NeoEdu
Giáo án Tiếng Anh 1
Tiếng AnhLớp 1Unit 16. At home

Giáo án Review 4

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
  • Recognise and pronounce the letters N n, T t, F f, W w and the sounds /n/, /t/, /f/, /w/.
  • Name the words noodles, nuts, bananas, Nick, teddy bear, tiger, top, turtle, face, father, foot, football, window, washing, water, Wendy.
  • Count and say the numbers six, seven, eight, nine, ten.
  • Use the patterns 'He's / She's having ...', 'I can see a ...', 'Point to your ...' and 'How many ... can you see? - I can see ...'.
  • Read a short picture story about Wendy and answer simple questions about it.
  • Communicative competence in English: Ss listen to and understand short dialogues and the story, then speak the target patterns in pairs and answer comprehension questions correctly.
  • Language knowledge: Ss pronounce the sounds /n/, /t/, /f/, /w/ correctly (not /w/ as /v/), use the letters N, T, F, W to spell the first letter of words, and use the plural form 'windows' after 'How many'.

2. General competences

  • Self-control and independent learning: Ss keep to the listening and reading tasks, check their own answers after each task and repeat sounds and words until they are correct.
  • Communication and collaboration: Ss work in pairs and small groups to ask and answer 'How many ... can you see?' and take turns playing the roles of Wendy and Dad.
  • Problem-solving and creativity: Ss use pictures and sounds to choose the correct answer, guess the missing letter and make up short role-play dialogues from the story.

3. Personal qualities

  • Kindness: Ss show politeness by saying 'Sorry' when they make a mistake, as Wendy does in the story, and they say 'Thank you' and 'Sorry' appropriately in role-play.
  • Responsibility: Ss complete their tasks in pairs or groups, help their partners and tidy up the materials at the end of each activity.

II. Resources and materials

1. Teacher

  • Letter flashcards N n, T t, F f, W w and picture flashcards of the 16 target words
  • Number cards 6–10 and pictures of pens, windows and objects at home
  • Audio recording of the Review 4 chants, words and story (Track: Review 4)
  • Interactive whiteboard or projector, marker and board
  • Printed Worksheet No. 1 for each pair
  • NeoEdu online lesson: neoedu.vn/learn/1/english/review-4 (interactive listening and choosing exercises)

2. Pupils

  • Pencils, coloured pencils and an exercise book
  • Small whiteboard and marker for writing letters and numbers
  • Small paper cards for the 'Point and say' game
  • Worksheet No. 1 (pairs)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Count and clap

Aims

Ss get ready for the lesson, review the numbers 1–10 and the letters they learned in Units 13–16.

Content

Period 1 (35 minutes): Ss sing a short hello song, then count from one to ten and clap on each number. T then shows letter flashcards N, T, F, W and asks Ss to say the letter names and sounds.

Expected outcomes

Ss can count from one to ten clearly and name the four letters N, T, F, W with their sounds.

Procedure

  1. Teacher

    T says: 'Good morning, class! Let's count and clap together. One... two...' and claps on each number.

    Pupils

    Ss stand up, count with T and clap their hands on each number.

  2. Teacher

    T shows the flashcards N, T, F, W one by one and asks: 'What's this letter? What's the sound?'

    Pupils

    Ss answer: 'N, /n/!', 'T, /t/!', 'F, /f/!', 'W, /w/!'. Ss copy the letter shape in the air with their fingers.

  3. Teacher

    T asks: 'How many fingers do you have on one hand?' and checks the numbers 6–10 with a quick count.

    Pupils

    Ss answer: 'Five!' and then count to ten with T.

  4. Teacher

    T praises the class and says: 'Great job! Today we will review letters, words and sentences.'

    Pupils

    Ss clap for themselves and listen to the lesson aim.

Activity 2.1: Exploration · 10 minutes

Look, listen and repeat letters and words

Aims

Ss recognise the letters N n, T t, F f, W w, pronounce the sounds /n/, /t/, /f/, /w/ and name the target words.

Content

T uses the four letter groups from the Unit 13–16 cards: N: noodles, nuts, bananas, Nick; T: teddy bear, tiger, top, turtle; F: face, father, foot, football; W: window, washing, water, Wendy. Ss look at the cards, listen to the audio and repeat. Then ss play 'Listen, point and say' in pairs.

Expected outcomes

Ss can recognise each letter, pronounce the sound correctly and say at least five words for each letter group.

Procedure

  1. Teacher

    T shows the card 'noodles' and says: 'Look and listen. Noodles. Nnnn... noodles. Repeat after me.'

    Pupils

    Ss look at the card, listen and repeat: 'noodles, nuts, bananas, Nick'.

  2. Teacher

    T plays the audio for the letters T, F, W. T pauses after each word and asks: 'What's the first letter?'

    Pupils

    Ss answer: 'T!' for teddy bear, 'F!' for face, 'W!' for window. Ss repeat each word in chorus, then in pairs.

  3. Teacher

    T asks a volunteer to say the word 'washing' and the sound of the first letter. T points out the difference between /w/ and /v/.

    Pupils

    One student says: 'Washing, /w/!' Others repeat with the correct lip rounding, not /v/.

  4. Teacher

    T summarises: 'N is /n/, T is /t/, F is /f/, W is /w/. Let's remember the sounds.'

    Pupils

    Ss say the four letters with their sounds in chorus.

Activity 2.2: Exploration · 10 minutes

Look, listen and repeat sentence patterns

Aims

Ss learn to use the four target patterns of Units 13–16 and count from six to ten.

Content

T shows pictures and models the patterns: 'She's having noodles.', 'I can see a tiger.', 'Point to your face.', 'How many pens can you see? - I can see eight.' Ss repeat, then practise in pairs with number cards 6–10.

Expected outcomes

Ss can say the four sentence patterns with correct intonation and count from six to ten in a short question-answer.

Procedure

  1. Teacher

    T shows the picture of a girl eating noodles and says: 'She's having noodles.' Ss repeat.

    Pupils

    Ss listen and repeat: 'She's having noodles.'

  2. Teacher

    T shows eight pens and asks: 'How many pens can you see?' T models: 'I can see eight.' T then gives each pair a set of number cards 6–10 and asks them to practise.

    Pupils

    Ss in pairs ask 'How many pens can you see?' and answer 'I can see six / seven / eight / nine / ten.' Ss show the matching number card.

  3. Teacher

    T says 'Point to your face!' and asks Ss to point to their face, foot and hand. T checks quickly.

    Pupils

    Ss point to their face and foot and say: 'Point to your face' and 'Point to your foot.'

  4. Teacher

    T writes the four patterns on the board and asks: 'What do we say when we count? What do we say when we see a tiger?'

    Pupils

    Ss answer: 'How many ... can you see?' and 'I can see a tiger.'

Activity 2.3: Exploration · 10 minutes

Read the story: Wendy washes the window

Aims

Ss read and understand the four frames of the story and explain why Wendy says 'Sorry, Dad!'.

Content

T introduces the story 'Wendy washes the window' frame by frame. T pre-teaches 'Sorry' (xin lỗi), 'washing' (rửa) and 'water' (nước). Ss look at the pictures, listen to the story and read after T. The class reads the four frames aloud in chorus, then in groups of three (Wendy, Dad, narrator).

Expected outcomes

Ss can read the story with correct pronunciation, identify where Wendy is and explain why she says 'Sorry, Dad!'.

Procedure

  1. Teacher

    T shows the first picture and asks: 'Look! Who is this? Where are they?' T says: 'Sorry means xin lỗi.'

    Pupils

    Ss look at the picture and answer: 'It's Wendy and Dad. They are at home.' Ss repeat 'Sorry'.

  2. Teacher

    T reads frames 1–4 aloud with expression and asks Ss to listen for 'window', 'six' and 'Water! My face!'.

    Pupils

    Ss listen and raise their hand when they hear 'window', 'six' or 'Water'. Then they read frames 1–4 in chorus, then in groups of three.

  3. Teacher

    T asks: 'Why does Wendy say Sorry, Dad?'

    Pupils

    Expected answer: 'Because the water from the hose splashed on Dad's face.' Some Ss may only say 'Water on Dad's face'; T accepts and asks them to complete the sentence.

  4. Teacher

    T praises the groups and says: 'When we make a mistake, we say Sorry. That is kindness.'

    Pupils

    Ss repeat: 'Sorry, Dad!' and nod.

Activity 3.1: Practice · 15 minutes

Listen and choose, listen and write

Aims

Ss listen to words and sentences and choose the correct picture, decide if a sentence matches the picture and write the first letter of a word.

Content

Period 2 (35 minutes): Ss do the NeoEdu exercises at neoedu.vn/learn/1/english/review-4 or the printed listening exercises from the book. Task A: Listen and choose the correct picture (A: tiger; B: teddy bear; C: turtle). Task B: Listen and choose (A: nuts; B: bananas; C: noodles). Task C: Listen and choose (A: face; B: foot; C: hand). Task D: Listen and say True or False. Task E: Listen to one word and write its first letter.

Expected outcomes

Answers: Task A – B (teddy bear). Task B – C (She's having noodles). Task C – B (Point to your foot). Task D – False (the sentence says eight pencils, but there are ten pencils in the picture). Task E – w (window).

Procedure

  1. Teacher

    T says: 'Listen carefully. Choose the correct picture: A, B or C.' T plays the audio for Task A.

    Pupils

    Ss listen and look at the three pictures.

  2. Teacher

    T plays Tasks B and C. For Task D, T says: 'Listen. Is the sentence true or false?' and plays 'How many pencils can you see? I can see eight.' For Task E, T plays 'window' and asks Ss to write the first letter on the whiteboard.

    Pupils

    Ss point or raise the card A, B or C. Ss say 'Teddy bear!', 'She's having noodles!', 'Point to your foot!'. For Task D, Ss say 'False!' because there are ten pencils. For Task E, Ss write 'w' on their whiteboard.

  3. Teacher

    T asks pairs to check each other's answers and then T checks the whole class. T asks: 'Why is the answer false?'

    Pupils

    Ss answer: 'There are ten pencils, not eight.' Pairs check answers and show their whiteboards.

  4. Teacher

    T writes the correct answers on the board and says: 'Good listening! Remember to listen for the first sound of the word.'

    Pupils

    Ss correct any wrong answers in their exercise books.

Activity 3.2: Practice · 10 minutes

Reading comprehension: Wendy washes the window

Aims

Ss read the story again and answer questions about where Wendy is, how many windows she sees, what she is doing and why she says sorry.

Content

Ss work in pairs with Worksheet No. 1. They read the story again, answer the five questions and then ask and answer one more question with 'How many ... can you see?'.

Expected outcomes

Answers: 1. A (at home). 2. 6 (six). 3. A (washing the window). 4. A (the water splashed on Dad's face). 5. Ss read the story and answer the question about 'Sorry' in their own words with a short sentence: 'Because the water got on Dad's face.'

Procedure

  1. Teacher

    T hands out Worksheet No. 1 and says: 'Read the story again in pairs. Answer the questions.'

    Pupils

    Ss read the story and the questions in pairs.

  2. Teacher

    T walks around, helps pairs who are stuck and checks the answers to questions 1 and 2.

    Pupils

    Ss circle the answers and write the numbers in the blanks. Example: 'Wendy is at home.' 'I can see six!'

  3. Teacher

    T calls on two pairs to read their answers aloud and asks the class: 'Do you agree?'

    Pupils

    Pairs say: 'A. Wendy is at home.' 'Six.' 'A. Washing.' 'Because the water got on Dad's face.' Other Ss show thumbs up or thumbs down.

  4. Teacher

    T praises the pairs and asks: 'What is the story about?'

    Pupils

    Ss answer: 'It's about Wendy washing the window at home and saying sorry to Dad.'

Activity 4: Application · 10 minutes

Fun corner: Wendy at home

Aims

Ss use the target words and patterns in a short role-play and a home picture game, and relate the lesson to their own home.

Content

Ss work in groups of three to play the roles of Wendy, Dad and the narrator. They act out the story using the sentences 'Look, Dad! I can see a window.', 'How many windows can you see?', 'Sorry, Dad!'. Then the groups look at a picture of a home (drawn by T on the board or from the NeoEdu page) and ask 'How many ... can you see?' and 'Point to your ...'. Wrap-up: T sums up the letters, sounds and patterns.

Expected outcomes

Each group performs a short role-play of 4–6 lines and answers at least three questions with 'How many ... can you see?' and 'I can see ...'.

Procedure

  1. Teacher

    T says: 'Let's be Wendy and Dad! Groups of three. Take turns. Make the story come alive!'

    Pupils

    Ss form groups of three and decide who is Wendy, who is Dad and who is the narrator.

  2. Teacher

    T gives each group a picture of a home. T asks: 'How many windows can you see?' and asks groups to point to the window, the foot and the face in the picture.

    Pupils

    Groups act out the story. Ss ask and answer, for example: 'How many windows can you see?' 'I can see six!' 'Point to your face.' Ss point to the picture.

  3. Teacher

    T invites two groups to perform in front of the class and gives them stars for good pronunciation.

    Pupils

    Two groups perform. The class claps and says 'Well done!'.

  4. Teacher

    T asks: 'What did we learn today?' and reminds Ss of the letters N, T, F, W and the sentence patterns.

    Pupils

    Ss answer: 'We learned N, T, F, W and the sounds. We learned I can see a ... and How many ... can you see?'

Worksheets

Worksheet No. 1: Wendy washes the window

Read the story again with your partner. Then answer the questions.

    1. Where is Wendy? A. At home B. At the zoo C. At the canteen
    1. How many windows can Wendy see? Write the number: ______
    1. What is Wendy doing in frame 3? A. Washing B. Running C. Eating noodles
    1. Why does Wendy say 'Sorry, Dad!'? A. Because the water splashed on Dad's face. B. Because she counted the windows wrongly. C. Because she broke a window.
    1. Listen and write the first letter of the word you hear: ______
  • Ask your partner: 'How many ... can you see?' Answer: 'I can see ...'

Homework

  • Draw your house or a room at home. Label three things with the sentence 'I can see a ...' (for example: 'I can see a window').
  • Count and say the number of objects in your house from six to ten. Use the sentence 'How many ... can you see? - I can see ...' and ask a family member to answer.
  • Read the story 'Wendy washes the window' aloud to a family member. Then ask them: 'Why does Wendy say sorry?' and say the answer in English.

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