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* Handicapped Ss listen and repeat letter C and D and its sound with teacher’s help..  Teacher – whole class/ individuals.[r]

(1)

Week: Date of preparing: 31/10/2020 Period: 17

UNIT : COLORS Lesson - Review A, B I Objectives:

By the end of this lesson, students will review /æ/ and /b/ sounds

* Handicapped Ss: will be able to review /æ/ and /b/ sounds with teacher’s help II 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. III Languages focus:

Vocabulary: Review IV Procedures:

1 Class organization:

- Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendance

Class Date of teaching Absent students 1B

1C

5/11/2020 3/11/2020

……… ……… New Lesson

Time Steps/Activities Organization

5’

Warm-up Option 1: Sing The alphabet song

- Play the alphabet song and have students listen - Play audio again and sing the song

- Put the flashcards on the board for the letters in red (a , b , c, and d) Point to each flashcard, call out the letter's name, and have students repeat

* Handicapped Ss sing the alphabet song with teacher’s help Option 2: 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

 Teacher – whole class/ individuals

(2)

25’ New lesson 1.Listen and repeat.

CD1- Track 41

- 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 ( whole class/ individuals)

* Handicapped Ss listen and repeat letter A and B and its sound with teacher’s help

2 Listen and point. CD1- Track 42

- 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

* Handicapped Ss listen and point letter A and B and its sound with teacher’s help

3 Put a tick (√) or a cross (x).

- Have students look at the pictures and call out the beginning sounds Demonstrate the activity using the example

- Have students put a tick or a cross - Check answers as a whole class

* Handicapped Ss put a tick or a cross with teacher’s help. 4 Play “ Magic fingers”.

- 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

* Handicapped Ss play game with teacher’s help. Optional activities:

Option 1: Find the letter

- Stick each letter cards (a- z) on a small plastic ball Put all the balls into a basket

- Arrange the students in two lines - Say one of the letters ( a to d)

 Teacher – whole class/ individuals

 Teacher – whole class/ individuals

 Teacher – whole class/ individuals

 Teacher-whole class/ pair work

 Teacher-whole class/ individuals

(3)

- Have the first students in the lines race to the basket to find the ball with correct letter

- The student who finds the ball first and names it correctly gets a point for his/her team

Option 2: Tracing on backs - 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 says the sound The quickest group with the correct pronunciation wins

5’

Wrap-up Option 1: 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 Option 2: Clap, jump, hop or stand still

- Have students clap when they hear the sound /æ/, jump when they hear the sound /b/, hop when they hear the sound /k/ and standstill when they hear the sound /d/

- Have one student come in front of the class to play the role of teacher and continue saying the sound

 Teacher – whole class

 Teacher – whole class/ individuals

************************************************

Week: Date of preparing: 31/10/2020 Period: 18

UNIT 3: COLORS Lesson - Review C, D I Objectives:

By the end of this lesson, students will review /k/ and /d/ sounds

(4)

Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB software, projector/interactive whiteboard/TV

Students’ aids: Student books, notebooks, workbooks. III Languages focus:

Vocabulary: Review IV Procedures:

1 Class organization:

- Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendance

Class Date of teaching Absent students 1B

1C

5/11/2020 3/11/2020

……… ……… New Lesson

Time Steps/Activities Organization

5’

Warm-up Option 1: Sing the alphabet song

- Play audio and have students sing along

- Have one student stand up for each letter they sing

* Handicapped Ss sing the alphabet song with teacher’s help Option : Speed race

- Put chairs in front of the board - Divide the class into teams

- Have a student from each team stand up - Put a phonics card on each chair

- Call out one of the phonics cards

- The students standing try to be the first to sit on the chair with the corresponding phonics card

- The first student to sit on the chair wins a point for his/her team The team with the most points wins

 Teacher – whole class/ individuals 

Teacher-whole class/ teamwork

25’ New lesson

1 Listen and repeat. CD1- Track 43

- 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

* Handicapped Ss listen and repeat letter C and D and its sound with teacher’s help

 Teacher – whole class/ individuals

(5)

2 Listen and point. CD1- Track 44

- 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

* Handicapped Ss listen and point letter C and D and its sound with teacher’s help

3 Write the letter.

- 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

* Handicapped Ss write the letter with teacher’s help. 4 Play “Stepping stones”

- Divide the class into pairs

- Have Student A start at A and say the first letter sound or word

- Have Student B start at B and say the first letter sound or word

- Have students take turns saying the letter sounds or words as they go all the way around

* Handicapped Ss play game with teacher’s help. Optional activities:

Option 1: Pass the ball - Give student a ball

- Have students listen to music and pass the ball - Stop music

- Have the student with a ball say the sound of letters a, b, c and d

Option 2: Letter chain

- Place letter cards from a to d 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

whole class/ individuals Teacher-

whole class/ individuals

 Teacher-whole class/

pair work  Teacher-

whole class/ individuals

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- 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

5’

Wrap-up 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: Phonics posters

- Divide the class into groups of five

- Hand out sheets of paper and colored pencils - Children choose the “a”, “b”, “c”, “d” 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

 Teacher – whole class/ team work

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