Bài giảng Tiếng Anh Lớp 1- Unit 10: At the zoo

Nội dung text: Bài giảng Tiếng Anh Lớp 1- Unit 10: At the zoo

1. Week: Unit 10. At the zoo Period: Lesson 1 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 Classroom Procedure Teaching and learning activities management Warm-up 5 minutes 128
2. Extension: - For better pupils, using the new and learnt in the previous units Individual work 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. 2. Point and say. 7 minutes Step 1: - Have pupils look at the picture again. Ask them to describe the Whole class picture. Draw their attention to the letter M/m, the person/thing/animals, if necessary. Step 2: - Get them to point to the letter M/m and say it, saying Point to the Whole class letter M/m and say, please! - Let them point to the mango in the picture and say the word mango Step 3: Individual work 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. Step 4: - Follow the same procedure with other animals/ person. Go around Whole class 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 Step 5: Group/Pair work 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. Individual work Step 6: - 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! Fun corner: Find the odd one out 8 minutes Step 1: - Explain how to play the game, saying Now look at the flashcards/ Whole class pictures, find the odd one out and say it, please! Step 2: - Divide the class into four groups. Put three cards/pictures on the Group work board, one of which is obviously different from the others, for example, a dog, a cat and a bag. Step 3: - Call the first group to go to the board. Ask the pupils to point to the Group work 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. Step 4: - Put the flashcards/pictures on the board and continue the game in Group work the same way with other groups 130
3. Week: Unit 10. At the zoo Period: Lesson 2 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 Classroom Procedure Teaching and learning activities management Warm-up 5 minutes Option 1: Whole class - 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 Whole class us play Find the odd one out! 132
4. Step 2: - Play the recording of the first sentence for pupils to listen, saying Individual work 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. Step 3: - Follow the same procedure with the pictures in Question 2. Individual work 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 Step 4: Individual work and say what they have heard. If they said correct words, praise them, saying Well done! or Very good! 5. Look, trace and write. 8 minutes Step 1: - Have pupils look at the letter M (upper case) and m (lower case). Whole class Remind them how to trace it. Step 2: - Give pupils time to trace the letter M/m independently, saying Individual work 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. Step 3: - Check the results of pupils’ tracing and give feedback. Ask pupils Pair work to work in pairs, swap and check their answers. Give pupils time to work. Go around and offer help, if necessary. Step 4: - Then have pupils look at the four pictures in the activity. Ask some Whole class 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. Step 5: - Give pupils time to complete the words independently, saying Individual work Look at the pictures and complete the words, please! Go around and offer help, if necessary. Step 6: - Ask some pupils to show what they have done. Praise them if Whole class they have done well, saying You’ve done a good job! Individual work Extension: - For weaker pupils, have them do Activity 3, Unit 10 in their Whole class workbooks. Individual work For better pupils, have them do Activity 4, Unit 10 in their workbooks. 134
5. Week: Unit 10. At the zoo Period: Lesson 3 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: Whole class - 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, Whole class 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 Individual work (e.g. mop, monkey, mother, ) 6. Listen and repeat. 5 minutes Step 1: - Have pupils look at the picture of a girl and her mother looking at a Whole class monkey. The mother says “That’s a monkey”. Explain the meaning of the sentence and how it is used. Check comprehension. 136
6. Step 2: - Follow the same procedure with the second and third verses. Correct Whole class pronunciation and the melody of the song, if necessary. Step 3: - Have pupils listen to the whole song, drawing their attention to the Whole class pronunciation, the stress and the melody of the song. Say Now listen to the whole song. Step 4: - Let pupils practise singing the song. Help them sing the song Group work sentence by sentence first. Then help them to sing the whole song. If Individual work there is time, let them sing the song several times until they feel confident. Step 5: - Select some groups to the front of the class to sing the song or ask Group work 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! Extension: - Practise three-part singing. Devide the class into three groups and ask each group to sing one part of the song. Group work Homelink 5 minutes - Revise the main teaching point of the lesson: the structure That’s a Whole class ___ to identify someone or something. Option 1: Ask pupils to draw an animal or a pet/a fruit, show them to Individual work the class and identify them, using That’s a ___. Option 2: Have pupils do Activity 6, Unit 10 in their workbooks. Individual work Option 3: Show pupils the lyrics of the song with some missing words, Individual work 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. * Comment: 138