quality education fund thematic network (qtn) on english
TRANSCRIPT
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 and teaching activities Focus
(skills/forms/functions) Supporting materials
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.
Speaking skills • Pronounce correctly
letters of the alphabet and words in isolation
Listening skills • Identify words that
start with /sh/ sound Generic skills • Communication
skills
Sentence cards
(Appendix 1A)
A, B, C, D & E
Phonics sample lesson 1 - Page 2
Learning and teaching activities Focus
(skills/forms/functions) Supporting materials
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
Phonics sample lesson 1 - Page 3
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
Phonics sample lesson 1 - Page 4
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 1 - Page 5
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:
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
(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
Phonics sample lesson 2 - Page 1
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
Phonics sample lesson 2 - Page 2
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
Phonics sample lesson 2 - Page 3
Appendix 2B
Phonics sample lesson 2 - Page 4
Phonics sample lesson 2 - Page 5
Phonics sample lesson 2 - Page 6
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
Phonics sample lesson 2 - Page 7
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
Phonics sample lesson 2 - Page 8
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 2 - Page 9
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 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 (forms/ skills/functions)
Supporting materials
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
letters of the alphabet and words in isolation
Use phonological strategies to decode words
1 set of magnetic letters
A, C & E
Phonics sample lesson 3 - Page 1
Learning and teaching activities Focus (forms/ skills/functions)
Supporting materials
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
letters of the alphabet and words in isolation
Language form Text types: songs
PowerPoint
YouTube
E
A, B & E
Phonics sample lesson 3 - Page 2
Appendix 3A
Phonics sample lesson 3 - Page 3
Appendix 3B
Phonics sample lesson 3 - Page 4
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:
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) 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 and teaching activities Focus
(skills/forms/functions) Supporting materials
Learning Outcome(s)
Speaking skills • Pronounce correctly
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
Reading skills • Use knowledge of
basic letter-sound relationships to read aloud simple words and short simple text
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.
Language form • Text types: stories
Reading skills • Use knowledge of
basic letter-sound relationships to read aloud simple words and short simple text
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’.
Language form • Text types: stories
Reading skills • Use knowledge of
basic letter-sound relationships to read aloud simple words and short simple text
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
Speaking skills • Read aloud simple
words with /h/ sound
Worksheet (Appendix
4F)
D, E
Phonics sample lesson 4 – Page 2
Learning and teaching activities Focus
(skills/forms/functions) Supporting materials
Learning Outcome(s)
lesson. The booklet will be placed at the self-learning corner for students’ reference.
Generic skills • Creativity
(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
Phonics sample lesson 4 – Page 3
Five fat fish, /f/ /f/ /f/ Five fat fish, /f/ /f/ /f/ Five fat fish, /f/ /f/ /f/
Appendix 4A
Phonics sample lesson 4 – Page 4
Word Tree Write down words with initial sound of /f/ in the following Word Tree.
Appendix 4B
Phonics sample lesson 4 – Page 5
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
Phonics sample lesson 4 – Page 6
Fifi
Fox
Appendix 4D
Headbands
Phonics sample lesson 4 – Page 7
Fawn
Flamingo Phonics sample lesson 4 – Page 8
Fish
Frog
Phonics sample lesson 4 – Page 9
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
Phonics sample lesson 4 – Page 10
Name: ________________ Class: ______( ) Date: ________________
Worksheet
Write a word beginning with /f/ and draw a picture of it.
f_______________
Appendix 4F
Phonics sample lesson 4 – Page 11
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 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 (forms/ skills/functions)
Supporting materials
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
Phonics sample lesson 5 - Page 1
Learning and teaching activities Focus
(forms/ skills/functions) Supporting materials
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
Phonics sample lesson 5 - Page 2
Learning and teaching activities Focus
(forms/ skills/functions) Supporting materials
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
Phonics sample lesson 5 - Page 3
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
Phonics sample lesson 5 - Page 4
Appendix 5C
Appendix 5B
Phonics sample lesson 5 - Page 5
Appendix 5C
Phonics sample lesson 5 - Page 6
Name: __________________ Class: _______( ) Date: _____________________
Appendix 5D
Phonics sample lesson 5 - Page 7
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
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) 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.
Language form • Text types: stories
Reading skills • Use knowledge of
basic letter-sound relationships to read aloud simple words and short simple text
Listening skills • Identify basic
consonant sound
Pronunciation skills • Pronounce correctly
letters of alphabet and words in
PowerPoint (Appendix
6A)
A, B, C & E
Phonics sample lesson 6 – Page 1
Learning and teaching activities Focus
(skills/forms/functions) Supporting materials
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.
Speaking skills • Pronounce correctly
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.
Speaking skills • Read aloud simple
words with /h/ sound
Generic skills • Creativity
Worksheet (Appendix
6D)
A, B, C & D
Phonics sample lesson 6 – Page 2
Appendix 6A
Phonics sample lesson 6 – Page 3
Phonics sample lesson 6 – Page 4
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
Phonics sample lesson 6 – Page 5
Board game
Appendix 6C
Phonics sample lesson 6 – Page 6
Phonics sample lesson 6 – Page 7
Name: ____________________ Class: ______ ( ) Date: ______________
Worksheet
Write a word beginning with /h/ sound and draw a picture of it.
h_______________
Appendix 6D
Phonics sample lesson 6 – Page 8
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
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) 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?
Reading skills • Use knowledge of
basic letter-sound relationships to read aloud simple words and short simple text
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.
Language form • Text types: stories
Reading skills • Use knowledge of
basic letter-sound relationships to read aloud simple words and short simple text
Listening skills • Identify basic vowel
sound
Story (Appendix
7A)
A, B, C & D
Phonics sample lesson 7- Page 1
Learning and teaching activities Focus
(skills/forms/functions) Supporting materials
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).
Speaking skills • Read aloud simple
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/.
Speaking skills • Read aloud simple
words with /o/ sound
Generic skills • Creativity
Worksheet (Appendix
7E)
D & E
Phonics sample lesson 7- Page 2
Appendix 7A
Phonics sample lesson 7- Page 3
Phonics sample lesson 7- Page 4
Letter cards
o
m
p
t
d
g
l
h
Appendix 7B
Phonics sample lesson 7- Page 5
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
Phonics sample lesson 7- Page 6
Appendix 7D
Phonics sample lesson 7- Page 7
Picture dictionary Appendix 7E
Phonics sample lesson 7- Page 8
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 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
(forms/ skills/functions) Supporting materials
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
Phonics sample lesson 8 - Page 1
Learning and teaching activities Focus (forms/ skills/functions)
Supporting materials
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
Phonics sample lesson 8 - Page 2
Learning and teaching activities Focus (forms/ skills/functions)
Supporting materials
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
Phonics sample lesson 8 - Page 3
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
Phonics sample lesson 8 - Page 4
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
Phonics sample lesson 8 - Page 5
Word Ladder
e.g. fog
__ __ g
__ __ g
__ __ g
__ __ g
__ __ g
__ __ g
Appendix 8C
Phonics sample lesson 8 - Page 6
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/
Phonics sample lesson 8 - Page 7
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
Phonics sample lesson 8 - Page 8