week 24- lesson plan 2

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<b>Date of preparing: 2/3/2019 </b>

<b>WEEK 24 </b>

<b> </b>

<b>PERIOD 47-48</b>

<b> </b>

<b> Unit 10 </b>

–

<b> LeTTER </b>

<b>W</b>

LESSON 1-2
<b>I. AIMS</b>:

<b>1. Knowledge:</b>By the end of the lesson, students will be able to:

 Read and say the three Ww words correctly
 Recognize and say an extra Ww word correctly

<b>2. Skills: </b>Reading, Listening, Speaking, Writing skill

<b>3.Attitude</b>: Recognize and pronounce the letter W and its sound
(Requirements: students with disability can see and practise )
<b>II. TEACHING AIDS</b>

- Teacher’s:i-Learn My Phonics Grade 2 , lesson plan, CD Phonics cards
- Students’: Pupil’s Book –p.9 i-Learn My Phonics Grade 2, p.46 & 47-48

Activity book – p.43-44&45

<b>II.TEACHING METHODS</b>

- Communicative approach.

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

<b>IV. PROCEDURES:</b>Time: 40mins<b> </b>
<b>1 . Organization</b>: <b>(2mins )</b>

<b> - </b>Greeting

- Checking for the students' attendance.

<b>Class</b> <b>Date of teaching</b> <b>Absent Student</b>

2A
2B
2C
2E

<b>2.Warm up:(5mins)</b>

.Greet students

<b> 3.Newlesson</b>

<b>Teacher’s and Students’ activities</b> <b>Content</b>
<b>Activity 1</b>

<b>.Listen, point and repeat. Colour (Track</b>
<b>55): </b>Introduction of letter W, its sound
and how to pronounce the words

beginning with Ww<b> (6 mins)</b>

Show the students the <i>well </i> phonic card.

<b>1.Listen, point and repeat. </b>
<b>Colour </b>

<b>Vv</b>

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Point to it and say: /w/. The students
repeat.

Then say /w/- <i>well..</i> The students repeat.
Put the phonics card on the board. Mime

driving a van and say: /v/- <i>van.</i> Encourage
the students to do the same.

Ask students with disability to say the
words out loud

Requirements: students with disability can
see and practise

<b>Activity 2</b>

<b>2. Listen and point. Choose. : </b>Read the
words in sentence <b>(6 mins)</b>

Point to the <i>well</i> and say: <i>Where is the </i>

<i>well?</i> The students repeat.

Follow the same procedure for <i>watch</i> and

the <i>window.</i>

Play the CD. The students listen and point.
Say: <i>Where is the watch?</i> Ask the students

to point to the corresponding item in the
picture. Repeat with the rest of the items
in random order.

Ask the students to color the <i>well, watch</i>

and <i>window</i> using any color they like.

Go around the classroom asking students

to name the item they are coloring
Ask students with disabilitytrace and
colour the letter

Requirements: students with disability can
see and practise

<b>Activity 3</b>

<b>3.Chant and show! </b>

Ask sts with disability sing the chant with

<i><b>Well Do the same with watch and window</b></i>
Give feedback

Requirements: students with disability can
see and sing

<b>Activity 4</b>

<b>4. Listen. Read Along (Track 49) (6ms)</b>

Ask: Can you see /w/- <i>well</i>? Point to it.

Vase : bình , lọ hoa

Violet: màu tím , bông hoa violet

<b>2.Listen and point. Colour</b>

Where is the well?
Where is the watch?
Where is the window?

.

<b>3.Chant and show! </b>

<b>W, well,</b>

<b>W, w, w, well!</b>

<b>Well, w, w, w!!</b>

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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 in 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 swap roles. Or
one reads the printed words while the other
looks at the pictures and says the words.
ask students work in pairs. One reads while
the other checks, then they swap roles. Or
one reads the printed words while the other
looks at the pictures and says the words.

Ask students with disability point and

repeat

<b>Activity 5</b>

<b>5. Song (Track 50) (6ms) </b>

.Put up the <i>well, watch, window </i>phonics
cards up on the board.

Point to the <i>well</i> and say: <i>Where is the well </i>

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. OR ask the students
to take out their own <i>well, wacth and </i>
<i>window</i>

Requirements: students with disability can
sing a song

Where is the well?

Can you see the well?

Where is the watch?

Can you see the watch?

Where is the window?

Can you see the window/

Where? Where . oh, where?

<b>5. Song </b>

.

<i> </i>

<i>Where is the well?</i>

<i> well,</i>

<i> watch, </i>

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<b>4.Consolidation: (1min)</b>

- In this lesson, pupils have learnt: recognize and say the Ww word

<b>5. Homework:( 2mins) </b>

-Prepare next lesson

<b>6. Evaluation</b>

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