Tiếng AnhLớp 1Unit 16. At home

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 (75 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
- Chant the chant 'Wash, wash, Wendy' with the sound /w/ correctly.
- Count from six to ten in English and read the words six, seven, eight, nine, ten.
- Listen and choose the correct picture showing the number of objects.
- Recognise and write the letters W and w in the correct shape and size.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to the chant and the numbers, say the chant and the sentences 'How many windows? – Six.' and 'I can see seven.', read the words six to ten, and copy the letters W and w.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sound /w/ in 'water' and 'window', pronounce the numbers six /sɪks/, seven /ˈsevn/, eight /eɪt/, nine /naɪn/, ten /ten/, and add the final -s to plural nouns (six windows, eight pens).

2. General competences

Self-control and independent learning: Ss keep their own notebooks, check their answers against the picture cues and try to correct their own mistakes after peer feedback.
Communication and collaboration: Ss work in pairs and small groups to ask and answer 'How many…?' questions, chant together and give each other feedback on pronunciation.
Problem-solving and creativity: Ss solve counting and ordering tasks, find the missing numbers and create their own counting questions about things at home.

3. Personal qualities

Diligence: Ss practise writing the letters W and w neatly and finish all the writing tasks in class.
Responsibility: Ss take care of their own pencil, notebook and textbook, and help a partner check the answers in pair work.
Honesty: Ss admit when they are not sure of an answer and count the real objects at home for the project without copying a friend's result.
Kindness: Ss encourage classmates who are shy or make pronunciation mistakes during chanting and the number game.

II. Resources and materials

1. Teacher

Textbook Global Success 1, Unit 16, Lesson 2 pictures (chant picture, number pictures, window and pen pictures, letter W picture)
Audio recording of the chant 'Wash, wash, Wendy' and the listening tasks (Exercises 1, 2, 6)
Flashcards of numbers 6 to 10 and of the words six, seven, eight, nine, ten
Large letter cards W w and a mini model of the letter M turned upside down
Speaker, projector or interactive board
NeoEdu digital resource: lesson page neoedu.vn/learn/1/english/unit-16-lesson-2 (lesson presentation, examples and interactive exercises)

2. Pupils

Textbook and notebook
Pencil, eraser, coloured pencils
Small whiteboard and marker
Set of number cards 1 to 10

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Count and clap

Aims

Ss review the numbers one to five and get ready for the new lesson.

Content

T leads a fast clapping game: T says a number from one to ten (Ss review one to five from Unit 9) and Ss clap the same number of times and say the word. Then T shows the window picture and asks 'What can you see?' to lead into the topic At home.

Expected outcomes

Ss recall the words one to five and are warmed up for the lesson.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: 'Let's count and clap!' T claps once and says 'one', then claps twice and says 'two', and continues up to five.
Pupils
Ss listen and clap the same number of times, saying the number with T.
Teacher
T calls a number at random (one to five) and points to a S to say the number and clap.
Pupils
Ss take turns to say the number and clap, e.g. 'Three!' (clap, clap, clap).
Teacher
T shows the picture of a house with windows and asks: 'What is this? How many windows can you see?'
Pupils
Ss look and answer: 'It's a house. I can see … windows.' (Expected answer: 'Three windows.' or similar, using numbers one to five.)
Teacher
T praises the class and writes the title Unit 16: At home on the board. T says: 'Today we will count to ten and learn a new chant.'
Pupils
Ss repeat the title and open their textbooks to page of Unit 16, Lesson 2.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat the chant

Aims

Ss listen to, repeat and chant 'Wash, wash, Wendy' with the sound /w/ and understand the meaning of the chant.

Content

T plays the chant recording and shows the chant picture (Wendy washing the window). T explains the meaning in simple English with actions: Wendy washing, water splashing, window wiped. Ss chant the lines together and do the actions: wiping the window with a cloth. Focus on the sound /w/ in 'Wendy', 'washing', 'water', 'window', 'wipe'.

Expected outcomes

Ss chant the whole chant with correct rhythm and actions, and pronounce the sound /w/ correctly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the chant picture and asks: 'Who is this? What is she doing?' T plays the recording once and Ss listen.
Pupils
Ss look at the picture and listen. Expected answer: 'Wendy. She is washing the window.'
Teacher
T chants line by line and asks Ss to repeat: 'Wendy, Wendy – washing, washing!' T models the sound /w/ by rounding the lips and says: 'Lips round, like a little O, /w/, /w/.' T corrects the pronunciation of water and window. Then T chants the whole chant with actions.
Pupils
Ss repeat each line after T and do the wiping action (move the arm left and right for 'wipe, wipe, wipe'). Ss chant in groups of four and then as a whole class.
Teacher
T asks a few Ss to chant the chant alone and invites the class to give a thumb up or thumb down on the pronunciation of /w/.
Pupils
One to two Ss chant the chant alone. Other Ss give thumbs up or down and say what they hear, e.g. 'Your /w/ is good!'
Teacher
T writes the sound /w/ on the board and says: 'Water, window, Wendy – the sound is /w/.' T asks Ss to say three words with /w/ in pairs.
Pupils
Ss say the words with the sound /w/ (e.g. 'wet', 'window', 'wall') and remember the sound /w/.

Activity 2.2: Exploration · 13 minutes

Listen, point and say the numbers six to ten

Aims

Ss recognise, read and pronounce the numbers six to ten, and use the sentence patterns 'How many…?' and 'I can see…'.

Content

T presents the numbers 6 to 10 with flashcards and the number pictures from the textbook. T models each word (six /sɪks/, seven /ˈsevn/, eight /eɪt/, nine /naɪn/, ten /ten/) and Ss repeat. T introduces the plural -s with six windows and eight pens. T shows the sentence patterns: 'How many windows? – Six.' and 'I can see seven.' Common mistakes to check: eight is pronounced /eɪt/ (not 'ét'), and seven is not six. Then Ss play 'Listen, point and say' with the number cards.

Expected outcomes

Ss say the numbers six to ten correctly, point to the matching picture when they hear the number, and make short sentences with 'How many…?' and 'I can see…'.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the number flashcards one by one: six, seven, eight, nine, ten. T says each number clearly and asks Ss to repeat chorally and individually. T models the pronunciation of eight /eɪt/ and seven /ˈsevn/ and corrects the common mistakes.
Pupils
Ss look, listen and repeat the numbers six to ten, chorally and then individually.
Teacher
T plays 'Listen, point and say': T says a number (e.g. 'Nine!') and Ss point to the number card or the picture with nine objects. Then T models the question 'How many windows?' and the answer 'Six.' T asks Ss to make the pattern 'I can see seven.' with pictures.
Pupils
Ss point to the card of the number they hear and say the number. In pairs, Ss ask and answer: 'How many windows? – Six.' Expected answers: 'Six.', 'Eight.', 'Ten.' and 'I can see nine.'
Teacher
T calls some pairs to show their questions and answers to the class and gives feedback on the pronunciation of six, seven, eight, nine, ten.
Pupils
Two to three pairs stand up and say the questions and answers. Other Ss listen and say 'Yes' or 'No' if they hear a mistake.
Teacher
T reads the numbers quickly, from six to ten, and then from ten to six. T says: 'Plural nouns add -s: six windows, eight pens.'
Pupils
Ss count from six to ten and back to six together and remember the plural -s.

Activity 2.3: Exploration · 10 minutes

Learn to write the letters W and w

Aims

Ss recognise the shape of the letters W and w and write them correctly on the lines.

Content

T shows the capital letter W and the small letter w. T explains the shape: W has four slanting strokes (down, up, down, up), like two letters V standing side by side. Small w has the same shape but it is smaller, about half the height of the line. T shows that turning the capital letter M upside down gives a W. Ss trace the letter in the air, then write W and w in their notebooks. Focus on the correct strokes and the starting point.

Expected outcomes

Ss write the letters W and w in their notebooks with the correct shape and size, and identify W in a group of letters.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the capital W on the board and draws the strokes with arrows: down, up, down, up. T asks: 'What does W look like?' and shows the upside-down M.
Pupils
Ss look at the letter and answer: 'W looks like two V's.' or 'W is an upside-down M.'
Teacher
T models writing W and w on the board. T asks Ss to trace the letters in the air with their fingers, then write on the small whiteboard. T walks around and checks the strokes and the size of the small w.
Pupils
Ss trace the letters in the air, then write W and w in their notebooks, following the dotted lines in the textbook. Ss check each other's writing in pairs.
Teacher
T shows a few notebooks on the projector and asks the class to say what is good and what needs to be corrected.
Pupils
Ss say: 'The W is good, it has four strokes.' or 'The w is too big, it should be half the line.'
Teacher
T writes the reminder on the board: 'W = two V's side by side. w = small W.' T asks Ss to say the sentence.
Pupils
Ss repeat the reminder: 'W looks like two V's side by side.'

Activity 3.1: Practice · 15 minutes

Listen, count and match

Aims

Ss listen to the numbers, count the objects and match the numbers with the English words.

Content

Ss do Exercises 1, 2, 3, 4 and 6 in the textbook. Ex 1: listen and choose the picture with six windows (A). Ex 2: listen and choose the picture with eight pens (B). Ex 3: match the numbers 6 to 10 with the words six to ten. Ex 4: count the books and write the number in English: seven. Ex 6: listen and choose the number nine (B). Ss can check the answers on the NeoEdu interactive exercises.

Expected outcomes

Answers: Ex 1 – A (six windows); Ex 2 – B (eight pens); Ex 3 – 6 six, 7 seven, 8 eight, 9 nine, 10 ten; Ex 4 – seven (7 books); Ex 6 – B (nine).

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains Exercises 1 and 2: 'Listen and choose the correct picture.' T plays the audio, the first time without stopping and the second time with a pause after each question.
Pupils
Ss look at the pictures and listen. Ss point to the picture they think is correct.
Teacher
T asks 'How many windows?' and checks the answer with the class: 'Six. Yes, picture A.' T guides Ss to do Exercise 3 (matching) and Exercise 4 (count the books), and then Exercise 6 (listen and choose). Ss work in pairs and check their answers.
Pupils
Ss answer: 'Six – picture A.' 'Eight – picture B.' 'Seven books.' 'Nine – B.' Ss draw lines to match 6 with six, 7 with seven, and so on, and write seven under the picture of seven books.
Teacher
T calls some Ss to say the answers and gives feedback. T asks a few Ss to explain how they counted the books in Exercise 4.
Pupils
Ss say the answers in full sentences, e.g. 'I count one, two, three, four, five, six, seven. The answer is seven.'
Teacher
T reminds Ss of the common mistakes: eight /eɪt/ and seven is not six. T checks the answers with the whole class.
Pupils
Ss correct their answers if necessary and say the correct word aloud.

Activity 3.2: Practice · 10 minutes

Chant, order and complete

Aims

Ss complete the chant, order the numbers, find the missing numbers and identify the letter W.

Content

Ss do Exercises 5, 7, 8, 9 and 10. Ex 5: complete the chant 'Water, water – {{1}}, splash, splash!' with splash. Ex 7: order the numbers from smallest to largest: six, seven, eight, nine, ten. Ex 8: choose the capital letter W among M, V, W, N (answer C). Ex 9: find the largest number among eight, ten, nine, six (answer ten). Ex 10: write the missing numbers in the sequence six, seven, eight, nine, ten (answers: eight and ten). T can run this as a team game: each team has a mini whiteboard and writes the answer.

Expected outcomes

Answers: Ex 5 – splash; Ex 7 – six, seven, eight, nine, ten; Ex 8 – C (W); Ex 9 – B (ten); Ex 10 – eight, ten.

Procedure

Teacher's activities

Pupils' activities

Teacher
T divides the class into four teams and explains the game: teams answer each question on their whiteboard and hold it up when T says 'Show!'
Pupils
Ss form teams and get ready with their whiteboards and markers.
Teacher
T reads the chant line 'Water, water – ___, splash, splash!' and asks the teams to write the missing word. T gives Ss the sequence 'six, seven, __, nine, __' for Ex 10 and the list of numbers for Ex 9 and Ex 7.
Pupils
Teams write the answers: 'splash', 'eight, ten', 'ten' (largest), and 'six, seven, eight, nine, ten' (ordered). For Ex 8, teams point to the letter W (C) and say: 'W looks like two V's.'
Teacher
T asks each team to show their whiteboard. T checks the answers and gives points to the teams with correct answers.
Pupils
Teams hold up their whiteboards and read their answers aloud, e.g. 'Ten is the largest number.'
Teacher
T writes the sequence six, seven, eight, nine, ten on the board and asks Ss to chant it together with claps.
Pupils
Ss chant the sequence six to ten with claps and remember the order.

Activity 4: Application · 10 minutes

Fun corner: How many at home?

Aims

Ss use the numbers six to ten and the question 'How many…?' to talk about things they have at home, and do a short counting project at home.

Content

Ss play a counting game in pairs: one S asks 'How many windows (pens, books) are there in your home?' and the other S answers with a number from six to ten, e.g. 'Eight pens.' T closes with the chant 'Wash, wash, Wendy' with actions. Homework: Ss count things at home (windows, pens, books, chairs) and write the sentences with the numbers six to ten in their notebook.

Expected outcomes

Ss ask and answer with the numbers six to ten in pairs, chant the chant with actions, and write at least two sentences about things at home for homework.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models the game with a S: 'How many pens do you have?' – 'Eight pens.' T explains that Ss must use the plural -s for things with more than one object.
Pupils
Ss listen to the model and repeat the question and answer.
Teacher
T puts Ss in pairs to ask and answer about things at home, and walks around to help. Then T leads the whole class in the chant 'Wash, wash, Wendy' with actions.
Pupils
Pairs ask and answer, e.g. 'How many windows? – Six.' 'I can see seven.' Ss chant with actions: wiping the window and splashing water.
Teacher
T asks some pairs to share their question and answer with the class and praises the best pair.
Pupils
Two to three pairs share their answers. Other Ss clap for them.
Teacher
T gives the homework and says goodbye: 'Count things at home and write about them in your notebook.'
Pupils
Ss write the homework in their notebooks and repeat the goodbye: 'Goodbye, see you next time!'

Worksheets

Worksheet 1: Numbers six to ten and the letter W

Used in the practice activities 'Listen, count and match' and 'Chant, order and complete'.

Part A: Listen and choose the correct picture. A. six windows B. eight windows C. ten windows
Part B: Match the number with the word.
- 6 ___ (six)
- 7 ___ (seven)
- 8 ___ (eight)
- 9 ___ (nine)
- 10 ___ (ten)
Part C: Complete the chant. Water, water – ___, splash, splash!
Part D: Put the numbers in order from smallest to largest: nine, six, ten, seven, eight.
Part E: Write the missing numbers: six, seven, ___, nine, ___.
Part F: Circle the letter W: M V W N

Answer key: A – six windows (picture A); 6 – six, 7 – seven, 8 – eight, 9 – nine, 10 – ten; splash; six, seven, eight, nine, ten; eight, ten; W.

Homework

Count things at home (windows, pens, books or chairs) and write two sentences in your notebook, for example: 'How many windows? – Six.' and 'I can see eight pens.'
Write the capital letter W and the small letter w three times each in your notebook. Remember: W looks like two V's side by side, and w is small, about half the line.
Practise the chant 'Wash, wash, Wendy' with your family. Use the actions and say the sound /w/ clearly.
Listen to the numbers six to ten on the NeoEdu lesson page neoedu.vn/learn/1/english/unit-16-lesson-2 and repeat them aloud.

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