Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Review 4

Teacher’s name: ____________________________________________ Week: __________
TIẾNG ANH 1
REVIEW 4
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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w)
- Vocabulary: 
bananas, noodles, nuts, teddy bear, tiger, top, turtle
face, father, foot, football wash, water, window
- Exchanges and structures:
- He’s/ She’s having _____. (describing what a person is eating)
I can see _____. (saying what you can see)
Point to _____. (using the imperatives)
How many _____ can you see? - I can see _____. (asking and answering questions about the number of things)
Resources/Material: 
- Student’s book p. 71
- Teacher’s guide pp. 174-175
- Website sachmem.vn 
- Flashcards with letters n, t, f, w
- Flashcards with the pictures of the words from Unit 13 to Unit 16
- 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 13 to Unit 16.
Then:
Option 1: Revising the sounds and words
- Show flashcards of the letters o, m, u and l. Have pupils say the letter names and the letter sounds.
- Stick some flashcards including some pictures of the words from Unit 13 to Unit 16 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, Mystery bag or Pass the word) with the words they 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 story 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 pictures. Ask them some questions, such as Who are in the pictures? What are they doing?... Then have pupils guess the content of the story.
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, the girl and
the bubbles.
Whole class 
Individual work
Step 3
Let pupils listen to the recording, point to the sentence in the speech bubble and repeat, saying Now listen, point to the sentence and repeat, please! 
Whole class 
Step 4
Follow the same procedure with Pictures 2, 3 and 4. Correct pronunciation, if necessary. Give further support to those pupils who fnd 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 
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. Praise pupils when they perform 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 (in the sentences or in the pictures).
Whole class 
Step 2
Ask them to identify the parts of body/ things, saying What can you see in the pictures? Can you see the teddy bear? Yes, it is the teddy bear.
Say the words, please!
Whole class 
Individual work
Step 3
Ask pupils to look at the other pictures and circle the words, 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
Ask pupils to swap the answers with a classmate before checking as a class.
Pair work
Step 5
Invite some pupils to show what they have done. Praise them if they have done well. Have the class say all of the words they have circled.
Individual work
Whole class 
Extension:
Have pupils look at the pictures and the story again to circle other words in exercise 2. 
After the pupils have finished circling the words, have pupils read all of the words 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/story. 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 4
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 /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w)
- Vocabulary: 
noodles, teddy bear, tiger, turtle
face, father, foot, wash, window
- Exchanges and structures:
He’s/She’s having _____. (describing what a person is eating)
Point to _____. (using the imperatives)
Resources/Material: 
- Student’s book p. 72
- sachmem.vn
- Teacher’s guide pp. 176-177
- Flashcards to play games
- Computer, projector
III. PROCEDURE
Warm-up – Listen and tick. – Listen and circle. – 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 4. Ask pupils to retell the story in pairs from their memory.
Option 2: 
Have pupils play Mystery bag or Hot seat to revise the sounds and words they learnt in previous units.
Lead to Activity 1, Self check, Review 4.
Whole class 
Pair work
Whole class 
1. Listen and tick. 8 minutes
Step 1
Have pupils look at the pictures. Ask them to point to pairs of pictures and say the words. 
Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension.
Whole class 
Individual work
Step 2
Invite some pupils to point to the pictures and say the words in front of the class.
Individual work
Step 3
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 questions 2 and 3. 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. 
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. window 2. teddy bear 3. foot
Key: 1. a 2. b 3. b
Individual work
Extension:
Write incomplete words on the board and have some pupils to write letters to complete them.
E.g.
_indow; _urtle; _iger; _eddy bear; _ace; _oot
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
Have pupils look at the pairs of letters again. Tell them that they will listen to the recording, identify the sound and circle the letter of the
sound in each pair. Check comprehension.
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
Step 5
Invite some pupils to say the sounds they have listened.
Audio script + Key: 
1. w 2. n 3. f 4. t.
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
Ask pupils to have a look at the pictures and say what they can see.
Whole class 
Individual work
Step 2
Explain that they have to listen to some sentences and put a tick or a cross in the boxes under the pictures.
Whole class 
Individual work
Step 3
Get some pupils to point to the pictures and say the words or sentences in front of the class.
Whole class 
Individual work
Step 4
Play the recording twice, ask pupils to listen and put a tick or a cross.
Pair work
Step 5
Set a time limit for pupils to check the answers in pairs. Correct the answers, if necessary.
Individual work
Step 6
Play the recording again. Confirm the correct answers. 
If time allows, invite some pupils to the front of the class to point to the pictures and say what they have heard.
Audio script: 
1. She’s having noodles.
2. Point to your mother.
3. Point to your father.
4. He’s running.
Key: 
1. ü 2. X 3. ü 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 the structures they have learnt (She’s having _____.; Point to_____.; He’s____; How many ____ can you see?).
Whole class 
Individual work
Homelink 5 minutes
Option 1:
Organise Kim’s game. Stick flashcards on the board. Have pupils look at the cards for 30 seconds. Then ask them to close their eyes. Have them open their eyes again and say what words have been missing.
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 
Individual work
Teacher’s name: ____________________________________________ Week: __________
TIẾNG ANH 1
REVIEW 4
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.
- write the letter to complete the words.
II. INPUT
Language: 
Sounds /n/ (letter n), /t/ (letter t), /f/ (letter f), and /w/ (letter w)
- Vocabulary: 
bananas, nuts teddy bear, tiger, turtle face, father, foot, football water, window
Resources/Material: 
Student’s book p. 73
sachmem
Teacher’s guide pp. 177-179
Flashcards to play games
Computer, projector
III. PROCEDURE
Warm-up – Read and tick. – Find the words – Write the letters – Homelink.
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1: 
Have pupils sing the chants from Unit 13 and 16 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 Slap the board to revise the sounds and words they learnt in previous units. 
Lead to Activity 4, Review 4.
Whole class 
Individual work
Whole class 
4. Read and tick. 8 minutes
Step 1
Have pupils look at the pictures and say what they see in the pictures. Draw pupils’ attention to the boxes next to the letters a and b.
Check comprehension.
Whole class 
Individual work
Step 2
Ask pupils to look the word/phrase in each question.
Whole class 
Individual work
Step 3
Have pupils individually read the word/phrase and tick the correct pictures. Give further support to those pupils who find it difficult to do the task.
Whole class work
Individual work
Step 4
Ask them to swap their work and check the answers with a classmate. Give pupils time to work. Go around and offer help, if necessary.
Pair work
Step 5 
Invite some pupils to point to the pictures and say the word/phases in front of the class. Praise them if they have done well. 
Key: 
1. b 2. a 3. b
Whole class 
Individual work
Extension:
Say aloud some words/phrases and have pupils circle the suitable pictures. 
Individual work
5. Find the words. 8 minutes
Step 1
Have pupils read the words around the table. Explain how to do the activity.
Whole class 
Step 2
Ask pupils to look at the table, fnd and circle the words individually.
Whole class 
Step 3
Have pupils find other words in the wordsearch. Give further support to those pupils who find it difficult to do the task.
Individual work
Step 4
Have pupils exchange their answers in pairs or in groups before checking as class.
Pair work
Step 5
Invite some pupils to point to the words in the table and say them in front of the class.
KEY:
Individual work
Extension:
Have pupils read the words aloud one more time and make a sentence with each word.
Individual work
6. Write the letters. 9 minutes
Step 1
Have pupils look at the picture. Draw pupils’ attention to the missing letters of the words next to the things. 
Whole class 
Step 2
Ask pupils how to do the task. If they do not remember, model with one picture. Ask pupils to look at the tiger and the incomplete word __iger. Model with this word so pupils can understand how to complete the task.
Whole class 
Step 3
Have pupils look at the things and the incomplete words and complete the task individually.
Individual work
Step 4
Ask pupils to swap their answers with other classmates. Then check the answers as a class.
Pair work
Step 5
Invite some pupils to point at the picture and say the words they have completed.
Individual work
Extension:
Write some incomplete words on the board. Invite some pupils to go to the board and complete the words.
Individual work
Whole class 
Homelink 5 minutes
Option 1:
Have pupils play Pass the word game. Pupils stand in two lines to play. The last pupils says the word aloud and make a sentence with it.
...
Option 2:
Stick some flashcards on the board. Write some words on the board. Have pupils match.
- Tell pupils to practise saying the words and sentences at home.
Whole class 
Individual work