family and freinds 4 week 15

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]

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Date of teaching: December 10 th ,2012

Week 15

Period:57

UNIT 4

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

2 SENTENCE PATTERN

III TEACHING AIDS:

- CD Tracks 41- 43

IV PROCEDURE:

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/.

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

point to the pictures Play the second part of the recording for

children to repeat the sounds and words in chorus Play the

recording all the way through for children to point to the

words and then repeat them

Individual work

Chorus

Pair work

TIDY UP!

Lesson 4

- Phonics cards

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10-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:

 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

Group work

5.HOMEWORK: (1’)

Prepare lesson 4: Phonics (period 2)

V COMMENTS:

………

Week 15

Period:58

UNIT 4

PHONICS (PERIOD 2)

I.OBJECTIVES:

Phonics - CVC words /i/, Speaking and writing skills

Writing – Speaking

1 VOCABULARY

Key vocabulary: Bin, fig, tin

TIDY UP!

Lesson 4

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Additional vocabulary:

IV PROCEDURE:

1.WARM-UP: (5’)

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

Whole class

2.PRACTICE: (19’)

Children say and write the words Put children in pairs Ask

them to point and say the words bin, tin; fig, big

Children do 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

Remind children of the vowel i in ig or in Ask children to do

exercise 3 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:

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.

Group work

Prepare lesson 5: Reading (period 1)

V COMMENTS:

- Phonics cards 7- 9

- Extra practical classroom activity: Sounds

Fun

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………

Week 15

Period:59

UNIT 4

READING (PERIOD 1)

I.OBJECTIVES:

Identifying things in a bedroom, Reading skills

Reading – Speaking

1 VOCABULARY

Key vocabulary: My bedroom-Prepositions of place

Additional vocabulary: Star (adj.), letter, magazine

Has got

IV PROCEDURE:

1.WARM-UP: (5’)

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?

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.

Whole class

3.WHILE-READING: (19’)

Ask children to look at the pictures again Point to the different Pair work

TIDY UP!

Lesson 5

- CD Track 44

- Extra Practical classroom activity: Crossword pair

activity

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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

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?

Write the first sentence on the board Say There are photos

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

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

1 F 2 F 3 F 4 T 5 T 6 T

Individual work

Pair work

4.POST-READING: (5’)

Task 6: Crossword pair activity:

Ask children to work in pairs Try to work out all the things in a

bedroom and then write the words

Pair work

V COMMENTS:

………

Week 15

Period:60

UNIT 4

READING (PERIOD 2)

I.OBJECTIVES:

Identifying things in a bedroom, Reading skills

Reading – Speaking

TIDY UP!

Lesson 5

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1 VOCABULARY

Key vocabulary: My bedroom-Prepositions of place

 Additional vocabulary:

I ‘ve got

IV PROCEDURE:

1.PRE-READING: (5’)

Task 1:

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

Whole class

2.WHILE-READING: (19’)

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

Children read the letter again and match the answer to each

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 2 worksheet (p 17) Children

read the statements carefully and identify the position for each

item, then draw the item in suitable place in a bedroom

Children then work in pairs, compare the answers

Individual work

Pair work

Individual work

Pair work

Individual work

Pair work

3.POST-READING: (5’)

Task 5: Game:

 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

Individual work

- PMB p.17: Extra Activity

Worksheet

- CD track 44

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their drawings.

V COMMENTS:

………

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