LESSON PLAN OXFORD PHONICS WORLD 1 FULL

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OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 1: Letter Aa

Stages

(các bước) (tiến trình bài dạy) Procedures Time (90 minutes) Teaching tools and

materials (giáo cụ, học liệu)

Warm up and

introduction - T introduces himself/ herself and spends some

minutes to get to know class and students

- T plays Hello songs

https://www.youtube.com/watch?v=tVlcKp3bWH8, asks Ss to stand up and dance along

- T organizes a small warm up activity:

 T asks Ss to sit in a circle, use a “finger- pointed spinner” to choose someone to introduce themselves

with the structure “ What’s your name? I’m …… ”

T asks different Ss to spin

 T elicits and repeats structures lots of time, so Ss canremember and say it clearly

15 mins

A spinner

(vòng xoay cóhình bàn tay chỉ ngón)

- T emphasizes the difference between the letter A andthe sound a

5 mins

Activity 1: T writes Aa on board, calls some students to

go on board, try to copy the letter correctly (It can be thecapital A or lowercase a) T can let two students play atthe same time to make the activity competitive

10 mins

Stage 2

“Aa’ words ( Apple,

ax, ant, alligator)

- T prepares a set of Flash cards (FCs) and introduces the words starting with letter A

- T speaks and asks Ss to repeat

- T shows FCs several times, so that Ss can remember the words and how to pronounce them correctly

- T can try calling some Ss to answer each FC as their memory

15 mins

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- T plays the video https://www.youtube.com/watch?

v=E-kodn2jNqM and asks Ss to chant along

Stage 3

Practice time

Game 1: “Who is faster 1?”

- T divides class into two teams and names the teams

- T sticks FCs of words on board

- T says the all the words again and asks Ss to repeat

- Each turn, T calls one S from each team, gives them the sticky balls T says the words and Ss will throw the balls to the word The faster one will have one point for his/her team and will be the person to say the word for the next turn

- T continues the games until all the students have chance to play

15 mins Some

magnets, sticky ball(nam châm, bóng dính)

Writing

Listening

- T asks Ss to open the Student Book (Oxford PhonicsWorld 1) p.5 and ask Ss to do part C

- T explains the requirement of the tasks

- T goes around to help Ss if necessary

- T asks Ss to move to Part D and explains the tasks

- T plays the audio, pauses and explains the example

- T plays the whole audio, plays two times and goes around and checks Ss’ answers

- T checks with the whole class the correct answer

Game 2: ““Who is faster 2?”

- T keeps the same team as game

- T changes the rules of game

- This time, each turn, T assigns Fcs for Ss Two Ss stand back to back On the count of 1,2, 3; Ss steps forward 1,2, 3 steps After that, both 2 Ss turn around, look at FC of the opposite and try to say the word The faster one will get one point for their teams

15 mins

10 mins

Homework Oxford Phonic World 1 – Workbook, p.2

A: Trace, write and say: Viết chữ và nói

B: Circle the pictures beginning with the a sound : Khoanh tròn bức tranh có từ bắt đầu với âm a

C: Color A and A ( Tô màu những ô có chữa chữ A và a

Tô bất cứ màu nào mình yêu thích)

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Lesson 2: Letter Bb

Stages

(các bước)

Procedures (tiến trình bài dạy)

Time (90 minutes)

Teaching tools and materials (giáo cụ, học liệu)

Warm up and

review letter Aa

- T reminds Ss the letter A and the sound of letter that they have studied last lesson

Review activity: “Hot Word”

- T asks Ss to sit in a circle and gives a FC of “Aa”

words to one S

- T chooses some fun songs and plays them While T does, Ss pass the cards in one direction around the circle

- T stops the music randomly S with the card in his/her hand should say the sound and the word

- T changes the card and continues playing as time permits

10 mins

Some fun music/ songs

Stage 1

Introduction of

Letter Bb

- T prompts some questions for Ss to guess the letter

B (What letter comes right after A? Do you know after letter A is what letter? )

- T says the letter and the sound the letter makes and asks Ss to repeat

- T plays the CD- 7, pauses after the sound and letter and says along with Ss

bsmkshm1Qr&index=3 ( 00:00- 00:55) and asks Ss to sing along

10 mins

Writing time

- T asks Ss to open their book, p 7 and do Part C

- T explains the task for student

- T shows on board how to write letter Bb correctly and calls some students to try writing them on board

- T then gives some minutes for the whole class to finish Part C T goes around and checks for Ss’ work

10 mins

Stage 2

Introduction of Bb

words ( bear, big

- T plays the CD1-7, pauses after each sentences and asks Ss to repeat

- T introduces the key words for letter B

- T asks Ss to open SB, p 6 and plays the CD1-8, asks

10 mins FCs

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bear, bird, banana,

bed)

Ss to listen and point

- T points to the pictures in a different order and have

Ss name them

- T can try to suggest Ss creating a gesture for each word (Ex: action of sleeping for bed) and asks the whole class to repeat the gestures

- T then shows FCs and has Ss to say the words T repeats 3 times or more

Stage 3

Practice time

Game 1: “Guessing the words?”

- T first reviews all the words and their gestures (which are decided in Stage 2)

- T assigns one S going on the stage, facing to others

T then points at one FC on board The whole class has to act out, without saying, use the gesture for a S

on stage guess what word is it? The S is correct when saying correct word, letter and sound

- T continues playing as time permits Optional: T can divide into teams Each turn, T calls one S from one team and let this team answer first If they get it wrong, the other teams have chance to answer and get points

- T checks answer with the whole class, together saying again all the words

Activity “Chant, chant and chant”

- T first plays the CD1-9 and have Ss point to each image as they chant( Part E- Student Book, p 7); or plays the video https://www.youtube.com/watch?

v=ifu_y8wEOoo (1:14-2:10)

- T plays the second times and ask Ss to sing along

- T then divides Ss into groups of four, have each group stand around a desk and put a set of FCs of Bbwords, picture side up, on it

- T has Ss in each group say the chants and point to the correct picture (S1 says: bed, S2 says bear, S3:

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- T changes the cards some times for each group and asks Ss to chant again.

Optional: When finishing chanting, T can say randomly a word, to find the fastest one Then, say another word to find the second fastest one, and the third fastest one in the group

Homework

instructions Oxford Phonic World 1 – Workbook, p.3

A: Trace, write and say- Con viết chữ và nóiB: Write Bb Then match: Con viết chữ Bb, sau đó nối với

từ tương ứng bắt đầu bằng chữ cái BC: Say Then write Bb or cross it out Con viết chữ Bb vào ôbên dưới bức tranh bắt đầu bằng chữ cái B Nếu bức tranh

đó không bắt đầu bằng chữ cái B thì gạch chéo ô vuông đó

Warm up and

review T first write letters Aa and Bb on board and remind Ss about the letters and the sounds they make

T then shows all the FCs of words relating two letters and asks Ss to say the words/ repeats the words

Review games: ‘Telephoning”

- T asks all Ss to make a line To make the game more competitive, T can divide the class into two teams

- T then whispers one random Aa or Bb word to the first S in the line If T makes two teams, T whispersthe words for two Ss at the same time

- S(s) hear(s) the word, then whisper to the second S

in the line, the second S whispers to the third one

15 mins FCs of letter

A and B words ( apple,

ax, ant, aligator, bear,bird, bed, banana)

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Keep doing that until reaching the last S in the line

- The last S(s) hear(s) the word, speak(s) it out loud, together with the sound and the letter The faster team doing that will get one point

- T changes the last S in line each turn, so that everyone has chance to speak

Optional: T can change the rules a little bit, to make more fun: The last S will run to find the correct FCs ( FCs are already arranged randomly near the board) When finding the correct one, say the words with the sound and the letter ( Ex: A, /a/, apple)

- T then says that today we will learn about the Letter

C and the sound of it

- T plays the video again (00:00- 00:55) and asks Ss

to sing along ( T can asks Ss to stand up, sing and dance)

- To help Ss remember the letter and the sound, after watching the video, T repeats the letter and the sounds lots of time T calls randomly some Ss and asks them to say the letter and the sounds T also can divide into different teams, asks each team to say different thing, to make a rhythm (Ex: Team 1:

Letter C, team 2 letter c, team 3 the sound /k/: C,

c, /k/ T can change what each team speak each turn

10 mins

Writing race

- T plays CD1- 10 and shows the “Cool Cat” FCs

- T then makes a race of writing T keeps the same teams for the rhymth activity above

- T asks Ss to make 2 or 3 lines

- T writes on board the letter ( Cc), Ss observe

- T divides the board into three areas and each team will write in one area

- T then lets all the team to write the letter C T waits until the last person write the letter on board, ( even

10 mins

Some makers/chalks for Ss

to write on board

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there is/ are teams finish the race)

- T observes the writing of teams, and decides which one is winner

Writing exercise - T asks Ss to open Student Book, p 9 and do Part C,

trace and write the letter

- T asks Ss to open Student Book, p.8

- T plays CD1-11 and Ss listen, point and repeat the words of letter C

- T shows FCs of letter C, speaks along with Ss

- T speaks the letter, the sound and the word and asks

Ss to repeat (Ex: C, /k/, cat or /k/, /k/ cat)

v=NNhABOViQlc and asks Ss to chant along

C

Stage 3

Practice time

Game 1: “Repeat me, Repeat you ”

- T assigns a gesture to each of the four key words (cat, cup, computer, car)

- T does the gesture, say the word and then says a student’s name

- This S will repeat the gesture and the word of T, then add his/her own word and gesture and then he calls another student

- That S imitates the previous two actions and words and adds his/ her own

- T keeps going to see how long is the chain

- T can start doing it again when a S fails

20 mins

Matching exercise

- T asks Ss to open Student Book, p.9, Part D

- T explains the task and asks Ss to finish it

- T goes around and helps Ss if needed

- T then checks the answers with the whole class

5 mins

Homework

instruction Oxford Phonic World 1 – Workbook, p.4

A: Trace, write and say: Con viết chữ và nói

B: Circle the pictures beginning with the c sound: Con khoanh tròn bức tranh có từ bắt đầu với âm /c/

C: Color C and c: Con tô màu những ô có chữa chữ C và c

5 mins

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Tô bất cứ màu nào mình yêu thích

Lesson 2: Letter Bb

Stages

(các bước)

Warm up and

review letter Aa - T reminds Ss the letter A and the sound of letter that

they have studied last lesson

- T asks Ss to sit in a circle and gives a FC of “Aa”

words to one S

10 mins

Stage 1

Introduction of

Letter Bb

- T prompts some questions for Ss to guess the letter

B (What letter comes right after A? Do you know after letter A is what letter? )

- T says the letter and the sound the letter makes and asks Ss to repeat

- T plays the CD- 7, pauses after the sound and letter and says along with Ss

bsmkshm1Qr&index=3 ( 00:00- 00:55) and asks Ss to sing along

10 mins

Writing time

- T asks Ss to open their book, p 7 and do Part C

- T explains the task for student

- T shows on board how to write letter Bb correctly and calls some students to try writing them on board

10 mins

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- T then gives some minutes for the whole class to finish Part C T goes around and checks for Ss’ work

Stage 2

Introduction of Bb

words ( bear, big

bear, bird, banana,

bed)

- T plays the CD1-7, pauses after each sentences and asks Ss to repeat

- T introduces the key words for letter B

- T asks Ss to open SB, p 6 and plays the CD1-8, asks

Ss to listen and point

Ss name them

- T can try to suggest Ss creating a gesture for each word (Ex: action of sleeping for bed) and asks the whole class to repeat the gestures

- T then shows FCs and has Ss to say the words T repeats 3 times or more

10 mins FCs

Stage 3

Practice time

- T first reviews all the words and their gestures (which are decided in Stage 2)

T then points at one FC on board The whole class has to act out, without saying, use the gesture for a S

on stage guess what word is it? The S is correct when saying correct word, letter and sound

- T checks answer with the whole class, together saying again all the words

Activity “Chant, chant and chant”

- T first plays the CD1-9 and have Ss point to each image as they chant( Part E- Student Book, p 7); or plays the video https://www.youtube.com/watch?

v=ifu_y8wEOoo (1:14-2:10)

- T plays the second times and ask Ss to sing along

- T then divides Ss into groups of four, have each

5 mins

15 mins

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group stand around a desk and put a set of FCs of Bbwords, picture side up, on it.

- T has Ss in each group say the chants and point to the correct picture (S1 says: bed, S2 says bear, S3:

Homework

instructions Oxford Phonic World 1 – Workbook, p.3

A: Trace, write and say- Con viết chữ và nóiB: Write Bb Then match: Con viết chữ Bb, sau đó nối với

từ tương ứng bắt đầu bằng chữ cái BC: Say Then write Bb or cross it out Con viết chữ Bb vào ôbên dưới bức tranh bắt đầu bằng chữ cái B Nếu bức tranh

đó không bắt đầu bằng chữ cái B thì gạch chéo ô vuông đó

Warm up - T plays the video and ask Ss to sing along to warm

up https://www.youtube.com/watch?v=l4WNrvVjiTw

- T plays small game “ Teacher’s mistake”: T shows

the FCs and say the word for each Occasionally, saythe wrong word Ss repeat you if the word is correct

If the word is incorrect, Ss raise hand and correct T

by shouting the correct one

10 mins Some FCs

from Unit 1

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Stage 1

Introduction of

Letter Dd

- T plays the CD1-15 and Ss listen

- T uses FC of dizzy dog and calls some students to pretend to be a dizzy dog

- T then calls some random Ss to be a dizzy dog, speed up a little after each time At the end, all Ss will be dizzy dogs

- T prompts some questions about what letter will be learnt in this lesson

- T writes on board the letter Dd and asks Ss if they know the letter and the sound it makes

- T plays the video and asks Ss to repeat and sing along (00:00- 00:55)

https://www.youtube.com/watch?v=nb8DqaQmNWg

10 mins

Practice the sound of letter

- T divides class into 4 teams and names the team

- T chooses randomly a FC, shows the picture to Ss

- T chooses one team, call the team’s name and ask them to say the sound Finish the first round by calling the all four teams

- For the second round, T can change the rules, the faster team saying Bingo after seeing the FC will have chance to answer T encourages all the teams tosay the sound and the word

Student Book, p.13, Part C

- T assigns Ss to finish Part C, following the instruction in the book, how to write letter D

- T goes around and checks for Ss writing

- T uses FCs to introduce key words for letter D

- T plays the CD1-16, asks Ss to listen and point

10 mins FCs

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Ss name them

- T then shuffle FCs, picture side down calls some Ss

to go on board, pick a FC and say the word After, T holds FC to the whole class and ask them to say the word Keep doing it as time permits.( T can shuffle with some key words of letter B, C or A to make the activity more challenging)

Stage 3

Chanting time

Part E, Student Book, p 13

- T keeps the same 4 teams as in the activity of practicing sound mentioned above

- T gives each team a word from the chant (dog, doll, duck, desk)

- T plays the CD1- 18 for the first time, Ss listen

- T plays for second time, all Ss chant along

- T plays for the third time, each team only chants the

FC they have and hold this FC up

- T then changes the FC for each team, practice 2 or 3 times more as time permits ( T doesn’t need to play the audio again, let them do without music)

10 mins Some

magnets, FCs

Stage 4:

Listening exercise

Part D, Student Book, p.13

- T explains the requirement of the task

- T plays the audio for the first time, pauses a little bit after each sentence for Ss to choose the answer (if necessary)

- T plays the second time, Ss check their answer again

- T checks the answers with the whole class

5 mins

Stage 5

Practice time

Game: ““Who is faster?”

- T keeps the same team

- T calls one S from each team and make a small

20 mins

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- T gives each S one FC of key word for letter D Ss have to keep it on their back, show the picture side and make sure Ss don’t use hand to hide the picture

- T then says Go, Ss will run around and try to see the words from other Ss in the circle

- T has Ss to run in a circle to make the game fair

- The first S says the word correctly will get 4 pts for the team

- T calls other players and keeps playing as time permit

Optional: To make the game harder, after having the first S saying word correctly, this S then will be out of the circle

The three left Ss still race Who says the correct word first will get 3 pts This S will be out then

Two left Ss race The one says first will get 2 pts

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Warm up T plays small game “What’s the letter?” to warm up and

review letters from previous lessons

Rules: Divide class into three teams Whisper A, B, C, D to

a student from each team The students go back to their teamand silently mime the shape of the letter with their bodies

The faster team says “Bingo” will have chance to answer If they have correct guess of the letter, they will get a point

T then can whisper the words instead of the letter (focus on key words of letter D first) and ask Ss to act out (example:

they can make the sound of the dog, duck, or use hand to draw a desk….) Keep playing as time permits

- T writes three options for the: G, A, E

- T asks Ss to guess the next letter after D

- T then says that the letter for today’s lesson is Ee

- T plays the video and asks Ss to repeat and sing along (00:00- 00:55)

https://www.youtube.com/watch?v=beaUUPPUT2Y

- T asks Ss to repeat the letter and the sound lots of time, calls randomly some Ss to check for their pronunciation

- T holds the FC of energetic egg and have Ss to say

- T divides class into teams, practices chanting the letter sound ( may include the sound of letter A-D if needed)

15 mins

Stage 2

Writing

- T asks all Ss to stand up

- T asks Ss to repeat T’s action

- T joins two hands together, holds up in the air and starts writing the letter E in the air Ss copy teacher’saction

- T assigns Ss to finish Part C, following the instruction in the book, how to write letter E

- T uses FCs to introduce key words for letter E

Ss name them

to go on board, pick a FC and say the word After, T holds FC to the whole class and ask them to say the word Keep doing it as time permits.( T can shuffle with some key words of letter D to make the activity more challenging)

10 mins FCs

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Stage 3

Chanting time

- T divides class into 4 teams

10 mins Some

magnets, FCs

Stage 4:

Listening exercise

- T does with the whole class for Questions 1 and 2, plays the audio for the first question, pauses and asks

Ss what is the answer Do the same with Questions 2

- T then plays the rest and lets Ss finish the tasks

- T plays the second time (if needed), Ss check their answer again

10 mins

Stage 5

Practice time

Game: “Chair game”

- T puts two chairs in the center of the room

- T divides class into two teams and have one S from each team stand in the center, the others gather around to watch

- T puts a different FC on each chair

- T says the name of the card, two Ss race to be the first to sit on the chair with card, and shout out the name of card again

- The winner will get point for their team and will be the one who say the card for the next round

Optional: For added challenge, use all four cards and have four teams compete for one of the four chairs

( If the class doesn’t have chairs, T can put FCs on the floorand asks Ss to touch it)

B: Which ones begin with the e sound? Match and write –

Từ này bắt đầu bằng âm e? Con nối và viết chữ Ee.

C: Say Then write Ee or cross it out- Con nói các từ Sau đó

viết Ee vào ô trống nếu từ đó bắt đầu bằng âm e hoặc gạch chéo ô trống nếu từ đó không bắt đầu bằng âm e

5 mins

Lesson 7: Letter Ff

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(các bước)

Games: “Hop and say”

- T asks Ss to stand in a line at the font of the class and give each S a FCs ( FCs of key words for letter

D and E)

- T calls a word, S with that card hops forward and repeats T

- T calls out key words in a random order

- T has Ss trade cards occasionally

- T models the dialogue from exercise A

“ Hello, I’m a funny fish

/f/ /f/ This is the /f/ sound

This is the letter F

/f/ /f/ funny fish /f/ /f/ funny fish What’s the beginning sound?

/f/

What letter is this?

F”

- T then plays CD1-23 and Ss listen

- T displays the Funny Fish card and have student introduce themselves as funny fish ( Hello, I’m a funny fish, /f/ /f/ funny fish Letter F, sound /f/)

- T listens carefully to Ss pronunciation

- T plays the video and asks Ss sing along (00:00- 00:54) https://www.youtube.com/watch?v=Zrj0feSC5oo

- T asks Ss to repeat the letter and the sound lots of time

- T divides class into teams, practices chanting the letter sound ( may include the sound of letter A-E if needed)

15 mins

Stage 2

Writing

- T asks Ss to repeat T’s action

- T joins two hands together, holds up in the air and starts writing the letter F in the air (or T uses body todisplay letter F) Ss copy teacher’s action

- T assigns Ss to finish Part C, following the instruction in the book, how to write letter F

10 mins

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Writing race: Divide the class into teams of 4 or 5 Have

one S from each team come to the board Say Go! and give

the students 30 seconds to write many Ff as they can The team writes the most partner letter (Ff) (legibly) wins point for their team Repeat until every Ss has had a turn

Stage 3

Introduction of Ff

words (fish, fan,

farm, fork)

- T uses FCs to introduce key words for letter Ff

Ss name them T tries to encourage Ss to say the words with the beginning sound (ex: /f/ /f/ fish)

Activity 1: Touch

- T uses FCs of letter F

- T has Ss play in pairs

- T displays four key words of letter F on the desk or

on the floor

- Each turn, T calls one pair, says one key word and 2

Ss race to touch the FC of the word The one touchesfirst and says again the word correctly will win

(Each pairs can play three times to finalize the winner, and Ss will have chance to practice more words) The winner will be the one to say the words for next pair

- T continues the activity as time permits

- T models the requirement of the task

- T has Ss point to the fan and say fan, /f/, /f/, fan

- T points to all the images and elicits the word and /f/

sound in the same way

- T gives each team a word from the chant (farm, fan, fork, fish) and gives them a minute to think about a unique action or gesture that they can do while standing or sitting

- T plays the CD1-25 for the first time, Ss listen

- T plays second time and has Ss perform their actionswhen their word is said in the chant

- T asks Ss to change FCs and think of the new action and repeats the activity (For the second time, or third time of chanting, T can let Ss chant without the music by doing actions and chanting their word at the same time T encourages Ss to chant the word with motion)

5 mins

10 mins FCs

Stage 5

Review time

Game: Picture game

- T divides class into groups of three or four

- T gives paper and crayons to each group

- T whispers a key word to one student from each group Without speaking, students return to their

15 mins

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groups and draw a picture of the key word T whispered The first group to guess correctly wins a point.

- T repeats as time permits and until all students have had a turn to draw

Homework

instruction

Oxford Phonic World 1 – Workbook, p.8

A: Trace, write and say- Con viết và luyện nói chữ B: Write Ff Then match- Con viết chữ, sau đó nối chữ với

hình ảnh chứa từ bắt đầu bằng âm f

C: Color F and f Write Ff- Con tô màu các ô có chứa chữ cái F và f Sau đó viết chữ Ff vào ô trống (Con tô bất cứ màu nào mình yêu thích)

- T organizes a small game “ Down the line”

Rules: Place shuffled Phonics Cards in a line on the floor

Divide students into two teams Have a student from each team start at opposite ends and go down the line of cards, saying each card’s word in a race to get to the other end If students meet at the same card, have them play Rock, Paper, Scissors and have the winner say a word that begins with a sound T provides them Then, the game continues

5 mins

15 mins

FCs of D,E, Fwords

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Keep playing for the rest of the teams

Stage 2

Review words of

letter A, B and C

Student Book, p.18

- T follows the pages, asks Ss to finish Part A, B and

C in the book with some guidelines, instructions and explanations

Part A: T uses the FCs to explain the task

- T sticks FCs for question 1 on board and Ss to say the words and the sounds, then choose two words with the same sound When Ss identify

successfully the words with same sound, T circles these words as example and asks Ss to do the same with questions 2 and 3 T can do together with Ss if they don’t understand

Part B: Listen and circle the correct letter (CD1-26) Part C: Listen and write (CD1-27) T asks Ss to repeat the sound that they hear and write the correct letter

- T checks answer with the whole class

Game: “ Sound families?”

Rules: Divide students into groups of three or four Each group uses a set of shuffled Unit 2 Student Cards (The Students Card number 13-24 are taken from the end of Student Book, asks Ss to cut out these cards to play the game To save time of cutting, use only one Student Cards set from one student’s book and after playing, returns the cards to that student) (Make sure that the picture side of thecard is up)

When T says Go, students race to put the cards into three groups: Dd, Ee, and Ff The first team to finish wins and says words together

T can play the second time if time allows

15 mins

10 mins

Trang 20

Practice time - T first asks Ss to say things in the picture (What are

in the picture 1, 2,3 and 4?)

- T encourages Ss to read the picture story in advance

- T plays for the second time, pauses after each sentence and asks Ss to repeat T asks Ss to point to the sentence in each picture while repeating

- T encourages Ss to imitate the voice in the audio

- T reads and points to the sight words and asks Ss to repeat

- T then assigns some paired reading, take turns reading story sentences

- T finally has Ss to act out story, assigns each picture for one S Encourage Ss to have fun while they act out the story

Rules: Play in pairs Arrange a set of shuffle key words of letter D-F on the floor Each turn, call two students standing at the end of the class T then says a word with thestructure “I see…/ I have…./ It’s … ” and count 1,2,3 Ss race to get the correct FC of the word and repeat word withthe structure The winner is to grab the card quicker and says structure correctly

T then says word with the structure with the whole class

Let each pairs play two or three times (T tries to use different structure each turn and make sure that student understand the meaning of the structure)

Build up interesting stories

- T divides the class into teams of four Each turn, one group will play and the other watch

10 mins

FCs

Trang 21

- T asks the team to stand in a circle, back to back, plays a draft first to illustrate the rules for all SsRules: Give each Ss a random card Make sure they don’t see their card and other cards Count 1,2, 3, Ss turn around and now let them have a look of the card T points to one S

and ask him/ her to say his/her card with structure: I see…

… , points to another one and ask him or her to say with

the structure : I have….; the two last Ss will say with structure: It’s a/an….

To make the activity easier at the beginning, T can have teams say only one structure, then add more structures while they practice T encourages Ss to have fun while telling their own story

15 mins

Homework Oxford Phonic World 1 – Workbook, p.9

A: Which ones begin with the sound? Write (v): Con tích vào bức tranh có từ bắt đầu bằng âm tương ứng cho sẵn trong mỗi câu

B: Draw the shapes and write: Con vẽ hình tượng trưng chocác chữ cái và viết chữ cái vào ô trống cạnh mỗi bức tranh ( Chữ D là hình tròn, chữ E là hình vuông, chữ F là hình tam giác)

5 mins

Lesson 9: Review Unit 1-2 (Aa-Ff)

Stages

(các bước)

Teaching tools and materials (giáo cụ, học liệu) Warm up - T writes Aa- Ff on the board

- T models the sounds for the students and have them repeat

- T uses FCs to review words from U1-U2

5 mins FCs of A-F

words

Trang 22

Stage 1 Student Book, p.20

Part A: Look and listen Sing along

- T plays CD1- 29, Ss listen one time

- T plays the song again, Ss listen and sing, point to the pictures in their book that present key words

- T then randomly points to picture and has Ss say the sound and the word that corresponds to each picture Ex, if you point to one of the ants on the fence, Ss should say /a/ /a/ ant

- T continues pointing and increases the speed everyturn

- Finally, T asks Ss to point and show the hidden letter to the class, say the sound and one of that letter’s key word

Part B: Listen, circle and write ( CD1-30)

- T checks answer with the whole class

Writing activity:

- T goes back the exercise B

- Ss plays in pairs or groups of three Ss comes to the board

- T points to the other pictures in exercise B and says Go!; Ss must race to write the correct partner letters on the board

- T continues playing as time permits

- T delivers the bingo card to Ss

- T asks Ss to choose any 9 words that they like/

want from U1-U2 and draw a picture of them in the Bingo card Each words will be in one square ( T says that Ss don’t need to have beautiful

20 mins Bingo card

Trang 23

drawing with colors, to save time)

- T explains the rules to SsRules: T calls out keys words from U1-U2 Ss listen and cross out the square that contains that word If they don’t have the words, just sit still and wait for the next call

Continue playing To make a challenge, T can assign one

S to call a word each turn The first S who crosses out three words in a horizontal, vertical or diagonal roll and yells Bingo, is the winner The winner will say again all

three words with the structure: I see… or I have…

Then have Ss change the words Repeat as time permits

Notes: If possible, T asks Ss to take the Student Card of

U1 –U2 ( 1-24), cut them out and place in the Bingo Card

In this way, Ss can easier to change the card after each time finding the winner and have more time to play and practice words and structure

Stage 3 Student Book, p 22

Part C: Listen Do you hear the same sound? Draw

smiley face or sad face ( CD1- 31)

- T explains the task for Ss ( T elicits the meaning ofthe icons in the task)

- T plays the CD and has Ss repeat the words they hear

- T encourages Ss to smile when the words begin with the same sound and frown when the words begin with a different sound

- T plays again and asks Ss to finish part C

- T goes around and checks Ss’ answers

Extended activity: T can do an activity with the exercise

by combining other key words with some adjective have the same and different initial sounds ( ex: energetic

15 mins

Trang 24

computer, dizzy duck, funny apple, …) T asks Ss to do the same: smile when the words begin with the same sound and frown when the words begin with a different sound T can speed up after few turn to have more fun

Part D: Match and say

- T explains the task to Ss, asks them to match the words with the same sound to the letter and the sound

- T can does again the example with whole class for their understanding

- T goes around to help Ss

- T checks answers with whole class

Student Book, p 23 ( Part E: Play the game)

It’s better to re-print p 23 in A3 paper and in color, so that

we can play with the whole class to practice the structures

- T sticks the A3 game paper on the board and puts the spinner at the centre and uses one magnet to place at the starting point of the game

- T models the game: Spin and move the magnet to the first picture that represents the partner letters

on the spinner and say the word for that picture If they can say the word successfully, they stay on that square If not, they move back Then, next S spins and so on The class will win when reaching the end of the game

Note: When students say the words, T encourages them to

say words in structure, example: apple, I see an apple/ I have an apple/ It’s an apple After that, T points again to the apple picture and has all Ss to repeat the words and structure

- T can play the game again, make sure everyone has turn to spin and speak

20 mins

Printed in colorA3 size of page

23 (SB), spinner, magnets

Trang 25

Homework Oxford Phonic World 1 – Workbook, p.10+11

A: Say Then circle the beginning sound- Con nói các từ, sau đó khoanh tròn vào âm bắt đầu của từ đó ( Ví dụ:

alligator, âm /a/)B: Say and match- Con nói chữ cái, sau đó nối với từ tương ứng bắt đầu bằng chữ cái đó

C: Write, say and connect in A-B-C order- Con viết, nói

và nối các từ theo thứ tự bảng chữ cái D: Look and write- Con nhìn và viết ( Mỗi chữ cái có một biểu tượng, con quan sát mỗi biểu tượng đại diện cho chữ cái nào rồi viết vào ô tương ứng)

Teaching tools and materials (giáo cụ, học liệu) Warm up - T plays small game to warm up

Game: “Hot Word”

- T asks Ss to sit in a circle and give a FC of U1-U2 key words to one S

T can make the game more challenging by giving two cards

at the same time When the music stops, 2 Ss need to say thewords T encourages them to say the word with the

10 mins Some FCs

from Unit 1

Trang 26

- Then, T plays the video again, 00:00- 00:18 and asks

Ss to sing along T can ask Ss to sing without the music

- T then prompts Ss to the sound of letter G

- T plays the video ( 00:00 - 00:13) and ask Ss to guess the sound of letter

- T writes on board : Aa, Bb, Cc, Dd, Ee, Ff, Gg

- T points randomly a partner letter and asks Ss to say the letter and sound

- T speeds up the pointing after each turn

- T then calls 3 Ss on board, says a sound of any letter and says Go, Ss race to touch to the correct letter andrepeat the sound

10 mins

Stage 2

Writing

Student Book , p.25, Part C

- T plays the video ( 00:17-01:17) and asks Ss to copy the action of writing letter Gg

- T uses FCs to introduce key words for letter G

Ss name them

to go on board, pick a FC and say the word After, T holds FC to the whole class and asks them to say the

10 mins FCs

Trang 27

word Keep doing it as time permits.( T can shuffle with some key words of letters E or F to make the activity more challenging)

Stage 3

Chanting time

- T keeps the same 4 teams as in the activity of practicing sound mentioned above

10 mins Some

magnets, FCs

Stage 4:

Listening exercise

Part D, Student Book, p.25- CD1-34

- T plays the audio for the first time, pauses a little bit after each sentence for Ss to choose the answer (if necessary)

- T plays the second time, Ss check their answer again

Extended activity: Using the FCs from this unit and the

previous units Choose four cards, only one of which begins

with /g/ Have Ss identify each card and raise their hands

when they say the names of Gg cards Repeat

10 mins

Stage 5

Practice time Game: “Buzzers” - T divides class into two teams

- A player from each team comes to a central desk with two “buzzers” on it ( The buzzers can be two bells or two books, anything safe to touch

- T shows a FC, the first Ss to slap their buzzer and say ( /g/ /g/ gorilla) wins a point If the answer is incorrect, the other player gets a chance to answer

- First, T chooses only FCs of letter G for Ss to remember the words Then, T can shuffle with FCs

of other letters and has Ss play

15 mins

Homework

instruction

A: Trace, write and say- Con viết và luyện nói chữ

B: Circle the picture beginning with the g sound- Con khoanh tròn bức tranh bắt đầu bằng âm g

C: Say Then write Gg or cross it out- Viết chữ Gg vào ô bên dưới bức tranh bắt đầu bằng chữ cái G Nếu bức tranh

5 mins

Trang 28

đó không bắt đầu bằng chữ cái G thì gạch chéo ô vuông đó)

Lesson 11: Letter Hh

Stages

(các bước)

Warm up T plays small game “What’s the letter?” to warm up and

review letters from previous lessons

Rules: Divide class into three teams Whisper E, F,G to a student from each team The students go back to their team and silently mime the shape of the letter with their bodies

The faster team says “Bingo” will have chance to answer If they have correct guess of the letter, they will get a point T encourages Ss to say the words with its beginning sound

T then can whisper the words instead of the letter ( focus on key words of letter G first) and ask Ss to act out ( example:

they can make the sound of the gorilla, use the motions T assigned in the last lesson to act out, or pretend to be a girl)

Keep playing as time permits

15 mins Choose

random FCs from E, F, G

Stage 1

Introduction of

Letter Hh

Student Book, p 26, Part A

- T models the dialogue from exercise A

“ Hello, I’m a happy horse

/h/ /h/ This is the /h/ sound

This is the letter H

/h/ /h/ happy horse What’s the beginning sound?

/h/

H”

- T then displays the Happy Horse card and asks Ss to

pretend to be a Happy Horse and introduce about themselves

- T plays the video and asks Ss to repeat and sing

5 mins

Trang 29

along (00:00- 00:55) https://www.youtube.com/watch?v=NtUSMBzacQ0

- T asks Ss to repeat the letter and the sound lots of time, calls randomly some Ss to check for their pronunciation

Activity: “What’s missing?”

- T writes all partner letters that they have learnt(A-H)

in random order on board and has Ss to have a look

10 mins

Stage 2

Writing

- T plays the video, 00:16- 01:16, Ss copy action

https://www.youtube.com/watch?v=PUI5-AphjMg

- T then asks Ss to sit down and assigns Ss to finish Part C, following the instruction in the book, how to write letter Hh

5 mins

Stage 3

Introduction of Hh

words (horse, hat,

house, hot dog)

- T repeats as time permits

10 mins FCs, magnets

Stage 3

Chanting time

- T gives each team a word from the chant (horse, hat, hot dog, house)

10 mins Some

magnets, FCs

Trang 30

- T then changes the FC for each team, practice 2 or 3 times more as time permits (T doesn’t need to play the audio again, let them do without music)

- T encourages Ss to have fun while chanting

Stage 4:

Listening exercise

- T does with the whole class for Questions 1

- T then plays the rest and lets Ss finish the tasks

- T plays the second time (if needed), Ss check their answer again

- T then calls some Ss on board, points to a picture and asks them to write the letter T has the whole class to repeat the letter and the words

5-7 mins

Stage 5

Practice time Game: “Line-up” - T gives 4 FCs of key words of letter Hh randomly to

4 Ss in class

- T says the four key words in any order

- Ss get into group of four at the front of the class and line up to match T’s order

- T then points randomly to the line, S pointed holds

up FC, says the word and the sound T speeds up to make more fun

- T repeats as often as time permits and change the order each time

Optional: For added challenge, T can assign one FC to 2,3

or even 4 Ss The more, the merrier

13-15 mins FCs

Homework

instruction

A: Trace, write and say- Con viết và luyện nói chữ B: Write Hh Then match – Con viết chữ Hh, sau đó nối với bức tranh có từ bắt đầu bằng âm /h/

C: Color H and h Write Hh – Con tô màu những ô có chữ H

và h Sau đó viết chữ Hh vào ô trống (Con tô bất cứ màu nào con thích)

Trang 31

(giáo cụ, học liệu)

Review games: ‘Telephoning”

- T asks all Ss to make a line To make the game more competitive, T can divide the class into two teams

- T then whispers one random Gg or Hh word to the first S in the line If T makes two teams, T whispersthe words for two Ss at the same time

- S(s) hear(s) the word, then whisper to the second S

in the line, the second S whispers to the third one

Keep doing that until reaching the last S in the line

- The last S(s) hear(s) the word, speak(s) it out loud, together with the sound and the letter The faster team doing that will get one point

- T changes the last S in line each turn, so that everyone has chance to speak

Optional: T can change the rules a little bit, to make more fun: The last S will run to find the correct FCs ( FCs are already arranged randomly near the board) When finding the correct one, say the words with the sound and the letter ( Ex: G, /g/, gorilla)

G and H words (gorilla, goat, gift, girl, hot, hat, horse, house)

Stage 1

Introduction of letter

Ii

- T writes on board: Gg, Hh and ??

- T prompts Ss to guess what’s the next letter

- T shows FC ( Letter side) of Interesting Insect and writes letter Ii on board

- T flips FC to picture side and elicits that it’s an interesting insect and has Ss to repeat

- T models the dialogue:

“ Hi, I’m an interesting insect /i/ /i/ This is the /i/ sound

This is the letter I

/i/ /i/ interesting insect /i/ /i/ interesting insect What’s the beginning sound?

Trang 32

- T plays the video and Ss sing along ( 00:00- 00:55)https://www.youtube.com/watch?v=P56hZEhqFCw

- To help Ss remember the letter and the sound, after watching the video, T repeats the letter and the sounds lots of time T calls randomly some Ss and asks them to say the letter and the sounds T also can divide into different teams, asks each team to say different thing, to make a rhymth ( Ex: Team 1:

Letter I, team 2 and team 3 the sound /i/: I, /i/, /i/ T can change what each team speak each turn

Stage 2

Introduction of Ii

words ( igloo, insect,

ink, iguana)

Student Book, p 28, Part B

- T points in a random order and asks Ss if they knowthe word

- T then shows FCs of four key words of letter Ii, speaks and Ss repeat

- T encourages Ss to say in full sentence : It’s an insect , It’s ink, It’s an igloo and it’s an iguana

- T plays the CD1- 41, Ss listen, point to the picture

in their book and repeat the words

Activity: “ What is hidden?”

- T turns all the FCs to the letter side and puts them

on the center desk

- Each turn, call two Ss to in front of the desk

- T counts 1,2,3, Ss turn over the card and say the word The first Ss to say the word correctly wins T then holds up FC to the whole class and asks Ss to repeat( Say with the letter and the sound)

- T can let three or four Ss play at the same time, to add more challenge for the activity

Student Book, p 29, Part C

- T plays the video, 00:24- 01:16, Ss all stand up and repeat the action

https://www.youtube.com/watch?v=b_gJVJvOA3Q

- T then pauses the video, asks Ss to write by themseleves

- T asks Ss to do Part C on the book

- T goes around and checks Ss’ writing

5 mins Some

markers,or chalk

Trang 33

Color time

Chanting time

all the points and annouces the winner of the race

Student Book, p 29, Part D

- T explains the task for Ss

- T emphasizes Ss to color the same color as in the background for each questions

Student Book, p.29, Part E: Chanting

- T first uses FCs to practice structure with the wholeclass

- T shows FC of igloo and says: I have an igloo ( Make sure Ss understand the meaning of I have )

- T assigns 4 key words FCs to 4 Ss, asks them to stand in from of the class

- T points at a random order, S has Fc will say the word with the structure Practice this for three or four groups of Ss

- T then play CD1- 42 and Ss sing along

- T encourages Ss to have fun while saying sentences

5 mins

10 mins

Colors/ Crayons

Stage 3

Practice time

Game: “Picture game”

- T divides class into small teams

- T brings one S away and whispersa key word to him or her Without speaking, S takes the chalk / marker and draws a picture of key word T

whispered The first team to guess the correct word wins point This whole team then says the word in a

full sentence: I have ( I have an igloo)

- T can mix with some words of previous lessons to make game harder, but at the beginning, focus on key words of letter Ii

15 mins

Homework

instruction

A: Trace, write and say: Con viết chữ Ii và nói

B: Circle the pictures beginning with the i sound : Con khoanh tròn bức tranh có từ bắt đầu với âm /i/

C: Color I and i : Con tô màu những ô có chứa chữ I và i, sau đó viết chữ Ii (Tô bất cứ màu nào mình yêu thích)

Trang 34

Warm up and

review

Warn- up games: “Pop up”

- T assigns one phonic sound that Ss need to listen for

- T then clearly and slowly says several of the key words from letter Gg- Ii, one of which includes the target sound

- Ss stand when they hear the target sound and sit when a different sound is said

- T repeats with increasing speed

- T can use the sound from previous Unit ( Unit 1-2)

if necessary

10 mins

Stage 1 Student Book, p 30 Part A: Which one begins with the same sound? Circle

- T uses FCs to illustrate the task for Ss

- T sticks FCs for question 1 on board, asks Ss to say the words and their sound

- T repeats two times all the words and lets Ss identify the two words with same sound

- T then uses chalk/ marker to circle two FCs with same sound

- T asks Ss to do the rest of exercise A

- T encourages Ss to say the sound and words out loud before circling the answer

- T goes around and check

Part B: Listen and circle

- T explains the task for Ss by doing Question 1 with the whole class

- T plays the CD1-43 and pauses after the firsr questions

- T asks Ss what’s the answer and tells Ss what to do when knowing the answer

- T then plays the audio, Ss do the rest of exercise

- T plays one more time to check the answer with the whole class

Part C: Write

- T firstly asks Ss to point at the picture and say its initial sound twice and then the word

- T models this for Ss For number 1, say /i/ /i/ insect

- Ss do this and complete the task

5 mins

FCs of lettersG-I

Stage 2

Review sound and

words of letters(

Gg-Ii)

Review game: “Race and order”

- T prepares FCs of all key words for three letters andarranges in mixed order on the table at the centre end of the class

- T divides class into three teams, names the teams and divides the board as teams named On each board area of three teams, T write three partner letters: Gg, Hh, Ii

20 mins FCs of all

key words forletters Gg-Ii, magnets

Trang 35

- T gives each team some magnets to stick cards on board

- Each round, T calls one S from each team and asks them to make a line in front of the board

- When T says Go, all three Ss race to the card table, take the card and stick to the correct beginning letter and sound on board Each race, Ss only take one card If S takes more than one card, the team will be out of the game for one round Ss keep racing until there is no card left on the table

- T then counts the cards, the winning is to have the most cards on their board and can say all the words they stick (T can encourages Ss to say the words with the structures of Unit 3: I see an / I have /

Student Book, p 31, Story

- T plays CD1-44 for the first time, Ss listen

- T plays the story the second time, Ss point to the pictures of key words when they hear in the story

- T practices with Ss the sight words of story: want;

Stage 3

Practice time

Make your own story

- T divides class into groups of four

- T gives each groups a piece of paper and has them draw four story frames like those in page 31

- T asks Ss to make up their own story and include pictures presenting key words of Gg-Ii ( Ss will draw and colors)

- T makes sure groups don’t copy directly story from the book

- T then has some groups telling their story and reminds them to use the structures provided in the book (I see , I want , It’s a )

15 mins

Homework

instruction

A: Say Then circle the beginning sound- Con nói các từ

Sau đó khoanh tròn âm bắt đầu của từ đóB: Trace and match- Con nối chữ cái với từ và âm tương ứng của chữ cái đó

5 mins

Trang 36

Lesson 14: Letter Jj

Stages

(các bước) (tiến trình bài dạy) Procedures Time (90 minutes)

Teaching tools and materials (giáo cụ, học liệu) Warm up Small game to warm up and review Unit 3

- T divides class into three groups,each group presents aletter: G, H and I All Ss begin by standing When I says a letter sound or a key word( T can choose to display the FC instead), the groups that do not correspond to that letter or sound sit down The last S

to sit down each group is out If any S from the group

of sound mentioned sit down, they are out of the gamealso

- T continues in this way, eliminating Ss The last student standing is the winner

10 mins

Stage 1

Introduction of

letter Jj and its key

words ( jet, jacket,

jam, juice)

Student Book, p.32, Part A

- T model the dialogue from exercise A

“ Hello, I’m a jumbo jet

/j/ /j/ This is the /j/ soundThis is the letter J

/j/ /j/ jumbo jet /j/ /j/ jumbo jetWhat’s the beginning sound?

/j/

J” T can use the FCs of Jumbo jet while modeling the dialogue

- T plays the CD1-45 and asks Ss to pretend they are jets and move around the room

When T stops the audio, Ss must find a partner and introduce

themselves, saying Hello, I;m a jumbo jet /j/ /j/ jumbo jet

- T continues for several rounds and encourages Ss to

“fly” all around the room

- T then plays the video, 00:00- 00:55 and Ss sing alonghttps://www.youtube.com/watch?v=6KXX6fCKWes

Student Book, p.32 Part B

- T plays CD1- 46, Ss point as they hear the words

- T plays the audio again, Ss listen and repeat

10 mins

Trang 37

- T then shows FCs of key words for letter Jj to the whole class, and asks Ss to say the words and the sound

- T repeats several times for Ss

- T assigns 4 FCs to 4 random Ss and plays Match it T

calls randomly a word, S with FC of that word holds it

up and say the word, then the word with the sound ( jet, /j/ /j/ jet) T repeats it with other Ss as time permits and tries to speed up after each turn

Optional: Instead of playing Match it, T can play the game

of drawing Each turn, T begins to draw a picture of the key words on the board, one line at a time T asks Ss to raise their hand, say Bingo and try to guess the word and say the sound

Keep playing it as time permits

Stage 2

Writing race - T plays the video , 00:16-01:16 and Ss stand, watch,

copy the action https://www.youtube.com/watch?

v=8wNIYNyG37g&t=55s

- T then writes on board again, Ss observe

- T has some Ss to come to the board T gives them 30 seconds and they have to write as many partner letter

Jj, neatly, as they can

- T plays several times with other Ss as time permits

10 mins Some

makers/ chalks for Ss

to write on board

Writing exercise Student Book, p 33, Part C

- T asks Ss to do Part C

- T goes around and checks the writing

5 mins

Stage 3 Student Book, p.34, Part E : Chanting - T plays CD1-47, Ss points to each image

- T plays the audio for second time, Ss chant along

Each line repeats several times

- T then has all Ss to sit in a circle and gives 4 FCs of words to 4 Ss

- T plays the audio, Ss pass the cards around in time with the chant Cue Ss to stop passing the card for the last two lines At that point, only those SS with the correct cards hold them up and say the last part of the

chant For example, the S with an juice card will hold the card up when the chant says I want juice Then S

will lower the card T repeats as time permits

Student Book, p.34, Part D: Connect and write

- T explains the requirement of the task for Ss

- T does one question as an example with the whole class

- T lets Ss to finish the task

- T goes around to help Ss

- T checks the answer with the whole class

10 mins

5 mins

FCs of letter C

Stage 4

Practice time

Game: “What’s missing?”

- T first displays all FCs for letter Jj and has Ss say the words and the sound

- T then sticks four FCs on board and Ss observe

- T asks Ss to down their head and close eyes

20 mins FCs from

previous units, magnets

Trang 38

- T takes away one FC.

- Ss open eyes, watch and identify the missing words

Ss who know the answer neeed to raise hands and say Bingo

to get a chance to answer S’s answer should include word in

a sentence: I want or include the letter, the sound and the

- T keeps playing as time permits

Homework

instruction

Oxford Phonic World 1 – Workbook, p.16 A: Trace, write and say: Con viết chữ và nóiB: Which ones begin with the j sound? Match and write: Bức tranh nào có từ bắt đầu bằng âm j Con nối chữ Jj với bức tranh tương ứng rồi sau đó viết chữ Jj vào ô trống

C: Color J and j and write Jj: Con tô màu những ô có chứa chữ J và j Sau đó viết chữ Tô bất cứ màu nào mình yêu thích

Warm up and

review letter Jj

- T reminds Ss the letter Jj and the sound of letter that they have studied last lesson

- T asks Ss to sit in a circle and gives a FC of “Jj”

words to one S

- T changes the card and can ask Ss to say the

structure of that lesson ( Ex: I want juice) and

10 mins

Trang 39

continues playing as time permits ( Practice the letter, sound, words and structure)

- T says letter for today’s lesson ( Letter K)

- T plays the CD1- 48, Ss listen

- T then shows FC of kicking kangaroo and models a kangaroo’s hop, saying /k/, /k/ kangaroo

- T has Ss mimic T

- T plays the video, 00:00-00:55 and Ss sing along T encourages Ss to sing loudly, especially for the sound part https://www.youtube.com/watch?

v=OGVbUgqp7LQ

- T shows FCs of key words for letter K and asks Ss ifthey know any words

- T then says 4 words and Ss repeat T encourages Ss

to say with the letter, the sound and the word

- T shuffles the cards, calls some Ss to go and pick thecard then say the words with the sound (Ex: /k/ /k/

kite)

- T plays a game “Do as I say” to practice the words

Rules: T assigns motions/gestures that correspond to the

key words of the unit Say the sounds and the words and have Ss repeat after you and use the motions/gestures

Practice for some round and then emphasize Ss to do what Tsays, not do what teacher does T can try doing some

confusing motions/gestures while saying the words to make more fun T keeps playing as time permits

5 mins

15 mins

Writing time Student Book p 35, Part C

- T joins two hand together, models writing letter Kk

in the air, Ss copy T’s action

- T speeds up little by little after some practices, asks

Ss to write without T’s modeling

- T then asks Ss to open their book, p 7 and do Part C

- T goes around and checks for Ss’ work

- T explains the task for Ss

- T plays the CD1- 50 and does Question 1 with the whole class

- T then plays the rest of the audio, Ss finish part D

- T plays again and check the answer with the whole

5 mins Some

magnets, FCs

Trang 40

- T first reviews all the words and their motions (which are decided in Stage 1)

T then points at one FC on board The whole class has to act out, without saying, uses the motions for a

S on stage guess what word is it? The S is correct when saying correct word, letter and sound

- T plays the second times and asks Ss to sing along

- T then divides Ss into groups of four, have each group stand around a desk and put a set of FCs of Kkwords, picture side up, on it

- T has Ss in each group say the chants and point to the correct picture (S1 says: key, S2 says kite, S3:

king, S4: kangaroo)

- T encourages Ss to imitate the tune and voice as in the audio For the last two lines, Ss have to hold up the FCs and say with the structure: This is a …

- T changes the cards some times for each group and asks Ss to chant again

Practice structure

Game: “Chair game”

Rules: Put two chairs in the center of the room Divide the class into two teams and have one S from each team stand inthe center The other Ss gather round to watch Put a

different FC on each chair Say the name of one of the cards

Ss should try to be the first to sit on the chair with that card and say the words with the structure (Ex: This is a key) For added challenge, use all four cards and have four teams compete for one of the four chairs T also can use FCs from previous lesson after reviewing all the FCs of this lesson

Continue this game as time permits

10 mins

Tiêu đề	Oxford Phonics World 1 Full
Trường học	Oxford University
Chuyên ngành	Phonics
Thể loại	Lesson Plan

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