1. Listen and repeat. Goal: Pupils will be able to: – say the name of the letter Q/q; – pronounce the sound of the letter Q/q in isolation and in the words question, square, quiz correctly. Input: In the classroom, one pupil is holding a handout including a quiz, and one pupil is answering the teacher’s question. There is a square on the board. Next to the question mark is the word question. Next to the square is the word square. Next to the quiz is the word quiz. The letter q in the words question, square, quiz is in red. The sound of the letter Q/q (/kw/) is the focus of Unit 5. Procedure: Step 1: Have pupils look at the picture and explain the context in which the words are used. Draw pupils’ attention to the letter Q/q, the words next to the things, and the colour of the letter Q/q (as mentioned in Input). Check their comprehension. Step 2: Ask pupils to point to the letter Q/q, listen to the recording and repeat the name and sound of the letter Q/q. Then play the recording again if necessary for them to repeat individually and in chorus. Correct pronunciation if necessary. If they repeat well, praise them. Step 3: Have them point to the word question, listen to the recording and repeat the word. Then play the recording again if necessary for them to repeat individually and in chorus. Correct pronunciation if necessary. If they repeat well, praise them. Step 4: Follow the same procedure with other words. Step 5: Have pupils point to the letter Q/q, the things in the picture, listen to the recording again, and say the name and sound of the letter and the words individually and in chorus. Give further support to those pupils who find it difficult to do the task if necessary. Step 6: Play the recording again and call a few pupils to say the name and sound of the letter and the words in front of the class. Outcome: Pupils can say the name and pronounce the sound of the letter Q/q and the words question, square, quiz correctly.
1. Listen and repeat. Goal: Pupils will be able to: – say the name of the letter S/s; – pronounce the sound of the letter S/s in isolation and in the words sail, sand, sea correctly. Input: – A picture of the sea. The sun is shining brightly. The sails are on the boat. The father is controlling the sails. The son is fishing. The daughter is looking at the golden sand on the island in the distance. – The word sail is on the sail, the word sand is on the sand, the word sea is on the sea. The letter s in the words sail, sand, sea is in red. – The sound of the letter S/s (/s/) is the focus of Unit 3. Procedure: Step 1: Have pupils look at the picture and explain the context in which the words are used. You may ask some questions such as Who are they?, Where are they? for pupils to answer. Draw pupils’ attention to the letter S/s, the words on the things and the colour of the letter S/s (as mentioned in Input). Check their comprehension. Step 2: Get pupils to point to the letter S/s, listen to the recording and repeat the name and sound of the letter S/s, saying Point to the letter S/s, listen and repeat, please! Step 3: Have them point to the sail and/or the word sail, listen to the recording and repeat the word sail. Say Point to the sail, listen and repeat, please! Then play the recording again, if necessary, for them to repeat individually and in chorus. Correct their pronunciation, if necessary. If they repeat well, praise them. Step 4: Follow the same procedure with other words. Correct pronunciation, if necessary. Step 5: Have pupils point to the letter S/s and the picture, listen to the recording again and say the name and sound of the letter and the words again. Repeat the step, if necessary. Give further support to those pupils who find it difficult to do the task, if necessary. Step 6: Play the recording again and call a few pupils to say the name andsound of the letter S/s and the words sail, sand, sea in front of the class. Praise them when they performwell. Outcome: Pupils can say the name and pronounce the sound of the letter S/s and say the words as correctly as possible.
2. Point and say. Goal: To correctly identify and pronounce the words kite, bike and kitten. Input: See Activity 1. Procedure: Step 1: Have pupils point to the letter K/k and correctly pronounce its name and sound (say “Point to the letter K. Say /kei/. Now say / k /.”). Step 2: Have pupils point to and correctly pronounce the word kite (say “Point to the kite. Say kite.”). Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 3: Repeat Step 2 for bike and kitten Step 4: Put pupils into pairs or groups for further practice of Steps 1 to 3. Go around the class to offer help or correct pupils’ pronunciation, if necessary. Outcome: Pupils can the sound of the letter K/k (/k/), identify and pronounce the words kite, bike and kitten.
1. Listen and repeat. Goal: To correctly pronounce the name of the letter P/p and the sound /p/, both in isolation and in the words pasta, popcorn and pizza. Input: The picture shows a birthday party. Four children are sitting at a table. On the table, there is a birthday cake, a plate of pasta, a bowl of popcorn and a pizza. Peter is blowing out seven candles on the birthday cake. Pasta, popcorn and pizza are labelled, with the letter p in red. The sound of the letter P/p (/p/) is the focus of Unit 1. Procedure: Step 1: Draw pupils’ attention to the picture (say “Look at the picture.”). Ask questions to help them identify the context (see Input). Step 2: Have pupils point to the letter P/p (say “Point to the letter P.”). Explain that the name of the letter P/p is dierent to its sound (say “Listen. /piː/ /p/.”). Step 3: Play the recording of the name and sound of the letter P/p and encourage pupils to repeat (say “Listen and repeat.”). Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 4: Have pupils look at the pasta (say “Look at the pasta.”). Then have them point to the word pasta (say “Point to the word pasta.”). Draw their attention to the colour of the letter p (say “Look at the colour of the letter p. Is is red.") Step 5: Play the recording of pasta and encourage pupils to repeat (say “Listen and repeat.”). Do this several times, with pupils repeating both individually and in chorus. Correct their pronunciation if necessary, and praise them when their pronunciation is good. Step 6: Repeat Steps 4 and 5 for popcorn and pizza. Step 7: Play the recording in full and encourage pupils to repeat the name and sound of the letter P/p, pasta, popcorn and pizza both individually and in chorus. Outcome: Pupils can correctly pronounce the name of the letter P/p and the sound /p/, both in isolation and in the words pasta, popcorn and pizza. |
