LESSON PLAN

Week: ……
Period: ……
Date of teaching: …………………
TEXTBOOK: Tiếng Anh 3 Family and Friends - National Edition
UNIT 1: THIS IS YOUR DOLL.
Lesson Four - Phonics (page 13)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Recognize the uppercase and lowercase forms of the letters a and b, and associate them
with their corresponding sounds.
- Pronounce the sounds /æ/ and /b/ on their own and at the beginning of words.
- Learn the names of the letters a and b.
2. General competences

- Communication and collaboration: work in pairs/groups to talk about words beginning

with letters/sounds the teacher asks.
- Problem-solving and creativity: find out their toy likes.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: apple, Annie, bat, ball
2. Skills: Listening and Speaking.
C. RESOURCES AND MATERIALS
- Student book - page 13
- Audio tracks 18-19
- Phonics cards 01-04
- Teacher’s Guide
- Website sachso.edu.vn
- Computer, projector, ….
*Culture note: Toys
 - Raise students’ awareness of loving toys.
- Be kind to people.
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember the previous phonics and words.
*Game: “Musical cards”
- Ask students if they can remember - Answer the teacher’s questions.
any of the words from their last
phonics lesson (Gg, Hh, goat, gift,
hat, hamster).
- Play the song Drink your milk! from - Listen to music.
p. 40 (Track 63).
- Hand out the flashcards to different - Hold the flashcard. Pass the cards to
students around the class. They pass the students next to them while the
the cards to the students next to them music is playing.
while the music is playing.
- Stop the music suddenly. Ask the - Say the words aloud.
students who are holding the
flashcards, What’s this? Ask them to
say the words aloud.
- Play the music again and repeat the - Continue playing the game.
activity.
- Ask students to check their friends’ - Check their friends’ pronunciation.
pronunciation. Give feedback.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the phonics and the
words correctly. -
- Task completed: Students can say
the phonics and the words.
- Task uncompleted: Students are
unable to say the phonics and the
words.
PRESENTATION (10 minutes)
Aim: To help students pronounce the sounds /æ/ and /b/ at the beginnings of words.
*Lead-in: Use phonic cards 1-4 to
introduce the letters and the words.
Flashcards (Aa, apple, Annie, Bb, bat,
ball) - Look at the letters Aa and Bb on the
- Write Aa and Bb on the board. Point board. Say the letter name and
to each and say the letter name and sound.
sound for students to repeat.
- Stand with back to students and draw - Listen to the sound and repeat.
the letters in the air as you say the
sound for each.
- Say the sounds again as students - Draw the uppercase and then the
draw the uppercase and then the lowercase letters in the air.
lowercase letters in the air.
- Present the words on the phonics - Repeat the words on the phonics
cards. Say the letter names, sounds, cards. Say the letter names, sounds,
 and then the words for students to and the words
repeat.
- Remark students’ pronunciation.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the letters and the
words correctly and fluently.
- Task completed: Students can say
the letters and the words.
- Task uncompleted: Students are
unable to say the letters and the
words. - Look at the words next to the letters
*Listen and point. Repeat (Track 18) on the board. Say the beginning
- Write the words apple, Annie, bat, sound.
ball next to the letters on the board.
Circle the first letter of each word.
Point to the word. Say only the
- Say the words.
beginning sound for students to
repeat.
- Hold up Phonics cards, one at a time.
- Look at the letters in their books.
Say the words for students to repeat.
Hold up the cards in a different
- Listen to the first part of the
order.
recording and point to the letters.
- Ask students to look at the letters in
their books.
- Listen to the second part of the
- Play the first part of the recording for
recording and say the letter names,
students to listen and point to the
sounds, and words in chorus.
letters.
- Play the second part of the recording
- Point to the words and say the words.
for students to repeat the letter
names, sounds, and words in chorus.
Play the recording as many times as
- Say the letters and the words.
necessary.
- Play the recording all the way
through for students to point to the
words and then repeat them.
- Call some students to say the letters
and the words.
- Check students’ pronunciation.
Praise students if they have done
well.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the letters and the
words correctly and fluently.
- Task completed: Students can say
the letters and the words.
- Task uncompleted: Students are
unable to say the letters and the
words.
PRACTICE (8 minutes)
Aim: To help students say the words and improve pronunciation skills.
*Point and say the words (page 13)
- Ask students to look at the pictures. - Look at the pictures. Tell the teacher
Elicit what they see. what they can see.
- As students identify the pictures, put - Identify the pictures, look at
that flashcard on the board. Write the flashcard on the board. Observe the
word under it. word under it.
- Say the sound /æ/. Ask students to - Point to the flashcards of the things
point to the flashcards of the things beginning with that sound (apple,
beginning with that sound (apple, Annie).
Annie). Then, underline the letter a
at the beginning of the words.
- Repeat with /b/. - Repeat with /b/.
- Ask students to say all the words - Say all the words again.
again.
- Check students’ pronunciation. Give
feedback.
Expected outcomes and assessment
- Task completed with excellence:
Students can point and say the words
correctly.
- Task completed: Students can point
and say the words.
- Task uncompleted: Students are
unable to point and say the words.
PRODUCTION (10 minutes)
Aim: To help students listen and identify the words with the beginning sounds /æ/ and /b/.
*Listen and circle. (Track 19)
- Ask students to look at the pictures - Look at the pictures in the first row.
in the first row. Ask them to say each Say each word as they point to it.
word as they point to it.
- Tell students they are going to listen - Listen and circle in pencil the word
and circle in pencil the word that that begins with the letter sound they
begins with the letter sound they hear.
hear. - Listen to the recording.
- Play the recording, pausing after the
first item. - Answer what they heard.
- Ask students what they heard (/b/).
Elicit which picture shows a word
that begins with that sound (ball). - Continue doing the task.
- Repeat the procedures row by row, - Share their answers with their
pausing the recording. partner. Give the answers.
- Ask students to share their answers
with their partner. Call some students - Check the answers.
to give the answers.
- Confirm the correct answers. Praise
students if they have done well.
Answers:
1. ball 2. apple 3. bat
4. Annie 5. bat 6. ball
Expected outcomes and assessment
- Task completed with excellence:
Students can listen and circle the
 pictures correctly.
- Task completed: Students can listen
and circle the pictures.
- Task uncompleted: Students are
unable to listen and circle the
pictures. - Look at the picture and speech
*Let’s talk bubble.
- Ask children to look at the picture
and speech bubble. Say This is an - Repeat the sentence. Prompt them to
apple. point to the apple.
- Have a student repeat the sentence. - Work in pairs to take turns saying
Prompt them to point to the apple. the sentence.
- Put students in pairs to take turns - Use other vocabulary words on the
saying the sentence. page.
- Encourage them to use other - Practice in front of the class.
vocabulary words on the page.
- Call some pairs practice in front of
the class.
- Check students’ pronunciation. Give
feedback.
Expected outcomes and assessment
- Task completed with excellence:
Students can say the sentences
correctly and fluently.
- Task completed: Students can say
the sentences.
- Task uncompleted: Students are
unable to say the sentences.
HOMEWORK (2 minutes)
- Revise the words and the patterns.
- Do the exercises in Workbook page 13.
- Prepare for the next lesson (Unit 1 - Lesson 5).
REFLECTION
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