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Lesson 20: Letter Ttسبق 20:

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Daily Lesson Plan -- Lesson 20

Letter Tt

Subject: English | Class: Playgroup | Series: Leeds

Overview

This lesson introduces the letter "Tt". Learners look at a picture on page 22 with a big green tree, an orange tiger with black stripes, red tomatoes and a smiling turtle with a red shell. They say the chant "t / t / tomato", "t / t / tiger", "t / t / turtle" and the rhyme line "t / t / tree lifts her leafy arms to pray". On the second day they find big T and small t, draw the letter in the air and trace it. All talk is oral and playful. Learners are not expected to read or write words.

Learning Outcomes (from the Lesson Planner, page 2)

  • Introduction to Tt
  • Recognition of T used in different words

Key Vocabulary

  • tomato
  • tiger
  • turtle
  • tree

Chant and Rhyme Line (page 22)

  • "t / t / tomato"
  • "t / t / tiger"
  • "t / t / turtle"
  • "t / t / tree lifts her leafy arms to pray"

Day 1: Look and Say (30 minutes)

Materials

  • Textbook page 22
  • A real tomato (one whole, one cut in half if possible)
  • Picture cards (or the book pictures) of tomato, tiger, turtle, tree
  • Letter cards: T, t and two other letters

Circle Time Warm-Up (5 minutes)

  • Sit the learners in a circle and sing a hello song together
  • Draw a big "T" in the air with your finger and ask learners to copy you
  • Say the sound /t/: tap the tip of the tongue behind the top teeth
  • Ask learners to say /t/ with you three times, like a clock: "t, t, t"

Tomato Pass (5 minutes)

  • Pass a real tomato around the group
  • Let every learner hold it and smell it
  • Ask each learner: "What colour is it?" and accept "red"
  • Show the cut half, just like the cut tomato on page 22
  • Say together: "t / t / tomato"

Look and Say (10 minutes)

  • Open page 22 and point to the big red "Tt"
  • Point to big T and say "big T". Point to small t and say "small t"
  • Point to each picture and say its label. Learners repeat twice:
    • tree (the big green tree)
    • tiger (the orange animal with black stripes)
    • tomato (the red tomatoes)
    • turtle (the turtle with the red shell)
  • Play "Point to it": say a word, learners point to the right picture in their book

Chant Time (5 minutes)

  • Point to the chant box at the top of the page
  • Say each line slowly and clap on each "t": "t / t / tomato", "t / t / tiger", "t / t / turtle"
  • Learners echo each line, first softly, then loudly
  • Say the chant two more times together

Act It Out (4 minutes)

  • Learners make tiger claws and give a soft roar, then say "tiger"
  • Then they crouch and walk slowly like the turtle and say "turtle"
  • Finish by standing still like the tree and saying "tree"

Wrap-Up (1 minute)

  • Hold up the tomato and ask: "What does tomato start with?" Learners say /t/
  • Wave goodbye to the turtle: "Bye-bye, turtle!"

Differentiation

  • Support: Let shy learners point to pictures instead of saying words; say the word with them
  • Extension: Ask confident learners to name the picture when you point, without help

Day 2: Rhyme Line and Letter Shape (30 minutes)

Materials

  • Textbook page 22
  • Letter cards with T and t mixed with other letters
  • Crayons and pencils
  • A sheet with dotted T and t rows (or the worksheet)

Warm-Up (5 minutes)

  • Show page 22 again. Point and say: tomato, tiger, turtle, tree
  • Say the chant together: "t / t / tomato", "t / t / tiger", "t / t / turtle"

Rhyme Line (5 minutes)

  • Point to the tree and read the rhyme line: "t / t / tree lifts her leafy arms to pray"
  • Show the branches of the tree on page 22 and call them its arms
  • Learners stand up and slowly lift their arms high like the tree while saying the line

Big T, Small t (4 minutes)

  • Lay out the letter cards
  • Ask: "Where is big T?" and "Where is small t?" Learners point
  • Show that big T has its line across the top, and small t has a little line across near the top and a curve at the bottom

Air and Finger Tracing (6 minutes)

  • Big T: start at the top, go straight down, then lift and draw a line across the top
  • Small t: start near the top, go straight down and curve at the bottom, then draw a little line across
  • Learners draw both in the air, then run a finger along the big red "Tt" on page 22

Trace and Write (8 minutes)

  • Hand out pencils and check the grip (pinch the pencil, rest it on the middle finger)
  • Work through the dotted rows one line at a time
  • Row 1: trace big T, starting at the top
  • Row 2: trace small t, starting near the top
  • Praise every try: "Lovely tall T!"

Wrap-Up (2 minutes)

  • Draw "T" in the air one last time and say /t/
  • Say the rhyme line together: "t / t / tree lifts her leafy arms to pray"

Differentiation

  • Support: Use a thick crayon for tracing; hold the learner's hand for the first row
  • Extension: Let confident learners trace a big "T" on the board with a marker

Teaching Tips

  • Big T looks a little like the tree on page 22: a straight trunk with branches across the top
  • Tomato and turtle each have two t's; count them with confident learners
  • Keep the chant rhythm steady with claps so learners remember the order
  • Learners only point and say; they do not read the labels
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