Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Unit 14: In the toy shop

TIẾNG ANH 1
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 14. In the toy shop
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- pronounce the sound of the letter T/t in isolation. 
- say the word teddy bear, tiger, top, turtle.
II. INPUT
Language: 
Sound /t/
Vocabulary: teddy bear, tiger, top, turtle
Resources/Material: 
Student’s book p.60
Teacher’s guide pp. 147-149
Website sachmem.vn 
Flashcards for Unit 14
Flashcards/pictures of popular toys for children
Poster for Unit 14 
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 13, Lesson 3.
- Ask pupils to sing the song in Unit 13, Lesson 3 and make the gesture of eating something (noodles, nuts) when singing.
Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands.
Option 2: Drawing.
Show pupils some pictures/slides of popular toys for children.
Have pupils draw their favourite toys, then colour them.
Option 3: Talking.
Show pupils some pictures/slides of popular toys (car, robot, top, teddy bear, doll, ).
Ask pupils some questions about their favourite toys, saying (in Vietnamese) What toy do you like? Do you like cars? Do you like dolls? Why do you like them? 
Whole class
Individual 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 it. Draw pupils’ attention to the letter T/t, the words next to the thing/pets and the colour of the letter T/t. Check comprehension. 
Ask pupils to point to the letter T/t, saying Point to the letter T/t. Have them listen and repeat the sound of the letter T/t more than once, if necessary. Say Listen and repeat, please! 
Tell pupils to point to the teddy bear and the word teddy bear, saying Point to the teddy bear and the word “teddy bear”. Ask them to listen and repeat the word, saying Listen and repeat, please!
Follow the same procedure with the words top, tiger and turtle. Correct pronunciation, if necessary. 
Play the recording again and have them listen, point to the letter T/t and the words teddy bear, top, tiger, turtle and repeat until they feel confident. Give further support to those pupils who find it difficult to do the task. 
Play the recording again and call a few pupils to say the letter T/t and the words teddy bear, top, tiger and turtle in front of the class, saying Well done! when they performed well.
For better pupils, using pictures/slides of toys in Warm-up, have the pupils make labels for the toys (ball, car, teddy bear, horse, dog, monkey, top, ). Ask them to attach the cards to the corresponding toy items 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:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Have pupils look at the picture again, saying Look at the picture on Page 60, please! Ask them to describe it. Draw their attention to the letter T/t, and the thing/pets, if necessary. 
Get them to point to the letter T/t and say it, saying Point to the letter T/t and say, please! 
Let them point to the teddy bear and say the word teddy bear, saying Point to the teddy bear and say “teddy bear”, please! Give further support to those pupils who find it difficult to do the task. 
Follow the same procedure with other things. 
Go around and correct pronunciation, if necessary. 
Ask pupils to work in pairs or in groups to point to the picture and say the sound of the letter T/t and the words. Go around, offer help and correct pronunciation, if necessary. 
Invite some 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 Well done! or Very good! 
Whole class 
Whole class
Individual work
Whole class
Group/
Pair work
Individual work
Fun corner:
Chinese whispers 8 minutes
Step 1:
 Step 2:
 Step 3:
Step 4:
Step 5: 
Tell pupils how the game is played. The game is played with two teams of four pupils for each group. The pupils are going to listen to the message their friends whisper and then pass the message to the next pupil. The team wins if the last person in the team can speak out the words he/she heard correctly. Check comprehension. 
Choose two groups of pupils with four in each group. Ask pupils in the groups to stand in a queue. Say OK, now we will start the game. 
Whisper one of the words they have learnt (top, tiger, turtle, teddy bear) to the first pupil in each group and have him/her whisper the word to the pupil standing next to him/her quickly. 
The game goes on until the last pupil says the word correctly. The group that says the word the fastest and the most correctly will win. 
Continue to play the game with two other groups.
Whole class
Group work
Group work
Group/
Individual work
Group work
Homelink
5 minutes
- Revise the main teaching point of the lesson: the sound of the letter T/t and the words teddy bear, tiger, top, turtle.
Whole class
Option 1:
Using sachmem, have pupils look at the things/pets in the picture and repeat the words after the recording.
Option 2:
Using Poster for Unit 14, ask pupils to point to the things/pets 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 teddy bear, tiger, top, turtle and the pictures. Then ask the class to say the words aloud.
Whole class
Individual work
Individual work
TIẾNG ANH 1
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 14. In the toy shop
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter T/t, the words teddy bear, tiger, top, turtle and the phrases/sentences containing /t/ and top, tiger, turtle, teddy bear in a chant.
listen and identify the words teddy bear, tiger.
trace the letter T/t and complete the words _op, _eddy bear, _urtle, _iger. 
II. INPUT
Language: 
Sound /t/
Vocabulary: teddy bear, tiger, top, turtle
Phrases with the sound /t/ and the words teddy bear, tiger, top, turtle
Resources/Material: 
Student’s book p. 61
sachmem.vn
Teacher’s guide pp. 150-152
Workbook pp. 43-44
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 T/t and the words teddy bear, tiger, top, turtle.
Option 2: 
Have pupils play Chinese whispers again, using the words learnt in the previous lesson. 
Option 3: 
Get pupils to draw and colour their favourite toys, then display their pictures on the classroom walls.
Whole class
Whole class
Individual work
3. Listen and chant. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils look at the chant. Say Look at the chant, please! Draw pupils’ attention to the first verse and explain its meaning. Ask them to pay attention to the letter T/t and the words/ phrases top, turtle, tiger, teddy bear. Check comprehension. 
Play the recording of the first verse for pupils to listen and to get familiarized with the tune, saying Listen to the first verse, please! Then play the recording again for them to listen and repeat until they feel confident, saying Now listen and repeat, please! 
Follow the same procedure with the second verse. Correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task.
Play the recording all the way through. Ask pupils to listen and repeat the chant individually and in chorus, saying Listen and chant, 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 along and clap their hands. If they sang the chant well, praise them, saying Well done! or Very good!
1. Ask pupils to look at the picture in Activity 3, work in pairs and find the items that are in the chant.
2. For better pupils, cover or omit some letters/words in the chant and have them guess and say all the lines aloud. For example:
T, t, top.
T, t, _______.
T, t, tiger.
T, t, _______.
Whole class
Whole class
Whole class
Group/
Individual work
Individual work
Pair work
Individual work
4. Listen and tick. 7 minutes
Step 1:
Step 2:
Step 3:
 Step 4:
 Step 5:
 Step 6:
Have pupils look at the pictures of Question 1 and say, saying Look at the pictures and say, please! Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. 
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! Eg: 1a: a teddy bear, 
1b: a top. 
Play the recording of the first sentence for pupils to listen and tick the correct picture. Say Now listen and tick, please! Play the recording of the first sentence, several times if necessary, for pupils to hear. 
Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “I can see a teddy bear” or “I can see a top”? If they say “I can see a teddy bear”, ask them to tick the box a. If they say “I can see a top”, play the recording again for them to listen one more time and tick. 
Follow the same procedure with the pictures in Question 2. Give further support to those pupils who find it difficult to do the task. 
Call a few pupils to the front of the class to point to the pictures and say what they have heard. E.g. 
1. I can see a teddy bear. 2. I can see a tiger.
Audio script: 1. I can see a teddy bear. 
 2. I can see a tiger.
Answers: 1. a 2. a
Whole class 
Individual work
Individual work
Whole class
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 T (upper case), saying Look at the letter T. What can you see? Yes, you can see the T (upper case). Point to the upper case T and say This is the letter T (upper case). Check comprehension. 
Write the letter T (upper case) on the board, saying Look at the board. What can you see now? Yes, you can see the letter T. Check to make sure pupils understand the letter written in solid lines and that in broken lines. 
Tell pupils to trace the letter T, saying Now trace the letter T. You can demonstrate by air tracing or tracing the broken line letter T. Then let pupils do the tracing. Go around and offer help, if necessary. 
Follow the same procedure with the letter t (lower case). 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 and swap their answers, saying Now work in pairs and check each other’s answer. Give pupils time to work. 
Go around and offer help, if necessary. 
If there is enough time, invite some pupils to point to the letter T/t and say its sound, saying Point to the letter and say, please! Then let them point to the pictures and say the complete words aloud, saying Point to the pictures and say the words, please!
- For weaker pupils, have them do Activity 3, Unit 14 in their workbooks.
- For better pupils, have them do Activity 4, Unit 14 in their workbooks.
Whole class
Whole class
Individual work
Individual work
Pair work
Individual work
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. teddy bear, top, tiger. Encourage better pupils to use learnt structures e.g. It’s a teddy bear.; This is a top.; ...
Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 14 in their workbooks.
Whole class
Whole class
Individual work
TIẾNG ANH 1
LESSON PLAN
School:
____________________
School year:
____________________
Grade:
____________________
Week:
____________________
Teacher:
____________________
Approved by:
____________________
Unit 14. In the toy shop
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use “I can see a _____.” to express ability. 
sing a song with the structure “I can see a _____.”
II. INPUT
Language: 
I can see a _______.
Resources/Material: 
Student’s book p. 62
sachmem.vn
Teacher’s guide pp. 152-154
Workbook p. 45
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 61.
- 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 toys/pets they have learnt/drawn.
- Ask them to recall and name the toys/pets (e.g. cat, dog, top, teddy bear, ...). Encourage better pupils say more words/phrases if they can.
Option 3: 
- Invite one or two pupils write the letter T/t on the board.
- Get pupils to say words that contain the sound of the letter T/t (e.g. cat, goat, top, turtle, ...).
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, point to the tiger in the picture and say What is it? It’s a tiger. Point to the girl and say I can see a tiger. Have pupils look at the sentence “I can see a tiger.”, saying Look at the sentence, please! 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! 
Play the recording and invite some students to repeat the sentence “I can see a tiger.” in front of the class. Correct pronunciation to make sure pupils can repeat correctly the sentence. Give further support to those pupils who find it difficult to do the task. 
Invite some pupils to listen and say the sentence in front of the class
Whole class
Whole class
Individual work
Individual 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 “I can see a _____.” is used (to say what they can see). Explain the meaning of the sentence, if necessary. 
Have pupils look at the first picture. Say Look at Picture a, please! Point to the tiger and ask them What is this? The pupils answer “a tiger”. Tell them to say the whole sentence “I can see a tiger.” 
Point to Picture a and model, using the expression in the bubble and the picture. E.g. 
I can see a tiger. 
Ask pupils to point to Picture a and say the sentence “I can see a tiger.” in chorus, saying Point to Picture a and say “I can see a tiger”. Correct pronunciation, if necessary. 
Follow the same procedure with other pictures. Give further support to those pupils who find it difficult to do the task. 
Select some pairs of pupils to practise saying what they can see in front of the class. Praise them, saying Excellent! if they performed well. 
1. Show the flashcards of the tiger, turtle, top and teddy bear and ask pupils to say what they can see. E.g. I can see a tiger. 
2. Play Memory game. Divide the class in four groups. Say an incomplete sentence, e.g. I can see a ____. and have pupils add a toy item to the chain, e.g. I can see a tiger. → I can see a tiger and a top. → I can see a tiger, a top and a doll.
Whole class
Whole class
Whole class
Whole class
Pair work
Whole class 
Group work
8. Let’s sing. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils read the lyrics to get familiarized themselves with the first verse of the song. Say Now look at the first verse, please! Check comprehension. 
Play the recording several times for pupils to repeat line after line to make sure that they can sing the first verse correctly. Say Listen and repeat, please! 
Follow the same procedure with the second verse of the lyrics. Praise them when they perform well, saying Excellent! 
Have pupils listen to the whole song and sing along. Draw their attention to the pronunciation, the stress and the melody of the song, saying Now listen to the whole song and sing, please! Let pupils practise singing the song. 
If there is time, let them sing the song several times or ask some pupils to sing the song individually. 
Practise two-part singing. Divide the class into two groups and ask each group to sing one part of the song.
Whole class
Whole class
Whole class
Whole class
Individual work
Group work
Homelink
5 minutes
- Revise the main teaching point of the lesson: the structure I can see a ____. to express ability.
Option 1: Ask pupils to draw/show pictures of their favourite toys/pets and say about them, using I can see a ___.
Whole class
Individual work
Option 2: Have pupils do Activity 6, Unit 14 in their workbooks.
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 I can see Tony.
 I can ______ Tony.
 He’s in the _______ shop.
 He’s holding a teddy _______.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work
Individual work