Giáo án First Friends 1 Unit 9

UNIT 9: MY FAMILY (Period 57) LESSON 1

CB page 52- 53, AB page 60

Aim and objective.

– Help Ss to identify family members.

– To recognize English sounds and spoken words.

– Help Ss to recognize family relationships.

Vocabulary.

– baby, brother, dad, grandma, grandpa, mum, sister.

III. Materials.

– CD track 62- 63, flashcard 1, 2, 5,57, -63.

Class activities.

– T-WC, group work, pair work, individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

I. Warm up.

– Tell Ss to look at the picture on page 52- 53 . Ask Ss the following questions to relate to the family.

+ whom can you recognize in the picture?

+ who do you think the other people are?

+ What’s the relationship between the people?

II. New lesson.

1. Listen and say.

– Tell Ss that they are going to learn the words for the members of their family.

– Play the CD, holding up the flashcard for each family member as the name is said.

– Stick the flashcard for Tess, Baz, and Adam on the board. Put the flashcards for the sister, brother, and baby under them.

Play the CD again, pausing after each word. Ss repeat the words chorally and individually.

* Transcript.

Mum, sister, baby, brother, dad, grandma, grandpa.

2. Listen and find.

– Tell Ss that the teacher is going to say a word and they should point to the person who represents that member of the family in their books.

– Say the word at random. e.g: brother, sister, grandma, mum, dad, baby, grandpa. As the teacher says the word, the teacher may hold up the flashcard to give the Ss visual support.

– Check that they are pointing to the correct person in the family.

– Play the CD again and pause after each word. Ss listen and point to the person in the book.

* Play the game: Hold up the flashcard.

– Teacher explains how to play the game: Get ten Ss go to the front and give each Ss a picture to show the members in the family. Teacher says a word, if the student having that picture holds up the picture. If any one holds up the picture not correct, they are out of the game. The last person is the winner.

3. Further practice ( AB page 60).

* Say and match.

– Tell Ss to look at the book at page 60.

– Ask Ss to describe the picture in the book.

– Ask them to find the half of the characters in the picture with the big picture.

– Get Ss to match the picture in the small picture  with the picture in the big picture.

– Then ask them to trace the line linking the parts of Tess.

– Ask Ss to say the members in the family in the picture as they match.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– remember at home and practice at home to say the words.

 

– Open the book at page 52-53.

 

– Look at the picture in the book and answer the questions.

+ Tess, Baz, Adam and their mum.

+ Dad, grandpa, grandma and Tess’ friend.

 

 

 

– Listen to the teacher.

 

 

– Listen to the CD for the first time.

 

 

– Look, listen and repeat.

 

 

– Listen to the CD again and repeat in chorus and individually.

 

+ mum, sister, baby, brother, dad, grandpa, and grandma.

 

* Listen and find.

 

– Listen to the teacher.

 

 

– Listen and hold up the picture.

 

 

 

 

 

– Listen and point to the correct picture as the teacher says.

 

 

 

* Play the game:

 

 

– Work in group and play the game as the teacher guides.

 

 

 

 

 

 

 

 

– Open the book at page 60( AB).

 

-Look and describe the picture.

 

 

– Find the halves of the members in the family .

 

– Match the picture.

 

– Trace the pictures.

 

– Say the words in the picture.

 

 

– Repeat the objective of the lesson today.

 

– Take notes and remember.

UNIT 9 (CONT): MY FAMILY (Period 58)   LESSON 2

CB page 52- AB page 61

Aim and objective.

– Help Ss to talk about one’s family.

– Help Ss to write the simple words.

– To develop the fine motor control.

Vocabulary and Structure.

  • Structure: He/ she is……..
  • Vocabulary: baby, brother, dad, mum, grandpa, grandma, family.

III. Materials.

– CD track 64, flashcard 1, 2, 5, 57- 63.

Class activities.

– T- WC, Group work, pair work and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6’

 

 

 

 

 

3’

 

 

1’

I. Warm up.

– Review the names of the family members. Stick the flashcards 57 -63 on the board. Say point to the grandma. Ss respond. Repeat with other words.

– Hold up the flashcard of Tess. Ask Brother? Shake your head no. Ask Sister? Nod your head for yes.

– Repeat with the flashcards of Baz and Adam.

– Leave flashcards 57- 63 on the board.

II. New lesson.

1. Listen and say.

– Tell SS to look at the picture on page 52- 53 . Ask Ss what they think Tess is doing.

– Play the CD once to check the answer.

– Play the CD again, pausing after each phrase. Ss repeat the phrases chorally and individually.

– Ask if Ss can remember the name of Tess’s friend ( Mira). Ask If they can remember the two family member words Tess used for Adam.

*Transcript:

Tess: Hello! This is Maria.

All: Hello, Maria.

Tess: Mira, This is my family.

They are my grandpa and my grandma. This is my dad. Baz is my brother. He’s baby.

Adam: I’m not a baby.

2. Say and do.

– Point to the all the flashcards on the board in one motion. Say this is my family.

– Point to the flashcard of brother. Say this is (name). He’s my brother.

– Point to the flashcard of sister. Say this is (name). She’s my sister.

– Point to the flashcards of the grandpa and grandma. Say they are my grandpa and grandma.

– Repeat with the other flashcards, identifying the family members with He is……., She is……….., or they are…….

3. Further practice.

Activity Book ( AB page 61)

* Draw and write.

– Guide Ss how to recognize the word dad, mum. Then have them to write the words and trace them on the page.

III. Consolidation.

–         Ask Ss to repeat the aim of the lesson today.

IV. Home link: Remember at home.

 

 

– Review the names of the family members.

– Look at the picture on the board and answer the teacher’s question.

– Look at the flashcards of Tess and Baz and answer the teacher’s question.

– Repeat the names of the members in the family.

 

 

 

-Look at the picture on page

 

 

– Listen to the CD once.

– Listen again and repeat after the teacher in chorally and individually.

 

– Look at the picture and answer the teacher’s questions: Mira and brother, baby.

 

 

 

 

 

 

 

 

 

 

 

– Look at the flashcards on the board and listen to the teacher.

 

– Listen to the teacher introduce

Her family.

– Remember the structures:

+ This is …….

+ He’s my …..

+ She’s ………

+ They are my …….

– Using the structures above to act the characters.

– Some Ss go to the board and practice introducing the family members.

– open the AB and do the activity in the book at page 61.

– Listen to the teacher and do.

 

 

– Repeat the object of the lesson today.

– Take note and remember.

UNIT 9 (CONT): MY FAMILY (Period 59)   )   LESSON 3: LETTER FUN!

 ( CB Page 54-AB page 62)

Aim and objective.

– Help Ss to say, recognize, and write the letters Uu and Vv.

– Help Ss to recognize and say the sounds /^ / and /v/.

– Help Ss to develop fine motor control.

Vocabulary.

-umbrella, up, van, volcano

III. Materials.

– CD track 65, flashcards 101-102

Class activities.

– T-WC, group work, pair work, and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

3’

 

 

2’

 

 

I. Warm up.

Play a game. Write the lower case letters n-t on the board.

T are going to point to a letter on the bb and say its name and sound.

If T says correct name and sound for the letter, Ss clap once. If T says incorrect, Ss clap twice.

Repeat with all letters n-t

Corrects

II. New lesson.

1. Learn the letter.

– Hold up the flashcard 101 of the umbrella. Say umbrella. Ss repeat the word chorally and individually. Stick the flashcard on the board.

– Write the letter u on the board under the umbrella. Point to it and say u, / ^/, umbrella.

– Present the word up by pointing up. Point to the letter u on the bb as you point . Say/ / up . Ask Ss to repeat in chorally and individually.

– Write the letter U on the board. Remind Ss that the letters have same sound. Remind Ss that we use the capital letters for names and lower case letter for the other words.

– Ask Ss to suggest a few common names that begin with the sound / /, then teacher gives some English examples.

– Tell Ss that they are going to learn how to write the letter Uu. Tell them look at letter Uu with the arrows on page 54.

– Stand with the back to the class as using the finger to write the letter Uu in the air. As the letter presented in the book.

– Tell Ss to copy the action and write the letter Uu in the air.

– Repeat with the lower letter case u.

– Tell Ss to trace over the letters in the book by their fingers.

– Repeat with the whole procedure with the letter V. Present van with the flashcard  102, and volcano by pointing to the picture in the book. Have Ss repeat the letter name , sound and the word (v,/v/, van; v, /v/, volcano) before moving on to looking at the letters in the book.

2. Sing.

– Tell Ss that they are going to sing a song to help them learn the letters Uu and Vv.

– Play the CD. Tell Ss to listen to the song.

– Play the CD again and pause after each line. Sing the line and tell Ss to repeat after the teacher. Tell Ss to point to the letters and words in their books as they sing.

– Play the CD again and ask Ss to sing the song.

3. Find

– Tell Ss to find the letter u and v in the alphabet at the top of the page. Ask Ss for the name and the sound of the letter before letter u (t, /t/)

– Tell Ss to look at the picture at the bottom of the page. Say Point to the umbrella. Check that they are pointing to the umbrella.

– Say point to the van. Check that they are pointing to the van.

– Say point to the volcano. Check that they are pointing to the volcano.

– Tell them to find the word beginning with/b/(bag), /g/ (give), and /s/ (seesaw).

4. Further practice.

AB PAGE 62.

– Guide Ss to trace and write the letter in their book and the board.

– Then ask Ss to colour the picture in the book.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– Take note and remember the letter in the unit today.

 

Play a game

 

– Point and say.

-Listen and clap

 

 

 

-repeat

-listen.

 

 

– Look at the picture and say the name of the thing in the flashcard. It’s an umbrella.

– Look, listen and say the word in chorally and individually.

 

 

– Repeat with the flashcard of up.

 

 

 

– Listen to the teacher say the name and the sound of the letter U.

– Practice saying the letters and the words in chorally and individually.

+ umbrella

+ up.

 

– Look, listen to the teacher and practice writing the letters U.

 

 

 

 

 

 

 

 

 

– Repeat the whole procedure of the letter V and practice with the words V.

van and volcano.

 

 

 

 

 

– Listen to the teacher.

 

– Listen to the CD the song.

 

–         Listen again .

– Listen to the teacher again and repeat after the teacher.

– Listen to the CD again and sing the song again.

 

 

 

 

– Look at the alphabet at the bottom of the page , find the name and the sound of the letter before letter u (t,/t/)

– Look, listen and point to the umbrella.

– Find the word beginning with letter /b/ (bag), /g/ (give), /s/ (seesaw)

 

 

– Open the book at page 62 and listen to the teacher and do as the teacher say. (Whole the class do the action).

 

 

– Repeat the objective of the lesson today.

 

– take note and remember.

UNIT 9 (CONT): MY FAMILY (Period 60)   LESSON 4: SONG

CB page 55 – AB page 63

Aim and objective.

– By the end of the lesson, students will be able to sing the song well.

– To develop the fine motor control.

Vocabulary.

Com and meet, love each other

III. Materials.

– CD track 66, flashcards 1-5,57,58.

Class activities.

– T- WC, group work, Pair work, and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I.Warm up

*Matching game

-T divides the class into 2 groups: Red and Blue

-T sticks 2 big family pictures on the board and puts word cards on the board.(run through the words on the cards)

Instruction: Each group has to stick the word card on the right character. Remember, one by one. Which group finishes the picture sooner, is the winner.

Checking instruction

-By the end of the game, T runs though all words of the family.

* Lead-in: T shows the picture with musical notes: What do you learn today? →Sts: song

– T shows the family picture: the song about what? → Sts: family

Today, we learn the song of family.

II.Presentation

*Setting  the scence:

-T shows the picture of the page 55.

-T points to Tess: Who’s this? →Sts: Tess

-T points to characters in the picture and asks: Who’s this? → Sts: dad/ mum/ Jig/ Pat/ baby/ brother

T: This is Tess’… →Sts: family

-T shows the lyric

-T lets students listen to the song once.

-T highlights the new words.

* Teach the vocabulary.

+ “come and meet” (Technique: action and example)

+ “love each other” (Technique: picture, action and example)

Checking vocabulary: Mime

III. Practice

Activity 1:

-T reads the lyric. → Sts listen

-T reads the lyrics → Students repeat

– Students read the lyric aloud.

-T reads the lyric and does the action

-Students look, read the lyric aloud and do the action in chorus and in groups.

Activity 2:

-T asks students to listen and do.

-T asks students to sing along and do

-T calls on groups to sing  and do the action

-T gives feedback.

Activity 3:

T calls on 7 students to go to the board to sing and role-play. One student is Tess. Other students are members in her family.

IV. Production

Compose a new song.

This is the song of Tess’family.

And now, this is our song.

Activity 1:T models her song.

“ Look at my  pictures.

This is my family.

Come and meet my family.

Come and meet my family.

 

She is my mum.

He is my dad.

This is Rex.

And this is Chip.

 

Tuan is my brother

Hong is my sister

We are a family.

We love each other.”

– T asks some students about the name of their pets, brothers, sisters.

Activity 2:

Now let’s compose new songs by filling in the blanks.

“Look at my pictures.

This is my family.

Come and meet my family.

Come and meet my family.

 

She is my mum.

He is my dad.

This is ……….

And this is ………

 

…….. is my …….

……… is my ……..

We are a family.

We love each other.”

-T asks students to work in pairs.

-T calls on volunteers and gives feedback.

V.Homework

-Sing the song by heart.

-Compose  a new song

 

Group work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

T-Ss

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

T-Ss

 

 

 

 

 

 

Group work

 

 

 

 

 

Group work

 

 

 

T-Ss

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pair work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UNIT 9 (CONT): MY FAMILY (Period 61): LESSON 5- LETTER FUN.

(CB page 56 – AB page 64)

Aim and objective.

– Help Ss to say, recognize, and write the letters Ww.

– Help Ss to say and recognize the sounds /w/.

– To develop the fine motor control.

Vocabulary.

– water, walk.

III. Materials.

– CD track 67, flashcards 101-103.

Class activities.

– T- WC, group work, pair work, and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

I. Warm up.

– Review the letters Uu and Vv with flashcards.

– Hold up the flashcard for umbrella. Say umbrella. Ask Ss to tell the teacher the first letter’s name and sound of letter u /  /. Repeat with the flashcards for volcano

– Call children to the board to write the letters u and v.

II. New lesson.

1. Learn the letter.

– Hold up the flashcard 103 of water. Say water. Ss repeat the word chorally and individually. Stick the flashcard on the board.

– Write the letters w on the board under the water. Point to it and say /w/, water.

– Present the word walk by walking. Point to the letter w as you walk by it. Ss repeat the word in choral and individually.

– Explain the different of the name and the sound of the letter. Have Ss repeat the letter name and the letter sound, along with the words, several times as the teacher point to the picture and the letter on the board, and as the teacher sing (s, /s/, seesaw, s,/s/, sing)

– Write the capital W on the board. Remind Ss that the letters have the same sound. Remind Ss that we use capital letter for names and lower case letter for other words.

– Ask Ss to give some examples with the capital letter and the lower case letter.

– Tell SS that they are going to learn how to write the letter Ss. Tell them to open the book at page 56 and look at the letter Ss with the arrow.

– Stand with the back to the class and use the finger to write the letter S in the air. Write the letter exactly as it is presented in the book.

– Tell Ss to copy the action and write the letter W in the air.

– Repeat with the lower case w.

– Tell Ss to practice tracing over the letters in the book with their fingers.

2. Sing.

– Tell Ss that they are going to sing a song to help them learn the letters Ss and Ww.

– Play the CD. Tell Ss to listen to the song.

– Play the CD again and pause after each line. Sing the line and tell Ss to repeat after the teacher. Tell Ss to point to the letters and words in their books as they sing them.

– Play the CD again and ask Ss to sing the song.

* Transcript : Track 67 ( page 82- Teacher book)

3. Find.

– Tell Ss to find the letter s and t in the alphabet at the top of the page. Ask Ss for the name and the sound of the letter before w (v,/v/)

– Tell Ss to look at the picture at the bottom of the page. Say point to the water.

– Say point to walk. Check that Ss are pointing to the girl. Say point to Tess.

– Tell Ss to find the things beginning with the sounds /f/ (fan), /g/ (girl), /l/ (lemon), and /k/(kite)

4. Further practice( AB page 64)

a. Trace and write.

– Tell Ss to look at page 64.

– Model writing the letters on the board, before asking Ss to trace and write the letters in their books.

– Call Ss to the front to write the letters on the board.

b. Trace and say. Colour.

– Tell SS to look at the picture and say the words.

– Ss trace over the first letter of each word with their pencils. Check that they are forming the letter correctly.

– Tell Ss to trace the big letters in  the picture with their fingers, and then colour them. Tell Ss to colour the rest of the picture.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– Remind Ss to practice at home.

 

Review the letters A, B, J and P with the flashcards of the characters.

– Look at the flashcards and say the name of the characters.

 

 

 

 

– Look at the flashcard of seesaw and listen to the teacher and repeat the words in chorally and individually.

– Look at the board and repeat after the teacher(s, /s/, seesaw)

 

 

– Look at the teacher and listen and say the word Sing.

 

 

 

– Listen to the teacher say the difference between the sound and the name of the letter w, /w/

 

 

 

 

 

– Look at the letter on the board and say the name and the sound of the letter by giving the examples.

 

 

 

 

– Look at the teacher write the letter on the board and look at the book at page 56 to find how to write the letter.

– Write the letter as the teacher write.

 

 

– Whole the class practice tracing the letter with their fingers and the by their pencils.

– Practice saying the words and write the letters.

– Listen to the teacher.

 

– Listen to the CD once.

 

– Listen to the CD again and repeat after each line after the CD.

 

 

 

– Listen to the CD again and sing the song again.

 

 

 

 

– Look at the book and find the letter W and t in the alphabet at the top of the alphabet.

– Listen and point to the water.

 

 

 

– Find the things beginning with/f/ (fan), /g/ (girl), /l/ (lemon), and /k/(kite).

 

 

 

– Open the AB at page 64.

– look, listen and as the teacher say.

 

– Some Ss go to the front and write the letters on the board.

 

 

 

 

 

– Ss look at the picture and trace the letters and colour the picture.

 

 

 

 

– Some Ss repeat the objective of the lesson today.

 

– Listen and take note.

UNIT 9 (CONT): MY FAMILY. (Period 62): LESSON 6- STORY.

(CB page 57, AB page 65)

Aim and objective.

Help Ss to follow the left to right sequence of English.

– Help Ss to develop listening skills in English.

– Help Ss to understand and enjoy the story.

– To revise and consolidate language introduced in the unit.

Vocabulary.

                    Mum, dad, grandma, grandpa, baby, sorry.

III. Materials.

– CD track 68, flashcard 57-63

Class activities.

– T- WC, group work, pair work, and individual work.

Procedure.

Time Teacher’s activities Students’ activities
5’

 

 

 

 

 

 

 

 

 

 

 

 

 

20’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5’

 

 

 

 

 

 

 

 

 

 

 

3’

 

 

2’

 

I. Warm up.

– Draw a vertical line on the board. Leave enough space above and below it for children to complete a stick figure using the line as the body.

– Call a child to the front . Say head. Point to the top of the line where the head should go. Help Ss draw a head.

– Call another Ss to go the front. Say arms. Point to the where the arms should be drawn. Help Ss  draw the arms.

– Repeat with other known body parts.

II. New lesson.

1. Look and say.

– Tell Ss to open their book at page 57.

– Remind Ss that the stories in English presented from left to right. Hold up the book and point at the frames in order.

– Say point to picture 1. Check that the SS are pointing to the picture with the line in the corner. Say point to picture 2. Check that the Ss are pointing to the picture with the 2 in the corner. Then repeat with the picture 3 and 4.

– Ask Ss some questions about the story in Vietnamese.

+ What are the characters?

+ What are they doing?.

+ Who is the baby?.

2. Listen.

– Tell Ss that they are going to listen to the story.

– Play the CD and pause between each frame. Don’t ask Ss to repeat the stage of the lesson.

– Ask Ss to tell the teacher what they understood. Play the CD again if necessary.

* Transcript.

Boy 1: This my dad and my mum.

Boy 1: Wow

Boy 1: They are grandma and grandpa!

Boy 2: Wow.

Boy 1: This is…

Boy 2: You, Tess! You’re a baby!

Boy 1: No, it isn’t Tess. It’s me!

Boy 2: Sorry

3. Listen and act.

– Play the CD again, pausing after each frame. SS repeat the sentences chorally and individually. SS should repeat the lines they hear, not the text under the pictures.

– Tell the class they are going to act out the story using the flashcards.

– Call four Ss to come to the front. Give three Ss the flashcards for Tess, Baz and Mira. Tell the other Ss to point to each picture as they act.

– Call the other Ss to go to the front to act out the story.

– Help Ss to perform by prompting the lines and telling them to repeat.

4. Further practice( AB – page 65)

* Say and match.

– Tell Ss to look at page 65.

– Ask SS to say the name of each part of the body in the first column. Ask them what they can see in the second column.

– Explain that Ss should match the pictures of the same part of the body.

-Ss complete the activity.

– Check the answers. Have Ss hold up their books.

III. Consolidation.

– Ask Ss to repeat the objective of the lesson today.

IV. Home link.

– Remind Ss to practice at home.

 

 

– Look at the board and listen to the guide of the teacher and do as the teacher says.

– each Ss go to the front and listen to the teacher and draw one part of the body.

 

 

– Work in group and which group finish first is the winner.

 

 

 

 

– Open the book at page 51.

 

 

– Listen to the order of the story.

 

– Listen to the teacher.

 

– Listen and point to the correct pictures in order of the story.

 

 

 

 

– Look at the picture again , listen to the teacher and answer the questions.

+ Tess, Baz and Mira.

+ Looking at photos.

+ We aren’t sure.

 

 

 

– Listen to the CD once.

 

 

– Some Ss give the things they can  understand.

 

 

 

 

 

 

 

 

 

 

– Listen to the CD again and repeat after each frame.

 

– repeat what they can hear not the lines in the book under the pictures.

-Look, listen to the teacher makes model.

– Four Ss go to the board and act out the story.

 

– Several groups act out the story.

 

 

– Look at the teacher, listen and repeat.

 

 

– Open the AB at page 65.

 

– Review the names of the parts of the body and say the names.

 

– Whole the class do the activity by matching the same parts of the body in the  book.

– Then hold up their books.

 

– Repeat the objective of the lesson today.

 

– Take note and remember.

UNIT 9 (CONT): MY FAMILY (Period 63): REVIEW- PROGRESS CHECK

                                                      AB page 66

Aim and objective.

Help Ss to review the letters and sounds for  Uu, Vv and Ww

– Help Ss to review capital and lower case letters for Qq, Rr, Tt.

Materials: Flashcard 101-103.

III. Procedure.

Warm up.

– Review the letters. Write the letters P, O, S on the bb they hear.

-Point to each and Ss say the letter name and sound for each

-Call a child to the front to write the lower case letter p

-Repeat other Ss for letters o and s

New lesson.

Find and circle

Tell Ss to open their books at page 66

Tell Ss to put their fingers on the blue lwtter v on the left of the page. Tell them to say v /v/

Tell Ss to move their fingers to the right and say the name and sound of each of the black letters they touch

Tell Ss to do the same with the other rows of letters

Ss complete the activity

Say and write.

– Tell Ss to look at the second activity on page 59.

Tell Ss to look at activity 2 on page66

Model the activity. Stick the flashcard of umbrella on the bb. Say umbrella. Ask Ss for the first sound of umbrella( /  /). Ask them for the letter name (u). Write u under the flashcard

Ss complete the activity

Progress check.

– Have Ss to have the mini- test (TB page 102)