NeoEdu
Giáo án Tiếng Anh 1
Tiếng AnhLớp 1Unit 9. In the 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)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to chant 'Tick, tock, tick, tock – a clock!' and other lines of the chant with the /ɒ/ sound.
  • By the end of the lesson, Ss will be able to count from one to five in English and choose the picture with the correct number of objects (pots, mops, clocks, locks).
  • By the end of the lesson, Ss will be able to recognise and write the letter O o, and add -s to nouns after the numbers two to five.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to the chant and number sounds, say the chant and the numbers, read the words pot, mop, clock, lock, and write the letter O o.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /ɒ/ and the numbers one to five correctly (including the /θ/ sound in three), use the vocabulary one, two, three, four, five, pot, mop, clock, lock, and use 'There are + number + noun-s' in the sentence structure.

2. General competences

  • Self-control and independent learning: Ss sit still and listen to the teacher's instructions, check their own answers in the listen-and-choose exercises, and practise writing O o at home without being reminded.
  • Communication and collaboration: Ss work in pairs to ask and answer 'How many…?' questions, chant together in groups, and help each other trace the letter O o.
  • Problem-solving and creativity: Ss count objects in pictures and in the classroom, solve the word-order and gap-fill tasks, and role-play a shop with new sentences.

3. Personal qualities

  • Diligence: Ss practise the chant and the letter O o regularly, and finish each writing line neatly.
  • Responsibility: Ss take turns in pair and group work and complete their own handwriting and homework tasks.
  • Kindness: Ss praise and help their friends who have difficulty pronouncing three or forming the letter o.

II. Resources and materials

1. Teacher

  • Audio recording of the chant 'Tick, tock, tick, tock – a clock!' and the number sounds (one to five)
  • Number flashcards 1 to 5 and picture cards of pots, mops, clocks and locks (2 to 5 items each)
  • A large picture of a clock for the warm-up
  • Board with the capital and small letters O and o written in the handwriting model
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Digital resources from NeoEdu: lesson page neoedu.vn/learn/1/english/unit-9-lesson-2 (grammar examples and interactive listen-and-choose exercises used in Practice 1)

2. Pupils

  • Student's book English 1 (Unit 9, Lesson 2)
  • Pencil, eraser, handwriting exercise book with lined paper
  • Small whiteboard and marker (optional, for quick answers)
  • Number cards 1 to 5 (for the Listen, point and say game)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Tick-tock chant warm-up

Aims

Ss get ready for the lesson and hear the /ɒ/ sound in a familiar chant.

Content

Ss listen to the chant 'Tick, tock, tick, tock – a clock!' and swing their bodies like a clock. Ss say the chant line by line after the teacher, then chant the whole chant with actions.

Expected outcomes

Ss can chant the first two lines of the chant with the correct rhythm and actions, and can say which words have the /ɒ/ sound.

Procedure

  1. Teacher

    T shows the big clock picture and asks: 'What is this?' T plays the chant audio and asks Ss to swing from side to side like a clock.

    Pupils

    Ss look at the picture and listen. Ss swing their bodies in time with the chant. Expected answer: 'A clock!'

  2. Teacher

    T says each line of the chant and Ss echo. T asks: 'Which words have the /ɒ/ sound?' and models the sound /ɒ/ with the mouth wide open and rounded.

    Pupils

    Ss repeat each line in chorus and clap the rhythm. Expected answers: 'clock', 'lock', 'mop', 'pot' and 'hot'.

  3. Teacher

    T praises Ss and says: 'Today we will count things in the shop and learn the letter O o.'

    Pupils

    Ss say 'Yes, teacher!' and get ready for the next activity.

Activity 2.1: Exploration · 12 minutes

Numbers one to five: Look, listen and repeat

Aims

Ss learn and pronounce the numbers one to five, and understand the difference between one object and more than one object.

Content

T shows number flashcards 1 to 5 with the pictures of pots, mops, clocks and locks. Ss listen, repeat and point to the correct number. T teaches the -s ending after two, three, four and five. Ss then play Listen, point and say with their number cards.

Expected outcomes

Ss can say the numbers one to five correctly, point to the correct number when they hear it, and say 'There are three mops' with the right -s ending.

Procedure

  1. Teacher

    T shows the flashcard 'one' with one clock and says: 'One clock.' T shows the flashcard 'two' with two pots and says: 'Two pots.' T continues with three, four and five. T asks Ss to repeat in chorus and then individually.

    Pupils

    Ss look at the flashcards, listen and repeat: 'one, two, three, four, five'. Ss say 'one clock' and 'two pots' after the teacher. Pronunciation focus: three /θriː/ – put the tip of the tongue between the teeth and blow air out.

  2. Teacher

    T plays Listen, point and say: T says a number and Ss point to the card. Then T asks: 'How many mops?' and shows three mops. Ss answer: 'There are three mops.' T writes 'There's a mop' and 'There are three mops' on the board and asks: 'Why do we add -s?'

    Pupils

    Ss point to the card as quickly as they can. Ss answer 'There are three mops' in chorus. Expected answer to the question: 'Because there is more than one mop.'

  3. Teacher

    T asks pairs to show their results: one student points to a card and the partner says the number. T checks the pronunciation of three and four.

    Pupils

    Pairs take turns to show a number card and say the number. Expected answer: 'Four clocks' or 'Five locks'.

  4. Teacher

    T summarises: 'One thing has no s. Two or more things add s.' T shows the sentence pattern 'There are + number + nouns-s' on the board.

    Pupils

    Ss copy the rule into their exercise books and repeat the sentence 'There are two pots' twice.

Activity 2.2: Exploration · 13 minutes

Letter O o and the /ɒ/ sound

Aims

Ss recognise the letter O o and its sound /ɒ/, and write the letter correctly as one closed circle.

Content

T models how to write O o step by step: start at the top, curve to the left, go down, then curve up and close the circle at the starting point. Ss air-write, then trace the letter O o in their handwriting exercise book. Ss match the words pot, mop, clock and lock with the letter o.

Expected outcomes

Ss can write the capital letter O and the small letter o as closed circles on the lined paper, and can say at least three words with the /ɒ/ sound.

Procedure

  1. Teacher

    T writes the letters O and o on the board and says: 'O is big, o is small. Both are one closed circle.' T shows the writing direction with an arrow: start at the top, go left, down and up.

    Pupils

    Ss watch and listen. Ss use their index finger to air-write O and o in the air while they say the letter sound /ɒ/.

  2. Teacher

    T asks Ss to trace the letter O o in their handwriting exercise book. T walks around and checks the circles. T reminds: 'If the circle is open, it becomes c.' T asks: 'Which words have the letter o?'

    Pupils

    Ss trace the dotted letters. Ss write one line of O and one line of o. Expected answers: 'pot', 'mop', 'clock', 'lock'.

  3. Teacher

    T invites two or three Ss to show their writing on the board and asks the class to vote for the neatest circle.

    Pupils

    Ss show their writing. The class says 'Good circle!' or 'Close the circle!' to give feedback.

  4. Teacher

    T praises Ss and says: 'The letter o is in pot. It has the /ɒ/ sound.'

    Pupils

    Ss repeat 'pot – /ɒ/' and show the letter o with their fingers.

Activity 3.1: Practice · 15 minutes

Listen and choose: counting pictures

Aims

Ss listen to the number sounds and choose the picture with the correct number of objects.

Content

Ss do Exercises 1, 2, 4 and 6 in the student's book. T plays the audio three times. Ss complete Worksheet 1 in pairs. Pairs check their answers together, then the class checks answers with T.
Worksheet 1 is used in this activity.

Expected outcomes

Ss complete Worksheet 1 and choose the correct answers:

  • Ex 1: A. two pots (There are two pots.)
  • Ex 2: B. three mops (There are three mops.)
  • Ex 4: four (There are four clocks. Write: four)
  • Ex 6: C. five locks (There are five locks.)

Procedure

  1. Teacher

    T gives out Worksheet 1 and explains: 'Listen and choose the right picture. Count the objects carefully.' T plays the audio for Exercise 1 and models the answer.

    Pupils

    Ss look at the three pictures and listen. Ss point to the picture they think is correct. Expected answer: 'A, two pots.'

  2. Teacher

    T plays the audio for Exercises 2 and 6. T asks Ss to count aloud: 'One, two, three… three mops!' T asks Ss to write the number in Exercise 4 after counting the clocks.

    Pupils

    Ss count the objects with T, choose the answers and write 'four' for Exercise 4. Expected answers: 'B, three mops' and 'C, five locks'.

  3. Teacher

    T asks pairs to read their answers in full sentences, e.g. 'There are two pots.' T corrects the -s endings.

    Pupils

    Pairs read the sentences, e.g. 'There are three mops.' Ss correct their mistakes if needed.

  4. Teacher

    T praises Ss who used full sentences and gives Ss a 'Super counter' sticker.

    Pupils

    Ss smile and check their worksheet answers again.

Activity 3.2: Practice · 10 minutes

Chant and quick quiz: number order, gap-fill and odd letter

Aims

Ss practise the vocabulary and sounds from the lesson through fast games.

Content

Ss do Exercises 3, 5, 7, 8, 9 and 10 in the student's book. Ss complete Worksheet 2 in groups of four. Ss play Chant with a gap: T says the chant and stops at the blank, and Ss fill in the missing word.

Expected outcomes

Ss complete Worksheet 2 with these answers:

  • Ex 3: 1 – one; 2 – two; 3 – three; 4 – four; 5 – five
  • Ex 5: Tick, tock, tick, tock – a clock!
  • Ex 7: B. three pots
  • Ex 8: C. o
  • Ex 9: one → two → three → four → five
  • Ex 10: pot (o), pen (e) – p o t and p e n

Procedure

  1. Teacher

    T gives out Worksheet 2. T says: 'Let's chant! Stop at the gap and say the missing word.' T says 'Tick, tock, tick, tock – a ___!' and pauses.

    Pupils

    Ss listen and say 'clock'. Ss complete Exercise 5 in their worksheets.

  2. Teacher

    T asks groups to complete Exercises 3, 7, 8, 9 and 10. T shows a picture of three pots and asks: 'Three pot or three pots?'

    Pupils

    Ss work in groups of four. Expected answers: 'three pots' (not 'three pot' or 'a three pots'); 'o' is the small letter with a closed circle; the order is one, two, three, four, five; pot has o and pen has e.

  3. Teacher

    T calls one group to read the answers, and the other groups check with thumbs up or thumbs down.

    Pupils

    Ss read the answers. Other groups show thumbs up if they agree or thumbs down if they have a different answer.

  4. Teacher

    T corrects the common mistake: 'three pot' should be 'three pots'. T says: 'Remember to add -s after two, three, four and five.'

    Pupils

    Ss repeat 'three pots' and 'two mops' together.

Activity 4: Application · 15 minutes

Fun corner: In the shop

Aims

Ss use the numbers one to five and the sentence pattern 'There are…' in a real-life shop role-play.

Content

Ss work in pairs in a fun corner set up as a shop. One student is the shopkeeper and the other is the customer. The customer asks 'How many pots are there?' and the shopkeeper answers with the real objects in the classroom (books, pens, rulers, cups). The pairs then wrap up by writing one sentence and tracing O o in their exercise book.

Expected outcomes

Each pair can ask and answer at least three questions with the pattern 'How many…? There are…', use the correct -s endings, and write one sentence and the letter O o at the end of the lesson.

Procedure

  1. Teacher

    T sets up the shop corner with a few classroom objects (for example, 2 cups, 3 books, 4 pens, 5 rulers). T models the dialogue with a student: 'How many cups are there?' – 'There are two cups.'

    Pupils

    Ss watch the model dialogue and repeat the questions and answers in chorus.

  2. Teacher

    T asks pairs to take turns as shopkeeper and customer. T walks around and helps Ss who forget the -s endings.

    Pupils

    Pairs take turns to ask and answer. Expected sentences: 'How many books are there?' – 'There are three books.' Ss use the numbers one to five.

  3. Teacher

    T calls on three pairs to perform the shop dialogue in front of the class and gives praise for good pronunciation.

    Pupils

    Three pairs perform. The class claps and says 'Good job!' after each performance.

  4. Teacher

    T asks Ss to write one sentence in their exercise book, e.g. 'There are four clocks.', and to trace the letter O o three times. T reviews the key points: numbers one to five, -s endings, the letter O o and the /ɒ/ sound.

    Pupils

    Ss write their sentence and trace O o. Ss say the key points after the teacher.

Worksheets

Worksheet 1: Listen and choose

Listen and choose the correct picture. Then write the number.

  • Exercise 1: A. two pots B. three pots C. four pots
  • Exercise 2: A. five mops B. three mops C. two mops
  • Exercise 4: Count the clocks. Write the number in English: ____ (answer: four)
  • Exercise 6: A. four locks B. two locks C. five locks
    Answers: 1 – A (There are two pots.); 2 – B (There are three mops.); 4 – four (There are four clocks.); 6 – C (There are five locks.)

Worksheet 2: Chant, numbers and letters

Exercise 3: Match the number with the English word.

  • 1 – ____
  • 2 – ____
  • 3 – ____
  • 4 – ____
  • 5 – ____
    Exercise 5: Complete the chant: Tick, tock, tick, tock – a ____!
    Exercise 7: Choose the correct sentence. A. There are three pot. B. There are three pots. C. There is a three pots.
    Exercise 8: Which letter is the small letter o? A. c B. a C. o D. e
    Exercise 9: Put the numbers in order from small to big: five, one, three, two, four.
    Exercise 10: Fill in the missing letter: p ___ t (pot), p ___ n (pen)
    Answers: Ex 3 – one, two, three, four, five; Ex 5 – clock; Ex 7 – B; Ex 8 – C; Ex 9 – one → two → three → four → five; Ex 10 – o, e.

Homework

  • Practise the chant 'Tick, tock, tick, tock – a clock!' with actions, and say it to a family member.
  • Count five things at home (for example, cups, books, pens, chairs). Write one sentence in your exercise book, e.g. 'There are three cups.' Remember to add -s after two, three, four and five.
  • Trace the capital letter O and the small letter o three times each on lined paper. Make sure each circle is closed.
  • Look at the NeoEdu lesson page neoedu.vn/learn/1/english/unit-9-lesson-2 and do the interactive counting exercise with a family member if you have a device at home.

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