Giáo án Tiếng Anh Lớp 1 (Sách Kết nối tri thức với cuộc sống) - Unit 9: In the shop

TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
9. In the 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 O/o. 
say the words locks, clocks, pots, mops.
II. INPUT
Language: 
Sound /ɒ/
Vocabulary: locks, clocks, pots, mops
Resources/Material: 
Student’s book p. 40 
Sachmem.vn
Flashcards for Unit 9
Poster for Unit 9
Teacher’s guide pp. 95-98
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
Have pupils greet and introduce themselves. 
Option 1: Access sachmem. Have one pair of pupils point to the pictures and read Phil and Sue in sachmem. 
Option 2: Invite one group of pupils to sing the song p. 36 (Student’s book)
Option 3: Ask a few pupils to do the project p. 27 (Workbook).
Have pupils open the books and look at Unit 9, Lesson 1 p. 40, saying Open the books and look at Unit 9, Lesson 1 (Page 40).
Whole class
1. Listen and repeat. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Open books or access sachmem. Have pupils look at the picture and describe it, saying Look at the picture and describe it, please! Draw pupils’ attention to the words next to the things and the colour of the letter O/o (as mentioned in Input in Teacher’s guide). Check comprehension.
Ask pupils to point to the letter O/o, listen to the recording and repeat the sound of the letter O/o, saying Point to the letter O/o, listen and repeat, please! 
Have them point to the locks and/or the word locks, listen to the recording and repeat the word locks. Say Point to the locks, listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Draw their attention to the sound s at the end of the words. Correct pronunciation, if necessary. If they repeated well, praise them, saying Well done! 
Repeat the same procedure with the words clocks, mops and pots. Correct pronunciation, if necessary. 
Play the recording again, let pupils point to the letter O/o, the things in the picture and say the sound of the letter and the words again. Repeat the step, if necessary. Give further support to those pupils who find it difficult to do the task, if necessary. 
If time allows, call a few pupils to point to the letter O/o, the picture and say the sound of the letter O/o and the words locks, clocks, mops and pots in front of the class, saying Well done! when they performed well.
Whole class
Individual work
Individual work
Individual work
Group work
Whole class
2. Point and say. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Have pupils look at the picture or poster for Unit 9, saying Look at the picture/poster, please! Ask them to describe the picture. Draw their attention to the letter O/o, the letter s at the end of the words and the things and the colour of the letter o in the words, if necessary.
Get them to point to the letter O/o and say it aloud, saying Point to the letter O/o and say, please! 
Individually, let pupils point to the locks in the picture and say the word locks as a model, saying Point to the locks and say, please! Remind them of the sound of the letter o in the word locks and s at the end of the word. Then ask one pupil to point to the locks and say the word locks in front of the class. Check comprehension. 
Follow the same procedure with other things 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 O/o, the things and say the sound of the letter and the words aloud, saying Point to the picture and say, please! Go around to offer help or 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 Very good!
Whole class
Individual work
Individual work
Pair or group work
Whole class
Fun corner
Slap the board 7 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Extension: 
Write four words (clocks, locks, mops and pots) on the board. Tell pupils to look at the board, saying Can you see the words clocks, locks, mops and pots? OK, now we will start the game. 
Tell pupils how the game is played, saying This game is played in a group of four pupils. When I say, for example, “clocks”, you will run as quickly as possible to the board and touch/slap your hand on the word. The one who is the quickest to touch/slap the correct word gets one point.
Call two groups (four pupils per group) to the front of the board. Ask the pupils in one group to say one of the words on the board. Have pupils in the second group listen to the word and touch/ slap it. The pupil who is the quickest to touch/slap the correct word gets one point. 
Invite another two groups to play the game.
With better class, stick four flashcards with these words on the board. Have two groups of four to play the game. You may let them play Slap the board on sachmem.
Whole class
Group work
Group work
Group work
Homelink
3 minutes
Option 1:
Option 2:
Option 3:
Pupils practise pronouncing the sound of the letter O/o and saying the words locks, clocks, pots, mops (in Student’s books or sachmem).
Pupils play Slap the board in sachmem.
Pupils do Activity 6, Page 39 (Student’s book).
Whole class
TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
9. In the shop
Lesson:
2 Period: 2
Date:
 .. 
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
say the letter O/o and the words locks, clocks, pots, mops and the structure There are ___ in a chant.
listen and identify the sentences: There are three mops. There are two pots.
trace the letter O/o and write the letter on in the words (mops, pots, locks, clock) 
II. INPUT
Language: 
Sound /ɒ/
Vocabulary: locks, clocks, pots, mops.
Phrases: locks and clocks, mops and pots
Sentence pattern: There are ___.
Resources/Material: 
Student’s book p. 41
Sachmem.vn
Teacher’s guide Pp. 98-101
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
Have pupils to greet and introduce their names, e.g. Hi, I’m Hoa; Hi, Hoa. I’m Nam.
Option 1: Invite a few pupils to point to the picture/poster and pronounce the sound of the letter O/o and saying the words locks, clocks, pots, mops.
Option 2: Ask a group of four to play Slap the board with the target vocabulary they have learnt.
Option 3: Have pupils do Activity 6 on Page 39 in Student’s book.
Get pupils to open their books and look at Lesson 2, p. 41 (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:
Have pupils look at the chant in their books or on sachmem. Say Look at the chant, please! Draw
pupils’ attention to the first verse and explain its meaning (as mentioned in Input in Teacher’s guide). Ask them to pay attention to the letter O/o and the phrase clocks and locks, the sentences There are two locks, There are three clocks. Teach the words two and three. Check comprehension.
Let them look at the first verse of the chant. Play the recording for pupils to listen and to get familiarized with the tune, saying Listen to the first verse, please! 
Play the recording for pupils to listen and chant the first verse, line by line. Show them how to chant and clap their hands, saying Listen to the first verse, chant and clap your hands, please!
Then play the recording for them to listen and repeat until they feel confident. Correct pronunciation, if necessary. 
Follow the same procedure with the second verse. Teach the words four, five. Show pupils how to chant and clap their hands. 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! 
Select some pupils to go 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 Well done! 
With better classes, help pupils change some lines of the chant and sing it in front of the class. E.g. 
O, o, lock. There are two locks.
O, o, clocks. There are three clocks.
O, o, mops. There are four mops.
O, o, pots. There are five pots. 
Whole class
Individual work
Individual work
Individual work
Group work
Whole class 
4. Listen and tick. 7 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Open books open or access sachmem. First, let them point to Picture 1a, saying Point to Picture 1a, please! and ask what they can see, saying What are they? Yes, they are clocks. How many clocks? Four. Then have them point to the words, listen and repeat the words four clocks aloud, saying Listen and repeat, please! Yes, four clocks. 
Follow the procedure with other pictures and words. Draw pupils’ attention to the boxes next to the letters a and b. Check comprehension. 
Encourage 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: four clocks, 1b: three mops. 
Play the recording of the first sentence for pupils to listen, saying Now listen to the recording, please! Play the recording of the first sentence again for pupils to hear. Ask pupils to say what they have heard and ticked. Say What did you hear? Did you hear “four clocks” or “three mops”? If some pupils say “four clocks”, let them listen to the recording again until they tick the correct box.
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 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
Whole class
5. Look, trace and write. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Access sachmem. Have pupils look at the letter O (upper case) and the letter o (lower case). Say What can you see? Point to the upper case O and say This is the upper case O. Then point to the lower case o and say and this is the lower case o. Ask some pupils to make sure if they recognize the two forms of the letter. 
Have pupils look at sachmem and identify how the letter O (upper case) and the letter o (lower case) is traced. Then tell pupils to trace the letter O/o, saying Now trace the letter O/o with your pencil. 
Give pupils time to look at the pictures and complete the words independently. Say Look at the pictures and complete the words, please! Give further support to those pupils who find it difficult to do the task.
Ask pupils to work in pairs, swap and check their answers, saying Now work in pairs and check the 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 You’ve done a good job! 
Whole class
Individual work
Individual work
Pair work
Whole class
Homelink
3 minutes
Option 1:
Option 2:
Pupils learn by heart the chant (p. 41). 
Pupils trace the letter O/o on page 28 (Workbook).
Whole class
Option 3:
Option 4:
Pupils point to the pictures in Listen and tick (p. 41) and say the sentences, e.g 1a: There are four clocks. 1b: There are three mops. 
Sellect a few pupils to change some lines to make their own chants.
TIẾNG ANH 1
LESSON PLAN
School:
 .
School year:
 .
Grade:
 .
Week:
 .
Teacher:
 .
Approved by:
 .
Unit:
9. In the shop
Lesson:
3 Period: 3
Date:
 .. .
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
use How many ___? to ask and answer questions about number of things.
sing a song with the structure There are ___.
II. INPUT
Language: 
Sentence pattern: There are ___.
Resources/Material: 
Student’s book p. 42
Poster for Unit 9
Sachmem.vn
Teacher’s guide pp. 101-103
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
7 minutes
Have pupils greet and introduce their names, e.g. Hi, I’m Lan.
Option 1: Have a group of pupils to sing the chant on page 41 in front of the class. 
Option 2: Have a few pupil to point to the picture in sachmem or poster for Unit 9 and say the sentences, e.g. There are ___. 
Option 3: Let two or three pupils point to the pictures in Listen and tick (P41) and say the sentences, e.g 1a: There are four clocks. 1b: There are three mops. 
Get pupils to open their books and look at Lesson 3 p. 42 (saying Open the books and look at lesson 3, please!).
Whole class
6. Listen and repeat. 5 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Open books or access sachmem. Have pupils look at the picture, saying Look at the picture,
please! What can you see? How many clocks? Two? Yes. Two clocks. Explain the meaning of the question and the answer and how they are used. Check comprehension.
Get pupils to point to the first bubble, listen to the questions and repeat, saying Listen and repeat, please! “How many clocks?” Then have them point to the second bubble and repeat the answer, saying Listen and repeat, please! “Two.” 
Play the recording several times for pupils to listen and repeat the exchange, saying Now listen and repeat, please! Give more support to those pupils who find it difficult to do the task.
Divide the class into two groups, one group listens and repeats the question and the other does the answer. Correct their pronunciation, if necessary or praise them if they pronounced the exchange correctly, saying Well done! 
Invite a few pairs to act out the exchange in front of the class. Go around and praise them if they performed well, saying Well done! 
Whole class
Individual work
Pair or 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 bubbles to understand how the structure is used (How many _____? - _____.). Explain the meaning of the question and the answer. 
Have pupils point to Picture a. Say Look at Picture a, please! Point to the clocks on the left and ask them How many clocks? Tell them that there are two, saying Two. 
Ask the class to say the question How many clocks? and the answer Two several times. If they said the sentences correctly, praise them Well done! Correct pronunciation, if necessary. 
Follow the same procedure with the rest of the pictures by getting pupils to point to the pictures, asking and answering the questions individually and then in pairs. Give further support to those pupils who find it difficult to do the task, if necessary. 
Invite some pairs to point to the pictures and act out the exchanges in front of the class. Praise them, saying Excellent! if they performed well.
If there is time or with a better class, have pupils work in pairs, pointing to the things in the classroom, asking and answering questions about numbers. E.g. How many books? Three.
Whole class
Individual work
Pair work
Whole class 
8. Let’s sing. 10 minutes
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Extension:
Have pupils read the first, the third, the fifth and the seventh lines of the lyrics. Explain the meaning of the numbers (as mentioned in Input in Teacher’s guide). Check comprehension. 
Ask pupils to point to the first line. Play the recording for them to listen and repeat (saying Point to the first line, listen and repeat, please!) for several times. 
Follow the same procedure with the third, the fifth and the seventh lines of the lyrics. Check pronunciation, the tune and the melody of the lines, if necessary. 
Have pupils point to the second line. Play the recording for them to listen and repeat individually and in chorus. Explain the structure ”There are _____.” if necessary. 
Follow the same procedure with the fourth, the sixth and the eighth lines. Play the recording for them to listen and repeat individually and in pairs or groups. Check pronunciation, the tune and the melody of the line, if necessary. 
Play the recording all the way through for class to sing the song and clap their hands. Go around and offer help, if necessary. Then select some pupils to the front of the class to sing the song. The class may sing along and clap their hands.
With a better class, have pupils change some lines of the lyrics with the things in the classroom and perform the song in front of the class. E.g. 
One, two. One two.
There are two books.
Two, three. Two, three.
There are three pens.
Whole class
Individual work
Individual work
Pair of group work
Whole class
Homelink
3 minutes
Option 1:
Pupils sing by heart the song on p. 42.
Whole class
Option 2:
Option 3:
Option 4:
Pupils change some sentences in the lyrics and practice singing the song at home.
Pupil point to the things they have in the bedroom (pen, pencil, bag, hat, dog, cat, book, ...) and say about number, using There are ___ in the bedroom.
Pupils do the project on page 30 in Workbook.