- Allow the students some time to colour in the pictures of words start with the /w/ sound.. - Go around the classroom providing any necessary help.[r]
(1)Date of preparing: 01 05 2020 WEEK 24 - Period 45 UNIT 10: Ww
LESSON + LESSON 4 I Objective:
1 Language focus:
- By the end of the lesson, students will be able to practise the sound of the letter Ww and the coresponding words
- Learn and practise reading skills Sight words: watermelon.
2 Skill:
- Listening, speaking, reading, writing 3 Attitude:
- Encourage Ss to use the structure more regulary II Teaching aids:
- Book, CD, phonics cards, paper including the lyrics of the chant III Method:
- Model - Talk - Practice, individual work, pair work, group work - Some techniques can be used: music chairs
IV Procedures: 1 Organization:
- Check student attendence
Class Date of teaching Absent Ss
2B1 Monday, May 4th 2020 2B2 Tuesday, May 5th 2020 2 Warm up (5’)
Activity: Hot cards
- T divide the class into teams (depends on the desk rows in the classroom) - Hand out a phonics card to the first student of each team/ row
- T pause the song, the students holding the phonics cards must name them - Give one point for the correct answer
- Teacher can change the cards or hand out some more cards as necessary - The team with the most points wins
3 New lesson (30')
Teacherand Students’s activies Contents LESSON 3:
Activity 1: Colour the Ww letter (5’)
- Ask Ss to take out their colour pencils/ crayons - Point to the letters and elicit the letters and the sounds for each
- Ask Ss to colour the pictures
(2)- Go around the class providing any necessary help
Activity: Which One Is Missing? Game (3’) - Put the phonics cards face up on the table/stick them on the board
- Give the students 10 seconds to look at the cards
- Ask Ss to close their eyes and take away one cards
- Tells Ss to open their eyes, name the missing cards
7 Listen, point and repeat Colour the pictures of the words that start with the v sound Say the v words (7’)
- Show Ss the watermelon phonics card Point to it and say: /w/ - watermelon Ask them to repeat - Mime playing the violin and say: /w/ -
watermelon Encourage the students to the same
- Play the CD Ss listen, point to and repeat the word
- Point to the picture and have students name them
- Allow the students some time to colour in the pictures of words start with the /w/ sound - Go around the classroom providing any necessary help
Activity: Practice writing (3’)
- T asks a student to come to the board
- Say a word from the lesson and tell the students to write the word on the board
- Ask the rest of the class for correction Repeat with as many students as necessary
LESSON 4:
Activity 1: Trace and say (3’)
- T write on the board the capital letter W (write slowly to demonstrate its formation)
- Point to it and elicit the sound /w/ - Show the formation in the air
7 Listen, point and repeat Colour the pictures of the words that start with the v sound Say the t words. Watermelon: dưa hấu
(3)- Repeat with the small letter w
- Ask Ss trace the letters in their activity books - T go around and provide any necessary help Activity 2: Trace and match (3’)
- T explains the activity First, the students trace the letters in the boxes Then draw lines from the letters to the corresponding pictures
- Check around the classroom
- T divides the class into teams, A and B Ask two students from each team to come to the board - Teacher names a vocabulary item The students quickly draw it
- The student who finishes first wins a point for his/ her team
- The team with more points wins
Activity 3: Write the letter Ww Circle the
pictures of the words that start with the w sound (3')
- T asks Ss to write letter Ww in the box
- Ask them to circle the correct pictures that start with the w sound
- T goes around and provide any necessary help Ask Ss to say the name of the pictures
Activity 4: Colour the w words (3’)
- T elicit the names of the items with the w sound
- T asks Ss to colour them any colour they like - T goes around the class for help
2 Trace and match Answer keys:
1 Uu- under 2 Vv- vase 3 Ww- Well
3 Write the letter Ww Circle the pictures of the words that start with the w sound
4 Colour the w words
V Summary
- What skills have you practiced?
Date of preparing: 04 05 2020 WEEK 24 - Period 46 UNIT 11: Xx
LESSON 1: Part 1, 2, 3 I Objective:
1 Language focus:
- By the end of the lesson Xx recognize and pronounce the letter Xx and its sound correctly
(4)- Write the letter Xx
- Vocabulary: ox, box, taxi. - Sight words:Stop the…
2 Skill:
- Listening, speaking, reading, writing 3 Attitude:
- Encourage Ss to use the structure more regulary II Teaching aids:
- Book, CD, phonics cards, paper including the lyrics of the chant III Method:
- Model - Talk - Practice, individual work, pair work, group work - Some techniques can be used: music chairs, find it
IV Procedures: 1 Organization:
Class Date of teaching Absent Ss
2B1 Thursday, May 7th 2020 2B2 Thursday, May 7th 2020 2 Warm up (5’)
Activity: Memory Master
- T put up phonics cards from the previous unit on the board
- T choose students to go to the board and make a line in front of the board - T choose a student to be “Memory Master”
- The students choose a phonics card and say the word (without touching the cards- each student chooses one phonic card)
- The “Memory Master” must hand correct phonics cards to each student
3 New lesson (30')
Teacher– Students’ activies Content
Activitiy 1: Listen, point and repeat Colour (7’)
- T use a card with letter Xx (or write on board the letter Xx) to introduce to the Ss the new lesson
- Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter Xx The letter Xx says Xx
- Ask Ss repeat and check students’ pronunciation
- T use the phonics cards with ox, box, taxi read the words out loud and have students repeat a Vocab:
ox (real object) box (explaination) taxi (real object)
1 Listen, point , repeat Colour.
(5)- T uses 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 Ss to say the words out loud and correct their mistakes
- Ss say the words out loud
- Ask the students to colour in the letters - Ss colour in the letters
Activity: Run and Touch (3’)
- T divide the class into two teams A and B - T put up the phonics cards on the board
- Say one of the words Two students, one from each team, call out the word when they race to touch the corresponding card
- The first student to touch the card wins a point for his/ her team
- The team with more points wins
Activity 2: Listen and point Choose (7’) - T points to the van and say: Stop the ox - Have students listen and repeat
- Have students look at the book and listen to the words: ox, box, taxi
- T asks Ss listen and repeat the words
- Repeat with the rest of the items in random order
- Ask the Ss to look at the pair of pictures on the side and colour the pictures
- Ss colour the pictures
- T go around the classroom asking students to name the items they are colouring
E.g: Teacher: (pointing to the ox) Stop the…… Student: ox!
Activity Chant and show (9’)
- T put up the lyris of the chant on the board - Without music, use the phonics card and step Xx to sing the chant with ox Do the same with box and taxi
e.g Teacher: /ks/ Students: ox
Teacher: /ks/, /ks/, /ks/ Students: ox!etc
Play Game
2 Listen and point Choose.
3 Chant and show X, ox,
(6)- Ss listen and chant
- With music, the whole class sing the whole chant Do the chant again using gestures for eacg word
- T give feedback
- T ask Ss to write the chant in to note book - Ss write the chant in their notebook - T ask Ss to excersise in the work book - Ss excersise in the work book
Activity: Writing in the air (4’)
- T show the letter Xx again, have students write the Xx in air with their fingers
- Ss write the Xxin air with their fingers
X, x, x, taxi Taxi, x, x, x!
V Summary (1’)
- Pronounce the letter Vv and its sound correctly. VI Evaluation: