h h - oxford university press(china) | oxford university ...€¦ · • oxford reading pen book 1....

1818

Learning outcomes

The children are able to…• say the words ‘Helen’, ‘hippo’ and ‘hide’,• understand that the beginning sound of these words

is /h/,• identify the letter sound /h/, • say the letter name ‘h’ and• match the letter name to the letter sound.

Language items

Letter sound /h/Helen, hippo, hide

Values and attitudes

friendship

✪ Materials:

Word Cards K1 13 – 16

Sound Cards ‘g’, ‘h’

Chant Poster B1 8

E-book 1

Teacher's Resource DVD-ROM (Story Card, the picture of Aki)

Oxford Reading Pen

Two baskets

A ball

1. Listen to the Story

2. Chant and Move: Helen Hippo

3. Listen to the Words

4. Wrap-up

H h

Revision – Letter Sound /g/

• Show the Word Card ‘goat’. Ask What animal is this? to elicit goat.

• Show the picture of Aki. Ask When Aki sees it, Aki says… to elicit /g/, /g/, goat.

• Show the Word Card ‘go’. Ask What does Gary Goat like to do? Gary Goat likes to… Use the picture of Aki to say /g/, /g/, go. Gary Goat likes to go to school.

• Tell the children that the words goat and go have the same beginning sound. Ask What is the beginning sound? to elicit /g/.

• Show the children the Sound Card ‘g’. Ask What letter is this? to elicit g.

• Ask When Aki sees this letter, what does she say? to elicit /g/. Say The letter g makes the sound /g/.


• Show the Word Card ‘hippo’. Say We are going to meet a new friend today. She is a hippo. Her name is Helen. We call her Helen Hippo. Let’s say hi to Helen Hippo. ‘Hi, Helen Hippo.’

• Show the children the E-book/Story Card and tell the story.

• Word Cards K1 13 – 14• Sound Card ‘g’• The picture of Aki• Oxford Reading Pen

• Word Card K1 13• E-book 1/Story Card• Oxford Reading Pen

Book 1

19

Book 1 H h

Helen Hippo [point to the hippo] and the little hamster [point to the hamster] are playing. They are playing a game called hide-and-seek. Say it after me ‘hide-and-seek’. [elicit Hide-and-seek.]

In this game, Helen Hippo does not want the little hamster to see her. So Helen Hippo is hiding. Who is hiding? [elicit Helen Hippo.]

Helen Hippo is hiding behind something. What is that? That is a tree. Helen Hippo is hiding behind a tree. Where is Helen Hippo hiding? [elicit Behind a tree.]

Now the little hamster is counting. When he finishes, he will go and find Helen Hippo. Let’s count with the little hamster. ‘One, Two, Three. Here I come.’

The little hamster will go and find Helen Hippo. Can he find Helen Hippo? I think he can find Helen Hippo because Helen Hippo is big, big, big.

Audio script (Oxford Reading Pen/E-book)

Helen Hippo and the little hamster are playing hide-and-seek. Helen Hippo hides behind a tree. (The little hamster says,) ‘Five, four, three, two, one. I’m coming!’ Can the little hamster find Helen Hippo?

[point to the relevant parts in the picture when playing the audio]

• Recall the story with the children.

What animal is this? [elicit A hippo/Helen Hippo.]

What is her name? [elicit Helen Hippo/Helen.]

What is Helen Hippo doing? Is she hiding or swimming? [elicit She is hiding.]

What animal is playing with Helen Hippo? [elicit The little hamster.]

Can the little hamster find Helen Hippo? Why? Yes, he can because Helen Hippo is big, big, big.

• Finish the story. Say Helen Hippo needs to go home. Let’s say bye-bye to her. ‘Bye-bye, Helen Hippo.’

2. Chant and Move

• Show the children the E-book/Chant Poster. Demonstrate the chant and invite the children to chant with you. Chant it a few times.

• Chant Poster B1 8

• E-book 1• Oxford Reading Pen

20

Get Set, Go! Phonics Teacher’s Guide (sample)

• Use actions to help the children understand the concept of syllables, and help them understand the rhythm of spoken English. Say This time I am going to tap my arms when I chant.

• Encourage the children to follow you.

• Draw the children’s attention to specific vocabulary items. Say Children, when I say the word ‘hide’, I tap once. [tap once] When I say the word ‘hippo’, I tap twice. [tap twice] Let’s say these two words and tap again.

Hide. [tap once] Follow me. Hide.

Hippo. [tap twice] Follow me. Hippo.

• Ask How about the word ‘Helen’? How many times should we tap? [elicit Two.] [actions will be acceptable too]

• Invite the children to chant and tap along.


• Show the Word Cards [with the words covered]. Invite the children to say the words with you. Hippo. Hide.

• Show the picture of Aki. Say This is Aki. Let’s listen to what Aki says.

/h/, /h/, hippo. /h/, /h/, hide.

• Invite the children to say the words like Aki does.

• Say Children, these two words have the same beginning sound. They both begin with the letter sound /h/. /h/, /h/, hippo. /h/, /h/, hide.

• Say Children, let’s play a game. I will say a few words. Now you say each word like Aki says it.

hide [elicit /h/, /h/, hide.]

hippo [elicit /h/, /h/, hippo.]

fly [elicit /f/, /f/, fly.]

Hide and hippo begin with the same letter sound. /h/, /h/, hide, /h/, /h/, hippo. Hide and hippo begin with the letter sound /h/. What about hide and fly? Do they begin with the same letter sound? [elicit No.]

• Show the Word Cards [with the words clearly seen]. Ask Can you hold up your magic binoculars? Now look at the words under the picture. [point to the word ‘hippo’ and then to ‘hide’] Can you spot something that is the same about the two words? The two words begin with the same letter! The letter h. h is the first letter in ‘hippo’, and h is also the first letter in ‘hide’. [point to the letter h on the Word Cards]

hippo

• Word Cards K1 ⓯–⓰• Sound Card ‘h’• The picture of Aki• Oxford Reading Pen

Instead of showing the Word Cards [with the words covered], either

1/ click on the

in the E-book, or 2/ hide the words using the Magic Cover in the Pupil’s Book, and use the Oxford Reading Pen to touch the pictures and listen to the words.

Other possible option:Helen, hide, gobake, hide, HelenFor more able children, you can add more words beginning with the letter sound /h/, e.g. hamster, hen, hat, hot.

Instead of showing the children the Word Cards, ask the children to remove the Magic Cover and examine the words.

21

• Do sky-writing/letter tracing on the Sound Card. Say The letter h makes the sound /h/. /h/, /h/, /h/.

• Guide the children to finish the activity on p.19.

4. Wrap-up

• Say the chant twice. The first time, chant it without any actions.

• The second time, chant it with tapping. You can chant at different paces or with different voices (e.g. hippo’s and hamster’s voices).

Optional Activity (1)

• Introduce another version of the chant to the children.

Hide-and-Seek Hide, hide,

Hide behind a tree.

Helen Hippo can’t see me.• Recycle the different chant activities with the children. For example,

count syllables with actions, find the words with the beginning letter sound /h/, etc.

Optional Activity (2)

• Stick a Sound Card on each basket, Sound Card ‘g’ on one basket, Sound Card ‘h’ on the other. Put the baskets at one end of the classroom.

• Ask the children to line up in front of the baskets.

• Show a Word Card [with the word covered]. Say the word with the children, e.g. /h/, /h/, hide.

• Guide the children to put a ball into the right basket, e.g. they need to put a ball into the basket with Sound Card ‘h’ when they see the picture of ‘hide’.

• Make sure each child has a turn.

Language Point to NoteAsk the children to place their hands in front of their mouths when they say the letter sound /h/ to feel the puff of air. Ask them to hold some tissue paper in front of their mouths when they say the letter sound and see how the puff of air blows the tissue.

• Word Cards K1 ⓭–⓰• Sound Cards ‘g’, ‘h’• Two baskets• A ball

Book 1 H h

22


Learning RecordName:

Class:

Date:

Ratings

always often sometimes rarely

22

Book 1

H h Language items:

• Letter sound /h/ • Helen, hippo, hide

RatingsRemarks

Listening

• able to tap along with words of different syllable lengths

• able to count the syllables in target words

• able to understand that certain words have the same beginning sound /h/

• able to recognize the letter sound /h/

Speaking

• able to answer questions about the story using the target words

• able to chant along

• able to say the target words with the beginning sound /h/

• able to say the letter sound /h/

Reading

• able to recognize the letter h

• able to recognize that the letter h is the beginning letter in ‘hippo’ and ‘hide’

Pre-Writing

• able to copy the action of sky-writing the letter h in the air

Comments:

23

Learning outcomes

The children are able to…• say the words ‘bad’, ‘dad’, ‘mad’ and ‘sad’;• identify the rhyme /ad/ in these words; • identify the onsets /b/, /d/, /m/ and /s/ in these words,

and• blend the onsets and rhyme to form these words.

Language items

Rhyme: /ad/Onsets: /b/, /d/, /m/, /s/Words: bad, dad, mad, sad


Sharing with others

✪ Materials:


Sound Cards ‘b’, ‘d’, ‘m’, ‘s’, ‘ad’

Chant and Song Poster B4 1

E-book 4 (Unit 1)

Teacher's Resource DVD-ROM (Story Cards, the picture of Aki)

Oxford Reading Pen

A dog puppet

Four play mats


2. Chant and Move: The Dog Is Sad


4. Spot the Rhyme

5. Blend the Sounds

6. Wrap-up

Book 4 Unit 1

-ad


• Say We have a special friend in our class today. She is a dog. (Optional: Ask the children Do you have a dog? What is her name? Is it big? Is it little? What colour is it? )

• Show the dog puppet. Say She is Dad’s dog. Hi, little dog. How are you? Let the dog puppet say I am sad.

• Say Now I am going to tell you a story about this little dog. You will find out why she is sad.

• Show the children the E-book/Story Cards and tell the story.

• E-book 4 (Unit 1)/Story Cards

• Oxford Reading Pen• A dog puppet

24


[Picture 1]

Narrator: Dad is sad.

Teacher: [point to Dad] Look at Dad. Is he happy or sad? Dad is not happy. Dad is sad.

Narrator: His dog wants to make him happy. She wants Dad to come and play.

[Picture 2]

Narrator: She pulls Dad.

Teacher: [point to the dog] What does the dog do? She pulls Dad. The dog pulls and pulls. What happens?

[Picture 3]

Teacher: [point to the dog] The dog tears Dad’s shirt.

Narrator: Dad is mad.

Teacher: [point to Dad] Look at Dad. Is he sad or mad? He is mad. Why is he mad? He is mad because the dog has torn his shirt.

[Picture 4]

Dad: Bad dog!

Teacher: [point to the dog] Do you think the dog is bad? No, she is not bad. She wants to make Dad happy.

Narrator: The dog is sad.

Teacher: Look at the dog. Is she sad or mad? Yes, she is sad, very sad. Why? She is sad because Dad says she is a bad dog.


Dad is sad. His dog wants to make him happy. She wants Dad to go out and play. She pulls Dad. Dad is mad. Dad says, ‘Bad dog!’ The dog is sad.


How does Dad feel at the beginning of the story? He feels… [elicit Sad.]

Who does the dog want to play with? [elicit Dad.]

What does Dad say to the dog? [elicit Bad dog.]

How does Dad feel at the end of the story? He feels… [elicit Mad.]

How does the dog feel at the end of the story? The dog feels… [elicit Sad.]

(Optional: What can we do to make the dog happy? What can we do to make Dad happy? )

25

2. Chant and Move

• Show the children the E-book/Chant and Song Poster. Ask the children to listen carefully. Point to the pictures as you say the chant slowly.

Dad is sad…

• Say the rhyming words ‘dad’, ‘sad’, ‘mad’ and ‘bad’ one by one. Invite the children to repeat after you.

• Say the chant with actions. Say When you hear the words ‘dad’, ‘sad’, ‘mad’ and ‘bad’, wriggle your fingers.

• Invite the children to say the chant together. Say When you say ‘dad’, ‘sad’, ‘mad’ and ‘bad’, wriggle your fingers.


• Stick the Word Cards [with the words covered] on the board. Invite the children to say the words with you. Say bad, dad, mad, sad.

• Put the Word Cards around the room. Say the words at random. Ask the children to walk to touch the cards that represent the words.

• Show the picture of Aki. Say Let’s listen to what Aki says. Point to the picture of the word ‘bad’ and say bad, /b/-/ad/, bad. Invite the children to say the word like Aki does. Repeat the same steps for all the other words. Say Children, these words sound the same at the end. They all end with the rhyme /ad/.

• Chant and Song Poster B4 1

• E-book 4 (Unit 1)• Oxford Reading Pen

Once the children are familiar with the chant, point to the lyrics syllable by syllable as you chant. This helps the children form a connection between speech and writing.

• Word Cards K2 17 – 20• Oxford Reading Pen• The picture of Aki


1/ click on the


Book 4 Unit 1 -ad

26


4. Spot the Rhyme

• Show the children the Word Cards [with the words covered] and ask them to name the pictures.

• Say Let’s see if you remember the words before we play a game. What is this? Yes, ‘dad’. How does Aki say this word? Dad, /d/-/ad/, dad.

• Say Let’s play a game. I will say two words. If the words rhyme, show me a happy face. If the two words do not rhyme, show me a sad face.

• Say sad, dad. The children should show you a happy face. Show the Sound Card ‘ad’ and say You are right. ‘Sad’ and ‘dad’ have the same rhyme /ad/.

sad, dad pan, dad

• Say Children, let’s play another game. It will be much harder. This time, I will say three words. When you hear a word with the rhyme /ad/, wriggle your fingers.

• Say sad, sun, dad. The children should wriggle their fingers when they hear ‘sad’ and ‘dad’.

• Guide the children finish the activity on p.6.

• Word Cards K2 17 – 20• Sound Cards ‘ad’• Oxford Reading Pen

Other possible options:dad, madpan, badmad, sadsun, maddad, bad

If the children have difficulty detecting words with the rhyme /ad/, show the picture of Aki and speak like Aki does to give them hints.

Other possible options:hen, bad, dadmad, bug, saddad, dot, madpan, mad, badFor more able children, you can add more words with the rhyme /ad/, e.g. glad, pad.

sad,…

27

5. Blend the Sounds

• Show the children the Word Cards [with the words covered] and ask them to name the pictures and say the words like Aki does.

• Say These words all end with the rhyme /ad/, but they have different beginning sounds (onsets) .

• Tell the children the onset and the rhyme of each word, e.g. The beginning sound (onset) of ‘dad’ is /d/ and the rhyme is /ad/. Together they make the word ‘dad’. Do the same for all the other words.

• Say I’m going to say a beginning sound (an onset) and a rhyme. I want you to put them together to make a word like Aki does. Listen carefully.

• Use your fists to represent the two sounds and do the blending action. /d/ (show your right fist) -/ad/ (show your left fist).

• Start slowly and move your fists together closer and quicker. Prompt the children to follow your action and say the onset /d/ and the rhyme /ad/ quicker and quicker to make the word ‘dad’.

• Change the onset and repeat the steps with all the other words.

/d/, /ad/ … /d/-/ad/, dad

• Stick the Sound Cards ‘d’ and ‘ad’ on the board. Point to the Sound Card ‘d’ and say /d/. Point to the Sound Card ‘ad’ and say /ad/.

• Push the onset and the rhyme close together, and ask the children to blend the sounds to make the word.


6. Wrap-up

• Stick the Chant and Song Poster and Sound Card ‘ad’ on the board.

• Ask the children to say the chant together. Say When you say a word with the rhyme /ad/, point to the Sound Card ‘ad’.

Dad is sad…

• Repeat the activity by showing different onset Sound Cards.

• Word Cards K2 17 – 20• Sound Cards ‘b’, ‘d’, ‘m’,

‘s’, ‘ad’• The picture of Aki• Oxford Reading Pen

Be aware that the children will see the mirrored action. Therefore, your right fist is for the onset. Your left fist is for the rhyme.

If the children have difficulty remembering the onsets, do Optional Activity (2).


• Sound Cards ‘b’, ‘d’, ‘m’, ‘s’, ‘ad’

• Oxford Reading Pen

Book 4 Unit 1 -ad

28


Optional Activity (1) — Say a Rhyming Word

• Stick the Word Cards [with the words covered] on the board with the picture sides facing inwards. Ask the children to come out one by one and turn over one of the cards.

• Ask each child to say the word, e.g. sad. Ask Can you say a word that rhymes with ‘sad’? to elicit bad, dad or mad, etc.

• Make sure that each child has a chance to say a rhyming word.

Optional Activity (2) — Which Is the Correct Onset?

• Put four play mats on the floor separately.

• Show the children the Sound Cards one by one and say, e.g. /d/, /d/, /d/. 'd' makes the sound /d/. Ask the children to repeat after you.

• Put a Sound Card on each play mat. Invite eight children to play the game each time.

• Say a word that contains one of the four onsets, e.g. mad, at random. Ask the children to walk to the mat with the correct Sound Card on it and touch the card. You may include the words introduced in Book 1-3, e.g. bake, bee, bun, dig, dog, dot, man, monkey, mop, sing, snail, sun.

• If the children answer correctly, repeat the word and emphasize its onset, e.g. /m/, /m/, mad. Ask the children to repeat after you.

• Make sure that each child has a chance to play the game.

Language Point to NoteThere is a difference between how /ad/ and /ed/ are pronounced. For /ad/, the jaw movement is up and down, whereas for /ed/, spread your mouth sideways.

• Word Cards K2 17 – 20

• Sound Cards ‘b’, ‘d’, ‘m’, ‘s’

• Four play mats

29


Class:

Date:

Ratings


Book 4 Unit 1

-adLanguage items:

• Rhyme: /ad/

• Onsets: /b/, /d/, /m/, /s/

• Words: bad, dad, mad, sad

RatingsRemarks

Listening

• able to recognize the target words in the chant

• able to recognize the target words with the rhyme /ad/

• able to recognize the target words with the onsets /b/, /d/, /m/ and /s/

Speaking


• able to say the target words with the rhyme /ad/

• able to say the target words with the onsets /b/, /d/, /m/ and /s/

• able to blend onsets and rhyme to make the target words

Reading

• able to recognize the rhyme ‘ad’ in the target words

• able to recognize the target words with the rhyme ‘ad’

Comments:

Book 4 Unit 1 -ad

3030

Learning outcomes

The children are able to…• say the words ‘bake’, ‘cake’, ‘shake’ and ‘snake’;• identify the rhyme /ake/ in these words;• identify the onsets /b/, /c/, /sh/ and /sn/ in these words;• blend the onsets and rhymes to form these words;• segment these words into onsets and rhymes.

Language items

Rhyme: /ake/Onsets: /b/, /c/, /sh/, /sn/Words: bake, cake, shake, snake


Sharing with others

✪ Materials:


Sound Cards ‘b’, ‘c’, ‘sh’, ‘sn’, ‘ake’, ‘all’, ‘ock’

Chant and Song Posters B6 1 – 2

E-book 6 (Unit 2)

Teacher's Resource DVD-ROM (Story Cards, the picture of Aki)

Oxford Reading Pen

A toy cake

A toy snake

Pieces of A4 paper

A marker

A bag

Three hula hoops

Three beanbags

Book 6 Unit 2

-ake

Revision – Rhyme /ock/

• Show the children the Chant and Song Poster and say the chant together. Ask the children to find the rhyming words (i.e. lock, sock, block, clock) on the poster.

• Ask These words all have the same rhyme at the end. What is it? to elicit /ock/.

• Show the Sound Card and say the rhyme together.

• Show the picture of Aki. Say the words and the sounds that make the words, e.g. lock, /l/-/ock/, lock.

• Say Let’s chant together. When you say a word with the rhyme /ock/, tap your shoulders.

• Sound Card ‘ock’• Chant and Song Poster

B6 1

• The picture of Aki • Oxford Reading Pen


2. Sing and Move: Bake a Cake


4. Blend the Sounds

5. Segment the Words

6. Wrap-up

31

Book 6 Unit 2 -ake


• Show the children a toy cake. Here is a cake. Do you like cakes? Let’s pretend to eat the cake. It is yummy!

• Show the children a toy snake. Sss… I am a snake. Look at me. I am long.

• Say Now I am going to tell you a story about a cake and a snake.

• Show the children the E-book/Story Cards and tell the story.

[Picture 1]

Narrator: Grandma is in the kitchen.

(Teacher: [point to Grandma] Look at Grandma. What is she doing? Grandma is mixing. What does she want to do?)

Narrator: Grandma wants to bake a cake.

[Picture 2]

Grandma: Shake, shake, shake!

(Teacher: [point to the salt shaker] Grandma is shaking something out of the shaker. Let’s shake together. Shake, shake, shake! What is Grandma shaking out of the shaker? She is shaking out some salt.)

[Picture 3]

Grandma: Oh!

(Teacher: [point to the oven] Grandma is surprised. What does she see? A snake!)

Narrator: A snake is in the oven.

(Teacher: [point to the snake] What is the snake doing? It is sleeping. What would you say if you were Grandma?)

[Picture 4]

Grandma: Wake up, you silly snake!

(Teacher: [point to Grandma] Let’s say it again to help Grandma wake up the snake. Wake up, you silly snake!)

(Teacher: The snake wakes up. It looks at Grandma.)

Grandma: Do you want some cake?

(Teacher: If you were the snake, and you wanted some cake, what would you say?)

Snake: Yes, please.


Grandma is in the kitchen. Grandma wants to bake a cake. ‘Shake, shake, shake! Oh!’ A snake is in the oven. Grandma says, ‘Wake up, you silly snake!’ Grandma asks, ‘Do you want some cake?’ The snake says, ‘Yes, please.’

• E-book 6 (Unit 2) / Story Cards

• Oxford Reading Pen• A toy cake• A toy snake

32



What does Grandma want to do? [elicit Bake a cake.]

What does Grandma say when she puts the salt in? [elicit Shake, shake, shake!]

What animal is in the oven? [elicit A snake.]

What does Grandma say to the snake? [elicit Wake up!]

Why do you think the snake is in the oven? [elicit It is warm in the oven or any other answers.]

2. Sing and Move

• Show the children the E-book/Chant and Song Poster. Ask the children to listen carefully. Point to the pictures as you sing the song.

• Say the rhyming words ‘shake’, ‘bake’, ‘cake’ and ‘snake’ one by one. Invite the children to repeat after you.

• Sing the song with actions. Say When you hear the words ‘shake’, ‘bake’, ‘cake’ and ‘snake’, shake your body.

• Invite the children to sing the song together. Say When you sing ‘shake’, ‘bake’, ‘cake’ and ‘snake’, shake your body.


• Stick the Word Cards [with the words covered] on the board. Point to the pictures one by one and invite the children to say the words with you. Say bake, cake, shake, snake.

• Show the children the Word Cards [with the words covered] at random. Ask the children to name the pictures. Show the cards faster and faster to make the game more fun.

• Say Children, these words sound the same at the end. They all end with the rhyme /ake/.

• Show the picture of Aki. Guide the children to say the words like Aki does, e.g. bake, /b/-/ake/, bake.

• Say Let’s play a game. I will say two words. If the words rhyme, show me a happy face. If the two words do not rhyme, show me a sad face.


• E-book 6 (Unit 2)• Oxford Reading Pen

Once the children are familiar with the song, point to the lyrics syllable by syllable as you sing. This helps the children form a connection between speech and writing.

• Word Cards K3 21 – 24• Sound Card ‘ake’• The picture of Aki• Oxford Reading Pen


1/ click on the


33

Book 6 Unit 2 -ake

• Say bake, cake. The children should show you a happy face. Show the Sound Card ‘ake’ and say You are right. ‘bake’ and ‘cake’ have the same rhyme /ake/.

bake, cake bin, cake

• Say Children, let’s play another game. It will be much harder. I will say four words. When you hear a word with the rhyme /ake/, shake your body.

• Say hen, cake, bake, fat. The children should shake their body when they hear ‘cake’ and ‘bake’.

4. Blend the Sounds

• Show the children the Word Cards [with the words covered] and ask them to name the pictures.

• Show the picture of Aki. Guide the children to say the words like Aki does, e.g. bake, /b/-/ake/, bake.

• Say These words all end with the rhyme /ake/, but they have different beginning sounds (onsets).

• Tell the children the onset and the rhyme of each word, e.g. The beginning sound (onset) of ‘bake’ is /b/ and the rhyme is /ake/. Together they make the word ‘bake’. Do the same for all the other words.

• Say I’m going to say a beginning sound (onset) and a rhyme. I want you to put them together to make a word like Aki does. Listen carefully.

• Use your fists to represent the two sounds and do the blending action. Say /b/ (showing your right fist) -/ake/ (showing your left fist).

• Start slowly and move your fists together closer and quicker. Prompt the children to follow your actions and say the onset /b/ and the rhyme /ake/ quicker and quicker to make the word ‘bake’.

• Change the onset and repeat the steps with all the other words.

/c/, /ake/… /c/-/ake/, cake

Other possible options:bake, capshake, cakebake, snakelock, bake cake, snakeExplain the answers to the children for the first two pairs.

Other possible options:shake, pan, wall, snakebake, dip, win, cakecake, sock, mop, shakechop, bake, snake, ballFor more able children, you can add more words with the rhyme /ake/, e.g. lake, make, wake.

• Word Cards K3 21 – 24• Sound Cards ‘b’, ‘c’,

‘sh’, ‘sn’, ‘ake’• The picture of Aki• Oxford Reading Pen

34


• Stick the Sound Cards ‘b’ and ‘ake’ on the board. Point to the cards and say This letter makes the sound /b/ (pointing to ‘b’). These letters make the sound /ake/ (pointing to ‘ake’).

• Push the Sound Cards close together, and ask the children to blend the sounds to make the word.


5. Segment the Words

• Show the children the Word Cards [with the words covered] again. Ask the children to say the words like Aki does to reinforce their understanding of onsets and rhymes.

• Say some words one by one at random, e.g. cake. Ask the children What is the beginning sound (onset)/rhyme of ‘cake’? to elicit /c/ and /ake/.

• When the children are able to identify the onsets and rhymes of words, play a game with them. Stick some Sound Cards on the board. Say a word, e.g. cake and ask them to say both the onset and the rhyme. Then they have to point to the two correct Sound Cards, i.e. ‘c’ and ‘ake’.

• Ask some children to come out and give them each a letter. They should stand in an order so that the letters form a target word (e.g. c-a-k-e). Ask a child to do the cutting (segmenting) action in the correct place (i.e. c/ake) and segment the word into onset and rhyme.

• Say Aki wants to cut [do the cutting (segmenting) action] the sausages. Can you help her? Guide the children to finish the activity on p.13.

6. Wrap-up

• Say two sounds, e.g. /b/-/ake/. Ask How do you blend these two sounds? and prompt the children to do the blending action as they blend /b/ and /ake/ to make the word ‘bake’.

• Show the children some Sound Cards and ask them to point to the two correct cards. Then ask Children, how do you segment this word? to elicit bake, /b/-/ake/ and the cutting (segmenting) action.

• Hold the Sound Cards ‘b’ and ‘ake’ close together, forming the word ‘bake’. Invite a child to come out. Ask him/her What word is this? to elicit bake. Then ask Can you segment ‘bake’ into two sounds? to elicit /b/-/ake/ and the cutting (segmenting) action. Ask the child to say the sounds on the cards again.

• Repeat the above steps for the other words.

• Word Cards K3 21 – 24• Sound Cards ‘b’, ‘c’,

‘sh’, ‘sn’, ‘ake’• The picture of Aki• Oxford Reading Pen• Pieces of A4 paper• A marker

Before the lesson, get some pieces of A4 paper. Use a marker and write each letter of every target word on a piece of paper.

• Sound Cards ‘b’, ‘c’, ‘sh’, ‘sn’, ‘ake’

• Oxford Reading Pen

cake, /c/, /ake/…

35

Book 6 Unit 2 -ake

Optional Activity (1) — Say a Rhyming Word

• Put the Word Cards [with the words covered] in a bag. Ask the children to come out one by one and take a card from the bag.

• Ask each child to say the word, e.g. bake. Ask Can you say a word that rhymes with ‘bake’? to elicit cake, shake , snake, etc.

• Make sure that each child has a chance to say a rhyming word.

• Once the children can identify the rhyming words, show them the spelling of the words.

Optional Activity (2) — Which Is the Correct Rhyme?

• Put three hula hoops on the floor. Put a Sound Card in each of them.

• Each time, ask a child to come forward and give him/her a beanbag.

• Say a word that contains one of the three rhymes at random, e.g. shake. Ask the child to throw the beanbag onto the correct Sound Card.

• If the child answers correctly, repeat the word as well as the onset and rhyme that form the word, e.g. shake, /sh/-/ake/, shake. Ask the children to repeat after you.

• Make sure each child has a turn to throw a beanbag.

Language Points to Note1. Diagraph: There are two letters in the onset ‘sh’, but there is only one sound

(IPA: /S/). We make this sound when we want someone to keep quiet. ‘sh’ is a digraph. That means that two letters are used to represent one sound. There is no blending of sounds. We do not blend /s/ and /h/ together to form the sound because together these two letters make/represent one sound.

2. Consonant cluster: On the other hand, as an initial blend, the onset ‘sn’ is a consonant

cluster. This means that each letter makes a sound and we blend them together by saying one sound after the other very quickly, e.g. /n/ immediately follows /s/. We can say /s/-/n/ faster and faster to blend the two sounds together into a cluster.

• Word Cards K3 21 – 24• A bag

• Sound Cards ‘all’, ‘ock’, ‘ake’

• Three hula hoops• A beanbag

36



Class:

Date:

Ratings


36

Book 6 Unit 2

-akeLanguage items:

• Rhyme: /ake/

• Onsets: /b/, /c/, /sh/, /sn/

• Words: bake, cake, shake, snake

RatingsRemarks

Listening

• able to recognize the target words in the chant

• able to recognize the target words with the rhyme /ake/

• able to recognize the target words with the onsets /b/, /c/, /sh/ and /sn/

Speaking


• able to say the target words with the rhyme /ake/

• able to say the target words with the onsets /b/, /c/, /sh/ and /sn/

• able to blend onsets and rhymes to make the target words

• able to segment the target words into onsets and rhymes

Reading

• able to recognize the rhyme ‘ake’ in the target words

• able to recognize the target words with the rhyme ‘ake’

• able to recognize the onsets ‘b’, ‘c’, ‘sh’ and ‘sn’ in the target words

Comments:

h h - oxford university press(china) | oxford university ...€¦ · • oxford reading pen book 1....

Documents