giáo án Tiếng Anh lớp 1 tuần 13

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Date of preparing: 17/11/2017 Week 13- Period 13

<b>Unit 6: LETTER F – Period 1 </b>

Class Date of teaching Absent pupils

1A
1B
1C

28/11/2017
29/11/2017
1/12/2017

………
………
………
<b>I. Aim and Objectives </b>

By the end of the lesson, students will be able to:

- Recognize and pronounce the letter Ff /ef/ and its sound/f/ correctly.
- Understand, recognize and say the three Ffwords.

- Write the letter Ff.
<b>II. Languge focus</b>

New words: fox, fish, frog

<b>III. Reourcess : Pupil’s book, CD, phonics cards , photocopies of pages from</b>
story books

<b>IV.Proceduce</b>

<b>Teacher’s activities</b> <b>Student’s activities</b>
<b>I.Warm-up (5’)</b>

- Greet students

- Revise the words from the previous unit
through ‘Reorder Letter Game’

+Put up the egg, elf, elephant and elbow
phonics cards on the board

+Write the letter of each word in jumbled order
around the phonics cards

+Ask students to write the words in their
notebook

+Ask individual students to come to the board
and write the words

<b>II. New Lesson </b>

<b>1.Listen, point and repeat. Colour (Track </b>
<b>35): </b> Introduction of letter <i><b>Ff</b></i> , its sound and how
to pronounce the words beginning with <i><b>Ff</b></i> (12’)
- Use a card with letter <i><b>Ff </b></i>(or write on the
board the letter <i><b>Ff</b></i>) to introduce to the students
the new lesson.

Play game

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- Instruct students how to pronounce the letter
name and the letter sound by saying: “This is
the letter <i><b>Ff</b></i> /ef/. The letter <i><b>f</b></i> says /f/.”

- Play the CD

- Ask students to repeat several times and check
their pronunciation (letter <i><b>Ff</b></i> /ef/ and its

sound /f/)

- Use the phonics cards with <i><b>fox, fish, and frog</b></i>

read the words out loud and ask students to
repeat.

- Use gestures (hand actions) to help students to
understand the meanings of the three words.
- Check students’ understanding: Teacher says
the words, all students do actions and vice
versa.

- Call some students to say the words out loud
and correct their mistakes (if any)

<b>2. Listen and point. Choose. (Track 36): </b>
Read the commands with preceding “My

funny” (10’)

- Have students look at the books and listen to
the words:<i><b> My funny</b></i>

- Point to the cat and say: I am a cat. Then, ask
students to repeat

- Use gestures (hand actions) to help students to
understand the meanings of statements

- Play the CD

- Then, check by saying: My funny fox. Ask the
students to point to the corresponding item in
the picture. Repeat with the rest of the items in
random order

- Ask students to look at the pairs of pictures on
the side and choose the correct one for each
corresponding animal

- Go around and ask the students to name the
item they are choosing

<i>e.g., Teacher: </i> <i>(pointing to the fox)</i>
<i>My funny, …</i>

<i>Student 1: fox! etc.</i>

<b>3.Chant and show! (Track 37) (8’)</b>

- Put up the lyrics of the chant on the board
- Without music, use the phonics cards and step
students to sing the chant with <i><b>fox</b></i>. Do the same
with <i><b>fish</b></i> and <i><b>frog</b></i>

- With music, the whole class sings the whole

listen

Repeat after T

Repeat after T

Listen

Listen, point and repeat

listen
guess

look at the books and listen to
the words

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chant. Do the chant again using gestures for
each word.

- Give feedback
<b>III. Production (3’)</b>

<b>Writing in the air</b>

Show the letter <i><b>Ff</b></i> again, have students write
the <i><b>Ff</b></i> in air with their fingers.

sing the chant

Writing in the air

<b>IV. Homelink: (2’)Do the exercise in the </b>
Activity book.

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