trainer notes session 6 sounds wonderland.docx

7/27/2019 Trainer Notes Session 6 Sounds Wonderland.docx

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Trainer Notes Session 6 1

TRAINER NOTES

Session No. Session 6

Session Title Sounds Wonderland

DescriptionThis session is designed to create awarenessand revisit the 44 sounds in phonics. It is also toenable course participants (CPs) to familiarize themselves with the sounds through the varioushands-on activities which are fun and practical for remedial teaching.

Training outcomes The course participants will be able to:1. confidently identify the sounds/phonemes2. participate actively through the various activities with the targeted

sounds

Time 2 hours

Resources Poster sheets Coloured papers

Marker Pens

Powerpoint slides

LCD

Laptops

Phonics cards refer to Appendix 1

Phonics Flip Chart

Colour pencils

Session outline Activity 1: Phonics Song (10 minutes)

Activity 2: Modeling of the 44 sounds (50 minutes)Activity 3: Lets Try It Out (30 minutes)Activity 4: Exploring Possibilities (40 minutes)

Activity 1 Phonics Song (10 mins)Procedure 1. Play the phonics song

2. Get CPs to sing along.3. Repeat the song twice.

SuggestedInstructionalLanguage

Note:

This activity enables CPs to experience the sounds of letters A-Z in a fun

and non-threatening manner. It is an example of a creative drill.Activity 2 Modeling of 44 sounds (50 mins)Procedure Associating the sounds with the phonetic symbols:

1. Distribute Appendix 1 and get CPs to be ready with 3 colouredpencils: example: red, green and purple.

2. Go through the vowel sounds first (both short and long vowels), thenthe diphthongs and the consonants (both voiced and voiceless).

3. Get CPs to take out two coloured pencils (red and green).

4. Say aloud the 1st sound /I/ and gets CPs to repeat after you (twice).


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5. Ask CPs if it is a short or long vowel.6. Tell CPs to colour the symbol red if it is a short vowel, and colour the

symbol green if it is a long vowel.**Trainer has to ensure that CPs colour the symbol and NOT thepicture.

7. Repeat steps 4-6 for all the short and long vowels (Sound no. 1 12).

8. Say aloud the 13th sound /eI/ and gets CPs to repeat (twice).9. Tell CPs that this category of sound (a combination of two vowels

sound is called the diphthong. Get CPs to use the third colouredpencil purple to colour all the dipthongs.

10. Repeat steps 8 and 9 for all other diphthongs (Sound no. 13 20).11. Say aloud the 1st sound again /I/ and give example ofthe word fish to

show the short vowel sound. Get CPs to practice.12. Repeat step 11 for sound no. 2 20.13. Get CPs to take out two colour pencils again (red and green).14. Say aloud the 21st sound /p/ and gets CPs to repeat (twice).

Explain to CPs that:- Voiced consonants use the voice. An easy test is by putting your

finger on your throat. If you feel a vibration the consonant isvoiced.

- Voiceless consonants do not use the voice. Once again, you cantest if a consonant is voiceless by putting your finger on yourthroat. You will feel no vibration in your throat, just a shortexplosion of air as you pronounce.(adapted fromhttp://esl.about.com/od/speakingenglish/a/voiced.htm).

15. Get CPs to colour the symbol red for a voiced consonant, and colourthe symbol green if it is a voiceless consonant.

16. Repeat steps 14 and 15 for all the voiced and voiceless consonant(Sound no. 21 - 36).

17. Say aloud the 37th sound /l/ and gets CPs to repeat (twice) andcontinue with sounds no. 38 44.

18. Say aloud the 21st sound again /p/ and give example of the word

parrot to show the voiceless vowel sound. Get CPs to practice.19. Repeat step 18 for sound no. 22 44.


This activity enables CPs to explore the sounds that underpin phonics.

1. //

Short vowel

Fish

2. /i/

Long vowel

Tree

3. //

Short vowel

Cat

4. //

Long vowel

Car

5. //

Short vowel

Clock

6. //

Long vowel

Horse

7. //

Short vowel

Bull

8. /u/

Long vowel

Boot

9. //

Short vowel

Computer

10. //

Long vowel

Bird

11. /e/

Short vowel

Egg

12. //

Short vowel

Up

13. /e/

Diphthong

Train

14. //

Diphthong.

Phone

15. /a/

Diphthong

Bike

16. /a/

Diphthong

Owl
http://esl.about.com/od/speakingenglish%20/a/voiced.htmhttp://esl.about.com/od/speakingenglish%20/a/voiced.htmhttp://esl.about.com/od/speakingenglish%20/a/voiced.htmhttp://esl.about.com/od/speakingenglish%20/a/voiced.htmhttp://esl.about.com/od/speakingenglish%20/a/voiced.htmhttp://esl.about.com/od/speakingenglish%20/a/voiced.htm


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17. //

Diphthong

Boy

18. //

Diphthong

Ear

19. /e/

Diphthong

Chair

20. //

Diphthong

Tourist

21. /p/

Voiceless

Parrot

22. /b/

Voiced

Bag

23. /k/

Voiceless

Key

24. /g/

Voiced

Girl25. /f/

Voiceless

Flower

26. /v/

Voiced

Vase

27. /t/

Voiceless

Tie

28. /d/

Voiced

Dog

29. /s/

Voiceless

Snake

30. /z/

Voiced

Zebra

31. //

Voiceless

Shower

32. //

Voiced

Television

33. //

Voiceless

Thumb

34. //

Voiced

Mother

35. /t/

Voiceless

Chess

36. /d/

Voiced

Jazz

37. /l/

Leg

38. /r/

Right

39. /w/

Witch

40. /j/

Yacht

41. /m/

Monkey

42. /n/

Nose43. //

Sing

44. /h/

House

Activity 3 Lets Try It Out (30 mins)Procedure Game 1:Sound Bingo

1. Distribute the Sound Bingo card as illustrated below:

s, a, t, p, i, n, m, d, k, l, j, g, y, e, z, w

2. Asks CPs to write the 16 letters in the boxes in RANDOM order.3. Say aloud each sound (at random) and CPs will cross the letter which

matches the sound.4. The CP who crosses out four boxes in a row horizontally, vertically

or diagonally is the winner.


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Game 2: Whats My Number?1. Ask CPs to work in pairs2. Display the chart below:

:

0 bit beat 1

2 fit feat 3

4 sit seat 5

6 knit neat 7

8 pit peat 9

3. Inform CPs that each minimal pair sounds represent a number. Forexample:

bit, beat, fit = 012

4. Give CPs your house number based on the chart above.5. CPs give the correct answer.6. CPs practise the activity with their partner.7. Allow ample time for CPs to try out the game.8. The game can be carried out as a competition by changing the theme

e.g. house number, birth date, mobile phone number etc.


If possible prepare some sweets for the winners for Game 1.

Activity 4 Exploring Possibilities (30 mins)Procedure 1. Ask CPs to reflect on the modelling and activities that took place.

2. Display thinking questions on power point and ask CPs to discuss in

groups (refer Suggested Instructional Language).3. Provide poster sheets to each group and requests CPs to answer the

questions posed.4. Ask CPs to display their poster sheets and share their responses.5. Sum up the important details.6. Sum up the session by stating that in remedial teaching, these spects

are important:a) choice of activitiesb) group dynamicsc) repetition

Suggested

InstructionalLanguage

- How did the trainer conduct the activity? List the steps/procedures

involved.- How did you feel going through the activities? Were the activities

interesting and enjoyable?- How would you do it differently?- Would you use the activities in this session in your remedial class?- How would you modify the activities?- What are your concerns when similar activities are carried out in your

remedial class?


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Note: Elicit CPs answers and probe for reasons to their answers

Some possible responses:

How did the trainer conduct the activity? List the steps/proceduresinvolved.

Get CPs to retell the steps in sequence and link it to simple activitieswhich can be done.

Activity 1 - The phonics song : introduction to soundsActivity 2 Modelling of 44 sounds: content - modelling of sounds,

imitating & practiceActivity 3 Practise/Revision

How did you feel going through the activities? Were the activitiesinteresting and enjoyable?Fun learningCreative drills and repetition

Avoid boredom through variety of activities.Young learners learn best through games, songs and rhymes.

trainer notes session 6 sounds wonderland.docx

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