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GIÁO ÁN TIỂU HỌC

TÊN BÀI: UNIT 10. LETTER JJ

Người soạn

: Cao Thị Giang

Tên môn

: Ngoại ngữ

Tiết

: 47

Ngày soạn

: 11/03/2018

Ngày giảng

: 12/03/2018

Ngày duyệt

: 25/03/2018

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UNIT 10. LETTER JJ

I. MỤC ĐÍCH, YÊU CẦU

1. Kiến thức

Date of preparing: 09/03/2018          WEEK 25- Period 47  

UNIT 10 LETTER Jj Lesson 1(1,2,3)  

I. AIMS

1. Knowledge :By the end of the lesson, students can be able to recognize and pronounce the letter Jj and its sound correctly, understand, recognize and say the three Jj words. Write the letter Jj.

2. Skills: - Develop students’ listening, reading, writing and speaking skill.

3. Attitude:- Help students’ to be more confident to communicate in English.

II. TEACHING AIDS

1. Teacher’s: Lesson plan, books, computer, speaker, pictures,projector.

2. Students’: Books, notebooks, workbooks.

III. METHOD

- Communicative approach.

Techniques:+ Work individually, in pairs/ groups.      

IV. PROCEDURE 1. Organization:(1’)

- Greetings:  T – Ss greet each other.         

- Checking attendance:Who’s  absent today?Ss: Answer         Class

Date of teaching Absent students 1B

12/03/2018  

1A

12/03/2018  

1C

14/03/2018  

2. Warm up: (5’)

Place the phonics cards from the previous lesson on the teacher’s  desk Have a student come to the desk

Have another student read any word from the previous lesson ( ink, igloo, iguana)

The student who is standing at the desk shows the picture corresponding with the words he/she hear from the friend.

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Teacher’s and Ss’ activities Content

Activity 1: Listen, point and repeat. Colour (Track 61): Introduction of letter Jj, its sound and how to pronounce the words beginning with Jj (7’)

Use a card with letter Jj (or write on board the letter  Jj) to introduce to the students the new lesson.

Instruct students how to pronounce the letter name and the letter sound by saying: “This is the letter J /dʒeɪ/ The letter J says /dʒ/.”

Repeat several times and check students’ pronunciation (letter J/ dʒeɪ/ and its sound /dʒ/)

Use the phonics cards with jam, jelly and juice, read the words out loud and have students repeat.

Use gestures (hand actions) to help students to understand the meanings of the three words.

    Jam: imitate eating jam

    Jelly: hold a plate of jelly that jiggle     Juice: imitate drinking

Stick the cards on board and have students repeat the words chorally several times (in the correct order and then in any order).

Call some students to say the words out loud and correct their mistakes (if any)  

Activity: Sit and Stand Game(3’)

Show the 3 phonics cards one by one. For example, show the card with jam, but incorrectly say jelly or juice, the students will stand; if the words are correctly said, they will stay sitting.

Do the same procedure for the other two cards.

Give feedback  

Activity 2.Listen and point. Colour. (Track 03):(5’)

Have students look at the book and listen to the expression: I like jam. Yum, I like jelly. Yum, I like juice. Yum,  point to the object when they hear

Have students listen and repeat the words for several times Give feedback

Ask student to colour the jam, jelly and juice, using colour they like Go around the classroom, ask students to name the item they are colouring  

Activity: what is missing (5’)

Put the 3 phonics cards on the board in this order: jam, jelly, juice Give students a minute to look at them

Have students close their eyes and take away one phonics card

Tell the students to open their eyes and name the phonics card which is missing Continue with the other phonic cards

Activity 3: Chant and show! (Track 63) (5’) Act it out

Read the word and ask students to listen and do the gestures for 3 words jam, jelly and juice.

Change role: teachers does the actions, students look and call out the words Chant and show

Use the phonics cards on the board and have students sing the chant with jam. Do the same with jelly and juice.

The whole class sings the whole chant. Do the chant again using gestures for each word.

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Give feedback

Act: Writing in the air ( 5’)

Show the letter Jj again, have students write the Jj in air with their fingers.

1. Listen, point and repeat. Colour Jj

- jam : mứt - jelly: thạch - juice: nước ép  

                                                               

2. Listen and point. Colour.

       

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3. Chant and show  

   

4. Consolidation: (2’)

Consolidate the content of the lesson 5. Homework: (1’)

Read the words on the text book.

6.Comment:

………

………

                 

Date of preparing: 11/03/2018          WEEK 25- Period 48  

UNIT 10 LETTER Jj Lesson 2(4,5)  

I. AIMS

1. Knowledge:By the end of the lesson, students will be able to recognize and say the three Ii

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words correctly, do the corresponding actions, practice reading skills Sing letter Ii song.

2. Skills: - Develop students’ listening & speaking skill

3. Attitude:- Help students to be more confident to communicate in English II. TEACHING AIDS

1. Teacher’s: Lesson plan, books, computer, pictures, speakers, projector.

2. Students’: Books, notebooks, workbooks.

III. METHOD

- Communicative approach.

Techniques: + Game:

      + Work individually, in pairs/ groups.      

IV. PROCEDURE 1. Organization(1’)

- Greetings:  T – Ss greet each other.         

- Checking attendance:Who’s  absent today?Ss: Answer         Class

Date of teaching Absent students 1B

14/03/2018  

1A

14/03/2018  

1C

14/03/2018  

2. Warm up: (5’) Greet students

Show the phonics cards, ask students to do corresponding actions then say the sound of the letter and words.

E.g. Teacher: (Show the ‘jam’ card). Say ’jam’

Class: (imitating eating) 3. New lesson:

Teacher’s and Ss’ activities Content

Lead-in Activity: what is it(5’)

Hold up the phonics cards, one at a time, partly hidden by a sheet of paper.

Slowly reveal the phonics card

The students try to guess what the phonics card is.

Activity 4. Listen And Read Along (Track 05)(8’)

Encourage the students to point to the picture of the word that the teacher says.

Play the CD. Have the students listen to the story once.

Play the CD again. The students listen and point to the pictures of the key words when they hear them in the story

Read the story. The students follow their books.

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Teacher reads the printed words then let the students look at the pictures and say the words.

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

Activity: Say the Sight Words(3’)

Point to and say the sight words: I, like, too Have students repeat

Have some students read them aloud.

Give feedback

Activity: Speed race (5’) (For normal classes)

Put three chairs in front of the board Divide class into three teams A, B, C Have a student from each team stand up Put a phonics card on each chair

Call out one of the phonics card

The students standing try to sit on the chair with the corresponding phonics card The first student to sit on the chair wins a point for his/ her team

The team with the most points wins Activity 5. Song (Track 66) (5’)

Put the jam, jelly and juice phonics cards up on the board.

Point to the jelly and say: “jelly is yum”. The students repeat.

Follow the same procedure and present the rest of the song.

Play the CD. The students listen and sing along.

Play the CD again. The pupils sing and do corresponding actions.

Activity: Toss the ball (5’)

Play the song in activity 5 again, ask students to stand up

While the music is being played, students  toss the ball to the next one Stop the song surprisingly

The student who is holding the ball has to read aloud one in three words (jam, jelly, juice) Continue the song, the second student is not allowed to read the same word with the first.

Who read incorrect word will sit down.

The last standing student wins  

         

4. Listen And Read Along  

           

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5. Song

4.Consolidation: (2’)

Consolidate the content of the lesson 5. Homework: (1’)

Read the words on the text book.

6.Comment:

………

………

      Thứ 5, ngày 15/03/2018       Tổ trưởng ký duyệt  

     

      Lê Thị Thuần  

     

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2. Kỹ năng

3. Thái độ

II. CHUẨN BỊ

1. Công tác chuẩn bị của giáo viên

2. Yêu cầu chuẩn bị của học sinh

III. CÁC HOẠT ĐỘNG DẠY HỌC

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