time limit for pupils to swap and check
the answers. Correct the answers, if
necessary.
Step 6:
Invite some pupils to the front of the class to
point to the pictures and say what they have
heard.
Audio: 1. ball 2. dog
Key: 1. a 2. b
Extension Write incomplete words on the board and
:
have some pupils to write letters to complete

Whole class
Individual
work

Individual
work
Whole class
Individual
work

Whole class
Individual
work
Pair work
Whole class
Individual
work

Individual
work


them.
E.g.
_ all , _ ar, _at, _og
2. Listen and circle.

Step 1:

Step 2:
Step 3:
Step 4:

Extension:

7 minutes

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.
Ask pupils to swap and check the answers.
Play the recording again for them to check,
if necessary. Invite some pupils to say the
sounds they have heard.
Confirm the correct answers.
Audio script: 1. b 2. a 3. c 4. d
Key: 1. b; 2.a; 3. c; 4. d
Say the letters aloud and have pupils write
down the letters on their small boards.

3. Listen and tick or cross.
Step 1:

Step 2:

Whole class
Pair work

Whole class
Whole class
Individual
work
Pair work

Individual
work

Whole class

10 minutes

Have pupils look at Picture 1 (saying Look
at Picture 1, please!) and say what they
can see, (saying What can you see? Can
you see a book? Yes, a book). 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. 1. a book, 2. a bag).
Draw pupils’ attention to the box under
Picture 1. Before playing the recording, say
Are you ready?. Play the first sentence and

Whole class
Individual work

Whole class
Individual work


Step 3:

Step 4:

Step 5:

Extension:

Homelink

have pupils do the task, saying OK, now
listen and tick or cross, please!
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 difficult to do the
task.
Set a time limit for pupils to swap and
check the answers. Correct the answers, if
necessary.
Invite some pupils to the front of the class
to point to the pictures and say what they
have heard.
Audio script:
1. This is my ball.
2. This is my bag.
3. This is my desk. 4. This is my car.
Key:
1. x 2. √ 3. √ 4. x
Show flashcards of other words and have
pupils say a sentence with a word. For a
more able class, encourage pupils to use
other structures (I have a _____.; This is

my _____.; This is a ______.).

Whole class
Individual work

Pair work
Individual work

Whole class
Individual work

5 minutes
Option 1:
Organise Picture dictionary activity. Some
pupils go to the board and draw to illustrate
the words other pupils say.
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.

Whole class
work
Individual
work

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
REVIEW 1
Lesson 3
Time allocation: 1 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
introduce themselves and introduce what they
have
Language:
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a),
and /d/ (letter d)
Vocabulary: apple, ball, bike, cat, can, cup, dog,
duck
Structures:
Hi, I’m _______.; This is my _____.
Resources/Material:
Student’s book p. 22
hoclieu.vn
Teacher’s guide pp. 50-51
Flashcards to play games
Computer, projector
-

III.
PROCEDURE

Warm-up – Read and tick.– Colour the apple, the
ball, the cat and the dog. Then point and say. –
Homelink


Procedur
e
Warm-up

Teaching and learning activities

5 minutes
Option 1:
Have pupils sing the songs from Unit 3 and
Unit 4 to revise the words and structures they
have learnt. If pupils do 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 Mystery bag to
revise the sounds and words they learnt in
previous units. Ask one pupil pick up one
card that has a letter from the bag. Other

pupils say the words that include the letter.
Lead to Activity 4, Review 1.

4. Read and tick.
Step 1:

Step 2:

Step 3:

Classroom
managemen
t
Whole class
Individual
work

Whole class

10 minutes

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 word in Question
1. Model with this question. Invite one pupil
to read the word and choose a or b.
Confirm the correct answer.

Whole class
Individual
work
Whole class
Individual
work

Get pupils to read the phrases in other Whole class
questions and tick the correct boxes, Individual
saying
work
Now read and tick the correct pictures,
please! Give further support to those pupils
who find it difficult to do the task.


Step 4:

Step 5:

Extension:

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.

Invite some pupils to show what they have
done. Praise them if they have done well.
Key:
1. a 2. a 3. b 4. b
Say aloud some words and have pupils
circle the suitab
e pictures.

Pair work

Whole class
Individual
work
Individual
work

5. Colour the apple, the ball, the cat and the dog. Then
point and say. 15 minutes

Step 1:

Step 2:

Step 3:

Have pupils look at the pictures and say
what they see. Draw their attention to the
incomplete sentences and explain what to
do, saying You colour the things and pets.
Then point to them and say the full

sentences, please!
Have pupils look at the first picture. Ask
them to point to the thing and say the word,
saying Point to the apple and say “apple”,
please!. Follow the same procedure with
other things/pets.
Ask pupils to identify what information is
missing in the sentences, saying Look at
the incomplete sentences and say what
information is missing here. That’s right,
you should say your name in the first
sentence and the word for the thing you
have in the second one. Use the first
picture (an apple) as the example, point to
it and say Hi, I’m ____. (e.g. Hi, I’m Hoa.)
This is my apple. Check pupils’
comprehension.

Whole class

Whole class

Whole class
Individual
work


Step 4:
Step 5:

Step 6:

Extension:

Have pupils work individually to colour the
pictures.
Get pupils to work in pairs to point to the
pictures, look at the sentences and say
them (in the first sentence: greeting and
saying names, in the second sentence:
introducing one’s things/pets). Go around
and offer help, if necessary.
Invite some pupils to point to the pictures
and say the sentences in front of the class.
Praise them if they have done well, saying
Very well!
Show flashcards of other words and
have pu
pils say similar sentences with these
words.

Individual
work
Pair work

Individual
work
Whole class
Individual
work

Homelink 5 minutes
Option 1:
Write a chant with some sentences from
Exercise 5 on the board and have pupils read
them together.
E.g. Hi, I’m Hoa. (use the names of class
members)
This is my car.
Hi, I’m Mai.
This is my bike.
Hi, I’m Manh.
This is my bag.
Option 2:
Write some incomplete words on the board
and have pupils complete them.
- Tell pupils to practise saying the words and
sentences at home.

Whole class
Individual
work