Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Review 1

Teacher’s name: ____________________________________________ Week: __________
TIẾNG ANH 1
REVIEW 1
LESSON 1
Time allocation: 1 period
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- repeat and understand a short story.
- identify and say the words they have learnt. 
II. INPUT
Language: 
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
Vocabulary: ball, bike, Bill, book
 cake, car, cat, cup
 apple, bag, can, hat
 desk, dog, door, duck
Structures:
Hi, I’m _____. (greeting and introducing someone’s name)
Bye, _____. (saying goodbye)
I have a _____. (talking about possession)
This is my _____. (introducing someone’s thing)
This is a ______. (introducing something)
Resources/Material: 
Student’s book p.20
Teacher’s guide pp.46-48 
sachmem.vn 
Flashcards with letters b, c, a and d
Flashcards with the pictures of the words from Unit 1 to Unit 4
Computer, projector
III. PROCEDURE
Warm-up – Listen and repeat. – Look and circle. – Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
7 minutes
Remind pupils of the names of the topics they have learnt from Unit 1 to Unit 4.
Then:
Option 1: Revising the sounds and words
Show flashcards of the letters b, c, a and d. Have pupils say the letter names and the letter sounds.
Stick some flashcards including some pictures of the words from Unit 1 to Unit 4 on the board. Write the words on the board. Have pupils match.
Option 2: Playing games
Have pupils play a game (e.g. Slap the board, Pelmanism or Hot seat) with the words they have learnt in the previous units. 
Have them open the books and look at the story Phil and Sue, saying Open your books and look at the strong Phil and Sue, please!
Whole class 
Whole class 
Individual work
Whole class 
Group work
1. Listen and repeat. 15 minutes
Step 1:
Have pupils look at the picture of the boy, the girl and the speech bubbles. Introduce the two new characters Phil and Sue and help pupils identify them (their names, genders, clothes,...) by asking them some questions such as Who’s the boy? Who’s the girl? What are they doing? Check comprehension.
Whole class 
Step 2:
Have pupils look at Picture 1 (saying Look at Picture 1, please!) and describe the picture. Draw pupils’ attention to the boy (Phil), the girl (Sue) and the bubbles.
Whole class 
Individual work
Step 3:
Play the recording several times for pupils to listen and repeat the sentences in the bubbles of picture 1, saying Now listen, point to the sentences and repeat, please!
Whole class work
Step 4:
Repeat the same procedure with Pictures 2, 3 and 4. Correct pronunciation, if necessary. Give further support to those pupils who find it difcult to do the task.
Whole class 
Step 5:
Play the recording of the whole story several times and have pupils listen, point to the speech bubbles and repeat until they feel confident. Go around and offer help, if necessary.
Whole class wo
k
Step 6:
Play the recording again and invite some pairs of pupils to listen to the recording and repeat the story in front of the class, saying Well done! when they performed well. Encourage them to use gestures, face expressions,... when they repeat the story.
Whole class 
Pair work
Step 7:
Have pupils work in pairs to look at the book and read the story aloud. Encourage them to use gestures, face expressions, Observe and support pupils when needed.
Pair work
Extension:
After pupils have remembered the story, have them role play it. Model with one pupil and ask other pupils to observe. Ask pupils to work in pairs to act out without looking at the book. Encourage them to use gestures, face expressions Move around to observe and offer help. Invite some pairs to go to the board and role play. 
Whole class 
Pair work
2. Look and cirle. 8 minutes
Step 1:
Explain to pupils that they are going to look at the four pictures and circle the words. These words all appear in the story. 
Whole class work
Step 2:
Ask them to identify the thing/animals, saying What can you see in the pictures? Can you see the dog? Yes, it is the dog. Say the word, please! Ask pupils to repeat the words several times, saying Repeat, please! Use the picture of a dog and the word dog circled as the example
Whole class 
Individual work
Step 3:
Ask pupils to look at the other pictures and circle the words in the chain, saying Now use your pencil to circle the words. Give pupils time to work. Give further support to those pupils who find it difficult to do the task.
Individual work
Step 4:
Invite some pupils to show what they have done. Praise them if they have done well, saying Excellent! or Great job! Have the class say all of the words they have circled.
Individual work
Whole class 
Extension:
After the pupils have finished circling the words, ask them to look at the story again and circle the dog, the book, the cat and the duck in the pictures of the story. Then ask them what things they can see in the pictures and have them cirlce these things (in the pictures there are some things that pupils have learnt: bike, ball, cake, car, etc...). Have pupils read all of the names of the things they have circled. It is a good way for them to revise the vocabulary items they have learnt. 
This activity can be held as a competition game where groups of pupils find the words included in the pictures. The group with the most words is the winner.
Individual work
Whole class 
Homelink
5 minutes
- Ask pupils some questions about the story such as How many people are there? What are their names? ... Teacher can ask in Vietnamese. 
- Then:
Option 1:
Show flashcards of the words that appear in the story and have pupils say the words. 
Option 2:
Use sachmem to show the pictures of the story and have pupils tell the story from their memory. 
- Tell pupils to practise telling the story at home.
Whole class 
Individual work
Teacher’s name: ____________________________________________ Week: __________
TIẾNG ANH 1
REVIEW 1
 Lesson 2 
Time allocation: 1 period
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
recognize the sounds they have learnt.
recognize the words they have learnt.
listen for specific sounds and words.
II. INPUT
Language: 
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
Vocabulary: ball, book, car, cat 
 bag, desk, dog, door
Structures:
This is my _____. (introducing someone’s thing)
Resources/Material: 
Student’s book p. 21
sachmem
Teacher’s guide pp. 48-50
Flashcards to play games
Computer, projector
III. PROCEDURE
Warm-up – Listen and tick.– Listen and colour. – Listen and tick or cross. – Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1: 
Use sachmem to show the pictures of the story in Lesson 1 Review 1. Ask pupils to retell the story in pairs from their memory.
Option 2: 
Have pupils play Slap the board or Hot seat to revise the sounds and words they learnt in previous units.
Lead to Activity 1, Review 1.
Whole class 
Pair work
Whole class 
1. Listen and tick. 8 minutes
Step 1:
Have pupils look at the pictures of question 1, saying e.g. Look at Picture 1, please! What can you see? Can you see a ball and a car? and say
what they can see, e.g. a ball, a car. Draw pupils’ attention to the boxes next to the letters a and b. 
Whole class 
Individual work
Step 2:
Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! (e.g. 1a: a ball, 1b: a car).
Individual work
Step 3:
Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording twice or more if needed. Ask pupils to listen and tick the correct box. Give further support to those pupils who find it difficult to do the task.
Whole class 
Individual work
Step 4:
Follow the same procedure with the pictures of Question 2. Go around and offer help, if necessary.
Whole class 
Individual work
Step 5: 
Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary.
Pair work
Whole class 
Step 6:
Invite some pupils to the front of the class to point to the pictures and say what they have heard.
Audio: 1. ball 2. dog
Key: 1. a 2. b
Individual work
Extension:
Write incomplete words on the board and have some pupils to write letters to complete them.
E.g.
 _ all , _ ar, _at, _og
Individual work
2. Listen and circle. 7 minutes
Step 1:
Have pupils look at the pairs of letters and practice saying the letter names and letter sounds in pairs. Invite some pupils to say the letters and the sounds in front of the class.
Whole class 
Pair work
Step 2:
Explain the task, saying Listen to the sound and circle the letter. 
Whole class 
Step 3:
Play the recording, ask pupils to listen and circle the letters of the sounds. Have pupils listen at least twice. 
Whole class 
Individual work
Step 4:
Ask pupils to swap and check the answers. Play the recording again for them to check, if necessary. Invite some pupils to say the sounds they have heard.
Confirm the correct answers.
Pair work
Individual work
Audio script: 1. b 2. a 3. c 4. d
Key: 1. b; 2.a; 3. c; 4. d
Extension:
Say the letters aloud and have pupils write down the letters on their small boards. 
Whole class 
3. Listen and tick or cross. 10 minutes
Step 1:
Have pupils look at Picture 1 (saying Look at Picture 1, please!) and say what they can see, (saying What can you see? Can you see a book? Yes, a book). Follow the same procedure with the other three pictures. Invite some pupils to point to the pictures and say the words in front of the class, saying Point to the pictures and say, please! (e.g. 1. a book, 2. a bag).
Whole class 
Individual work
Step 2:
Draw pupils’ attention to the box under Picture 1. Before playing the recording, say Are you ready?. Play the first sentence and have pupils do the task, saying OK, now listen and tick or cross, please!
Whole class 
Individual work
Step 3:
Follow the same procedure with the other three pictures. Play the recording twice or more if needed, ask pupils to listen and put a tick or a cross. Give further support to those pupils who find it difficult to do the task.
Whole class 
Individual work
Step 4:
Set a time limit for pupils to swap and check the answers. Correct the answers, if necessary.
Pair work
Step 5:
Invite some pupils to the front of the class to point to the pictures and say what they have heard.
Individual work
Audio script: 
1. This is my ball. 2. This is my bag.
3. This is my desk. 4. This is my car.
Key: 
1. x 2. √ 3. √ 4. x
Extension:
Show flashcards of other words and have pupils say a sentence with a word. For a more able class, encourage pupils to use other structures (I have a _____.; This is my _____.; This is a ______.).
Whole class 

Individual work
Homelink 5 minutes
Option 1:
Organise Picture dictionary activity. Some pupils go to the board and draw to illustrate the words other pupils say. 
Option 2:
Write a letter on the board and have pupils say all the words with that letter.
- Tell pupils to practise saying the words and make sentences at home.
Whole class work
Individual work
Teacher’s name: ____________________________________________ Week: __________
TIẾNG ANH 1
REVIEW 1
 Lesson 3 
Time allocation: 1 period
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
recognize the words they have learnt
read the words they have learnt
introduce themselves and introduce what they have
II. INPUT
Language: 
Sounds /b/ (letter b), /k/ (letter c), /æ/ (letter a), and /d/ (letter d)
Vocabulary: apple, ball, bike, cat, can, cup, dog, duck
Structures:
Hi, I’m _______.; This is my _____. 
Resources/Material: 
Student’s book p. 22
sachmem.vn
Teacher’s guide pp. 50-51
Flashcards to play games
Computer, projector
III. PROCEDURE
Warm-up – Read and tick.– Colour the apple, the ball, the cat and the dog. Then point and say. – Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1: 
Have pupils sing the songs from Unit 3 and Unit 4 to revise the words and structures they have learnt. If pupils do not remember the songs, play the recording for them to sing along. 
Ask them what words appear in the songs. Stick the flashcards of the words on the board.
Option 2: 
Have pupils play the game Mystery bag to revise the sounds and words they learnt in previous units. Ask one pupil pick up one card that has a letter from the bag. Other pupils say the words that include the letter.
Lead to Activity 4, Review 1.
Whole class 
Individual work
Whole class 
4. Read and tick. 10 minutes
Step 1:
Have pupils look at the pictures (saying Look at the pictures, please!) and say what they can see. Draw pupils’ attention to the boxes
next to the letters a and b. 
Whole class 
Individual work
Step 2:
Ask pupils to look at the word in Question 1. Model with this question. Invite one pupil to read the word and choose a or b. Confirm the correct answer.
Whole class 
Individual work
Step 3:
Get pupils to read the phrases in other questions and tick the correct boxes, saying
Now read and tick the correct pictures, please! Give further support to those pupils who find it difficult to do the task.
Whole class 
Individual work
Step 4:
Ask pupils to work in pairs and to swap their work, saying Now work in pairs and check each other’s answers. Give pupils time to work.
Go around and offer help, if necessary.
Pair work
Step 5: 
Invite some pupils to show what they have done. Praise them if they have done well. 
Key: 
1. a 2. a 3. b 4. b
Whole class 
Individual work
Extension:
Say aloud some words and have pupils circle the suitab
e pictures. 
Individual work
5. Colour the apple, the ball, the cat and the dog. Then point and say. 15 minutes
Step 1:
 Have pupils look at the pictures and say what they see. Draw their attention to the incomplete sentences and explain what to do, saying You colour the things and pets. Then point to them and say the full sentences, please!
Whole class 
Step 2:
Have pupils look at the first picture. Ask them to point to the thing and say the word, saying Point to the apple and say “apple”, please!. Follow the same procedure with other things/pets.
Whole class 
Step 3:
Ask pupils to identify what information is missing in the sentences, saying Look at the incomplete sentences and say what information is missing here. That’s right, you should say your name in the first sentence and the word for the thing you have in the second one. Use the first picture (an apple) as the example, point to it and say Hi, I’m ____. (e.g. Hi, I’m Hoa.) This is my apple. Check pupils’ comprehension.
Whole class 
Individual work
Step 4:
Have pupils work individually to colour the pictures.
Individual work
Step 5:
Get pupils to work in pairs to point to the pictures, look at the sentences and say them (in the first sentence: greeting and saying names, in the second sentence: introducing one’s things/pets). Go around and offer help, if necessary.
Pair work
Step 6:
Invite some pupils to point to the pictures and say the sentences in front of the class. Praise them if they have done well, saying Very well!
Individual work
Extension:
Show flashcards of other words and 
have pu
pils say similar sentences with these words.
Whole class 
Individual work
Homelink 5 minutes
Option 1:
Write a chant with some sentences from Exercise 5 on the board and have pupils read them together. 
E.g. Hi, I’m Hoa. (use the names of class members)
 This is my car.
 Hi, I’m Mai.
 This is my bike.
 Hi, I’m Manh.
 This is my bag.
Option 2:
Write some incomplete words on the board and have pupils complete them.
- Tell pupils to practise saying the words and sentences at home.
Whole class 
Individual work