Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Unit 10: At the zoo

TIẾNG ANH 1
LESSON PLAN
School:
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School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
10. At the zoo
Lesson:
1 Period: 1
Date:
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I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter M/m in isolation. 
- say the words mango, monkey, mother, mouse.
II. INPUT
Language: 
Sound /m/
Vocabulary: mango, monkey, mother, mouse
Resources/Material: 
Student’s book p. 43
Teacher’s guide pp. 104-107 
Sachmem.vn 
Flashcards for Unit 10
Flashcards/pictures of different categories for Fun Corner, e.g. (1) toys: car, ball, duck; (2) food: chips, fish, chicken; (3) school things: pencil, pen, book; (4) animals: monkey, mouse, goat; (5) pets: dog, cat, fish; (6) body parts: head, hand, hair; 
Poster for Unit 10
Computer, projector
III. PROCEDURE
Warm-up – Listen and repeat. – Point and say – Fun corner – Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1: Singing the song in Unit 9, Lesson 3.
- Ask pupils to sing the song in Unit 9, Lesson 3 and make the gesture (e.g. showing fingers when singing about numbers).
Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands.
Option 2: Reviewing.
Ask some pupils to count from one to five.
Get some pairs of pupils to practise asking and answering about quantity of things in the classroom, using How many ___? - ____. 
Option 3: Talking.
Show pupils some pictures/slides of popular animals in the world (monkey, tiger, elephant, snake, goat, cow, dog, cat, ).
Ask pupils some questions about the animals (in Vietnamese), e.g. Have you ever seen ? Do you like ? What animal can you see at the zoo?
Whole class
Whole class
Pair work
Whole class
1. Listen and repeat. 10 minutes
Step 1:
Step 2:
 Step 3:
Step 4:
Step 5:
Step 6:
Extension:
Have pupils look at the picture, saying Look at the picture, please! and describe the picture. Draw pupils’ attention to the letter M/m, the words next to the person, the things/animals and the colour of the letter M/m. Check comprehension.
Ask pupils to point to the letter M/m. Have them listen and repeat the sound of the letter M/m, saying Point to the letter M/m, listen and repeat, please! more than once, if necessary. 
Tell pupils to point to the mango and/or the word mango, saying Point to the mango and the word “mango”. Ask them to listen and repeat the word, saying Listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! 
Repeat the same procedure with the monkey, the mother and the mouse. Correct pronunciation, if necessary. 
Play the recording again and have them listen, point to the letter M/m and the words mango, monkey, mother and mouse and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary. 
Play the recording again and call a few pupils to say the sound of the letter M/m and the words mango, monkey, mother and mouse in front of the class, saying Excellent! when they performed well.
For better pupils, using the new and learnt in the previous units vocabulary and have the pupils make labels for the animals (cat, dog, duck, goat, horse, monkey, mouse). Ask them to attach the cards to the corresponding animals and practise saying the words.
Whole class
Individual work
Whole class
Whole class
Whole class
Individual work
Individual work
2. Point and say. 7 minutes
Step 1:
Have pupils look at the picture again. Ask them to describe the picture. Draw their attention to the letter M/m, the person/thing/animals, if necessary. 
Whole class 
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Get them to point to the letter M/m and say it, saying Point to the letter M/m and say, please! 
Let them point to the mango in the picture and say the word mango as a model, saying Point to the mango and say “mango”, please! Remind them of the sound of the letter m in the word mango. 
Follow the same procedure with other animals/ person. Go around and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task. 
Have pupils work in pairs or in groups to look at the picture, point to the letter M/m, the person and thing/animals, say the sound of the letter and the words. Say Point to the picture and say, please! Go around and offer help or correct pronunciation, if necessary. 
Invite a few pupils to point to the picture and say the sound of the letter and the words in front of the class. If they performed well, praise them, saying Good work! 
Whole class
Individual work
Whole class
Group/Pair work
Individual work
Fun corner:
Find the odd one out 8 minutes
Step 1:
 Step 2:
 Step 3:
Step 4:
Explain how to play the game, saying Now look at the flashcards/ pictures, find the odd one out and say it, please! 
Divide the class into four groups. Put three cards/pictures on the board, one of which is obviously different from the others, for example, a dog, a cat and a bag. 
Call the first group to go to the board. Ask the pupils to point to the odd one out in the first set of the flashcards/pictures. The pupil who points to the correct word (bag) then says it correctly gets one point for that group. If the pupil has difficulty, ask other pupils in the group to help him/her. 
Put the flashcards/pictures on the board and continue the game in the same way with other groups
Whole class
Group work
Group work
Group work
Homelink
5 minutes
- Revise the main teaching point of the lesson: the sound of the letter m and the words mango, monkey, mother, mouse.
Option 1:
Using sachmem, have pupils look at the things in the picture and repeat the words after the recording.
Option 2:
Using Poster for Unit 10, ask pupils to point to the things in the picture and say the words. For better pupils, teacher may cover the words and ask them to point to the things and say the words aloud.
Option 3:
Using pictures and flashcards, get some pupils to match the words mango, monkey, mother, mouse and the pictures. Then ask the class to say the words aloud.
Whole class
Whole class
Individual work
Individual work
TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
10. At the zoo
Lesson:
2 Period: 2
Date:
 . 
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter M/m, the words mango, mother, monkey, mouse and the phrases/sentences containing /m/ and mango, mother, monkey, mouse in a chant.
listen and identify the words monkey, mango.
trace the letter M/m and complete the words _ango, _other, _onkey, _ouse. 
II. INPUT
Language: 
Sound /m/
Vocabulary: mango, monkey, mother, mouse
Phrases/sentences with the sound /m/ and the words mango, monkey, mother, mouse
Resources/Material: 
Student’s book p. 44
Sachmem.vn
Teacher’s guide pp. 107-109
Workbook pp. 31-32
Flashcards to play games in Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and chant. – Listen and tick. – Look, trace and write. – Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1: 
Ask two or three pupils to look at the picture in Lesson 1 (Student’s book or sachmem) and say the sound of the letter M/m and the words mango, mother, monkey and mouse.
Option 2: 
Ask the class to play Find the odd one out again, using the words in Lesson 1, Unit 10 and those in the previous units, saying Now let us play Find the odd one out!
Option 3: 
Get pupils to play What’s Missing Game, using the pictures and flashcards with the incomplete words _ango, _onkey, _other and _ouse. Pupils should guess the missing letters and say the words correctly.
Whole class
Whole class
Whole class
3. Listen and chant. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils look at the chant, saying Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter M/m and the words monkey, mouse. Check comprehension. 
Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying Listen to the first verse, please! Then play the recording for them to listen and repeat until they feel confident, saying Listen again and repeat, please! 
Follow the same procedure with the second verse. Correct pronunciation, if necessary. 
Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen, chant and clap your hands, please! Go around and offer help, if necessary. 
Select some pupils to the front of the class to chant and clap their hands. The rest of the class may sing the chant and clap their hands along. If they have sung the chant well, praise them, saying Great work!
For better pupils, cover or omit some letters/ words in the chant and have them guess and say all the lines aloud. For example:
M, m, m.
M is for ________.
M is for mouse.
Monkey and _______.
Whole class
Whole class
Whole class
Whole class
Individual work
Individual work
Whole class
Individual work
Whole class
4. Listen and tick. 7 minutes
Step 1:
Step 2:
Step 3:
 Step 4:
Have pupils look at the pictures in Question 1 and say what they can see. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. Invite some pupils to point to the pictures in Question 1 and say the words in front of the class. Say Point to the pictures and say the words, please! E.g. 1a: a monkey, 1b: a mouse. 
Play the recording of the first sentence for pupils to listen, saying Now listen, please! Ask pupils what they have heard and ticked, saying What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, it said “There’s a monkey”. You tick the box a. If some pupils say “There’s a mouse”, let them listen to the recording again, saying Now listen again, please! Play the recording and ask What did you hear? Did you hear “There’s a monkey” or “There’s a mouse”? Yes, “There’s a monkey”. Tick the box a. So a is the correct answer. 
Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen, please! Play the recording (several times if needed) for pupils to listen and tick the correct box. 
Call a few pupils to the front of the class to point to the pictures and say what they have heard. If they said correct words, praise them, saying Well done! or Very good! 
Whole class 
Individual work
Individual work
Individual work
5. Look, trace and write. 8 minutes
 Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Extension: 
Have pupils look at the letter M (upper case) and m (lower case). Remind them how to trace it. 
Give pupils time to trace the letter M/m independently, saying Now trace the letter M/m with your pencil. You can demonstrate by air tracing or tracing the broken lines of the letter M/m on the board. Then let pupils do the tracing. Give further support to those pupils who find it difficult to do the task. 
Check the results of pupils’ tracing and give feedback. Ask pupils to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. 
Then have pupils look at the four pictures in the activity. Ask some questions to help them identify the person and things in the pictures (e.g. What’s/Who’s that? What can you see in the pictures?). Use the first picture as an example, ask pupils to look at it, guess what letter is missing and complete the word. 
Give pupils time to complete the words independently, saying Look at the pictures and complete the words, please! Go around and offer help, if necessary. 
 Ask some pupils to show what they have done. Praise them if they have done well, saying You’ve done a good job!
- For weaker pupils, have them do Activity 3, Unit 10 in their workbooks.
- For better pupils, have them do Activity 4, Unit 10 in their workbooks.
Whole class
Individual work
Pair work
Whole class
Individual work
Whole class
Individual work
Homelink
5 minutes
Option 1: Have pupils listen to the recording, then say the chant again.
Option 2: Ask pupils to look at the pictures in 4. Listen and tick and say about them, e.g. monkey, mouse. Encourage better pupils to use learnt structures e.g. It’s a monkey; It’s a mouse; ...
Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 10 in their workbooks.
Whole class
Whole class
Individual work
TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
10. At the zoo
Lesson:
3 Period: 3
Date:
 . 
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use “That’s a _____.” to identify someone or something. 
sing a song with the structure “That’s a _____.”
II. INPUT
Language: 
That’s a _______.
Resources/Material: 
Student’s book p. 45
Sachmem.vn 
Teacher’s guide pp 109-111
Workbook p. 33
Pictures/Slides of animals for Warm-up
Computer, projector
III. PROCEDURE
Warm-up – Listen and repeat. – Let’s talk. – Let’s sing. – Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Option 1: 
- Have pupils listen to the recording, then sing the chant on page 44.
- Select some better pupils to sing the chant in front of class. The class listens to them and claps hands along.
Option 2: 
- Show pupils pictures/slides of some animals they have learnt.
- Ask them to recall and name the animals (e.g. horse, duck, goat, monkey, ...). Encourage better pupils say more words of animals if they can.
Option 3: 
- Invite one or two pupils write the letter M/m on the board.
- Get pupils to say words that contain the sound of the letter M/m (e.g. mop, monkey, mother, ...)
Whole class
Whole class
Individual work
6. Listen and repeat. 5 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Have pupils look at the picture of a girl and her mother looking at a monkey. The mother says “That’s a monkey”. Explain the meaning of the sentence and how it is used. Check comprehension. 
Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! 
Invite a few pupils to listen and repeat the sentence That’s a monkey in front of the class. Correct their pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying You did very well! 
Ask some pupils to point to and repeat the sentence That’s a monkey. Go around and correct pronunciation to make sure pupils can repeat the sentence correctly.
Whole class
Whole class
Individual work
Pair work
7. Let’s talk. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Extension:
Have pupils look at the bubble to understand how the structure is used. Explain the meaning of the structure. 
Have pupils look at the first picture. Say Look at Picture 1, please! Point to the monkey and ask them, saying What’s that? Tell them that it is a monkey, saying That’s a monkey. 
Ask pupils to use the structure “That’s a _____.“ in the bubble and Picture 1 (a monkey) to identify something, e.g. That’s a monkey. Get them to repeat the sentence several times individually and in chorus. Check comprehension. 
Follow the same procedure with the other pictures. Make sure pupils understand the structure “That’s a ____.“ and say it with the right pronunciation and intonation. Give further support to those pupils who find it difficult to do the task, if necessary. 
Ask pupils to work in pairs/groups, using “That’s a ____.” with the picture cues.
Select some pupils to practise identifying someone/something in front of the class. Praise them, saying That’s right! or Superb! if they performed well.
 Have pupils point to and identify things/people in the classroom. Encourage them to say as much as they can, e.g. That’s a pen ___.”; “That’s a desk.”
Whole class
Whole class
Individual work/Whole class
Whole class 
Group/Pair work
Individual work
Individual work
8. Let’s sing. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils look at the lyrics to get familiarized with the first verse of the song. Explain the meaning of the sentence That’s a monkey. Say Now look at the first verse, please! Play the recording several times for pupils to repeat line after line to make sure that they can sing the verse correctly. Check comprehension. 
Follow the same procedure with the second and third verses. Correct pronunciation and the melody of the song, if necessary. 
Have pupils listen to the whole song, drawing their attention to the pronunciation, the stress and the melody of the song. Say Now listen to the whole song. 
Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them to sing the whole song. If there is time, let them sing the song several times until they feel confident. 
Select some groups to the front of the class to sing the song or ask some pupils to sing the song individually. The class may sing along and clap their hands. Praise them when they performed well, saying Fantastic! or Excellent!
Practise three-part singing. Devide the class into three groups and ask each group to sing one part of the song.
Whole class
Whole class
Whole class
Group work
Individual work
Group work
Homelink
5 minutes
- Revise the main teaching point of the lesson: the structure That’s a ____ to identify someone or something.
Option 1: Ask pupils to draw an animal or a pet/a fruit, show them to the class and identify them, using That’s a ___.
Whole class
Individual work
Option 2: Have pupils do Activity 6, Unit 10 in their workbooks.
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 Monkey, monkey.
 That’s a ______.
 Mango, mango.
 That’s a ______.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work
Individual work