Tiếng AnhLớp 1Unit 3. At the street market

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 · 1 tiết (35 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 rhyme “A, a, apple” with the /æ/ sound and open the mouth wide when saying it.
- Listen and tick the correct picture with the /æ/ sound (a bag, an apple).
- Recognise and write the capital letter A and the small letter a.
- Use “an” before apple and “a” before hat, bag, can.
Communicative competence in English through listening, speaking, reading and writing: Ss chant the /æ/ rhyme, listen and tick pictures, read and match words with Vietnamese meanings, and write the letters A a.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /æ/ correctly, know the words an apple, a hat, a bag, a can, and use an before a vowel-like /æ/ sound (apple).

2. General competences

Self-control and independent learning: Ss complete the tracing and writing tasks on their own and check their letter shapes against the model.
Communication and collaboration: Ss chant in chorus, groups and pairs, and check answers with a partner.
Problem-solving and creativity: Ss guess the hidden objects, unscramble letters and make new sentences with an and a.

3. Personal qualities

Diligence: Ss practise the chant and the letter tracing carefully and repeatedly until the shapes and sounds are correct.
Responsibility: Ss finish the homework (chant at home and writing A a) and bring their worksheets to the next lesson.

II. Resources and materials

1. Teacher

Textbook English 1 (Global Success), Unit 3, Lesson 2
Audio recording of the chant and the listening exercises
Picture flashcards: apple, bag, hat, can, cat, cup
Realia: a bag containing an apple, a hat and a can
Letter cards: A, a
Interactive whiteboard or projector
NeoEdu digital lesson (lecture, examples and interactive exercises): neoedu.vn/learn/1/english/unit-3-lesson-2

2. Pupils

Textbook and notebook
Pencil (bút chì), eraser, colored pencils
Worksheet 1
Small whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up and review · 4 minutes

Mystery bag: What is in the bag?

Aims

Ss activate the words an apple, a hat, a can and a bag and get ready for the lesson.

Content

T shows a bag with an apple, a hat and a can inside. Ss take turns asking “Is it an apple?” or “Is it a hat?” and answer with “Yes, it is.” or “No, it isn’t.” Then Ss say the full phrase with a or an.

Expected outcomes

Ss name the three objects correctly with a or an (an apple, a hat, a can) and repeat the words after T.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: “Hello, class! Look at my bag. What is in my bag? Let’s play Mystery bag.” T models: “Is it an apple?” – “Yes, it is an apple.”
Pupils
Ss listen and watch. Ss repeat the model question and answer in chorus.
Teacher
T calls 3–4 Ss to the front to take out an object from the bag. T prompts with “Is it a hat?” when needed.
Pupils
Ss ask and answer in pairs. Expected answers: “Is it an apple?” – “Yes, it is an apple.”; “Is it a can?” – “Yes, it is a can.”
Teacher
T asks: “What do we say before apple – a or an?”
Pupils
Expected answer: “An apple!”
Teacher
T writes on the board: an apple – a hat – a can – a bag. T reads and Ss repeat. T says: “Good job! Today we will learn the sound /æ/.”
Pupils
Ss repeat the words after T and copy the title into their notebooks.

Activity 2.1: Exploration · 6 minutes

Chant: A, a, apple

Aims

Ss pronounce the /æ/ sound correctly by opening the mouth wide and chant the rhyme with the correct use of an and a.

Content

T shows the chant on the board or on NeoEdu and models each line. Ss chant in chorus, in groups (girls/boys) and individually. Ss use actions: open the mouth wide for /æ/, and point to a hat, a can and an apple in a bag.
Chant: “/æ/, /æ/ – apple! /æ/, /æ/ – bag! A hat, a can, and an apple in a bag!”

Expected outcomes

Ss chant the rhyme with a clear /æ/ sound and use an before apple and a before hat, can and bag.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: “Open your mouth wide and say /æ/!” T models the chant line by line and asks Ss to imitate each line.
Pupils
Ss open their mouths wide and repeat /æ/ after T. Ss repeat each line of the chant after T.
Teacher
T asks Ss to chant in chorus, then in groups and in pairs. T monitors and corrects the /æ/ sound gently (e.g. “Wider mouth!”).
Pupils
Ss chant with actions. Groups compete to chant the rhyme clearly.
Teacher
T asks: “Which word do we say with an? Why?”
Pupils
Expected answer: “We say an apple, because apple starts with the /æ/ sound.” “We say a hat, a can, a bag.”
Teacher
T writes the rule on the board: an + apple (vowel sound), a + hat/can/bag (consonant sound). T notes that some Ss may say “a apple”, and corrects it as “an apple”.
Pupils
Ss copy the rule into their notebooks and say the correct phrases: “an apple”, “a hat”, “a can”, “a bag”.

Activity 2.2: Exploration · 6 minutes

Listen, point and say: the last sound

Aims

Ss listen to the middle vowel and the final sound of cat, can, hat and cup and identify the correct picture.

Content

T shows picture flashcards of cat, can, hat and cup. T models the words, stressing the final sound: cat – /t/, can – /n/, hat – /t/, cup – /p/. Ss then complete the listening task in the book (Listen and tick), using the picture cards to check.

Expected outcomes

Ss identify the correct word or picture from the sounds they hear and explain the final sound (/t/, /n/, /p/).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the four flashcards and says each word slowly, e.g. “c-a-t, cat, /t/.” T asks Ss to listen to the end of each word.
Pupils
Ss listen and repeat each word. Ss tell T the last sound they hear.
Teacher
T says a word at random (cat, can, hat, cup). Ss point to the correct flashcard and show the final sound with the letter cards t, n or p.
Pupils
Expected answers: “cat – t”, “can – n”, “hat – t”, “cup – p”. Ss point to the correct picture.
Teacher
T asks pairs to listen to each other: “Say a word, your partner points to the picture and tells the last sound.”
Pupils
Pairs take turns. Example: Student A says “can”; Student B points to the can and says “The last sound is /n/.”
Teacher
T summarises: “Listen to the end of the word!” T highlights the difference between cat (/t/) and can (/n/) and the sound /æ/ in the middle of each word.
Pupils
Ss repeat the rule and tick the correct answers in their books.

Activity 2.3: Exploration · 5 minutes

Let’s write: Aa

Aims

Ss recognise and write the capital letter A and the small letter a with the correct shape and height.

Content

T shows the letter cards A and a and describes the shape: A (hoa) has two slanting strokes meeting at the top like a roof, with one horizontal stroke in the middle. a (thường) is a curve like c with a short straight stroke on the right; it is half the height of the line. Ss trace the letters in the air, then on Worksheet 1, then write two lines of A and two lines of a in their notebooks.

Expected outcomes

Ss trace and write A and a with the correct strokes and height on Worksheet 1 and in their notebooks.

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes A and a on the board, draws arrows for the strokes and describes each stroke. T demonstrates writing in the air.
Pupils
Ss watch and trace the letters in the air with their fingers, following T’s steps.
Teacher
T hands out Worksheet 1 and asks Ss to trace the dotted letters first, then write in the notebook. T walks around and corrects the strokes.
Pupils
Ss trace A and a on Worksheet 1, then write two lines of A and two lines of a in their notebooks.
Teacher
T asks pairs to check each other’s letters: “Is the a half the height of the line? Is the A shaped like a roof?”
Pupils
Pairs exchange notebooks and answer: “Yes, the a is short.” / “No, the A is too low. Let’s fix it.”
Teacher
T shows the best letters and praises them. T reminds Ss: “Start the A at the top. The a is a small curve plus a straight stroke.”
Pupils
Ss correct their letters and keep Worksheet 1 for homework.

Activity 3.1: Practice · 6 minutes

Listen and tick: true or false

Aims

Ss apply the /æ/ sound and the vocabulary to listen and choose the correct pictures and true or false statements.

Content

Textbook exercises:

Ex 1: Listen and tick the picture: A. hat; B. bag; C. book.
Ex 2: Listen and tick the picture: A. apple; B. cake; C. can.
Ex 6: Listen and tick the picture: A. cat; B. hat; C. can.
Ex 5: Listen and write True (Đ) or False (S): a) I hear hat; b) I hear cat; c) I hear bag. Audio: “A hat and a bag.”

Expected outcomes

Answers: Ex 1 – B (a bag); Ex 2 – A (an apple); Ex 5 – a) True, b) False, c) True; Ex 6 – B (a hat).

Procedure

Teacher's activities

Pupils' activities

Teacher
T plays the audio for Ex 1 and Ex 2, pauses after each item and asks: “Which picture do you hear?”
Pupils
Ss listen and tick the picture. Expected answers: Ex 1 – B (a bag); Ex 2 – A (an apple).
Teacher
T plays Ex 6 and Ex 5. T asks Ss to write True or False for each statement in Ex 5.
Pupils
Ss tick Ex 6 – B (a hat). Ss write Ex 5: a) True; b) False; c) True.
Teacher
T asks pairs to compare answers and explain: “Why is the answer to b) False?”
Pupils
Expected answer: “Because the audio says hat and bag, not cat.”
Teacher
T checks answers on the board and reminds Ss to listen to the end of the word (cat /t/ and can /n/).
Pupils
Ss correct their answers and repeat the correct words.

Activity 3.2: Practice · 4 minutes

Quick quiz: letters and words

Aims

Ss complete the chant, recognise A and a, match words with their meanings and arrange or fill letters.

Content

Textbook exercises:

Ex 3: Which is the capital A? A. a; B. A; C. H; D. V.
Ex 4: Complete the chant: A hat, a can, and an ___ in a bag!
Ex 7: Which is the small letter a? A. o; B. c; C. a; D. e.
Ex 8: Match the English words with their Vietnamese meanings: an apple – quả táo; a hat – cái mũ; a can – cái lon; a bag – cái túi.
Ex 9: Unscramble the letters to make the word for the picture of a bag: b – a – g.
Ex 10: Fill in the missing letters: c__n (a); c__p (u).
The interactive version is available on NeoEdu.

Expected outcomes

Answers: Ex 3 – B (A); Ex 4 – apple; Ex 7 – C (a); Ex 8 – an apple – quả táo, a hat – cái mũ, a can – cái lon, a bag – cái túi; Ex 9 – bag; Ex 10 – a, u.

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads Ex 4 aloud and pauses: “A hat, a can, and an ___ in a bag!” T asks Ss to complete the chant.
Pupils
Ss answer: “apple”, because it is the fruit in the bag and it starts with /æ/.
Teacher
T asks pairs to do Ex 3, 7, 8, 9 and 10 on the textbook page or on the NeoEdu interactive exercise.
Pupils
Pairs complete the tasks: Ex 3 – B; Ex 7 – C; Ex 8 – matching; Ex 9 – b-a-g; Ex 10 – c-a-n and c-u-p.
Teacher
T calls 2–3 pairs to say their answers aloud and asks others to agree or disagree.
Pupils
Ss report: “The answer to Ex 10 is a and u. Can /æ/ and cup /ʌ/ are different.”
Teacher
T shows the answers on the interactive board and corrects any mistakes, especially a/A and an/a.
Pupils
Ss check their answers and correct their books.

Activity 4: Application · 4 minutes

Fun corner: A-word hunt and wrap-up

Aims

Ss use the structures an apple, a hat, a bag and a can to talk about things they have at home.

Content

T passes a bag around the class. Each S takes an object (or a picture card) out of the bag and says a sentence: “I have an apple at home.” / “I have a hat at home.” Then Ss chant the rhyme once more together. T assigns the homework.

Expected outcomes

Ss make at least one sentence with a or an and say the chant with the correct /æ/ sound.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: “Let’s play Pass the bag! When the music stops, say a sentence about something at home.” T models: “I have an apple at home.”
Pupils
Ss listen and watch T’s model.
Teacher
T plays music and asks Ss to pass the bag. When the music stops, the S with the bag takes out an object and makes a sentence.
Pupils
Ss make sentences, e.g. “I have a hat at home.” / “I have a bag at home.” / “I have a can of water at home.”
Teacher
T asks 2–3 Ss to share their sentences with the class and praises the correct use of a and an.
Pupils
Ss share their sentences aloud.
Teacher
T and Ss chant the rhyme “A, a, apple” together for the last time. T reviews the rule: an apple, a hat, a can, a bag.
Pupils
Ss chant together and repeat the rule.

Worksheets

Worksheet 1

Used in the activity “Let’s write: Aa” (trace in class) and for homework.

Trace and write the letters.

A A A A
a a a a

Circle the capital letter A.

a A H V

Choose the correct small letter a.

o c a e

Fill in the missing letters.

c__n (a / u)
c__p (a / u)

Match the words with their meanings.

an apple – quả táo
a hat – cái mũ
a can – cái lon
a bag – cái túi
Answer key: 1 – trace the letters; 2 – A; 3 – a; 4 – can, cup; 5 – matching as above.

Homework

Chant the rhyme “A, a, apple” at home for your family and remember to open your mouth wide for the /æ/ sound.
Write two lines of capital A and two lines of small a in your notebook. Check the height of the small a.
Find an object at home that starts with the /æ/ sound (for example, an apple) and say a sentence: “I have an apple at home.”
Complete Worksheet 1 and bring it to the next lesson.

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