Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Unit 2: In the dining room

TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
2. In the dining room
Lesson:
1 Period: 1
Date:
 . 
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
pronounce the sound of the letter C/c. 
say the words cake, car, cat, cup.
II. INPUT
Language: 
Sound /c/
Vocabulary: cake, car, cat, cup
Resources/Material: 
Student’s book p. 9 
Sachmem.vn
Flashcards for Unit 2
Poster for Unit 2
Teacher’s guide pp. 16-18
Computer, projector
III. PROCEDURE
Warm-up – Listen and repeat – Point and say – Game - Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Greet the class and introduce your name by saying, e.g. Hi, I’m Miss Hien. Encourage pupils to greet and introduce their names, e.g. Hi, I’m Hoa.
Option 1: Have two or three pairs of pupils role-play the exchange Hi, I’m + name.
Option 2: Ask one group to sing the song in Unit 1, p. 8.
Have pupils open the books and look at Unit 2, Lesson 1 p. 9, saying Open the books and look at Unit 2, Lesson 1 (Page 9).
Whole class
1. Listen and repeat 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Have pupils look at the picture (p. 9) or Poster for Unit 2, saying Look at the picture/poster, please! Encourage pupils to describe the picture. Draw pupils’ attention to the letter C/c, the words next to the things, the pet and the colour of the letter C/c (as mentioned in Input). Check comprehension.
Get pupils to point to the letter C/c, saying Look at the letter C/c, please! Then have them listen to the recording and repeat the sound of the letter C/c, saying Listen and repeat, please!
Have pupils point to the cat and/or the word cat, listen to the recording and repeat the word cat, 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!
Follow the same procedure with the cake, car, cup. Correct pronunciation, if necessary.
Get pupils to listen to the recording again, pointing to the letter C/c, the words and the things/pet and repeating until they feel confident. Give further support to those pupils who find it difficult to do the task, if necessary.
Invite a few pupils to pronounce the sound of the letter C/c and say the words cake, car, cup, cat in front of the class. If they performed well, praise them, saying Well done!
Whole class
Individual work
Individual work
Whole class
Pair or group work
Whole class
2. Point and say 7 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Ask pupils to look at the picture on page 9 or Poster 2 again, saying Look at the picture/poster,
please! Ask them to describe the picture, paying attention to the letter C/c and the words they have learnt in Activity 1.
Get pupils to point to the letter C/c and say it, saying Point to the letter C/c and say, please! If they pronounced correctly, praise them, saying Excellent!
Ask pupils to point to the cake on the table and say the word cake as a model (saying Point to the cake and say, please!). Remind them of the sound of the letter c in the word cake. Then ask one pupil to point to the cake and to say the word cake in front of the class. Check comprehension.
Follow the same procedure with other things and the cat and correct pronunciation, if necessary. Give further support to those pupils who find it difficult to do the task.
Get pupils to work in pairs or in groups to point to the things/pet in the picture and say the sound of the letter C/c and the words. Say Point and say, please! Go around to offer help or correct pronunciation, if necessary.
Select some pupils to point to the picture/poster and to say the words in front of the class, saying Well done! to praise their performance.
Whole class
Individual work
Individual work
Individual work
Pair or group work
Whole class
Fun corner
Pelmanism 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Tell pupils about two sets of flashcards (as mentioned in Input in Teacher’s guide). 
Tell pupils that they are going to match the words with the suitable pictures. Give an example to show how the game is played. Check comprehension.
Put pupils into groups of four and give each group a set of flashcards. Have the groups shuffle the flashcards and distribute them face down on the table.
Ask each player in turn to select two cards and turn them face up. Say Are you ready? Now let us play the game. If the word matches the picture, the player wins and continues to turn over another pair. If the cards do not match, they are turned face down again and the next player plays the game. The game ends when all the cards are gone.
Whole class
Whole class
Group work
Group work
Homelink
3 minutes
Option 1:
Option 2:
Option 3:
Pupils practise pronouncing the sound of the letter C/c and saying the words car, cake, cup, cat (using student’s books or sachmem).
Pupils play Pelmanism with the words car, cat, cake, cup in sachmem.
Pupils do the project on page 6 in Workbook.
Whole class
TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
2. In the dining room
Lesson:
2 Period: 2
Date:
 .. 
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter C/c and the words cup, cake, cat, car and the phrases a cup and a cake, a cat and a car in a chant.
listen and identify the phrases A cat, A cake.
trace the letter C/c. 
II. INPUT
Language: 
Sound /c/
Vocabulary: cup, cake, cat, car
Phrases: a cup and a cake, a cat and a car
Resources/Material: 
Student’s book p.10
Sachmem.vn
Teacher’s guide pp. 19-21
Computer, projector
III. PROCEDURE
Warm-up – Listen and chant – Listen and tick – Look and trace - Homelink
Procedure
Teaching and learning activities
Classroom management
Warm-up
5 minutes
Greet the class and introduce yourself, saying: Hi. I’m + name. Encourage pupils to greet and introduce their names, e.g. Hi, I’m Hoa.
Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter C/c and say the words car, cake, cup, cat.
Option 2: Ask a group of four to play Pelmanism with the words car, cat, cake, cup in front of the class.
Option 3: Have pupils do the projet (Workbook, page 6) in pairs or groups.
Get pupils to open their books and look at Lesson 2, p. 10 (saying Open the books and look at lesson 2, please!).
Whole class
3. Listen and chant 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Extension:
Open books or access sachmem. Have pupils look at the chant, saying Look at the chant, please!
Explain the meaning of the first line (as mentioned in Input in Teacher’s guide). Draw their attention to the letter C/c in the words cup. Check comprehension.
Let them look at the first line of the chant. Play the recording, ask pupils to listen and repeat the sound of the letter c and the word a cup, saying Listen and repeat, please! Then have them listen again and repeat the sound of the letter c and the word a cup individually and in chorus. Say Listen and repeat, please! If they chanted well, praise them, saying Well done!
Follow the same procedure with other lines. Correct pronunciation, if necessary. Show them how to chant and clap their hands.
Play the recording all the way through again (more than once, if necessary) for pupils to do choral and individual repetition.
Put the class into two groups to practise chanting and clapping. Each group should sing one verse of the chant, saying Chant in groups, please!
If there is enough time, encourage a few groups to the front of the class to chant and clap their hands. The rest of the class may clap along to the rhythm. If they performed well, praise them, saying Very good!
With a better class, encourage pupils to change some lines of the chant and sing it in front of the class. E.g. 
C, c, a cup. 
C, c, a cake. 
C, c, a car. 
C, c, a cat. 
Whole class
Individually
Whole class and 
Individual work
Groups work
Whole class 
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 the pictures, please! and say what they can see, saying What can you see? Can you see a cat? Yes, a cat. Can you see a car? Yes, a car. 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! E.g.: 1a: a cat, 1b: a car.
Play the recording of the first phrase for pupils to listen, saying Now listen, please! Say What did you hear? Did you hear “a cat” or “a car”? Yes, it said “a cat”. You tick the box near the cat. If pupils tick the wrong box, have them listen to the recording and tick the box again until they have a correct answer.
Follow the same procedure with the pictures in Question 2. Before playing the recording, say Are you ready? OK, now listen and tick, please! Play the recording (several times if needed) for pupils to listen and 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. a cat, 2. a cake. 
Whole class 
Whole class
Individual work
Individual work
Whole class
5. Look and trace 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Extension:
Have pupils look at the letter C (upper case) and c (lower case) in sachmem, saying What can you see? Yes, you can see the C (upper case) and the c (lower case). 
Let pupils look at the pencil in sachmem and explain how the letter C (upper case) and the c (lower case) is in traced. Check comprehension. You can demonstrate by air tracing or tracing the broken lines of the letter C/c 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 and swap their answers. Give pupils time to work. Go around and offer help, if necessary.
Ask some pupils to show what they have done. Praise them if they have done well, saying Well done! or Good job!
With a better class, make a broken line on the board and invite some pupils to write the letter C/c.
Whole class
Whole class
Individual work
Pair work
Whole class
Homelink
3 minutes
Option 1:
Option 2:
Pupils learn by heart the chant on p.10. 
Pupils trace the letter C/c in their workbooks.
Whole class
Option 3:
Pupils point to the pictures in Listen and tick (p. 10) and say the phrases, e.g 1a: A cat, 1b: A car, 2a: A cup, 2b: A cake.
TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
2. In the dining room
Lesson:
3 Period: 3
Date:
 ......
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use I have a _____ to talk about possession.
sing a song with the structures I have a _____. I have a _____ and I have a _____.
II. INPUT
Language: 
Sentence pattern: I have a _____. 
Resources/Material: 
Student’s book p. 11
Sachmem.vn
Teacher’s guide pp. 21-23
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
Greet the class and introduce yourself, saying: Hi. I’m + name. Encourage pupils to greet and introduce their names, e.g. Hi, I’m Lan.
Option 1: Have a group of pupils to sing the chant on page 10 in front of the class. The class claps hands.
Option 2: Show four flashcards (the cat, the car, the cup and the cat) and ask two pupils to point to the flashards and say the phrases, e.g A cat, a car, a cup, a cake.
Option 3: Invite one or two pupils to write the letter C/c on the board.
Get pupils to open their books and look at Lesson 3 on p. 11 (saying Open the books and look at lesson 3, please!).
Whole class
6. Listen and repeat 7 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5: 
Extension:
Open books or access sachmem. Have pupils look at the picture, saying Look at the picture,
please! What’s in his hand? Yes, it’s a car. He has a car. He says “I have a car.” Explain the meaning of the sentence and how it is used. Check comprehension.
Play the recording the first time for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Correct pronunciation, if necessary. 
Play the recording several times for pupils to listen and repeat the sentence, saying Now listen and repeat, please! Give support to those pupils who find it difficult to do the task.
Have pupils point to the car and say the sentence in pairs or groups, saying Point to the car and say, please! Go around and offer help, if necessary. 
Invite a few pupils to listen and repeat the sentence “I have a car.” in front of the class. Correct their pronunciation, if necessary or praise them if they pronounced the sentence correctly, saying Very well!
If time allows or with a better class, give pupils the flashcards (of a car, cup, cat, cup, book, bike, ball) and let them show the flashcard and say, e.g. I have a book.
Whole class
Individual work
Individual work
Group work
Whole class
7. Let’s talk 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Have pupils look at the bubble to understand how the language is used (I have a _____). Explain the meaning of the sentence, if necessary.
Have pupils look at the first picture. Say Look at Picture a, please! Point to the car and ask them, saying What is this? Tell them that It’s a car. Then point to the bubble and the car and say I have a car. Correct pronunciation, if necessary.
Ask pupils to say the sentence “I have a car.” in chorus and individually, saying Now, point to Picture a and say “I have a car”. If they said the sentence correctly, praise them Well done! 
Follow the same procedure with Pictures b, c, d. Give further support to those pupils who find it difficult to do the task, if necessary.
Ask pupils to work in pairs or groups, to point to the pictures and say “I have a _____.”, saying Now practise saying what you have. Offer help, if necessary.
Invite some pairs of pupils to practise pointing to the pictures and say what they have in front of the class. Praise them, saying Excellent! if they performed well.
If time allows or with a better class, divide the class into groups of five, give each groups some of the flashcards (of a car, cup, bike, ball) and let them show the flashcard and say, e.g. I have a book.
Whole class
Individually
Individually
Pair or group work
Whole class 
8. Let’s sing 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Extension:
Open books or access sachmem. Have pupils look at the lines of the lyrics. Explain the meaning of the structures “I have a _____. I have a ___ and I have a ___”. Then ask them to read the first line aloud, saying Read aloud, please! Check comprehension, if necessary.
Play the recording of the first line several times for pupils to listen and repeat, saying Now listen and repeat, please!
Follow the same procedure with other lines. Correct pronunciation and the tune, the rhythm and the melody of the verses of the song, if necessary.
Play the recording all the way through for pupils to listen, to sing and clap their hands. Offer help, if necessary. If they sang well, praise them Excellent!
Invite some pupils to sing the song in front of the class. The rest of the class sings along and claps their hands to reinforce the tune, the rhythm and the melody. Go around and offer help, if necessary.
If time allows or with a better class, have pupils change some lines of the lyrics and sing the song in front of the class. E.g. 
I have a book.
I have a car.
I have a book and I have a car.
I have a bike.
I have a cat.
I have a bike and I have a cat.
Whole class
Individually
Whole class 
Individually
Whole class
Homelink
3 minutes
Option 1:
Pupils sing the song on p. 11 by heart.
Whole class
Option 2:
Option 3:
Pupils create the lyrics of their own songs and practise singing it.
Pupil collect things they have (ball, car, bike, cat,...) and talk about possession, using I have a ___.