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Date of preparing: 14/11/2020 Week 11 – period 21
<b>UNIT: 5 Rr</b>

<b>LESSON 1: PART 1</b>
<b>I. AIMS</b>

<b>1. Knowledge</b>

By the end of the lesson, students can be able to:

Recognize and pronounce the letter Rr and its sound correctly
Understand, recognize and say the three Rr words

Write the letter Rr

<b>2. Skills: Listening-reading-speaking-writing. </b>

<b>3. Attitude: Educate Sts to love their lesson and work hard.</b>

<b>II. TEACHING AIDS</b>

1. Teacher’s: computer, projector
2. Students’: books, workbooks.

<b>III. TEACHING METHODS</b>

- Communicative approach

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

<b>IV. PROCEDURES: </b>

1. Organization: (1’)

- Greeting: Good morning/ Good afternoon. How are you?
- Checking for the students’ attendance

Class Date of teaching Absent Students

2A 17/11/2020

2B 17/11/2020

2C 19/11/2020

2. Warm up:(5’)
<b>* Slap the board</b>

- T explains how to play this game

- T lets Ss play together and correct their mistake.
3. New lesson:

<b>TEACHER’S AND STUDENT’S ACTIVITIES</b> <b>CONTENT</b>

<b>1. Listen, point and repeat. Colour (20’): </b>
Introduction of letter R, its sound and how to
pronounce the words beginning with Rr

- Use a card with letter Rr (or write on board the

letter Rr) 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
R /rabbit/. The letter R says /r/.”

- Repeat several times and check students’
pronunciation (letter R /rabbit/ and its sound /r/)
- Use the phonics cards with rabbit, rocket, and
<i><b>robot, read the words out loud and have students </b></i>
repeat.

- Use gestures to help students to understand the

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meanings of the three words.

- 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)

- Ask the students to colour in the letters.
<b>Activity: Act It Out Game(10’) </b>

- Choose a student to come to the front of the class.
Show him/her a phonics card or whisper a word,
and have student act it out

- The remaining students try to guess the correct
answer.

- The first student to raise his/ her hand and answer
correctly will come to the front of the class and
activity continues.

- Give feedback

<b>Activity: Act It Out </b>
<b>Game </b>

4. Consolidation: (3’)

? What’s the content of the lesson?
5. Home-link: (1’)

- Do exercises in the workbook.

- Learn by heart the new words and structures.
6. Comments

………..……..
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Date of preparing: 14/11/2020 Week 11 – period 22
<b>UNIT: 5 Rr</b>

<b>LESSON 1: PART 2, 3</b>

<b>I. AIMS</b>

<b>1. Knowledge</b>

By the end of the lesson, students can be able to:

Read the sentences with words beginning the letter Rr.
Chant the letter Rr.

<b>2. Skills: Listening-reading-speaking-writing. </b>

<b>3. Attitude: Educate Sts to love their lesson and work hard.</b>

<b>II. TEACHING AIDS</b>

1. Teacher’s: computer, projector
2. Students’: books, workbooks

<b>III. TEACHING METHODS</b>

- Communicative approach

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

<b>IV. PROCEDURES: </b>

1. Organization: (1’)

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- Checking for the students’ attendance

Class Date of teaching Absent Students

2A 17/11/2020

2B 17/11/2020

2C 19/11/2020

2. Warm up: (5’)
<b>* Slap the board</b>

- T explains how to play this game

- T lets Ss play together and correct their mistake.
3. New lesson:

<b>TEACHER’S AND STUDENT’S ACTIVITIES</b> <b>CONTENT</b>

<b>2. Listen and point. Match. (15’): Read the words </b>
with structure “Here is a…”

- Point to the rabbit card and say: Here is a rabbit!
- Have students listen and repeat.

- Have students look at the book and listen to the
words: a rabbit, a rocket, a robot

- Have students listen and repeat the words for
several times.

- Have the students to point to the corresponding
item in the picture.

- Repeat with the rest of the items in random order.
- Ask the students to look at the missing puzzle
pieces and match them to the actual pieces.

- Go around the classroom asking students to name
the items they are matching.

<i><b>E.g: Teacher: (pointing to the rabbit) Here is </b></i>
<i>a………</i>

Student: Rabbit!
<b>3. Chant and show! (10’) </b>

- Use the phonics cards on the board and have
students sing the chant with rabbit. Do the same
with rocket and robot.

- The whole class sings the whole chant.

- Do the chant again without the CD this time, keep
the rhythm by clapping your hands or snapping your
fingers.

- Give feedback
<b>Production </b>

<b>Activity 1: Hot Cards(5’) </b>
- Have the students sit down.

- Hand out the phonics card from the previous unit.
- Play the chant.

- While the song is playing, the students pass the
phonics card around.

Stop the song, the student holding the phonics card
must say that word.

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

Here is a rabbit!
Here is a rocket!
Here is a robot!

<i><b>E.g: Teacher: (pointing </b></i>
<i>to the rabbit) Here is </i>
<i>a………</i>

Student: Rabbit!
<b>3. Chant and show!</b>
<b>R, rabbit,</b>

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4. Consolidation: (3’)

? What’s the content of the lesson?

5. Home-link: (1’)

- Do exercises in the workbook.

- Learn by heart the new words and structures.
6. Comments

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