The letter O says / /.” - Repeat several times and check students’ pronunciation (letter O / / and its sound / /) - Use the phonics cards with olive, orange, octopus , read the[r]
(1)Week 3
Date of planning: 18/9/2016 Period: 9th
UNIT 2: I’M FROM JAPAN
Lesson 1: Listen and tick - Look and write – Let’s sing Class Date of planning Absent
4A 4B 4C
20/9/2016 20/9/2016 20/9/2016
……… ……… ……… I Objectives:
- By the end of the lesson, students will be able to:
+ Use the words and phrases related to the topic Countries and Nationalities + Talk about where someone is from, using I’m from…
II Language focus:
- Vocabulary: England; America; Australia; Vietnam; Malaysia; Japan - Sentence pattern: Where are you from? - I’m from
- Skills: speaking and listening III Resources:
Ss’ book, recording, fresh cards, posters, puppets IV PROCEDURE
Steps Learning activities Languagefocus Modes
1.Warm up (5’)
Spend a few minutes revising the previous lesson by getting Ps to play Bingo, using the name of countries and characters (Malaysia, America, Autralia, England, Japan, Viet Nam, Tom, Linda, Tony, Akiko, Hakim, Nam)
Whole class
2 Listen and tick.
(10’)
- T asks Ss to look at the pictures to identify the similarities and differences between pictures
- Tel Ss that they are going to listen to the three conversations and tick the correct pictures
- Point to each picture and ask Ss
questions to check their comprehension - Play the recoding twice
- Ss listen to the recording and tick the correct pictures
- Ss swap their answer with the partner - Play the recording again
- Ss listen and check their answers - - Ask a few questions to ensure their comprehension for the listening text
Correct answers 1c 2b 3c
Whole class Groups / Pairs/Indi
Individuals Pairs
(2)3 Look and write (10’)
- Ss to look at the pictures and say what they see and guess the missing words - Ss fid appropriate words to complete the phrases
- Ss the task independently - Ss swap their answers
- T checks
- Ss read aloud the complete sentences
Correct answers:
1- Australia
2- Malaysia
3- America 4- Japan
Whole class Groups / Pairs
Individuals Pairs
Individuals
4 Let’s sing (10’)
-Tell them that they are going to sing a song: Where are you from?
- Hang poster of the song Where are you from? on the board Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension
- Teacher plays the song: +1st: students listen
+ 2nd: stop each sentence in the song and
asks sing along
+ 3rd: students sing in chorus
- Divide class into three groups and song Which group song are good, that group is the winner
-Have the class sing the song again and clap their hands or actions reinforce the activity
The song: Where are you from? Hi I’m Mai from Viet Nam. Hello, Mai Nice to meet you. Hello I’m Akio from Japan. Hello, Akio Nice to meet you. Hi I’m Hakim from Malaysia. Hello Hakim Nice to meet you. Hello I’m Linda from England. Hello, Linda Nice to meet you.
Whole class
Groups/ Individuals
5.Homelink (5’)
Learn by heart the new words and structures Prepare for new lesson - Do execrise in workbook
Whole class Evaluation:
……… ………
********************************************** Period: 5th
Unit 1: LETTER A – Part 6,
Class Date of teaching Absent pupils
1B 1C
20/9/2016 21/9/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
(3)- to learn an extra a word II Languge focus
- Vocabulary : ant, apple, alligator
III Reourcess : Pupil’s book, CD, phonics cards IV.Proceduce
Teacher’s activities Student’s activities I Warm-up (5’)
- Greet students
- Ask the students to open their notebooks In two minutes, the students write as many Aa's as they can The winner is the student who has written the most
Write
II New Lesson
1 Colour the apples that have Aa in them (8’)
- Ask the students to take out their colour pencils/ crayons
- Name some colour and ask the students to repeat
- Use the structure: “I like…” and ask the students hold up the colour pencils/ crayons they like
- Have the students colour the apples that have Aa in them
- Give the students minutes to colour in the apples that have Aa in them Go around the classroom providing any necessary help
Activity: Thumbs Up or Down (5’)
- Number the apples in exercise from one to six
- Ask the students to put their thumbs up if the apple has Aa in it and put their thumbs down if the apple does not have Aa in it
E.g Teacher: (point to the apple number one in the book)
Apple number one Up or Down? Class: (putting their thumbs up)
Teacher: Good! And apple number two? Up or Down?
Listen Repeat
Listen and read
Colour
(4)2 Listen Point and repeat (7’)
- Show the students the acrobat phonics card Point to it and say: // - acrobat Ask them to repeat
- Mime trying to keep balance and say: // - acrobat Encourage the students to the same - Point to the pictures, the students the corresponding actions and say the words
- Have students colour the pictures of the words that start with the a sound
Activity: Craftwork (5’)
- Ask the students to take out their notebooks - Ask them to choose one word then draw the letter and the picture in their notebooks
- Tell them to colour the letter and the picture - The three first students who finish will show their picture to the class
OR
Point and say
Listen and sing
Choose word and draw the letter
III Production (5’) Hunt The Cards Game
- Divide the class into two teams and - Hide the phonics cards around the classroom - Write the following for each team:
1: ant, acrobat 2: apple, alligator
- The students in each team have to ‘hunt’ for the phonics cards of their team
Play game
IV Homelink: (5’)
-practise saying the sound with their parents Evaluation:
……… ………
********************************************** Period: 9
UNIT 2: WHAT’S YOUR NAME?
Lesson 1: Listen and tick - Look and write - Let’s sing Class Date of teaching Absent of student
(5)Objective Ss will be able to listen and write about someone’s name Language focus Reriew:
- What’s your name ? - My name is . Resources Tape, textbook, flashcards, pictures
PROCEDURE
Steps Learning activities Language
focus
Modes 1 Warm-up
(5’)
- Ask Ss to ask and answer about their name and health
Pairs 2 Listen and
tick (10’)
- Ask Ss to pay attention to
pictures on page 13 then describe the differences between the pictures - Ask Ss to predict the correct picture of situation and
- Write their prediction on the board - Ask Ss to listen to the tape and tick the right picture
- Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers
- Give feedback and comments
Whole class individual
3 Look and write (10’)
- Have Ss look at the table on page 13
- Ask Ss to work in pairs in mins to
- Ask them to discuss and complete the sentences
- Call someone to write on the board - Check and correct mistakes
A: What’s your name?
B: My name… /
I’m… Groups
individual 4 Let’s sing
(10’)
- Ask Ss to pay attention to the song in their books
- Ask Ss to read aloud each line in the song times
- Play the tape and ask Ss to listen and repeat
- Have Ss practice the song in pairs - Call each group, then pairs to perform
- Correct and comment
- Play the tape once to reinforce their pronunciation
“A B C D E F G
H I J K L M N O P
Q R S T U V W X Y Z
Now I know my ABCs
Next time will you sing with me?”
Whole class
(6)5 Home-link (5’)
- Ask Ss to practice singing the song at home
Whole class Evaluation:
……… ………
********************************************** Period: 6th
Unit 2: LETTER B - Part 1
Class Date of teaching Absent pupils
1B 1C
21/9/2016 23/9/2016
……… ……… I Aim and Objectives
By the end of the lesson, students will be able to:
- to practise the letter Bb /bi:/ and its sound/ b / and the corresponding words - to learn an extra b word
II Languge focus
- Vocabulary : bee, bed, ball
III Reourcess : Pupil’s book, CD, phonics cards IV.Proceduce
Teacher’s activities Student’s activities
I Warm up: ( 5’) - sing a song
II New lesson( 25’).
1.Listen, point and repeat.Colour * Ss’books closed (10’)
Point to the ant phonics card and say: /b/ + Then say: /b/ - bee
+ Put the card up on the board + action and say: /b/ , bee
+ Follow the same procedure with the words apple, alligator
Repeat after T
(7)- Use a card with letter Bb to introduce to the students the new lesson
- Write the letter Bb on the board next to the phonics cards
-T point to it and say: This is the letter Bb/bi:/ The letter B says / b/ sound
- Ask Ss repeat several times and check Ss’ pronunciation letter Bb /bi:/ and its sound /b/ - Use the phonics cards with bee, bed, ball read the words out loud and ask Ss to repeat
- Use gestures to help Ss to understand the meanings of the three words
- Check Ss’ understanding: T say the words - Call some Ss to say the words out loud and correct their mistakes
Activity: Game : Where’s the Letter?(5’) -Ask pupils work in pairs/groups
-Hand out photocopies of pages from some story books
- Ask The pupils search for and circle the letter Aa on these pages
- Set a time limit and the winner is the pupil/pair/group that has circled the most Dds
*Pupils’ books open (10’)
Point to and the sound of the letter Bb, bee, bed, ball
- Play the CD
Tapescript: /b/ – bee /b/ – bee /b/ – bee
Do action and say
Ss repeat both sounds
-Ss action and vice versa
(8)This is the letter /bi:/ The letter /bi:/ makes the /a/ sound /b/-bee
- Ask Ss to colour in the letters Bb
Colour in the letters Bb
IV Homelink: (5’)
- Practise saying the sound with their parents Evaluation:
……… ………
********************************************** Period: 10th
UNIT 2: I’M FROM JAPAN
Lesson 2: Look, listen and repeat - Point and say – Let’s talk. Class Date of planning Absent
4A 4B 4C
21/9/2016 21/9/2016 21/9/2016
……… ……… ……… I Objectives:
- By the end of the lesson, students will be able to:
+ Ask and answer questions about someone’s nationality II Language focus:
- Vocab: Vietnamese, English, American, Australian, Malaysian, Japanese. - Sentence pattern: What nationality are you? – I’m (Vietnamese).
- Skills: speaking and listening III Resources:
recording, flash cards, puppets IV PROCEDURE
Steps Learning activities Languagefocus Modes
1.Warm up (5’)
Bingo
- T tells Ss: there are six words in the grid: ( England, America, Malaysia, Japan, Australia, Vietnam)
- Ss copy the grid down to their notebooks and select six words at random to put them in the boxes - T call out the words until there is a pupil getting three words on a straight line crossed out and calling Bingo! He or She is the winner
x x x
x x x
(9)2 Look, listen and repeat.
(7’)
- Have Ss to look at the book at page 14
to discuss the contexts in which the language is use
- Elicit the character and have Ss guess what they are saying
- Ss look at the picture a, b, c and ask the questions:
+ Who are they? + Where are they?
+ What are they talking about?
- Set the scene: we are going to listen to a dialogue between Akiko and interviewer
- Play the recoding a few time for Ss to listen, point and repeat
- Divide the class into two groups One repeat the Akiko’s part and the other repeat interviewer’s part
- Play the recording again for Ss to listen and say along
Whole class Groups / Pairs
Whole class Individuals
3 Point and say (15’)
- T asks Ss to look at the pictures to understand how the language is used in different contexts
- Ss point to the first picture and ask - answer the questions to elicit the formal greeting used
+ Who are they? + Where are they?
+ What are they talking about? - Ss say the phase
- Ask Ss to guess and complete the speech bubbles
- T models/ allocates the parts of characters the boy and the girl to Ss - Repeat the same procedure with the rest of the pictures (b, c)
- Have Ss practice acting out the dialogue in pairs, using the pictures - Monitor the activity and offer held Correct pronunciation errors (stress, assimilation of sounds, intonation) when necessary
- Have the whole class repeat all the phrases in chorus to reinforce their pronunciation
- Some pairs to act out in front of the class
New words: + American
+ Australian
+ Malaysian + English
+ Japanese
+ Vietnamese Structure: What nationality are you? = What’s your nationality? I’m
Vietnamese
Whole class Groups / Pairs
Whole class Individuals Pairs
Pairs
(10)(8’)
what they have learnt in Lesson and Remind Ps how to use:
What nationality are you? = What’s your nationality? I’m Vietnamese to ask and answer about someone’s nationality
- First, get one P to act as a teacher He/She greets the others formally, using What nationality are you? Then ask Ps to say goodbye to each other, using I’m Vietnamese
- Put the sentences on the board and choral and individual repetition, if necessary
-Have Ps work in pairs, acting out how to ask and answer about someone’s nationality
- Call on a few pairs to act out the dialogue if front of the class
Pairs
5 Home-link (5’)
- Do exercises in workbook, learn by heart the new words and structure
Whole class Evaluation:
……… ………
********************************************** Period: 10
UNIT 2: WHAT’S YOUR NAME?
Lesson 2: Look, listen & repeat - Point and say - Let’s talk Class Date of teaching Absent of student
3D 21/9/2016 ………
Objective Ss will be able to spell their name Language focus + How you spell your name?
+ L-I-N-D-A.
Resources Tape, textbook, flashcards, pictures PROCEDURE
Steps Learning activities Language
focus
Modes 1 Warm-up
(5’)
Ask Ss to sing songs Whole class
2 Look, listen & repeat(15’)
- Have Ss open the book page 14 and identify the characters in the pictures - Set the scene: “you are going to
(11)hear conversations between Nam and Linda”
a – What’s your name? - My name’s Linda. b – How you spell your
name?
- L-I-N-D-A
- Play the recording all the way through for Ss to listen while they are reading the dialogue
- Play the recording again for Ss to repeat each line of the dialogue a few times
- Ask the groups to repeat the dialogue and swap
- Have Ss practice the dialogue in pairs
- Call on some pairs to perform, others comment
- Correct the mistakes
*Model sentence: - How you spell your name? - L-I-N-D-A
a.
Whole class Groups
Pairs
3.Point and say (10’)
- Have Ss look at the speech bubbles on page 14
- Ask them to identify the characters in pictures
- Ask Ss to guess and say the lines in the bubbles
- Have Ss repeat each line in the bubbles some times
- Explain the situation
- Ask Ss to fill the bubbles and repeat the step with other pictures
- Have Ss practice in pairs situations
- Go around and correct the mistakes - Call on some pairs to ask and answer
- Ask someone to comment
- Ask the whole class to repeat the phrase practiced in chorus to reinforce the pronunciation
A: What’s your name?
B: My name/ I’m…… A: How you spell your name? B: ……
Pairs
Pairs
Whole class 4.Let’s talk
(8’)
- Asks Ss to look at the pictures on page 14 describe the situation - Guide Ss to practice asking and answering about name
(12)+ What’s ? .
+ How you ? _.
- Ask Ss to practice in small groups - Call someone to perform at the front of the class
- Comment
+ How you _?
+ .
Groups Pairs 5 Home-link
(2’)
- Ask Ss to practice spelling their name at home
Whole class Evaluation:
……… ………
********************************************** Period: 11
UNIT 2: WHAT’S YOUR NAME?
Lesson 2: Listen and number - Read and match - Let’s write Class Date of teaching Absent of student
3D 22/9/2016 ………
Objective Ss will be able to listen and read someone’s name Language
focus
Review:
+ How you spell your name? + L-I-N-D-A.
Resources recording PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Ask Ss to ask and answer about their name
+ What’s your name?
+ How you spell your name?
Pairs
2.Listen and number (10’)
- Ask Ss to pay attention to pictures then describe the differences between the pictures
- Ask Ss to predict the order of these picture
- Write their prediction on the board - Ask Ss to listen to the tape and choose , number the right picture then write the number in the picture Ss hear
Individual
(13)- Play the tape three times to listen - Call some Ss to read loud their answer with their explanations - Play the tape again to check their predicts with their answers
-Give feedback and comments
individual
3.Read and match (10’)
- Have Ss look at conversations and pictures on page 15
A: Hi, My name’s Linda. B: Hi, Linda I’m Hoa A: What’s your name? B: My name’s Peter. A: How you spell your name?
B: N-A-M
- Ask Ss to read conversations carefully in silent
- Ask Ss pay attention to pictures then match to conversations
- Call someone to write their answers on the board, check Ss’ notebook - Check and correct mistakes
- Ask Ss to practice conversations in pairs
A: What’s your name? B: My name… / I’m… A: How you spell your name?
B:…… Individual
Pairs 4.Let’s write
(10’)
- Tells Ss that they are going to complete write a simple paragraph about personal information
-Gets Ss to write their own answers, filling in the blank spaces with their own information
- Ask Ss to work individually
- Calls on some Ss to write out their answers to the class
- Makes some questions to ensure Ss’ comprehension of the writing text
A: What’s your name? B: My name’s _. A: How you spell your name?
B: .
Individual
5.Home-link (5’)
Have Ss to further practice at home Whole class
Evaluation:
(14)********************************************** Period: 11th
UNIT 2: I’M FROM JAPAN
Lesson 2: Listen and number - Look and write – Let’s play Class Date of planning Absent
4A 4B 4C
22/9/2016 22/9/2016 23/9/2016
……… ……… ……… I Objectives:
- By the end of the lesson, students will be able to:
+ Listen to dialogues where someone is from and what nationality someone is
+ Look and write the missing word under the each picture
II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Languagefocus Modes
1.Warm up (5’)
- T asks Ss to make question and answer about country and nationality
Practise in pairs
Where are you from?- I’m from What nationality are you? – I’m
Whole class
Work in pairs
2 Listen and number (10’)
- Ss look at pictures a, b, c and d on page 15 Elicit the identification of the
characters in the pictures and the characters’ words
- T check understanding by asking some questions:
+ Who are they? + Where are they?
+ What are they talking about?
- T tell Ss that they are going to listen to the recording and number the pictures they hear
- Ss guess the answer - Play the recoding twice
- Ss listen to the recording and number the pictures
- Ss swap their answer with the partner - Play the recording again
- Ss listen and check their answers - Ask some questions to ensure pupils’
Correct answers 1.d 2.b 3.a 4.c
Whole class Groups / Pairs/Indi
Individuals Individuals Individuals Pairs
(15)comprehension of the listening text
3 Look and write (10’)
- Have pupils open their books to Page 15 Get Ss to identify the characters in the pictures and what they are saying -Tell Ps that they are going to read the dialogues and get the information to write the missing words in each picture Number is an example
-Set a time limit for Ps to the task independently Go around and offer help, if necessary
-Get Ps to swap their answers before checking as a class
- Pupils practice in pairs and complete - Pair works Pupils give their answers for correction
- Ask some pupils to read their answers aloud to the class The rest of the class listen and give comments
- Make a few questions to check pupils’ comprehension of the reading text
- Have the whole class read each line of the dialogues chorally to reinforce their pronunciation
1.My
name’s Mai. I’m from
Viet Nam I’m
Vietnamese.
2 My name’s Tom I’m from Ảmerica I’m Ảmerican. 3 My name’s Linda I’m from
England
I’m English.
2 My name’s Akiko I’m from Japan
I’m Japanese Whole class Groups / Pairs Whole class Individuals Pairs Individuals
4 Let’s play. (10’)
- Prepare equal numbers of cards with the following words: America, Australia, England, Malaysia, Viet Nam and Japan The total number of cards should be equal to or more than the number of Ps Then mix the cards up and deliver one to every individual in the class The cards represent where the Ps are from
- Tell Ps to choose a country They should talk to their classmates and try to find one who is from the country they have chosen
When everyone has found a classmate from the country of thei choice, call a few to introduce themselves and their partners, by saying the countries they are from and their nationalities
Ex I’m Ha I’m from England I’m English Linh is from America She’s American Cards: America, Australia, England, Malaysia, Viet Nam and Japan Whole class Groups/ Individuals 5 Home-link (5’)
Learn by heart the new ords and
structures Prepare for new lesson Whole class
(16)……… ………
********************************************** Period: 12th
UNIT 2: WHAT’S YOUR NAME?
Lesson 3: Listen and repeat - Listen and write - Let’s chant Class Date of teaching Absent of student
3D 23/9/2016 ………
Objective Ss will be able to practice sounds / m/ and / p / Language
focus
Mai / Peter Resources recording
PROCEDURE
Steps Learning activities Language
focus
Modes 1.Warm-up
(5’)
- Ask Ss to make short conversation, using some questions:
+ How are you? + What’s your name?
+ How you spell your name?
Pairs
2 Listen and repeat (10’)
- Have Ss open the book page 16, draw their attention to the letters colored differently in the words Mai and Peter - Produce the sound of the letter b and h
- Have Ss repeat the focused sounds a few times
- Play the recording twice and ask Ss to repeat
- Monitor the activity and offer help when necessary/ correct typical pronunciation errors
- Call on someone to pronounce
m Mai My name’s Mai p Peter Hello,Peter
Whole class
Whole class
Individual 3.Listen and
write (10’)
- Have Ss look at the table on page 16 + Hello,……….
+ My name’s……….
-Tells Ss that they are going to listen to the recording and write the correct words
- Play the tape twice
- Ask them to listen and write the
(17)answers
- Call someone to write on the board, check Ss’ notebook
- Check and correct mistakes - Ask Ss to read aloud sentences
Individual
Individual 4.Let’s chant
(10’)
- Ask Ss to look at the chant and read the chant (twice)
What’s your name? What’s your name? My name’s Mai. Nice to meet you. What’s your name? My name’s Linda. Nice to meet you. What’s your name? My name’s Peter. Nice to meet you.
- Plays the recording through and asks Ss repeat
- Ask Ss to clap the hands forward rhythm
- Ask Ss to work in groups
Whole class
Groups
5.Home-link (5’)
- Have Ss to further practice at home Whole class Evaluation:
……… ………
**********************************************
Period: 12th
UNIT 2: I’M FROM JAPAN
(18)Class Date of planning Absent 4A
4B 4C
26/9/2016 23/9/2016 26/9/2016
……… ……… ……… I Objectives:
- By the end of the lesson, students will be able to:
+ Pronounce the sounds of the letters j and v in the words Japan and Vietnamese respectively
II Language focus:
Revision of sentence patterns and vocabulary III Resources:
Ss’ book, recording IV PROCEDURE
Steps Learning activities Language
focus
Modes 1 Warm-up
(5’)
Spend a few minutes revising the previous lesson by asking six Ps point and introduce Mai, Linda, Tony, Peter, Hakim and Akiko This is Mai She’s from Viet Nam She’s
Vietnamese Use flash of the characters if possible
Whole class
2 Listen & repeat (12’)
-Tell Ps that they are going to practice saying the sounds of the letters j and v in the words Japan and Vietnamese respectively
-First, put the letter j and v on the board
- Play the recording and ask Ps to repeat a few times and let Ps say the words and the phrases, paying attention to the target sounds
- Write the words Japan and Vietnamese and the sentences (I’m from Japan I’m Vietnamese)
- Play the recording a few times and let Ss say the words and phrases, paying attention to the target sounds -Do choral and individual repetition of the sounds, words and phrases until Ps feel confident
-Get some Ps to perform in front the class Check as a class and correct the pronunciation, if necessary
j Japan I’m from Japan v Vietnamese. I’m
Vietnamese
T-Whole class
Whole class
Whole class/ Individual
3 Listen and
-Tell Ps that they are going to listen to recording, tick the correct words have them read the words before playing the recording
1 Hello, I’m …
a Linda b. Nam
(19)tick Then say aloud (8’)
-Give them a few seconds to read the sentences in silence and guess the words to fill the gaps
-Have Ps listen to the recording and circle the appropriate options Allow them time to the task independently If necessary, have Ps listen to the recording more than once
-Give them time to write the words in the gaps independently Have them swap their answers before checking as a class Go around and offer help, if necessary
-Ask Ps to read the sentences aloud
2 I’m from … a Viet Nam b England 3 …… My name’s Linda. a Hi b. Hello
4 Good … a night b afternoon
Groups or pairs
Whole class 4 Let’s chant
(10’)
-Tell them that they are going to read a chant
-Have them read each line of the lyrics Explain the new words or structures, if necessary Check comprehension
-Play the recording all the way through Ask Ps to choral and individual repetition of the chant When pupils are familiar with the tune, ask a group to the front of the class to read the chant The class may read along and clap hands or actions
-Have the class read the chant again and clap their hands or actions reinforce the activity
Hello I’m Linda.
I’m from
England.
Nice to meet you, Linda. Hello I’m Nam.
I’m from Viet Nam.
Nice to meet you, Linda. Hello Linda. Hello, Nam. We’re friends.
T-Whole class
Whole class
Groups Pairs
Whole class 5 Home-link
(5’)
-Have Ps read and a dictation, using the chant learnt in the previous lessons at home
- Do tasks in Workbook Unit 1.(A, B)
Individual
Evaluation:
……… ……… Period: 5th
Unit 1: LETTER N - Part 6-7
Class Date of planning Absent
(20)2B 2C
23/9/2016
22/9/2016 ………
………
I Aim and Objectives
By the end of the lesson, students will be able to: - To say and colour the n words the letter n
- To listen and repeat colour the pictures of the words II Languge focus
1 New words: nut, nest, net Sight words: look, a , in, and
III Reourcess : Pupil’s book, CD, phonics cards 1-7 IV.Proceduce
Teacher’s activities Student’s activities
I Warm up: ( 5mins)
- Ask Ss to open their sound books, name the letter and say the sound of the letter
- put up the phonics cards on the board Ss actions and say the sound of the letter
Eg; T: pointing to the nest S: actions and say /n/.
Answer
II New lesson (25’)
1 Say the n words Colour the n words (8’)
Refer the pupils to the picture The pupils say all the o words and then colour them Ask the pupils to colour them using any colour they like Go around the classroom providing any necessary help
Activity: Which One is Missing (5’) - Put the phonics cards face up on the table/stick them on the board
- Give the students a minute to look at the cards
Ss colour the pictures
(21)- Have students close their eyes and then you take away one cards
- Tell the students to open their eyes and name the missing
2.Listen, point and repeat.Colour the pictures of thewords that start with the n
sound Say the n words.(7’)
Show the pupils the omelette phonicscard Point to it and say: /n/ – nose.The pupils repeat after you Point the face and say:/n/ – nose! Encourage the pupils to the same Say the letter The pupils perform the action and say the letter and the word if they can Play the CD The pupils listen, point to and
repeat the word Point to the pictures and have pupils name them Allow the pupils some
Activity: Craftwork (5’)
- Ask the students to take out their notebooks - Ask them to choose one word the draw the letter and the picture in their notebooks
- Tell them to colour the letter and the picture - The three first students who finish will show their picture to the class
-Ss point and repeat
The pupils perform the action and say the letter and the word if they can
-listen and corresponding picture cards
Play game
III Production (5’) Activity: Hot Cards
-Have the pupils sit in a circle
-Hand out the phonics cards to three pupils -Play the game
-While the song is playing, the pupils pass the phonics cards around When the song stops, the pupils holding the phonics cards must name them
IV Homelink (5’)
-play it
(22)……… ………
********************************************** Period: 6th
Unit 2: LETTER O - Part 1
Class Date of planning Absent
2A 2B 2C
23/9/2016 26/9/2016 26/9/2016
……… ……… ………
I Aim and Objectives
By the end of the lesson, students will be able to:
-Recognize and pronounce the letter Oo and its sound correctly -Understand, recognize and say the three Oo words
-Write the letter Oo II Languge focus
3 Sight words: look
III Reourcess : Pupil’s book, CD, phonics cards 1-7, photocopies of pages from story books
IV.Proceduce
Teacher’s activities Student’s activities
I Warm up: ( 5’)
Revise the letter N, the sound /n/, the words nut,net, nest on the board leaving out a couple of them
Read again letter N
II New lesson
1 Listen, point and repeat Colour *
Introduction of letter O, its sound and how to pronounce the words beginning with Oo (20’) - Use a card with letter Oo (or write on board the letter Oo) to introduce to the students the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is
(23)the letter O // The letter O says //.” - Repeat several times and check students’ pronunciation (letter O // and its sound //) - Use the phonics cards with olive, orange, octopus, read the words out loud and have students repeat
- Use gestures to help students to understand the meanings of the three words
- Stick the cards on board and have students repeat the words chorally several times (in the correct order and then in any order)
- Call some students to say the words out loud and correct their mistakes (if any)
- Ask the students to open their books and colour in the letters
*Where’s the Letter? (5’) - Divide the class into groups
- Hand out photocopies of the page from some story books
- Give the students mins to search for and circle the letter Oo on that page
- Give feedback
-listen and point to its
-colour the olive
-play game
III Production (5’)
/Å/ – olive
/Å/ – orange /Å/ – octopus
This is the letter /eu/ The letter /eu/ makes the /Å/ sound
IV Homelink: (5’)