Date of preparing:
16/04/2020
WEEK 22
Period 45+46
Unit 9. Letter I
Lesson 3+Lesson 4
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 do read and do
corresponding actions
E.g. Teacher: (Show the ‘ink’ card).
Class: (pretend to write with a pen and say ) /ɪ/ ink
2. Revision & Practice
Act 4. 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 do 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 2 or 4 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 5. 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 do
corresponding actions.
3. 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
4. Revision & Practice
Act 6. Say the sounds. Colour the right pictures
Review the letters and the sounds in activity 6.
- 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 2 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 do
- 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 7. 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 do the same
- Do
- Point to the pictures, the students do 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.
5. 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
4. Consolidation: (3’)
5. Homelink: (3’)
Review the new words, model sentences.
6. Comments:
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Date of preparing: 04/2019
WEEK 24
Period 47
Unit 10. Letter J
Lesson 1
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.
2. Revision & Practice
Act 1. 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)
3. Production
- Show the 3 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
4. Revision & Practice
Act 2. 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 3 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 3. Chant and show!
Act it out
- Read the word and ask students to listen and do the
gestures for 3 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 do
5. Production
- Show the letter Jj again, have students write the Jj in air
with their fingers
4. Consolidation: (3’)
5. Homelink: (3’)
Review the new words, model sentences.
6. Comments:
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