Tiếng AnhLớp 1Unit 14. In the toy shop

Giáo án Lesson 2

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
Chant the rhyme "Toys, toys, toys" with the /t/ sound and do the actions for each line.
Listen to the sentence "I can see a …" and choose the correct picture.
Recognize and write the letters T and t correctly.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and say "I can see a …", chant the rhyme, read the words top, teddy bear, tiger, turtle, and write the letters T and t.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the /t/ sound clearly, understand the words toy, spin, hug, and use the structure I can see a …

2. General competences

Self-control and independent learning: Ss check their own answers against the pictures and practise tracing the letters T and t without help.
Communication and collaboration: Ss work in pairs and groups to chant, act out, and share their answers in English.
Problem-solving and creativity: Ss solve word-building and listening tasks and invent new actions for the chant.

3. Personal qualities

Diligence: Ss practise writing T and t carefully and finish each task on time.
Responsibility: Ss take turns in group work and handle the toy flashcards carefully.
Honesty: Ss admit mistakes and check their answers honestly by listening again.

II. Resources and materials

1. Teacher

Lesson page on NeoEdu: neoedu.vn/learn/1/english/unit-14-lesson-2 (chant, audio, listening and interactive exercises)
Audio recording of the chant and the listening track
Picture flashcards: teddy bear, tiger, top, turtle, pot, ball, monkey
Real toys or toy props (a spinning top, a teddy bear, a toy tiger, a toy turtle) for the toy shop
Large letter cards T and t
Whiteboard and coloured markers
Worksheet 1 (copies for each pair)

2. Pupils

Textbook English 1, Unit 14
Pencil, eraser, coloured pencils
Letter-tracing sheet with T and t
Mini whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Warm-up: Toy shop actions

Aims

Ss get ready for the lesson and recall the names of familiar toys.

Content

T shows toy flashcards (teddy bear, tiger, top, turtle) one by one. Ss say the name of each toy and copy the action T does, for example spinning, hugging, roaring, moving slowly.

Expected outcomes

Ss name the toys in English and perform the matching actions with energy.

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and says: "Welcome to the toy shop! Let's play a game." T shows the flashcard of a teddy bear and asks: "What is it?"
Pupils
Ss greet back: "Good morning, teacher!" Ss answer: "A teddy bear!"
Teacher
T shows the other flashcards one at a time and models an action for each toy (spin, hug, roar, slow). T asks Ss to copy the action.
Pupils
Ss stand up, repeat the toy names and do the actions together with T.
Teacher
T calls out a toy name without showing the card. T says: "Turtle!" and asks Ss to act it out.
Pupils
Ss act out the turtle moving slowly. Expected answer: "Slow, slow, slow!"
Teacher
T praises the class and introduces the topic: "Today we will chant about toys and learn the letter T."
Pupils
Ss listen and repeat the topic: "Toys and the letter T."

Activity 2.1: Exploration · 13 minutes

Look, listen and repeat: Chant "Toys, toys, toys"

Aims

Ss read and chant the rhyme with the /t/ sound and understand the meaning of the key words top, spin, hug, roar, slow.

Content

Ss look at the chant in the textbook, listen to the audio, and repeat line by line. Key words: top (con quay), spin (xoay tròn), teddy bear (gấu bông), hug (ôm), tiger (con hổ), roar (gầm), turtle (con rùa), slow (chậm). The chant lines are: Top, top – spin, spin, spin! / Teddy bear – hug, hug, hug! / Tiger, tiger – roar, roar, roar! / Turtle, turtle – slow, slow, slow! / /t/, /t/, /t/ – T, t, t!

Expected outcomes

Ss chant the whole rhyme with the correct /t/ sound and do the action for each line.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the chant on the board and says: "Look at the chant. Listen to the audio first." T plays the audio once.
Pupils
Ss look at the textbook and listen carefully to the chant.
Teacher
T models each line, pronounces the /t/ sound clearly and does the action. T asks: "What does top do?" T checks the meaning of spin, hug, roar and slow with pictures and actions. Ss repeat in chorus, then in groups, then in pairs.
Pupils
Ss repeat each line and copy the actions. Expected answers: "Spin!", "Hug!", "Roar!", "Slow!"
Teacher
T asks each row or group to chant one line and do the action. T asks: "Which sound do you hear in top and turtle?"
Pupils
Each group chants one line. Expected answer: "The /t/ sound!"
Teacher
T chants the whole rhyme with the class and says: "Great job! The /t/ sound is at the beginning of top, tiger, turtle."
Pupils
Ss chant the whole rhyme with actions and say the /t/ sound again.

Activity 2.2: Exploration · 12 minutes

Listen, point and say: I can see a …

Aims

Ss understand and use the structure I can see a … to talk about toys they see.

Content

T introduces the sentence I can see a teddy bear (Mình nhìn thấy một con gấu bông). T explains that I can see means "mình nhìn thấy" and that Ss should listen to the last word to choose the correct picture. Ss practise I can see a tiger, I can see a top, I can see a turtle.

Expected outcomes

Ss point to the correct picture and say the sentence I can see a … with the right toy name.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: "Look at the picture. I can see a teddy bear." T asks Ss to repeat the sentence. T writes the sentence on the board and underlines the last word.
Pupils
Ss repeat: "I can see a teddy bear." Ss notice the word teddy bear at the end.
Teacher
T plays the audio. T asks Ss to point to the picture they hear. T repeats with flashcards: "I can see a tiger." "I can see a top." Ss stand up, point to the toy card and say the sentence.
Pupils
Ss point to the card and say: "I can see a tiger!" "I can see a top!"
Teacher
T asks pairs to ask and answer: "What can you see?" "I can see a turtle." T walks around and helps pairs.
Pupils
Pairs take turns. Expected answers: "I can see a turtle." "I can see a teddy bear."
Teacher
T summarises: "I can see a … means I see a … . Listen to the last word to know the picture."
Pupils
Ss repeat the summary and the sentence pattern once more together.

Activity 2.3: Exploration · 10 minutes

Let's write: Letters T and t

Aims

Ss recognize the uppercase and lowercase letters T and t and write them correctly.

Content

T shows the letter cards T and t and explains the shape. Capital T has one horizontal line at the top and one vertical line down from the middle. Small t has one straight line with a small hook at the bottom and a short horizontal line crossing near the top; it looks like a plus sign with a long leg. Ss trace the letters on the tracing sheet and then write them on their own.

Expected outcomes

Ss trace and write T and t neatly, with the horizontal line at the top for capital T.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the big letter T on the board and draws it step by step, saying: "Top line first, then down." T shows the small letter t and says: "Long line, small hook, short line across the top."
Pupils
Ss look and repeat the steps: "Top line, then down." "Long line, hook, cross."
Teacher
T asks Ss to trace the letters in the air with their finger, then on the tracing sheet. T walks around and corrects the position of the horizontal line.
Pupils
Ss trace T and t in the air, then on the tracing sheet, and write them in their notebook.
Teacher
T shows some Ss' work and asks: "Is this T or t?" "Is the top line at the top?"
Pupils
Ss answer: "It is a capital T." "Yes, the line is at the top."
Teacher
T reminds Ss of the common mistake: capital T must not have the line at the bottom. T praises good work.
Pupils
Ss check their letters and correct them if needed. Ss say: "The line is at the top!"

Activity 3.1: Practice · 12 minutes

Listen and choose: Pictures and True or False

Aims

Ss listen to the audio and choose the correct picture or answer True or False.

Content

Ss do Worksheet 1 with a partner. Exercise 1: listen and choose the correct picture (teddy bear, tiger, top). Exercise 2: listen and choose the correct picture (turtle, monkey, tiger). Exercise 6: listen and write True or False for three statements. Exercise 7: listen and choose the picture for the last word (top, pot, ball).

Expected outcomes

Ss complete Worksheet 1. Answer key: Exercise 1: A (a teddy bear); Exercise 2: C (a tiger); Exercise 6: a) True, b) True, c) False; Exercise 7: B (top).

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives Worksheet 1 to each pair and explains the task. T plays the audio for Exercise 1 and asks Ss to listen for the animal or toy name.
Pupils
Ss listen and look at the pictures on the worksheet.
Teacher
T plays each track two times. Pairs discuss and mark the answer. For Exercise 6, T plays the audio: "A top and a turtle." T asks: "Do you hear tiger?"
Pupils
Pairs listen, discuss and write their answers. Expected answers: Exercise 1: A. Exercise 6: a) True, b) True, c) False.
Teacher
T calls on a few pairs to give their answers and asks them to explain: "Why is it a teddy bear?"
Pupils
Ss answer: "Because I hear teddy bear at the end of the sentence."
Teacher
T checks the answers with the class and corrects the mistakes. T asks: "Top or pot? Listen to the first sound."
Pupils
Ss correct their answers and say: "Top, not pot!"

Activity 3.2: Practice · 10 minutes

Let's play: Word and letter games

Aims

Ss practise matching, completing and rearranging words to review the vocabulary and the letters T and t.

Content

Exercise 3: choose the uppercase letter T from four letters. Exercise 4: complete the chant line Tiger, tiger – ___, roar, roar! Exercise 5: match the toys with the actions (top – spin, spin; teddy bear – hug, hug; turtle – slow, slow). Exercise 8: choose the shape that looks like small t. Exercise 9: rearrange the letters to make the animal in the picture. Exercise 10: fill in the missing first letter of top and pot.

Expected outcomes

Ss complete the tasks. Answer key: Exercise 3: B (T). Exercise 4: roar. Exercise 5: top – spin, spin; teddy bear – hug, hug; turtle – slow, slow. Exercise 8: A (plus sign). Exercise 9: t-i-g-e-r (tiger). Exercise 10: t (top), p (pot).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the tasks on the board and gives the rule: "Work in groups of four. Each group has one set of letter cards."
Pupils
Ss read the tasks and choose a group leader.
Teacher
T says the first task aloud and gives Ss time to discuss. T asks groups to hold up their answer cards. For Exercise 9, T asks Ss to arrange the letter cards t, i, g, e, r.
Pupils
Groups discuss and hold up their answers. Expected answers: "B", "roar", "t-i-g-e-r", "t" and "p".
Teacher
T asks one group to read the answer for Exercise 10 and explain: "Why is it t in top and p in pot?"
Pupils
Ss answer: "The first letter of top is t, and the first letter of pot is p."
Teacher
T gives a quick review: "The sound /t/ is in top, tiger and turtle." T praises the teams.
Pupils
Ss repeat the review and clap for the winning team.

Activity 4: Application · 8 minutes

Fun corner and wrap-up: Toy shop role play

Aims

Ss use the sentence pattern I can see a … in a real-life situation of a toy shop and review the lesson.

Content

Pairs take turns being the shopkeeper and the customer in a toy shop. The shopkeeper shows a toy, and the customer says: "I can see a …". Ss do the action of the toy (spin, hug, roar, slow). Then T wraps up the lesson with a quick chant.

Expected outcomes

Each pair says at least three sentences in the form I can see a … and performs one toy action.

Procedure

Teacher's activities

Pupils' activities

Teacher
T sets up a toy shop corner with toy props and says: "Welcome to our toy shop! Shopkeepers, show a toy. Customers, say what you can see."
Pupils
Ss choose roles in pairs: shopkeeper and customer.
Teacher
T models a short dialogue with a student: "Look! I can see a tiger." "Roar, roar, roar!" Pairs practise and then perform in front of the class.
Pupils
Pairs perform. Expected dialogue: "I can see a top." "Top, top – spin, spin, spin!"
Teacher
T invites three pairs to perform in front of the class and gives feedback on pronunciation and actions.
Pupils
Selected pairs perform and listen to feedback.
Teacher
T leads the final chant "Toys, toys, toys" and says goodbye: "Well done, everyone! See you next lesson."
Pupils
Ss chant together with actions and say: "Goodbye, teacher!"

Worksheets

Worksheet 1: Listen and choose

Listen to the audio and do the tasks.

Exercise 1: Listen and choose the correct picture. A. teddy bear B. tiger C. top
Exercise 2: Listen and choose the correct picture. A. turtle B. monkey C. tiger
Exercise 6: Listen and write True (T) or False (F).
a) You hear top.
b) You hear turtle.
c) You hear tiger.
Audio: "A top and a turtle."
Exercise 7: Listen and choose the picture for the last word. A. pot B. top C. ball

Homework

Practise chanting "Toys, toys, toys" with the actions for your family.
Say three sentences with I can see a … about toys at home, for example: "I can see a teddy bear."
Write the letters T and t three times each in your notebook, and draw a toy that starts with the letter T.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.