quality education fund thematic network (qtn) on english

Quality Education Fund Thematic Network (QTN) on English Language (Primary) 2015/16

Sample lessons for sharing

(Phonics module)

© 2016 CEELT of CUHK – All rights reserved

Centre for Enhancing English Learning and Teaching Faculty of Education The Chinese University of Hong Kong

Commissioned by

Table of Contents Sample lesson

Target sounds Core Schools and Partner Schools (Phonics module)

1 Consonant digraph sound /sh/

HKBUAS Wong Kam Fai Secondary & Primary School

2 Short and long vowel sounds /oo/

Hong Kong Student Aid Society Primary School

3 Medial vowels Sacred Heart Canossian School

4 Initial consonant sound /f/

Shek Wu Hui Public School

5 Initial consonant sound /m/ Ma On Shan St. Joseph’s Primary School

6 Initial consonant sound /h/

Sha Tin Wai Dr Catherine F. Woo Memorial School

7 Short vowel sound /o/ SKH Ka Fuk Wing Chun Primary School

8 Final consonant sound /g/ Tin Shui Wai Methodist Primary School

Remarks: The above sample lessons are developed by the Core and Partner Schools (Phonics

module) with the professional support of the CUHK QTN project team during the course of the QTN 2015/16 project.

For sharing purposes, the lesson plans as well as learning and teaching materials can be downloaded from the QTN online platform of the Centre for Enhancing Learning and Teaching (CEELT) (http://uapp2.fed.cuhk.edu.hk/qtn/) from 13 June to 15 July 2016.

Phonics Sample Lesson 1 Target sound: Consonant digraph sound /sh/ Phonics activity adapted: Tongue twister and quiz quiz trade

Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify and recognize the consonant digraph sound /sh/ in texts and spoken words; 2. articulate the consonant digraph sound /sh/ accurately; 3. write some words with the consonant digraph sound /sh/; 4. discriminate the consonant digraph sound /sh/ amongst words; 5. develop confidence and proficiency in reading aloud through quiz quiz trade.

Expected learning outcomes By the end of this lesson, students are expected to:

A. identify and discriminate amongst sounds; B. read aloud simple words and short simple texts using knowledge of basic letter-sound relationships; C. work out sounds of unfamiliar words using phonological strategies; D. develop independent learning strategies through activities and games; E. develop language proficiency through applying phonological strategies in reading and spelling.

Learning and teaching activities Focus

(skills/forms/functions) Supporting materials

Learning Outcome(s)

(1) Tongue Twister (motivation) • Teacher reads the tongue twister She Sells

Seashells By the Seashore

She sells seashells by the seashore The shells she sells are seashells, I’m sure So if she sells seashells on the seashore Then I’m sure she sells seashore shells.

• Particular stress will be paid to words with the

/sh/ sound. After reading, the teacher asks students what sounds they hear (e.g. /s/ and /sh/), and whether they can identify the words with those sounds.

• The teacher asks students to work in pairs, and

read the tongue twister out to their partner. • Afterwards, a few students are invited to read the

tongue twister aloud.

Listening skills • Use knowledge of

basic letter-sound relationships to recognise the words

Speaking skills • Pronounce correctly

letters of the alphabet and words in isolation

A, B, C & E

Phonics sample lesson 1 - Page 1



Learning Outcome(s)

(2) Brainstorming words with /sh/ • After the reading, the teacher asks students to

give words with the consonant digraph sound /sh/. The teacher writes the words on the whiteboard.

• The teacher stresses again that there are two

sounds combined together to create /sh/. This is written on the board using two different colours.

• Students are encouraged to think of their own

words with the consonant digraph sound /sh/, and this will also be written on the whiteboard and the words will be left on the whiteboard for the students to refer to later in the lesson.

Speaking skills • Use knowledge of

basic letter-sound relationships to read aloud words

Listening skills • Listen to learnt

and/or unfamiliar words

A & B

(3) Quiz Quiz Trade • Each student is given a card that has a sentence

with words containing the consonant digraph sound /sh/.

• The students all need to stand up with one hand holding the card and find a partner and give them a high five.

• They will need to take turns. One student will first read their card aloud to their partner, and then the partner identifies the words with the consonant digraph /sh/. Their partner does the same thing with his/her card.

• After both students have read their card aloud to each other, they swap it with their partner and give a high five again.

• They then raise their hand and see who is free. They repeat the steps mentioned above.

• Students will be told that when they hear the

teacher says, “STOP!” they need to quietly go back to their seat.

• When the students are doing the activity, the teacher walks around and listens to a few pairs. The teacher will focus on quieter and/or weaker students in order to make sure they are able to carry out the activity.



Listening skills • Identify words that

start with /sh/ sound Generic skills • Communication

skills

Sentence cards

(Appendix 1A)

A, B, C, D & E




Learning Outcome(s)

(4) Consolidation • Students will be given a worksheet, which they

will stick into their notebook. They will need to write down their own tongue twister containing as many words they can think of that have the consonant digraph sound of /sh/.

• Students who finish writing their tongue twister can draw a picture to describe it.

• If there is enough time, students will be invited to

read their tongue twister aloud.

Writing skills • Create a tongue

twister with /sh/ sound

Generic skills • Creativity

Worksheet (Appendix

1B)

D & E


Quiz Quiz Trade

1. I put on my shoes when running.

2. Are you a man or are you a sheep?

3. They crossed the Pacific by ship.

4. He was working with a shovel.

5. I like wearing T-shirt more than school uniform.

6. I’ve been all over the shop to find a present for her.

7. There’re plenty of fish in the sea.

8. The stone was covered with shells.

9. Many people were killed by a shark.

10. Could you show me how to get to Ocean Park?

Appendix 1A


Name: ______________________ Class: ______( ) Date: ________________

Creating your own Tongue Twister

Make your own tongue twister below. Each line should have at least one word with /sh/ sound. Then, draw a picture to describe it.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Appendix 1B


Phonics Sample Lesson 2 Target sound: Long and short vowel sounds /oo/ Phonics activity adapted: Identifying words with long and short /oo/ sounds, shared reading and card games Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with long and short /oo/ sounds in a familiar context; 2. accurately pronounce words with long and short /oo/ sounds; 3. discriminate between long and short /oo/ sounds of learned vocabulary items; 4. develop own ideas and make sentences using words with long and short /oo/ sounds.

Learning Outcomes By the end of this lesson, students are expected to:



(forms/ skills/functions) Supporting materials

Learning Outcome(s)

(1) Daily Talk / Greetings Teacher greets the class. Teacher asks, “What is the day today? What is the

weather today?” Teacher brings in the theme of long and short /oo/

sounds when students mention “cool”.

Speaking skills Generic skills Communication

skills

A & B

(2) Identifying the long and short /oo/ sounds Teacher plays the video clip of the long and short /oo/

sounds (https://www.youtube.com/watch?v=hDJQM9XxsCc).

Teacher asks students to identify the long /oo/ or short /oo/ sounds of the words mentioned in the video clip.

Students read aloud the words of long and short /oo/ sounds.

Listening skills Speaking skills Correctly

pronounce letters of the alphabet and words in isolation

YouTube

Worksheet (Appendix

2A)

A, B & C

(3) Shared reading Teacher reads the story Summer Cool to students and

asks them the meaning of the new vocabulary. Teacher asks students to identify and discriminate the

long and short /oo/ sounds. Teacher reads through the story again with students.

Language form Text types: stories Reading skills Understand the

meaning of the

PowerPoint (Appendix

2B)

A, B & E


https://www.youtube.com/watch?v=hDJQM9XxsCc

Learning and teaching activities Focus (forms/ skills/functions)

Supporting materials

Learning Outcome(s)

new vocabulary from the context

Speaking skills Correctly

pronounce words of long and short /oo/ sounds in a simple text

(4) Enriching the knowledge Teacher revisits the words of long and short /oo/

sounds covered in both the video clip and story, and gives extra words to enrich students’ learning and prepare them for the phonics activities.

Speaking skills Use phonics skills

to decode words

Worksheet (Appendix

2C)

A, B, C & D

(5) Card game Teacher distributes the word cards to students and

enables them to play in groups. Group member with a card showing the word “Start”

initiates the game. Each group member must read through both the long and short /oo/ words in the card and look for the one who holds a card with the second word. Game continues in the sequence of cool-wood wood-boot boot-Bookie … and so on until the member who has the card with only one word and the word “End”.

Listening skills Identify and

discriminate the words of long and short /oo/ sounds

Speaking skills Generic skills Communication

skills

Word cards (Appendix

2D)

A, B, C, D & E

(6) Consolidation Students do the phonics worksheet that consolidates

their learning in the lesson. (Remarks: It can be independent work, pair work or

group work; and can be class work or homework for students.)

Teacher concludes the lesson by revisiting the words with long and short /oo/ sounds with students.

Vocabulary building Spelling skills Brainstorm and

spell words with long and short /oo/ sounds

Writing skills

Worksheet (Appendix

2E)

B, D & E


Name: ________________ Class: P._____ ( ) Date: _______________________

Phonics Worksheet

Identify whether the following words are of long /oo/ or short /oo/ sounds. Tick () the correct boxes.

Word long /oo/ short /oo/ cool boot book cook food foot wood moon goose spoon

Appendix 2A


Appendix 2B


long /oo/ short /oo/ cool wool tool hook food foot boot book

broom brook goose good school cook

too took zoo shook

moon rook snooze look spoon stood

Appendix 2C


Card Game

Start

I have cool. Who has wood?

I have wood.

Who has boot?

I have boot.

Who has Brookie?

I have Brookie.

Who has roof?

I have roof.

Who has woof?

I have woof.

Who has tool?

I have tool.

Who has hook?

I have hook.

Who has snooze?

I have snooze.

Who has look?

I have look.

Who has pool?

I have pool.

Who has wool?

I have wool.

Who has food?

I have food.

Who has foot?

I have foot.

Who has school?

I have school.

Who has good?

I have good.

End

Appendix 2D


Name: __________________ Class: _______( ) Date: _____________________ Phonics Worksheet

long /oo/ and short /oo/ sounds

A. Study the pictures and spell the words. long /oo/ short /oo/

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

B. Complete the following sentences with sutiable words.

1. There are a lot of interesting ________________ in our ________________ library.

2. Mum hurt her ________________ last night. She cannot walk and she cannot put on her favourite

___________________ today.

C. Make a sentence with a word of long /oo/ sound, and a sentence with a word of short /oo/ sound.

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

Appendix 2E


Phonics Sample Lesson 3 Target sound: Medial Vowels Phonics activity adapted: Singing songs, identifying words with short vowel sounds, Kahoot game and trash or treasure game Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with the medial vowels in a familiar context; 2. accurately pronounce words with the medial vowels; 3. discriminate amongst the medial vowels of learned vocabulary items; 4. decode words using blending and segmentation skills





Learning Outcome(s)

(1) Motivation The class sing the Vowel Song

(https://www.youtube.com/watch?v=fR-BLFZyAWs).

Students learn how to decode words by blending and segmenting.

Language form Text Types: songs Speaking skills Blending and

segmentation skills Values and attitude Appreciate language

through singing

YouTube A, B & E

(2) Practising the short vowel sounds Teacher uses magnetic letters to build words,

changing the medial vowels, e.g. bag-beg-big, log-lug-lag, sun-san-sen, etc.

Teacher explains that some words are nonsense words and go into the bin. This prepares students for the Trash or Treasure Game.

Speaking skills Correctly pronounce


Use phonological strategies to decode words

1 set of magnetic letters

A, C & E


https://www.youtube.com/watch?v=fR-BLFZyAWs

https://www.youtube.com/watch?v=fR-BLFZyAWs



Learning Outcome(s)

(3) Phonics activities Kahoot (Online Quiz) game Students do the Kahoot quiz. Teacher checks students’ understanding

and sees whether they are able to identify the vowels.

Teacher explains and elaborates in response to students’ performance.

CVC Game: Trash or Treasure Students work in pairs and each pair shares

a spinner board. Students take turns spinning the three

wheels to form CVC words. After each spin, the student needs to read

the word aloud and say, “It’s a real word” or “It’s a nonsense word”. The partner may correct his/her mistake. After that, the student needs to put the real word in the ‘Treasure Chest’ or throw the nonsense word into the ‘Rubbish Bin’ and then record the word in its respective column on the worksheet.

In each pair, the first to fill the Treasure Chest will be the winner.

Listening skills Identify medial

vowel sounds Speaking skills Use phonological

strategies to decode words

iPads

Spinner Boards (Appendix 3A)

Trash or Treasure

Worksheet (Appendix 3B)

A, D & E

A, B, C, D & E

(4) Consolidation Summary

Teacher asks students for the words in Treasure Chest to check answers with them and explain when necessary.

Students read through the words in Treasure Chest and blend the words if time allows.

CVC Song Students sing the CVC Song to consolidate

their learning. (https://www.youtube.com/watch?v=qWn-qxUddqo)

Speaking skills Correctly pronounce


Language form Text types: songs

PowerPoint

YouTube

E

A, B & E


Appendix 3A


Appendix 3B


Phonics Sample Lesson 4 Target sound: Initial consonant sound /f/ Phonics activity adapted: Singing a song, phonics tree, readers’ theatre, slap, read and go, picture dictionary and quizlet Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with initial /f/ sound properly; 2. articulate the /f/ sound accurately; 3. discriminate the /f/ sound amongst words.

Expected learning outcomes:

By the end of this lesson, students are expected to:




Learning Outcome(s)

(1) Motivation • Teacher shows students some fruit and asks

them for the colour, taste and quantities of the fruit shown. (apples/ bananas/ oranges/ lemons/ star fruit/ papayas/ grapes etc.)

• Teacher asks students to talk about their favourite fruit among themselves.

Speaking skills • Read aloud simple

words • Express personal

ideas using simple sentences

Realia (Different kinds of

fruit)

C & D

(2) Sing a /f/ song • Teacher sings the /f/ song with students with

actions • Teacher invites students for creative ideas to

change the lyrics. e.g. Four fat fish / Four fresh fruit , etc.

Language form • Text types: songs Value and attitude • Appreciate the

beauty of language

Poster (Appendix

4A)

A, B

(3) Build a /f/ phonics tree • Teacher asks students to think of words with /f/. • Students practise reading the words with /f/. • Teacher puts the /f/ words on the phonics tree.

Reading skills • Use knowledge of

basic letter-sound relationships to read aloud simple words and short simple text

Word tree poster

(Appendix 4B)

A, B, C

Phonics sample lesson 4 – Page 1



Learning Outcome(s)


letters of alphabet and words in isolation

(4) Read the story Fifi Ferret’s Flute • Teacher reads the story Fifi Ferret’s Flute. • Teacher gets students to listen to the initial /f/ in

context. • Teacher reinforces the initial /f/ (letter name and

letter sound) by asking students the beginning sound of 'Fifi'.

Language form • Text types: stories



Listening skills • Identify basic

consonant sound

Story (Appendix

4C)

A, B, C

(5) Readers’ theatre • Teacher chooses six students to come out and

wear the headbands. • Teacher asks them to read aloud the lines from

the story together.




Story (Appendix

4C)

Headbands (Appendix

4D)

A, B, C

(6) Slap, read and go • Teacher gives each student a piece of paper.

Students walk around the classroom to get a partner and slap his/her hand. They read the sentence on the paper to each other and then exchange the paper.

• Students find another partner and do the same thing until the teacher announces ‘Stop’.




Speaking skills • Practise reading

aloud sentences accurately and fluently

Sentence slips

(Appendix 4E)

A, B, C

(7) Picture dictionary (consolidation) • Teacher distributes the worksheet to students and

asks them to write a word starting with /f/ sound and illustrate them with pictures.

• Teacher collects all the worksheets and staples them together as a class phonics book in the next


words with /h/ sound

Worksheet (Appendix

4F)

D, E




Learning Outcome(s)

lesson. The booklet will be placed at the self-learning corner for students’ reference.


(8) Quizlet (consolidation) • Teacher shows students the link of the Quizlet /f/

lesson and asks students to finish it at home. (https://quizlet.com/)

Generic skills • Self-study skills

Website


https://quizlet.com/

Five fat fish, /f/ /f/ /f/ Five fat fish, /f/ /f/ /f/ Five fat fish, /f/ /f/ /f/

Appendix 4A


Word Tree Write down words with initial sound of /f/ in the following Word Tree.

Appendix 4B


Fifi Ferret’s Flute When Fifi Ferret was five, her father gave her a flute. Fifi Ferret loved her flute. She played it for her family. She played it in the forest. She played it in fields of flowers. One day, Fifi’s flute fell into the river. ‘Oh no! My flute!’ said Fifi. The flute floated far, far away. Fifi ran after it. The flute floated past Frog. ‘Follow that flute!’ yelled Fifi. The flute floated past Fawn. ‘Follow that flute!’ yelled Fifi and Frog. The flute floated past Fox. ‘Follow that flute!’ yelled Fifi, Frog and Fawn. The flute floated past Flamingo. ‘Follow that flute!’ yelled Fifi, Frog, Fawn and Fox. They ran fast but the flute floated faster. ‘Oh no! It’s floating to the falls!’ Fifi cried. Suddenly, there was a fish. Fish grabbed the flute before it fell down the falls! Fifi was happy to get the flute back. ‘Oh yes! My flute!’ said Fifi. She was happy to have such good friends too.

Appendix 4C


Fifi

Fox

Appendix 4D

Headbands


Fawn

Flamingo Phonics sample lesson 4 – Page 8

Fish

Frog


Ferret likes fruit. It likes apples.

Fawn likes fruit. It likes oranges.

Fox likes fruit. It likes lemons.

Frog likes fruit. It likes papayas.

Flamingo likes fruit. It likes bananas.

Fish likes fruits. It likes starfruits.

Appendix 4E


Name: ________________ Class: ______( ) Date: ________________

Worksheet

Write a word beginning with /f/ and draw a picture of it.

f_______________

Appendix 4F


Phonics Sample Lesson 5 Target sound: Initial consonant sound /m/ Phonics activity adapted: Singing a song, identifying words with the initial /m/ sound, building a word tree, shared reading, tongue twister and picture dictionary Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with the initial /m/ sound in a familiar context; 2. accurately pronounce words with the initial /m/ sound; 3. blend and segment words with initial /m/ sound; 4. discriminate the initial /m/ sound of learned vocabulary items.



Learning and teaching activities

Focus (forms/ skills/functions)


Learning Outcome(s)

(1) Motivation Students sing Monkeys in McDonald’s alphabet

chant when entering the classroom and settling on colour lines.

When seated, students sky write ‘m’ together.

Speaking skills Practise the

pronunciation of /m/ sound

Writing skills Associate /m/ sound

with letter written in the air

A slide on ‘Monkeys in McDonald’s’ (Appendix

5A)

A, B & E

(2) Introducing the /m/ sound Teacher plays an Alphablocks video

introducing the /m/ sound. (https://www.youtube.com/watch?v=Ifh499c- kAg&index=4&list=PLlyT-zUJd_VDnWYqAMu4YrBoO1f3q6FPD).

Teacher teaches the blending and segmenting skills.

Listening skills Raise the

phonological awareness of /m/ sound

Speaking skills Blending and

segmenting skills

YouTube

A


https://www.youtube.com/watch?v=Ifh499c-





Learning Outcome(s)

(3) Sound box Teacher invites students to take words from the

sound box and show them to the whole class. Students sort the words into columns on the

board based on the initial sound.

Listening skills Discriminate

between initial sounds

A sound box and

vocabulary cards with previously

learned initial sounds

A & B

(4) Word tree Students brainstorm words with the initial /m/

sound. Teacher writes the words onto the leaves and displays them on the board.

Speaking skills Practise

pronunciation of words with initial /m/ sound

A word tree & Post-it leaves

for writing (Appendix

5B)

A & D

(5) Shared reading Teacher reads the big book My Friend, Oscar

with students. Teacher displays the front cover of the big

book and invites students to point to a word with initial /m/ sound. Focus words: Mr., Miss, mat, my

During the second reading of the story, teacher asks students some comprehension questions and clarifies some of the words that students may not understand.

Language form Text types: stories Reading skills Speaking skills Discriminate words

with initial /m/ sound from other words within a simple text

Generic skills Critical thinking

Big book My Friend, Oscar

B, C, D

(6) Tongue twister Read the tongue twister, Mr. Matthew’s magic

mat. Students read slowly at first and gradually speed up.

Members of the groups read the tongue twister to the member on the left, who then passes the turn to the next and so on. The last one has to read it to the one who has just passed him/her the turn. When he/she finishes, he/she has to raise hands to inform the teacher.

Speaking skills Practise accurate

pronunciation in a fun way

A slide (Appendix

5C)

B, C, E

(7) Phonics activity Teacher reads out names of the vocabulary

items on the worksheet. Students have to fill in the missing letters, and circle words with initial /m/ sound.

Listening skills Identify words with

initial /m/ sound based on worksheet pictures and teacher’s pronunciation

Worksheet (Appendix

5D)

A, B, D




Learning Outcome(s)

(8) Picture dictionary Teacher summarises the words with initial /m/

sound and the related words. Teacher asks students to read the words on the

leaves once to consolidate their learning. Students write down the words with initial /m/

sound and draw pictures on their own picture dictionary.

Vocabulary building Speaking skills Read aloud words

with initial /m/ sound

Writing skills Associate words

with initial /m/ sound with pictures to help memorise the new vocabulary

Students’ own picture

dictionary

B, C, E

(9) Conclusion Teacher revisits and reads aloud with students

the words with initial /m/ sound to conclude their learning in the lesson.

Speaking skills Practise

pronunciation of words with initial /m/ sound

A & B


The /m/ chant Monkeys in McDonald’s /m/ /m/ /m/ Monkeys in McDonald’s /m/ /m/ /m/ Monkeys in McDonald’s /m/ /m/ /m/ /m/ is the sound of ‘m’

Appendix 5A


Appendix 5C

Appendix 5B


Appendix 5C


Name: __________________ Class: _______( ) Date: _____________________

Appendix 5D


Phonics Sample Lesson 6 Target sound: Initial consonant sound /h/ Phonics activity adapted: Movement, shared reading, singing a song, board game and picture dictionary Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with initial /h/ sound properly; 2. articulate the /h/ sound accurately.

Expected learning outcomes





Learning Outcome(s)

(1) Motivation • Teacher asks students to do the action of running

and ask them to guess what the sound is when they breathe out.

Value and attitude • Arouse students’

interests in learning

A

(2) The /h/ story • Teacher reads the story Happy Harry to get

students to listen to the words with /h/ sound in context.

• Teacher introduces the letter name and letter sound of /h/ by asking students the beginning sound of 'happy'.

• Teacher asks students to find and read the words with /h/ sound in the story.




Listening skills • Identify basic

consonant sound

Pronunciation skills • Pronounce correctly

letters of alphabet and words in

PowerPoint (Appendix

6A)

A, B, C & E




Learning Outcome(s)

isolation

(3) Sing a /h/ song • Teacher sings the /h/ song with students with

action Hands on the Head, /h/ /h/ /h/ /h/ /h/ /h/ /h/ /h/ (Repeat for 3 times)

Language form • Text types: songs Value and attitude • Appreciate the

beauty of language

Song poster

(Appendix 6B)

A, B

(4) Board game • Teacher asks students to form groups of 4 and

gives each group a board game card and a dice. • Students need to throw the dice and take the

steps. Students need to read the words with initial sound of /h/. The first one to get to ‘The End’ wins the game.


initiate consonant sound and words

Board game

(Appendix 6C)

A, B, C, D & E

(5) Picture dictionary (consolidation) • Teacher distributes a worksheet to students and

asks them to write a word with /h/ sound and illustrate it with pictures.

• Teacher collects all the worksheets and stapled them together as a class picture dictionary book.

• Teacher places this book at the self-learning corner for students’ reference.


words with /h/ sound


Worksheet (Appendix

6D)

A, B, C & D


Appendix 6A


Hands on the Head, /h/ /h/ /h/ /h/ /h/

/h/ /h/ /h/ Hands on the Head, /h/ /h/ /h/ /h/ /h/

/h/ /h/ /h/ Hands on the Head, /h/ /h/ /h/ /h/ /h/

/h/ /h/ /h/

Appendix 6B


Board game

Appendix 6C


Name: ____________________ Class: ______ ( ) Date: ______________

Worksheet

Write a word beginning with /h/ sound and draw a picture of it.

h_______________

Appendix 6D


Phonics Sample Lesson 7 Target sound: Short vowel sound /o/ Phonics activity adapted: Singing a song, shared reading, phonics wall, identifying words with short vowel sound /o/, phonics blending activity and picture dictionary Suggested time: 60 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with short vowel sound /o/ properly; 2. articulate the short vowel sound /o/ accurately; 3. blend the consonants and the short vowel sound /o/ together (CVC) to form meaningful words.

Expected learning outcomes





Learning Outcome(s)

(1) Introduce the short vowel sound /o/ • Teacher shows students some word cards that

have the short vowel sound /o/ (frog, dog, box, rock, mop, hot) and reads aloud the words.

• Teacher asks students if they think these words sound very similar. How?



Word cards A, B & C

(2) Shared reading • Teacher reads the story Hide-and-seek. • After reading the story, teacher encourages

students to find the words with the short vowel sound /o/ in the story.

• Teacher demonstrates the production of ‘o’ sound.

• Teacher reads the words with the short vowel sound /o/ with the students and shows them how to blend the sounds.




Listening skills • Identify basic vowel

sound

Story (Appendix

7A)

A, B, C & D

Phonics sample lesson 7- Page 1



Learning Outcome(s)

(3) Blending activity • Teacher invites some students to get some letter

cards (o, m, p, t, d, g, l and h). • Teacher calls out a word with the short vowel

sound /o/ and students with corresponding letters should come out and form the word (hot , pot , mop, hop, dog , log).


words • Pronounce correctly

letters of alphabet and words in isolation

Phonics skills • Work out sounds of

unfamiliar words using phonological strategies

Letter cards

(Appendix 7B)

A, B & C

(4) Sing an /o/ song • Teacher sings the following song with students.

Where is short o? Where is short o? Here I am. Here I am. I am in … Hot, pot ,mop, hop and dog, log . ‘o’, ‘o’, ’o’, ’o’, ‘o’, ‘o’.

• Teacher reads the words with the short vowel sound /o/ with the students.

Language form • Text types: stories Speaking skills • Sing the song with

appropriate intonation and stress

Song (Appendix

7C)

D & E

(5) Word Wall • Teacher invites students to brainstorm the words

with the short vowel sound /o/ and write them on the word wall in 2 minutes.

• Teacher reads aloud the short vowel sound /o/ and students practise reading those words.

Reading skills • Read aloud simple

words

Word chart B & C

(6) Post reading activity • Students have to circle the words with the short

vowel sound /o/ they can find in the story.

Reading skills • Recognize the words

with the /o/ sound

Worksheet (Appendix

7D)

C & D

(7) Picture dictionary (consolidation) • Students draw and write the words with the short

vowel sound /o/.


words with /o/ sound


Worksheet (Appendix

7E)

D & E


Appendix 7A


Letter cards

o

m

p

t

d

g

l

h

Appendix 7B


Short o Song

Where is short o?

Where is short o?

Here I am. Here I am.

I am in …

hot , pot ,

mop , hop and

dog , log .

‘o’, ‘o’, ’o’, ’o’, ‘o’, ‘o’.

Appendix 7C


Appendix 7D


Picture dictionary Appendix 7E


Phonics Sample Lesson 8 Target sound: Final consonant sound /g/ Phonics activity adapted: Letter blending game, change-a-letter, singing a song and word ladder Suggested time: 50 minutes Learning objectives: By the end of this lesson, students will be able to:

1. identify words with final /g/ sound in a familiar context; 2. accurately pronounce words with the final /g/ sound; 3. decode words with blending skills; 4. form words with final /g/ sound following the CVC rule and with their phonological knowledge; 5. make sentences using the learned vocabulary items with final /g/ sound.





Learning Outcome(s)

(1) Daily Talk Teacher asks about the day of the week and

the weather. Students who respond put the word cards on

the weather chart.

Generic skills Communication Speaking skills Practise the

structures and word order through daily talk

A weather chart, weather word

cards on days of the week and

months

A & B

(2) Blending game Teacher hands out letter cards to students. In each round, teacher reads out a word.

Students who hold the letter cards of the word come to the front to form the word. e.g. ‘big’ – students who hold the letter card of /b/, /i/ and /g/ come out and stand in the correct order showing the spelling of b-i-g.

Then teacher breaks up the word and students who form parts of the word must say the sounds individually and then blend them.

Teacher reads out different words to engage

Listening skills Spelling skills Decide the letter

sounds and form the word after hearing the pronunciation of the word

- Letter cards

a, e, i, o, u, b, g, c, t, s, p, n,

m, h

A, B, C, D & E




Learning Outcome(s)

as many students as possible. Teacher shows students the blending of each

word being formed, and the whole class read through all the words to strengthen their learning. Words: big, dig, bug, dog, cat, sit, map, man,

hen, ten, tin, mug.

Speaking skills Practise blending

the sounds

(3) Meet my friends – change-a-letter Teacher introduces his/her friends to the

class. 4 friends altogether:

This is Mat. He has a big pib. This is Kat. She has a pet dod. This is Jim. He likes to dit. This is Jen. She has a red mob.

All of the final sounds are incorrect and students volunteer to help change them to the correct sound (all are final /g/ sound)

Once finished, students chorally read the sentences.

Reading skills Read the sentences

to find the incorrect letter/sound

Generic skills Logical thinking

skills

Meet my friend (Appendix 8A)

/m/ and /n/ sound cards

A, B, C & D

(4) The Big Pig Song Teacher introduces the Big Pig Song. Teacher teaches new words wig, jig and fig.

Students are asked to guess the meaning of the new words.

After students’ guess or suggestion, teacher sticks the pictures next to the lyrics to ensure that the whole class understand the meaning of the new words.

Students listen to the song first and look at the words.

The whole class sing together twice.

Speaking skills Use phonological

knowledge to read simple CVC words

Sing the song to practise the final /g/ sound in a fun manner

Listening skills Listen to the song

to consolidate the final /g/ sound

The Big Pig Song

(Appendix 8B)

A & B

(5) Word Ladders Teacher introduces the game on the

blackboard. Each student is given a word ladder with one

word at the top ending in /g/. In pairs, students make 6 more words ending

in /g/ by changing just one letter in each word. e.g. pig, big, dig, dog, hog, log, lag.

Words can be nonsense words. Once finished, students volunteer to come out

and write their words on the whiteboard.

Reading skills Correctly spell

words with final /g/ sound

Vocabulary building Writing skills Write out simple

CVC words

Word ladder sheets

(Appendix 8C)

A, B, C, D & E




Learning Outcome(s)

The class discuss whether they are real words or nonsense words.

Generic skills Critical thinking

skills

(6) Extended activity Students are required to make sentences

using the words on the Word Ladder or any other words with ending /g/.

Vocabulary building Writing skills Make sentences

using the newly learnt words in meaningful contexts

Worksheet (Appendix 8D)

A, B & E

(7) Consolidation Teacher summarises the learning of the

lesson. Students read through the words covered in

the lesson to familiarise themselves with words with final /g/ sound.

Speaking skills Practise blending

the sounds


Meet my friend

This is Mat. He has a big pib.

This is Kat. She has a pet dod.

This is Jim. He likes to dit.

This is Jen. She has a red mub.

( Key )

Meet my friend

This is Mat. He has a big pig.

This is Kat. She has a pet dog.

This is Jim. He likes to dig.

This is Jen. She has a red mug.

Appendix 8A


The Big Pig Song

There was a pig,

and he was big.

He liked to dig,

and wear a wig.

He did a jig,

and ate a fig.

He was a big, big pig.

Appendix 8B


Word Ladder

e.g. fog

__ __ g

__ __ g

__ __ g

__ __ g

__ __ g

__ __ g

Appendix 8C


Examples

Word Ladder

e.g. fog

d o g

d i g

f i g

p i g

p e g

b e g

<- remove letter /f/ and replace it with letter /d/

<- remove letter /o/ and replace it with letter /i/

<- remove letter /d/ and replace it with letter /f/

<- remove letter /f/ and replace it with letter /p/

<- remove letter /i/ and replace it with letter /e/

<- remove letter /p/ and replace it with letter /b/


Name: __________________ Class: _______( ) Date: _____________________ Phonics Worksheet

Final /g/ sound

A. Complete the Word Ladder with six words with final /g/ sound. Remove one of the letters of the word and replace it with another letter to form new words. The words must be real words. The first two have been done for you as examples.

Word Ladder

e.g.(1) fog

e.g.(2) fig

1.

2.

3.

4.

5.

6.

B. Make three sentences using the words with final /g/ sound. The first one has been done for you as an example.

e.g. Don’t drive in heavy fog. It’s dangerous!

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

Appendix 8D


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