Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Unit 15: At the football match

TIẾNG ANH 1
LESSON PLAN
School:
___________________
School year:
_____________________
Grade:
___________________
Week:
_____________________
Teacher:
___________________
Approved by:
_____________________
Unit 15. At the football match 
Lesson 1 – Period 1
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
- pronounce the sound of the letter F/f in isolation. 
- say the words face, father, foot, football.
II. INPUT
Language: 
Sound /f/
Vocabulary: face, father, foot, football
Resources/Material: 
Student’s book p. 65
Teacher’s guide pp. 159-161
Workbook p. 45
Website sachmem.vn 
Flashcards for Unit 15 
Flashcards/pictures of some lexical sets, e.g., body parts, people, toys, pets, animals, to play Missing flashcard in Fun Corner
Poster for Unit 15 
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 14, Lesson 3.
Ask pupils to sing the song in Unit 14, Lesson 3 and make some gesture when singing 
(e.g. gesture of a boy holding a teddy bear).
Have some pupils demonstrate the song in front of the class, the rest of the class listen to them and clap hands along.
Option 2: Reviewing Unit 14.
Ask pupils to open their workbooks on Page 45.
Have them do Activity 7, Unit 14 in pairs. Then select some pupils and ask them to show their colouring and say the sentence aloud.
Option 3: 
Let pupils play Find the odd one out, using the words they have learnt in Unit 14 and the previous units.
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 it. Draw pupils’ attention to the letter F/f, the words next to the person, the things and the colour of the letter F/f. Check comprehension.
Ask pupils to point to the letter F/f. Have them listen to the recording and repeat the sound of the letter F/f saying Point to the letter F/f, listen and repeat, please! 
Tell pupils to point to the boy’s face and the word face, saying Point to the boy’s face and the word “face”, please! Ask them to listen and repeat the word, saying Listen and repeat, please! 
Repeat the same procedure with the words father, foot and football. Correct pronunciation, 
if necessary. 
Play the recording again and have pupils listen, point to the letter F/f, the words face, father, foot and football and repeat until they feel confident.
Play the recording again and call a few pupils to say the letter F/f and the words face, father, foot and football in front of the class, saying Excellent! or Fantastic! when they performed well.
Language note: The word football can refer to:
- a game played between two teams, where each team tries to win by kicking a ball into the other team’s goal. 
- a large ball made of leather or plastic and filled with air, used in games of football.
For better pupils, let them play Jumbled letters using the new vocabulary. Then ask them say the words aloud.
Whole class
Individual work
Individual work
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 again, please! Ask them to describe it. Draw their attention to the letter F/f and the words they have learnt in 1. Listen and repeat. 
Individually, get them to point to the letter F/f and say it, saying Point to the letter F/f and say it, please! 
Let them point to the boy’s face and say the word face as a model, saying Point to the face and say “face” please! Remind them of the sound of the letter f in the word face. Then ask one pupil to point to the face and to say the word face in front of the class. Check comprehension. 
Follow the same procedure with other things/person. Give further support to those pupils who find it difficult to do the task. 
Ask pupils to work in pairs or in groups to look at the picture, point to the letter F/f and the person/things, say the sound of the letter and the words, saying 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 Perfect!
Whole class
Individual work
Individual work
Whole class
Group/
Pair work
Individual work
Fun corner:
Missing flashcard 8 minutes
Step 1:
 Step 2:
 Step 3:
Step 4:
Step 5: 
Explain how to play the game Missing flashcard, saying Now, let’s play the game Missing flashcard. Look at the flashcards/pictures, say the words. Then close your eyes and I will take away one card. Then open your eyes and say out the word for that card. 
Divide the class into four groups. Stick a lexical set of four cards on the board, e.g., a pencil, a pen, 
a book, a bag. 
Ask the first group to look at the cards and name the things illustrated on the cards. Ask the group to close their eyes for 10 seconds, then take out a card of the set. Then let pupils open their eyes and say out the word for that card. Each group plays two or three sets. 
Stick sets of flashcards/pictures on the board and do the same with other groups. Give one point for each correct answer. 
Count the points for each group and announce the winner.
Whole class
Group work
Group work
Group work
Whole class
Homelink
5 minutes
- Revise the main teaching point of the lesson: the sound of the letter F/f and the words face, father, foot, football.
Option 1:
Using sachmem, have pupils look at the things in the picture in 1. Listen and repeat. and repeat the words after the recording.
Option 2:
Using Poster for Unit 15, ask pupils to point to the picture and say the words. For better pupils, teacher may cover the words and ask them to point to the things/person and say aloud the words.
Option 3:
Using pictures and flashcards, get some pupils to match the words face, father, foot, football and the pictures. Then ask the class to say the words aloud.
Whole class
Individual work
Individual work
Individual work/Whole class
TIẾNG ANH 1
LESSON PLAN
School:
___________________
School year:
_____________________
Grade:
___________________
Week:
_____________________
Teacher:
___________________
Approved by:
_____________________
Unit 15. At the football match 
Lesson 2 – Period 2
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter F/f, the words face, father, foot, football and the phrases/sentences containing /f/ and face, father, football in a chant.
listen and identify the words face, father, foot, football.
trace the letter F/f and complete the words ___ather, ___oot, ___ootball, ___ace.
II. INPUT
Language: 
Sound /f/
Vocabulary: face, father, foot, football
Phrases with the sound /f/ and the words face, father, foot, football
Resources/Material: 
Student’s book p. 66
Sachmem.vn
Teacher’s guide pp.162-164
Workbook p. 46-47
Flashcards/pictures for Unit 15 to play Missing flashcard
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 F/f and the words face, father, foot and football.
Option 2: 
Have pupils play Missing flashcard again. Draw pupils’ attention to the words they have learnt in Lesson 1 or/and add more cards in the previous unit to the game.
Option 3: 
Get pupils to play Listen and clap. In groups, ask them to stand up and clap when they hear “f” sound.
Individual work
Whole class
Group work
3. Listen and chant. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils look at the chant and say Look at the chant and say, please!. Draw pupils’ attention to the first verse and explain its meaning. Check comprehension. 
Let them look at the first verse of the chant. Play the recording of the first verse for pupils to listen and to get familiarized with the rhythm, saying Listen, please! Then play the recording for them to listen again and repeat until they feel confident, saying Listen again and repeat, please! 
Follow the same procedure with the second and third verses. 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 sang 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, e.g.:
F, __, face.
Bill has a lovely ______.
Whole class
Whole class
Whole class
Group/
Individual work
Individual work
4. Listen and tick. 7 minutes
Step 1:
Step 2:
Step 3:
 Step 4:
 Step 5:
Have pupils look at the pictures, saying Look at Picture 1, please! 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, saying Point to the pictures and say the words, please! E.g. 1a: a face, 1b: a foot. 
Play the recording of the first sentence for pupils to listen, saying Now listen, please! Say What did you hear? Did you hear “It’s a foot.” or “It’s a face.”? Yes, it said “It’s a foot.”. You tick the box near the foot. If some pupils say “It’s a face.”, let them listen to the recording again, saying Now listen again, please! and play the recording and ask What did you hear? Did you hear “It’s a face.” or “It’s a foot.”? Yes, “It’s a foot.”. Tick the box b. So b 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 to the recording please! Play the recording (several times if needed) for pupils to listen and tick the 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/sentences, praise them, saying Well done! or Very good! 
Audio script: 1. It’s a foot. 2. That’s my father.
Answers: 1. b 2. b
Whole class 
Individual work
Whole class
Whole class
Individual work
5. Look, trace and write. 8 minutes
 Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Extension: 
Have pupils look at the letter F (upper case) and f (lower case). Point to the upper case F and say This is the upper case of the letter F. Then point to the lower case f and say And this is the lower case of the letter f. Make sure pupils recognize the two forms of the letter. 
Write the letter upper case F and the lower case f in broken lines on the board, saying Look at the board. What can you see now? Yes, you can see the upper case F and the lower case f. Check to make sure pupils understand the letters written in solid lines and those in broken lines. You can demonstrate by air tracing or tracing the broken line letter F/f. 
Give pupils time to use their pencils to trace the letter F/f independently. 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 that?/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! or Great!
- For weaker pupils, have them do Activity 3, Unit 15 in their workbooks.
- For better pupils, have them do Activity 4, Unit 15 in their workbooks.
Whole class
Whole class
Individual work
Pair work
Whole class
Individual 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. a face, a foot, a mother, ... Encourage advanced pupils to use learnt structures e.g. It’s a face; I can see a foot., ...
Option 3: To reinforce the vocabulary, get pupils to do Activity 1, Unit 15 in their workbooks.
Whole class
Whole class
Individual work
TIẾNG ANH 1
LESSON PLAN
School:
___________________
School year:
_____________________
Grade:
___________________
Week:
_____________________
Teacher:
___________________
Approved by:
_____________________
Unit 15. At the football match
Lesson 3 – Period 3
Date: _______________
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use “Point to your _____.” to express a command. 
sing a song with the structure “Point to your _____.”
II. INPUT
Language: 
Point to your _______.
Resources/Material: 
Student’s book p. 67
sachmem
Teacher’s guide pp. 164-166
Flashcards for Unit 15
Workbook p. 48
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 66.
- 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 the things/person they have learnt in Lesson 1.
- Ask them to recall and name the things/person, pointing to the pictures/slides.
Option 3: 
- Invite one or two pupils to write the letter F/f on the board.
- Get pupils to say words that contain the sound of the letter F/f.
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 boy pointing to his hand, saying Point to your hand. Then have pupils look at the sentence “Point to your hand.” 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 again and invite a few pupils to repeat the sentence Point to your hand. in front of the class. Correct pronunciation, if necessary or praise them when they pronounced the sentence correctly, saying You did very well! 
Ask pupils to work in pairs, point to the picture and repeat the sentence Point to your hand. 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 “Point to your _____.” is used. Explain the meaning of the structure. 
Have pupils look at Arrow a. Say Look at Arrow a, please! Point to the hand and ask them, saying What’s this? Tell them that it is a hand, saying It’s a hand. 
Ask pupils to use the structure in the bubble “Point to your _____.” and Picture 1 (a hand) to express a command, e.g. Point to your hand. Get them to repeat the sentence several times individually and in chorus. Check comprehension. 
Follow the same procedure with the other body parts in the picture. Make sure pupils understand the structure “Point to your ____.” 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 and practise expressing a command, saying Now express a command, please! Go around and offer help or correct pronunciation if necessary. 
Select some pupils to practise expressing a command in front of the class. Praise them, saying That’s right! or Superb! if they performed well.
Divide class into four groups. Have pupils play Simon says Game, using the commands “Point to your ____.”
Whole class
Whole class
Pair/Group work
Whole class 
Pair work
Individual work
Group 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 themselves with the first verse of the song. Explain the meaning of the structures “That’s your ____.”, “Point to your ____.” Play the recording several times for pupils to repeat line after line to make sure that they can say the verse correctly. Check comprehension. 
Follow the same procedure with the second verse. Correct pronunciation, 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, please! 
Let pupils practise singing the song. Help them sing the song sentence by sentence first. Then help them 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 two-part singing. Divide the class into two groups and ask each group to sing one part of the song. Encourage pupils to make gesture when singing.
Whole class
Whole class
Whole class
Whole class
Group/
Individual work
Group work
Homelink
5 minutes
- Revise the main teaching point of the lesson: the structure Point to your ____. to express a command.
Option 1: 
- Ask pupils to draw a picture of a girl or a boy and label some parts of the body that they have learnt.
- Have pupils to work in pairs/groups: one says a command using Point to your ______, the other(s) do the action.
Whole class
Individual work
Pair/Group work
Option 2: Have pupils do Activity 6, Unit 15 in their workbooks.
Option 3: Show pupils the lyrics of the song with some missing words, e.g.:
 That’s your face.
 That’s your ______.
 Point to your _______.
 Point to your foot.
Then ask some advanced pupils to guess the missing words and sing the complete song aloud.
Individual work
Individual work