課件文稿案例floppys phonics 6 7 head ument

Programme CurriculumDevelopment EachLesson SelectedReading KeywordDevelopmentList& PhonicsDevelopment Activitiesand Teacher SpecifictothisAgeGroup(6- Writing Class1- Class1– 1 Class2- Class2– 2 Class3– Class3 3 Class4- Class4– 4 Class5– Class5– Class6–Outdoor Class6– Class7–Big,Bad, Class7- Class8– Class8– Class9– Class9– 9 Class10- Class10- 10 Class11–TheBig Class11– 11 Class12–Household Class12– 12 Class13 Class13– Class14–My Class14– Lesson15– Class16- Class16– ProgrammeCourse Floppy’sAge/ Ages6-7,Stage1Floppy’s TheFloppy’sphonicsprogrammeoffersstudentsae

Tosupportstudentsindevelotheiruseandknowledgeofphonicsthroughassistedreadingandpronunciationexerciseswithforeignteachers.

Reading,Writing,Speaking,and

SH,TH,S,A,T,P,I,N,M,D,C,K,CK,E,U,R,H,B,F,FF,L,LL,LE,SS,BB,J,V,W,X,Y,Z,ZZ,QU,CHCurriculumDevelopmentThebelowlessonnsrepresentacompletebeginnersentryintothereadingtree.NoEnglishisrequiredatthisstageapartfromverybasiccomprehension.Floppy’sphonicsaimstoprovidestudentswiththeabilitytoworkonandperfecttheirEnglishphonics,providingthemwithmoreclearpronunciationofEnglish.Thisisdonethroughteachingarangeofphonicsduringthecourse,whichadvancestomorecomplexphonicsduringthesecondstage.Duetothestudents’age,vocabularyisalsofocusedonandstudentsareofferedarangeofvocabularystemmingfromtopicssuchasanimalstofood.Thisiskeptrelativelysimpleatthisstage,yetwillallowforasolidfoundationinEnglishlearning.TheReadingclubaimstohelpwithbothspeakingandlisteningabilities,withasecondaryfocusonreadingandwriting.Thebookshavebeenselectedduetoallowingforarangeoffunanddiverseactivitiestotakece.Actingcanbeusedthroughoutthelessonandthiswillhelpsupportstudentslearning.Turningwhatistypicallyaboringcaseofdrillingexercisesintogames.Booksaredividedintotwolesson,oneofwhichwillfocusspecificallyonthebookitself,whilstthesecondlessonwillfocusonaspecifictopicrelevanttothebook.Thisallowsforafocusonbothphonicsandvocabulary,helstudentstodeveloptheirEnglishontwofronts.Duetothestudents’ages,thiscoursedoesnotlooktodevelopcreativewritingskills,althoughsimplecreativewritingexercisesareprovidedtowardstheendofthecourse.EachLessonAnforeach tasksheet(Usuallywordallocation,butalsosentencestructureOnlinematerialprovidedbylearningSelectedReadingBookLesson:TopicLesson:BookLesson:TopicLesson:BookLesson:TopicLesson:OutsideBookLesson:Big,BadTopicLesson:BookLesson:TopicLesson:BookLesson:ABigTopicLesson:HouseholdItemsandBookLesson:Pets(Non-TopicLesson:Whatpetsdoyouhave?Whatpetswouldyoulike?TopicLesson:Space-HowtobuildaKeywordDevelopmentList&Class Catsisthefirstlessontointroducestudentstothe

phonicscourse.Itfocusesonintroducingthelessonformattostudentsandhelthemgetusedtoeachotherandtheteacher.ItalsoteachesthephonicsSandA,andthefloppy’sphonicsbook‘cats’.The taskistopracticethephonicstaughtinthelessonathomeandpracticewritingClass

AnimalsbuildsonthepreviouslessonofCatsandfocusesasatopiclessoninwhichthebooksmaterialsarebuiltupontoprovidestudentswithmorevocabularytouse.ItfocusesonthephonicsofTandPandprovidesseveralnewanimalnamesforstudentstouse.The taskisasimplematchingexercisetoreviewthenamesofanimalsandwhattheylooklike.Class

Popisthesecondbooklessononthecourseandthefirstoftwolessonsonfood.ItallowsforstudentstoexplorethephonicsofIandNandreadthebook‘pop!.Studentswillalsolearnrelativelysimpleworkrelatingtofood,whichwillbedevelopedfurthernextlesson. Class

Foodbuildsonthevocabularyofthepreviouslesson.Itprovidesstudentswithevenmorevocabularyrelatedtofood.ItfocusesonthephonicsofMandD.For ,studentsshouldusetheworksheettomakefoodwhichtheywanttomakeandputthingsinthepan.Becausethewordsinthislessonarerelativelycomplicated,studentsshouldbetwoorthreetopracticepronunciationandmeaningathome.Class

Mud!isthefirstoftwolessonsongettingmuddyandoutdooractivities.ThislessonwillfocusonteachingthephonicsofGandOandhowtoreadandunderstandthestorybook‘Mud!’.Nextlessonwillhelptodevelopstudent’svocabularysurroundingmudandoutdooractivities.Forstudentsshouldpracticewritingaselectionofthesoundstaughtsofar.Class

OutdoorOutdooractivitiesintroducesstudentstothenewphonicsofC,K,andCK.ItalsobuildsuponthepreviouslessonofMud!Inordertoprovidestudentswitharangeofnewvocabularyrelatedtooutdooractivities,andhowtosayiftheylikeordislikethem.Class Big,Bad

Big,BadbugsisthefirstoftwolessonsonInsectsandbugs.Thislessonwillfocusonteachingthephonicsofeanduandhowtoreadandunderstandthestorybook‘Big,Bad,Bug’.Nextlessonwillhelptodevelopstudent’svocabularysurroundinginsectsandbugs,andhowtousethisvocabularywithinsentences.Class

InsectsisthesecondoftwolessonsonInsectsandbugs.ThislessonwillfocusonteachingthephonicsofRandHandhowtoreadandwillrevisitthestorybook‘Big,Bad,Bug’.Morevocabularyfordifferenttypesofbugsisgiventothestudentsandthestudentsareaskedconstructtheirown‘bughouse’andlabelthedifferenttypesofbugstheydecidetoputinsideClass red

Hatsisthefirstoftwolessonsbasedonclothing.Thislessonspecificallyfocusesonhatsandthingsthatcanbeattributedtothem.Itusesthebook‘hats’andfocusesonthephonicsofBandF.Nextlessonwilladvancethistopicandlookatmoretypesofclothesandhowtodescribethem.Class Clothingisthesecondoftwolessonsbasedonclothes.

lessonfocusesspecificallyonitemsofclothingnotfoundinthe‘hats’lesson.Itreferencesthebook‘hats’andfocusesonthephonicsofL,LLandLE.Thislessonwidensthetopicstartedinthepreviouslessonensurethechildrentheterm‘clothing’andotheritemsthatareassociatedthatClass

TheBig‘Abigmess’isthefirstoftwolessonsbasedonhouseholditems.ItfocusesonthephonicsofSS,JandV.Thisbookandlessonfocusesonteachingthestudentstotidyupamessthatyouhavemadeassoonaspossible.The isdesignedtobeacreativewayforthestudentstoshowtheirunderstandingofwhata‘mess’isandrein bothpreviousvocabulary(astheycanusethesewordstocreatedifferenttypesofmesses)andwhatwaslearntinthislesson.Class

Household‘Householditems’isthesecondoftwolessonsbasedon‘Mess’.Thislessonspecificallyfocusesonotheritemsofthehouse,followingonfromourlessonof‘Abigmess’.Itreferencesthebook‘Abigmess’andfocusesonthephonicsof‘W’and‘X’.Thislessonwidensthetopicstartedinthepreviouslessonensurethechildrenunderstandtheterm‘Chores’andotheritemsthatareassociatedwiththattopic.Class Petsisthefirstoftwolessonsurroundinganimalsaspets.

focusesonhowtoinctwithpets,suchasthroughpattingthemandrubbingthem.ThephonicsfocusedonduringthislessonareYandZ.Nextlessonwilllookinmoredetailatpetsandhowtodescribethem.For ,studentsshouldpracticeusingthephrasefromthislessonandessentiallyrepeatanexercisedoneinclassexceptwithnewvocabulary.ClassOther

MyMyPetisthesecondoftwolessonsurroundinganimalsaspets.Itfocusespetsandhowtodescribethem.ThephonicsfocusedonduringthislessonareQUandCH.Itgivesstudentsabasicsentencestructurewhichisreind,forstudentstodescribealltypesofthings-notjustpets.,studentsshouldcreateanotherpetoftheirownwithnewvocabulary.Class

s

sisthefinallessonoftheterm,withlesson15beinganassessment.Thislessonaimstocooldownstudentsandencouragethemtoreturnthefollowingtermwithafunactivity.ThislessonwillalsofocusonthephonicsofSHandPhonicsDevelopmentLessonBookLesson:Phonics:S,LessonTopicLesson:Phonics:T,P(recap:S,LessonBookLesson:Phonics:I,N(recap:S,A,T,LessonTopicLesson:Phonics:M,D(recap:S,A,T,P,I,LessonBookLesson:Phonics:G,O(recap:S,A,T,P,I,N,M,LessonTopicLesson:OutsidePhonics:C,K(CK)(recap:S,A,T,P,I,N,M,D)LessonBookLesson:Big,BadPhonics:E,U(recap:S,A,T,P,I,N,M,D,C,K,CK)LessonTopicLesson:Phonics:R,H(recap:S,A,T,P,I,N,M,D,C,K,CK,E,U)LessonBookLesson:Phonics:B,F(FF)(recap:S,A,T,P,I,M,D,C,K,CK,E,U,R,LessonTopicLesson:Phonics:L,LL,LE(recap:S,A,T,P,I,M,D,C,K,CK,E,U,R,H,B,FLessonBookLesson:ABigPhonics:SS,J,V(recap:S,A,T,P,I,M,D,C,K,CK,E,U,R,H,B,F,FF,L,LL,LE)LessonTopicLesson:HouseholdItemsandPhonics:W,X(recap:S,A,T,P,I,N,D,C,K,CK,E,U,R,H,B,F,FF,L,LL,LE,SS,J,V)LessonBookLesson:Pets(Non-Phonics:Y,Z(ZZ)(recap:S,A,T,P,I,M,D,C,K,CK,E,U,R,H,B,F,FF,L,LL,LE,SS,J,V,W,X)LessonTopicLesson:Whatpetsdoyouhave?Whatpetswouldyoulike?Phonics:QU,CH(recap:S,A,T,P,I,M,D,C,K,CK,E,U,R,H,B,F,FF,LL,LE,SS,J,V,W,X,Y,Z,LessonNone–examfocusLessonTopicLesson:Space-HowtobuildaPhonics:SH,TH(recap:S,A,T,P,I,M,D,C,K,CK,E,U,R,H,B,F,FF,LL,LE,SS,BB,J,V,W,X,Y,Z,ZZ,QU,ActivitiesandTheseactivitiescanbeadaptedtothelessonsinareaswherereferencestogeneralgamesismake,orincasethestudents etooboredorunresponsivetothepre-nnedactivities,orifthereendsupbeingtoomuchtimeavailableattheendofthelesson.CircleThisisaparticularlygoodgameforthisagegroup.Inthisgame,youhavethestudentswalkinacircletogether,andwhenyousayavocabularyword,thestudentsmustactitout.Thishelpstogetyoungerstudentsmovingandengagingtheirbrain,andtheyhavealotoffunngit!What’sthewordMisterStudent’sgotothebackoftheclassroomandtheteacherturnsaround.Then,studentshavetomakeittothefrontoftheclassroom.Theteacherfacestheoppositewayandwhentheyturnaroundaremeanttocatchoutanystudentstheyseemoving.Whentheycatchastudentouttheywillthenpointtothemandaletterorwordandthestudenthastosayit.CanalsotestcomprehensionwiththistaskandaskfortheCreateaseriesofstocksentenceswhichstudentscanuseinordertocreatetheirownlittleskitsorperformances.Thesecanbeanythingaslongastheyusethewordsbeingcoveredcorrectlyandsuitably.Canmakethismorefunbyproviding‘props’forthestudents.Studentscanbeinsmallgroupsdependingonthesizeoftheclassandallstudentsshouldparticipateinonewayoranother.Theywillthenpresenttheirpresentationstotheclassaftertheyhavebeenrehearsed.VocabStudentsdividedintoteamsandeachteamformsaline.Teacherpresentsawordwhichishasbeencoveredinthestorytothewholeclass.Onestudentfromeachteamthenracestothefronttowritethewordsontheboardandsayit,thefirstteamtodoitcorrectlyisawardedapoint.TheteamwiththemostpointscanwinaVocabStudentscedintoteamsandeachformalineandeachteamisgivena‘baton’.Theteachersaysavocabwordfromthelessonandstudentsmust‘pass’thebatondownthelinetotheoneattheback–whilsteachstudentmustsaythewordwhentheyholdthebaton.Thestudentatthebackofthelinemustthenruntotheboardandwritetheword,thenreturntothefrontoftheline.Thefirststudenttodothiscorrectlywinsapointfortheirteam.Abasicgameofhangmanwhichcanbedoneontheboardwithallstudents.Theteacherisabletocreatethewordandthenstudentscaneithersoundoutdifferentsoundsintheword,ortheycanhavethestudentssayletters.Thisisappropriateforvocabularybuildingatanypointduringthestudents’TdrawsagridontheboardconsistingofthenumberofSsintheclass.Forinstance,ifthereare12Ssintheclassthena3x4gridisdrawn,if25Ssthen5x5,etc.Ontheboardthisgridisblank,TholdsonewithAllocateSsintogroups(Tdecidesgroupsize)–Sscanthenselecttheirownteamname–thesearewrittenontheboardbyT.Studentsarethenaskedtoputtheirhandsupandcomeandwriteawordorphrasewhichhasbeencoveredontheboard.Ifthestudentwritestheword/phrasecorrectly,theycanselectoneblanksquareonthegrid.IfthissquarecontainsanumberthentheSsteamisgiventhatnumberofpoints,ifitcontainsamine,thenyoushout‘Mine!’andtheotherteamslose3points.WordSsputintogroupsof4andeachishandedapackofworddominos.ThedominosaredividedequallybetweenSsandtheymustthenydominos.ThisisdonebyeachSinthegrouptakingturnstoceone‘domino’downandthenextSmustceeitherapictureorwordwhichmatchesapictureorwordfromthepreviousdomino.Theyarethentoldthattheymustconnectthepicturetotheword,andthefirstonetousealltheir‘dominos’wins.Thereisafoldedpieceofpaperforeachstudent.Oneofthesestates‘it’onit.Thepiecesofpaperarethengiventoeachstudentandtheyaregivenoneminutetoswaptheirpaperbetweeneachother.Attheendoftheminute,thestudentswiththepieceofpaperwhichstates‘it’isthenmadetodoatask,suchasreadingthebookorcreatingasentence.TeacherLimituse/translationinClassroomTranslation TranslationofnewwordsSswanttolearninWhenSsaskTAaquestion(unlessimportant)TArepliesinEnglishthattheymustspeakinEnglish.SsmustdirectquestionsregardingteachingcontenttoConceptssuchasC,KandCKcanbeexinedbyTAinordertominimizeconfusion..Classroomquiet‘game’(possibleTwoimages(attached)arepresentedtotheclass–oneofaclassroomoneofaSsaskedwhatnoiselevelisok yground–TmimesactionofAskedwhatnoiseisappropriateforinsideclassroom–TmimesshhhingsoundwithTeacherthenpointstoeachpicture–asksSstomimetheactionsforThosewhichdowellaregivenstarsontherewardschart.Sswhoareloudaretoldtobequieterwiththemimingactionofshhhh–iftheycomplytheyaregivenastar.TremindsstudentsofthisinfurtherclassesbrieflyattheIfproblempersists:Forallclasses,theimagesarecedontheboard,andwhenstudentsareloudTpointstoimageofaclassroomandthosethatmaketheShhhgestureandsitupcorrectlyaregivenapoint.Ateachingmethodthatwasverysuccessfulduringthedemoclasseswastosplittheclassintotwogroupsandhaveagentlecompetition.Pointsarescoredbybehavingwell(accordingtotherulessetoutatthebeginningoftheclass),attemptingtoanswerquestionsandwinninggames.UseofpointsSystemfocusesonthegoodbehaviorofstudents–thosewhoarebadlybehavedaregivensubtlehints,butnottoldoffunlesstheyaredisruptivetotherestoftheclass.IfthishappensthentheseSsarenotshoutedat,buttoldPointsaregivenrandomlyandforsmallthings,suchascorrectposture,useofhands,speakingonlywhenallowed.Itisalsopossibletouseachartontheboard(asshownbelow),whichcanbeusedtohelpencouragethestudentsthrougheachstageofthelesson.Whenthestudentshavecompletedastageofthelessontheygetastar.Onceallstageshavebeencompleted,andiftheyhaveallstars,theygetareward.CompletedSpecifictothisAgeGroup(6-KeeptheintroductionssimpleanddirectastheseareyoungerRemembertogoslowwiththeTranslationswillbeneededwiththisagegroupastheyarequitesmallandtheirEnglishlevelwillnotbeveryadvanced.However,ifpossible,trytomakeuseofflashcardswithpicturesoruseactionstotestcomprehension.Itisbestatthisagegroupifstudentsdonothavelotsoftranslation,butratherlearnEnglishasaseparateconcepttotheirL1.Makesuretointroducethe beforetheclassisover–possiblycompletingpartofthe,orthewholetogetherasaclassandthenhavingthemrepeatthisathome.Becarefulwithanymaterialsyougivetothestudents.Makesurethattheyaresafestudentscan’thearthemselvesonMakesurethatsomeoneisabletohelpthestudentsiftheyneedit–forinstanceiftheyneedtogotothetoiletduringthelesson.gFloppy’sPhonicsWritingLessonClass1-TointroducebasicToutilizethesephonicsinordertoreadtheTolearnnewvocabularyassociatedwiththebookTointroducetheclassandthe ‘Cats’Floppy’sPhonicsStorybook,characterpicturecards,Phonicssoundcards,Bilingualvocabularyandpictureflashcard,Paper,Colouredpens/pencils.HavestudentsintroduceeachotherinashortIce-breakeractivity.MakethisIdeasHavethestudentsthrowaballtoeachotherandsaytheirnameandPairthestudentsandhavethemaskthenexttotimetheirnameandtheirfavoritesomething(e.g.food,color,animal).0–5IntroducetheIntroducecharacters.Somestudentsmayknowthecharactersfrompreviousdemoclasses.Quicklyintroducemaincharacters:Mum/Dad/Biff/Chip/Kipper/Floppy.(Canusethecutoutsforthis).6-10IntroduceandteachthenewSaythesoundfirstbeforeshowingstudentshowtowriteTodaysphonicsareSandA.YoucanyouwordssuchasSAT/PAT/HATtointroduce11-15UsethephonicsfocusbookinordertoteachwordsusingtheThemainfocusofthislessonistofocusonpronouncingthephonics.Youdonothavetocorrectpronunciationofothersounds,onlythefocusedonphonics.Usethissectiontoalsopracticeblendingthesoundstogether.yblendinggamesforthestudentstowork16-25PracticewritingthephonicsontheHavethestudentspracticewritingthephonicsontheattachedworksheet.Firstlydemonstrateontheboardforthestudentshowtowritethephonics.Showsomeexamplesofhownottowriteitandaskthestudentswhichwayiscorrect.Thestudentscansaythephonicsastheywritethem.Studentsshouldpracticewritingeachphonicsatleastfiveyagametoreinthephonicsforthestudents.Thiscanbeanytypegame,itisuptothe31–5MinuteIntroducethecharactersintheIntroducethecharactersinthebookandyagameofwhat’sthewordmrwoldwiththecharactersnames.Usepicturesofthecharactersforthis.Findthebigcharactercutoutsandcethematthefrontoftheclassandpointtothemtoaskstudentswhatthecharacters’names40– fortheIntroducethe forthelessontothestudents.Itisuptotheteacherhowtheywanttodothis.Makesurethatthestudentspracticeblendingcorrectly.Keywordyanothergamewiththestudentsto .Thiscanbeanyofgame–lookatthelistofgamesandactivitiesforsuggestionsifyouareReadtheReadthebookwiththestudents–coverthephonicsinthebookandhavethemReadthebookthreeFirsttimetheteacherreadsfirstthenthestudentsSecondtimethestudentsreadasaclassandteacherchecksThirdtimeindividualstudentsreaddifferentwordsorCatHatMakeaCatHat.Havethestudentsalldrawacatfaceonapieceofpaperandthenyoucancutitoutforthemandtheycanturnitintoahattoputovertheirhead.MakesuretoreintheconceptofaCatHat.Eachstudentcanhaveoneintheclass.Usetapetostickbandstothebackoftheir‘Hats’sotheycanwearthem.Andtheyareallowedtotakethesehome.Alternatively,youcanusetheattachedtemteandhavethestudentscolorthecatVocabularyreviewandsetGooverthewordsanddoexamplesontheboardsimilartothesheet.Thenexinhowtodothe.Makesuretheyunderstand.Readthroughthewiththemif85–:CompleteS,ListinthisClass1–

Today’sPracticewritingtheCat1Today’sPracticewritingthesaToday’sLessonTointroducebasicToutilizethesephonicsinordertoreadtheTolearnnewvocabularyassociatedwiththebookTointroducetheclassandtheCatsifthefirstlessonforthestudents,andaimstogetthemusedtothecoursestructureandhowthelessonswillwork.StudentswilllearnthesoundsSandA.Itwilladdressbasicfamilymembervocabularyandforstudentsshouldpracticewritingthesoundstaughtintoday’slesson.Key Class2-TorememberthephonicsfromlastToutilizethesephonicsintalkingaboutdifferentToincreasevocabularyrelatedtoanimalsavailabletothe Floppy’sPhonicssoundcards,animalsPPT,Bilingualvocabularyandflashcard,Paper,Colouredpens/pencils,floppy’sphonicsphonicsfocusRegisterandTaketheregisterandreviewlastlesson’swiththestudentsGothroughanybigmistakesthestudentshavemadeandtrytoreincorrect0–Reviewpreviousyanactivitygamewiththestudentstoreviewandreinpreviouslylearntphonics.PreviousPhonicsare:6-10IntroduceandteachthenewSaythesoundfirstbeforeshowingstudentshowtowriteit.TodaysphonicsareGandO.YoucanyouwordssuchasSAT/PAT/CAT/MAT/HAT/SIT/PIT/NIT/topractice11-15UsethephonicsfocusbookinordertoteachwordsusingtheThemainfocusofthislessonistofocusonpronouncingthephonics.Youdonothavetocorrectpronunciationofothersounds,onlythefocusedonphonics.Usethissectiontoalsopracticeblendingthesoundstogether.yblendinggamesforthestudentstowork16-25PracticewritingthephonicsontheHavethestudentspracticewritingthephonicsontheattachedworksheet.Firstlydemonstrateontheboardforthestudentshowtowritethephonics.Showsomeexamplesofhownottowriteitandaskthestudentswhichwayiscorrect.Thestudentscansaythephonicsastheywritethem.Studentsshouldpracticewritingeachphonicsatleastfivetimes.yagametoreinthephonicsforthestudents.Thiscanbeanytypegame,itisuptothe31–5MinuteIntroducetoday’stopictotheWhatisanWhatanimalsdoyouknow?Whatisyourfavoriteanimal?Doyouhaveanyanimals?Youcanusepicturespromptsifthestudentsseemstuck.Moststudentsrecognizecatanddogatthis40– fortheIntroducethe forthelessontothestudents.Itisuptotheteacherhowtheywanttodothis.Makesurethatthestudentspracticeblendingcorrectly.Keywordyanothergamewiththestudentsto .Thiscanbeanyofgame–lookatthelistofgamesandactivitiesforsuggestionsifyouareAnimalUseawithseveralpicturesofanimalsinitandintroducetheseanimalstothestudents.IntroducethePPTasbeingaZoowhichhaslotsofanimalsandexinwhataZoois.GoodanimalstouseAfterwardsaskthemiftheyknowanyotheranimalsandwritethesenamesontheArtsandHavethestudentsdrawtheirfavoriteanimalsata‘zoo’onapieceofpaperlabelthemusingthewordsyouhavewrittenontheboard.MaybegivestudentwhohasdrawnthemostanimalsaVocabularyreviewandsetGooverthewordsanddoexamplesontheboardsimilartothesheet.Thenexinhowtodothe.Makesuretheyunderstand.Readthroughthewiththemif85–:CompleteT,P(recap:S,ListinthisClass2–Today’sPracticewritingthe2Animals!- Today’sLessonTorememberthephonicsfromlastToutilizethesephonicsintalkingaboutdifferentToincreasevocabularyrelatedtoanimalsavailabletotheAnimalsisthefirsttopiclessonandaimstohelpstudentstogetusedtothebook/topiclessonformat.StudentswilllearnthesoundsTandP.Thisclasswillalsofocusonnewvocabularyforanimalsandhelptodevelopstudents’abilitytousethisvocabularyinasentence.For,studentsshouldcompletethematchingsheetinordertoreinthevocabularythemhavelearntinclass.Key Class3–ToReadandUnderstandHaveanunderstandingofbasicphonicsandhavetheabilitytousethephonicstoreadthebooks.Learnnewvocabularyassociatedwithfoodandthebook ‘Pop!’’Floppy’sPhonicsStorybook,Phonicsfocusbook,picturecards,Floppy’sPhonicssoundcards,Bilingualvocabularypictureflashcard,Paper,ColouredReviewthePreviouslessonandTaketheregisterandreviewthelastlessonandthewiththestudentsquickly.Gothroughanybigmistakesthestudentshavemadeandtrytoreinthecorrect0–5Reviewpreviousyanactivitygamewiththestudentstoreviewandreinpreviouslylearntphonics.PreviousPhonicsare:S,A,T,6-10IntroduceandteachthenewSaythesoundfirstbeforeshowingstudentshowtowriteit.TodaysphonicsareIandN.YoucanyouwordssuchasSAT/PAT/MAT/HAT/SIT/PIT/NIT/PIN/TIN/DIN/topractice11-15UsethephonicsfocusbookinordertoteachwordsusingtheThemainfocusofthislessonistofocusonpronouncingthephonics.Youdonothavetocorrectpronunciationofothersounds,onlythefocusedonphonics.Usethissectiontoalsopracticeblendingthesoundstogether.yblendinggamesforthestudentstowork16-25PracticewritingthephonicsontheHavethestudentspracticewritingthephonicsontheattachedworksheet.Firstlydemonstrateontheboardforthestudentshowtowritethephonics.Showsomeexamplesofhownottowriteitandaskthestudentswhichwayiscorrect.Thestudentscansaythephonicsastheywritethem.Studentsshouldpracticewritingeachphonicsatleastfiveyagametoreinthephonicsforthestudents.Thiscanbeanytype31–game,itisuptothe5MinuteQuickWarmerPossiblyWhat’sthewordMr.Wolforwritingrelayracetorefreshthememoryofstudentsandgetthembackontaskfortherestofthelesson.Thisisuptotheteacher–lookatthelistofpossibleactivitiesifstuckfor40– fortheIntroducethe forthelessontothestudents.Itisuptotheteacherhowtheywanttodothis.Makesurethatthestudentspracticeblendingcorrectly.Keywordyanothergamewiththestudentsto .Thiscanbeanyofgame–lookatthelistofgamesandactivitiesforsuggestionsifyouareReadtheReadthebookwiththestudents–coverthephonicsinthebookandhavethemReadthebookthreeFirsttimetheteacherreadsfirstthenthestudentsSecondtimethestudentsreadasaclassandteacherchecksThirdtimeindividualstudentsreaddifferentwordsorWhatfoodisinmyDrawabitbagontheboardandaskthestudentswhatfoodisinthebag.Theycanlyouallthefoodtheyknowaboutandwhattheylike.Trygivingthestudentspointsforeachanswertheygive,andthestudentthemostpointsattheendofthelessonwinsaVocabularyreviewandsetGooverthewordsanddoexamplesontheboardsimilartothesheet.Thenexinhowtodothe.Makesuretheyunderstand.Readthroughthewiththemif85–:Completesheet–trytohavestudentscomeupwiththeirownfoodsatI,N(recap:S,A,T,List inthisClass3Today’sPracticewritingthe3Pop!- WhatdoyouwanttoputintheSomewordsyoumightusePop [otherIwanttoput PracticewritingtheToday’sLessonToReadandUnderstandHaveanunderstandingofbasicphonicsandhavetheabilitytousethephonicstoreadthebooks.LearnnewvocabularyassociatedwithfoodandthebookPop!Isthesecondbooklessonandaimstointroduceconceptsrelatedtocookingtothestudents.FoodsandingredientswillbelearntandthephonicsofIandNwillbefocusedon.For,studentsshouldcompletetheworksheetandwriteaboutfooditemstheycanceintothepan.Key Class4-TorememberthebasicphonicsfromlastToutilizethesephonicsintalkingaboutdifferentToincreasethevocabularyrelatedtofoodavailabletothe Floppy’sPhonicssoundcards,animalsPPT,Bilingualvocabularyandflashcard,Paper,Colouredpens/pencils,floppy’sphonicsphonicsfocusRegisterandTaketheregisterandreviewlastlesson’swiththestudentsGothroughanybigmistakesthestudentshavemadeandtrytoreincorrect0–Reviewpreviousyanactivitygamewiththestudentstoreviewandreinpreviouslylearntphonics.PreviousPhonicsare:S,A,T,P,I,6-10IntroduceandteachthenewSaythesoundfirstbeforeshowingstudentshowtowriteit.TodaysphonicsareMandD.YoucanyouwordssuchasSAT/PAT/MAT/HAT/SIT/PIT/NIT/PIN/TIN/DIN/DIP/DIT/SID/SAD/MAD/MITtopractice11-15UsethephonicsfocusbookinordertoteachwordsusingtheThemainfocusofthislessonistofocusonpronouncingthephonics.Youdonothavetocorrectpronunciationofothersounds,onlythefocusedonphonics.Usethissectiontoalsopracticeblendingthesoundstogether.yblendinggamesforthestudentstowork16-25PracticewritingthephonicsontheHavethestudentspracticewritingthephonicsontheattachedworksheet.First