Global Success_Grade 1_Review 4 Lesson plan_giáo án Review 4

Teacher’s name: ____________________________________________
Week: __________

TIẾNG ANH 1
RE VIEW 4
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 /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

7 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!
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, the girl and
the bubbles.
Step 3
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 4
Follow the same procedure with Pictures 2, 3
and 4. Correct pronunciation, if necessary.
Give further support to those pupils who fnd
it difcult to do the task.
Step 5
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 6
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 7
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.
2. Look and cirle. 8 minutes

Step 1

Step 2

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 3

Step 4
Step 5

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 do 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 2.
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.
5 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 1
REVIEW 4
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 /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

5 minutes

Option 1:
Whole class
Use hoclieu.vn to show the pictures of the Pair work
story in Lesson 1 Review 4. 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
4.
1. Listen and tick. 8 minutes
Step 1

Step 2
Step 3

Step 4

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 do the task.
Follow the same procedure with the pictures

of questions 2 and 3. Go around and o ffer
help, if necessary.
266

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


Step 5

Set a time limit for pupils to swap and check Pair work
the answers.
Whole class
Step 6
Invite some pupils to the front of the class to Individual
point to the pictures and say what they have work
heard.
Audio:
1. window 2. teddy bear 3. foot
Key: 1. a 2. b 3. 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
2. Listen and circle. 7 minutes
Step 1

Step 2

Step 3

Step 4

Step 5

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:
1. w 2. n 3. f 4. t.
Say the letters aloud and have pupils write Whole class
down the letters on their small boards.

3. Listen and tick or cross. 10 minutes
Step 1
Ask pupils to have a look at the pictures Whole class

and say what they can see.
Individual
work
Step 2

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 3

Get some pupils to point to the pictures and Whole class
say the words or sentences in front of the Individual
class.
work

Step 4

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:

1. She’s having noodles.
2. Point to your mother.
3. Point to your father.
4. He’s running.
Key:

Step 5

Step 6

268


1. ✔ 2. X
Extension:

Homelink

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
the structures they have learnt (She’s
having _____.; Point to_____.; He’s____;
How many ____ can you see?).
5 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 1
REVIEW 4
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.
- 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
5 minutes
Option 1:
Have pupils sing the chants from Unit 13 and
16 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 Slap the board to
revise the sounds and words they learnt in
previous units.
Lead to Activity 4, Review 4.
-

Classroom
manageme
nt
Whole class
Individual
work

Whole class

4. Read and tick. 8 minutes
Step 1

Step 2

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 3

Have
pupils
individually
read
the
word/phrase and tick the correct pictures.
Give further support to those pupils who
find it difficult to do the task.

Step 4

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 5
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:
1. b 2. a 3. b
Extension:
Say aloud some words/phrases and have
pupils circle the suitable pictures.
5. Find the words. 8 minutes
Step 1
Step 2
Step 3

Step 4
Step 5

Have pupils read the words around the
table. Explain how to do 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 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:

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

6. Write the letters. 9 minutes
Step 1
Have pupils look at the picture. Draw
pupils’ attention to the missing letters of the
words next to the things.
Step 2
Ask pupils how to do the task. If they do 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 3
Have pupils look at the things and the
incomplete words and complete the task
individually.
Step 4
Ask pupils to swap their answers with other
classmates. Then check the answers as a
class.
Step 5

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

5 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


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