K1A Unit 4 My Pet

Session 5－I Can Read (40 mins)

By the end of this lesson, students should be able to…
1. Name and skywrite the letters: Gg, Hh.
2. Identify and say the letter sounds: /g/, /h/.
Learning objectives
3. Say the key words according to the pictures: goat, hippo.
4. Identify the first sound of the word.
5. Sing the songs with the music.
Flashcards:
big letter cards: Gg, Hh
Teaching aids picture cards: goat, hippo
Realia:
game cards: Gg, Hh, goat, hippo
Problem: In Hug Game, when students get cards, they might play with the cards instead of listening to the teacher.

Anticipated problems and Solution: Put these game cards on the floor in two rows. One is for letters; the other is for pictures. Say a letter name
possible solutions first, then call four students to stand up. Have two students find the letter and the other two find the picture, then hug
together and say the letter chant. If students are unable to do it by themselves, you can help them hug each other and
say the chant.

Interaction
Stage Flipchart(s) Purpose Teaching Steps Teacher Talk
Pattern

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 Hello, <student name>! OTB
Greeting Welcome and greet the Good Plenary
To build a rapport
(1 min) students. morning/afternoon/evening Interpersonal
. How are you? intelligence

Warm-up To motivate Sing a song. (1 min) 1. Everyone, let’s listen, sing OTB
(1 min) students 1. Welcome and greet the and dance. Plenary
students. 2. Look, what letter is it? Musical
2. Play the ABC song and invite What sound does… make? intelligence
students to sing and dance
along to the music.
3. Review the letters and sounds
of previous unit.
Teach To teach the Learn with me. (3 mins) IWB
(20 mins) letter name 1. Show the corresponding slide. 1. Leap goes to the letter
Click on the speaker and planet. He meets Gary and Plenary
introduce 2 aliens to students. Harley there.
2. Show the corresponding slide. 2. Gary the alien says /g/, /g/,
Click on the alien to show letter /g/. It looks like letter Gg.
Gg. Click on the matching It’s letter Gg.
letters and have students listen
to the letter name.
3. Model the action of letter Gg 3. I can make letter Gg. Gg,
and say “Gg” (letter name). Gg, Gg.
4. Ask students to stand up. Say 4. I say “Gg” and you make

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 the letter name and have
students do the action.
5. Click on the icon on the left to
model the letter name for
students and have them repeat.
6. Hold up the letter card, and
have a choral and then
individual repetition. Make sure
students pronounce it correctly.
7. Have students do the action of
letter Gg and say it following
you.
To teach the Learn with me. (2 mins)
letter sound
1. Mime a cat and a dog, then
explain the letter sound. Click
on the monster and have
students listen to the letter
sound. (NOTE: This monster is
the symbol that represents any
letter sound. If it goes with letter
Aa, it represents /a/, and if it
goes with Bb, it represents /b/.)
2. Click on the video icon on the
right to model the letter sound
for students and have them
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letter Gg.
5. Gg, Gg. Let’s say “Gg”.
6. Gg, Gg, Gg. You can say
Gg and pat/jump to/kiss my
card. <Student name>, can
you say “Gg”? Good job!
7. Let’s make letter Gg
together. Please stand up!
Gg, let’s say “Gg, Gg, Gg.”
IWB
1. A cat makes the sound
“meow, meow”. A dog Plenary
makes the sound “woof,
woof”. What sound does
letter Gg make? Letter Gg
makes the sound /g/.
2. /g/, /g/, /g/. Let’s say “/g/”.
3. /g/, /g/. <Student name>,
can you say “/g/”?
4. What sound does letter Gg
make? Let’s say “/g/”
together.
 repeat.
3. Have a choral and then
individual repetition of letter
sound /g/. Make sure students
pronounce it correctly.
4. Have students say the sound
following you.
To practice sky Learn with me. (1 min)
writing 1. Display the corresponding slide
and guide students to identify
uppercase and lowercase of
letter Gg.
2. Click on the pencil to show a
goat writing uppercase G and
lowercase g with guitars along
the strokes.
3. Trace uppercase G and
(The red strokes of lowercase g along the strokes
uppercase G and on the board with fingers.
lowercase g is not in 4. Hold up your index finger, trace
the leap flow pages, the letter in the air and guide
just for your students to follow you, bear in
reference) mind the mirror effect. Invite
students to name the matching
letter as they are tracing it in the
air, have choral repetition.
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1. Look, this is uppercase G. IWB
Uppercase G is big. This is
lowercase g. Lowercase g Plenary
is small.
2. The goat can show you Kinesthetic
how to write uppercase G intelligence
and lowercase g.
3. I can trace uppercase G
and lowercase g.
4. Show me your finger. Let’s
sky write uppercase G and
lowercase g. Follow me, G,
G, uppercase G. g, g,
lowercase g. (Repeat the
name as many times as the
strokes. For example,
uppercase A has 3 strokes
and you repeat the name 3
times. Lowercase a has 2

To teach the Learn with me. (4 mins)
word and 1. Display the corresponding slide
promote on the board. Draw their
phonemic attention to the picture of the
awareness of goat, ask students to identify it
first sounds and click on the matching
picture to listen to the word.
2. Model the action of a goat and
name it. Invite students to follow
you.
3. Say “goat”, and have a choral
and then individual repetition of
the word. Make sure they
pronounce it correctly.
4. Ask students to do the action of
a goat and say the word.
5. Stretch out the first sound “/g/
/g/, goat”. Repeat it several
times. Invite students to identify
the first sound in the word and
elicit the answer: /g/.
6. Click on the part just below the
picture of the goat to reveal the
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strokes, so you repeat the
name twice only.)
IWB&OTB
1. What is it? Let’s listen.
Plenary
Kinesthetic
intelligence
2. I can make a goat. Goat,
goat, goat.
Let’s make a goat. Goat,
goat, goat.
3. Look at my mouth. Goat.
Let’s say “goat”. <Student
name>, can you say
“goat”?
4. Let’s make a goat and say
“goat” together.
5. What’s the first sound in
the word goat? Let’s listen.
“/g/ /g/ goat”.
6. “/g/” is the first sound of
goat. /g/, /g/, goat.
 word goat and listen to the
sound “/g/, /g/, goat”.
7. Point to letter g in the word
“goat”. Show the relationship of
letter Gg, the sound /g/ and the
word “goat”.
8. Say the letter name Gg, have
students say /g/. Repeat this
procedure several times. Then
say the letter sound /g/, and ask
students to say the word goat.
Repeat this procedure several
times.
9. Have students repeat the chant
“Gg, /g/, goat” and do the
actions following you.
10. Display the corresponding slide.
Click on the picture and have
students listen to more words.
Have them clap their
hands/stomp their feet on
hearing the word that begins
with /g/ sound.
11. Click on the video icon and play
the letter Gg song. Have
students sing and dance
7. What letter is it? It’s letter…
(Gg). Gg says…(/g/). Gg,
/g/, goat.
8. Now I say “Gg”, you tell me
the sound /g/. Gg. Gg. Gg.
I say /g/, then you say
“goat”. OK? /g/…
9. Let’s repeat the chant, Gg,
/g/, goat.
10. Now let’s listen to some
words. If the first sound is
/g/, please clap your
hands. (T models one.)
11. The animals are very
happy. They want to sing
the letter Gg song. Let’s

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 together. sing it together. Everyone,
stands up.
To teach the Repeat the previous procedure. Follow the previous Teacher IWB
letter name Talk. Plenary

To teach the Repeat the previous procedure. Follow the previous Teacher IWB
letter sound Talk. Plenary

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 To practice sky Repeat the previous procedure. Follow the previous Teacher IWB
writing Talk. Plenary

(The red strokes of

uppercase H and
lowercase h is not in
the leap flow pages,
just for your
reference)
To teach the Repeat the previous procedure. Follow the previous Teacher IWB&OTB
word and Talk.
promote Plenary
phonemic
awareness of Kinesthetic
first sounds intelligence

Practice To drill the Jump and say. (4 mins) 1. Look at my card. What IWB

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 (15 mins) names and 1. Hold up a letter card, have letter is it? What sound
sounds students identify the matching does… make? Plenary
letter’s name and sound. 2. Let’s stand up and do the
2. Have students all stand up, action of letter G. Letter Gg
jump and say a letter name and can jump! Gg, Gg, Gg. Gg
then sound while doing the says /g/. /g/, /g/, /g/.
action of the letter. 3. /
3. Repeat the same procedure to
practice the two letters Gg and
Hh several times. Have them
jump high, jump to the wall or
jump to reach something for
fun.
(Note: You can do more tricks
other than the examples above.
For example, you may say
“Freeze!” while the students are
jumping. When hearing
“Freeze!”, the students have to
freeze in place and are not
allowed to move.)
To build the Listen and say. (6 mins) IWB&OTB
connection 1. Hold up a letter card, have 1. Look, what letter is it?
between sounds students identify the letter name What sound does it make? Groups
and words and its sound. Repeat the same 2. What is it? What’s the first
procedure for all the letters. sound in the word…?

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 2. Show students the picture cards
that stand for the matching
letters: goat/hippo. Have
students repeat the sounds and
the words several times.
3. Guide students to understand
the game and model the
procedure.
4. Click on the grass on the slide,
have students repeat the sound
and tell the corresponding word.
Repeat the sound and word
several times if you think it is
needed. Invite three students to
drag the grass to the right
animal.
5. Repeat step 4 until all students
have participated.
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/g/, /g/, goat.
3. The animals are hungry.
They need grass. The
grass can make sounds. If
you hear /g/, the grass
goes to… goat! If you hear
/h/, the grass goes to…
hippo! (Point to the two
animals.) Look at <TA’s
name>. Listen. (Click on
the grass, then TA drags
the grass.)
TA: /g/, /g/, goat.
/h/, /h/, hippo.
4. Let’s have a try first. Listen.
/g/. You should say: /g/, /g/,
goat. <Student name>,
come here and help the
animals.
5. /
 To provide Hug Game. (5 mins)
further practice 1. Review the letter names,
sounds and words with
flashcards.
2. Put the game cards on the floor
in two rows. Guide students to
understand the game and
model the procedure.
3. Invite four students to the front.
Have two students find the word
cards and the other two find the
letter cards. You may prepare
some more game cards with
letters that they learned before
this unit. If students are
confused, tell them directly what
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OTB
1. What letter is it? What
sound does… make? /g/ is Groups
the first sound of…? Let’s
say the chant: Gg, /g/, Kinesthetic
goat. intelligence
2. Let’s play a game. There
are some cards on the
floor. I will say a letter,
<TA’s name> will find a
letter card, I will find an
animal. Then we hug each
other and say the chant.
Look, Gg! <TA’s name>
should find Gg, I find the
goat, then we say “G, /g/,
goat.” (Find the cards, then
hug each other.)
3. <Student name>, please
come here. You are going
to find the letter. Are you
ready? It’s letter Gg. Go!
 they need to find to do the
second DEMO for the rest
students.
4. Repeat until all students have 4. OK, good job. Who can
participated. try?
Wrap-up To review the Match them up. (2 mins) IWB
contents of the
(2 mins) 1. Show the review slide. Point to 1. Today we learned two
session
the letters and review their letters. What letters are Plenary
names and sounds. they? What sound does…
make? How about this
one?
2. Point to one of the animals. Ask 2. What is it? What’s the first
students to identify it and the sound in the word…?
matching first sound. Drag the
animal to match with the
corresponding letter.
3. Have students stand up and 3. Let’s say the chant.
review letter chants with Gg, /g/, goat.
actions. (Only Gg and Hh.) Hh, /h/, hippo.
NOTE: Review the letters and
words of this session first, then
review the previous ones.
Closure 1. To provide 1. Name a student, help him/her 1. Now let’s count the points OTB
(1 min) feedback to check his/her progress by together.
students
counting his/her points and Plenary
2. To end the congratulate him/her on his/her

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 session effort.
2. Repeat the same procedure for 2. Class is over. Goodbye,
all the students. everyone!
3. Chant a goodbye song and 3. /
dismiss the class.

Preparation To help teachers Two videos showing TPR of

page practice the TPR
of Phonics songs
Phonics songs are available
after the Goodbye page.
Please have a look and
practice them if needed. These
videos are only for teachers.

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