OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 1: Letter Aa

Stages Procedures Time (90 Teaching

(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up and - T introduces himself/ herself and spends some 15 mins

introduction 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: A spinner
 T asks Ss to sit in a circle, use a “finger- pointed
spinner” to choose someone to introduce themselves (vòng xoay có
with the structure “ What’s your name? I’m ……..”. hình bàn tay
T asks different Ss to spin. chỉ ngón)
 T elicits and repeats structures lots of time, so Ss can
remember and say it clearly

5 mins
Stage 1 - T writes letter Aa on board and asks Ss if they know
the letter
Letter Aa - T says the letter and the sound the letter makes and
asks Ss to repeat
- T plays the audio ( 00:00- 00:55)
https://www.youtube.com/watch?v=gsb999VSvh8,
and asks Ss to sing along. T can play for the second
time for students
- T emphasizes the difference between the letter A and
the sound a

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

go on board, try to copy the letter correctly (It can be the 10 mins
capital A or lowercase a). T can let two students play at
the same time to make the activity competitive

Stage 2 - T prepares a set of Flash cards (FCs) and introduces

the words starting with letter A
“Aa’ words ( Apple, - T speaks and asks Ss to repeat.
ax, ant, alligator) - T shows FCs several times, so that Ss can remember 15 mins
the words and how to pronounce them correctly.
- T can try calling some Ss to answer each FC as their
memory
- T plays the video https://www.youtube.com/watch?
v=E-kodn2jNqM and asks Ss to chant along
Break time 5 mins
15 mins Some
Stage 3 Game 1: “Who is faster 1?” magnets,
- T divides class into two teams and names the teams sticky ball
Practice time - T sticks FCs of words on board (nam châm,
- T says the all the words again and asks Ss to repeat bóng dính)
- 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

Writing
- T asks Ss to open the Student Book (Oxford Phonics 15 mins
World 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

Listening
- 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.
10 mins
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.

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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 2: Letter Bb
 Stages Procedures Time (90 Teaching
(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up and - T reminds Ss the letter A and the sound of letter that 10 mins
review letter Aa they have studied last lesson
Some fun
Review activity: “Hot Word” music/ songs.

- 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
Stage 1 - T prompts some questions for Ss to guess the letter B
(What letter comes right after A? Do you know after
Introduction of letter A is what letter?.......)
Letter Bb
- 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
- T plays the video https://www.youtube.com/watch?
v=kzzXROKd-i0&list=PLJIK7JrzV1IhpV2qdYXdm7-
bsmkshm1Qr&index=3 ( 00:00- 00:55) and asks Ss to
sing along

Writing time 10 mins

- 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
- T plays the CD1-7, pauses after each sentences and 10 mins FCs
Stage 2 asks Ss to repeat
- T introduces the key words for letter B
Introduction of Bb
words ( bear, big - T asks Ss to open SB, p. 6 and plays the CD1-8, asks
bear, bird, banana, Ss to listen and point.
bed) - 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.

Break time 5 mins

20 mins Some
Stage 3 Game 1: “Guessing the words?” magnets, FCs
- T first reviews all the words and their gestures
Practice time (which are decided in Stage 2)
- T sticks FCs of words on board
- 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.

Matching 5 mins
- T asks Ss to open the Student Book p.7 and ask Ss to
do part D
- T explains the requirement of the tasks (Ss have to
connect words of letter Bb to make a proper path)
- T goes around to help Ss if necessary
- T checks answer with the whole class, together
saying again all the words.
15 mins
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 Bb
words, 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:
banana, S4: bird)
- T encourages Ss to imitate the tune and voice as in
the audio.
- 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 5 mins
instructions Oxford Phonic World 1 – Workbook, p.3
A: Trace, write and say- Con viết chữ và nói
B: Write Bb. Then match: Con viết chữ Bb, sau đó nối với
từ tương ứng bắt đầu bằng chữ cái B
C: Say. Then write Bb or cross it out. Con viết chữ Bb vào ô
bên 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.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 3: Letter Cc
Stages Procedures Time (90 Teaching
(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up and T first write letters Aa and Bb on board and remind Ss 15 mins FCs of letter
review about the letters and the sounds they make A and B
words ( apple,
ax, ant,
T then shows all the FCs of words relating two letters and aligator, bear,
asks Ss to say the words/ repeats the words bird, bed,
banana)
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 whispers
the 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: A, /a/, apple)

10 mins
Stage 1 - T plays the video https://www.youtube.com/watch?
v=1dhzPuT6jm0 ( 00:00- 00:24)
Introduction of letter
- T pauses the video and asks Ss if they know the
Cc
letter will be learnt today. T gives some clues if Ss
hesitate to answer.
- 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.

Writing race Some makers/

- T plays CD1- 10 and shows the “Cool Cat” FCs. chalks for Ss
- T then makes a race of writing. T keeps the same 10 mins to write on
teams for the rhymth activity above. board
- 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
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, 10 mins

trace and write the letter
Break time 5 mins
10 mins FCs of letter
Stage 2 - T asks Ss to open Student Book, p.8 C
- T plays CD1-11 and Ss listen, point and repeat the
“Cc’ words ( cat, car words of letter C .
cup, computer)
- 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)
- T plays the video https://www.youtube.com/watch?
v=NNhABOViQlc and asks Ss to chant along

20 mins
Stage 3 Game 1: “Repeat me, Repeat you ”
- T assigns a gesture to each of the four key words
Practice time (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.

Matching exercise 5 mins

- 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

Homework 5 mins
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.
Tô bất cứ màu nào mình yêu thích.
 OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 2: Letter Bb

Stages Procedures Time (90 Teaching

(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up and - T reminds Ss the letter A and the sound of letter that 10 mins
review letter Aa they have studied last lesson
Some fun
Review activity: “Hot Word” music/ songs.

- 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
Stage 1 - T prompts some questions for Ss to guess the letter B
(What letter comes right after A? Do you know after
Introduction of letter A is what letter?.......)
Letter Bb
- 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
- T plays the video https://www.youtube.com/watch?
v=kzzXROKd-i0&list=PLJIK7JrzV1IhpV2qdYXdm7-
bsmkshm1Qr&index=3 ( 00:00- 00:55) and asks Ss to
sing along

Writing time 10 mins

- 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
- T plays the CD1-7, pauses after each sentences and 10 mins FCs
Stage 2 asks Ss to repeat
 - T introduces the key words for letter B
Introduction of Bb - T asks Ss to open SB, p. 6 and plays the CD1-8, asks
words ( bear, big Ss to listen and point.
bear, bird, banana,
bed) - 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.

Break time 5 mins

20 mins Some
Stage 3 Game 1: “Guessing the words?” magnets, FCs
- T first reviews all the words and their gestures
Practice time (which are decided in Stage 2)
- T sticks FCs of words on board
- 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.

Matching 5 mins
- T asks Ss to open the Student Book p.7 and ask Ss to
do part D
- T explains the requirement of the tasks (Ss have to
connect words of letter Bb to make a proper path)
- T goes around to help Ss if necessary
- T checks answer with the whole class, together
saying again all the words.
15 mins
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 Bb
words, 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:
 banana, S4: bird)
- T encourages Ss to imitate the tune and voice as in
the audio.
- 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 5 mins
instructions Oxford Phonic World 1 – Workbook, p.3
A: Trace, write and say- Con viết chữ và nói
B: Write Bb. Then match: Con viết chữ Bb, sau đó nối với
từ tương ứng bắt đầu bằng chữ cái B
C: Say. Then write Bb or cross it out. Con viết chữ Bb vào ô
bên 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.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 5: Letter Dd
Stages Procedures Time (90 Teaching
(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up - T plays the video and ask Ss to sing along to warm 10 mins Some FCs
up https://www.youtube.com/watch?v=l4WNrvVjiTw from Unit 1
- T plays small game “ Teacher’s mistake”: T shows
the FCs and say the word for each. Occasionally, say
the 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.

Stage 1 - T plays the CD1-15 and Ss listen 10 mins

- T uses FC of dizzy dog and calls some students to
Introduction of pretend to be a dizzy dog.
Letter Dd
- 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

Practice the sound of letter 10 mins Some FCs of

4 letter A, B,
- T divides class into 4 teams and names the team C, D
- 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 to
say the sound and the word.

Stage 2 Student Book, p.13, Part C 5 mins

Writing - 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

Stage 3 - T uses FCs to introduce key words for letter D 10 mins FCs
- T plays the CD1-16, asks Ss to listen and point.
Introduction of Dd - T points to the pictures in a different order and have
words (dog, desk,
doll, duck) 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)

Break time 5 mins

Stage 3 Part E, Student Book, p. 13 10 mins Some

magnets, FCs
- T keeps the same 4 teams as in the activity of
Chanting time 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)

Stage 4: Part D, Student Book, p.13 5 mins

Listening exercise - 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

Stage 5 Game: ““Who is faster?” 20 mins

Practice time - T keeps the same team

- T calls one S from each team and make a small circle
- 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.
Homework Oxford Phonic World 1 – Workbook, p.6 5 mins
instruction
A: Trace, write and say: Con viết và luyện nói chữ

B: Circle the picture beginning with the d sound: Con

khoanh tròn bức tranh bắt đầu bằng âm d

C: Connect, say and write Dd: Con nối các từ có âm d, viết

chữ và luyện nói các từ đó.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 6: Letter Ee

Stages Procedures Time (90 Teaching

(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up T plays small game “What’s the letter?” to warm up and 15 mins Choose 1 FC
review letters from previous lessons. of Letter A-D

Rules: Divide class into three teams. Whisper A, B, C, D 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 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 on board: A, B, C, D 15 mins

Stage 1 - T writes three options for the: G, A, E
- T asks Ss to guess the next letter after D.
Introduction of - T then says that the letter for today’s lesson is Ee
Letter 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 plays the CD1-19 and Ss listen
 - 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)
Student Book, p.15, Part C 5 mins
Stage 2 - T asks all Ss to stand up
- T asks Ss to repeat T’s action
Writing - T joins two hands together, holds up in the air and
starts writing the letter E in the air. Ss copy teacher’s
action.
- T assigns Ss to finish Part C, following the
instruction in the book, how to write letter E
- T goes around and checks for Ss writing
- T uses FCs to introduce key words for letter E 10 mins FCs
Stage 3 - T plays the CD1-20, asks Ss to listen and point.
- T points to the pictures in a different order and have
Introduction of Ee Ss name them
words (egg, elbow, - T then shuffle FCs, picture side down calls some Ss
envelope, elephant) 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)
Break time 5 mins
Part E, Student Book, p. 15 10 mins Some
Stage 3 - T divides class into 4 teams. magnets, FCs
- T gives each team a word from the chant (dog, doll,
Chanting time duck, desk)
- T plays the CD1- 22 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)
Stage 4: Part D, Student Book, p.13 10 mins
Listening exercise - T explains the requirement of the task
- 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
- T checks the answers with the whole class
Stage 5 Game: “Chair game” 20 mins
Practice time - 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 floor
and asks Ss to touch it)
Homework Oxford Phonic World 1 – Workbook, p.7 5 mins
instruction A: Trace, write and say- Con viết và luyện nói chữ
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

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 7: Letter Ff

Stages Procedures Time (90 Teaching

(các bước) (tiến trình bài dạy) minutes) tools and
materials
(giáo cụ, học
liệu)

Warm up and - T first shows FCs of letter D and E and have Ss to 10 mins FCs of letter
review letter D and say the words. Then T guides Ss to play game to D-E
E review words from previous lesson

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 15 mins

Stage 1 “ Hello, I’m a funny fish.
/f/ /f/ This is the /f/ sound.
This is the letter F.
 /f/ /f/ funny fish
Introduction of /f/ /f/ funny fish
Letter Ff 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)
Student Book, p.17, Part C 10 mins
Stage 2 - T asks all Ss to stand up
- T asks Ss to repeat T’s action
Writing - T joins two hands together, holds up in the air and
starts writing the letter F in the air (or T uses body to
display 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
- T goes around and checks for Ss writing
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.
- T uses FCs to introduce key words for letter Ff 5 mins FCs
Stage 3 - T plays the CD1-24, asks Ss to listen and point.
- T points to the pictures in a different order and have
Introduction of Ff Ss name them. T tries to encourage Ss to say the
words (fish, fan, words with the beginning sound (ex: /f/ /f/ fish)
farm, fork) Activity 1: Touch 10 mins
- 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 touches
first 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
Break time 5 mins
Stage 4: Part D, Student Book, p.17 5 mins
Matching exercise - 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 checks the answers with the whole class
Part E, Student Book, p. 17 10 mins FCs
- T divides class into 4 teams.
- 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 actions
when 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)
Stage 5 Game: Picture game 15 mins
Review time - 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
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 Oxford Phonic World 1 – Workbook, p.8 5 mins

instruction 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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 8: Review Unit 2 (Dd, Ee, Ff)

Stages Procedures Time (90 Teaching

minutes) tools and
 (các bước) (tiến trình bài dạy) materials

(giáo cụ, học

liệu)

Warm up activity - T play the video and ask Ss to dance along to warm up. 5 mins FCs of D,E, F
https://www.youtube.com/watch?v=WsiRSWthV1k words
- T writes letter Dd, Ee, Ff and reminds Ss about the
letter, the sound of the letter.
- T then displays all the FCs key words for three letters
and asks Ss to say the words, with the sound to review
- T organizes a small game “ Down the line”
Stage 1: Review 1 15 mins
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.

Keep playing for the rest of the teams.

Stage 2 Student Book, p.18

Review words of - T follows the pages, asks Ss to finish Part A, B and 15 mins
letter A, B and C 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 10 mins
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 the
card 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.

Break time 5 mins

Stage 3 Story time: Student Book, p. 19 10 mins

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 the CD1-28 and Ss listen
- 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

Stage 4 Practice structure 10 mins FCs

Practice with the Games: Who is faster?

structure : It’s
a/an…., I see ….., I Rules: Play in pairs. Arrange a set of shuffle key words of
have….. letter D-F on the floor. Each turn, call two students
standing at the end of the class. T then says a word with the
 structure “I see…/ I have…./ It’s …..” and count 1,2,3. Ss
race to get the correct FC of the word and repeat word with
the 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
- T asks the team to stand in a circle, back to back,
plays a draft first to illustrate the rules for all Ss 15 mins

Rules: 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.

Homework Oxford Phonic World 1 – Workbook, p.9 5 mins

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 cho
các 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)
 OXFORD PHONICS WORLD 1- THE ALPHABET

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

Teaching tools
Stages Procedures Time (90 and materials
(các bước) (tiến trình bài dạy) minutes) (giáo cụ, học
liệu)

Warm up - T writes Aa- Ff on the board 5 mins FCs of A-F

- T models the sounds for the students and have them words
repeat
- T uses FCs to review words from U1-U2.

Stage 1 Student Book, p.20

Part A: Look and listen. Sing along 10 mins

- 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 every
turn
- 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:
5 mins
- 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 5 mins
letters on the board.
- T continues playing as time permits.
Stage 2: BINGO GAME 20 mins Bingo card

Review all the - T delivers the bingo card to Ss

vocabulary of - T asks Ss to choose any 9 words that they like/
U1-U2
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
drawing with colors, to save time)
- T explains the rules to Ss

Rules: 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

Break time 5 mins

Stage 3 Student Book, p. 22 15 mins

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 of

the 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
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.

Stage 4 Student Book, p. 23 ( Part E: Play the game) 20 mins Printed in color
A3 size of page
Practice with the It’s better to re-print p. 23 in A3 paper and in color, so that 23 (SB),
structure : It’s we can play with the whole class to practice the structures spinner,
a/an…., I see magnets.
….., I have….. - 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.
Homework Oxford Phonic World 1 – Workbook, p.10+11 5 mins

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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 10: Letter Gg

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up - T plays small game to warm up 10 mins Some FCs

from Unit 1
Game: “Hot Word”

- T asks Ss to sit in a circle and give a FC of U1-U2

key 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

T can make the game more challenging by giving two cards

at the same time. When the music stops, 2 Ss need to say the
words. T encourages them to say the word with the
 structures learnt.

- T plays the video, 00:00:13 10 mins

Stage 1 https://www.youtube.com/watch?v=9o3RmdiLnI8
- T stops at 00:13 and asks if Ss know what’s the next
Introduction of
Letter Gg letter
- After hearing some responses, T says that today’s
lesson is letter G.
- 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
https://www.youtube.com/watch?v=mYOl_L58PlE
- T plays again the video, 00:00-00:18 and asks Ss to
sing along.
- T plays the video, 00:00-00:55 and asks Ss to sing
along
https://www.youtube.com/watch?v=0KXtxIiQ7gk
- T finally plays CD1-32, Ss listen and look at Part A,
Student Book, p.30
Activity 10 mins
- 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 and
repeat the sound.
Student Book , p.25, Part C 5 mins
Stage 2 - T plays the video ( 00:17-01:17) and asks Ss to copy
the action of writing letter Gg
Writing
https://www.youtube.com/watch?v=39prtfpkRkU
- T assigns Ss to finish Part C, following the
instruction in the book, how to write letter G
- T goes around and checks for Ss writing
- T uses FCs to introduce key words for letter G 10 mins FCs
Stage 3 - T plays the CD1-33, asks Ss to listen and point.
- T points to the pictures in a different order and have
Introduction of Gg
words (gorilla, goat, Ss name them
gift, girl) - 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 asks them to say the
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)
Break time 5 mins
Part E, Student Book, p. 25 10 mins Some
Stage 3 - T keeps the same 4 teams as in the activity of magnets, FCs
practicing sound mentioned above.
Chanting time
- 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)
Stage 4: Part D, Student Book, p.25- CD1-34 10 mins
Listening exercise - 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

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.
Stage 5 Game: “Buzzers” 15 mins
Practice time - 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.
Homework Oxford Phonic World 1 – Workbook, p.12 5 mins
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
đó không bắt đầu bằng chữ cái G thì gạch chéo ô vuông đó)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 11: Letter Hh

Teaching
Procedures tools and
Stages Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up T plays small game “What’s the letter?” to warm up and 15 mins Choose
review letters from previous lessons. random FCs
from E, F, G.
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.

Student Book, p. 26, Part A 5 mins

Stage 1 - T models the dialogue from exercise A
“ Hello, I’m a happy horse.
Introduction of
Letter Hh /h/ /h/ This is the /h/ sound.
This is the letter H.
/h/ /h/ happy horse
What’s the beginning sound?
/h/
What letter is this?
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
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. 10 mins
- T plays the CD1-19 and Ss listen
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
at it.
- T then asks them to close their eyes and erases one
letter.
- T asks Ss to open their eyes and identify the missing
letter. The first S to say the missing letter and its
sound wins. T keeps playing as time permits.
Student Book, p.15, Part C 5 mins
Stage 2 - T asks all Ss to stand up
- T plays the video, 00:16- 01:16, Ss copy action.
Writing
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
- T goes around and checks for Ss writing
- T plays the CD1-37, asks Ss to listen and point. 10 mins FCs, magnets
Stage 3 - T points to the pictures in a different order and have
Ss name them
Introduction of Hh
words (horse, hat, - T displays FCs of words for letter Hh and asks Ss to
house, hot dog) say the words. T tries calling some Ss to say words
- T keeps playing “What’s missing” to practice words
with Ss.
- T sticks all four words of letter Hh on board and asks
Ss to close eyes
- T hides a word and asks Ss to open eyes and identify
the missing words. The first S to say the words, with
the letter and the sound (Example: H, /h/, hat ) wins.
- T repeats as time permits
Break time 5 mins
Part E, Student Book, p. 15 10 mins Some
Stage 3 - T divides class into 4 teams. magnets, FCs
- T gives each team a word from the chant (horse, hat,
Chanting time
hot dog, house)
- T plays the CD1- 39 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)
- T encourages Ss to have fun while chanting
Stage 4: Part D, Student Book, p.27 5-7 mins
Listening exercise - T explains the requirement of the task.
- 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 checks the answers with the whole class
- 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.
Stage 5 Game: “Line-up” 13-15 mins FCs
Practice time - 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.
Homework Oxford Phonic World 1 – Workbook, p.13 5 mins
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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 12: Letter Ii

 Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up and T first write letters Gg and Hh on board and remind Ss 15 mins FCs of letter
review about the letters and the sounds they make G and H
words
T then shows all the FCs of words relating two letters and (gorilla, goat,
asks Ss to say the words/ repeats the words gift, girl, hot,
hat, horse,
house)
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 whispers
the 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)

- T writes on board: Gg, Hh and ?? 10 mins

Stage 1 - T prompts Ss to guess what’s the next letter
- T shows FC ( Letter side) of Interesting Insect and
Introduction of letter writes letter Ii on board
Ii - 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?
/i/
 What letter is this?
I”.
- T then plays the CD1- 40 and Ss listen and repeat
- 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 Student Book, p. 28, Part B 5 mins
Introduction of Ii - T points in a random order and asks Ss if they know
words ( igloo, insect, the word
ink, iguana) - 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?” 10 mins
- 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 5 mins
- 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.
Break time 5 mins

Stage 3 - T divides class into three teams and asks Ss to make 5 mins Some
Writing race 3 lines. markers,or
- T divides the board into three areas and each team chalk.
will write in one area
- T then lets all the team to write the letter C. T waits
until the last person of each teams write the letter on
board
- T observes the writing of teams. Each proper
writing will count 1 pt
 - The first team will get 4 pts+ points for writing , the
second team will get 2 pts+ points for writing, the
last team will get 1 pt+ points for writing. T counts
all the points and annouces the winner of the race.
Color time Student Book, p. 29, Part D 5 mins Colors/
- T explains the task for Ss Crayons
- T emphasizes Ss to color the same color as in the
background for each questions
Chanting time Student Book, p.29, Part E: Chanting 10 mins
- T first uses FCs to practice structure with the whole
class
- 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
Game: “Picture game” 15 mins
Stage 3 - T divides class into small teams.
- T brings one S away and whispersa key word to
Practice time 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
Homework Oxford Phonic World 1 – Workbook, p.14 5 mins
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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 13: Review+ Story (Gg-Hh-Ii)

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)
Warm up and Warn- up games: “Pop up” 10 mins
review
- 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

Student Book, p. 30 5 mins FCs of letters

Stage 1 Part A: Which one begins with the same sound? Circle G-I
- 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 5 mins
- 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 5 mins
- 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
Stage 2 Review game: “Race and order” 20 mins FCs of all
Review sound and - T prepares FCs of all key words for three letters and key words for
words of letters( Gg- arranges in mixed order on the table at the centre letters Gg-Ii,
Ii) end of the class. magnets
- 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
 - 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...../
It’s.....)
- T repeats the game as time permits

Break time 5 mins

Stage 3 Student Book, p. 31, Story 15 mins Some

Story time - T plays CD1-44 for the first time, Ss listen markers,or
- T plays the story the second time, Ss point to the chalk.
pictures of key words when they hear in the story
- T practices with Ss the sight words of story: want;
this; my
- T then encourages and gives some minutes for Ss to
read story by their own.
Pair reading
- T assigns some pairs of Ss to take turn and read the
story sentence
Act out
- T then has some groups of Ss to act out story. T
encourages Ss to have fun while acting out

Make your own story 15 mins

Stage 3 - T divides class into groups of four.
- T gives each groups a piece of paper and has them
Practice time 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.....)
Homework Oxford Phonic World 1 – Workbook, p.15 5 mins
instruction A: Say. Then circle the beginning sound- Con nói các từ.
Sau đó khoanh tròn âm bắt đầu của từ đó
B: Trace and match- Con nối chữ cái với từ và âm tương
ứng của chữ cái đó
 OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 14: Letter Jj

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up Small game to warm up and review Unit 3 10 mins

- T divides class into three groups,each group presents a

letter: 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 game
also.
- T continues in this way, eliminating Ss. The last
student standing is the winner

Student Book, p.32, Part A 10 mins

Stage 1 - T model the dialogue from exercise A
“ Hello, I’m a jumbo jet.
Introduction of /j/ /j/ This is the /j/ sound
letter Jj and its key This is the letter J.
words ( jet, jacket, /j/ /j/ jumbo jet
jam, juice) /j/ /j/ jumbo jet
What’s the beginning sound?
/j/
What letter is this?
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 along
https://www.youtube.com/watch?v=6KXX6fCKWes
Student Book, p.32 Part B. 10 mins
- T plays CD1- 46, Ss point as they hear the words.
- T plays the audio again, Ss listen and repeat
 - 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 - T plays the video , 00:16-01:16 and Ss stand, watch, 10 mins Some
Writing race copy the action https://www.youtube.com/watch? makers/
v=8wNIYNyG37g&t=55s chalks for Ss
- T then writes on board again, Ss observe to write on
- T has some Ss to come to the board. T gives them 30 board
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.
Writing exercise Student Book, p. 33, Part C 5 mins
- T asks Ss to do Part C
- T goes around and checks the writing
Break time 5 mins
Student Book, p.34, Part E : Chanting 10 mins FCs of letter
Stage 3 - T plays CD1-47, Ss points to each image C
- 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 5 mins
- 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
Game: “What’s missing?” 20 mins FCs from
Stage 4 - T first displays all FCs for letter Jj and has Ss say the previous
words and the sound units,
Practice time - T then sticks four FCs on board and Ss observe magnets
- T asks Ss to down their head and close eyes.
 - 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
word.
- If his/her answer is correct, he/ she wins a point,
otherwise, the others have chance to answer
- For added challenge, T can add more words from
previous units, T can take 2, 3,4 cards at the same
time. Be sure to revise all the words of Jj letter first,
and remember to give Ss some seconds to observe all
the FCs sticking on board before taking them away.
- T keeps playing as time permits
Homework Oxford Phonic World 1 – Workbook, p.16 5 mins
instruction A: Trace, write and say: Con viết chữ và nói
B: 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.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 15: Letter Kk

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up and - T reminds Ss the letter Jj and the sound of letter that 10 mins
review letter Jj they have studied last lesson
Some fun
Review activity: “Hot Word” music/ songs.

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

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 can ask Ss to say the
structure of that lesson ( Ex: I want juice) and
 continues playing as time permits ( Practice the
letter, sound, words and structure)

- T plays the video, 00:00-00:20 5 mins

Stage 1 https://www.youtube.com/watch?v=9o3RmdiLnI8
- T stops the video and asks if Ss know what ‘s the
Introduction of next letter after J.
Letter Kk - 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

Introduction of Kk’s - T shows FCs of key words for letter K and asks Ss if 15 mins
letter (kangaroo, key, they know any words
king, kite) - 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 the
card 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 T
says, 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.
Writing time Student Book p. 35, Part C 10 mins
- T asks all Ss to stand up
- 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
Break time 5 mins
Student Book, p. 35, Part D: Listen. Then write Kk or 5 mins Some
Stage 2 cross it out magnets, FCs
- T explains the task for Ss
Practice time - 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
 class

Game 1: “Guessing the words?” 15 mins

- T first reviews all the words and their motions
(which are decided in Stage 1)
- T sticks FCs of words on board
- 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, 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 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.
Stage 3: Student Book, p.35, Part E 10 mins
Chanting ( Structure: Activity “Chant, chant and chant”
This is a ….) - T first plays the CD1-51 and has Ss point to each
image as they chant
- 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 Kk
words, 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 10 mins

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 in
the 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.
Homework Oxford Phonic World 1 – Workbook, p.17 5 mins
instruction A: Trace, write and say- Con viết chữ và nói
B: Circle the pictures beginning with the k sound- Con
khoanh tròn bức tranh có từ bắt đầu bằng âm k
C: Color K and k. Write Kk- Con tô màu các ô có chứa chữ
K và k. Sau đó viết Kk vào ô trống.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 16: Review Unit 3-4 (Gg-Ll)

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up - T writes Gg- Ll on the board 5 mins FCs of G-L

- T models the sounds for the students and have them words
repeat
- T uses FCs to review words from U3-U4.

Student Book, p.40

Stage 1 Part A: Look and listen. Sing along 10 mins
- T plays CD1- 58, Ss listen one time
Sing a song - 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 goat sitting on one of
the chairs, Ss should say /g/ /g/ goat
- T continues pointing and increases the speed
every turn
- 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.
Listen and write Student Book p. 41 5 mins
Part B: Listen, circle and write
- T plays CD1-59.
- T asks Ss to repeat the words they hear, point to
and circle the correct picture and write the correct
partner letters.
- After Ss finish the exercise, T points to other
pictures form questions 1-6 and calls some Ss to
name the pictures and says its partner letters.
Stage 2: “TOUCH THE RIGHT ONE” 15 mins Bingo card
Review words and - T writes on board: Gg, Hh, Ii, Jj, Kk, Ll.
sound through a - T divides class into three teams.
 game - T explains the rules to Ss
Rules: Each turn, call out one S from each team and ask
them to stand in front of the board. T then chooses one
words from letter Gg- Ll, hold it up. Make sure the
players won’t see it. T asks the other Ss to shout out the
word. The first S to touch the beginning letter of the word
and say the word again wins a point for their team. T
continues playing as time permits.
Stage 3 Student Book, p.42 5 mins
Listen and match - Part C: Listen. Do you hear the same sound? Draw
smiley face or sad face. (CD1- 60)
- T explains the task for Ss (T elicits the meaning of
the 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: fast jet, funny
king, gorgeous gorilla, …). 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 5 mins

- T explains the task to Ss, asks them to match the
words with the same sound to the letter and the
sound.
- T can do question 1 with the whole class as
example.
T checks answers with whole class.
Break time 5 mins
Stage 4 Student Book, p. 43 (Part E: Play the game) 20 mins Printed in
Practice with the It’s better to re-print p. 43 in A3 paper and in color, so color A3
structure: It’s that we can play with the whole class to practice the size of page
a/an…., I see ….., I structures 43 (SB),
have….. - T sticks the A3 game paper on the board and puts spinner,
the spinner at the centre and uses one magnet to magnets.
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: insect, This is an
 insect/ That is an insect/ I see an insect.
- If Ss land on a space with a ladder, they climb to
the space the ladder leads to. If Ss land on a space
with a chute, they slide to a lower space. If they
can successfully say the picture’s word, they can
stain in the new space.
- T plays again the game, makes sure everyone has
chance to practice
Stage 5 Alphabet game (Practice from letters A-L) 15 mins FCs of letter
Further practice Rules: Divide the class into four teams and have them A-L
gather in different corners of the classroom. Give each
team a set of shuffled FCs, with one word from each set
beginning with a letter from A- L. Each team should have
a different set of words. When you say Go! teams race to
put their cards in alphabetical order. The first team to
finish is the winner. The winning team then takes turn to
read out loud the words and if possible, connect the
words with one structure they have learnt.
Then have teams go around the room and check that
other groups ordered their cards correctly.
Continue playing as time permits.
Homework Oxford Phonic World 1 – Workbook, p.20+21 5 mins
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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 17: Letter Mm

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up - T plays the video and ask Ss to sing along to warm 10 mins Some FCs
up https://www.youtube.com/watch?v=fPMjnlTEZwU from Units 1-
- T plays small game “Teacher’s mistake” to reviews 4
all the letters they have learnt.
 Rules: T shows the FCs and say the word for each.
Occasionally, say the 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.

- T plays the CD2-02 and Ss listen 15 mins

Stage 1 - T uses FC of merry monkey and calls some students
to pretend to be a merry monkey.
Introduction of - T then calls some random Ss to be a merry monkey,
Letter Mm speed up a little after each time. At the end, all Ss
will be merry monkeys .
- T prompts some questions about what letter will be
learnt in this lesson
- T writes on board the letter Mm 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). T plays for two times
https://www.youtube.com/watch?v=Nvn9QvV7Aqk
Games to practice: Board Scramble:
T puts/ writes the letters A-M ( or G-M) on board in a
scramble order, but low enough that the students can reach
it. Have two teams and call out a letter. The person that is
able to find and circle it first wins a point for their team. For
added challenge- have four teams all looking for the same
letter. T then elicits the sound of the letter for the whole
class.
Student Book, p. 44, Part B 15 mins FCs of letter
Introduce of Mm - T plays CD2-3 and has Ss point as they hear the Mm, magnets
words ( monkey, words
milk, money, mouse) - T then points to the pictures in Part B in a different
order and has Ss name each one.
- T displays the FCs of key words for letter Mm and
asks Ss to say the words. T choruses two/three times
Note: T encourages Ss to practice saying the words with the
letter and the sound ( Ex: M, /m/ monkey)
Games: Odd one out
Rules: Display the Mm FCs with two cards from previous
units. Asks all Ss to say aloud all the words first and then
asks them to identify the odd words. S raises his/her hand to
get the chance to answer. Play as time permits
Student Book, p.45, Part C 5 mins
Stage 2 - T models how to write letter Mm on board. Ss
observe
Writing exercise - T then asks Ss to complete Part C
- T goes around and checks Ss’ writings.
Break time 5 mins
Part E, Student Book, p. 45 10 mins Some
Stage 3 - T divided class into 4 teams. magnets, FCs
- T gives each team a word from the chant (money, of letter Mm
 monkey, milk, mouse)
Chanting time - T plays the CD2-05 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)
- For the last two lines, all teams will say and hold up
their FC.
Note: T can assign the motion for each word to each team,
and when hearing this word, the group need to perform this
action.
Stage 4: Part D, Student Book, p.45 5 mins
Listening exercise - 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

Stage 5 Game: ““Who is faster?” 20 mins FCs of letter

Practice time - T divides class into 4 teams (keeps the same team as Mm
the chanting activity)
- T calls one S from each team and asks them to make
a small circle
- T gives each S one FC of key word for letter M. 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 run in a circle to make the game fair.
- The first S says the word correctly will get 1 pts for
the team.
- T encourages Ss to say words in the structure: I like
the.....
- 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 will get 4 pts for their team),
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.
Homework Oxford Phonic World 1 – Workbook, p.22 5 mins
instruction A: Trace, write and say: Con viết và luyện nói chữ
B: Circle the picture beginning with the m sound: Con
khoanh tròn bức tranh bắt đầu bằng âm m
C: Color M and m. Write Mm: Con tô màu ô trống có chứa
chữ M và m. Sau đó viết chữ Mm.
 OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 18: Letter Nn

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up and - T reminds Ss the letter Mm and the sound of letter 10 mins
review letter Mm that they have studied last lesson
Some fun
Review activity: “Hot Word” music/ songs.

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

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 letter, the sound and the
word.
- T changes the card and continues playing as time
permits

Student Book, p. 46, Part A 15 mins FC of noisy

Stage 1 - T models the dialogue from exercise A. nut
“Hello, I’m a noisy nut
Introduction of /n/ /n/ This is the /n/ sound
Letter Nn This is the letter N
/n/ /n/ noisy nut
/n/ /n/ noisy nut
What’s the beginning sound?
/n/
What letter is this?
N”
- T then shows FCs of noisy nut, letter side up and
elicits the letter and the sound
- T asks Ss to repeat the letter and sound for three
times
- T then plays the video, (00:00-00:55) and asks Ss to
sing along https://www.youtube.com/watch?
v=qE5HEeoVGb0
Small game: Making your own noise
- T asks Ss to stand in a circle. T says: Hello, I’m a
noisy nut, and makes a noise. Then, T points to one
 S, and he/ she needs to imitate the noise of teacher,
then says: Hello, I’m a noisy nut and makes his own
noise. The next S will repeat T and the prior S’s
noise and makes his/her own. Continue this chain
until someone fails to repeat the noise.
Writing time Student Book, Part C, p.47 5 mins
- T explains the task for student
- T shows on board how to write letter Nn 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
- T plays the CD2-7, pauses after each sentences and 15 mins FCs, magnets
Stage 2 asks Ss to repeat
- T introduces the key words for letter Nn
Introduction of Nn - T points to the pictures in a different order in the
words ( nut, nest, book and has Ss name them
nose, net) - T then shows FCs and has Ss to say the words. T
encourages Ss to say the words with the sound
- T repeats 3 times or more.
Game to practice:
- T sticks FCs of letter Nn on the board
- Each turn, calls 2 Ss to come to the board and play
- T calls out one words, Ss race to touch the right FC of
word on board. The faster S to touch the correct FC wins
and he/she then says the words with the sound. That S will
be the one to say the next word for next round. Plays as time
permits
Break time 5 mins
Student Book, Part D, p. 47 5 mins Some
Stage 3 - T explains the task requirement for Ss magnets, FCs
- T gives them some minutes to finish the task
Practice time - T goes around the class and checks for their answer
Student Book, Part E, p.47 15 mins
“Chant, chant and chant”
- T first plays the CD2-8 and have Ss point to each
image as they chant
- T plays the second times and asks Ss to sing along.
- T then divides Ss into groups of four, assigns a
number (1-4) for each S in a group. T has each group
stand around a desk and put a set of FCs of Nn
words, picture side up, on it.
- T has Ss in each group say the chants and point to
the correct picture. (Example Number 1 Ss say: nut,
Number 2 Ss say nose, Number 3 Ss: net, Number 4
Ss: nest)
- T encourages Ss to imitate the tune and voice as in
the audio.
- T changes the cards some times for each number 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

Game: Vanishing Objects 15 mins FCs from

Rules: Stick a number of cards on board. Give them a few previous
Review words and moments to memorize the cards and then tell them to close lessons,
structure their eyes. Take away one of the cards and then tell the magnets
students to open their eyes again. The first student to guess
the missing card wins one point. That S then says again the
words in the structure (Ex: That is a nest)
For added challenge, after each round, T can take away
more than one card, and mix the cards from previous units,
just make sure to spend enough time to practice Nn words
first.
Continue playing as time permits.
Homework Oxford Phonic World 1 – Workbook, p.23 5 mins
instruction A: Trace, write and say: Con viết chữ và nói
B: Which ones begin with the n sound? Match and write:
Bức tranh nào bắt đầu bằng âm n? Con nối và viết chữ Nn
C: Connect, say and write Nn: Con nối, luyện nói từ và sau
đó viết chữ Nn vào ô trống.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 19: Letter Oo+ Review+ Story

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up and Warm- up games: “Pop up” 10 mins

review
- T assigns one phonic sound that Ss need to listen
for
- T then clearly and slowly says several of the key
words from letter Mm- Nn, 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 3) if
necessary

Student Book, p. 48, Part A 20 mins

Stage 1 - T plays CD2-09 and has Ss listen for the first time
 - T then shows FC of orange octopus and acts out
Introduce of letter like an octopus
Oo and its words - T asks all Ss to stand up and act out like an octopus.
At the same, ask them to say: Letter O, sound /o/ /o/
- T then plays the video, 00:00-00:55 and asks Ss to
sing and dance along
https://www.youtube.com/watch?v=oWbY5EKys60
Student Book, p. 48, Part B
- T asks Ss if they know any of the words in the book
- T then plays CD2-10 and Ss point to the picture
- If possible, T makes gesture for each word when
saying the sound and word. Then, asks Ss to repeat
the gesture, the sound and the words
- T displays the FCs, and has Ss say the words.
Repeat several times for Ss to practice the words
Game: Letter Pictures
Rules: Play in pairs. Each turn, Ss draw picture of one key
word of letter o( Key word is decided by T). After
completing their drawings, the class names the picture.
Repeat until everyone has had a turn to draw
Student Book, p.49, Part C and D 10 mins
Stage 2 - T guides Ss to finish Part C and D in the book.
- T goes around the class and check for Ss’ answer
Practice writing and - For Part C, if necessary, T writes on board the
matching letter O and Ss observe in advance.

Stage 3 Review game: “Race and order” 20 mins FCs of all

Review games for - T prepares FCs of all key words for three letters and key words for
letters Mm-Oo arranges in mixed order on the table at the centre letters Mm-
end of the class. Oo, magnets
- 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: Mm, Nn, Oo
- 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 encourage Ss to say the words
with the structures of Unit 5: I see the…., I like
the…., That is…..)
- T repeats the game as time permits
Stage 4 Student Book, p. 50 5 mins
Review exercises 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 5 mins
- T explains the task for Ss by doing Question 1 with
the whole class
- T plays the CD2-12 and pauses after the first
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 5 mins
- 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 /n/ /n/ nose,
Ss do this and complete the task
Stage 5 Student Book, p. 51, Story 10 mins
Story time - T plays CD2-13 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: no, yes,
your
- T then encourages and gives some minutes for Ss to
read story by their own.
Pair reading
- T assigns some pairs of Ss to take turn and read the
story sentence
Act out
T then has some groups of Ss to act out story. T encourages
Ss to have fun while acting out
Homework Oxford Phonic World 1 – Workbook, p.15 5 mins
instruction A: Say. Then circle the beginning sound- Con nói các từ.
Sau đó khoanh tròn âm bắt đầu của từ đó
B: Trace and match- Con nối chữ cái với từ và âm tương
ứng của chữ cái đó

OXFORD PHONICS WORLD 1- THE ALPHABET

 Lesson 20: Letter Pp
Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up Small game to warm up and review Unit 5 10 mins

- T divides class into three groups, each group

presents a letter: M, N and O. All Ss begin by
standing. When T says a letter sound or a
keyword( 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 game also.
- T continues in this way, eliminating Ss. The last
student standing is the winner

Student Book, p.52, Part A 5 mins

Stage 1 - T model the dialogue from exercise A
“ Hello, I’m a pink peach.
Introduction of /p/ /p/ This is the /p/ sound.
letter Pp and its This is the letter P.
key words /p/ /p/ pink peach
( peach, pen, /p/ /p/ pink peach
panda, pineapple) What’s the beginning sound?
/p/
What letter is this?
P”. T can use the FCs of pink peach while modeling the
dialogue
- T plays the CD2-14 and Ss listen and pass the pink
peach card around. When the audio stops, S with the
card says /p/ /p/ pink peach.
- T then plays the video, 00:00- 00:55 and Ss sing
along https://www.youtube.com/watch?v=-v1fg2Hp63s
Student Book, p.52 Part B. 15 mins
- T plays CD1- 46, Ss point as they hear the words.
- T plays the audio again, Ss listen and repeat
- T then shows FCs of key words for letter Pp 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 ( /p/ /p/ pen). 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 - T plays the video , 00:16-01:16 and Ss stand, watch, 10 mins Some
Writing race copy the action https://www.youtube.com/watch? makers/
v=14hXRz94jRQ chalks for
- T then writes on board again, Ss observe Ss to write
- T has some Ss to come to the board. T gives them on board
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.
Writing exercise Student Book, p. 53, Part C 5 mins
- T asks Ss to do Part C
- T goes around and checks the writing
Break time 5 mins
Student Book, p.53, Part E : Chanting 10 mins FCs of
Stage 3 - T plays CD2-17, Ss points to each image letter Pp
- 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 a panda card
will hold the card up when the chant says Is that
your panda? . Then S will lower the card. T repeats
as time permits 5 mins
Student Book, p.53, Part D: Which one begins with the p
sound? Listen and circle
- T explains the requirement of the task for Ss
- T plays CD2-16 and 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
Game : “What’s missing ” 20 mins FCs from
Stage 4 - T first displays all FCs for letter Pp and has Ss say previous
the words and the sound units,
Practice time - T then sticks four FCs on board and Ss observe magnets
- T asks Ss to down their head and close eyes.
- T takes away one FC.
- Ss open eyes, watch and identify the missing words
Ss who know the answer need to raise hands and say Bingo
to get a chance to answer. S’s answer should include word
in a sentence: Is that your...?. or include the letter, the
sound and the word.
- If his/her answer is correct, he/ she wins a point,
otherwise, the others have chance to answer
- For added challenge, T can add more words from
 previous units, T can take 2, 3,4 cards at the same
time. Be sure to revise all the words of Pp letter
first, and remember to give Ss some seconds to
observe all the FCs sticking on board before taking
them away.
- T keeps playing as time permits
Homework Oxford Phonic World 1 – Workbook, p.26 5 mins
instruction A: Trace, write and say: Con viết chữ và nói
B: Which ones begin with the p sound? Match and write:
Bức tranh nào có từ bắt đầu bằng âm p: Con nối chữ Pp với
bức tranh tương ứng rồi sau đó viết chữ Pp vào ô trống
C: Say. Then write Pp or cross it out: Con nói từ. Sau đó
viết Pp vào ô trống nếu từ đó bắt đầu bằng âm /p/. Nếu từ
đó không bắt đầu bằng âm /p/, con gạch chéo ô trống

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 21: Letter Qq

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up T plays small game “What’s the letter?” to warm up and 15 mins Choose 1 FC
review letters from previous lessons. of any letters
from A-P
Rules: Divide class into three teams. Whisper one letter 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 then can whisper the words instead of the letter (focus on

key words of letter Pp first) and ask Ss to act out/
draw( example: they can write to express the word- pen; or
draw a pineapple). Keep playing as time permits.

Student Book, p. 54, Part A 10 mins

Stage 1 - T models the dialogue from Part A
“ Hello, I’m a quiet queen.
Introduction of /q/ /q/ This is the /q/ sound.
Letter Qq This is the letter Q
/q/ /q/ quiet queen
/q/ /q/ quiet queen
What’s the beginning sound?
 /q/
What letter is this?
Q”
- T shows FC of the quiet queen. T passes to one S
and whispers: I’m a quiet queen. S takes the card and
whispers the same thing to next S. Let the card go
around the room this way.
- T then plays the video and asks Ss to repeat and sing
along (00:00- 00:55)
https://www.youtube.com/watch?v=NKAookrRV4s
- T asks Ss to repeat the letter and the sound lots of
time, calls randomly some Ss to check for their
pronunciation.
- T plays the CD1-19 and Ss listen
- T holds the FC of quiet queen and has Ss to say

Student Book, p.55, Part C 10 mins

Stage 2 - T asks all Ss to stand up
- T asks Ss to repeat T’s action
Writing - T joins two hands together, holds up in the air and
starts writing the letter Qq in the air. Ss copy
teacher’s action.
- T assigns Ss to finish Part C, following the
instruction in the book, how to write letter Qq
- T goes around and checks for Ss writing
- T uses FCs to introduce key words for letter Q 10 mins FCs
Stage 3 - T plays the CD2-19, asks Ss to listen and point.
- T points to the pictures in a different order and have
Introduction of Qq Ss name them
words (queen, - T then shuffle FCs, picture side down calls some Ss
question, quiz, quilt) 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 elicits Ss to
say the words with the sound and letter ( T can
shuffle with some key words of letter Pp to make the
activity more challenging)
Note: T checks carefully for Ss’ pronunciation while doing
the activity, as these words are quite difficult to pronounce.
Break time 5 mins
Student Book, p. 55, Part E 10 mins Some
Stage 3 - T divides class into 4 teams. magnets, FCs
- T gives each team a word from the chant (dog, doll,
Chanting time duck, desk)
- T plays the CD2- 20 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)
- T encourages Ss to have fun while chanting
 Stage 4: Student Book, p.55, Part D 5 mins
Matching exercise - T explains the requirement of the task
- T does with the whole class for Questions 1
- T lets Ss finish the tasks
- T checks the answers with the whole class
- After finishing the exercise, T asks Ss to say all the
words one more time

Stage 5 Game: “Chair game” 20 mins FCs

Practice time - T puts two chairs in the center of the room ( includes FCs
- T divides class into two teams and have one S from from previous
each team stand in the center, the others gather lesson)
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. (T can ask Ss to say the word in
the structure ( Ex: Is this a quilt? ) and listen
carefully for their pronunciation)
- 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. Use the FCs
of previous lessons after practicing words of letter Qq.
( If the class doesn’t have chairs, T can put FCs on the floor
and asks Ss to touch it)
Homework Oxford Phonic World 1 – Workbook, p.27 5 mins
instruction A: Trace, write and say- Con viết và luyện nói chữ
B: Circle the pictures beginning with the q sound- Con
khoanh tròn bức tranh có từ bắt đầu bằng âm q
C: Color Q and q. Write Q and q- Con tô màu ô chứa chữ Q
và q. Sau đó viết chữ Qq vào ô trống (Con tô bằng bất cứ
màu nào mình yêu thích)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 22: Letter Rr+ Review+ Story

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)
 Warm up and T first writes letters Pp and Qq on board and reminds Ss 10 mins FCs of letter
review about the letters and the sounds they make P and Q

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 “Pp or Qq” word to
the first S in the line. If T makes two teams, T
whispers the 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: /p/ /p/ peach)

- T writes on board: Pp, Qq and ?? 5 mins

Stage 1 - T prompts Ss to guess what’s the next letter
- T shows FC ( Letter side) of racing rabbit and
Introduction of writes letter Rr on board
letter Rr - T flips FC to picture side and elicits that it’s a
racing rabbit and has Ss to repeat
- T then plays the CD2- 21 and Ss listen
- T plays the video and Ss sing along ( 00:00-
00:55) https://www.youtube.com/watch?
v=gUSJeivdEH8
Stage 2 Student Book, p. 56, Part B 5 mins
Introduction of Rr - T points in a random order and asks Ss if they
words ( rabbit, know the word
rose, rice, robot) - T then shows FCs of four key words of letter Rr,
speaks and Ss repeat
- T encourages Ss to say in full sentence : It’s a
rabbit, It’s a rose, It’s rice and it’s a robot
- T plays the CD2-22, Ss listen, point to the picture
in their book and repeat the words.
 Activity: “ What is hidden?” 10 mins
- 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. 57, Part C 5 mins
- T models how to write letter Rr on board
- T calls some Ss to come to the board and practices
writing letter
- T asks Ss to do Part C on the book
- T goes around and checks Ss’ writing.
Stage 3 Student Book, p. 57, Part D 5 mins Colors/
Color time - T explains the task for Ss Crayons
- T goes around the class to check Ss working. T
asks Ss to read aloud words while doing so.
Chanting time Student Book, p.57, Part E: Chanting 5 mins
- T first uses FCs to practice structure with the
whole class
- T gives FC of rice to one S and says: That is your
rice. Keeps doing that for three more FCs
- T asks 4 Ss having FCs to stand on the board
- T points at a random order, S has Fc will say the
word with the structure, together with giving back
the FC to T. 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
Break time

Student Book, p. 58 15 mins

Stage 4 Part A: Which one begins with the same sound? Circle
- T uses FCs to illustrate the task for Ss
Practice time - 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 CD2- 24 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: Listen and write
- T plays CD2-25 and asks Ss to listen and write
- T checks answers with the whole class
Stage 5 Student Book, p. 59, Story 10 mins
Story time - T plays CD2-26 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: am,
small, big
- T then encourages and gives some minutes for Ss
to read story by their own.
Pair reading
- T assigns some pairs of Ss to take turn and read
the story sentence
Act out
T then has some groups of Ss to act out story. T
encourages Ss to have fun while acting out
Stage 6 Review game: “Race and order” 10 mins FCs of letter
Game to review - T prepares FCs of all key words for three letters Pp, Qq, Rr
and arranges 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: Pp, Qq, Rr
- 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 6 (I am the
queen, That is your…., I like….., I have …)
- T repeats the game as time permits
Homework Oxford Phonics World 1 – Workbook, p.28+29 5 mins
instruction P.28: A: Trace, write and say: Con viết chữ Rr và nói
B: Write Rr. Then match : Con viết chữ Rr, sau đó nối
 với từ tương ứng
C: Draw the shapes and write : Con vẽ hình biểu tượng
cho chữ R và r. Sau đó viết Rr vào ô trống
P.29:
A: Which ones begin with the sound? Write (v): Con
đánh dấu tích (v) vào ô trống có từ có âm bắt đầu tương
ứng với âm đã cho ở mỗi câu.
B: Trace and match- Con nối chữ cái với từ và âm tương
ứng của chữ cái đó

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 23: Review Unit 5-6 (Mm-Rr)

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up - T writes Mm-Rr on the board 5 mins FCs of M-R

- T models the sounds for the students and have them words
repeat
- T uses FCs to review words from U5-6.

Student Book, p.60

Stage 1 Part A: Look and listen. Sing along 10 mins
- T plays CD2- 27, 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 the robot, Ss say /r/ /r/
robot
- T continues pointing and increases the speed
every turn
- Finally, T asks Ss to point and show the hidden
letter to the class, say the sound and one of that
letter’s keywords.
Part B: Listen, circle and write (CD2-28) 5 mins
- T checks answer with the whole class
Writing activity:
- T goes back the exercise B 5 mins
- 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.
Stage 2: BINGO GAME 20 mins - Bingo
Review all the - T delivers the bingo card to Ss cards (there
vocabulary of U5- - T leads the game, put students into pairs if there is are 20
U6 a large class. different
- The first player to get Bingo can win the game versions of
only when he/she can read aloud accurately all of the cards
the 4 words in the covered vertical, horizontal, or
with a word
diagonal pattern.
list included)
Break time 5 mins
Student Book, p. 62 15 mins
Stage 3 Part C: Listen. Do you hear the same sound? Draw
smiley face or sad face. (CD2-29)
- T explains the task for Ss (T elicits the meaning of
the 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: busy nest, quiet
queen, …) . 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 do again the example with whole class for
their understanding
- T goes around to help Ss
- T checks answers with whole class.
Stage 4 Student Book, p. 63 (Part E: Play the game) 20 mins Printed in
Practice with the It’s better to re-print p. 63 in A3 paper and in color, so color A3
structure : I see..../ that we can play with the whole class to practice the size of page
I like/ That is..../ Is structures 63 (SB),
that your.....? Is - T sticks the A3 game paper on the board and puts spinner,
this...? the spinner at the centre and uses the magnets to magnets.
place at the starting point of the game.
- T divides class into two teams, decides the
starting point for each teams.
- 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.
- T has one player from each team spin at a time,
 they take turn to say the words and structure.
Keep doing that until T finds the winning team
(the one to reach to the end first)
Note: When students say the words, T encourages them
to say words in structure, example: rabbit, That is your
rabbit. After that, T points again to the rabbit picture and
has all Ss to repeat the words and structure.
T can let Ss play in pairs, instead of playing in teams.
Homework Oxford Phonics World 1 – Workbook, p.30+31 5 mins
A: Say. Then circle the beginning sound- Con nói các từ,
sau đó khoanh tròn vào âm bắt đầu của từ đó (Ví dụ:
monkey, âm /m/)
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 M-N-O 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)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 24: Letter Ss-Tt (p.64-66)

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up - T plays small game to warm up 10 mins Some FCs

from Units
Game: “Hot Word” 5-6

- T asks Ss to sit in a circle and give a FC of U5-U6

key 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

T can make the game more challenging by giving two

cards at the same time. When the music stops, 2 Ss need to
say the words. T encourages them to say the word with the
structures learnt.
 - T shows FC of "super seal”, letter side up and asks 5 mins
Stage 1 Ss if they know the letter
- T then elicits the letter and the sound of the letter
Introduction of - T asks Ss to repeat several times
Letter Ss and its - T plays the video, 00:00- 00:55 and asks Ss to sing
words ( seal, sun, along https://www.youtube.com/watch?
soap, socks) v=uSVzk2pqWB4
- T then shows the picture side of “super seal”,
elicits the word for Ss. Then, pass the FC to a
random S and ask him/her to pretend to be a super
seal and say: /s/ /s/ super seal. Repeat until all Ss
have chance to say 5 mins
Student Book, p. 64, Part B
- T plays CD2-31 and has Ss point to the picture as
they hear
- T points to the pictures in a different order and
have 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 asks them
to say the word. Keep doing it as time permits.( T
can shuffle with some key words of letters Q or R
to make the activity more challenging) 5 mins
Game: Touch
- T places all the FCs of letter Ss words on floor
- Each turn, call two Ss to sit in front of FCs line. T
reads one word. Ss race to touch the right FC and
shout out:/ s/ /s/ seal
For added challenge, have 3 or 4 Ss at the same time race
to touch for one FC.
Student Book, p.65, Part C, D and E 15 mins
Stage 2 T guides Ss to complete Part C, D and E in the book
Part C: T models how to write letter Ss on board, Ss
Practice time watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T does question 1 with Ss as an example. Then,
asks Ss to write “Ss” and match to the correct picture.
Part E: T plays CD2- 32, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along. T asks Ss to repeat the last two lines several times.
Break time 5 mins
- T writes on board: Pp, Qq, Rr, Ss and Tt 10 mins
Stage 3 - T asks Ss to say the letter and the sound (They
should answer Pp, Qq, Rr, Ss correctly). T then
Introduction of says the letter and the sound of new one (Tt)
letter Tt and its - T shows FC of “tall turtle”, elicits the word and
words ( turtle, tent, asks Ss to repeat the word with the sound (Make
tiger, teacher) sure Ss understand “tall”)
- T plays the video, 00:00- 00:55 and asks Ss to sing
along https://www.youtube.com/watch?
v=HHEqOLZ0hr4
Student Book, p. 66, Part B FCs
 - T plays CD2-34 and has Ss point to the picture as
they hear
- T points to the pictures in a different order and has
Ss name them
- T then shuffles 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 asks them
to say the word. Keep doing it as time permits.( T
can shuffle with some key words of letters Ss to
make the activity more challenging)
Stage 4: Student Book, p.67, Part C, D and E 15 mins
Practice time T guides Ss to complete Part C, D and E in the book
Part C: T models how to write letter Tt on board, Ss
watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T does question 1 with Ss as an example. Then,
asks Ss to trace the pictures beginning with the t sound and
color the picture.
Part E: T plays CD2- 35, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along. T asks Ss to repeat the last two lines several times
Extended activity: 5 mins
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 Ss and Tt as they
can. The team writes the most partner letter (SS) or Tt
(legibly) wins point for their team. Repeat a few times
Stage 6 Game: “Buzzers” 10 mins
Practice time - 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 ( /s/ /s/ seal or /t/ /t/ tent) wins a point. If the
answer is incorrect, the other player gets a chance
to answer.
- First, T chooses only FCs of letter S and T for Ss to
remember the words. Then, T can shuffle with FCs
of other letters and has Ss play.
Homework Oxford Phonics World 1 – Workbook, p.32+ 33 5 mins
instruction Page 32:
A: Trace, write and say- Con viết và luyện nói chữ
B: Circle the picture beginning with the s sound- Con
khoanh tròn bức tranh bắt đầu bằng âm s
C: Say. Then write Ss or cross it out- Viết chữ Ss vào ô
bên dưới bức tranh bắt đầu bằng chữ cái S. Nếu bức tranh
đó không bắt đầu bằng chữ cái S thì gạch chéo ô vuông
đó)
Page 33:
A: Trace, write and say- Con viết và luyện nói chữ
B: Write Tt. Then match- Con viết chữ, sau đó nối với bức
tranh tương ứng.
 C; Color T and T. Write Tt- Con tô màu ô trống có chữ T
và t. Sau đó con viết chữ Tt vào ô trống.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 25: Letters Uu+ Vv

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up and - T uses FCs to review letters and words from the last 10 mins FCs of letter
review lesson ( Letters Ss and Tt). T asks Ss to say the Ss and Tt
words in structure learnt ( I see.....; That is my.....) ( seal, sun,
socks, soap,
Review games: ‘Beanbag Toss” turtle, tent,
tiger, teacher)
There are two versions of the game. T chooses any soft
objects: beanbag, soft ball, board eraser, stuffed animals, or
the balloon. If choosing the balloon, Ss will run around the
classroom.

Version 1:

- Ss stand or sit on a circle. One student has the

beanbag, says a key word and then tosses, rolls, or
slides the beanbag to another student who says a
different word. Ss can’t repeat the word that was
said before theirs.

Version 2:

- Display the Phonics Cards in the front of the room.

Ss take turn tossing the beanbag at a card. Ss say
the words (with the structure: I see......; That is
my....) of the card that is closest to where the
beanbag lands.

Student Book, p. 68, Part A 5 mins CD

Stage 1 - T plays CD2- 36. T pretends to be an unhappy
umbrella, walks around the class and says along
Introduction of letter with the audio. ( T can use the FC of umbrella and
Uu and its words show the letters for Ss)
- T plays the video and Ss sing along, 00:00- 00:55,
 https://www.youtube.com/watch?v=nPJRhEV-kF8
- T then passes the unhappy umbrella FC to one S.
This S has to pretend to be an unhappy umbrella
and says: Hello, I’m an unhappy umbrella. Letter U,
/u/ /u/ umbrella. T keeps the same routines for some
more students.
5 mins Flashcards of
Student Book, p.68, Part B: Uu’s key words letter Ll
- T plays CD2 Track 37 and Ss point to the picture as words
they hear the words.
- T then displays FCs of four key words of letter U,
Ss say the words .
- T shuffles the FCs and practices three times with
Ss. T encourages Ss to say the words with the sound
of the letter (/u/ /u/ umbrella)
Games: Hidden pictures. 10 mins
- T uses FCs to play this game.
- T uses some things to cover the picture side of FCs,
makes sure that Ss will not see the pictures.
- T chooses one FC, then covers the picture side and
shows to the class.
- T then reveals little by little for Ss to guess the
words through what they see.
- S knows the answer should raise her/his hand and
says Bingo to get a chance to answer. When there is
one S raises his hand, T stops revealing the picture.
If the guess is correct, T uncovers the whole picture
and has all Ss to say the words, together with the
sound. If the guess is incorrect, T continues
revealing the pictures and others get chance to
answer.
- T continues playing this game as time permits.

Stage 2 Student Book, p. 69, Part C,D and E 15 mins

Practice time - T guides Ss to complete Part C, D and E in the book
Part C: T models how to write letter Uu on board, Ss
watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T plays CD2-38 , Ss listen and do Part D. If
necessay, T can do question 1 with Ss as an example
Part E: T plays CD2- 39, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along
Break time 5 mins
Student Book, p. 70, Part A 5 mins
Stage 3 - T writes letter Uu and Vv on board. T points to each
letter and asks Ss if they know what letter ( They
Introduction of letter should have answered correctly for letter U)
Vv and its words - T then says the letter after U is V and now we are
( violin, vest, van, learning about it
vet) - T plays the video and Ss sing along, 00:00- 00:55,
 https://www.youtube.com/watch?v=PA47cP88ySw
- T then shows FC of violet van, elicits the words and
the sound to the whole class. T asks Ss to repeat the
words several times

Student Book, p.70, Part B: Vv’s key words 5 mins

- T then displays FCs of four key words of letter V,
says the words and Ss repeat.
- T then says a random word, Ss point to the correct
picture in the book, then say: /v/ /v/ violin
- T shuffles the FCs, picture side down, calls some Ss
to come to the board, choose a random FC and says
the words with the sound
Student Book, p. 71, Part C,D and E 15 mins
Stage 4 - T guides Ss to complete Part C and D in the book
Part C: T models how to write letter Vv on board, Ss
Practice time watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T plays CD2-42 , Ss listen and do Part D. If
necessay, T can do question 1 with Ss as an example
Part E: T plays CD2- 43, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along. T plays for the third time. This time, all Ss are quiet.
Then, randomly point to one S, this S will say the word in
the chant. For the last two lines in the chant, all Ss will
chant along.
“Matching game” 10 mins FCs of letter
Stage 5 - T firstly displays all the FCs of three letter and asks Uu and Vv’s
Ss to say the words and the sound. words,
Review letters Uu - T then explains the rules of games for Ss magnets
and Vv ‘s words Rules: Divide the class into two teams and divide the board
accordingly. Each turn, have one student from each team
coming to the board. Prepare two different sets of words
for three letters and stick them on board’s area of each
team. T writes: Uu, Vv on these two board’s area. T says
Go!, two players race to move the FCs to the correct
letter(s). The winner is to correctly match the letters with
the words and wins 3 pts for their team. T keeps playing as
time permits.

Notes: When sticking sets of FCs on board, each turn, T

can change the FCs, add some more FCs. Just make sure
that two teams have the same number of FCs on their
board’s area. The sets of FCs for teams each turn don’t
need to be the same.
Homework Oxford Phonic World 1 – Workbook, p.34+ 35 5 mins
instruction Page 34
A: Trace, write and say: Con viết chữ và nói
B: Circle the pictures beginning with the u sound: Con
khoanh tròn bức tranh có âm bắt đầu bằng chữ cái đó.
C: Connet, say and write Uu: Con nối những từ có âm bắt
 đầu u, sau đó viết Uu vào ô trống
Page 35
A: Trace, write and say: Con viết chữ và nói
B: Which ones begin with the v sound? Match and wirte:
Con xác định từ bắt đầu với âm v, sau đó nối với chữ tương
ứng và viết chữ vào ô trống
C: Say.Then write Vv or cross it out: Con nói từ, viết chữ
Vv vào ô trống nếu từ đó có âm bắt đầu là v, nếu không
gạch chéo ô trống.

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 26: Review Unit 7+ Story

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up activity - T play the video and ask Ss to dance along to warm 5 mins FCs of S-T
up. https://www.youtube.com/watch?v=hft6uJQIF4g words
- T writes letter Ss, Tt, Uu. Vv and reminds Ss about
the letter, the sound of the letter.
- T then displays all the FCs key words for three letters
and asks Ss to say the words, with the sound to
review
- T organizes a small game “ Down the line”

Stage 1: Review 1 Rules: Place shuffled FCs from letters S-T in a line on the 15 mins
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.

Keep playing for the rest of the teams.

Student Book, p.72 15 mins

Stage 2 - T follows the pages, asks Ss to finish Part A, B
and C in the book with some guidelines,
Review words of instructions and explanations
letter Ss-Tt 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 ( CD2-44)
Part C: Write the letter that represent the picture in each
sentence
- T checks answer with the whole class
Game: “ Sound families?” 10 mins
Rules: Divide students into groups of three or four. Each
group uses a set of shuffled Unit 7 Student Cards ( The
Students Card number 73-88 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 the card is up)
When T says Go, students race to put the cards into four
groups: Ss, Tt, Uu and Vv . The first team to finish wins
and says words together.
T can play the second time if time allows.
Break time 5 mins
Story time: Student Book, p. 73 10 mins
Stage 3 - T first asks Ss to say things in the picture ( What
are in the picture 1, 2,3 and 4?)
Story - T encourages Ss to read the picture story in
advance
- T plays the CD2- 45 and Ss listen
- 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 (hi, he, do, you, don’t)
- 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
Stage 4 Practice structure 10 mins FCs
Practice with the Games: Who is faster?
structure : It’s Rules: Play in pairs. Arrange a set of shuffle key words of
a/an…., I see ….., I letter S-T on the floor. Each turn, call two students
have….. standing at the end of the class. T then says a word with
the structure “ I see…/ I have…./ It’s …..” and count
1,2,3. Ss race to get the correct FC of the word and repeat
word with the 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 15 mins
- T divides the class into teams of four. Each turn,
one group will play and the other watch
- T asks the team to stand in a circle, back to back,
plays a draft first to illustrate the rules for all Ss
Rules: 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 : What is that? S answers: It is
a…..I see….. ….., points to another one and ask him/ her:
Do you have a…..? and etc. T tries encouraging Ss to
answer in full sentence.
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.
Homework Oxford Phonics World 1 – Workbook, p.36 5 mins
A: Say. Circle the beginning sound. Trace . Then write:
Con nói từ, sau đó khoanh tròn âm bắt đầu của từ. Sau đó
viết chữ vào ô trống
B: Draw the shapes and write: Con vẽ hình tượng trưng
cho các chữ cái và viết chữ cái vào ô trống cạnh mỗi bức
tranh ( Chữ S là hình tròn, chữ T là hình vuông, chữ U là
hình trái tim, chữ V là hình tam giác)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 27: Letters Ww + Xx

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up and - T uses FCs to review letters and words from the 10 mins FCs of
review last lesson (Unit 7). T asks Ss to say the words in letters from
structure learnt (I see....., That is my....., Is this Unit 7
your...., It’s a/an.....)
- Occasionally, T says the wrong word and has Ss
to correct

Student Book, p. 74, Part A 5 mins CD

Stage 1 - T plays CD2- 46. At the same time, T shows FC
of wise wolf to Ss. T points out the wolf’s book
Introduction of and mortarboard.
letter Ww and its - T then writes Ww on board, elicits the sound, the
words
 letter with the whole class. Have Ss say: /w/ /w/
wise wolf a few times
- T plays the video and Ss sing along, 00:00- 00:55,
https://www.youtube.com/watch?v=MbUIYnDZZ-M
Student Book, p.74, Part B: Ww’s key words 5 mins Flashcards
- T plays CD2- 47 and Ss point to the picture as of letter W
they hear the words. words
- T then displays FCs of four key words of letter W,
Ss say the words .
- T shuffles the FCs and practices three times with
Ss. T encourages Ss to say the words with the
sound of the letter (/w/ /w/ wolf)
Games: Cross the river 5 mins
Rule: T places FCs of letter Ww’s words on floor in
winding manner. Each card represents a stepping stone
in the river, as Ss must say letter, sound and word (W, /w/
and water) in order to step on it and cross the river! T can
let Ss play individual by calling some Ss or asks all Ss
stand up and play at the same time.

Stage 2 Student Book, p. 75, Part C, D and E 15 mins

Practice time - T guides Ss to complete Part C, D and E in the
book
Part C: T models how to write letter Ww on board, Ss
watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T plays CD2-48 , Ss listen and do Part D. If
necessary, T can do question 1 with Ss as an example
Part E: T plays CD2- 49, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along 5 mins
Extended activity
- T will hide FCs of letter W around the room.
Make sure Ss put their head down when T does
that and make sure that the card’s pictures are
visible. Then, plays the chant, Ss sing along and
try to locate the Phonic Card as they listen (run to
the card when hearing the word). When the chant
finishes, T asks Ss to repeat the questions: Do you
see a web/ a watch/water/ a wolf?. Have Ss to
practice saying questions with their partner if time
permits
Break time 5 mins
Student Book, p. 76, Part A 5 mins
Stage 3 - T writes letter Ww and Xx on board. T points to
each letter and asks Ss if they know what letter
Introduction of ( They should have answered correctly for letter
letter Xx and its W)
words ( fox, six, - T then says the letter after W is X and now we are
box, wax) learning about it
- T plays the video and Ss sing along, 00:00- 00:55,
https://www.youtube.com/watch?v=RX9Pm9qj_QY
 - T then shows FC of “fox in a box”, elicits the
words and the sound to the whole class. T asks Ss
to repeat the words several times
5 mins FCs of
Student Book, p.76, Part B: Xx’s key words letter Xx’s
- T then displays FCs of four key words of letter X, words
says the words and Ss repeat.
- T then says a random word, Ss point to the correct
picture in the book, then say: /x/ /x/ fox
- T writes key words for letter X on board and
invites some Ss to go and circle the letter x in
each word.
- T asks Ss Where is the letter x? T helps them find
the letter at the end of word.
Student Book, p. 77, Part C, D and E 15 mins
Stage 4 - T guides Ss to complete Part C and D and E in the
book
Practice time Part C: T models how to write letter Xx on board, Ss
watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T asks Ss to match the two same pictures
together and write down the letter for word that each
picture represents
Part E: T plays CD2- 52, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along. T plays for the third time. This time, all Ss are
quiet. Then, randomly point to one S, this S will say the
word in the chant. For the last two lines in the chant, all
Ss will chant along.
“Word scramble” 10 mins FCs of letter
Stage 5 Rules: T puts the whole FCs of words of letters W and X Ww and
on the board in a scramble of here and there, but low Xx’s words,
Review letters Ww enough that the students can reach. Have two teams and magnets
and Xx ‘s words call out a word. The person that is able to find and circle
it first wins a point for their team. Even more
challenging- have four teams all looking for the same
word.
Notes: To practice the structure, when saying the word, T
says it in the structure (ex: Do you see the box? / Do you
see a web?). T lets the winner for each turn call out the
next word and try encourages him/her to say words in
structure. Keep playing as time permits.

Homework Oxford Phonics World 1 – Workbook, p.37+ 38 5 mins

instruction Page 37
A: Trace, write and say: Con viết chữ và nói
B: Write Ww. Then match: Con viết chữ, sau đó nối với
bức tranh tương ứng với chữ cái đó
C: Say.Then write Ww or cross it out: Con nói từ, viết
chữ Vv vào ô trống nếu từ đó có âm bắt đầu là w, nếu
không gạch chéo ô trống.
Page 38
 A: Trace, write and say: Con viết chữ và nói
B: Circle the pictures ending with the x sound: Con
khoanh tròn bức tranh cớ từ mà âm cuối của từ là âm x
C: Connect, say and write Xx: Con nối các từ có âm cuối
là âm x, sau đó luyện nói từ và viết chữ Xx vào ô trống

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 28: Letters Yy + Zz

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ, học
liệu)

Warm up and T firstly uses FCs to review all the words from last lesson 10 mins FCs of letters
review (Letter W and X’s words). T elicits the sound with the Ww and Xx
words. Then, T leads the review game

Review game: What’s on my back

- T divides class into pairs

- Each turn, T calls one pair to go to the board.
- T shows one FC from letter W or X to one S of the
pair (The other S can’t see the word). This S uses
his/her fingertip or paperclip to draw a picture of
this word on their partner’s back. The partner tries
to guess what the word is and shouts out the words.
Switch the roles for each pair. Make sure that
everyone has chance to play/draw/guess words

Student Book, p. 78, Part A 5 mins CD

Stage 1 - T models the dialogue
“ Hi, I’m a yellow yo-yo.
Introduction of letter /y/ /y/ This is the /y/ sound
Yy and its words This is the letter Y
( yogurt, yacht, yo- /y/ /y/ yellow yo-yo
yo, yak) /y/ /y/ yellow yo-yo
- T then shows FC of yellow yo-yo and has Ss repeat
the words
- T plays the video and Ss sing along, 00:00- 00:55,
https://www.youtube.com/watch?v=L8PdL8ydI28
Student Book, p.78, Part B: Yy’s key words 5 mins FCs of letter
- T plays CD2- 54 and Ss point to the picture as they Yy’s words
hear the words.
- T then displays FCs of four key words of letter Y,
 Ss say the words.
- T shuffles the FCs, picture side down. Call one S to
pick a FC and has this S say the word with letter
and sound (Ex: Y, /y/ /y/ yo-yo). Keep doing that
with some Ss
Games: What do you have? 5 mins
Rule: T asks Ss to sit in a circle. T gives each one a Yy
word FC. T then says the sound and a key word, S with that
card stands up, holds up the card and repeats T. After a few
rounds, T trades the card. For more fun, try to speed up
when saying words and the sound.
Stage 2 Student Book, p. 79, Part C, D and E 15 mins
Practice time - T guides Ss to complete Part C, D and E in the book
Part C: T models how to write letter Yy on board, Ss
watch and observe. T can call some Ss to go on board to
practice writing. T then asks Ss to do Part C.
Part D: T plays CD2-55 , Ss listen and do Part D. If
necessay, T can do question 1 with Ss as an example
Part E: T plays CD2- 56, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along
Break time 5 mins
Student Book, p. 80, Part A 5 mins
Stage 3 - T writes on board: Ss, Tt, Vv, Ww, Xx, Yy and Zz.
T points to each letter and asks Ss to say the letter
Introduction of letter and sound (They should have answered correctly
Zz and its words except for letter Zz)
( zipper, zoo, zero, - T then says the letter after Yy is Zz and now we are
zebra) learning about it
- T plays the video and Ss sing along, 00:00- 00:55,
https://www.youtube.com/watch?v=HysVxhemAe4
- T then shows FC of “zigzag zipper”, elicits the
words and the sound to the whole class. T asks Ss to
repeat the words several times

Student Book, p.80, Part B: Zz’s key words 5 mins FCs of letter
- T then displays FCs of four key words of letter Z, Zz’s words
says the words and Ss repeat.
- T then says a random word, Ss point to the correct
picture in the book, then say: /z / /z/ zebra
Game: Guess the next card? 5 mins
Rules: T sticks all four key words on board, shows the
letter side to Ss. Then, T flips over each FC at a time and
has Ss to say the word with the sound until there is one FC
left. Then, T asks Ss to guess the words. The fastest S to
say Bingo has a chance to guess the word. Play a few more
rounds as time permits
Student Book, p. 81, Part C, D and E 15 mins
Stage 4 - T guides Ss to complete Part C and D and E in the
book
Part C: T models how to write letter Zz on board, Ss
 watch and observe. T can call some Ss to go on board to
Practice time practice writing. T then asks Ss to do Part C.
Part D: T asks Ss connect picture of Z’s words and write
partner letter into the square provided.
Part E: T plays CD2- 59, Ss listen, point to the picture as
they hear. T plays one more time, all Ss stand up and sing
along. T plays for the third time. This time, all Ss are quiet.
Then, randomly point to one S, this S will say the word in
the chant. For the last two lines in the chant, all Ss will
chant along.
“Odd one out” 10 mins FCs of letter
Stage 5 Rules: T chooses and sticks three FCs of words of letters Y Yy and Zz’s
and Z on the board. Make sure that on board, there are two words,
Review letters Yy FCs of letter Y, one FC of letter Z, or vice versa. T asks Ss magnets
and Zz ‘s words all to close eyes/ head down while sticking FCs on board.
Then, ask Ss to open eyes, have a look and ask them to
point the odd one in three cards. The fastest one says Bingo
has chance to answer. If the answer is correct, T practices
saying words in sentence with the whole class (Ex: Do you
want a zebra/ I don’t have a yo-yo). If the answer is not
correct, choose another S to answer. Make sure to elicit the
words and structures with the whole class after each round.
Keep playing as time permits.
For added challenge, T can choose some words from
previous lesson, or divides class in teams
Homework Oxford Phonic World 1 – Workbook, p.39+ 40 5 mins
instruction Page 39
A: Trace, write and say: Con viết chữ và nói
B: Which ones begin with the y sound? Match and wirte:
Con xác định từ bắt đầu với âm y, sau đó nối với chữ tương
ứng và viết chữ vào ô trống
C: Say.Then write Yy or cross it out: Con nói từ, viết chữ
Yy vào ô trống nếu từ đó có âm bắt đầu là y, nếu không
gạch chéo ô trống.
Page 40
A: Trace, write and say: Con viết chữ và nói
B: Circle the pictures begin with the z sound: Con khoanh
tròn bức tranh có âm đầu bằng chữ cái đó.
C: Color Z and z. Then write: Con tô màu các ô có chữ Z
và z. Sau đó viết Zz vào ô trống ( Con tô bất cứ màu nào
yêu thích)

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 29: Review U8+ Story

Stages Procedures Time (90 Teaching

(các bước) (tiến trình bài dạy) minutes) tools and
 materials
(giáo cụ,
học liệu)

Warm up and - T goes through FCs of Unit 8 (Letters Ww-Zz) 15 mins FCs of Unit
review - T then plays the game of “Slam” 8

Rules: Sit Ss in a circle and place FCs of Unit 8 in a

random order in the middle of the circle. Tell students to
put their hands on their heads. T shouts out the word of
one of the cards and the students race to touch it. The S
who touches it first get to keep the object. The S who has
the most objects at the end of the game is the winner.
Have class repeat the words and the sound after every
turn

Student Book, p. 82 15 mins

Stage 1 Part A: Which one begins with the same sound? Circle FCs of Unit
- T uses FCs to illustrate the task for Ss 8, magnets
Review exercises - 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 CD2-60 and pauses after the first
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: Listen and write
- T plays the audio, CD2-61, Ss listen and write the
correct partner letters for questions 1-4
- T plays one more time to check the answer with
the whole class.
Review game: “Race and order” 15 mins
- T prepares FCs of all key words for four letters
and arranges 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 4 partner
 letters: Ww, Xx, Yy, Zz
- 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 encourage Ss to say the
words with the structures of Unit 8: That is…../ I
have…..)
- T repeats the game as time permits
5 mins
Break time

Stage 2 Student Book, p. 83, Story 20 mins

Story - T plays CD2-13 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: no,
yes, your
- T then encourages and gives some minutes for Ss
to read story by their own.
- T practices sight words with the class (has, what)
Pair reading
- T assigns some pairs of Ss to take turn and read
the story sentence
Act out
T then has some groups of Ss to act out story. T assigns
the roles of the characters to volunteers. T encourages Ss
to have fun while acting out. Repeat with other groups as
time permits
Stage 3 - T prepares some paper to make the book in 20 mins A3 white
Book making advance paper,
- T asks Ss to decorate the cover: “Alphabet Book” glues, colors
and write down their name on the cover
- T then explains/ guides Ss to complete their book
Note: T has used the paper to make the book in advance
(see the picture attached below). T tells Ss that each page
represents for one letter.and Ss have to find the correct
pictures for each letter and stick on the right page. Ss
have to write the partner letters on each page (For
example: Page 1: Ww, Page 2: Xx, Page 3: Yy, Page 4:
Zz)
 After finishing sticking pictures to their letter, T asks Ss
to color pictures and has some Ss to “show and read out”
their book. T encourages Ss to say with the structure
(Hello, My name is….. This is my book. It’s W. I have
water. I have …… It’s X. That is……..). T tries to help
Ss to use the structures they have learnt.
If time runs out, Ss who don’t finish the book can bring it
back and finish at home
Homework Oxford Phonics World 1 – Workbook, p.41 5 mins
instruction A: Which ones begin or end with the sound? Write (v)-
Con nói các từ. Sau đó khoanh tròn âm bắt đầu của từ đó
B: Connect, trace and write- Con nối chữ cái với từ tương
ứng và viết chữ cái vào ô trống

OXFORD PHONICS WORLD 1- THE ALPHABET

Lesson 30: Review Units 7-8

Teaching
tools and
Stages Procedures Time (90
materials
(các bước) (tiến trình bài dạy) minutes)
(giáo cụ,
học liệu)

Warm up letters - T plays the video, Ss watch and sing along (Letter A- 10 mins
A-Z Z song) https://www.youtube.com/watch?
v=9o3RmdiLnI8
- T plays one more time and Ss sing louder
- T then plays another video, ( Letter’s sound /a/- /z/)
and asks Ss to watch and sing
https://www.youtube.com/watch?v=Wvns1A5hmOs
 T finally writes letters A-Z on board, occasionally misses
some letters and asks Ss to find the missing letters. For
added challenge, T writes letters in shuffle order all
around the board.

Student Book, p.84

Stage 1 Part A: Look and listen. Sing along 10 mins
- T plays CD2-63, Ss listen one time
Sing a song - 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 the sun, Ss should
say /s/ /s/ sun.
- T continues pointing and increases the speed
every turn
- Finally, T asks Ss to point and show the hidden
letter to the class, say the sound and one of that
letter’s keyword.
Listen and write Student Book p. 85 5 mins
Part B: Listen, circle and write
- T plays CD2-64.
- T asks Ss to repeat the words they hear, point to
and circle the correct picture and write the correct
partner letters.
- After Ss finish the exercise, T points to other
pictures from questions 1-6 and calls some Ss to
name the pictures and says its partner letters.
Stage 2: “TOUCH THE RIGHT ONE” 15 mins Bingo card
Review words and - T writes on board: Ss, Tt, Uu, Vv, Ww, Xx, Yy,
sounds U7-8 Zz.
- T divides class into three teams.
- T explains the rules to Ss
Rules: Each turn, call out one S from each team and ask
them to stand in front of the board. T then chooses one
words from letter Ss-Zz, hold it up. Make sure the players
won’t see it. T asks the other Ss to shout out the word and
the sound. The first S to touch the beginning letter of the
word and say the word again wins a point for their team.
T continues playing as time permits.
Stage 3 Student Book, p.86 5 mins
Listen and match - Part C: Listen. Do you hear the same sound? Draw
smiley face or sad face. (CD2- 65)
- T explains the task for Ss (T elicits the meaning of
the 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
-
Part D: Match and say 5 mins
- T explains the task to Ss, asks them to match the
words with the same sound to the letter and the
sound.
- T can do question 1 with the whole class as
example.
T checks answers with whole class.
Break time 5 mins
Stage 4 Student Book, p. 87 (Part E: Play the game) 15 mins Printed in
Practice with the It’s better to re-print p. 87 in A3 paper and in color, so color A3
structure : I that we can play with the whole class to practice the size of page
have……./ Do you structures 87 (SB),
want a…..?/ Do - T sticks the A3 game paper on the board and puts spinner,
you see …..? the spinner at the centre and uses one magnet to magnets.
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: zebra. I have a zebra
- T plays again the game, makes sure everyone has
chance to practice
Stage 5 Alphabet game (Practice from letters A-Z) 15 mins FCs of letter
Further practice Rules: Divide the class into four teams and have them A-Z
gather in different corners of the classroom. Give each
team a set of shuffled FCs, with one word from each set
beginning with a letter from A- Z. Each team should have
a different set of words. When you say Go! teams race to
put their cards in alphabetical order. The first team to
finish is the winner. The winning team then takes turn to
read out loud the words and if possible, connect the
words with one structure they have learnt.
Then have teams go around the room and check that
other groups ordered their cards correctly.
Continue playing as time permits.
Note: If it’s too hard to order letters from A-Z, T can
start by asking Ss to order from letter M-Z or P-Z.
Homework Oxford Phonics World 1 – Workbook, p.42+43 5 mins
A: Say. Then circle the beginning or ending sound- Con
nói các từ, sau đó khoanh tròn vào âm bắt đầu hoặc âm
cuối của từ đó ( Ví dụ: tiger, âm /t/
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 S-T-U order- Con viết, nói
và nối các từ theo thứ tự bảng chữ cái S-T-U
D: Say and write- Con nói và viết chữ cái tương ứng của
từ đó