Tiếng AnhLớp 1Unit 4. In the bedroom

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)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
- Chant 'Duck, duck, quack!' with actions and pronounce the /d/ sound in dog, duck, door and desk.
- Listen to the sentence 'This is a …' and choose the correct picture by listening to the last word.
- Recognise and write the letters D d (capital and small).
Communicative competence in English through listening, speaking, reading and writing: Ss listen to 'This is a dog/desk' and choose the right picture; chant the rhyme aloud; read the letters d, D and the words dog, duck, door, desk; write D d on the lines.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the /d/ sound at the beginning of dog, door, desk; learn the new words a dog, a duck, a door, a desk; use the structure 'This is a …' with the correct noun at the end.

2. General competences

Self-control and independent learning: Ss sit quietly when listening, follow the model to write D d and check their own letters against the model before showing the teacher.
Communication and collaboration: Ss work in pairs and groups to chant, ask and answer 'What is it?', and take turns in the 'Sound hunt' game.
Problem-solving and creativity: Ss use the last word of the sentence to find the correct picture, and create a 'D d' sound corner by finding and drawing things that start with /d/.

3. Personal qualities

Diligence: Ss practise tracing and writing D d carefully and finish all the writing lines in class.
Responsibility: Ss keep the classroom quiet during the listening task and put their letter cards and pencils back in order after each game.
Kindness: Ss help a friend who is slow in finding the right picture and cheer for classmates during the games.

II. Resources and materials

1. Teacher

Textbook English 1 (Global Success), Unit 4 'In the bedroom', Lesson 2
Projector or interactive whiteboard and the NeoEdu lesson page: neoedu.vn/learn/1/english/unit-4-lesson-2 (chant video, listening track 'This is a …', letter-writing model and interactive exercises)
Audio track for the listening sentences: 'This is a dog.', 'This is a desk.', 'This is a duck.', 'A door and a desk.'
Flashcards or pictures: a dog, a duck, a door, a desk, a book
Large letter cards D d, and a large writing model of D d on the board
Worksheet 1 and Worksheet 2 (printed for each pair)
Small stickers or star stamps for rewards

2. Pupils

Textbook and Activity Book (Unit 4)
Pencil, eraser, coloured pencils
Writing notebook (lines for letters D d)
Small letter cards d and b (optional, for pairs)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Chant and move: Duck, duck, quack!

Aims

Ss get ready for the lesson, review the animal sounds and the sound /d/ through the chant.

Content

Ss stand up and chant 'Duck, duck – quack, quack, quack! / Dog, dog – woof, woof, woof! / D, d, door – knock, knock, knock! / D, d, desk – tap, tap, tap!' with actions: flap both arms like wings, bark like a dog, knock on the air, tap two fingers on the desk.

Expected outcomes

Ss chant the rhyme loudly and clearly with correct actions, and can say the sound each animal or object makes.

Procedure

Teacher's activities

Pupils' activities

Teacher
T greets the class and asks: 'Are you ready to chant? What animal says quack?' T shows the picture of a duck and models the first two lines with actions.
Pupils
Ss stand up, answer 'Duck!' and watch T carefully.
Teacher
T chants line by line, then the whole rhyme with actions. T asks Ss to chant with T, then in pairs without T.
Pupils
Ss chant with T and do the actions. Pairs chant to each other. Possible answer: 'Quack, quack, quack!'
Teacher
T praises Ss and asks: 'Which word starts with /d/?' T writes the four words on the board and underlines the letter d.
Pupils
Ss answer 'Duck, dog, door, desk!' and repeat the /d/ sound.

Activity 2.1: Exploration · 10 minutes

Look, listen and repeat: the words dog, duck, door, desk

Aims

Ss learn the four new words with their meaning, pronunciation and the sound /d/ at the beginning.

Content

Ss look at the flashcards of a dog (con chó), a duck (con vịt), a door (cánh cửa) and a desk (cái bàn học). Ss listen to the model, repeat chorally and individually, and say the sentence 'This is a …' with each picture. T uses the sound pictures from the chant to link each word with its sound.

Expected outcomes

Ss can say the four new words correctly, with the /d/ sound at the beginning, and use the pattern 'This is a dog/duck/door/desk.'

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcard of a dog and asks: 'What is it?' T models 'a dog' and says the word clearly, stressing the /d/ sound. T asks Ss to listen and point to the picture.
Pupils
Ss listen, look at the picture and point to the dog. Possible answer: 'It's a dog.'
Teacher
T shows the flashcards of a duck, a door and a desk one by one. T models, asks Ss to repeat chorally, then in groups of four, then individually. T asks: 'What is this?' and gives the model: 'This is a desk.'
Pupils
Ss repeat 'a dog, a duck, a door, a desk' and answer 'This is a duck.' Each group of four takes turns saying one word with its picture.
Teacher
T calls 3 Ss to say a whole sentence to the class, and asks the class to check the /d/ sound. T gives a star to Ss who say the sound correctly.
Pupils
Ss say 'This is a door.' and classmates show a thumbs-up if the sound /d/ is clear.
Teacher
T writes the four words on the board and underlines the first letter d in each word. T says: 'All four words start with the sound /d/.'
Pupils
Ss copy the words into their notebook and repeat the words once more.

Activity 2.2: Exploration · 10 minutes

Listen, point and say: This is a …

Aims

Ss listen to the sentence 'This is a …' and identify the correct picture by focusing on the last word.

Content

T plays the listening track 'This is a dog.' and 'This is a desk.' T explains that Ss only need to listen to the last word of the sentence to know the correct picture: 'This is a dog' – the dog picture; 'This is a desk' – the desk picture. Ss practise pointing and saying the sentence in pairs.

Expected outcomes

Ss listen and point to the correct picture, and say 'This is a dog/desk' with the correct stress on the last word.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the pictures of a dog and a desk on the board and asks: 'Listen carefully. Which word is at the end of the sentence?' T plays 'This is a dog.' once.
Pupils
Ss listen carefully and answer 'Dog!' T points to the dog picture.
Teacher
T plays the track 'This is a desk.' and asks Ss to point to the correct picture. T plays the sentences again and asks Ss to repeat 'This is a …' with the correct last word. T models the stress on the last word.
Pupils
Ss point to the desk picture and repeat 'This is a desk.' In pairs, one student points to a picture and says 'This is a …', the partner checks and replies 'Yes, it's a desk.'
Teacher
T asks 2 pairs to show their work in front of the class, and asks: 'What is the last word? Is the picture a dog or a desk?'
Pupils
Pairs show the pictures. Possible answers: 'The last word is dog. It's a dog picture.' / 'The last word is desk. It's a desk picture.'
Teacher
T summarises: 'When you listen to This is a …, listen to the last word to choose the right picture.'
Pupils
Ss repeat the rule in chorus: 'Listen to the last word!'

Activity 2.3: Exploration · 10 minutes

Writing D d: trace and write

Aims

Ss recognise the capital letter D and small letter d, and write them correctly in the lines.

Content

T shows the model of capital D (one straight line down, then a big curve from the top to the right and down to the bottom of the straight line) and small d (write a curve like c first, then a tall straight line on the right from top to bottom). T compares b and d: b has its stick on the left and the belly on the right; d has the belly on the left and the stick on the right. Ss trace the model in the air, then trace on the lines and write D d in their notebook.

Expected outcomes

Ss write at least two rows of D d on the lines, with correct shape and direction, and can say the difference between b and d.

Procedure

Teacher's activities

Pupils' activities

Teacher
T draws a big capital D on the board with a line on the lines and says each stroke aloud: 'One straight line down. Then a big curve from the top to the right, down to the bottom.' T asks Ss to trace in the air with their finger.
Pupils
Ss trace in the air and say the strokes with T.
Teacher
T draws small d and asks: 'Where does the stick go?' T models the difference with b. T asks Ss to trace D d on the lines in the notebook, and walks around to check the direction of the strokes.
Pupils
Ss write D d on the lines, two rows each. Possible answer when T asks: 'The stick is on the right in d.' / 'The belly is on the left in d.'
Teacher
T chooses 3 Ss to write D d on the board. The class checks the shape: 'Is the stick on the right? Is the belly on the left?'
Pupils
Ss come to the board and write. Classmates answer 'Yes, the stick is on the right!' or point out a mistake and give advice.
Teacher
T summarises the rule: 'd: belly left, stick right. b: stick left, belly right.' T gives feedback and praises the neat writing.
Pupils
Ss repeat the rule and correct their own letters if needed.

Activity 3.1: Practice · 10 minutes

Listen and choose: Let's listen

Aims

Ss practise listening to 'This is a …' and 'A door and a desk' and choose the correct picture or answer.

Content

Ss do Worksheet 1 in pairs: (1) Listen and choose the correct picture: A. dog; B. duck; C. door – 'This is a dog.' (2) Listen and choose: A. door; B. desk; C. dog – 'This is a desk.' (3) Listen and choose: A. dog; B. duck; C. desk – 'This is a duck.' (4) Listen and write True (T) or False (F): a) You hear the word door. b) You hear the word duck. c) You hear the word desk. Track: 'A door and a desk.'

Expected outcomes

Ss choose the correct pictures: 1-A (dog), 2-B (desk), 3-B (duck). Ss mark: a) T, b) F, c) T.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shares Worksheet 1 with the class and reads the instruction. T asks Ss to look at the three pictures in exercise 1 before listening.
Pupils
Ss look at the pictures and name them: 'Dog, duck, door!'
Teacher
T plays the track for exercise 1 and waits for Ss to choose. T plays the track for exercise 2, 3 and then 'A door and a desk.' Pairs check each other's answers.
Pupils
Pairs listen, circle the answer and check with their partner. Possible answer: 'The answer is A. It's a dog.'
Teacher
T asks each pair to say the answer and the last word they heard. T gives the correct answers and explains the difference between duck (ends with /k/) and dog (ends with /ɡ/).
Pupils
Ss answer: 'Number 1 is dog, A.' 'Number 2 is desk, B.' 'Number 3 is duck, B.' 'a) True, b) False, c) True.'
Teacher
T plays the sentence 'A door and a desk.' once more and asks Ss to say which two words they hear.
Pupils
Ss answer: 'Door and desk!'

Activity 3.2: Practice · 10 minutes

Chant, match and spot the letter

Aims

Ss practise reading the words, matching sounds, and recognising the letters d and b.

Content

Ss do Worksheet 2 in groups of four: (1) Complete the chant: 'Duck, duck – ___, quack, quack!' (quack). (2) Match the animal or object with its sound: duck – quack, quack; dog – woof, woof; door – knock, knock. (3) Choose the small letter d: A. b; B. d; C. p; D. D (answer B). (4) Choose the word which starts with the same sound as dog: A. ball; B. door; C. cat (answer B). (5) Unscramble the letters of the picture of a duck: d – u – c – k. (6) Fill in b or d: ___og (d) – ___ook (b).

Expected outcomes

Ss complete Worksheet 2 with correct answers: 1) quack; 2) duck – quack, quack; dog – woof, woof; door – knock, knock; 3) B; 4) B (door); 5) duck; 6) d (dog) and b (book).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shares Worksheet 2 and gives each group a set of letter cards d and b. T models exercise 6 with dog and book on the board.
Pupils
Ss look at the worksheet and listen to T. Possible answer: 'Dog starts with d.'
Teacher
T asks groups to do the exercises in order. T walks around, helps groups with the sound /d/ and asks: 'Which sound does door start with?' Groups chant the completed rhyme when they finish.
Pupils
Groups discuss and write answers. Possible answers: 'The chant is duck, duck – quack, quack, quack!' 'The word door starts with /d/ like dog.'
Teacher
T calls one group to read the answers for exercises 1 to 3, and another group for exercises 4 to 6. T checks with the class and corrects mistakes.
Pupils
Groups report answers. The class answers 'Yes!' or 'No, it's ...' and corrects their work.
Teacher
T gives the last chant with actions and asks Ss to say the letter d when they see it.
Pupils
Ss chant and do the actions, and answer 'D, d!' when T shows the letter cards.

Activity 4: Application · 15 minutes

Fun corner: Sound hunt and D d poster

Aims

Ss apply the /d/ sound and the words learned to find things around them, and make a small poster to share with the class.

Content

Ss work in groups of four to play 'Sound hunt'. Each group looks at the classroom or the home and finds things which start with /d/ (door, desk, dog, doll, etc.). Each group draws three pictures and writes the words with the letters D d on a poster titled 'D d Corner'. T sets a time limit of 8 minutes for the hunt and 5 minutes for making the poster. At the end, groups present their posters and play a quick 'Simon says' game with the chant. Note: this part can continue at home as a family project.

Expected outcomes

Each group has a 'D d Corner' poster with at least three drawings and words that start with d, and can say 'This is a …' for each picture.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the game: 'Look around the classroom for things that start with the sound /d/. Then draw them on your poster and write the letters D d.' T models with the door and the desk in the classroom.
Pupils
Ss listen and say 'We look for a door and a desk!' Groups get the poster paper and colours.
Teacher
T monitors groups, helps them with spelling, and asks: 'What is this? Is it a desk or a duck?' T gives help to groups that need it.
Pupils
Groups look for objects, draw and write. Possible answers: 'This is a door.' 'This is a desk.' 'This is a dog.'
Teacher
T asks each group to show the poster and say one sentence 'This is a …'. T asks the class: 'Can you hear the /d/ sound?'
Pupils
Groups present: 'This is a desk. This is a door.' Classmates answer 'Yes, we can hear /d/!'
Teacher
T praises all groups and sticks the posters in a 'D d Corner' on the wall. T assigns the homework and reminds Ss to tidy the desks.
Pupils
Ss clap for their friends, tidy their desks and write down the homework.

Worksheets

Worksheet 1: Listen and choose

Listen and choose the correct picture.

A. a dog B. a duck C. a door
A. a door B. a desk C. a dog
A. a dog B. a duck C. a desk

Listen and write T (True) or F (False).
a) You hear the word door.
b) You hear the word duck.
c) You hear the word desk.
(Track: 'A door and a desk.')

Answer key: 1-A; 2-B; 3-B; a) T; b) F; c) T.

Worksheet 2: Chant, match and spot the letter

Complete the chant: Duck, duck – ______, quack, quack!
Match the animal or object with its sound:

duck – quack, quack
dog – woof, woof
door – knock, knock

Choose the small letter d: A. b B. d C. p D. D
Which word starts with the same sound as dog? A. ball B. door C. cat
Unscramble the letters to make the word for the picture of a duck: d – u – c – k
Fill in b or d: ___og (dog) ___ook (book)

Answer key: 1) quack; 2) duck – quack, quack; dog – woof, woof; door – knock, knock; 3) B; 4) B (door); 5) duck; 6) d and b.

Homework

Practise the chant 'Duck, duck, quack!' with actions and say it to a family member.
Write two rows of capital D and two rows of small d in your notebook. Check the difference: d has the belly on the left and the stick on the right.
Look around your home and find three things that start with the sound /d/ (for example: a door, a desk, a doll). Say 'This is a …' for each thing to your family.
Listen to the sentences 'This is a dog.' and 'This is a desk.' on the NeoEdu page neoedu.vn/learn/1/english/unit-4-lesson-2 and point to the correct picture.

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