LESSON PLAN

Class:
Day 1: Monday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain

Language development

Cognitive development

Social - emotional development

Physical development
III Teaching materials
Environment
Content
 Teaching Materials

IV Procedure
No Step Time

1 Warm - up 3’

Introductio
n

5'

2
 2

Practice

15'

3 Wrap up 5’-7’
Day 2: Tuesday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain

Language development

Cognitive development
Social - emotional development

Physical development
III Teaching materials
Environment
Content

Teaching Materials

IV Procedure
No Step Time

1 Warm - up 3’

Sight
Words
Introductio
n

10'
2
 2

Teaching
song

10'

3 Wrap up 5’-7’
Day 3: Wednesday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain

Language development
Cognitive development

Social - emotional development

Physical development
III Teaching materials
Environment
Content

Teaching Materials

IV Procedure
No Step Time

1 Warm - up 3’

Review
vocabs

10'

2
 2

Teaching
new story

15'

3 Wrap up 5’-7’
Day 4: Thursday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain

Language development

Cognitive development
Social - emotional development

Physical development
III Teaching materials
Environment
Content

Teaching Materials

IV Procedure
No Step Time

1 Warm - up 3’

2 Main lesson

2.1 Daily Expre10 minutes

 2.2 Role -play 10 minutes

3 Post lesson 5 minutes

Day 5: Friday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain
Language development
Cognitive development
Social - emotional development
Physical development
III Teaching materials
 Environment
Content
Teaching Materials
IV Procedure
No Step Time

1 Warm - up 3’
Review
words and
phonics
rules 10'

Review
games

15'

3 Wrap up 5’-7’
 LESSON PLAN
Class:
Day 1: Monday

Details

Letter and sound: Zz

VOCAB:
• Beginning sounds: zebra, zigzag, zero, zip
• Middle sounds: lizard,lazy, wizard
• Ending sounds: quiz
Segment and blend the words
Book: Finger Phonics
30 min per class

Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
s
Space: in the classroom
Visual aids: TV, computer
flashcards/ real objects, pen, pencil, marker, colorpaper

T's activities

1. Greeting

2. Classroom rules

3. Play quick game: Vocabulary basketball

This is a fun game which reviews vocabulary from previous
lessons. T will need a basket (a trash can) and 2 balls (or 2
pieces of A4 paper scrunched up into balls).

Form 2 teams and line them up so that two players from

each team are facing the front with the basket in front of
them. Let both players throw their ball – if they get their ball
into the basket they can try and win a point by giving the
correct answer to a question the teacher asks. This can be an
actual question (e.g. What are you wearing?) or a flashcard
(What’s this?). Then they go to the back of the line. At the
end, the team with the most points is the winner!
- Introduce new sound: Zz sound /z/
- Introduce new words: turtoise, teapot, table, toy
( Hold up the flash card for the first word, Ss listen and
repeat the word:/z/, /z/, /ˈzi:.brə/. Remember to point to the
word while reading)
Make the students to raise one finger and trace an imaginary
letter Zz in the air
Then introduce the second word, and go through all the
words (Check pronunciation carefully)
- Flashcard Fun:
Show a picture (e.g., table).
'Say: "Zero starts with /Z/. Z-z-zero"
Have children repeat: "/z/, /z/, zero!"
Repeat for turtoise, teapot, toy.
- Blending and Segmenting :
Divide the class into small groups and distribute letter tiles
to each group. Provide a set of CVC word cards to each
group as well. Ask your class to use the letter tiles to build
the words on the cards and then sound them out by blending
the phonemes together. Encourage them to segment the
words into individual phonemes as well.
Once the pupils have practised blending and segmenting,
ask them to take turns to be the "teacher" and create their
-own CVC
Wrap up words for their group members to blend and
-segment.
Giving comments.
- Good bye Ss
Day 2: Tuesday

Details

Sight words: from, or

SONG: Z song
https://www.youtube.com/watch?v=PLmc4vcwq0E
Did you ever hear a bee buzz, a bee buzz, a bee buzz?
Did you ever hear a bee buzz, /zzz/!, like this?
30 min per class

Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
 - be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
s
Space: in the classroom
Visual aids: TV, computer

flashcards/ real objects, pen, pencil, marker, colorpaper

T's activities

1. Greeting

2. Classroom rules

3. Play quick game: the four corners game

Introduce Words: Show flashcards with from and or. Say

each word, and ask the children to repeat.
Word in Action: Use the words in simple sentences:
"I got this toy from my friend."
"Do you want apples or bananas?"
Interactive Game: Place flashcards around the room. Call
out a sentence using from or or, and have the children run to
the matching card.
Song: Letter Zz
T tells the name of the song
- T play music by a music speaker
- Ss listen
- T teaching one by one sentance for Ss
- Ss sing along the music
- Perform with musical instruments
- T invite Ss who confidently sing this song
-Actions for the Song: Set up a pretend tennis game. Each
child gets a turn to "hit" a ball (using soft props). After each
hit, they say a word that starts with "Z" or one of the sight
words.
- Asking students questions to see if they remember learned
sight words
- Good bye Ss
Day 3: Wednesday

Details
Letter and sound: Zz
Chant: z chant
Zero, Zero,
Zip, Zip
Zebra, Zebra
Zero, zip, zebra
Zero, zip, zebra
Zebra, zip, zero
z, z, z
Review vocab
Reading practice

30 min per class

Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules
 - be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
s
Space: in the classroom
Visual aids: TV, computer

flashcards/ real objects, pen, pencil, marker, colorpaper

T's activities

1. Greeting

2. Classroom rules

3. Play a quick game: Spin the bottle

Sit students in a circle with a bottle in the middle. Teacher
spins the bottle. When it stops spinning the student it is
pointing to has to answer a question. If the answer is correct
then that student can spin the bottle. This is a good class
warm up activity (e.g. How are you? What’s your favorite
food? How’s the weather today?, etc.

1. Check with students: Flashcards are faced down on the

floor. Each student comes, turns one flashcard reads them
and do the action.
2. Play a Game: Memory/concentration game
T prints doubles of the flashcards and shuffle them. Lay the
cards face down and get your child to flip over two cards,
looking for a matching pair. If they’re not a
Story: Tim and the Tiny Tortoise

-Use a big picture book or illustrations to narrate the story.

- Act out the characters (e.g., Tim feels bad,...) to make it
engaging.
- Ask Ss discuss put the flashcards in right order
- Check with Ss the content
- Then tell again the story with flashcards they have put
- Ask some questions to check comprehension:
+ What animal can you see?
+ What does it have?
+ .......
Then ask Ss summary/ roleplay the story in groups

- Asking students questions to see if they remember learned

vocabs
- Good bye Ss
Day 4: Thursday

Details

Daily expression: Talking about location

in, on, over, under, behind, in front of, next to, between
The apple is in/ behind/ under…. the basket
30 min per class

Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
 - be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
s
Space: in the classroom
Visual aids: TV, computer

flashcards/ real objects, pen, pencil, marker, colorpaper

T's activities
1. Greeting

2. Classroom rules

3. Sing a song: Five Little Ducks

Teach the parts of a clock:

Show the hour hand, minute hand, and second hand. Move
each and repeat their names with the children.
Have them mimic the movements of the hands with their
fingers.
Practice Numbers:
Point to the numbers on the clock. Say each number and
have children repeat after you.
Show flashcards with numbers 1-12, and let children match
them to the clock.
 Role-play: Tim and the Tiny Tortoise
- Role-Play Activity
+ Divide the children into small groups. Assign each group
one of the settings from the story.
+ Give each group props or costumes related to their
assigned setting.
+ Allow the children to act out their scenes. Encourage them
to use phrases from the story, such as “The apple is in/
behind/ under…. the basket
+ Walk around to support and encourage their creativity.
- Discussion and Sharing (5 minutes)
+ Bring the groups back together and invite each group to
share what they acted out.
+ Ask questions to stimulate discussion:
"Where is the apple"?

- Wrap up
- Giving comments.
- Good bye Ss

Day 5: Friday

Details

Review vocabs - letter and sound Zz

Review sight words
Handwriting practice
Review daily expression
Worksheet

30 min per class

- be able to blend and segment words using knowledge of phonicGoals rules

- Be able to
be able to identify
understand
andthe story "Alligator
recognize orders in has an ax"
places and wait for turn when playing a game
be able to recognize
- encourage and follow the direction steps by steps
good behaviors
- be able to develop self-esteem
gross motor and self-confidence
skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
s
Space: in the classroom
Víual aids: TV, computer

flashcards/ real objects, pen, pencil, marker, colorpaper

T's activities

1. Greeting

2. Classroom rules

3. Sing a song: Letter Zz

Review sounds and words

Activity: Monopoly
There are no teams in this review game; each student is on
their own. There is an equal quantity of Monopoly
money/stickers for each pupil. Depending on how certain
they are that they know the answer to the review question
you pose, they are permitted to risk their money/stickers. If
they correctly answer the question, they keep the money; if
they don't, the money goes to the next person who does.
After the game is over, players can exchange their money
for prizes.- Worksheet Activity:
+ Distribute a worksheet where students circle the sight
words or match them to the right words
+ Teacher pick up 1 to 2 students per class and making a
short video about what they are learning today ( e.g. sing 1-
3 sentences on the song that they learn today)

- Asking students questions to see if they remember learned

letter and sound.
- Good bye Ss
AN

Details

Letter and sound: Zz

VOCAB:
sounds: zebra, zigzag, zero, zip
e sounds: lizard,lazy, wizard
Ending sounds: quiz
ment and blend the words
Book: Finger Phonics
30 min per class

Goals

comprehension

dge of phonic rules

and wait for turn when playing a game

by steps
cating and working together

movements: Run, jump, step….

aper

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Play game

- Listen to T

- Look, listen and repeat

 Play the game

-Listen and say goodbye

ay

Details

Sight words: from, or

SONG: Z song
utube.com/watch?v=PLmc4vcwq0E
ar a bee buzz, a bee buzz, a bee buzz?
hear a bee buzz, /zzz/!, like this?
30 min per class

Goals

comprehension

dge of phonic rules

and wait for turn when playing a game

by steps
cating and working together

movements: Run, jump, step….

aper

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Play game

- Listen to T

- Look, listen and repeat

 - all Ss sing the song together

-Listen and say goodbye

day

Details
Letter and sound: Zz
Chant: z chant
Zero, Zero,
Zip, Zip
Zebra, Zebra
Zero, zip, zebra
Zero, zip, zebra
Zebra, zip, zero
z, z, z
Review vocab
Reading practice

30 min per class

Goals

comprehension

dge of phonic rules

and wait for turn when playing a game
by steps
cating and working together

movements: Run, jump, step….

aper

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Play game

- Listen to T

- Look, listen and repeat

 Listen to T and answer T

-Listen and say goodbye

ay

Details

ession: Talking about location

r, behind, in front of, next to, between
s in/ behind/ under…. the basket
30 min per class

Goals

comprehension

dge of phonic rules

and wait for turn when playing a game

by steps
cating and working together

movements: Run, jump, step….

aper

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Sing along the music

- Listen to T

- Look, listen and repeat

- Listen to T

- Look, listen, repeat and answer T's questions, play game

 - Listen and practice

-Listen and say goodbye

Details

vocabs - letter and sound Zz

Review sight words
Handwriting practice
eview daily expression
Worksheet

30 min per class

Goals rules
dge of phonic
x" wait for turn when playing a game
and
by steps
movements: Run, jump, step….
aper

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Sing along the music

- Listen to T

- Look, listen and repeat

Play the game

-answer the questions, sing and say goodbye

 Day 1: Monday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain
Language development
Cognitive development
Social - emotional development
Physical development
Environment
Content
Teaching Materials
IV Procedure
No Step Time

1 3’

Introduction 10'
 2 Practice 10'
3 Wrap up 5’-7’
Day 2: Tuesday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain

Language
development
Cognitive
development

Social -
emotional
development
Physical
development
III Teaching materials
Environment
Content
Teaching Materials
IV Procedure
No Step Time

1 Warm - up 3’

Introduction 10'

Story Time &

2 Practice 15'

3 Wrap up 5’-7’
Day 3: Wednesday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain
Language
development
Cognitive
development

Social -
emotional
development
Physical
development
III Teaching materials
Environment
Content
Teaching Materials
IV Procedure
No Step Time

1 Warm - up 3’

Review words
and phonics
rules 10'

Sing song &

2 Practice 15'

3 Wrap up 5’-7’
Day 4: Thursday
I. Generals
Type:

Subject
Time
II. Learning goal
Domain

Language
development
Cognitive
development

Social -
emotional
development
Physical
development
III Teaching materials
Environment
Content
Teaching Materials
IV Procedure
No Step Time

1 Warm - up 3’

Review &
Introduction 15'

2 Practice 10'

3 Wrap up 5’-7’
Day 3: Friday
I. Generals
Type:
Subject
Time
II. Learning goal
Domain
Language
development
Cognitive
development

Social -
emotional
development
Physical
development
III Teaching materials
Environment
Content
Teaching Materials
IV Procedure
No Step Time

1 Warm - up 3’

Review words
and phonics
rules 10'

2 Practice 15'

3 Wrap up 5’-7’
 LESSON PLAN
Class: phonic- 4-5 Years Old
Day 1: Monday
Details

Long vowel: ew
VOCAB: pew, mew, hew, dew, stew, crew, new
Segment & Blend the words
Review letters and sounds o,p
30 min per class

- be able to recognize the new consonant pattern Goals

-- bebe able
able to
to blend and
identify segment
and words
recognize using
orders knowledge
in places of phonic
and wait rules
for turn when playing a game
-- be able to recognize and
encourage good behaviors follow the direction steps by steps
-- be
be able
able to
to develop
develop self-esteem
gross motor and
skillsself-confidence
by practicing movements: Run, jump, step….
- be able to improve the physical balance
Space: In the class room

Music speaker and flashcards, finger book.

T's activities

1. Greeting : Greet the class, take attendance, and ensure students are ready for the lesson. 2. Classroom rules: Rev

- T review sound o, p
+ Show flashcards.
+ T asks Ss speak loudly.
+ T aks Ss to make sentences some words which they learned last
week.
- Then T introduces Long vowel: ew
+ pew, mew, hew, dew, stew, crew, new
- T asks Ss to look at the flashcards and repeat after T.
- Ask Ss to spell the sounds of a few words
Play game "Car Race" (play in pairs)
- T arranges the flashcards in a long line, with one for starting point
and the other as the destination. Give each child an object, such as a
small toy car, to use as a marker.

- The first S rolls the dice and moves to the position of the flashcard
that is the number of cards indicated by the dots on the rolled dice. S
must then say the word on the flashcard in the new position. If they
say it correctly, they stay at the new position, and the first child to
reach the destination wins. If they say it incorrectly, they must go
back to the position before the dice was rolled.

- On the dice, designate one face, for example, face number 4 as the
"crash number." If this face is rolled, the child must return to the
starting point and start over.

- Giving comments.
- Good bye Ss
Day 2: Tuesday
Details

Long vowel ew
Review vocab
Reading practice
Story: They Flew
https://www.youtube.com/watch?v=_yOevzjtNA4
30 min per class

Goals

- be able to develop the communicative skills

- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance

Space: in the classroom

The song: Long Vowel Sounds | ie, igh (https://www.youtube.com/watch?v=_yOevzjtNA4)
flashcards, music speaker
T's activities

Greeting: Welcome students to the class.

Classroom Rules: Review the classroom rules with the students to
set expectations for behavior.
- T review the Long vowel ew
+ T tells the Phonics rules of Long vowel ew
- T review the vocals: pew, mew, hew, dew, stew, crew, new ...
+ Show flashcards.

- Story Time:
+ T read aloud the story "They Flew"
Drew saw a new nest in the tree.
It had a few baby birds.
Mumma bird would bring them worms.
The birds would chew and chew.
They grew and grew.
They drank the morning dew.
One day they are gone.
Drew was sad.
He knew they flew away.
"Oh. A pie and fries!"
The pals look high. "What's that?"
"It is Red!"
- T will ask some questions relate to the story.
- Then T asks some Ss tell story again with pictures which is showed
on the board.
- Then reading practice follow the video
(https://www.youtube.com/watch?v=p8ue-UrXgE4)
- Wrap up
- Giving comments.
- Good bye Ss
Day 3: Wednesday
Details

Review vocab
Reading practice: Read the words
Sight words: man , think , say , great
SONG: Ew sound
https://www.youtube.com/watch?v=XyqdM3d5xHU
30 min per class

Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the sight words: man , think , say , great
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
Space: in the classroom
Visual aids: TV, computer, speakers
Sight words: man , think , say , great
flashcards, marker, mini worksheet

T's activities

1. Greeting

2. Classroom rules

3. Sing a song/ Play quick game / Review words in previous lesson

- Display sight words on the board (e.g., man , think , say , great).
- Ask students to read each word aloud and make sentences with
some sight words.
- Provide a worksheet for students to practice reading sight words.

1. Song Practice & Song Lyrics:Introduce the song: Ew soundLink song: https://www.youtube.com/watch?v=XyqdM3

- Wrap up
- Giving comments.
- Good bye Ss
Day 4: Thursday
 Details
Daily expression: Talking about location
in, on, over, under, behind, in front of, next to, between
The apple is in/ behind/ under…. the basket
ROLE PLAY: They flew
30 min per class

Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
Space: in the classroom
Visual aids: TV, computer, Speakers
Daily expression: Talking about location
Flashcards

T's activities

Greeting: Welcome students to the class.

Classroom Rules: Review the classroom rules with the students to
set expectations for behavior.

- T review the Long vowel: ew

+ T tells the Phonics rules of Long vowel: ew
- T review the vocals: pew, mew, hew ...
+ Show flashcards.
- T introduce Ss some daily expression: Talking about location
in, on, over, under, behind, in front of, next to, between
The apple is in/ behind/ under…. the basket

- T lets students communicate following to the sample sentences and

pictures on the board, in pairs.

- Wrap up
- Giving comments.
- Good bye Ss
Day 3: Friday
Details
 Long vowel ew
Review vocab
Segment and blend the words
Hand writing practice
Worksheet
30 min per class

Goals
- be able to improve the spelling skills
- be able to recognize the sight words: man , think , say , great
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
- be able to improve the physical balance
Space: in the classroom
Víual aids: TV, computer

flashcards/ real objects, pen, pencil, marker, colorpaper

T's activities

1. Greeting

2. Classroom rules

3. Sing a song
- T review Long vowel ew
- T review vocals about Long vowel ewman , think , say , great
- T asks some Ss to make sentences.
- T asks some Ss to go to the board and write down the words they
remembered about the sounds ew.
For example: pew, mew, hew, dew, stew, crew, new

- Let Ss do worksheets about Long vowel ew

- Wrap up
- Giving comments.
- Good bye Ss
 ars Old
day
Details

Long vowel: ew
B: pew, mew, hew, dew, stew, crew, new
Segment & Blend the words
Review letters and sounds o,p
30 min per class

Goals
phonic rules
t for turn when playing a game
ps
ments: Run, jump, step….

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Sing along the music

- Ss look, listen and repeat

- Participate in the review of sounds "ew" by repeating words and sounds.
- Ss listen and repeat.
 - Listen to the instructions for the phonics relay game.
- Ss play in pairs.

-Listen and say goodbye

day
Details

Long vowel ew
Review vocab
Reading practice
Story: They Flew
www.youtube.com/watch?v=_yOevzjtNA4
30 min per class

Goals

ehension

phonic rules
t for turn when playing a game
ps
and working together

ments: Run, jump, step….

be.com/watch?v=_yOevzjtNA4)
 Ss's activities

Greeting: Greet the teacher and classmates.

Classroom Rules: Recite the classroom rules as prompted by the teacher.
Sing Along: Participate in singing the song "Cat" and follow the actions led by the
teacher.

- Ss look, listen and repeat

- Listen attentively to the teacher's introduction of new words and structures.
- Listen and repeat the new vocabulary

- Ss listen to the story

- Ss listen and answer the questions
- Ss will tell again the story.
- and reading practice.

-Listen and say goodbye

sday
Details

Review vocab
Reading practice: Read the words
ght words: man , think , say , great
SONG: Ew sound
ww.youtube.com/watch?v=XyqdM3d5xHU
30 min per class

Goals
ehension

eat
phonic rules
t for turn when playing a game
ps
and working together

ments: Run, jump, step….

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Sing along the music/ Tell the name of flashcards

- Read the sight words aloud.

- Complete the worksheet by identifying the sight words in sentences.

- Ss sing the song with the teacher and classmates.

- Participate in the contest game by identifying and segmenting "ew" words.

-Listen and say goodbye

day
 Details
ly expression: Talking about location
r, under, behind, in front of, next to, between
apple is in/ behind/ under…. the basket
ROLE PLAY: They flew
30 min per class

Goals

ehension

t for turn when playing a game

ps
and working together

ments: Run, jump, step….

Ss's activities

Greeting: Greet the teacher and classmates.

Classroom Rules: Recite the classroom rules as prompted by the teacher.

- Listen attentively to the teacher's introduction.

- Listen and repeat after the teacher.

- Ss practice together.

-Listen and say goodbye

ay
Details
 Long vowel ew
Review vocab
Segment and blend the words
Hand writing practice
Worksheet
30 min per class

Goals
eat
phonic rules
t for turn when playing a game
ps
and working together

Ss's activities

1. Greeting T and friends

2. Tell T the classroom rules

3. Sing along the music/ Tell the name of flashcards

- Listen to the teacher and repeat the sight words.

- Look at the sight words
- Pronounce the words as the teacher points them out.
- Ss hand writing practice on the board.

- do worksheets.

-Listen and say goodbye

 LESSON PLAN
Class: 5-6 years old
Day 1: Monday
I. Generals

Type: Vowel Details

pattern ar, or
VOCAB
Review sounds: f, m, c, t, y, d, b, n, th, n, k, p, ch
Subject · farmer, scarf, car, star
· mirror, corn, fork, storm, horse
Time Segment & Blend the words
30 min
Book: perPhonics
Finger class
II. Learning goal
Domain Goals

- be able to develop the communicative skills

Language development - be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules

Cognitive development - be able to recognize the classroom rules

- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps

- be able to show respects to others while communicating and working together

Social - emotional development - be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence

Physical development - be able to improve fine motor skills

- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
III Teaching materials Vowel pattern ar, or
VOCAB
Environment Review
Classroom sounds:
with open f, m, c,for
space t, y,group
d, b, games
n, th, n,and
k, p,activities
ch
· farmer, scarf, car, star
· mirror, corn, fork, storm, horse
Content Segment & Blend the words
Book: Finger Phonics

Teaching Materials
Flashcards with vocabulary words, whiteboard, magnetic letters, worksheets for writing practice
IV Procedure
C Step Time T's activities Ss's activities

1. Greeting: Sing a hello song with the class.

2. Introduce the topic: "Today, we will focus on the ar and or sounds, review some letter sounds, 1. Sing the hello song.
1 Warm-up 3’ and read a fun phonics book!" 2. Listen to the teacher’s introduction.
3. Quick review of ar and or words: Show flashcards (e.g., car, star, fork, horse) and ask Ss to say a 3. Quickly say a word with ar or or in response to the review activity.
word with ar or or.

1. Review the sounds: f, m, c, t, y, d, b, n, th, k, p, ch.

1. Repeat the sounds after the teacher.
2 Introduction 5' 2. Use flashcards or gestures (e.g., Finger Phonics actions) to help Ss recall the sounds.
2. Say the sound and give an example word.
3. Call on Ss to say the sound and give an example word (e.g., "f" for "fish").

A. Introduce the wrods

1. Introduce ar and or words:
- ar words: farmer, scarf, car, star.
- or words: mirror, corn, fork, storm, horse. A.
2. Show flashcards and say each word aloud, emphasizing the ar and or sounds. 1. Listen and repeat the ar and or words.
B. segment & blend: 2. Identify the ar and or sounds in each word.
1. Segmenting and Blending: B.
- Break each word into sounds (e.g., f-ar-m-er, s-t-ar, c-or-n, h-or-se). 1. Practice segmenting and blending the ar and or words.
3 Practice 15'
- Blend the sounds together to read the word. 2. Use the Finger Phonics book to reinforce learning.
2. Use the Finger Phonics book to demonstrate segmenting and blending. C.
3. Have Ss practice in pairs or small groups 1. Listen to the story.
C. Finger phonic book: 2. Identify ar and or words.
1. Introduce the Finger Phonics book. 3. Use Finger Phonics actions for each sound.
2. Read the book together, focusing on the ar and or sounds.
3. Ask Ss to identify words with ar and or sounds as you read.
4. Recap
1. Encourage Ssand
the ar to use Finger Phonics
or words, sounds, actions for each sound.
and segmenting/blending.
2. Ask Ss: "What was your favorite ar or or word?" 1. Share their favorite ar or or word.
4 Wrap-up 5’-7’
3. Praise Ss for their participation. 2. Sing the goodbye song and say goodbye to the teacher and friends.
4. Sing a goodbye song to close the class.
ok

Day 2: Tuesday
I. Generals
Type: Details
Vowel pattern ar, or
Review vocabs
SONG: ar song
Subject https://www.youtube.com/watch?v=7LHbrSa9uIY
* Or song
https://www.youtube.com/watch?v=02vGJ10u9PA
Contest game
Time 30 min per class
II. Learning goal
Domain - be able to develop the communicative skills Goals
- be able to enforce the listening skills
- be able to improve the understanding of listening comprehension
Language development - be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules

Cognitive development - be able to recognize the classroom rules

- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps

- be able to show respects to others while communicating and working together

Social - emotional development - be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence

Physical development - be able to improve fine motor skills

- be able to develop gross motor skills by practicing movements: Run, jump, step….
Vowel pattern ar, or
- be able to improve the physical balance Review vocabs
III Teaching materials SONG: ar song
Environment https://www.youtube.com/watch?v=7LHbrSa9uIY
Classroom with space for movement-based group games and singing
* Or song
Content https://www.youtube.com/watch?v=02vGJ10u9PA
Flashcards with vocabularyContest gamelyrics, whiteboard, marker |
words, song
Teaching Materials
IV Procedure
No Step Time T's activities Ss's activities
 1. Greeting: Sing a hello song with the class. 1. Sing the hello song.
2. Introduce the topic: "Today, we will focus on the ar and or sounds, sing fun songs, and play a 2. Listen to the teacher’s introduction.
contest game!" 3. Quickly say a word with ar or or in response to the review activity.
1 Warm - up 3’ 3. Quick review of ar and or words: Show flashcards (e.g., car, star, fork, horse) and ask Ss to say a
word with ar or or.

1. Show flashcards of ar and or words (e.g., farmer, scarf, car, star, mirror, corn, fork, storm, 1. Read the ar and or words aloud.
horse). 2. Use the words in sentences.
Introduction 5' 2. Call on Ss to read the words and use them in sentences. 3. quick segment & blend
3.quick segment and blend the words

AR SONG : 1. Listen to the teacher sing.

2 1. Introduce the ar song (YouTube link: https://www.youtube.com/watch?v=7LHbrSa9uIY). 2. Sing the song in small groups.
2. Play the song once for Ss to listen. 3. Sing the full song with the class.
3. Teach the song line by line, emphasizing the ar sound. Quick Response game.
Practice 15' 4. practice in group 3-4 students
5. Sing the song together as a class with actions (e.g., pretending to drive a car for "car").
OR SONG:
1. Introduce the or song (YouTube link: https://www.youtube.com/watch?v=02vGJ10u9PA).
2. Play the song once for Ss to listen.
3. Teach the song line by line, emphasizing the or sound.
1. Recap the ar and or words and songs. 1. Share their favorite part of the lesson.
2. Ask Ss: "What was your favorite part of the lesson?" 2. Sing the goodbye song and say goodbye to the teacher and friends.
3 Wrap up 5’-7’ 3. Praise Ss for their participation.
4. Sing a goodbye song to close the class.

Day 3: Wednesday
I. Generals
Type: Details
The horse hits the tree.
Subject The horse sees star
Time 30 min per class
II. Learning goal - be able to develop the communicative skills
Domain - be able to enforce the listening skills Goals
- be able to improve the understanding of listening comprehension
- be able to improve the reading skills
Language development - be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules
- be able to recognize the classroom rules
Cognitive development - be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps
- be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
Social - emotional development - encourage good behaviors
- be able to develop self-esteem and self-confidence
- be able to improve fine motor skills
Physical development Vowel pattern ar, or
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance Sight words: help , through ,much , before , line
III Teaching materials Reading practice: Read the words
Worksheet
Environment ClassThe
STORY: roomhorse
https://www.youtube.com/watch?v=WIfj_5QpC_w
Content The farmer has a horse.
The horse likes to run.
The horse sees the car.
Teaching Materials The horse runs with the car.
Flash card: When, Your, Can, Said,
The horse There,
sees the Use, Stories Flashcard
train.
IV Procedure The horse runs with the train.
No Step Time T's activities The horse hits the tree. Ss's activities
1. Greeting. The horse sees star 1. Greet teacher and friends.
2. Review classroom rules. 2. Listen to the introduction of the day’s lesson.
3. Introduce the lesson focus: sight words and storytelling.
1 Warm - up 3’

1. Introduce the sight words: help, through, much, before, line. 1. Practice segmenting and blending the sight words.
2. Segmenting and Blending: 2. Listen to the examples and repeat them.
- Break each word into sounds (e.g., h-e-l-p, th-r-ough, m-u-ch, b-e-f-ore, l-i-n-e). 3. Create their own sentences using the sight words.
- Blend the sounds together to read the word. 1. Complete the worksheet activities.
3. Examples for Each Sight Word: 2. Follow the teacher's feedback to improve their work.
- Help: "Can you help me, please?"
- Through: "We walked through the park."
- Much: "I don’t have much time."
- Before: "Finish your work before lunch."
- Line: "Stand in a straight line."
worksheet:
Introduction 5' 1. Distribute worksheets with the sight words: help, through, much, before, line.
2. Activities on the worksheet:
- Trace and write the words.
- Match the words to pictures or sentences.
- Fill in the blanks with the correct sight word.
3. Walk around to check Ss' work and provide feedback.

1. Introduce the story: The Horse (YouTube link: https://www.youtube.com/watch? 1. Listen to the story.
v=WIfj_5QpC_w). 2. Answer comprehension questions.
2. Read the story aloud, emphasizing the ar and or words (e.g., horse, car, star). 3. Identify ar and or words in the story.
3. Ask comprehension questions:
- "What does the horse like to do?"
- "What does the horse see?"
- "What happens at the end of the story?"
Practice 15'

1. Recap the ar and or words, sight words, and story. 1. Share their favorite part of the story.
2. Ask Ss: "What was your favorite part of the story?" 2. Sing the goodbye song and say goodbye to the teacher and friends.
3. Praise Ss for their participation.
3 Wrap up 5’-7’ 4. Sing a goodbye song to close the class.

Day 4: Thursday
I. Generals
Type: Details

Subject
Daily expression: Talking about location
in, on, over, under, behind, in front of, next to, between
The apple is in/ behind/ under…. the basket
ROLEPLAY: The horse
Time 30 min per class
II. Learning goal
Domain Goals
- Be able to understand and use daily greetings and responses in conversation.
Language development - Improve pronunciation and listening skills through repetition and interaction."
 - Be able to recognize common phrases for greetings.
- Develop listening comprehension by responding to questions
Cognitive development

- be able to show respects to others while communicating and working together

Social - emotional development - be able to cooperate with others in a team/ group
'- Build confidence in speaking with others.
-Engage in role-playing activities that encourage movement while practicing conversations."
Physical development

III Teaching materials

Environment Classroom with space for role-playing activities

Content
Daily expression: Talking about location
in, on, over, under, behind, in front of, next to, between
The apple is in/ behind/ under…. the basket
ROLEPLAY: The horse
Teaching Materials Flashcards with greetings and responses, role-play prompts, printed conversation sheets for pair activities
IV Procedure
No Step Time T's activities Ss's activities
1. Greeting: Sing a hello song with the class. 1. Sing the hello song.
2. Introduce the topic: "Today, we will practice talking about location, play a fun game, and act out 2. Listen to the teacher’s introduction.
a story about a horse!" 3. Quickly say a word with ar or or in response to the review activity.
1 Warm - up 3’ 3. Quick review of ar and or words: Show flashcards (e.g., car, star, fork, horse) and ask Ss to say a
word with ar or or.

Daily expression: 1. Repeat weather words after the teacher.

1. Introduce talking about location: 2. Answer teacher’s questions using full sentences.
- Teach prepositions: in, on, over, under, behind, in front of, next to, between.
- Use a ball or object to demonstrate (e.g., "The ball is on the table.").

Introduction 5'

. Game: Where is the Ball?: paticipate in a ball game

2 - Place a ball in different locations (e.g., under the chair, next to the book). ROLE PLAY STORY:
- Ask Ss, "Where is the ball?" and have them respond using the correct preposition (e.g., "The ball 1. Act out the story in groups.
is under the chair."). 2. Use dialogue and actions to play their roles.
Roleplay: 3. Perform the roleplay in front of the class.
1. Assign Characters:
- Divide Ss into small groups of 3-4.
- Assign roles: the farmer, the horse, the car, and the train.
2. Explain How to Act:
Practice 15' - Farmer: "I have a horse. The horse likes to run."
- Horse: "I see the car. I run with the car."
- Car: "I am next to the horse."
- Train: "I am behind the horse."
3. Practice Dialogue:
- Encourage Ss to use simple dialogue and actions.
4. Perform Roleplay:
- Have each group perform their roleplay in front of the class.

1. Recap the prepositions, game, and roleplay. 1. Share their favorite part of the roleplay.
2. Ask Ss: "What was your favorite part of the roleplay?" 2. Sing the goodbye song and say goodbye to the teacher and friends.
3. Praise Ss for their participation.
3 Wrap up 5’-7’ 4. Sing a goodbye song to close the class.

Day 5: Friday
I. Generals Vowel pattern ar, or
Type: Details
Review vocabs
Review sight words
Review daily expression
Subject Hand writing practice
Contest game
Time 30 min per class
II. Learning goal
Domain Goals
- be able to develop the communicative skills
- be able to enforce the listening skills
Language development - be able to improve the understanding of listening comprehension
- be able to improve the reading skills
- be able to recognize the new consonant pattern
- be able to blend and segment words using knowledge of phonic rules

Cognitive development
- be able to recognize the classroom rules
- be able to identify and recognize orders in places and wait for turn when playing a game
- be able to recognize and follow the direction steps by steps

Social - emotional development - be able to show respects to others while communicating and working together
- be able to cooperate with others in a team/ group
- encourage good behaviors
- be able to develop self-esteem and self-confidence

Physical development
- be able to improve fine motor skills
- be able to develop gross motor skills by practicing movements: Run, jump, step….
- be able to improve the physical balance
III Teaching materials
Environment Classroom with desks for handwriting and open space for the contest game
Vowel pattern ar, or
Review vocabs
Review sight words
Content Review daily expression
Hand writing practice
Contest game

Teaching Materials Flashcards with vocabulary, sight words, and daily expressions, whiteboard, worksheets for handwriting practice, materials for contest game (letter cards, word-building
tools) |
IV Procedure
No Step Time T's activities Ss's activities
1. Greeting: Sing a hello song with the class. 1. Sing the hello song.
2. Introduce the topic: "Today, we will review ar and or words, sight words, daily expressions, and 2. Listen to the teacher’s introduction.
play a fun contest game!" 3. Quickly say a word with ar or or in response to the review activity.
1 Warm - up 3’ 3. Quick review of ar and or words: Show flashcards (e.g., car, star, fork, horse) and ask Ss to say a
word with ar or or.

1. Show flashcards of ar and or words (e.g., farmer, scarf, car, star, mirror, corn, fork, storm, 1. Read the ar and or words aloud.
horse). 2. Use the words in sentences.
Introduction 5' 2. Call on Ss to read the words and use them in sentences.
 Sight words: Daily Expressions Review
1. Review the sight words: help, through, much, before, line. 1. Repeat the prepositions.
2. Segmenting and Blending: 2. Practice describing object locations in pairs.
- Break each word into sounds (e.g., h-e-l-p, th-r-ough, m-u-ch, b-e-f-ore, l-i-n-e). Handwriting Practice
- Blend the sounds together to read the word. 1. Write the ar and or words and sight words neatly in their notebooks.
3. Examples for Each Sight Word: 2. Follow the teacher's feedback to improve handwriting.
- Help: "Can you help me, please?" Sight words:
- Through: "We walked through the park." 1. Practice segmenting and blending the sight words.
- Much: "I don’t have much time." 2. Listen to the examples and repeat them.
- Before: "Finish your work before lunch." 3. Create their own sentences using the sight words.
- Line: "Stand in a straight line."
Location:
1. Review talking about location:
2 - Practice prepositions: in, on, over, under, behind, in front of, next to, between.
2. Pair Practice:
Practice 15' - Have Ss work in pairs to describe the location of objects in the classroom (e.g., "The book is on
the table.").
Worksheet:
1. Distribute worksheets with ar and or words and sight words.
2. Demonstrate how to write each word neatly.
3. Have Ss practice writing the words in their notebooks.
4. Walk around to check Ss' handwriting and provide feedback.

1. Recap the ar and or words, sight words, daily expressions, and contest game. 1. Share their favorite part of the lesson.
2. Ask Ss: "What was your favorite part of the lesson?" 2. Sing the goodbye song and say goodbye to the teacher and friends.
3. Praise Ss for their participation.
3 Wrap up 5’-7’ 4. Sing a goodbye song to close the class.