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

Giáo án Lesson 3

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:
  • Ask and answer about quantities with the question "How many … can you see?" and the answer "I can see + number" (six, seven, eight, nine, ten).
  • Pronounce and recognise the new words: windows, how many, can you see, I can see, six, seven, eight, nine.
  • Sing the song "How many windows?" with the structure "How many … can you see?"
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and say the dialogue "How many windows can you see? – I can see six.", listen to and choose the correct picture, read and order the words to make a question, and write the correct sentence.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the words "windows" and the numbers six to nine correctly, use the plural noun with -s after "How many", and keep the word order "can you see".

2. General competences

  • Self-control and independent learning: Ss listen to the model, count objects on their own in the pictures and check their answers before reporting to the class.
  • Communication and collaboration: Ss work in pairs to ask and answer about the number of objects, and join group chants and games with classmates.
  • Problem-solving and creativity: Ss choose the correct picture or answer by counting carefully, and create their own questions about things at home.

3. Personal qualities

  • Diligence: Ss practise the new structure regularly, count carefully and complete all tasks in class and at home.
  • Kindness: Ss help and encourage their partners when they make mistakes during pair work and games.

II. Resources and materials

1. Teacher

  • Lesson 3 pictures: a house with six windows, pens (seven), books (eight), pencils (nine)
  • Flashcards: windows, pens, books, pencils, numbers six, seven, eight, nine, ten
  • Laptop, projector and speakers; audio of the Let's talk dialogue, the song and Listening exercises
  • NeoEdu interactive lesson page: neoedu.vn/learn/1/english/unit-16-lesson-3 (presentation, examples and interactive exercises)
  • Worksheet 1 and Worksheet 2 (copies for each pair)
  • Small prizes (stickers) for the games

2. Pupils

  • English 1 textbook (Unit 16, Lesson 3)
  • Notebook, pencil, eraser, colour pencils
  • Number cards from one to ten (made by Ss from paper)

III. Procedures

Activity 1: Warm-up and review · 7 minutes

Counting Game

Aims

Ss review the numbers one to ten and get ready for the new structure "How many … can you see?".

Content

Ss count from one to ten together with T, then play "Count and Clap": T says a number, Ss clap and say the next number. T then shows flashcards of objects (pens, books) and asks Ss to say the number they see in the picture.

Expected outcomes

Ss say the numbers from one to ten fluently and count the objects on the flashcards correctly.

Procedure

  1. Teacher

    T says: "Let's count from one to ten together!" T claps the rhythm and leads the class. Then T explains the game "Count and Clap".

    Pupils

    Ss stand up, count from one to ten with T and clap their hands to the rhythm.

  2. Teacher

    T shows the flashcards of pens and books one by one and asks: "How many pens can you see?" T models the answer by counting aloud: "One, two, three…"

    Pupils

    Ss count the objects aloud with T and answer the question in chorus, e.g. "One, two, three, four, five, six, seven. Seven pens!"

  3. Teacher

    T calls on 3–4 individual Ss to count the pictures and asks the class to check. T gives praise and a sticker for correct answers.

    Pupils

    Ss count the objects individually and the class checks the answers together.

  4. Teacher

    T writes the numbers from one to ten on the board and says: "Good job! Today we will learn how to ask and answer about how many things we can see."

    Pupils

    Ss repeat the numbers after T and get ready for the new lesson.

Activity 2.1: Exploration · 15 minutes

Look, Listen and Repeat: How many windows?

Aims

Ss understand and pronounce the new structure "How many … can you see?" and the answer "I can see + number" through the Let's talk dialogue.

Content

T presents the picture of the house with six windows and the dialogue between Wendy and Tom (Let's talk). T explains the structure: How many + windows (plural with -s) + can you see? Ss listen, repeat and practise the dialogue in role-play. T also introduces the number words six, seven, eight, nine.

Expected outcomes

Ss can say the dialogue "How many windows can you see? – One, two, three, four, five, six. I can see six." with correct pronunciation and word order.

Procedure

  1. Teacher

    T shows the picture of the house with six windows and asks: "How many windows can you see?" T points to each window and counts: "One, two, three, four, five, six." T says: "I can see six." T writes the structure on the board: How many + windows + can you see?

    Pupils

    Ss look at the picture, listen carefully and answer in chorus: "I can see six."

  2. Teacher

    T plays the audio of the dialogue (Let's talk) twice. T pauses after each line and models the pronunciation: /haʊ ˈmeni ˈwɪndəʊz kən juː siː/. Then Ss repeat line by line (whole class, then groups, then individuals).

    Pupils

    Ss listen, look at the picture and repeat each line of Wendy and Tom. Ss pronounce "windows" and "six" clearly.

  3. Teacher

    T asks 2–3 pairs of Ss to role-play the dialogue in front of the class. T corrects pronunciation and word order (for example: "How many windows can you see?" not "How many windows you can see?").

    Pupils

    Pairs stand up and act out the dialogue with Wendy and Tom roles. Other Ss listen and give feedback.

  4. Teacher

    T summarises the structure: "How many + windows + can you see?" and "I can see + number." T asks: "What do you ask about a picture?" to check understanding.

    Pupils

    Ss answer: "How many windows can you see?" and copy the structure into their notebooks.

Activity 2.2: Exploration · 8 minutes

Listen, Point and Say: Numbers and Things

Aims

Ss recognise and pronounce the new words windows, pens, books, pencils and the numbers six to nine.

Content

T uses flashcards and the NeoEdu page to present the vocabulary. T models each word and number, and Ss play "Listen, point and say": T says a word or number, Ss point to the correct flashcard and repeat. Then Ss ask: "How many pens can you see?" in pairs with the flashcards.

Expected outcomes

Ss point to and say the new words and numbers correctly, and ask one question with "How many … can you see?" using a flashcard.

Procedure

  1. Teacher

    T puts the flashcards on the board and says each word: "windows, pens, books, pencils." T models the pronunciation and asks Ss to repeat. T then says the numbers six, seven, eight, nine and models them with the fingers.

    Pupils

    Ss listen, repeat and show the numbers with their fingers.

  2. Teacher

    T plays "Listen, Point and Say": T says a word or a number, and Ss point to the correct flashcard on the board and repeat aloud. T reminds Ss to use the plural form "pens" and "books".

    Pupils

    Ss point to the correct flashcard and say the word or number together with T, e.g. T says "seven" – Ss point to the pens card and say "seven pens".

  3. Teacher

    T asks 3–4 Ss to point and say a word alone. T gives feedback on pronunciation and praises correct answers.

    Pupils

    Individual Ss point to the flashcard and say the word or number alone. Other Ss listen and check.

  4. Teacher

    T reminds Ss of the plural rule: window – windows, pen – pens, book – books, pencil – pencils. T says: "Well done! Now we will practise in pairs."

    Pupils

    Ss repeat the plural words after T and get ready for pair work.

Activity 3.1: Practice · 15 minutes

Let's Talk in Pairs and Choose the Answer

Aims

Ss practise asking and answering about quantities and choose the correct answer in multiple-choice exercises.

Content

Ss work in pairs to ask and answer about the pictures in Exercises 1 and 2 (How many windows can you see? / How many pencils can you see?). Then Ss do Worksheet 1: Exercise 1, Exercise 2, Exercise 3 and Exercise 7 (choose the correct sentence and the meaning of "How many books can you see?").

Expected outcomes

Ss ask and answer in pairs with correct structure. Worksheet 1 answers: Ex 1: A (I can see six.); Ex 2: C (I can see nine.); Ex 3: A (Bạn nhìn thấy bao nhiêu cuốn sách? – how many books you can see); Ex 7: B (How many windows can you see?).

Procedure

  1. Teacher

    T divides the class into pairs and gives each pair Worksheet 1. T explains the task: Student A asks, Student B answers, then they swap roles. T models the first question with a student.

    Pupils

    Ss form pairs, receive Worksheet 1 and listen to T's instructions.

  2. Teacher

    T walks around, listens to the pairs and helps those who need support. T asks: "How many windows can you see in picture 1?" and checks the answers of Exercises 1 and 2.

    Pupils

    Pairs ask and answer: "How many windows can you see?" – "I can see six." Then they count and choose the answer in Exercise 2: "I can see nine." Ss circle the answer in Worksheet 1.

  3. Teacher

    T calls on 3 pairs to show their answers for Exercises 1–3 and asks the class to check. T asks Ss the meaning of "How many books can you see?" and elicits: "How many books can you see?" means "Bạn nhìn thấy bao nhiêu cuốn sách?"

    Pupils

    Pairs report their answers. Other Ss agree or disagree and explain: "Seven windows is not correct. There are six windows."

  4. Teacher

    T confirms the correct answers and reminds Ss: "How many + windows + can you see?" – "I can see + number." T gives praise to the pairs who worked well.

    Pupils

    Ss repeat the correct structure and check their worksheets.

Activity 3.2: Practice · 15 minutes

Chant and Game: How Many Windows?

Aims

Ss sing the song "How many windows?" and practise listening, ordering words and checking true or false sentences.

Content

Ss sing the song "How many windows?" to the tune of Frère Jacques, then replace the words with pens – seven, books – eight, pencils – nine. Then Ss do the game "Word Order Race" (Exercise 6: How → many → windows → can → you → see?) and listen to the dialogue for True/False (Exercise 9) on Worksheet 2.

Expected outcomes

Ss sing the song with correct words and rhythm. Worksheet 2 answers: Ex 8: Wrong (I can see eight, not nine); Ex 9: a) True; b) True; c) False. Exercise 6 answer: How many windows can you see? Exercise 5: I can see eight. Exercise 4 answer: C (seven pens).

Procedure

  1. Teacher

    T sings the song "How many windows?" once and asks Ss to listen. T then divides the class into 2 groups and explains the chant: group 1 asks, group 2 answers.

    Pupils

    Ss listen to the song and follow the words in their textbook.

  2. Teacher

    T leads the song (line by line first, then the whole song). Then T replaces the words with pens – seven, books – eight, pencils – nine. T plays the "Word Order Race": T shows the words How, many, windows, can, you, see on cards and asks two teams to race to arrange them. T then plays the Listening exercise (Exercise 4 and 9) and asks Ss to choose and say True or False.

    Pupils

    Ss sing the song with actions, group by group. In the race, teams arrange the cards: How – many – windows – can – you – see? Ss listen and answer: "Exercise 4: C," "Exercise 9: a) True, b) True, c) False."

  3. Teacher

    T asks each team to say the question and the answer aloud. T checks Exercise 8 with the picture: "Mai says I can see nine. Is it right?" and asks Ss to explain.

    Pupils

    Teams read the ordered sentence aloud. Ss answer Exercise 8: "No, it is wrong. There are eight windows. The answer is I can see eight."

  4. Teacher

    T praises the class and sings the song once more with the new words. T says: "Next, you will use this structure at home!"

    Pupils

    Ss sing the song together, clap and say goodbye to T.

Activity 4: Application · 10 minutes

Fun Corner: Count and Ask at Home

Aims

Ss apply the structure "How many … can you see?" in a real-life situation at home and share their findings with the class.

Content

Ss play "Fun Corner": in groups of four, Ss take turns to look at a set of objects in the classroom (pens, books, pencils, windows) and ask "How many … can you see?" Groups then report their counting results. Ss are also given a homework task to ask family members about things at home.

Expected outcomes

Each group asks and answers at least three questions correctly with the correct structure, and each S writes one question about things at home in the notebook.

Procedure

  1. Teacher

    T sets up the Fun Corner with real objects (pens, books, pencils) and explains the task: each group counts the objects and asks the question "How many … can you see?" T gives an example first.

    Pupils

    Ss form groups of four, look at the objects and listen to T's instructions.

  2. Teacher

    T monitors the groups and helps Ss with pronunciation and the plural form. T asks each group to write one question and answer on a small paper.

    Pupils

    Ss take turns to ask: "How many pencils can you see?" and answer: "I can see nine." They count together and write one question on paper.

  3. Teacher

    T invites one representative from each group to report the result to the class. T gives stickers to groups with correct answers.

    Pupils

    Group representatives say: "We can see seven pens. How many books can you see?" and the class answers, e.g. "I can see eight."

  4. Teacher

    T summarises the lesson: "How many + … + can you see?" and "I can see + number." T gives the homework and says goodbye.

    Pupils

    Ss repeat the structure, write down the homework and say goodbye to T.

Worksheets

Worksheet 1

Look at the pictures and answer the questions.

    1. How many windows can you see?
      A. I can see six.
      B. I can see eight.
      C. I can see ten.
    1. How many pencils can you see?
      A. I can see seven.
      B. I can see eight.
      C. I can see nine.
    1. What does "How many books can you see?" mean?
      A. Bạn nhìn thấy bao nhiêu cuốn sách?
      B. Bạn có bao nhiêu quyển sách?
      C. Đây là quyển sách của bạn.
    1. Which sentence is correct?
      A. How many window can you see?
      B. How many windows can you see?
      C. How many windows you can see?
      Answer key: 1 – A; 2 – C; 3 – A; 7 – B.

Worksheet 2

Part A. Put the words in the correct order to make a question.

  • 6. how / many / windows / can / you / see?
    Answer: How many windows can you see?

Part B. Look at the picture of eight books. Listen and answer.

  • 5. How many books can you see? – I can see ____.
    Answer: eight

Part C. Look at the windows. Mai says: "I can see nine." Is Mai right? Circle True or False.

  • 8. True / False
    Answer: False (There are eight windows. I can see eight.)

Part D. Listen to the dialogue and write T (True) or F (False).

  • a) Asking about pencils. ____
  • b) I can see ten pencils. ____
  • c) Asking about windows. ____
    Answer: a) True; b) True; c) False.

Homework

  • Look around your home and count three things, for example windows, pens, books or pencils.
  • Ask a family member: "How many books can you see?" and listen to the answer. Then answer: "I can see + number."
  • Write two questions and answers in your notebook: "How many … can you see?" – "I can see …".
  • Sing the song "How many windows?" for your family and practise the words pens – seven, books – eight, pencils – nine.
  • Practise the numbers six, seven, eight, nine and ten every day.

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