Put the moon, mouse, milk phonics cards on the desk Give students some seconds to look at them.. Have students close their eyes and take away one phonics card.[r]
(1)Date of preparing: 04/6/2020 Week 28 Period 59
Unit 13: Letter M
Lesson 3,4
I Objectives:1 Knowledge
By the end of the lesson, students will be able to: Read and say the three Mm words correctly Recognize and say a new Mm word correctly
Vocabulary: Revision Moon, mouse, milk, monkey 2 Skills:
- Develop Ss speaking, reading and listening skills 3 Attitude: Educate Sts to love their lesson Work hard
II TEACHING AIDS:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
III TEACHING METHODS:
- Work in pairs , individual, in groups …
IV PROCEDURE:
1 Class organization :
- Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendence:
Class Date of teaching Absent Students
1A 10/06/2020 ………
2 Warm up :5’
Which one is missing
Put the moon, mouse, milk phonics cards on the desk Give students some seconds to look at them
Have students close their eyes and take away one phonics card
Tell students to open their eyes and name the phonics card that is missing 3 New lesson
Teacher’s and students’ activities Content
Act 1 (5')
Ask students to look at the pictures in the book and name each object
Play the CD
Ask students to listen and circle the Yes or No for each picture
Have some individuals point to the items and say them
(2)again
Answer keys: yes, no, yes yes, no, yes
Activity 2: (5')
Listen point and repeat
Show the students the monkey phonics card Point to it and say: / m / - monkey Ask them to repeat
Mime: put one hand on top of the head, the other underneath the arm and scratching and say: /m / -
monkey Encourage the students to the same Point to the pictures, the students corresponding
actions and say the words
Play the CD, students listen and repeat
Ask students to work in pair: The first student point to the pictures and the other 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
of the words that start with the m sound
Go around the classroom providing any necessary help
Act 3 (5')
Activity: Revision of letter M, its sound Speaking
Write on the board the big M and small m
Point to the letter M and say out loud “This is the letter M/em/The letter M says /m/.”
Point to the letter mand say out loud “This is the letter m /em/The letter m says /m/.”
Have the class repeat its sound chorally, then individually
Have the students say the sound individually, correct the pronunciation if necessary
Activity: How to write letter M Writing& Speaking
Demonstrate how to write the big M by stroke Draw an example of letter M using dashed lines
Use a different colored chalk to model tracing the letter M
Have some students practice tracing letter M on the board
Have students trace letter M in the books
7 Listen Point and repeat Colour the pictures of the words that start with the m sound Say the m words
(3)Students say /em/ after each finished letter Go around to give help if necessary
Act 4 (5')
Reading and tracing
Ask students to read the sounds and the objects in each question in the book
Ask students to trace the big and small letters in the book
Matching
Students read the objects again and decide what sound is at the beginning of the words in the pictures
Ask students to match the sounds with the
corresponding words of the pictures by using a pencil and a ruler to draw a line
Act 5 (5')
Ask students to look at the picture in the activity book, find the way that Mark is going to travel to find his friends
Have students circle the letters in the way Mark travels Go around and ask students to read the letter they are
circling
Act 6 (5')
Have students to read the words in each picture Check the meanings of the words
Ask students to choose pictures corresponding with the words in each
Have student use their favourite crayons to colour the chosen pictures
Co around and ask individuals to name the picture they are colouring
1 Trace and match
2 Draw Mark’s path to his friens Circle the letters he finds on his way Say the sounds
3 Choose and colour
4 Consolidation: (3’) 5 Homelink:(2’)
Review the new words, model sentences 6 Comments:
……… ……… ……… Period 60
STORY TIME 3
I Objectives:
1 Knowledge To consolidate the sound of the letters Ii, Jj, Kk, Ll, Mm and the corresponding words
(4)Vocabulary Revision
ink, igloo, iguana, insect jam, jelly, juice, jacket kite, kitten, koala, kangaroo lemon, lion, lollipop, lamp moon, mouse, milk, monkey 2 Skills:
- Develop Ss speaking, reading and listening skills 3 Attitude: Educate Sts to love their lesson Work hard
II TEACHING AIDS:
1 Teacher’s: student’s and teacher’s book, pictures, cassette. 2 Students’: books, notebooks, workbooks.
III TEACHING METHODS:
- Work in pairs , individual, in groups …
IV PROCEDURE:
1 Class organization :
- Greeting: Good morning/ Good afternoon How are you? - Checking for the students’ attendence:
Class Date of teaching Absent Students
1A 12/06/2020 ………
…… 2 Warm up :5’
Choose some phonics cards from Unit 9-13
Divide the class into groups, A and B, and make two lines Give the first student from each team a phonics card
Say “ go”
The student says the corresponding words and passes the card over their head to the second student
The second students say the word, pass the cards between their legs to the third student
Keep passing the cards over their head and between their legs to the next students
The last student in each line races to hand the phonics cards to the teacher and says the word
The first team to so wins point for card The team with the most points wins
3 New lesson
(5)Act 1.(15')
(book closed) Tell the students that it’s story time Ask them if they like reading stories and what their
favourite storybook character is
Prepare phonics cards of these word: mouse, igloo, lion, lollipop, kitten, kite, moon
Ask the students to read out the words
Invite students to guess what they think the story is about
Ask the students to look at the book
Ask them questions about what they can see in the pictures
E.g: Teacher: (pointing to the jelly in picture 1) Look! What’s this?
Class: (It’s a) jelly!
Teacher: (pointing to the igloo in picture 1) Yes! The jelly is in the ….
Class: igloo! etc
Play the CD and ask the students to listen and follow the story in their books, pointing to the pictures of the key words
Play the CD again pausing for the students to repeat Ask individual students to read the story aloud
Extension (optional)
Say one of the words from the lesson (e.g jelly) Ask students come to the board and draw its shape Ask the rest of the class give comment
Act 2(12')
Point to the sentences and elicit the animal in each Ask the students to say what each animal has,
according to the story
The students then draw those items
Explain to them that they can use any colour they like
Activity 1: Act Out
Read the sentences in the story, pause at the key words Invite the students to mime them (the igloo, the jelly,
the lion, the lollipop, the kitten, the kit, the mouse, the moon).
Have the students come to the front of the classroom and act out the story
Encourage them to have fun as they perform
Activity2: Drawing
Students choose their favourite items from the story and
1.Listen Read along
(6)then draw, decorate it following their hobbies 4 Consolidation: (2’)
5 Homelink:(2’)
Review the new words, model sentences 6 Comments: