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

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
    • Ask and answer about the number of objects with 'How many + noun + s?' (How many clocks? – Two/Three/Four/Five.)
    • Pronounce the words 'clocks' (đồng hồ), 'locks' (ổ khoá), 'pots' (cái nồi), 'mops' (cây lau nhà) and 'How many …?' (Có bao nhiêu …?) correctly.
    • Sing the song 'How many clocks?' with the pattern 'How many …?' and show the numbers with fingers.
    • Choose the correct answer to 'How many …?' questions in pictures and listening tasks.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and say 'How many clocks?', answer with a number, sing the song, read and choose the correct answer in the exercises.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the new words correctly, use 'How many + noun + s?' with a question mark at the end, and write 'How many clocks?' with the correct spelling.

2. General competences

  • Self-control and independent learning: Ss count the objects in pictures on their own, check their answers and correct their own mistakes.
  • Communication and collaboration: Ss work in pairs to ask and answer 'How many …?' and take turns playing the shopkeeper and the customer.
  • Problem-solving and creativity: Ss count real objects at home and use the new structure to make up short questions and answers in a shop.

3. Personal qualities

  • Diligence: Ss join all activities actively and count the objects carefully until the answer is correct.
  • Responsibility: Ss finish the counting task at home and report the results honestly in the next lesson.
  • Kindness: Ss praise and help their partners when they make mistakes during pair work.

II. Resources and materials

1. Teacher

  • Pictures or slides of 2–5 clocks, locks, pots and mops (from Unit 9, Lesson 3)
  • Real objects for counting: a few clocks, pots and mops (realia)
  • NeoEdu lesson page: neoedu.vn/learn/1/english/unit-9-lesson-3 (lesson presentation, examples and interactive exercises), used in Activity 2 and Activity 5
  • Audio recording of the Let's talk dialogue and the song 'How many clocks?'
  • Projector or interactive whiteboard, number cards 1–5, flashcards 'How many …?', stickers or stars for rewards

2. Pupils

  • Student's Book and Activity Book, Unit 9
  • Pencil, eraser, colouring pencils
  • Small whiteboard and marker (optional)
  • Ten fingers for counting

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Count and show

Aims

Ss review the numbers one to five and get ready for the new structure 'How many …?'.

Content

Ss stand up, clap and count from one to five together. Then T calls out a number and Ss show it with their fingers and say it aloud.

Expected outcomes

Ss say the numbers one to five correctly and loudly, and show them with their fingers.

Procedure

  1. Teacher

    T: 'Good morning, class! Let's stand up and count from one to five together. Clap for each number.'

    Pupils

    Ss stand up, clap and count: 'One, two, three, four, five!'

  2. Teacher

    T says 'Show me three!', then 'Show me five!', then 'Show me two!' at random.

    Pupils

    Ss show the correct number of fingers and say the number: 'Three!', 'Five!', 'Two!'.

  3. Teacher

    T asks: 'How many fingers do you have?'

    Pupils

    Ss answer: 'Ten!'

  4. Teacher

    T praises the class: 'Excellent! Today we will ask How many …? in a shop.'

    Pupils

    Ss repeat the numbers after T and listen to the lesson aim.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: How many …?

Aims

Ss understand the structure 'How many + noun + s?' and the short answers Two, Three, Four, Five.

Content

T shows pictures of clocks, locks, pots and mops, models the question 'How many clocks?' and the answer 'Two.' Ss listen, repeat chorally, in groups and individually, then find the rule for adding -s after 'How many'.

Expected outcomes

Ss pronounce 'How many clocks?' correctly and answer with the numbers Two, Three, Four, Five. Ss state the rule: add -s to the noun after 'How many', and end the question with a question mark.

Procedure

  1. Teacher

    T shows the picture of two clocks and asks: 'How many clocks?' T answers: 'Two.' T says the new words: 'clocks (đồng hồ)', 'locks (ổ khoá)', 'pots (cái nồi)', 'mops (cây lau nhà)'.

    Pupils

    Ss listen carefully and look at the pictures.

  2. Teacher

    T shows pictures of three locks, four pots and five mops, and asks: 'How many locks? How many pots? How many mops?' T guides Ss to repeat chorally, then in groups, then individually. T corrects the pronunciation of /klɒks/ and /pɒts/. T uses the NeoEdu page for the sentence model.

    Pupils

    Ss repeat: 'How many clocks? – Two.', 'How many locks? – Three.', 'How many pots? – Four.', 'How many mops? – Five.'

  3. Teacher

    T asks: 'What do we add after many?' and 'How many clock?' or 'How many clocks?' Which one is correct?'

    Pupils

    Ss answer: 'We add s!' and 'How many clocks? is correct!' Some Ss may say 'clock' at first; T corrects them.

  4. Teacher

    T writes on the board: How many + noun + s? → Two / Three / Four / Five. T asks Ss to say the rule in Vietnamese and English.

    Pupils

    Ss copy the rule into their notebooks and repeat the rule together.

Activity 2.2: Exploration · 15 minutes

Let's talk: At the shop

Aims

Ss understand the dialogue between the shopkeeper and Mai and practise it in pairs.

Content

T introduces the setting: a shop with clocks. Ss listen to the Let's talk audio. Pairs practise the dialogue: one S is the shopkeeper, the other is Mai. Then pairs swap roles and act out the dialogue in front of the class.

Expected outcomes

Ss act out the dialogue with the questions 'How many clocks?' and the answer 'Three!', using correct intonation and a smile.

Procedure

  1. Teacher

    T asks: 'Who is in the shop? Who is the shopkeeper? Who is Mai?' T plays the audio of the dialogue twice.

    Pupils

    Ss listen and answer: 'The shopkeeper is in the shop.', 'Mai is the customer.'

  2. Teacher

    T models the dialogue with a strong S. T reads the lines: 'How many clocks?' 'One, two, three. Three!' 'Good!' Pairs then practise: A is the shopkeeper, B is Mai. After that, they swap roles.

    Pupils

    Ss in pairs say: 'How many clocks?' – 'One, two, three. Three!' – 'Good!'

  3. Teacher

    T invites 3–4 pairs to act out the dialogue in front of the class and gives stars for good pronunciation.

    Pupils

    Pairs stand up and act out the dialogue. Other Ss listen and give feedback.

  4. Teacher

    T asks: 'Mai counted three clocks. What did she say?' T recaps the key sentence.

    Pupils

    Ss answer: 'Three!' and repeat the dialogue once more together.

Activity 3.1: Practice · 12 minutes

Sing and count: How many clocks?

Aims

Ss sing the song with the pattern 'How many …?' and count the numbers with their fingers.

Content

Ss listen to the song 'How many clocks?' (to the tune of This Old Man) and sing it line by line after T. Then Ss sing the whole song and show the numbers with their fingers. Ss in groups sing the song with actions.

Expected outcomes

Ss sing the song with correct words: 'How many clocks? One, two, three!', 'How many locks? One, two, three!', 'How many pots? Four, four, four!', 'How many mops? Five, five, five!' and show the numbers with fingers.

Procedure

  1. Teacher

    T plays the song and asks Ss to listen and point at the pictures of clocks, locks, pots and mops.

    Pupils

    Ss listen and point at the correct pictures.

  2. Teacher

    T sings each line and Ss echo. T shows finger movements for 'one, two, three' and 'four' and 'five'. Then T asks the class to sing the whole song together, and invites boys and girls to sing in turn.

    Pupils

    Ss sing and show one, two, three on their fingers for 'How many clocks?'; four for 'How many pots?'; five for 'How many mops?'.

  3. Teacher

    T asks groups to perform the song with actions. T asks: 'How many pots?' and the class answers.

    Pupils

    Groups sing the song in front of the class. Ss answer: 'Four!'

  4. Teacher

    T praises the class and reminds Ss that the number after 'How many' is the answer.

    Pupils

    Ss say the song words once more and smile.

Activity 3.2: Practice · 13 minutes

Listen, look and choose

Aims

Ss read, listen and choose the correct answer to 'How many …?' questions.

Content

Ss do the exercises in the Activity Book and on NeoEdu: look at the pictures and choose the answer (Ex 1, 2); choose the meaning of 'How many pots?' (Ex 3); listen and choose the picture (Ex 4); complete the sentence with a number (Ex 5); arrange the words to make a question (Ex 6); choose the correct spelling (Ex 7); check the true or false answer (Ex 8); listen and write True or False (Ex 9).

Expected outcomes

Ss complete the exercises with the correct answers: 1 A (Two); 2 C (Five); 3 B (Có bao nhiêu cái nồi?); 4 A (Three); 5 Four; 6 How many clocks?; 7 B (How many clocks?); 8 False (Four); 9 a) True, b) False, c) False.

Procedure

  1. Teacher

    T displays the exercises on NeoEdu and explains the task: 'Look at the picture, count and choose.' T does Exercise 1 as an example: 'How many clocks? Count: one, two. Two!'

    Pupils

    Ss look at the picture and count: 'One, two. Two!' Ss choose A.

  2. Teacher

    Ss do Exercises 2–9 individually in 5 minutes. T walks around and helps the weak Ss. For Exercise 4, T plays the audio twice.

    Pupils

    Ss do the exercises and write answers in their books. Ss listen and choose the picture with three locks.

  3. Teacher

    T calls on some Ss to read their answers and asks the class to check. T asks: 'Is Nam's answer Five correct for the 4 locks?'

    Pupils

    Ss answer: 'No, it is Four.' Ss explain: 'Four locks: one, two, three, four.'

  4. Teacher

    T gives feedback and explains the common mistakes: forgetting -s in 'How many clocks?' and answering with a long sentence instead of only a number.

    Pupils

    Ss correct their answers and write the correct word in their notebooks.

Activity 4: Application · 10 minutes

Fun corner: Count at home

Aims

Ss use 'How many …?' to ask about real objects at home and share the results with the class.

Content

Ss play a shop game in groups: one S is the shopkeeper with real objects (pots, clocks, mops), others ask 'How many pots?' and answer with a number. Then Ss are given a homework task: count the objects at home and ask parents, using Worksheet 1.

Expected outcomes

Ss ask and answer at least two 'How many …?' questions in the game and complete Worksheet 1 at home with the numbers they counted.

Procedure

  1. Teacher

    T divides the class into groups of four and gives each group some real objects. T explains the game: 'The shopkeeper shows the objects. The customers ask How many …? and answer with a number.'

    Pupils

    Ss form groups and listen to the rules.

  2. Teacher

    T models the game with one group. T monitors the groups and checks the use of 'How many + noun + s?'.

    Pupils

    Ss play the shop game: 'How many pots?' – 'Four!' 'How many clocks?' – 'Two!'

  3. Teacher

    T asks a few groups to show their questions and answers in front of the class.

    Pupils

    Groups show the questions and answers. Other Ss clap for correct answers.

  4. Teacher

    T gives the homework task and Worksheet 1, and reminds Ss to bring the results to the next lesson.

    Pupils

    Ss write the homework task in their notebooks and say: 'Thank you, teacher!'

Worksheets

Worksheet 1: How many …?

Name: ______ Class: 1__
Part 1: Count and write the number.

  • How many clocks at home? – ______
  • How many pots at home? – ______
  • How many mops at home? – ______
  • How many locks at home? – ______
    Part 2: Ask your parents and write the question and the answer.
  • Question: How many ______?
  • Answer: ______!
    Part 3: Correct the question.
  • How many clock? → ______
  • How many mops → ______

Homework

  • Count the clocks, pots, mops and locks at home and complete Worksheet 1 with the numbers.
  • Ask your parents: 'How many pots?' or 'How many clocks?'. Write the question and the answer in your notebook.
  • Practise the song 'How many clocks?' with your family and show the numbers with your fingers.
  • Remember the rule: How many + noun + s? Answer with a number only: Two, Three, Four, Five.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.