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PROCEDURE: - Phonics cards 7- 9 TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES - Extra practical classroom activity: Sounds 1.WARM-UP: 5’ Fun Task 1: Introduction Whole class Read out the[r]
(1)Date of teaching: December 10 th,2012 TIDY UP! Week 15 Period:57 UNIT Lesson PHONICS (PERIOD 1) I.OBJECTIVES: Phonics - CVC words /i/, Speaking and writing skills Writing – Speaking II LANGUAGE CONTENTS: 1.VOCABULARY Key vocabulary: Bin, fig, tin Additional vocabulary: put SENTENCE PATTERN III TEACHING AIDS: - CD Tracks 41- 43 - Phonics cards 10IV PROCEDURE: TEACHER’S ACTIVITIES 1.WARM-UP: (5’) Task 1: Introduction Review the vowel and sound in the previous lesson (e) and /e/ Play the CD and say the chant from page 23 to energize the class and revise the sound /e/ STUDENTS’ACTIVITIES Whole class 2.PRESENTATION: (5’) Task 2: Hold up the bin, fig, and tin phonics cards, one at a time, saying the words for the class to repeat Ask children what they think today's letter is (i) and what sound it makes Ask children What's the vowel? to elicit /i/ Whole class 3.PRACTICE: (19’) Task 3: Recording 41: Play the first part of the recording for children to listen and Individual work point to the pictures Play the second part of the recording for Chorus children to repeat the sounds and words in chorus Play the Pair work recording all the way through for children to point to the words and then repeat them (2) Task 4: Recording 42: Children join in with the chant Put the three cards around the room and children point as they say the chant Task 5: Exercise 3: Ask children to look at the chant again Focus attention on the circled i in the middle of big Ask children to find and circle other examples of a in the middle of words Go through the exercise with the class Task 6:Recording 43: Children look at the pictures Play the recording for children to listen and link the letters to find out what is in the bin Play the recording again for children to check their answers Ask What is in the bin? (the tin) Then elicit the sounds children heard one by one Make sure they are correctly producing and differentiating the /e/ and the /i/ sounds each time Chorus Individual work Pair work Individual work Pair work 4.PRODUCTION: (5’) Task 7: Phonics activity: Group work Write the words bin, fig, tin on the board Ask children to work in groups and find more words with i (/i/) The group who can find more words win the game 5.HOMEWORK: (1’) Prepare lesson 4: Phonics (period 2) V COMMENTS: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………… Date of teaching: December 11 th,2012 TIDY UP! Week 15 Period:58 UNIT Lesson PHONICS (PERIOD 2) I.OBJECTIVES: Phonics - CVC words /i/, Speaking and writing skills Writing – Speaking II LANGUAGE CONTENTS: 1.VOCABULARY Key vocabulary: Bin, fig, tin (3) Additional vocabulary: SENTENCE PATTERN III TEACHING AIDS: IV PROCEDURE: - Phonics cards 7- TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES - Extra practical classroom activity: Sounds 1.WARM-UP: (5’) Fun Task 1: Introduction Whole class Read out the chant A big, big fig In a big, big tin Eat the big fig Put the tin in the bin Ask children to tap the table when they hear a word with the /i/ sound They then say the sound and repeat the word 2.PRACTICE: (19’) Task 2: Exercise 1: Children say and write the words Put children in pairs Ask them to point and say the words bin, tin; fig, big Task 3: Exercise 2: Children the exercise and write in the missing words to complete the chant Children can compare their work in pairs and join in the chant with the class as a whole tin, fig, bin Task 4: Exercise 3: Remind children of the vowel i in ig or in Ask children to exercise Children colour ig red, colour in green and then join Children then work in pairs and compare the answers Task 5: Sounds Fun: This is a dictation activity Children listen as you read out the words on the second page, and write them in the correct box with the corresponding sound Check as a whole class once the dictation activity has finished You could write the sounds on the board and ask individual children to come up and write the words Pair work Individual work Pair work Chorus Individual work Pair work Individual work Chorus 4.PRODUCTION: (5’) Task 6: Group work Phonics game: Put the bin and pen phonics cards at different ends of the board Read out the following list of words fig, bed, tin, red, ten, big, Tim, six, leg, net, fish When children hear an /i/ sound they point to the bin When children hear an /e/ sound, they point to the pen 5.HOMEWORK: (1’) Prepare lesson 5: Reading (period 1) V COMMENTS: (4) ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………… Date of teaching: December 12 th,2012 TIDY UP! Week 15 Period:59 UNIT Lesson READING (PERIOD 1) I.OBJECTIVES: Identifying things in a bedroom, Reading skills Reading – Speaking II LANGUAGE CONTENTS: 1.VOCABULARY Key vocabulary: My bedroom-Prepositions of place Additional vocabulary: Star (adj.), letter, magazine SENTENCE PATTERN Has got III TEACHING AIDS: - CD Track 44 TEACHER’S ACTIVITIES - Extra Practical classroom activity: Crossword pair 1.WARM-UP: (5’) activity Task 1: Introduction Play What's missing? (see page 20) to revise house and bedroom words Talk about football with the class Ask individual children Do you like football? IV PROCEDURE: STUDENTS’ACTIVITIES Whole class 2.PRE-READING: (5’) Task 2: Ask children to look at the picture of the bedroom and the photo of the boy Explain that the boy's name is Jamie Ask them to try to predict what the text is about (Jamie is describing his bedroom) Ask What does Jamie like? Football 3.WHILE-READING: (19’) Task 3: Exercise 1: Ask children to look at the pictures again Point to the different Whole class Pair work (5) bedroom objects for children to say the words Ask children to work in pairs, taking turns to point to different bedroom objects and say the words Ask How many footballs are there on the rug / blanket / pillow / in the box? Task 4: Recording 30: Explain that Jamie is writing a letter Junior Magazine Individual work describing his bedroom Play the recording for children to listen and follow silently in their books Play the recording a second time Check comprehension, e.g What's the room in the picture? How many books are on Jamie's shelf? What are Jamie's favourite clothes? What's in the toy box? How old is Jamie? Task 5: Exercise 3: Write the first sentence on the board Say There are photos Individual work on his blanket – Yes or No? (No) Ask Is the sentence true or false? to establish that it is false Write F next to the sentence on Pair work the board Point out the example answer in the Class Book Ask children to read the other sentences and then read the letter again to see whether they are true or false They mark them accordingly Go through the answers with the class 1F2F3F4T5T6T 4.POST-READING: (5’) Task 6: Crossword pair activity: Pair work Ask children to work in pairs Try to work out all the things in a bedroom and then write the words 5.HOMEWORK: (1’) Prepare lesson 5: Reading (period 2) V COMMENTS: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………… Date of teaching: December 13 th,2012 TIDY UP! Week 15 Period:60 UNIT Lesson READING (PERIOD 2) I.OBJECTIVES: Identifying things in a bedroom, Reading skills Reading – Speaking (6) II LANGUAGE CONTENTS: 1.VOCABULARY Key vocabulary: My bedroom-Prepositions of place Additional vocabulary: SENTENCE PATTERN I ‘ve got III TEACHING AIDS: IV PROCEDURE: - PMB p.17: Extra Activity TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES Worksheet 1.PRE-READING: (5’) - CD track 44 Task 1: Whole class Memory game: Tell children that they are going to play a memory game Ask children to close their books Make statements about Jamie's room Children listen to each statement and stand up if the statement is true and sit down if it’s false Try to find the children who can’t follow and start a joke on them 2.WHILE-READING: (19’) Task 2: Exercise 1: Individual work Pair work Children read the letter from Lola and identify the things she’s got in her bedroom They then work in pairs and compare the answers I’ve got a purple pillow and a purple blanket I’ve got lots of books on my shelf and lots of clothes in my cupboard Task 3: Exercise 2: Individual work Children read the letter again and match the answer to each Pair work question They then work in pairs and compare the answers 1d, 2g, 3a, 4b, 5f, 6h, 7c, 8e Task 4: Talking about likes and dislikes: Give students the PMB activity worksheet (p 17) Children Individual work read the statements carefully and identify the position for each Pair work item, then draw the item in suitable place in a bedroom Children then work in pairs, compare the answers 3.POST-READING: (5’) Task 5: Game: Individual work Do a picture dictation with the class using your own picture of a bedroom Give each child a piece of paper Describe your picture, e.g There's a big bed There's a teddy bear under the bed There's a rug There are three books on the rug Children draw the things as you describe them When you have finished, show your picture to the class for children to compare it with (7) their drawings 5.HOMEWORK: (1’) Prepare lesson 5: Reading (period 2) V COMMENTS: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………… (8)