Lesson plan 1- week 5-6-7

Knowledge:: By the end of the lesson, students can be able to: Recognize and pronounce the letter Cc and its sound correctly Understand, recognize and say the three Cc words2. Write [r]

(1)

Date of preparing:1/10/2017 WEEK Period 9

Unit : Letter C

LESSON 1- part ( 1-2-3) I Aims:

1 Knowledge::By the end of the lesson, students can be able to: Recognize and pronounce the letter Cc and its sound correctly Understand, recognize and say the three Cc words

Write the letter Cc

Vocabulary : cat, carrot, clock Sight words : I, am , a

2 Skills: Reading, Listening, Speaking, Writing

3.Attitude: Recognize and pronounce the letter Cc and its sound correctly

 *( Requirents: students with disability can see and say

Vocabulary : cat, carrot, clock

Sight words : I, am , aII Teaching aids

1 Teacher’s:i-Learn My Phonics Grade , lesson plan, CD Phonics cards

 2 Students’: Pupil’s Book , Activity Book

 III.Teaching methods

 -Communicative approach.

 -Techniques:+ Ask and answer (say individually)  + Work in pairs/ groups Discuss

IV Procedures:Time: 35’-40’ 1 Organization: (2’ )

- Greeting

- Checking for the students' attendance.

Class Date of teaching Absent Student

1C 1D 1E 2.Warm up: 5ms

Greet students

(2)

3..Newlesson

Teacher’s and Students’ activities Content Activity 1

Introduction of letter Cc, its sound and how to pronounce the words beginning with Cc

Use a card with letter Cc (or write on the board the letter Cc) 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 Cc /siː/The letter c says /k/.”

 Repeat several times and check students’ pronunciation

(letter Cc /siː/ and its sound /k/)

 Play the CD

 Use the phonics cards with cat, carrot, and clock, read the

words out loud and

 ask students to repeat

 Use gestures (hand actions) to help students to understand

the meanings of the three words

 Check students’ understanding: Teacher says the words, all

students actions and vice versa

 Call some students to say the words out loud and correct

their mistakes (if any)

 *( Requirents: students with disability can see and say  Activity 2

 Have students look at the books and listen

to the words: I am

 Point to the cat and say: I am a cat Then, ask students to

repeat

the meanings of statements

 Play the CD

 Then, check by saying: I am a cat Ask the students to point

to the corresponding item in the picture Repeat with the

1 Listen, point and repeat Colour (Track 14): 10’

clock

Carrot: củ cà rốt

Cat: mèo

2.Listen and point Colour (Track 09): 12’

(3)

rest of the items in random order

 Ask students to look at the pairs of pictures on the side and

choose the correct one for each corresponding item

 Go around and ask the students to name the item they are

matching

e.g., Teacher: (pointing to the cat) I am …

Student 1: a cat! etc.

* Requirements: students with disability can see the pictures

 Activity 3

 Write the lyrics of the chant on the board

 Without music, use the phonics cards and step students to

sing the chant with car Do the same with cat and carrot

 With music, the whole class sings the whole chant Do the

chant again using

 gestures for each word

*Requirements: students with disability can to sing .

Look! A bee!

3.Chant and show!(Track 10):10’ C, cat,

C, c, c, cat! Cat, c, c,c!

V.Consolidation: 2ms

- In this lesson, pupils have learnt:

- Recognize and say the three C words VI- Homework: 1m

(4)

……… ……… ………

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= -Date of preparing:1/10/2017 WEEK Period 10

LESSON 2- part ( 4-5) I Aims:

1 Knowledge::By the end of the lesson, students will be able to:

 Recognize and say the three Cc words correctly

 Do the corresponding actions  Read the story

 Sing letter Cc song

Vocabulary : cat, carrot, clock Sight words : I, am , a

*(Requirements: students with disability can see and say) II Teaching aids

 III.Teaching methods  -Communicative approach.

- Greeting

(5)

2.Warm up: 5ms  Greet students

 Divide students in groups of cat, carrot and clock  Play the chant in Lesson 1

 3..Newlesson

 Say the words and ask the students to point

to the picture of the word.

 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 point

to the pictures and say the words

 Ask students work in pairs One reads the printed words

while the other points to the pictures and says the words

 *(Requirements: students with disability

can see and say

 Activity 5

 Write the song lyrics on the board or ask

students to turn to page 72

 Instruct students to read the first line “Tickety, tickety,

tock!”

 Follow the same procedure and present the rest of the song  Play the CD The students listen, sing along and point to the

pictures on their book

 Play the CD again The students sing and corresponding

actions

Activity: Hot Cards Game (5mins)  Have students stand at their desks  Hand out the phonics cards

 Play the song While the song is playing, the students pass

the phonics cards to the next student

 When the song stops, the student holding the phonics cards

must name them

 Remember to correct students’ pronunciation

*students with disability can to colour slowly.

4 Listen Read Along (Track 17)

(14mins)

A cat!

A cat with a carrot! I am a cat with a carrot! A clock!

I am a … with a … On a …!

5 Song (Track 18)

 “Tickety, tickety, tock!”

(6)

- Prepare next lesson VII Evaluation

……… ……… ………

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 Recognize and say the three Cc words correctly

 Do the corresponding actions Vocabulary : cat, carrot, clock

Sight words : I, am , a

*(Requirements: students with disability can match right letter with picture ) II Teaching aids

- Greeting

(7)

1E

 Review the previous lesson by playing the “Guess” game  3..Newlesson

 Elicit the letters by saying ‘This is the

letter A The letter A says /æ/”

 Elicit the pictures by doing the actions and asking students

to say the words

 Follow the same procedure for the other letters  Ask students to match the upper case letters to their

corresponding picture and lower case letters

 Go around and provide any necessary help

*(Requirements: students with disability can pictures)

 Activity: Sound and Word (5 mins)

 Divide students into teams, A and B and put one of the

phonics cards on the board

 Ask a student from Team A to identify the sound (1 point),

the picture (1 point), or both (2 points)

 Continue with a student from Team B

 Write the points for each team on the board The team with

the most points wins the game

Activity 7

A7.1 Listen, point and repeat (5 mins)

 Show the students the car phonics card Point to it and

say: /k/ - car Ask them to repeat.

 Mime driving a car and say /k/, car  Encourage the students to the same  Say the letter and ask students the action  Play the CD

 Ask students listen, point to and repeat the word

*(Requirements: students with disability can repeat following the picture)



7.2 Colour the pictures of the words that start with the c

sound Say the c word (7 mins)

 Point to pictures and have students name them

6 Match: 14ms

A a

B b

C c

(8)

 Name some colours and ask the students to repeat  Ask the students to colour the pictures which have Cc in

them

 Give the students minutes to colour in the ‘cat’ and

‘carrot’ Go around the classroom providing any necessary help

Car

Key : cat and Carroy

……… ……… ………

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LESSON 4 I Aims:

 Review the sound of the letter Cc, four Cc words and recognize the corresponding pictures

 Write the letter Cc

(9)

*(Requirements: students with disability can exersice ) II Teaching aids

- Greeting

1C 1D 1E

2.Warm up: 5ms  Greet the students

 Have the students listen to the chant in lesson Unit 3

3..Newlesson

Speaking

 Write on the board the big C and small c  Point to the letter C and say out loud “This is the letter C

/siː/ The letter C says /k/”

 Point to the letter c and say out loud “This is the letter c /siː/ The letter csays /k/”

 Have the class repeat the sound chorally, then individually  Have the students say the sound individually, correct

pronunciation if necessary Activity 2

Writing & Reading

Copy the boxes from the book to the board and put the phonics card of bed up between them

 Tell the students that you are going to

1.Trace and say (Page – Activity Book) (5mins)

Activity: Revision of letter B, its sound

(2mins)

C………

(10)

write the letter Aa, Bb and Cc into the box

 Demonstrate the writing

 Draw lines to the correct pictures that correspond to each

letter

 Go around the classroom and providing any necessary help

Activity 3:

Activity : Colouring (7mins)  Ask students write the letter Cc in the box  Have students name pictures

 Ask the student to colour the pictures that start with the c

sound

Go around and give help as needed

Activity 3:

Speaking

 Ask students to find the shapes that have the letters Cc and

colour them

 Ask them to say what appears in the picture  Go around providing any necessary help

2.Trace and match (page –

Activity Book) 5ms)

Writing & Reading

A b

B c

C a

.3.Write the letter Cc Colour the right pictures that start with the c sound (Page – Activity Book) ) (10mins)

Answer keys: Aa – apple, ant Cc – bed, ball

4.What is it? Colour the Cc letters and say (page – Activity book) (5mins

Answer keys: cat, car, carrot, clock

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……… ……… ………

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Unit : Letter D

LESSON 1- part (1-2-3) I Aims:

1 Knowledge::By the end of the lesson, students can be able to:

 Recognize and pronounce the letter Dd and its sound correctly

 Write the letter Dd

.Attitude: Recognize and pronounce the letter Dd and its sound correctly

*(Requirements: students with disability can see and say) II Teaching aids

 2 Students’: Pupil’s Book –p.9 i-Learn My Phonics Grade 1,  Activity book – p.14 & 15

- Greeting

1C 1D 1E

(12)

 3..Newlesson

Introduction of letter Dd, its sound and how to pronounce the words beginning with Dd (7mins)

 Use a card with letter Dd (or write on the board the letter

Dd) 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 Dd /di:/ The letter d says /d/.”

 Play the CD and ask the students to listen

 Ask the students to repeat several times and check students’

pronunciation (letter Dd /di:/ and its sound /d/)

 Use the phonics cards with dog, drum, and dragon read the

words out loud and ask students to repeat

the meanings of the three words

 Check students’ understanding: Teacher says the words, all

students actions and vice versa

 Call some students to say the words out loud and correct

their mistakes (if any)

Activity: Where’s the Letter (3mins)  Ask students to work in pair

 Hand out photocopies of pages from some story books  The students find and circle the letter Dd on these pages in

2 minutes

 The pair that has circled the most Dds will be winners

(This game can help the students understand the link between the letter sounds and words in books.)

*( Requirents: students with disability can see and say

Activity 2

): Read the statements with preceding “It is a” (5mins)

 Have students look at the books and listen to the drill: It is

a

 Point to the picture of dog and say: It is a dog Ask the

students to point to it and repeat

 Follow the same procedure and present the rest of pictures  Play the CD While the CD is playing, ask the students to

point to the corresponding picture and repeat

 Ask students repeat by using the phonics cards of dog,

drum, dragon combining with gestures

1.Listen, point and repeat Colour (Track 20):

Dog: chó

drum: trống

(13)

 Then ask students to colour the drum using any colour they

like

 Go around the classroom, asking students to name the items

they are coloring

 * Requirements: students with disability can see the

pictures and to paint pictures) Activity 3:

 Put up the lyrics of the chant on the board  Without music, use the phonics cards and step students to

sing the chant with dog Do the same with drum and dragon.

 With music, the whole class sings the whole chant Do the

chant again using gestures for each word

 Give feedback

*Requirements: students with disability can to sing

2 Listen and point Colour (Track 21):

It is a dog!

It is a drum! It is a dragon!

3 Chant and show! (Track 22)

(5mins)

D, dog,

D, d, d, dog! Dog, d, d, d! V.Consolidation: 2ms

(14)

- Recognize and say the three D words VI- Homework: 1m

……… ……… ………

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= -Date of preparing: 15/10/2017 WEEK Period 14

Unit : Letter D

 Recognize and say the three Dd words correctly  Do the corresponding actions

 Read the story  Sing letter Ddsong

Vocabulary : dog, drum, dragon

Sight words : it, is, a

 2 Skills: Reading, Listening, Speaking, Writing

 3.Attitude: Recognize and pronounce the letter Dd and its sound correctly  *(Requirements: students with disability can see and say)

II Teaching aids

 2 Students’: Pupil’s Book –p.9 i-Learn My Phonics Grade 1,  Activity book – p.16

- Greeting

(15)

1C 1D 1E

2.Warm up: 5ms  Greet students  Choose students

 Give individual students each phonics cards (Dd, dog, drum, dragon)  3..Newlesson

 Say the words and ask the students to point

to the picture of the word.

 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 point

to the pictures and say the words

 Ask students work in pairs One reads the printed words

while the other points to the pictures and says the words

 *(Requirements: students with disability

can see and say

 Activity: Say the Sight Words

 Point to and say the sight words: look, at,

the

 Have students repeat

 Call on some students read them aloud and correct

pronunciation (if any)

 Activity 5

 Write the song lyrics on the board or ask

students to turn to page 72

 Instruct students to read the first line “Tickety, tickety,

tock!”

 Follow the same procedure and present the rest of the song  Play the CD The students listen, sing along and point to the

pictures on their book

 Play the CD again The students sing and corresponding

actions

Activity: Hot Cards Game (5mins)

4 Listen Read Along (Track 17) (14mins)

It is a…….! It is a…….!

(16)

 Have students stand at their desks  Hand out the phonics cards

 Play the song While the song is playing, the students pass

the phonics cards to the next student

 When the song stops, the student holding the phonics cards

must name them

 Remember to correct students’ pronunciation

*students with disability can to colour slowly.

5 Song (Track 18)

It is a dragon with a drum, Boom, boom-boom!

Boom, boom-boom!

It is a dragon with a drum, Boom, boom-boom!

Boom, boom-boom! Boom, boom-boom! It is a dragon with a dog, Bow, wow-wow!

Bow, wow-wow!

It is a dragon with a dog, Bow, wow-wow!

Bow, wow-wow! Bow, wow-wow!

- Recognize and say the three D words VI- Homework: 1m

……… ……… ………

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