Global Success_Grade 1_Review 2 Lesson plan_giáo án Review 2

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
REVIEW 2
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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and
/h/ (letter h)
Vocabulary:
chips, fish, milk, chicken
bell, pen, pencil, red
garden, gate, girl, goat
hair, hand, head, horse
Structures:
I like ____. (talking about hobbies)
It’s a red ____. (introducing something)
There’s a ____. (introducing something/someone)
Touch your ____. (using the imperatives)
Resources/Material:
Student’s book p. 37
Teacher’s guide pp. 88-90
Website hoclieu.vn

Flashcards with letters i, e, g and h
Flashcards with the pictures of the words from
Unit 5 to Unit 8
Computer, projector
-

III.

Warm-up – Listen and repeat. – Look and circle. –


PROCEDURE
Procedur
e
Warm-up

Homelink
Teaching and learning activities

Classroom
manageme
nt

7 minutes
Remind pupils of the names of the
topics they have learnt from Unit 5 to Unit 8.
Then:
Option 1: Revising the sounds and words
- Show flashcards of the letters i, e, g and h.
Have pupils say the letter names and the

letter sounds.
- Stick some flashcards including some
pictures of the words from Unit 5 to Unit 8 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 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 strong Phil and Sue, please!

1. Listen and repeat. 15 minutes
Step 1
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 2
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.
Step 3
Play the recording several times for pupils to
listen and repeat the sentences in the
bubbles of picture 1, saying Now listen, point
to the sentences and repeat, please!

Whole class
Whole class
Individual
work

Whole class
Group work

Whole class

Whole class
Individual
work
Whole class


Step 4

Step 5

Step 6

Step 7

Extensio
n:

Repeat the same procedure with Pictures 2,
3 and 4. Correct pronunciation, if necessary.

Give further support to those pupils who find
it difficult 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.

2. Look and circle.

Step 1

Step 2

Whole class

Whole class

Whole class
Pair work

Pair work

Whole class
Pair work

8 minutes

Explain to pupils that they are going to look
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 thing/animals, saying
What can you see in the pictures? Can you
see the bag? Yes, it is the bag. Say the
word,
please!

Whole class

Whole class

Individual
work


Step 3

Step 4

Extensio
n:

Homelin
k

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 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 bag, the goat, the ball and the

gate in the pictures of the story. Then ask
them what things they can see in the pictures
and have them circle these things (in the
pictures there are some things that pupils
have learnt: cat, head, hand, 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.
5 minutes

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 1
REVIEW 2
LESSON 2
Time allocation: 1 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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and

/h/ (letter h)
Vocabulary: goat, gate, pen, pencil, hand,
head, bell, fish, girl, pen
Structures:
I like ____. (talking about hobbies)
I have a red ____. (introducing what you have)
There’s a ____. (introducing something/someone)
Touch your ____. (using the imperatives)
Resources/Material:
Student’s book p. 38
hoclieu.vn
Teacher’s guide pp. 90-92
Flashcards to play games
Computer, projector
-

III.

Warm-up – Listen and tick. – Listen and circle. –


PROCEDURE

Listen and tick or cross. – Homelink

Procedur
e

Teaching and learning activities

Warm-up 5 minutes
Option 1:
Use hoclieu.vn to show the pictures of the
story in Lesson 1 Review 2. 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
previous units.
Lead to Activity 1, Self check, Review 2.

Classroom
manageme
nt
Whole class
Pair work

Whole class

1. Listen and tick. 8 minutes
Step 1

Step 2

Step 3

Step 4
Step 5

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
goat,
1b: a gate).
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.
Follow the same procedure with the
pictures of question 2. Go around and o ffer
help, if necessary.
Set a time limit for pupils to swap and
check the answers. Correct the answers, if

Whole class
Individual
work

Individual
work

Whole class
Individual
work

Whole class
Individual
work
Pair work
Whole class


necessary.
Step 6

Extension:

Invite some pupils to the front of the class
to point to the pictures and say what they
have heard.
Audio:
1. a gate 2. a pen 3. a hand
Key: 1. b 2. b 3. a
Write incomplete words on the board and
have some pupils to write letters to
complete them.
E.g. _ oat , _ ate, _en, _encil, _and, _ead

2. Listen and circle.

Step 1

Step 2

Individual
work

Individual
work

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.

Whole
class
Pair work

Whole

class
Step 3
Whole
class
Individual
work
Step 4
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.
Audio script:
1. i 2. e 3. g 4. h
Key: 1. i; 2.e; 3. g; 4. h
Extended activity:
Whole
Say the letters aloud and have pupils write class
down the letters on their small boards.
3. Listen and tick or cross. 10 minutes
Step 1
Have pupils look at Picture 1 (saying Look Whole


Step 2

Step 3

Step 4
Step 5

Extension:

Homelink

at Picture 1, please!) and say what they
can see, (saying What can you see? Can
you see a bell? Yes, a bell). 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 bell, 2. fish…).
Draw pupils’ attention to the box under
Picture 1. Before playing the recording, say
Are you ready?. Play the first sentence and
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. There’s a bell.
2. I like chips.
3. Touch your hair. 4. I have a red pen.
Key:
1. ✔ 2. x 3. ✔ 4. x
Extended activity:
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 ______.)
5 minutes

class
Individual
work

Whole
class
Individual
work
Whole
class
Individual
work
Pair work
Individual
work

Whole
class
Individual
work


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.

Whole
class
Individual
work

Teacher’s name: ____________________________________________
Week: __________


TIẾNG ANH 1
REVIEW 2
LESSON 3

Time allocation: 1 period
I. OBJECTIVES

II. INPUT

III.
PROCEDURE
Procedur
e

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 /i/ (letter i), /e/ (letter e), /g/ (letter g), and
/h/ (letter h)
Vocabulary: fish, chicken, bell, pen, milk, gate,
goat,
hand, head, pencil, red, gate
Resources/Material:
Student’s book p. 39
hoclieu.vn
Teacher’s guide pp. 92-94
Flashcards to play games
Computer, projector
-

Warm-up – Read and tick. – Find the words –
Write the letters – Homelink.

Teaching and learning activities

Classroom
management


Warm-up 5 minutes
Option 1:
Whole class
Have pupils sing the songs from Unit 7 and 8 Individual work
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 Whole class
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 2.
4. Read and tick.
Step 1

Step 2

Step 3

Step 4

Step 5

Extensio

8 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.
Get pupils to read the 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 difcult to do 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.
Invite some pupils to show what they have
done. Praise them if they have done well.
Key:
1. b 2. b 3. a
Say aloud some words and have pupils circle

Whole class
Individual
work
Whole class
Individual
work
Whole class
Individual
work
Pair work

Whole class
Individual
work
Individual


n:

the suitable pi
tures.
5. Find the words. 8 minutes
Step 1

Step 2

Step 3
Step 4
Step 5

Extension:

work

Have pupils read the words around the
table. Explain how to do 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 fish, please! Ask them to find the
word
fish
in the table and circle, saying Find and
circle the word fish, please!
Have pupils find other words in the
wordsearch. Give further support to those
pupils who find it difficult to do 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:

Whole class

Have pupils read the words aloud one

more time and make a sentence with each
word.

Individual
work

6. Write the letters. 9 minutes

Whole class

Individual
work
Pair work
Individual
work


Step 1

Step 2

Step 3

Step 4
Step 5
Extension:
Homelink

Have pupils look at the picture. Draw
pupils’ attention to the missing letters of

the words next to the things/animal/part of
the body.
Ask pupils to look at the head of the boy
and the incomplete word __ead. Model
with this word so pupils can understand
how to
complete the task.
Have pupils look at the things/animal/part
of the body, the incomplete words and
complete the words. Give further support
to those pupils who find it difficult to do the
task.
Ask pupils to swap their answers with
other classmates. Then check the answers
as a class.
Invite some pupils to point at the picture
and say the words they have completed.
Have pupils play Pictionary game. Some
pupils read aloud words for other pupils to
draw on the board.
5 minutes
Option 1:
Write a chant with some sentences from
Exercise 5 on the board and have pupils
read them together.
E.g. There is gate.
There is a goat.
There is a red pen too.
Option 2:
Stick some flashcards on the board. Write

the words in this exercise 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
wo Whole
class
Individual
work

Individual
work