GIÁO ÁN TIẾNG ANH LỚP 1 TRỌN BỘ SMART START

Date of preparing: 07/09/2020 Date of teaching: …./…./2020 Week: Period: GETTING STARTED Lesson I Objectives: By the end of this lesson, students will be able to say "Hello!" and "Goodbye!" II Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student book, notebooks, workbook III Languages focus: Vocabulary: hello, goodbye IV Procedures: Time 5’ 25’ Steps/Activities Warm-up (5’) Sing and Dance Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures Organization  Teacher – whole class New lesson A- Listen and point Repeat CD1-Track 03:  Teacher – Have students listen to each new word whole class/ Have students listen to each new word and repeat all individuals/ together and individually Correct student’s pronunciation pair work/ if necessary group work Arrange the flashcards on the board Play audio and have students listen and point at the pictures in their books Play audio again and have students listen, repeat several times Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed Have students work in pairs, one points at the picture in the book and the other says the word TPR practice step 1: say the word and make the gesture/ sound all together according to the word TPR practice step 2: the actions and students say the word accordingly TPR practice step 3: have students work in pairs, one would the action, the other say the word Activities: (optional) - Option 1: Play "Heads up What's Missing?"  Divide the class into two teams  Arrange the flashcards on the board and remove one card when students are not looking  One student from each team calls out the missing flashcard B Listen and point Pre- listening: Introduce the situation While- listening:  Play audio and have students look at the picture  Demonstrate the activity by pointing at the words While-listening: Play the audio again Have students listen and repeat While-listening: Play audio again Have students listen, repeat and point Post- listening: Point at each word and have students call it out “hello/ goodbye.” C Now, sing a song Play audio and have students listen Play audio and have students turn to page 68 Play audio and have students sing the song as a whole class Have some students sing in front of class D- Role-play Practice (optional) Say a name to the class Have students practice the structure using the name Repeat with other names E.g Teacher: "Bill" Class: "Hello, Bill." Role-play: Divide the class into pairs  Teacher – students in groups  Teacher – whole class  Teacher – whole class Have pairs practice the conversations and swap roles Have some pairs demonstrate the activity in front of the class E- Say Divide the class into groups of four Have students take turns saying “Hello!” and “goodbye!” to their friends Have some groups demonstrate the activity in front of the class Activity: (5’) (optional) Say “Hello!/Goodbye!”  Go around the class, say “Hello!/Goodbye!” to students, one by one, and have them say “Hello!/Goodbye!”  Then have students say “Hello!/Goodbye” to their neighboring friends Wrap-up 5’ Review Play the game “Matching”  Write the words on the board  Have students read the words on the board  Give students flashcards  Have students match the flashcards with the words on the board and call out the words Week: Period:  Teacher – whole class/ students Date of teaching: GETTING STARTED Lesson V Objectives: By the end of this lesson, students will be able to understand basic classroom language VI Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student book, notebooks, workbook VII Languages focus: Vocabulary: stand up, sit down, listen VIII Procedures: Time Steps/Activities Warm-up (5’) - Option 1: Sing Play audio Part C and have students sing the song 5’ 25’ - Option 2: Play the game “Look and Point”  Write the words in different areas on the board  Teacher shows a flashcard  Students use their fingers to point to the word on the board and say it loudly New lesson A- Listen and point Repeat (10’) CD1-Track 06: 10 Have students listen to each new word 11 Have students listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary 12 Arrange the flashcards on the board Play audio and have students listen and point at the pictures in their books 13 Play audio again and have students listen, repeat several times 14 Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed 15 Have students work in pairs, one points at the picture in the book and the other says the word 16 TPR practice step 1: say the word and make the gesture/ sound all together according to the word 17 TPR practice step 2: the actions and students say the word accordingly 18 TPR practice step 3: have students work in pairs, one would the action, the other say the word Activities: (optional) - Option 1: Play the “GUESS” game  Arrange the flashcards on the board  Write a number under each flashcard  Have students look at the flashcards for the count of ten Organization  Teacher – whole class  Teacher students  Teacher – whole class/ individuals/ pair work/ group work  Teacher – whole class    Turn the flashcards over to face the board when the students are not looking Call out a number and have students take turns guessing the face down card Turn the card over after each guess  Teacher – whole class - Option 2: Play the game “What is it?”  Hold up the flashcards, one at a time, partly hidden by a sheet of paper  Slowly reveal the flashcard  Students try to guess what the flashcard is B Listen and point (8’) Pre- listening: Introduce the situation While- listening:  Play audio and have students look at the picture  Teacher – whole class  Demonstrate the activity by pointing at the words While-listening: Play the audio again Have students listen and repeat While-listening: Play audio again Have students listen, repeat and point Post- listening: Point at each word and have students call it out “Stand up/ sit down/ listen.” 5’ D Now, sing a song (7’) Play audio and have students listen Play audio and have students turn to page 68 Play audio and have students sing the song as a whole class Have some students sing in front of class Wrap-up (5’) - Option 1: Review Play the game “Thumbs Up or Down”  Show a flashcard one at a time and have students identify the word teacher says by putting their thumbs up or down  Repeat the activity with other flashcards E.g  Teacher: (showing the flashcard ‘stand up’) sit down  Students: (putting their thumbs down)  Teacher: sit down  Students: (putting their thumbs up) - Option 2: Review Play the game “Listen and point”  Write the vocabulary in different areas on the board  Teacher says a word (written on the board)  Students use their fingers to point at the word on the board  Teacher – whole class  Teacher – whole class  Teacher – whole class and say it loudly Week: Period: Date of teaching: GETTING STARTED Lesson I Objectives: By the end of this lesson, students will be able to understand basic classroom language II Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student book, notebooks, workbook III Languages focus: Vocabulary: stand up, sit down, listen IV Procedures: Time 5’ Steps/Activities Warm-up & Review (This step can be skipped when periods and are taught in only ONE session.) - Option 1: Review Play the game ‘Pass the flashcard & Name it’  Give the first student a flashcard and play a song  Students have to pass the flashcard  When the music stops, the student with the flashcard has to say the word out loud  Repeat the activity with other flashcards - Option 2: Review Sing  Play audio Part C and have students sing the song - Option 3: Sing and Dance Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures 25’ Organization  Teacher – whole class  Teacher – whole class  Teacher – whole class New lesson D- Say and (10’) Practice (optional) Show a flashcard to the class Have students practice the structure using the new word Repeat with other flashcards E.g Teacher shows a flashcard "listen" Class: "Listen."  Teacher – whole class Say and do: Divide the class into pairs Have Student A say (e.g 'stand up') and Student B the action Have students swap roles and repeat Have some pairs demonstrate the activity in front of the class E- Play “Simon says” (10’) Have students look at the example Have students follow commands that start with “Simon says…” Give them different commands with or without “Simon says…” such as “stand up”, “Simon says stand up”, etc If it doesn’t start with “Simon says…”, students who the action must sit down Have one student stand in front of the class to be Simon Have students swap roles and repeat Activity: (5’) (optional) Play the game “Slap the board”  Arrange the flashcards on the board  Have groups of students stand in front of the board  Call out a word  Students from groups slap the flashcard on the board  The student who can slap the flashcard first is the winner 5’ Week: Period: Wrap-up - Option 1: Review Play the game “Listen and tap”  Write the words in different areas on the board  Divide the class into groups  Invite a student from each group to go to the board  Call out a word  The students will run and slap the word on the board and say it loudly  The faster student will be the winner  Repeat the activity with other students - Option 2: Review Play the game “Act it out”  Invite a student to come to the front of the class  Show him/her a flashcard or whisper a word and have that student act it out  Have other students guess the answer  Repeat the activity with other students  Teacher – students in pairs  Teacher whole class/ students students  Teacher Students in groups  Teacher students in groups  Teacher student & whole class Date of teaching: Unit 1: FAMILY Lesson IX Objectives: By the end of this lesson, students will be able to introduce family members X Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student book, notebooks, workbook XI Languages focus: Vocabulary: father, mother Structures:  This is my (mother) XII Procedures: Time 5’ Steps/Activities Warm-up (5’) - Option 1: Sing and Dance Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have students stand up and make the gestures  Teacher – - Option 2: Say “Hello!”  Go around the class, say “Hello!” to students, one by one, and have them say “Hello!”  Ask them say “Hello!” to their neighboring friends  Teacher - - Option 3: Play “Simon says”  Have students follow commands that start with “Simon says…”  Give them different commands with or without “Simon says…” such as “stand up”, “Simon says stand up”, etc  If it doesn’t start with “Simon says…”, students who the action must sit down  Have one student stand in front of the class to be Simon 25’ Organization New lesson A- Listen and point Repeat (10’) CD1-Track 09: 19 Have students listen to each new word 20 Have students listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary whole class individuals / whole class  Teacher whole class/ students students  Teacher – whole class/ individuals/ pair work/ 21 Arrange the flashcards on the board Play audio and have students listen and point at the pictures in their books 22 Play audio again and have students listen, repeat several times 23 Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed 24 Have students work in pairs, one points at the picture in the book and the other says the word 25 TPR practice step 1: say the word and make the gesture/ sound all together according to the word 26 TPR practice step 2: the actions and students say the word accordingly 27 TPR practice step 3: have students work in pairs, would the action, the other say the word Activities: (optional) - Option 1: Play the “GUESS” game  Arrange the flashcards on the board  Write a number under each flashcard  Have students look at the flashcards for the count of ten  Turn the flashcards over to face the board when the students are not looking  Call out a number and have students take turns guessing the face down card  Turn the card over after each guess - Option 2: Play the game “Flash look and say”  Teacher shows a flashcard quickly  Students say that word B Listen and point (8’) Pre- listening: Introduce the situation, point at each person in the picture and have students call out the words “father, mother” While- listening:  Play audio and have students look at the picture group work  Teacher – whole class  Teacher – whole class  Teacher – whole class  Demonstrate the activity by pointing at "father", "mother" in the picture While-listening: Play the audio again Have students listen and repeat While-listening: Play audio again Have students listen and point Post- listening: Point at each picture and have students call out the words again “father/ mother/ Kim.” E Now, sing a song (7’)  Teacher – whole class - Say “ Draw four books.” Have one student of each team run to the board to draw what the teacher said Continue the game in the same way The winner is the team who has the most correct pictures whole class/ teamwork Wrap-up Option 1: Pass the envelope 5’  Teacher – - Divide the class into groups - Give each group an envelope with the word cards inside E.g “ five books, ten cars….” - Play a song as background music Children pass the envelope to a classmate as the music plays - Stop the music randomly The student holding the envelope opens it and takes out one card then read it aloud - Continue the game until there are no more cards left in the envelope Option 2: Find the objects - Hide some school things and toys at many places in the classroom - Have students go around, find and count the objects whole class/ groupwork/ individuals  Teacher – whole class/ teamwork i-Learn Smart Start Week: Period: Date of teaching: UNIT 9: TOYS Lesson XXXVII Objectives: By the end of this lesson, students will be able to ask and answer about numbers of objects XXXVIII Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student books, notebooks, workbooks XXXIX Languages focus: Vocabulary: seven, eight, nine, ten Structures :  (Ten) (teddy bears)  How many (cars)? (Seven) (cars) XL Procedures: Time 5’ 25’ Steps/Activities Warm-up Option 1: Flyswatter  Play flashcards ( or write “ seven books, nine teddy bears, ten cards, eight balls) on the board  Divide the class into four teams Have one student from each team come to the board holding a flyswatter  Read content of one flashcard aloud, e.g “seven books” Have students race to the board and hit the words with the flyswatter The winner is the one who hits the correct words first  Play until everyone in the class has had at least one turn Option 2: Feely Bag  Put some pictures in a bag  Have children sit in a circle  Play some music and ask children to pass the bag from one child to the next around the circle  Stop the music suddenly The child who has the bag when the music stops feels a picture in the bag and says “ seven books.” Then the child pulls the picture out of the bag to see if he/she was correct  Play the music and continue in this way until several children have had a turn Organization  Teacher – whole class/ teamwork  Teacherwhole class/ individuals New lesson D-1 Listen to the story CD2- Track 50 - Have students call out the things they can see - Introduce the situation: “ Vinh and Bobby are playing Vinh asks: How many cars? And Bobby answers: Seven cars.”  Teacher – whole class/ individuals - Play audio and have students listen and read Listen and repeat - Have students look at the useful language box - Play audio Have students listen to the useful language - Have students work in pairs, practicing the useful language Optional activity 1: Role-play Have students work in pairs and act out the story E- Play” Count the objects” - Have students look at the pictures and call out the things they see - Divide the class into pairs - Have Student A ask and Student B answer - Swap roles and repeat - Have some pairs demonstrate the activity in front of the class Optional activity 2: - Have students take out their school things, count the things they have and work in pairs Student A asks and student B answers the question - Swap roles and continue 5’  Teacherwhole class/ pair work  Teacherwhole class/ pair work Wrap-up Option 1: Unscramble the sentence many balls How Six ? balls  Teacher – ? cars many Nine cars whole class/ teamwork How -Have students work in groups of four -Give each groups some flash cards, each card has a word on it -Set up a limit time -Have students arrange words to make sentences There are four sentences for each group -Have students in each group give their ideas about the tasks -Teacher gives correct answers Option 2: Running dictation  Stick some pictures (one bag, nine teddy bears, ten cars, eight balls) on the walls in the class  Teacher – whole class/ pair work  Have students work in pairs One runs and find the pictures around him/ her, then turn back to his pair and tell what he/ she has seen E g One bag His/ Her friend writes down the word he/ she has heard Week: Period: Date of teaching: UNIT 10: MY HOUSE Lesson XLI Objectives: By the end of this lesson, students will be able to identify rooms in a house XLII Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student books, notebooks, workbooks XLIII Languages focus: Vocabulary: living room, kitchen, bedroom Structure :  This is my (living room) XLIV Procedures: Time 5’ Steps/Activities Warm-up Organization Option 1: Matching  Teacher – - Stick some word cards in different places on the board seven books ten cars six teddy bears - Have students read the words on the board - Give students flashcards four balls whole class/ individuals - Have students hold the flashcards to match the vocabulary on the board and call out the vocabulary Option 2: Find your partner 25’ - Give each child a flashcard, with at least two children having the same cards (seven cars, eight balls, ) - Children walk around the classroom to find a classmate who has the same picture by asking “How many ( cars)?” - Children answer the questions, swap roles and continue the game New lesson A- Listen and point Repeat CD2- Track 53 - Arrange the flashcards on the board, play audio, and point to each flashcard Have students listen  Teacher – whole class  Teacher – whole class/ individuals - Play audio again and have students point to the pictures in their books - Play audio again and have students listen and repeat - Play "Heads up What's missing?" - Divide the class into two teams - Arrange the flashcards on the board and remove one card when students are not looking - One student from each team calls out the missing flashcard Optional activity 1: Whisper - Arrange children into rows of at least six - Secretly show a flashcard to the first child in each group This child whispers the word to the child next to him/her - Children continue whispering the word to the child next to them until the word reaches the final child - The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct B- Listen and point CD2- Track 54 - Introduce the situation: “Bill and Lola are talking about Bill’s house…” - Play audio and have students look at the picture - Demonstrate the activity by pointing to the new vocabulary items - Play audio Have students listen and point Teacher-whole class/ groupwork/ individuals Teacher-whole class /groupwork - Divide the class into two groups, one is in the role of Bill and one is in the role of Lola Have them listen, repeat and point to the pictures Optional activity 2: Teacher-whole - Give students word cards (bedroom, kitchen) Play audio again and class have them stick on the pictures /individuals - Correct as a whole class C- Sing CD2- Track 55  Teacher- Have students turn to page 68 - Read the lyrics as a whole class whole class/ small groups - Play audio and have students listen - Play audio again and have students listen and sing along Wrap-up Option 1: Back to back dictation - Divide the class into pairs and have them sit back to back - Give child A one picture of a room in the house (e.g bedroom) Give child B a piece of paper  Teacher – whole class/ pair work - Child A says the name of the room E.g bedroom Child B listens and writes down the word 5’ - Once finished, the two children compare their pictures and the words if they are the same - Swap roles and continue Option 2: Draw and say - Give each child a piece of paper and ask them to draw their house with three rooms - Divide the class into pairs Have them practice saying about their house  Teacher – whole class/ pair work i-Learn Smart Start Week: Period: Date of teaching: UNIT 10: MY HOUSE Lesson XLI Objectives: By the end of this lesson, students will be able to identify rooms in a house XLII Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student books, notebooks, workbooks XLIII Languages focus: Vocabulary: living room, kitchen, bedroom Structure :  This is my (living room) XLIV Procedures: Time Steps/Activities Warm-up Organization  Teacher – Option 1: Musical cards - Play some lively music - Hand out the flashcards from this lesson whole class/ individuals - Children pass the flashcards around all the rows of seats while the music is playing 5’ - Stop the music suddenly Ask the children who are holding the flashcards to stand up and say the word  Play the music and continue in the same way Option 2: Snap! - Hold up teacher cards to review the vocabulary - Put up the word cards on the board - Divide the class into groups  Teacherwhole class/ groupwork - Call out a word, one member from each group races to snap the correct word card on the board Who snaps the correct word card first can get one point 25’ New lesson D- Point and say - Show the picture of the house to the students - Have students point to the rooms and identify them  Teacher – whole class/ individuals - Have students practice the structure using the new word - Repeat with other flashcards e.g Teacher shows flashcard "living room." • Class: "This is my living room." Optional activity 1: - Divide the class into pairs - Have Student A point to the picture and Student B say, e.g "This is my living room."  Teacherwhole class/ pair work - Swap roles and repeat - Have some pairs demonstrate the activity in front of the class E- Play “Guess the picture” - Have students look at the example - Divide the class into two teams  Teacherwhole class/ pair work - Have a student stand facing away from the board and stick a flashcard on the board behind them - Have the student try to guess without looking at the flashcard - Give that team one point if it's a correct guess - Have teams take turns Optional activity 2: Pass the envelope - Divide the class into groups - Give each group an envelope with the word cards or sentences of the house - Play a song as background music Children pass the envelope to a classmate as the music plays  Teacherwhole class/ individuals - Stop the music randomly The student holding the envelope opens it and takes out one card and read it aloud - Continue the game until there are no more cards left in the envelope 5’ Wrap-up Option 1: Throw the dice - Put children in pairs Each pair has a die with the numbers 1–6 - Number the sentences like the list below:  and :This is my bedroom  and 6: This is my kitchen  and four: This is my living room - Children take turns throwing the dice, read the command and act out Option 2: Bang! - Students work in groups - Give each group a box with many pieces of paper in it Write a sentence on the paper (E.g This is my bedroom./ This is my kitchen./….) and fold it in half - Add a few cards that say "BANG!"  Teacher – whole class/ pair work  Teacher – whole class/ groupwork - Students take turns picking up a card from the box If they read the sentence correctly, they get to keep it If they draw a BANG! Card, they yell BANG! and then return all their cards (except the BANG! card) to the box Week: Period: Date of teaching: UNIT 10: MY HOUSE Lesson XLV Objectives: By the end of this lesson, students will review the sounds for letters A to M XLVI Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student books, notebooks, workbooks XLVII Languages focus: Vocabulary: Review XLVIII Procedures: Time 5’ Steps/Activities Warm-up Option 1:  Sing the alphabet song  Write the letter, say the word - Write the letters of the alphabet on the board and ask children to continue the list from their previous phonics lessons - Ask the students to give the words that begin with the letters a to m (ant, boy,…) from the previous phonics lessons - Use phonics cards to prompt if necessary Option 2:  Sing the alphabet song  Quick flash - Use the flashcards of letters a to m - Show each card very quickly and then hide it again - Ask the class to call out the words that begin with the hidden Organization  Teacher – whole class/ groupwork/ individuals  Teacher – whole class letter 25’ New lesson Listen and repeat CD2- Track 56 - Have students look at the pictures - Point to the pictures and say the letters’ sounds - Play audio Have students listen and repeat the letter sounds Listen and point CD2-Track 57 - Have students look at the pictures - Demonstrate pointing to the correct letter when you hear the sound - Play audio Have students point to the correct picture at the top of the page when they hear the appropriate sound Find the odd one out Circle a, b, or c - Have students look at the pictures and call out the things they can see Demonstrate the activity using the example - Have students choose the odd one out and circle a , b , or c - Check answers as a whole class Play “Stepping stones” - Divide the class into pairs - Have each pair plays rocks, paper and scissors The winner will play first - Have Student A start at A and say the first letter sound - Have Student B start at B and say the first letter sound - Have students take turns saying the sounds and go all the way round Optional activities: Option 1: Pair race - Divide the class into two teams, each team has some flashcards of letters a, b, c, d… and pictures of ant, boy, door, cap… - Say Go Two students of each team take a letter and a picture run to the board If the letter and picture are matched They will have one point - Continue the game as the same way Option 2: Letter chain - Place letter cards from a to m on the board - Ask one student to say the first letter - Ask another student to say the next letter - Continue with each student saying the next letter in the sequence, returning to the beginning when necessary  Teacher – whole class/ individuals Teacher-whole class/ groupwork/ individuals Teacher-whole class/ individuals  Teacherwhole class/ pair work  Teacherwhole class/ pair work Teacher-whole class/ individuals - Remove one letter The class repeats the sequence, including the missing letter - Remove one more letter each time, until students are saying the whole alphabet from their memory Wrap-up 5’ Option 1: Tracing on backs - Review the previous phonics lesson Divide the class into groups - Have each group make a line, with the first child standing near the board and the last child standing near the back of the classroom - Pass out a phonics card to the last child of each line, but don't have them look at the card until you say, Go - Have children “Write” the letter very slowly on their classmates’ backs with their fingers - The first child goes the board, writes the letter, and says the sound The quickest group with the correct letter and pronunciation wins Option 2: Phonics matching - Display the phonics word cards on the board - Place the phonics picture cards on your table - Ask children to come to the front of the class to match the cards to the correct sounds on the board  Teacher – whole class/ groupwork  Teacher – whole class/ individuals i-Learn Smart Start Week: Period: Date of teaching: UNIT 10: MY HOUSE Lesson XLV Objectives: By the end of this lesson, students will review the sounds for letters A to M XLVI Teaching aids: Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV Students’ aids: Student books, notebooks, workbooks XLVII Languages focus: Vocabulary: Review XLVIII Procedures: Time 5’ 25’ Steps/Activities Warm-up Option 1:  Sing the alphabet song  Read my lips - Have two teams set up and the first person on each team must watch the teacher’s mouth - Set a letter with no voice, just move his/her lips in tongue in the correct way The first team to guess correctly gets a point Option 2:  Sing the alphabet song  Listen and tap - Write the letters and the words in different areas on the board - Divide the class into groups - Invite a student from each group to go to the board - Call out a letter sound or a word - The students will run and slap the letter or the word on the board and say it loudly - The fastest student will be the winner - Repeat the activity with other students Organization  Teacher – whole class/ teamwork  Teacherwhole class/ groupwork New lesson Listen and repeat CD2- Track 58 - Have students look at the pictures - Point to the pictures and say the letter sounds - Play audio Have students listen and repeat the letter sounds Listen and point  Teacher – whole class/ individuals CD2- Track 59 - Have students look at the pictures - Demonstrate pointing to the correct letter when you hear the sound - Play audio Have students point to the correct picture at the top of the page when they hear the appropriate sound - Have students work in pairs One points to the picture and one says the sound of the letter Swap roles and continue Write the letters - Have students look at the pictures and call out the beginning sounds - Demonstrate the activity using the example - Have students write the letters - Check answers as a whole class Play “ Magic finger” - Have students look at the example - Divide the class into pairs - Have Student A draw a letter on Student B's back - Have Student B try to guess which letter it is - Have students swap roles and repeat Optional activities Option 1: Alphabet ball - Have students make a big circle - Give a ball to the first student and ask he/she to say a letter, the first student gives the ball to the second student Have the second student say a word - Continue the game Option 2: : Mystery bag - Place toys (ant, elephant, leaf,…) and pictures ( cap, door,…) within a bag—like ant for a, boy for b,… - Have students name each toy or card, and guess the “mystery letter” 5’  Teacherwhole class/ pair work  Teacherwhole class/ individuals  Teacherwhole class/ pair work  Teacherwhole class/ individuals  Teacherwhole class/ individuals Wrap-up Option 1: Phonics posters - Divide the class into groups of five Hand out sheets of paper and colored pencils Children choose the “a”, “b”, “c”, “d”…….”m” sound They must draw pictures of one or two words with their chosen sound and color them Somewhere on the poster they should write the sound - Put the phonics posters around the classroom Option 2: I spy - Stick pictures of the alphabet in many places on the walls of the class - Think of a word and tell the students the first letter “I spy with  Teacher – whole class/ teamwork  Teacher – whole class/ individuals my little eye, something beginning with ” - Have students guess the word ... Repeat (10 ’) CD1-Track 06: 10 Have students listen to each new word 11 Have students listen to each new word and repeat all together and individually Correct student’s pronunciation if necessary 12 ... words, correct pronunciation when needed 15 Have students work in pairs, one points at the picture in the book and the other says the word 16 TPR practice step 1: say the word and make the gesture/... is my (mother) XII Procedures: Time 5’ Steps/Activities Warm-up (5’) - Option 1: Sing and Dance Play “i-Learn Smart Start? ?? song (from YouTube) and make gestures following the lyrics, have students