545468158-My-Phonics-3-Teacher

My Phonics provides young learners with the appropriate tools to sound out words in a fun, stress-free way! By understanding how to break down the sound of words, young learners will become both efficient readers and spellers! Components • Pupil’s Book • Activity Book • Class CDs • My Phonics Cards • Teacher’s Book • DIGI MATERIAL cross-platform application (iOS, Android, Windows, MacOSX) MY PHONICS 3 Teachers Book Jenny Dooley - Virginia Evans Express Publishing The Alphabet (N-Z) Short Vowels Long Vowels Consonant Blends Letter Combinations - The Alphabet The Alphabet (A-Z) The Alphabet (A-M) ISBN 978-1-4715-2720-3

Jenny Dooley - Virginia Evans MYPHONICS3Teacher’sBookJennyDooley-VirginiaEvansExpressPublishing

Published by Express Publishing Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW, United Kingdom Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 email: [email protected] www.expresspublishing.co.uk © Jenny Dooley – Virginia Evans, 2016 Colour Illustrations: Jim Biggins, Alan Shephard, Kyr © Express Publishing, 2016 First published 2016 Made in EU All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers. This book is not meant to be changed in any way. ISBN 978-1-4715-2720-3 Photocopying The publishers grant permission for the photocopying of those pages marked photocopiable for classroom use only. School purchasers can make copies for the use of their staff and students only. Individual teachers can make copies for their own use or for the use of the students they teach. Under no circumstances may any part of this book be photocopied for sale. We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief), Julie Rich (senior editor); Alex Barton (senior production controller) and the Express Publishing design team; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book. Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity. Acknowledgements

Unit 1 long a (-ake, -ane, -ape) p. 2 Unit 2 long a (-ate, -ace, -ame, -ave) p. 8 Story Time p. 14 Review 1 p. 16 Unit 3 long i (-ine, -ite, -ide, -ive) p. 18 Unit 4 long i (-ike, -ice) p. 24 Story Time p. 30 Review 2 p. 32 Unit 5 long o (-ole, -ome, -ote) p. 34 Unit 6 long o (-one, -ope, -ose) p. 40 Story Time p. 46 Review 3 p. 48 Unit 7 long u (-ube, -une, -ue) p. 50 Unit 8 long e (-ea, -ee) p. 56 Story Time p. 62 Review 4 p. 64 Extra Check p. 66 Let’s play! p. 70 Songs p. 72 Contents Introduction p.II Activity Book (Key & Instructions) p. 73 Photocopiable Material p. 81 Jenny Dooley – Virginia Evans Teacher’s Book

Introduction My Phonics is a five-level course which introduces pupils to the sounds of the English language. It is designed to help pupils connect the sounds (phonemes) to the letters (graphemes) that represent those sounds. Pupils will develop the art of reading by understanding the English alphabet, associating sounds with letters, blending and segmenting words and decoding frequently used words. My Phonics consists of the following levels: My Phonics 1 – The Alphabet/My Phonics 1a & 1b focus on the sounds the letters of the English alphabet make. My Phonics 2 – Short Vowels focuses on short vowel words that make up the vast majority of the words pupils will encounter in their studies. My Phonics 3 – Long Vowels focuses on the decoding of words with the long vowel sound that end in -e. My Phonics 4 – Consonant Blends focuses on consonant clusters and letter blends that can be quite difficult. My Phonics 5 – Letter Combinations covers tricky letter combinations and how to decode and encode words containing them. My Phonics 3 ➤ Components • Pupil’s Book My Phonics 3 covers long vowel words. It comprises 8 units which in turn consist of four lessons. Each unit presents long vowels and the blending of letters to create them. A variety of functional activities, songs and chants help the pupils practise the long vowel sounds/words in an interesting way. The Pupil’s Book also incorporates a variety of appealing additions: I Story Time There is an enjoyable story every two units. Each story consolidates the letters and the words covered in the two units as well as providing real language input and opportunities for reading for pleasure. Each story is followed by a fun activity. In the Teacher’s Book, the teacher can find additional optional activities. II Review There is a review lesson every two units. The review lesson consolidates the long vowel sounds and words taught in the previous two units through a variety of fun activities. III Extra Check This section aims to consolidate the long vowel sounds/words taught in the course. IV Let’s Play! The board game at the end of the Pupil’s Book aims to provide an atmosphere of relaxation while consolidating the words the pupils have learnt in the course. How to Play the Board Game: The pupils play in pairs. Each pupil ticks 10 pictures on their board (blue board) without letting their partner see. The pupils take turns asking questions to find out what their partner has ticked. If they guess correctly, they tick the picture on the green board. The pupil who guesses all ten of their partner’s choices, while asking the fewest questions, wins. V Picture Cards The picture cards include all the pictures necessary for the presentation and revision of the words in each lesson. In each lesson plan there are suggestions for further use of the picture cards in group or class games/activities. VI My Phonics 3 Certificate This is filled in upon completion of the course. The aim of this certificate is to reward the pupils, as well as give them a sense of achievement. • Activity Book The Activity Book is in full colour and comprises eight units. Each unit consists of two pages and can be done upon completion of the corresponding unit in the Pupil’s Book. It aims to consolidate the long vowel sounds and words that appear in the Pupil’s Book through various activities, e.g. colouring, matching, etc. The Activity Book also includes: I Review There is a review lesson every two units. The review lesson consolidates the long vowel sounds and the respective words taught in the previous two units through a variety of fun activities. II Portfolio Activities These activities are at the back of the Activity Book. There is one activity for each unit. These activities aim to consolidate the long vowel sounds and words of each unit through tracing and colouring. II

• Teacher’s Book The Teacher’s Book provides step-by-step lesson plans. Each lesson plan provides detailed suggestions for presenting, practising and consolidating the long vowel sounds and their respective words. There are also further extension activities, games and photocopiable materials making the Teacher’s Book a complete and comprehensive guide to teaching young learners. The Teacher’s Book also includes the Pupil’s Book pages in reduced form making it easier to be used in a classroom. • My Phonics Cards The My Phonics Cards include all the pictures necessary for the presentation and revision of the words in each lesson. In each lesson plan there are suggestions for further use of the phonics cards in group or class games/activities. • Class CDs The Class CDs include all the aural activities in the Pupil’s Book. • DIGI MATERIAL Using a cross-platform application (iOS, Android, Windows, MacOSX), DIGI MATERIAL provides young learners with the digital tools to learn English in a fun way. The DIGI MATERIAL consists of: • Sound presentations along with letter tracing • Animated songs • Fun interactive activities (colouring, tracing, etc) • Learning tasks (circle the right letters, listening activities, etc) with automatic feedback • Interactive games (Pelmanism, mazes, puzzles, letter cubes, etc) • Picture Dictionary with audio ➤ Lesson Features The teaching of English should resemble the natural acquisition of the mother tongue: pupils learn in their native language through having fun and have fun through learning! They pick up sounds and, later on, words to be able to communicate in their social environment. The conditions in our classrooms should promote learning as such. Thus, each lesson follows these steps: • Beginning the Lesson This is an integral part of a lesson as pupils get the chance to communicate with their teacher and their classmates. The teacher is also given the opportunity to greet the pupils and create a friendly environment, as well as revise what the pupils have learnt from the previous lessons. During this step, the teacher is expected to revise the long vowel sounds and/or words taught in the previous lesson. This should not be a formal check of homework! The teacher plays a game using visual aids (picture cards) or realia, miming, etc, as a means of ensuring the pupils’ progress. • Presentation & Practice The teacher should present and practise the new long vowel sounds/words in a clear and enjoyable way. A pupil’s attention span can be very short so the need for a variety of activities arises. The best way to hold their attention is by changing activities every five to ten minutes. However, pupils tend to like what is familiar. Thus, teachers should let a favourite activity go on as long as the pupils are enjoying it. What may seem boring or repetitive to adults is not necessarily the case for pupils. Presenting/Practising the New Letters/Words: a) My Phonics Cards:These illustrate the words which contain the long vowel sounds to be taught. The teacher uses them to present the new long vowel sounds and drill pupils. The choral repetition of words ensures that all the pupils, shy or not, will say the new long vowel sounds/words, giving the teacher an excellent opportunity to correct any pronunciation problems while giving the pupils a sense of confidence before they say the long vowel sounds/words individually. b) Picture Cards:The picture cards are at the back of the Pupil’s Book for the pupils to cut out and store in an envelope. They are replicas of the pictures presented in the Pupil’s Book. The corresponding words are at the back of each card. During the first lesson, spend some time guiding your pupils to cut them out and put them in an envelope (provide some envelopes if necessary). Explain to them that they should always have this envelope with them. The Teacher’s Book provides many suggestions for using these cards in a wide variety of drills and activities. You can also use them to revise and consolidate the letters/words taught in previous lessons. c) Visual Aids: The respective pictures in the Pupil’s Book are used for picture discussion and for further practice of the new long vowel sounds/ words. d) Chants/Songs: The long vowel sounds and the corresponding words are practised through III

Introduction upbeat chants. In the next lesson, the pupils consolidate the long vowel sounds and the words through lively songs. All the songs are set to the tune of traditional songs that make them catchy and easy to sing. Language in the form of songs and chants is more likely to be retained by pupils. In addition, the new long vowel sounds/words are repeated many times while pupils have fun! SIGHT WORDS One of the most effective and powerful reading tools that parents and teachers can help children develop is sight word recognition. When a child is able to understand and identify sight words he/she is certain to become an avid reader. Sight words are the most frequently used words and can be found on the Dolch List. Sight words are critical to reading not only because they are used so frequently, but also because many of them cannot easily be sounded out or depicted. Following this principle, the pupils will be exposed to sight words gradually throughout the course to help them master the art of reading. • Ending the Lesson The lesson should always finish on a high note. Pupils should perceive learning as fun. They will be taught more formally in later years. Our main objective is to infuse them with a sense of happiness and fulfilment. Consequently, Ending the Lesson involves: − Games/Fun Activities: The educational value of games is that pupils are motivated to learn the English language naturally while having fun. Games are also important because at this age the sense of being in a social group and obeying rules are not yet fully developed. Thus, games promote social skills. ➤ Homework Pupils at this level are too young to be assigned any homework. The presentation, practice and consolidation of long vowel sounds and the corresponding words should take place in the classroom. Therefore, the teacher is strongly advised to recycle everything learnt on a regular basis. However, if you feel that the pupils can cope with some homework, you can assign some words for copy and dictation each time. Also, if you wish, you can assign the Portfolio Activities at the end of the Activity Book as homework. Note: The importance of copying lies in the fact that pupils practise putting individual letters together to form a complete word whilst perfecting their handwriting skills. In addition, learning a word or two for dictation enables pupils to remember words as well as improve their spelling. ➤ The Use of Mother Tongue Sometimes, especially at the beginning of an early primary course, the use of mother tongue in a language classroom is unavoidable for a number of reasons. First of all, young learners feel secure as they are given some time to adjust to their new environment, the language classroom. Furthermore, instructions of games and other activities are easier and faster to explain in L1. ➤ How to Avoid Using Mother Tongue A teacher can employ various means of getting his/her message across without using L1: a) Gestures/Miming: Pupils always use body language to express themselves. Take advantage of this by accompanying instructions with gestures, actions and mime to show what you want them to do and/or the meaning of a word. b) Pictures/Realia: Another powerful way of getting the message across is by using pictures, realia and other visual aids. Do not forget that a picture is worth a thousand words! Our objective here is to instil confidence in the pupils and, thus, gradually enable them to listen to and speak as much English as possible! ➤ Songs in the Language Classroom The importance of songs in language learning is not to be underestimated. Their rich language enables young learners’ long-term memory to develop and thus language is retained by pupils. We all remember songs from our mother tongue and we see pupils ‘perform’ short plays in our daily encounter with them. Here are some ways to ‘animate’ the songs: a) TPR Activities: Have pupils stand up, in a circle preferably. Play the song once and demonstrate the actions. Play the song again. Invite pupils to perform the actions. b) Using Prompts: Every lesson includes a song consolidating the words of the lesson. Ask the pupils to take out their picture cards or hand out other realia. Explain to pupils that they are to show their picture cards, etc every time they hear the corresponding words in the song. Play the song. Pupils listen and perform the activity. IV

These are just a few suggestions on how to use songs in the language classroom. Be as inventive as you can since pupils love performing! ➤ Games for Young Learners The educational value of games has already been explained. Here is a list of the most popular games we have used in this course: Bingo Prepare some Bingo cards with the words you want to practise and hand them out to the pupils. Each Bingo card should have a different set of words. Provide them with small pieces of paper to cover the words. Say the words or show pictures and have the pupils cover the words on their Bingo cards. The winner is the first pupil whose card is covered and who shouts BINGO! Correct the Teacher Hold up the phonics cards, one at a time and ask individual pupils to correct your statements. e.g. Teacher: (holding the dog phonics card) It is a cat! Pupil 1: No! It is a dog! etc Disappear Divide the class into two teams, A and B. Draw two stick figures on the board, one for each team. Draw eyes, ears, a nose, a mouth, hair, arms and legs on each figure. Say a word from the lesson and/or the unit. Ask a pupil from Team A to spell it and pronounce it. If the pupil spells it and pronounces it correctly, erase a body part from his/her opponents’ stick figure, otherwise no body part is erased. Then choose a pupil from Team B and repeat the activity. Continue until a team has made the other team’s stick figure ‘disappear’. Draw and Spell The pupils play in pairs. Ask the pupils to think of a few words they have learnt and draw pictures of them. Then they exchange pictures and spell and write the words. Draw It Divide the class into two teams, A and B. Ask two pupils, one from each team, to come to the board. Name a vocabulary item. The pupils quickly draw it. The pupil who finishes first wins a point for his/her team. Continue with the other words and the remaining pupils. The team with the most points wins. Floor Board Game Arrange the phonics card in a long line. Designate a starting (Start) and finishing (Finish) point. Add as many sheets of coloured paper as you wish between the cards to represent Lose a Turn, and assign a number, e.g. 5 on the dice to represent Go back to Start. Give each pupil a counter. Ask the first pupil to throw the dice and move the designated number of spaces. The pupil must say the word on the phonics card he/she lands on. If the pupil makes a mistake, he/she goes back to his/her original place. The first pupil to reach Finish is the winner. Form a Line Put up the phonics cards on the board. Write the respective words on separate pieces of paper. Hand out the pieces of paper to the pupils and ask them to form a line at the front of the board in the same order as the phonics card. Repeat the procedure with another group of pupils. Guess Divide the class into two teams, A and B. Ask a pupil to come to the board. Whisper one of the target vocabulary words to him/her. Without speaking, the pupil draws a picture of the word on the board. The first team to guess the word wins a point. Repeat the activity with as many pupils as you think is necessary. The team with the most points wins the game. Hot Cards Have the pupils sit in a circle. Hand out the phonics cards. Play the song. While the song is playing, the pupils pass the phonics cards around. When the song stops, the pupils holding the phonics cards must name them. Hunt Hide the phonics cards around the classroom. Divide the class into two teams, A and B. Assign each team a list of words for each phonics card and write them on the board in two columns. In teams, the pupils have to ‘hunt’ for the phonics cards depicting the words in their column. As they find them, they cross out the word on the board. The first team to cross off all of its words is the winner. Hush Divide the class into two teams, A and B and assign a number to each pupil. Provide each team with a sheet of paper. Say a word. The pupils with the number 1 from each team only writes the first letter of the word on the paper. He/She then gives the paper to the player with number 2 who adds the next letter, and so on. The pupils must not speak during the game. When the last letter is completed the next player on the team checks it and may correct it, if necessary. Each correct answer wins a point. The team with the most points wins. Repeat the activity with different words. V

Introduction Memory Game Put up the phonics cards on the board and ask the pupils to memorise the order in which the items appear. Remove the phonics cards and ask individual pupils to name the items in the correct order. Change the order of the phonics cards and repeat the activity. Memory Master Ask the pupils to sit in a circle. Choose one pupil to be the ‘Memory Master.’ Arrange the phonics card face up in the middle of the circle. Each pupil chooses a phonics card and says the word, without actually touching the phonics card. After everyone has said their words, the ‘Memory Master’ must hand the correct phonics card to each pupil. Noughts and Crosses Draw a large 3x3 grid on the board. Write a number 1-9 on the upper right hand corner of each space. Choose nine phonics cards and stick them face down on each space on the grid. (Make sure to cover the words with a blank piece of paper.) Divide the pupils into two teams, Team X and Team O. Choose a pupil from Team X to go first. The pupil calls out a number to see the phonics card. If he/she names the item pictured correctly, an X is placed in the space. If not the card is placed face down again and a pupil from Team O chooses a number. The team that succeeds in placing three respective marks in a horizontal, vertical, or diagonal row wins the game. Pen and Pencil Ask the pupils to take out a pen and a pencil. Assign a different sound to each, e.g. long ‘a’ sound for the pen and short ‘a’ sound for the pencil. Say a word and ask the pupils to raise either the pen or the pencil that corresponds to the sound. If you say a word that does not include any of the sounds, the pupils must not move at all. If the pupils make a mistake, they are out of the game. If you want to make the game more fun, say the words quickly. Run and Touch Divide the class into two teams, A and B. Put up the phonics cards on the board. Say one of the words. Two pupils, one from each team, call out the word as they race to touch its corresponding phonics card. The first pupil to touch the phonics card wins a point for his/her team. The team with the most points wins. Sound Pairs Write two sounds in two columns on the board e.g. ‘ane’ and ‘ape’. Show a pupil a phonics card, e.g. cane. The pupil has to say the word and put the phonics card on the board in the correct corresponding column. Ask the rest of the class for verification. Repeat the activity with as many pupils as you think is necessary. Speed Race Put three chairs in front of the board. Divide the class into three teams, A, B and C. Have a pupil from each team stand up. Put a phonics card on each chair. Call out one of the phonics cards. The pupils standing try to be the first to sit on the chair with the corresponding phonics card. The first pupil to sit on the chair wins a point for his/her team. The team with the most points wins. Spin the Bottle Ask the pupils to sit in a circle with a bottle in the middle. Spin the bottle. When it stops, show the pupil it is pointing to a phonics card and elicit its name. If the answer is correct, then that pupil can spin the bottle. Repeat with other phonics cards. Telepathy The pupils form pairs. Put the phonics cards on the board. Tell the pupils to choose a phonics card without letting his/her partner know. The other pupil has to guess what he/she is thinking of. Then they swap roles and play again. e.g. Pupil 1: (thinks of ‘bike’) Pupil 2: Dice? Pupil 1: No! Pupil 2: Mice? Pupil 1: No! Pupil 2: Bike? Pupil 1: Yes! etc Throw the Beanbag Lay out the phonics cards face up on the floor. Choose a pupil and ask him/her to throw the beanbag on one of the phonics cards and name the item pictured. Repeat the procedure with other pupils. Thumbs Up or Down Ask the pupils to close their books. Hold up the phonics cards one at a time, and ask them to verify the word you say by putting their thumbs up or down. Encourage the pupils to give the correct answer. e.g. Teacher: (holding up the rope phonics card) Rose. Class: (putting their thumbs down) Teacher: Good! What is it? Class: Rope. etc Yell It Out Ask the pupils to get into pairs. Have a pair come to the front of the classroom and face each other with their hands behind their backs. Stick a phonics card onto each pupil’s back. Tell the pupils that they have to look VI

at the other pupil’s phonics card and be the first to yell out the word. Repeat the activity with the remaining pairs. What is it? Hold up the phonics cards, one at a time, partly hidden by a sheet of paper. Slowly reveal the phonics card. The pupils try to guess what the phonics card is. What’s the sound? Divide the class into two teams, A and B. Put a phonics card on the board and write the word with a missing sound, e.g. ake for the word ‘rake’. In teams, the pupils have to say the missing sound of the word, e.g. /r/. Each correct answer wins a point. The team with the most points wins. What’s wrong? Divide the class into two teams, A and B. Write the target vocabulary on the board but misspell one of the words. In teams, the pupils have to identify the wrong word and spell it correctly. Each correct answer wins a point. Give an extra point if the word is pronounced correctly, too. The team with the most points wins. Wordscraper Write a word vertically on the board. Invite a pupil to come to the board and add on another word from the lesson, either vertically or horizontally. Continue until all the words from the lesson are written on the board. If you wish, you can ask the pupils to add words from previous lessons as well. e.g. R OS E O H OP E etc Wordsearch Puzzle The pupils play in pairs. Ask the pupils to think of a few words they have learnt and create their own wordsearch puzzles. Then they exchange puzzles and find the words. VII

Unit 1 2 BEGINNING THE LESSON Greet the pupils. Say: Hello, I’m (Miss Adams). Invite them to respond by saying hello. 1 Listen, point and repeat. (Track 02 CD1) Pupils’ books closed. Write the letters ak on the board. Point to them and say: \œk\. The pupils repeat after you. Then write the letters ake on the board. Point to them and say: \eIk\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the a have a long sound. Write b + ake on the board. Point and say: \b\, \eIk\ – bake. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter a to remind the pupils that the silent e at the end makes the a have a long sound. Follow the same procedure to present the words cake, lake and rake. Pupils’ books open. Point to and elicit the sound of the letters and the words. Point out that the consonants in the Pupil’s Book are blue and the vowels are red. Play the CD. The pupils listen, point to and repeat the words. 2 Chant and show! (Track 03 CD1) Put up the bake, cake, lake and rake phonics cards on the board. Point to them and say: \eI\ is in bake and \eI\ is in cake! \eI\ is in lake and \eI\ is in rake! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own bake, cake, lake and rake picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long a and its sound \eI\; to learn four words with the -ake \eIk\ sound Vocabulary • bake, cake, lake, rake Sight Words • the, look, at, on, can, a (revision) Extra materials • My Phonics cards (1-4) Lesson 1 Audioscript \eI\ is in bake and \eI\ is in cake! \eI\ is in lake and \eI\ is in rake! \b\ \eI\ \k\ is bake! \k\ \eI\ \k\ is cake! \l\ \eI\ \k\ is lake! \r\ \eI\ \k\ is rake! Bake, cake, lake and rake! Bake, cake, lake and rake!

3 3 Read, choose and write. Point to the cake and say: Bake the cake! The pupils repeat after you. Repeat the procedure with the remaining items. Then allow the pupils some time to read, choose and write the correct words. Check their answers. 4 Listen. Read and circle. (Track 04 CD1) Point to the rake in the picture and elicit its name. Repeat the procedure for cake, bake and lake. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON Draw It Divide the class into two teams, A and B. Ask two pupils, one from each team, to come to the board. Name a vocabulary item. The pupils quickly draw it. The pupil who finishes first wins a point for his/her team. Continue with the other words and the remaining pupils. The team with the most points wins. Audioscript rake bake cake lake The rake can bake a cake at the lake.

Unit 1 4 BEGINNING THE LESSON Put up the bake, cake, lake and rake phonics cards on the board. Write the words below the phonics cards omitting the vowels. Ask the pupils to write the words in their notebooks. Check their answers. 5 Listen, point and repeat. (Track 05 CD1) Pupil’s books closed. Write the letters an on the board. Point to them and say: \œn\. The pupils repeat after you. Then write the letters ane on the board. Point to them and say: \eIn\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the a have a long sound. Write c + ane on the board. Point and say: \k\, \eIn\ – cane. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter a to remind the pupils that the silent e at the end makes the a have a long sound. Follow the same procedure to present the words mane, cape and tape. Pupils’ books open. Point to and elicit the sound of the letters and the words. Play the CD. The pupils listen, point to and repeat the words. 6 Chant and show! (Track 06 CD1) Put up the cane, mane, cape and tape phonics cards on the board. Point to the cane phonics card and say: In cane there is an \eI\, cane, cane, cane! \k\ \eI\ \n\ is cane, cane, cane, cane! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own cane, mane, cape and tape picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long a and its sound \eI\; to learn two words with the -ane \eIn\ sound and two words with the -ape \eIp\ sound Vocabulary • cane, mane, cape, tape Sight Words • tap, man, cap, he, has, a, and, with (revision) Extra materials • My Phonics cards (1-8) Lesson 2 Audioscript In cane there is an \eI\, Cane, cane , cane! \k\ \eI\ \n\ is cane, Cane, cane, cane! In mane there is an \eI\, Mane, mane, mane! \m\ \eI\ \n\ is mane, Mane, mane, mane! In cape there is an \eI\, Cape, cape, cape! \k\ \eI\ \p\ is cape, Cape, cape, cape! In tape there is an \eI\, Tape, tape, tape! \t\ \eI\ \p\ is tape, Tape, tape, tape!

5 7 Read and choose. Write. Point to the pictures and elicit the names. Then ask the pupils to read the words, pointing out the short a and the long a sounds. Allow the pupils some time to circle the correct corresponding words and write them. Check their answers. 8 Listen. Read and circle. (Track 07 CD1) Point to the cane in the picture and elicit its name. Repeat the procedure for mane, cape and tape. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON Pen and Pencil Ask the pupils to take out a pen and a pencil. Assign the long ‘a’ sound for the pen and the short ‘a’ sound for the pencil. Say a word and ask the pupils to raise either the pen or the pencil that corresponds to the sound. If you say a word that does not include any of the sounds, the pupils must not move at all. If the pupils make a mistake, they are out of the game. If you want to make the game more fun, say the words quickly. Audioscript mane cane cape a cape with tape He has a mane, a cane and a cape with tape!

Unit 1 6 BEGINNING THE LESSON Write the following words on the board: can, cane, tap, tape, man, mane, cap and cape. Ask the pupils, one at a time, to come to the board and underline a word with the short a sound and circle a word with a long a sound. 9 Listen. Read along. (Track 08 CD1) Ask: Can you see the cane? Point to it. Encourage the pupils to point to the picture of the cane. Repeat with cake, lake, rake, cape and mane. Play the CD. Have the pupils listen to the story once. Play the CD again. The pupils listen and point to the pictures of the key words when they hear them in the story. Read the story. The pupils follow in their books. Then they work in pairs. One reads while the other one checks and then they swap roles. Go around the classroom providing any necessary help. Point to and say the sight words. The pupils repeat after you. Time permitting, have some pupils read them aloud. 10 Song (Track 09 CD1) (to the tune of ‘Row, Row, Row Your Boat’) Put up the cake, lake, cape, cane, mane and rake phonics cards on the board. Point to the cake and the lake phonics cards and say: Take, take, take a cake, take it to the lake! The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and sing along. Ask the pupils to take out their own cake, lake, cape, cane, mane and rake, picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. (See p. 72 for the Audioscript.) ENDING THE LESSON What’s the sound? Divide the class into two teams, A and B. Put a phonics card on the board and write the word with a missing sound, e.g. ake for the word ‘rake’. In teams, the pupils have to say the missing sound of the word, e.g. \r\. Each correct answer wins a point. The team with the most points wins. Aims to learn and practise reading skills; to sing a song Vocabulary • cake, lake, rake, cape, cane, mane Sight Words • take, away, no, your Extra materials • My Phonics cards (1-8) Lesson 3

7 BEGINNING THE LESSON Hot Cards Have the pupils sit in a circle. Hand out the phonics cards. Play the song (Track 09 CD1). While the song is playing, the pupils pass the phonics cards around. When the song stops, the pupils holding the phonics cards must name them. 11 Listen and number. (Track 10 CD1) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and number the correct picture. Check their answers. 12 Write. Match the rhyming words. Elicit the names of the pictures. Allow the pupils some time to write the words. Then ask the pupils to match the rhyming words. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 11 CD1) Show the pupils the make phonics card. Point to it and say: \m\ \eIk\ – make. The pupils repeat after you. Repeat the procedure with the lane phonics card. Point to the pictures of make and lane, one at a time, and have the pupils say the words. The pupils circle the words that rhyme. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON Bingo Prepare some Bingo cards with the words you want to practise and hand them out to the pupils. Each Bingo card should have a different set of words. Provide them with small pieces of paper to cover the words. Say the words or show pictures and have the pupils cover the words on their Bingo cards. The winner is the first pupil whose card is covered and who shouts BINGO! (see page 73) Aims to practise the long a sound and the corresponding words; to learn two extra words with the -ake \eIk\ and -ane \eIn\ sounds Vocabulary • bake, cake, lake, rake, cane, mane, cape, tape, make, lane Extra materials • My Phonics cards (1-10) Lesson 4 Lesson 5 - Activity Book Audioscript One – cape Two – tape Three – bake Four – lake

Unit 2 8 BEGINNING THE LESSON Correct the Teacher Hold up the phonics cards from the previous unit, one at a time and ask individual pupils to correct your statements. e.g. Teacher: (holding the cape phonics card) It’s a cane. Pupil 1: No! It’s a cape! etc 1 Listen, point and repeat. (Track 12 CD1) Pupil’s books closed. Write the letters at on the board. Point to them and say: \œt\. The pupils repeat after you. Then write the letters ate on the board. Point to them and say: \eIt\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the a have a long sound. Write d + ate on the board. Point and say: \d\, \eIt\ – date. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter a to remind the pupils that the silent e at the end makes the a have a long sound. Follow the same procedure to present the words gate, lace and race. Pupils’ books open. Point to and elicit the sound of the letters and the words. Play the CD. The pupils listen, point to and repeat the words. 2 Chant and show! (Track 13 CD1) Put up the date, gate, lace and race phonics cards on the board. Point to the date and gate phonics cards and say: \eI\ ate, date, \eI\ ate, gate! \d\ \eI\ \t\ is date, \g\ \eI\ \t\ is gate! The pupils repeat after you. Follow the same procedure and present the remaining verse and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own date, gate, lace and race picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. 3 Write the words. Point to the pictures, one at a time and elicit the names. Then ask the pupils to write the words. Check their answers. Aims to learn the long a and its sound \eI\; to learn two words with the -ate \eIt\ sound and two words with the -ace \eIs\ sound Vocabulary • date, gate, lace, race Sight Words • the, of, is, on, with (revision) Extra materials • My Phonics cards (1-14) Lesson 1 Audioscript \eI\ ate, date, \eI\ ate, gate! \d\ \eI\ \t\ is date, \g\ \eI\ \t\ is gate! \eI\ ace, lace, \eI\ ace, race! \l\ \eI\ \s\ is lace, \r\ \eI\ \s\ is race!

9 4 Listen. Read and circle. (Track 14 CD1) Point to the gate in the picture and elicit its name. Repeat the procedure for lace, date and race. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON Hunt Hide the phonics cards around the classroom. Divide the class into two teams, A and B. Assign each team a list of words for each phonics card and write them on the board in two columns. In teams, the pupils have to ‘hunt’ for the phonics cards depicting the words in their column. As they find them, they cross out the word on the board. The first team to cross off all of its words is the winner. Audioscript date race the date of the race gate lace the gate with the lace The date of the race is on the gate with the lace!

Unit 2 10 BEGINNING THE LESSON Write date, gate, lace and race on the board. Put up the date, gate, lace and race phonics cards on your desk. Point to one of the words on the board and ask a pupil to pick up the correct phonics cards from your desk and say the word. 5 Listen, point and repeat. (Track 15 CD1) Pupil’s books closed. Write the letters am on the board. Point to them and say: \œm\. The pupils repeat after you. Then write the letters ame on the board. Point to them and say: \eIm\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the a have a long sound. Write g + ame on the board. Point and say: \g\, \eIm\ – game. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter a to remind the pupils that the silent e at the end makes the a have a long sound. Follow the same procedure to present the words name, cave and wave. Pupils’ books open. Point to and elicit the sound of the letters and the words. Play the CD. The pupils listen, point to and repeat the words. 6 Chant and show! (Track 16 CD1) Put up the game, name, cave and wave phonics cards on the board. Point to the game phonics card and say: In game there is an \eI\, Game, game, game! \g\ \eI\ \m\ is game, Game, game, game! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own game, name, cave and wave picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long a and its sound \eI\; to learn two words with the -ame \eIm\ sound and two words with the -ave \eIv\ sound Vocabulary • game, name, cave, wave Sight Words • there, for, this, says, the, to (revision) Extra materials • My Phonics cards (11-18) Lesson 2 Audioscript In game there is an \eI\, Game, game, game! \g\ \eI\ \m\ is game, Game, game, game! In name there is an \eI\, Name, name, name! \n\ \eI\ \m\ is name, Name, name, name! In cave there is an \eI\, Cave, cave, cave! \k\ \eI\ \v\ is cave, Cave, cave, cave! In wave there is an \eI\, Wave, wave, wave! \w\ \eI\ \v\ is wave, Wave, wave, wave!

11 7 Circle and write. Point to the pictures and elicit the names. Then the pupils circle the correct corresponding words and write them. Check their answers. 8 Listen. Read and circle. (Track 17 CD1) Point to the cave in the picture and elicit its name. Repeat the procedure for wave and game. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON Sound Pairs Write two sounds in two columns on the board e.g. ‘ame’ and ‘ave’. Show a pupil a phonics card, e.g. game. The pupil has to say the word and put the phonics card on the board in the correct corresponding column. Ask the rest of the class for verification. Repeat the activity with as many pupils as you think is necessary. Audioscript game cave wave “Is there a name for this game?” says the cave to the wave.

Unit 2 12 BEGINNING THE LESSON Put up the phonics cards from the previous unit on the board. Write the words for each below the phonics cards omitting the vowels. Ask individual pupils to come to the board, write the missing vowels and say the words. Ask the rest of the class for verification. Repeat the activity with other pupils. As an extension, ask the pupils to say which words rhyme. 9 Listen. Read along. (Track 18 CD1) Ask: Can you see the wave? Point to it. Encourage the pupils to point to the picture of the wave. Repeat with cave. Play the CD. Have the pupils listen to the story once. Play the CD again. The pupils listen and point to the pictures of the key words when they hear them in the story. Read the story. The pupils follow in their books. Then they work in pairs. One reads while the other one checks and then they swap roles. Go around the classroom providing any necessary help. Point to and say the sight words. The pupils repeat after you. Time permitting, have some pupils read them aloud. 10 Song (Track 19 CD1) (to the tune of ‘A Tisket A Tasket’) Put up the cave, game, race, and wave phonics cards on the board. Point to the cave and say: The kids are at the cave. The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and sing along. Ask the pupils to take out their own cave, game, race, and wave picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. (See p. 72 for the Audioscript.) ENDING THE LESSON Run and Touch Divide the class into two teams, A and B. Put up the phonics cards on the board. Say one of the words. Two pupils, one from each team, call out the word as they race to touch its corresponding phonics card. The first pupil to touch the phonics card wins a point for his/her team. The team with the most points wins. Aims to learn and practise reading skills; to sing a song Vocabulary • date, gate, lace, race, game, name, cave, wave Sight Words • we, came, say, by, what Extra materials • My Phonics cards (11-18) Lesson 3

13 BEGINNING THE LESSON Put up phonics cards 1-20 on the board. Write their words in a column in random order. Ask individual pupils to come to the board and match the phonics cards to the words by drawing lines. 11 Listen and colour. (Track 20 CD1) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and colour the pictures using any colour they like. Check their answers. Then ask individual pupils to say what colour they coloured each item, e.g. a red cave, a green car, blue car. etc 12 Colour the letters and write the word. Match the rhyming words. Elicit the names of the pictures. Allow the pupils some time to colour in the correct letters and write the words. Then ask the pupils to match the rhyming words. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 21 CD1) Show the pupils the late phonics card. Point to it and say: \l\ \eIt\ – late. The pupils repeat after you. Repeat the procedure with the face phonics card. Point to the pictures of late and face, one at a time, and have the pupils say the words. The pupils circle the words that rhyme. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON Floor Board Game Arrange the phonics cards in a long line. Designate a starting (Start) and finishing (Finish) point. Add as many sheets of coloured paper as you wish between the cards to represent Lose a Turn, and assign a number, e.g. 5 on the dice to represent Go back to Start. Give each pupil a counter. Ask the first pupil to throw the dice and move the designated number of spaces. The pupil must say the word on the phonics card he/she lands on. If the pupil makes a mistake, he/she goes back to his/her original place. The first pupil to reach Finish is the winner. (see page 73) Aims to practise the long a sound and the corresponding words; to learn two extra words with the -ate \eIt\ and -ace \eIs\ sounds Vocabulary • date, gate, lace, race game, name, cave, wave, late, face Extra materials • My Phonics cards (11-20) Lesson 4 Lesson 5 - Activity Book Audioscript One – cave Two – race

14 BEGINNING THE LESSON Put the phonics cards from Units 1 and 2 on the board. Ask individual pupils to come to the board, choose a phonics card and write the corresponding word below it. Then they say the word aloud. Ask the rest of the class for verification. Repeat the activity with other pupils. 1 Listen. Read along. (Track 22 CD1) Tell the pupils that it’s story time. Ask them if they like reading stories and what their favourite storybook is, who their favourite storybook character is, etc. Write the following words on the board or prepare some slips of paper with the words on them. You can laminate them for future use. Ask pupils to read out the words. Invite guesses, in L1 if necessary, about what they think the story is about. Do not dismiss any ideas. Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to the cave in picture 1) Look! What’s this? Class: (It’s) a cave! Teacher: (pointing to the bats in picture 1) Yes! Look at the bats. They like to play … Class: a game! etc Play the CD and ask the pupils to listen and follow the story in their books, pointing to the pictures of the key words. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Finally, ask individual pupils to read the story aloud. Extension (Optional) Read out a few sentences from the story and ask the pupils to complete them. e.g. Teacher: I like … Class: this game! etc Note: If you wish, have the pupils close their books during this activity. Aims to consolidate the long a sound and the corresponding words; to learn and practise reading skills Vocabulary • consolidation Extra materials • My Phonics cards (1-20) cave game name race wave Story Time

15 2 Circle the words in the story with the long a sound. Say the words. Ask the pupils to read the story again and circle all the words with the long a sound. Check their answers. Allow the pupils some time to complete the activity. Check their answers. Then ask individual pupils to say the words. 3 Read and match. Refer the pupils to the sentences. Allow the pupils some time to read and match the sentences. Check their answers. ENDING THE LESSON Act Out Read the sentences in the story. Invite the pupils to mime the key words from the story (bat, cave, game, race, wave). If you wish, have the pupils come to the front of the classroom and act out the story. Encourage them to have fun as they perform (e.g. make noises or funny faces as they mime, etc). Time permitting, you can assign the role of the ‘narrator’ to a pupil/pupils. Optional Story Time Activities 1 Ask pupils to change parts or all of the story and present it to the class. e.g. The bats are in the wave. 2 Photocopy the story and the speech bubbles from the photocopiable section, one set per pair. Make sure they are not in the right order. The pupils: 1) put the frames of the story in the right order before they listen to check and/or 2) match the frames to the speech bubbles and listen to check their answers. 3 Pupils choose their favourite animal or object from the story and they draw it.

Story BEGINNING THE LESSON The Reading Tree Make a simple outline of a tree trunk and branches like the one below: The tree should be large enough to be read clearly on the wall. It should have 8 branches and each branch should represent a different unit. Prepare some simple cards with the words the pupils have learnt so far (with the long a sound). If you wish, you can laminate them so that you can use them again and again. Hand out the cards to various pupils. Ask the pupils to say the long a sound and/or the word before they come and stick it on the corresponding branch. Ask the rest of the class for verification. An optional extension to this activity is to select pupils, one at a time, to remove the cards. The pupils say the sound and/or the words before they remove the cards. 1 Listen and circle. Tick (✓). (Track 23 CD1) Point to the pictures and elicit the names. Play the CD. The pupils listen and circle the correct words. Then they tick the corresponding pictures. Check their answers. 2 Say the words. Circle the odd one out. Explain the activity. The pupils say the words and circle the ones with a different ending sound. Allow the pupils some time to complete the activity. Check their answers. 3 Look and circle. Say the words. Point to the pictures and elicit the names and the ending sounds. Explain the activity. Allow the pupils some time to circle the correct letters to complete the words. Check their answers. Ask individual pupils to say the words. Audioscript One – lake Two – tape Three – race Four – game Review 1 (long a) 16

4 Write the words. Point to each word and elicit the sounds. Explain the activity. Allow the pupils some time to write the words under the corresponding ending sounds. Check their answers. Ask individual pupils to say the words. Note: The pupils are now ready to do pages 6-7 in the Activity Book. (see page 74) Optional Review Activities 1 The Long and Short of It: Prepare large letter cards for the following letters: c, a, n, t, p, m, n, e. Invite three pupils to come to the front of the classroom. Hand the pupils the c, a and n letter cards (one for each pupil) and ask them to form and pronounce a word while facing the class (can). Then invite another pupil and hand him/ her the e letter card. He/She stands next to the pupil with the n letter card. Ask all four pupils to pronounce the new word (cane). Repeat the activity with the words tap, man and cap and different pupils. 2 Rhyming Pairs: The pupils play in pairs. Each pupil thinks of three pairs of words that rhyme and three words that don’t. e.g. cake – rake cape – tape name – game late, cave, face They write each word on separate cards or on small pieces of paper. The pupils shuffle their cards and exchange them with their partner. The pupils have to match the rhyming pairs. If you wish, you can set a time limit to make the activity more fun. The winner is the pupil who matches the rhyming pairs first. 3 Switch: Divide the class into two teams, A and B. Prepare a set of cards with the following symbols on each: ♥ ❏ ▲ ✰ ❍ ✧ ◆. Write the sounds that are represented by each symbol on the board. e.g. ♥ -ake, ❏ -ane, ▲ -ape, ✰ -ave, ❍ -ate, ✧ -ace, ◆ -ame Ask a pupil from each team to come to the board. Hand the pupils one of the cards. The pupil that says and writes a word that corresponds to the symbol first, wins a point for his/her team. The team with the most points wins. Review 1 - Activity Book 17

Unit 3 18 BEGINNING THE LESSON Revise the words with the long A sound. Write a word on the board from the previous lessons e.g. mane leaving out the letters a and n. Ask individual pupils to come to the board, write the missing letters and say the word aloud. Repeat the procedure and revise the remaining words. 1 Listen, point and repeat. (Track 24 CD1) Pupils’ books closed. Write the letters in on the board. Point to them and say: \In\. The pupils repeat after you. Then write the letters ine on the board. Point to them and say: \aIn\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the i have a long sound. Write l + ine on the board. Point and say: \l\, \aIn\ – line. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter i to remind the pupils that the silent e at the end makes the i have a long sound. Follow the same procedure to present the words pine, bite and kite. Pupils’ books open. Point to and elicit the sound of the letters and the words. Play the CD. The pupils listen, point to and repeat the words. 2 Chant and show! (Track 25 CD1) Put up the line, pine, bite and kite phonics cards on the board. Point to the line and pine phonics cards and say: \aI\ \aI\ \aIn\! \aI\ is in line, \aI\ is in pine! \l\ \aI\ \n\, line, line, line! \p\ \aI\ \n\, pine, pine, pine! The pupils repeat after you. Follow the same procedure and present the remaining verse and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own line, pine, bite and kite picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long i and its sound \aI\; to learn two words with the -ine \aIn\ sound and two words with the -ite \aIt\ sound Vocabulary • line, pine, bite, kite Sight Words • the, can, on (revision) Extra materials • My Phonics cards (21-24) Lesson 1 Audioscript \aI\ \aI\ \aIn\! \aI\ is in line, \aI\ is in pine! \l\ \aI\ \n\, Line, line, line! \p\ \aI\ \n\, Pine, pine, pine! \aI\ \aI\ \aIt\! \aI\ is in bite, \aI\ is in kite! \b\ \aI\ \t\, Bite, bite, bite! \k\ \aI\ \t\, Kite, kite, kite!

19 3 Unscramble the letters and write the words. Say the words. Ask the pupils to unscramble the letters and write the words. Check their answers. Then ask the pupils to say the words. 4 Listen. Read and circle. (Track 26 CD1) Point to the picture of the kite and elicit its name. Repeat the procedure for line, pine and bite (point to the kite’s mouth and mime taking a bite). Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON Guess Divide the class into two teams, A and B. Ask a pupil to come to the board. Whisper one of the target vocabulary words to him/her. Without speaking, the pupil draws a picture of the word on the board. The first team to guess the word wins a point. Repeat the activity with as many pupils as you think is necessary. The team with the most points wins the game. Audioscript pine line kite bite The pine is on the line. The kite can bite the pine.

Unit 3 20 BEGINNING THE LESSON Write the words from the previous lesson with scrambled letters on the board. Ask individual pupils to come to the board, unscramble the letters and write the words. 5 Listen, point and repeat. (Track 27 CD1) Pupils’ books closed. Write the letters id on the board. Point to them and say: \Id\. The pupils repeat after you. Then write the letters ide on the board. Point to them and say: /aId/. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the i have a long sound. Write h + ide on the board. Point and say: \h\, \aId\ – hide. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter i to remind the pupils that the silent e at the end makes the i have a long sound. Follow the same procedure to present the words ride, dive and five. 6 Chant and show! (Track 28 CD1) Put up the hide, ride, dive and five phonics cards on the board. Point to the hide and ride phonics cards and say: \aI\ \aI\ \aId\! \aI\ is in hide, \aI\ is in ride! \h\ \aI\ \d\, hide, hide, hide! \r\ \aI\ \d\, ride, ride, ride! The pupils repeat after you. Follow the same procedure and present the remaining verse and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own hide, ride, dive and five picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long i and its sound \aI\; to learn two words with the -ide \aId\ sound and two words with the -ive \aIv\ sound Vocabulary • hide, ride, dive, five Sight Words • the, can, and (revision) Extra materials • My Phonics cards (21-28) Lesson 2 Audioscript \aI\ \aI\ \aId\! \aI\ is in hide, \aI\ is in ride! \h\ \aI\ \d\, Hide, hide, hide! \r\ \aI\ \d\, Ride, ride. ride! \aI\ \aI\ \aIv\! \aI\ is in dive, \aI\ is in five! \d\ \aI\ \v\, Dive, dive, dive! \f\ \aI\ \v\, Five, five, five!

21 7 Write. Circle the right pictures. Point to the letter f and elicit its sound. Then point to the pictures, one at a time, and elicit the names. Repeat with the remaining letters and pictures. Ask the pupils to complete the words and then circle the correct pictures. Check their answers. 8 Listen. Read and write. (Track 29 CD1) Point to the number five in the picture and elicit its name. Repeat the procedure for ride, dive and hide. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and write the missing letters. Check their answers. ENDING THE LESSON Spin the Bottle Ask the pupils to sit in a circle with a bottle in the middle. Spin the bottle. When it stops, show the pupil it is pointing to a phonics card (21-28) and elicit its name. If the answer is correct, then that pupil can spin the bottle. Repeat with other phonics cards. Audioscript five dive the five can dive five hide the five can hide five ride the five can ride The five can dive, hide and ride!

Unit 3 22 BEGINNING THE LESSON Put up the phonics cards (21-28) on the board. Say a word, e.g. five. Ask a pupil to come to the board and point to the corresponding phonics card. Ask the rest of the class for verification. Repeat the activity with other pupils. 9 Listen. Read along. (Track 30 CD1) Ask: Can you see the five? Point to it. Encourage the pupils to point to the five on the clock. Repeat with pine, line, and kite. Play the CD. Have the pupils listen to the story once. Play the CD again. The pupils listen and point to the pictures of the key words when they hear them in the story. Read the story. The pupils follow in their books. Then they work in pairs. One reads while the other one checks and then they swap roles. Go around the classroom providing any necessary help. Point to and say the sight words. The pupils repeat after you. Time permitting, have some pupils read them aloud. 10 Song (Track 31 CD1) (to the tune of ‘Skip to My Lou’) Put up the kite, pine and line phonics cards on the board. Point to the kite phonics card and say: Get your kite. The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and sing along. Ask the pupils to take out their own kite, pine and line picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. (See p. 72 for the Audioscript.) ENDING THE LESSON Yell It Out Ask the pupils to get into pairs. Have a pair come to the front of the classroom and face each other with their hands behind their backs. Stick a phonics card (21-28) onto each pupil’s back. Tell the pupils that they have to look at the other pupil’s phonics card and be the first to yell out the word. Repeat the activity with the remaining pairs. Aims to learn and practise reading skills; to sing a song Vocabulary • line, pine, kite, five Sight Words • always, then, from Extra materials • My Phonics cards (21-28) Lesson 3

23 BEGINNING THE LESSON Hot Cards Have the pupils sit in a circle. Hand out the kite, pine and line phonics cards. Play the song (Track 31 CD1). While the song is playing, the pupils pass the phonics cards around. When the song stops, the pupils holding the phonics cards must name them. 11 Listen and circle yes or no. (Track 32 CD1) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and circle yes or no. Check their answers. 12 Circle and write. Point to the pictures, one at a time, and elicit the names. Allow the pupils some time to complete the task. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 33 CD1) Show the pupils the nine phonics card. Point to it and say: \n\ \aIn\ – nine. The pupils repeat after you. Repeat the procedure with the hive phonics card. Point to the pictures of nine and hive, one at a time, and have the pupils say the words. The pupils circle the words that rhyme. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON Form a Line Put up the phonics cards (21-30) on the board. Write the respective words on separate pieces of paper. Hand out the pieces of paper to the pupils and ask them to form a line at the front of the board in the same order as the phonics card. Repeat the procedure with another group of pupils. (see page 74) Aims to practise the long i sound and the corresponding words; to learn two extra words with the -ine \aIn\ and -ive \aIv\ sounds Vocabulary • line, pine, bite, kite, hide, ride, dive, five, nine, hive Extra materials • My Phonics cards (21-30) Lesson 4 Lesson 5 - Activity Book Audioscript One – kite Two – five Three – dive Four – ride

Unit 4 24 BEGINNING THE LESSON Put up the phonics cards (21-30) from the previous unit on the board. Write the words below the phonics cards omitting the first letter. Ask individual pupils to come to the board, write the missing letters and say the words. 1 Listen, point and repeat. (Track 34 CD1) Pupils’ books closed. Write the letters ik on the board. Point to them and say: \¸k\. The pupils repeat after you. Then write the letters ike on the board. Point to them and say: \a¸k\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the i have a long sound. Write b + ike on the board. Point and say: \b\, \a¸k\ – bike. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter i to remind the pupils that the silent e at the end makes the i have a long sound. Follow the same procedure to present the words hike, like and mike. Pupils’ books open. Point to and elicit the sound of the letters and the words as well as the consonants and vowels. Play the CD. The pupils listen, point to and repeat the words. 2 Chant and show! (Track 35 CD1) Put up the bike, hike, like, and mike phonics cards on the board. Point to the bike phonics card and say: The sound is \a¸\, \a¸\ is in bike, \a¸\ with k is \a¸k\! \b\ \a¸\ \k\ is bike! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own bike, hike, like, and mike picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long i and its sound \a¸\; to learn four words with the -ike \a¸k\ sound Vocabulary • bike, hike, like, mike Sight Words • the, and, to (revision) Extra materials • My Phonics cards (21-34) Lesson 1 Audioscript The sound is \a¸\, \a¸\ is in bike! \a¸\ with \k\ is \a¸k\, \b\ \a¸\ \k\ is bike! The sound is \a¸\, \a¸\ is in hike! \a¸\ with \k\ is \a¸k\, \h\ \a¸\ \k\ is hike! The sound is \a¸\, \a¸\ is in like! \a¸\ with \k\ is \a¸k\, \l\ \a¸\ \k\ is like! The sound is \a¸\, \a¸\ is in mike! \a¸\ with \k\ is \a¸k\, \m\ \a¸\ \k\ is mike!

25 3 Say the words. Circle the one that rhymes. Point to and elicit the word like. Then point to the pictures of bike and pine, one at a time, and elicit the names. Repeat with the remaining words and pictures. Explain the activity. Allow the pupils some time to circle the correct pictures. Check their answers. 4 Listen. Read and circle. (Track 36 CD1) Point to the bike in the picture and elicit its name. Repeat the procedure for mike, hike and like (point to the mike’s smiling face). Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON What is it? Hold up the phonics cards (31-34) from the lesson, one at a time, partly hidden by a sheet of paper. Slowly reveal the phonics card. The pupils try to guess what the phonics card is. Audioscript bike mike hike The bike and the mike like to hike!

Unit 4 26 BEGINNING THE LESSON Put up the phonics cards (31-34) from the previous lesson on the board. Point to a phonics card without saying the word. Ask a pupil to say the word. Ask the rest of the class for verification. Repeat the activity with other pupils. 5 Listen, point and repeat. (Track 37 CD1) Pupils’ books closed. Write the letters ice on the board. Point to them and say: \a¸s\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the i have a long sound. Write d + ice on the board. Point and say: d\, \a¸s\ – dice. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter i to remind the pupils that the silent e at the end makes the i have a long sound. Follow the same procedure to present the words ice, mice and rice. 6 Chant and show! (Track 38 CD1) Put up the dice, ice, mice and rice phonics cards on the board. Point to the dice phonics card and say: The sound is \a¸\, \a¸\ is in dice! \a¸\ with \s\ is \a¸s\, \d\ \a¸\ \s\ is dice! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own dice, ice, mice and rice picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long i and its sound \a¸\; to learn four words with the -ice \a¸s\ sound Vocabulary • dice, ice, mice, rice Sight Words • the, on, and (revision) Extra materials • My Phonics cards (31-38) Lesson 2 Audioscript The sound is \a¸\, \a¸\ is in dice! \a¸\ with \s\ is \a¸s\, \d\ \a¸\ \s\ is dice! The sound is \a¸\, \a¸\ is in ice! \a¸\ with \s\ is \a¸s\, \a¸\ \s\ is ice! The sound is \a¸\, \a¸\ is in mice! \a¸\ with \s\ is \a¸s\, \m\ \a¸\ \s\ is mice! The sound is \a¸\, \a¸\ is in rice! \a¸\ with \s\ is \a¸s\, \r\ \a¸\ \s\ is rice!

27 7 Write. Say the words. Point to the pictures, one at a time, and elicit the names. Ask the pupils to complete the missing letters. Check their answers. Then ask the pupils to say the words. 8 Listen. Read and circle. (Track 39 CD1) Point to the ice in the picture and elicit its name. Repeat the procedure for mice, dice and rice. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and circle the correct letters. Check their answers. ENDING THE LESSON Throw the Beanbag Lay out the phonics cards (31-38) face up on the floor. Choose a pupil and ask him/her to throw the beanbag on one of the phonics cards and name the item pictured. Repeat the procedure with other pupils. Audioscript mice dice ice rice The mice on the dice like ice and rice!

Unit 4 28 BEGINNING THE LESSON Hold up the phonics cards (35-38) from the previous lesson, one at a time, and say a word. Ask individual pupils to say yes or no. e.g. Teacher: (holding up the ice phonics card) Mice! Pupil 1: No! etc 9 Listen. Read along. (Track 40 CD1) Ask: Can you see the mike? Point to it. Encourage the pupils to point to the picture of the mike. Repeat with bike, ice and dice. Play the CD. Have the pupils listen to the story once. Play the CD again. The pupils listen and point to the pictures of the key words when they hear them in the story. Read the story. The pupils follow in their books. Then they work in pairs. One reads while the other one checks and then they swap roles. Go around the classroom providing any necessary help. Point to and say the sight words. The pupils repeat after you. Time permitting, have some pupils read them aloud. 10 Song (Track 41 CD1) (to the tune of ‘Miss Polly Had a Dolly’) Put up the mike, bike, like, ice and dice phonics cards on the board. Point to the mike, bike, like and ice phonics cards and say: The mike and the bike like the ice. The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and sing along. Ask the pupils to take out their own mike, bike, like, ice and dice picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. (See p. 72 for the Audioscript.) ENDING THE LESSON Telepathy The pupils form pairs. Put the phonics cards (31-38) on the board. Tell the pupils to choose a phonics card without letting his/her partner know. The other pupil has to guess what he/she is thinking of. Then they swap roles and play again. e.g. Pupil 1: (thinks of ‘bike’) Pupil 2: Dice? Pupil 1: No! Pupil 2: Mice? Pupil 1: No! Pupil 2: Bike? Pupil 1: Yes! etc Aims to learn and practise reading skills; to sing a song Vocabulary • mike, bike, like, ice, dice Sight Words • every, day, their Extra materials • My Phonics cards (31-38) Lesson 3

29 BEGINNING THE LESSON Place all the phonics cards on your desk. Say a word, e.g. bike. Ask a pupil to come, pick up the phonics card, show it to the class and repeat the word. Ask the rest of the class for verification. Repeat the activity with other pupils. 11 Listen and circle. Tick (✓) the right pictures. (Track 42 CD1) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen, circle the correct letters and tick the correct pictures. Check their answers. 12 Look and write. Point to the mike and say: The mike is on the … . Ask the pupils to complete your sentence. Elicit: Bike. Repeat the procedure with the remaining sentences and pictures. Allow the pupils some time to complete the sentences. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 43 CD1) Show the pupils the nice phonics card. Point to it and say: \n\ \a¸s\ – nice. The pupils repeat after you. Repeat the procedure with the pike phonics card. Point to the pictures of nice and pike, one at a time, and have the pupils say the words. The pupils circle the words that rhyme. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON Hunt Hide the phonics cards (31-40) around the classroom. Divide the class into two teams, A and B. Assign each team a list of words for each phonics card and write them on the board in two columns. In teams, the pupils have to ‘hunt’ for the phonics cards depicting the words in their column. As they find them, they cross out the word on the board. The first team to cross off all of its words is the winner. (see page 75) Aims to practise the long i sound and the corresponding words; to learn two extra words with the -ice \a¸s\ and -ike \a¸k\ sounds Vocabulary • bike, hike, like, mike, dice, ice, mice, rice, nice, pike Extra materials • My Phonics cards (31-40) Lesson 4 Lesson 5 - Activity Book Audioscript One – dice Two – bike

30 BEGINNING THE LESSON Put up some phonics cards (21-40) on the board, all with the same sound and one with a different sound, e.g. bike, hike, mice, like. Ask a pupil to pick the odd one out. Ask the rest of the class for verification. Repeat the activity with other pupils and phonics cards. If you wish, you can write the words on the board instead of using the phonics cards. 1 Listen. Read along. (Track 44 CD1) Tell the pupils that it’s story time. Ask them, in L1 if necessary, if they remember the previous story. If not, you can spend some time revising it. Write the following words on the board or prepare some slips of paper with the words on them. You can laminate them for future use. Ask the pupils to read out the words. Invite guesses, in L1 if necessary, about what they think the story is about. Do not dismiss any ideas. Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to the pine in picture 1) Look! What’s this? Class: (It’s) a pine! Teacher: (pointing to the mice in picture 1) Yes! The mice like to … Class: hike! etc Play the CD and ask the pupils to listen and follow the story in their books, pointing to the pictures of the key words. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Finally, ask individual pupils to read the story aloud. Extension (Optional) Allow the pupils enough time to look at the pictures in the story, then ask them to close their books. Say sentences and ask the pupils to complete them. e.g. Teacher: The mice like … Class: rice. etc Aims to consolidate the long i sound and the corresponding words; to learn and practise reading skills Vocabulary • consolidation Extra materials • My Phonics cards (21-40) mice like hike pine ride bike kite rice five dice Story Time

31 2 Circle the words in the story with the long i sound. Say the words. Explain the activity. Allow the pupils some time to look at the story again and circle the words with the long i sound. Then ask individual pupils to say the words. 3 Read and write. Number the pictures. Explain the activity. Point to the pictures and elicit the name. Read the first sentence and ask the pupils to look at the pictures and complete the sentence with the correct word. Allow the pupils some time to complete the sentences and number the pictures. Check their answers. ENDING THE LESSON Act Out Read the sentences in the story. Invite the pupils to mime the key words from the story (mice, pine, rice, bike, kite, ride, dice, five, hike, like). If you wish, have the pupils come to the front of the classroom and act out the story. Encourage them to have fun as they perform (e.g. make noises or funny faces as they mime, etc). Time permitting, you can assign the role of the ‘narrator’ to a pupil/pupils. Optional Story Time Activities 1 Ask the pupils to change parts or all of the story and present it to the class. e.g. The mice like dice. 2 Photocopy the story and the speech bubbles from the photocopiable section, one set per pair. Make sure they are not in the right order. The pupils: 1) put the frames of the story in the right order before they listen to check and/or 2) match the frames to the speech bubbles and listen to check their answers. 3 The pupils choose their favourite animal or object from the story and they draw it.

Story BEGINNING THE LESSON The Reading Tree Refer the pupils to the reading tree on the wall. Prepare some simple cards with the words the pupils have learnt so far (words with the long i sound). If you wish, you can laminate them so that you can use them again and again. Hand out the cards to various pupils. Ask the pupils to say the long i sound and/or the word before they come and stick it on the corresponding branch. Ask the rest of the class for verification. An optional extension to this activity is to select pupils, one at a time, to remove the cards. The pupils say the sound and/or the words before they remove the cards. 1 Listen and circle. (Track 45 CD1) Explain the activity. Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and circle the correct picture in each set. Check their answers. 2 Say the words. Write the rhyming words. Point to the pictures, one at a time, and elicit the names. The pupils write the rhyming words in the spaces provided. Check their answers. Audioscript One – pine Two – ride Three – pike Four – bite Review 2 (long i) 32

3 Read and match. Point to the pictures, one at a time, and elicit the names of the items/actions. Allow the pupils some time to read the sentences and match them to the pictures. Check their answers. 4 Look, read and tick (✓). Point to the pictures one at a time and elicit the names. Explain the activity. Point to the bike. Ask: Is it a mike? Elicit: No, it isn’t. Allow the pupils some time to read the sentences and tick the correct answer. Check their answers. Ask individual pupils to read out the sentences. Note: The pupils are now ready to do pages 12-13 in the Activity Book. (see page 75) Optional Review Activities 1 Listen!: Hand out sheets of paper to the pupils. Explain the activity. The pupils follow your instructions and draw a picture using the words that they have learnt. When they finish they can colour their pictures using any colours they like. e.g. Teacher: Draw a line. Now draw a pine on a line. etc 2 Rhyme and Shout: The pupils play in pairs. Pupil A writes down a word without letting Pupil B see it. Pupil A then says a word that rhymes with his/her secret word. Pupil B must try to guess the secret word by saying words that rhyme with it. The pupils win a point for each word they guess correctly. The winner is the pupil with the most points. 3 Round and Round: Ask the pupils to sit in a circle. Hold up a phonics card (e.g. mice). Give it to the pupil who calls out the name first and then have him/her pass it around the circle. As the card is passed around the pupils say the name. Repeat the activity with other phonics cards. To make the activity even more fun, change the direction and speed of the phonics cards going round at the same time. Review 2 - Activity Book 33

Unit 5 34 BEGINNING THE LESSON Say and write on the board: hide. Invite individual pupils to say a word that rhymes with hide and write it on the board. Ask the rest of the class for verification. Repeat the activity with dice, dive, kite, line, cave, game, lace, date, tape, mane and cake. 1 Listen, point and repeat. (Track 46 CD1) Pupils’ books closed. Write the letters ol on the board. Point to them and say: /Ål\. The pupils repeat after you. Then write the letters ole on the board. Point to them and say: \´Ul\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the o have a long sound. Write h + ole on the board. Point and say: \h\, \´Ul\ – hole. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter o to remind the pupils that the silent e at the end makes the o have a long sound. Follow the same procedure to present the words mole, pole and sole. Pupils’ books open. Point to and elicit the sound of the letters and the words as well as the consonants and vowels. Play the CD. The pupils listen, point to and repeat the words. 2 Chant and show! (Track 47 CD1) Put up the hole, mole, pole and sole phonics cards on the board. Point to the hole phonics card and say: \´U\ is in hole and \´U\ is in mole! \´U\ is in pole and \´U\ is in sole! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own hole, mole, pole and sole picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long o and its sound \´U\; to learn four words with the -ole \´Ul\ sound Vocabulary • hole, mole, pole, sole Sight Words • the, in, has, a (revision) Extra materials • My Phonics cards (41-44) Lesson 1 Audioscript \´U\ is in hole and \´U\ is in mole! \´U\ is in pole and \´U\ is in sole! \h\ \´U\ \l\ is hole! \m\ \´U\ \l\ is mole! \p\ \´U\ \l\ is pole! \s\ \´U\ \l\ is sole! Hole, mole, pole and sole! Hole, mole, pole and sole!

35 3 Circle the letters. Write the words. Point to the picture of the sole and elicit the word. Repeat the procedure with the remaining pictures. Then ask the pupils to circle the correct letters and write the words. Check their answers. 4 Listen. Read and write. (Track 48 CD1) Point to the mole in the picture and elicit its name. Repeat the procedure for hole, pole and sole. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and write the missing letters. Check their answers. ENDING THE LESSON Draw It Divide the class into two teams, A and B. Ask two pupils, one from each team, to come to the board. Say: sole. The pupils quickly draw a sole. The pupil who finishes first wins a point for his/her team. Continue with the other words from the lesson. The team with the most points wins. Audioscript mole hole the mole in the hole pole sole The mole in the hole has a pole and a sole!

Unit 5 36 BEGINNING THE LESSON Hand out the phonics cards (41-44) from the previous lesson. Call out a word, e.g. mole. The pupil with the corresponding phonics card holds it up for the rest of the class to see. Repeat the activity with the remaining phonics cards. 5 Listen, point and repeat. (Track 49 CD1) Pupils’ books closed. Write the letters om on the board. Point to them and say: \Åm\. The pupils repeat after you. Then write the letters ome on the board. Point to them and say: \´Um\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the o have a long sound. Write d + ome on the board. Point and say: \d\, \´Um\ − dome. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter o to remind the pupils that the silent e at the end makes the o have a long sound. Follow the same procedure to present the words home, note and vote. 6 Chant and show! (Track 50 CD1) Put up the dome, home, note and vote phonics cards on the board. Point to the dome and home phonics cards and say: \´U\, \´Um\, dome! \´U\, \´Um\, home! \d\, \´U\, \m\ is dome, \h\, \´U\, \m\ is home! The pupils repeat after you. Follow the same procedure and present the remaining verse and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own dome, home, note and vote picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. 7 Look and write. Say the words. Point to the pictures, one at a time, and elicit the names. Ask the pupils to write the words. Go around the classroom asking the pupils to say the sounds and the words. Check their answers. Aims to learn the long o and its sound \´U\; to learn two words with the -ome \´Um\ sound and two words with the -ote \´Ut\ sound Vocabulary • dome, home, note, vote Sight Words • take, the, to, with, and (revision) Extra materials • My Phonics cards (41-48) Lesson 2 Audioscript \´U\, \´Um\, dome! \´U\, \´Um\, home! \d\, \´U\, \m\ is dome, \h\, \´U\, \m\ is home! \´U\, \´Ut\, note! \´U\, \´Ut\, vote! \n\, \´U\, \t\ is note, \v\, \´U\, \t\ is vote!

37 8 Listen. Read and write. (Track 51 CD1) Point to the dome in the picture and elicit its name. Repeat the procedure for home, note and vote. Play the CD. The pupils listen and point to the pictures. Play the CD again. The pupils listen and repeat. Ask the pupils to read the sentence and write the correct letters. Check their answers. ENDING THE LESSON Bingo Prepare some Bingo cards with the words you want to practise and hand them out to the pupils. Each Bingo card should have a different set of words. Provide them with small pieces of paper to cover the words. Say the words or show pictures and have the pupils cover the words on their Bingo cards. The winner is the first pupil whose card is covered and who shouts BINGO! Audioscript note dome a note on the dome home a note on the dome of the home vote There is a note on the dome of the home. Vote for the best dome!

Unit 5 38 BEGINNING THE LESSON Form a Line Put up the phonics cards (41-48) on the board. Write the respective words on separate pieces of paper. Hand out the pieces of paper to the pupils and ask them to form a line at the front of the board in the same order as the phonics card. Repeat the procedure with another group of pupils. 9 Listen. Read along. (Track 52 CD1) Ask: Can you see the mole? Point to it. Encourage the pupils to point to the picture of the mole. Repeat with hole, home and note. Play the CD. Have the pupils listen to the story once. Play the CD again. The pupils listen and point to the pictures of the key words when they hear them in the story. Read the story. The pupils follow in their books. Then they work in pairs. One reads while the other one checks and then they swap roles. Go around the classroom providing any necessary help. Point to and say the sight words. The pupils repeat after you. Time permitting, have some pupils read them aloud. 10 Song (Track 53 CD1) (to the tune of ‘I’m a Little Teapot’) Put up the mole, hole and home phonics cards on the board. Point to the mole phonics card and say: I’m a mole. The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and sing along. Ask the pupils to take out their own mole, hole and home picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. (See p. 72 for the Audioscript.) ENDING THE LESSON Memory Game Put up the phonics cards (41-48) on the board and ask the pupils to memorise the order in which the items appear. Remove the phonics cards and ask individual pupils to name the items in the correct order. Change the order of the phonics cards and repeat the activity. Aims to learn and practise reading skills; to sing a song Vocabulary • mole, hole, home, note Sight Words • she, lives, very, clean, before, her Extra materials • My Phonics cards (41-48) Lesson 3

39 BEGINNING THE LESSON Put up the phonics cards (41-48) on the board. Write their words in a column in random order. Ask individual pupils to come to the board and match the phonics cards to the words by drawing lines. 11 Listen and number. (Track 54 CD1) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and number the pictures. Check their answers. 12 What are the rhyming words? Write. Point and say: The sole is in the .... Point to the picture of the hole and elicit: hole. Repeat the procedure for the remaining sentences and pictures. Then ask the pupils to read the sentences and complete them. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 55 CD1) Show the pupils the role phonics card. Point to it and say: \r\ \´Ul\ – role. The pupils repeat after you. Point to the picture of role and have the pupils say the word. The pupils circle the word that rhymes. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON Memory Master Ask the pupils to sit in a circle. Choose one pupil to be the ‘Memory Master.’ Arrange the phonics cards (41-49) face up in the middle of the circle. Each pupil chooses a phonics card and says the word, without actually touching the phonics card. After everyone has said their words, the ‘Memory Master’ must hand the correct phonics card to each pupil. (see page 76) Aims to practise the long o sound and the corresponding words; to learn one extra word with the -ole \´Ul\ sound Vocabulary • hole, mole, pole, sole, dome, home, note, vote, role Extra materials • My Phonics cards (41-49) Lesson 4 Lesson 5 - Activity Book Audioscript One – dome Two – hole Three – sole Four – note

Unit 6 BEGINNING THE LESSON Write the words from the previous lesson with scrambled letters on the board. Ask individual pupils to come to the board, unscramble the letters and write the words. 1 Listen, point and repeat. (Track 01 CD2) Pupils’ books closed. Write the letters on on the board. Point to them and say: \Ån\. The pupils repeat after you. Then write the letters one on the board. Point to them and say: \´Un\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the o have a long sound. Write b + one on the board. Point and say: \b\, \´Un\ – bone. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter o to remind the pupils that the silent e at the end makes the o have a long sound. Follow the same procedure to present the words cone, zone and stone. Pupils’ books open. Point to and elicit the sound of the letters and the words as well. Play the CD. The pupils listen, point to and repeat the words. 2 Chant and show! (Track 02 CD2) Put up the bone, cone, zone and stone phonics cards on the board. Point to the bone phonics card and say: \´U\ is in bone, \´U\ with \n\ is \´Un\! \b\ \´U\ \n\ is bone, bone, bone, bone! The pupils repeat after you. Follow the same procedure and present the remaining verses and the words. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own bone, cone, zone and stone picture cards and place them on their desks. Play the CD again. The pupils listen and hold up the corresponding picture cards. Time permitting, repeat the chant without the CD this time. Keep the rhythm by clapping your hands or snapping your fingers. Aims to learn the long o and its sound \´U\; to learn four words with the -one \´Un\ sound Vocabulary • bone, cone, zone, stone Sight Words • the, is, on, a, in, with (revision) Extra materials • My Phonics cards (50-53) Lesson 1 Audioscript \´U\ is in bone, \´U\ with \n\ is \´Un\! \b\ \´U\ \n\ is bone, Bone, bone, bone! \´U\ is in cone, \´U\ with \n\ is \´Un\! \k\ \´U\ \n\ is cone, Cone, cone, cone! \´U\ is in zone, \´U\ with \n\ is \´Un\! \z\ \´U\ \n\ is zone, Zone, zone, zone! \´U\ is in stone, \´U\ with \n\ is \´Un\! \st\ \´U\ \n\ is stone, Stone, stone, stone! 40