Date of preparing: 16/04/2020 WEEK 22 Period 45+46 Unit Letter I Lesson 3+Lesson I Objectives - By the end of the lesson, students will be able to: - Recognize and say the three Ii words correctly - Do the corresponding actions - Read the story - Sing letter Ii song II Language focus: * Pronunciation: I, i /ai/ *Vocabulary: Revision: Ink, igloo, iguana *Intergrate skills: Reading, Listening, Speaking, Writing * Sight words: Here, is, my, in, with III Resources: - I-learn my phonics Grade 1, Pupil’s book – p.44 IV Materials : CD, Phonics cards V Organization: Class Date of teaching Absent Students 1C /04/2020 ………………………… VI Procedures Teacher’s activities 1.Warm - up: - Greet students - Show the phonics cards, ask students to read and corresponding actions E.g Teacher: (Show the ‘ink’ card) Class: (pretend to write with a pen and say ) /ɪ/ ink Revision & Practice Act Listen And Read Along - Encourage the students to point to the picture of the word that the teacher says - Play the CD Have the students listen to the story once - Play the CD again The students listen and point to the pictures of the key words when they hear them in the story - Read the story The students follow their books - Teacher reads the printed words then let the students look at the pictures and say the words - Ask students work in pairs One reads while the other checks, then they change roles Or one reads the printed words while the other looks at the pictures and says the words Students’ activities - Greet - Read and actions - Point - Listen - Listen and point - Follow - Read - Work in pairs * Activity: Say the Sight Words - Point to and say the sight words: here, is, my, in, with - Have students repeat - Have some students read them aloud - Give feedback * Activity: Draw it - Divide the class into or teams with the same numbers of students in each team - The first student of each team runs to the teacher (at the same time); teacher show a word/words to them - The students quickly draw it - The students who finishes first win a point for his or her team - Continue with the other words and students - The team with the most points wins Act Song - Put the ink, igloo and iguana phonics cards up on the board - Point to the igloo and say: “here is my igloo” The students repeat - Follow the same procedure and present the rest of the song - Play the CD The students listen and sing along - Play the CD again The pupils sing and corresponding actions Production * Activity: Which card? Game - Put the phonics cards face up on the table/stick them on the board - Give the students a minute to look at the cards - Have students close their eyes and then teacher read one word of the card - Tell the students to open their eyes and point to the card with the word teacher read Revision & Practice Act Say the sounds Colour the right pictures Review the letters and the sounds in activity - Ask students to read the objects - Ask students to choose the object with the correspondent sound - Have the students colour the objects that they choose with their favourite crayon - Give the students minutes to colour in the objects Go around the classroom providing any necessary help * Activity: Correct the teacher - Point - Repeat - Read aloud - Play - Repeat - Listen and sing along - Sing and - Read - Chooset - Colour - Hold up the phonics cards, one at a time and ask - Correct individual students to correct the statement e.g Teacher: (holding the iguana phonics card) Here is my hippo Student 1: No, here is my iguana - Continue with the rest of the phonics cards and the other students Act Listen Point and repeat - Show the students the insect phonics card Point to it and say: /ɪ/ - insect Ask them to repeat - Point - Repeat - Mime an insect crawling up the arm and say /ɪ/ insect Encourage the students to the same - Do - Point to the pictures, the students corresponding actions and say the words - Do actions - Divide the class into groups of two - The first student point to the pictures and the other - Work in group student say the word then change the roles Colour - Point to the pictures and have students name them - Allow the students some time to colour in the pictures - Colour of the words that start with the I sound - Go around the classroom providing any necessary help * Activity: Craftwork - Ask the students to take out their notebooks - Ask them to choose one word the draw the letter and - Choose the picture in their notebooks - Tell them to colour the letter and the picture - The three first students who finish will show their - Colour picture to the class Production * Activity: Stand and sit - Say the different words from the previous lessons - Tell the students to stand up whenever they hear the words with /ɪ/ sound and to sit down when they hear a different sound - Read slowly and gradually increase the speed Consolidation: (3’) Homelink: (3’) Review the new words, model sentences Comments: ……………………………………………………………………………………… ……………………………………………………………………………………… Date of preparing: 04/2019 WEEK 24 Period 47 Unit 10 Letter J Lesson I Objectives - By the end of the lesson, students can be able to: - Recognize and pronounce the letter Jj and its sound correctly - Understand, recognize and say the three Jj words - Write the letter Jj II Language focus: ● Pronunciation: J, j /dʒeɪ/ *Vocabulary: Jam, jelly, juice *Intergrate skills: Reading, Listening, Speaking, Writing * Sight words: I, like, yum III Resources: - I-learn my phonics Grade 1, Pupil’s book – p.46&47 IV Materials : CD, Phonics cards V Organization: Class Date of teaching Absent Students 1C /04/2020 ………………………… VI Procedures Teacher’s activities 1.Warm - up: - Place the phonics cards from the previous lesson on the teacher’s desk - Have a student come to the desk - Have another student read any word from the previous lesson ( ink, igloo, iguana) - The student who is standing at the desk shows the picture corresponding with the words he/she hear from the friend Revision & Practice Act Listen, point and repeat Colour - Use a card with letter Jj (or write on board the letter Jj) to introduce to the students the new lesson - Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter J /dʒeɪ/ The letter J says /dʒ/.” - Repeat several times and check students’ pronunciation (letter J/ dʒeɪ/ and its sound /dʒ/) - Use the phonics cards with jam, jelly and juice, read the words out loud and have students repeat - Use gestures (hand actions) to help students to understand the meanings of the three words Jam: imitate eating jam Jelly: hold a plate of jelly that jiggle Juice: imitate drinking Students’ activities - Read - Show - Listen - Repeat - Read - Listen - 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) Production - Show the phonics cards one by one For example, show the card with jam, but incorrectly say jelly or juice, the students will stand; if the words are correctly said, they will stay sitting - Do the same procedure for the other two cards - Give feedback Revision & Practice Act Listen and point Colour - Have students look at the book and listen to the expression: I like jam Yum, I like jelly Yum, I like juice Yum, point to the object when they hear - Have students listen and repeat the words for several times - Give feedback - Ask student to colour the jam, jelly and juice, using colour they like - Go around the classroom, ask students to name the item they are colouring * Activity: what is missing - Put the phonics cards on the board in this order: jam, jelly, juice - Give students a minute to look at them - Have students close their eyes and take away one phonics card - Tell the students to open their eyes and name the phonics card which is missing - Continue with the other phonic cards Act Chant and show! Act it out - Read the word and ask students to listen and the gestures for words jam, jelly and juice - Change role: teachers does the actions, students look and call out the words Chant and show - Use the phonics cards on the board and have students sing the chant with jam Do the same with jelly and juice - The whole class sings the whole chant Do the chant again using gestures for each word - Repeat - Say - Listen - Listen and repeat - Colour - Look - Open eyes - Listen - Call - Sing - Give feedback - Sing and Production - Show the letter Jj again, have students write the Jj in air with their fingers Consolidation: (3’) Homelink: (3’) Review the new words, model sentences Comments: ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………