41 3 Circle and write. Point to the picture of the cone and elicit the word. Repeat the procedure with the remaining pictures. Ask the pupils to circle the words that correspond to the pictures and then write them. Check their answers. 4 Listen. Read and write. (Track 03 CD2) Point to the stone in the picture and elicit its name. Repeat the procedure for bone, cone and zone. 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 Run and Touch Divide the class into two teams, A and B. Put up the phonics cards (50-53) 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. Audioscript stone zone a stone in the red zone bone cone a bone in a cone The dog is on a stone in the red zone. It has a bone in a cone.
Unit 6 42 BEGINNING THE LESSON Hand out the phonics cards (50-53) to individual pupils. Call out a word, e.g. cone.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 04 CD2) Pupils’ books closed. Write the letters op on the board. Point to them and say: \Åp\. The pupils repeat after you. Then write the letters ope on the board. Point to them and say: \´Up\. 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 r + ope on the board. Point and say: \r\, \´Up\ – rope. 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 hope, nose and rose. 6 Chant and show! (Track 05 CD2) Put up the rope, hope, nose and rose phonics cards on the board. Point to the rope phonics card and say: \´U\ \´U\ \´U\! \´Up\ \´Up\ \´Up\! \r\ and \´Up\ is rope, \h\ and \´Up\ is hope! \´Up\ in rope and hope! 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 rope, hope, nose and rose 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 two words with the -ope \´Up\ sound and two words with the -ose \´Uz\ sound Vocabulary • rope, hope, nose, rose Sight Words • I, can, on, the, with, a, my (revision) Extra materials • My Phonics cards (50-57) Lesson 2 Audioscript \´U\ \´U\ \´U\! \´Up\ \´Up\! \´Up\ \r\ and \´Up\ is rope, \h\ and \´Up\ is hope! \´Up\ in rope and hope! \´U\ \´U\ \´U\! \´Uz\ \´Uz\! \´Uz\! \n\ and \´Uz\ is nose, \r\ and \´Uz\ is rose, \´Uz\ in nose and rose!
43 7 Write. Say the words. Point to the letters (o, h, e, p) and say the sounds. Ask the pupils to put the letters in the correct order and say the word. Repeat for the remaining letters. Ask the pupils to use the letters and write the words. Go around the classroom asking the pupils to say the words. Check their answers. 8 Listen. Read and circle. (Track 06 CD2) Point to the rose in the picture and elicit its name. Repeat the procedure for nose, rope, hope (point to the man and cross your fingers). 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 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. Audioscript rope race on the rope rose nose a rose on my nose I hope I can race on the rope with a rose on my nose! ROS E O HOP E E etc
Unit 6 44 BEGINNING THE LESSON Hand out the bone, cone, zone, stone, rope, hope, nose and rose phonics cards in random order. Ask the pupils holding the cards to form rhyming pairs (e.g. cone-zone, bone-stone, rope-hope, nose-rose). 9 Listen. Read along. (Track 07 CD2) Ask: Can you see the rope? Point to it. Encourage the pupils to point to the picture of the rope. Repeat with zone, nose, and stone. 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 08 CD2) (to the tune of ‘He’s Got the Whole World in His Hands’) Put up the zone, rope, nose and stone phonics cards on the board. Point to the zone phonics card and say: I’m in the blue zone. 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 zone, rope, nose and stone 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 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 (50-57) 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. Aims to learn and practise reading skills; to sing a song Vocabulary • zone, rope, nose, stone Sight Words • blue, long, cold, but Extra materials • My Phonics cards (50-57) Lesson 3
45 BEGINNING THE LESSON Hot Cards Have the pupils sit in a circle. Hand out the zone, rope, nose and stone phonics cards. Play the song (Track 08 CD2). 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. (Track 09 CD2) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and circle the correct pictures. Check their answers. 12 Write. Match the rhyming words. Point to the pictures, one at a time, and elicit the names. Then ask the pupils to write the words and match the words that rhyme. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 10 CD2) Show the pupils the hose phonics card. Point to it and say: \h\ \´Uz\ – hose. The pupils repeat after you. Point to the picture of hose 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 Thumbs Up or Down Ask the pupils to close their books. Hold up the phonics cards (50-58) 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 (see page 76) Aims to practise the long o sound and the corresponding words; to learn an extra word with the -ose \´Uz\ sound Vocabulary • bone, cone, zone, stone, rope, hope, nose, rose, hose Extra materials • My Phonics cards (50-58) Lesson 4 Lesson 5 - Activity Book Audioscript One – stone Two – rope
46 BEGINNING THE LESSON 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 (41-58) 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. 1 Listen. Read along. (Track 11 CD2) 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 going through 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 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 bone in picture 1) Look! What’s this? Class: (It’s) a bone! Teacher: (pointing to the rose in picture 1) What colour is the rose? Class: Red! 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: Where is my … Class: bone? etc Aims to consolidate the short o sound and the corresponding words; to learn and practise reading skills Vocabulary • consolidation Extra materials • My Phonics cards (41-58) bone rose nose stone sole Story Time
47 2 Circle the words in the story with the long o sound. Say the words. Explain the activity. Allow the pupils some time to look at the story again and circle the words with the o sound. Then ask individual pupils to say the words. 3 Read and colour the words that are in the story. Ask the pupils to name the items the dog finds in the story. Then point to the words and ask the pupils to find and colour the words that they read in the story. Allow the pupils some time to colour the words. 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 (bone, rose, nose, stone, sole). 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. I can get my stone. 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 o 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 o 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 write. Complete the picture. (Track 12 CD2) Explain the activity. Play the CD. The pupils listen, write the words and trace the items they hear. Then the pupils colour the pictures. 2 Write the words in the puzzle. Point to the pictures, one at a time, and elicit the names. The pupils then complete the crossword puzzle. Check their answers. Audioscript One – The bone is in the cone. Two – The sole is on the dome. Three – The mole has a note. Review 3 (long o) 48
3 Find and circle. Point to the pictures, one at a time, and elicit the names. Allow the pupils some time to circle the correct letters. Check their answers. Then point to the words and ask the pupils to say them aloud. 4 Look, read and tick (✓) the right sentence. Point to the rose and say: The rose is in a ... . Point to the picture of the hose and elicit: hose. Repeat the procedure for the remaining sentences and pictures. Then ask the pupils to read the sentences and tick the correct one. Check their answers. Note: The pupils are now ready to do pages 18-19 in the Activity Book. (see page 77) Optional Review Activities 1 Say and Write: The pupils play in pairs. Ask the pupils to draw a 3X3 grid on a piece of paper. Pupil A says a word, e.g. rose and writes it in a space on the grid. Then Pupil B says a word with a different sound, e.g. dome and writes in another space on the grid. The pupils try to block their opponent from getting three words in a row. The winner is the first to complete a row of three words of the same sound horizontally, diagonally or vertically. 2 Phonics Scramble: Divide the class into two teams, A and B. Write the words the pupils have learnt in the units all over the board, but not in order. Ask a pupil from each team to come to the board. Call out a word, e.g. mole. The pupil that finds and circles the word first, wins a point for his/her team. If he/she says another word that rhymes with the word you called out, he/she wins an extra point. The team with the most points wins the game. 3 Reverse Spelling: The pupils play in pairs. Pupil A thinks of one of the main vocabulary words from Unit 5 or Unit 6 and dictates all the letters of the word in reverse order. Pupil B writes down as many letters as he/she can remember and then tries to guess the word. The pupils win a point for each word they guess correctly. The winner is the pupil with the most points. Review 3 - Activity Book 49
Unit 7 50 BEGINNING THE LESSON Draw a simple sketch of a rose on the board. Ask a pupil to say the word. Ask the rest of the class for verification. Repeat the activity with words from the previous lesson. 1 Listen, point and repeat. (Track 13 CD2) Pupil’s books closed. Write the letters ub on the board. Point to them and say: \øb\. The pupils repeat after you. Then write the letters ube on the board. Point to them and say: \ju…b\. The pupils repeat after you. Explain that in this case, the e at the end is silent and it makes the u have a long sound. Write c + ube on the board. Point and say: \k\, \ju…b\ – cube. The pupils repeat after you. Circle the letter e and draw an arrow from it to the letter u to remind the pupils that the silent e at the end makes the u have a long sound. Follow the same procedure to present the words tube, June and tune. 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 14 CD2) Put up the cube, tube, June and tune phonics cards on the board. Point to the cube and the tube and say: \ju…\, \ju…\, \ju…\, cube, cube, cube! \ju…\, \ju…\, \ju…\, tube, tube, tube! 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 cube, tube, June and tune 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 Complete. Say the words. Point to the pictures, one at a time and elicit the names. Then ask the pupils to complete the words. Check their answers. Then ask individual pupils to say the words. Aims to learn the long u and its sound \ju…\; to learn two words with the -ube \ju…b\ sound and two words with the -une \ju…n\ sound Vocabulary • cube, tube, June, tune Sight Words • the, and, play, in (revision) Extra materials • My Phonics cards (59-62) Lesson 1 Audioscript \ju…\, \ju…\, \ju…\, Cube, cube, cube! \ju…\, \ju…\, \ju…\, Tube, tube, tube! \ju…\, \ju…\, \ju…\, June, June, June! \ju…\, \ju…\, \ju…\, Tune, tune, tune!
51 4 Listen. Read and circle. (Track 15 CD2) Point to the cube in the picture and elicit its name. Repeat the procedure for June, tube and tune. 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 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 cube phonics card) Tube. Class: (putting their thumbs down) Teacher: Good! What is it? Class: Cube! etc Audioscript cube tube the cube and the tube tune June play a tune in June The cube and the tube play a tune in June!
Unit 7 52 BEGINNING THE LESSON Invite a pupil to come to the front of the classroom. Show the pupil a phonics card from the previous lesson. Ask the pupils to spell the word and then say it aloud. Ask the rest of the class for verification. Repeat the activity with the remaining phonics cards and other pupils. 5 Listen, point and repeat. (Track 16 CD2) Pupil’s books closed. Write the letters ue on the board. Point to them and say: \u…\. The pupils repeat after you. Explain that when the letters u and e are together, they make the long u sound. Write bl + ue on the board. Point and say: \bl\, \u…\ – blue. The pupils repeat after you. Circle the letters u and e to remind the pupils that together they make the long u sound. Follow the same procedure to present the words clue, glue and flue. 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 17 CD2) Put up the blue, clue, glue and flue phonics cards on the board. Point to the blue phonics card and say: In blue there is an \u…\, blue, blue, blue! In blue there is an \u…\, blue, blue, blue! 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 blue, clue, glue and flue 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 u and its sound \u…\; to learn four words with the -ue \u…\ sound Vocabulary • blue, clue, glue, flue Sight Words • take, the, and, put, on (revision) Extra materials • My Phonics cards (59-66) Lesson 2 Audioscript In blue there is an \u…\ Blue, blue, blue! In blue there is an \u…\ Blue, blue, blue! In clue there is an \u…\ Clue, clue, clue! In clue there is an \u…\ Clue, clue, clue! In glue there is an \u…\ Glue, glue, glue! In glue there is an \u…\ Glue, glue, glue! In flue there is an \u…\ Flue, flue, flue! In flue there is an \u…\ Flue, flue, flue!
53 7 Look, circle and write. Say the words. Point to the pictures and elicit the names. Then ask the pupils to read the ending sounds. Allow the pupils some time to circle the correct corresponding ending sounds and write the words. Check their answers. Then the pupils say the words. 8 Listen. Read and write. (Track 18 CD2) Point to the clue in the picture and elicit its name. Repeat the procedure for flue, glue and blue. 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 complete the words. Check their answers. ENDING THE LESSON 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. Audioscript glue clue glue the clue blue flue a blue flue Glue the clue on the blue flue!
Unit 7 54 BEGINNING THE LESSON Write the letters ube on the board. Ask a pupil to come to the board and write a word with the -ube ending sound. Ask the rest of the class for verification. Repeat the activity with other pupils. Follow the same procedure for the -une and -ue ending sounds. 9 Listen. Read along. (Track 19 CD2) Ask: Can you see the blue glue? Point to it. Encourage the pupils to point to the picture of the glue. Repeat with June, tube, cube and tune. 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 20 CD2) (to the tune of ‘This Old Man’) Put up the blue, glue, tune, cube and June phonics cards on the board. Point to the blue, glue and the tune phonics cards and say: The blue glue can play a tune. 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 blue, glue, tune, cube and June 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 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. Aims to learn and practise reading skills; to sing a song Vocabulary • cube, tube, June, tune, blue, clue, glue, flue Sight Words • when, does, plays Extra materials • My Phonics cards (59-66) Lesson 3
55 BEGINNING THE LESSON Hot Cards Have the pupils sit in a circle. Hand out the phonics cards. Play the song (Track 20 CD2). 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 colour. (Track 21 CD2) Point to the pictures, one at a time, and elicit the names. Play the CD. The pupils listen and colour the correct picture using any colour they like. Check their answers. 12 Circle and write. Elicit the names of the pictures. Allow the pupils some time to find, circle the words and write them. Check their answers. 13 Say the words. Circle the rhyming word. Listen and check. (Track 22 CD2) Show the pupils the true phonics card. Point to it and say: \t\, \r\, \u…\ – true. The pupils repeat after you. Repeat the procedure with the dune phonics card. Point to the pictures of true and dune, one at a time, and have the pupils say the words. The pupils circle the rhyming words. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON 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. G L F L U E E etc (see page 77) Aims to practise the long u sound and the corresponding words; to learn two extra words with the -ue \u…\ and -une \ju…n\ sounds Vocabulary • cube, tube, June, tune, blue, clue, glue, flue, true, dune Extra materials • My Phonics cards (59-68) Lesson 4 Lesson 5 - Activity Book Audioscript One – cube Two – glue
Unit 8 56 BEGINNING THE LESSON Put up the phonics cards from the previous unit 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. If you wish, invite another pupil to write the word on the board. Repeat the activity with other pupils. 1 Listen, point and repeat. (Track 23 CD2) Pupil’s books closed. Write the letters ea on the board. Point to them and say: \i…\. The pupils repeat after you. Explain that when the letters e and a are together, they make the long e sound. Write l + eaf on the board. Point and say: \l\, \i…f\ – leaf. The pupils repeat after you. Circle the letters e and a to remind the pupils that together they make the long e sound. Follow the same procedure to present the words pea, sea and tea. 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 24 CD2) Put up the leaf, pea, sea and tea phonics cards on the board. Point to them and say: Leaf has an \i…\, pea has an \i…\! Sea has an \i…\, tea has an \i…\! Leaf and pea, sea and tea, leaf and pea, sea and tea! The pupils repeat after you. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own leaf, pea, sea and tea 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 Say the sounds. Make the words. Point to the word sea and elicit the sounds \s\, \i…\. Repeat the procedure with the remaining words. Then 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 e and its sound \i…\; to learn four words with the -ea \i…\ sound Vocabulary • leaf, pea, sea, tea Sight Words • the, has, on, at (revision) Extra materials • My Phonics cards (59-72) Lesson 1 Audioscript Leaf has an \i…\, Pea has an \i…\! Sea has an \i…\, Tea has an \i…\! Leaf and pea, Sea and tea, Leaf and pea, Sea and tea!
57 4 Listen. Read and write. (Track 25 CD2) Point to the pea in the picture and elicit its name. Repeat the procedure for tea, leaf and sea. 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 complete the words. Check their answers. ENDING THE LESSON 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 write 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. Audioscript pea tea the pea has tea leaf sea a leaf at sea The pea has tea on a leaf at sea!
Unit 8 58 BEGINNING THE LESSON Invite a pupil to come to the front of the classroom. Show the pupil a phonics card from the previous lesson. Ask the pupils to spell the word and then say it aloud. Ask the rest of the class for verification. Repeat the activity with the remaining phonics cards and other pupils. 5 Listen, point and repeat. (Track 26 CD2) Pupil’s books closed. Write the letters ee on the board. Point to them and say: \i…\. The pupils repeat after you. Explain that when the letters e and e are together, they make the long e sound. Write b + ee on the board. Point and say: \b\, \i…\ – bee. The pupils repeat after you. Circle the letters e and e to remind the pupils that together they make the long e sound. Follow the same procedure to present the words feet, jeep and seed. 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 27 CD2) Put up the bee, feet, jeep and seed phonics cards on the board. Point to the corresponding phonics cards and say: Bee has an \i…\, feet has an \i…\! Jeep has an \i…\, seed has an \i…\! Bee and feet, jeep and seed, bee and feet, jeep and seed! The pupils repeat after you. Play the CD. The pupils listen, follow in their books and chant. Ask the pupils to take out their own bee, feet, jeep and seed 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 circle. Write and say the words. Point to the pictures and elicit the names. Then ask the pupils to spell the words. Allow the pupils some time to circle the correct corresponding letters and write the words. Check their answers. Then the pupils say the words. Aims to learn the long e and its sound \i…\; to learn four words with the -ee \i…\ sound Vocabulary • bee, feet, jeep, seed Sight Words • the, on, has, on (revision) Extra materials • My Phonics cards (69-76) Lesson 2 Audioscript Bee has an \i…\, Feet has an \i…\! Jeep has an \i…\, Seed has an \i…\! Bee and feet, Jeep and seed, Bee and feet, Jeep and seed!
59 8 Listen. Read and circle. (Track 28 CD2) Point to the bee in the picture and elicit its name. Repeat the procedure for jeep, seed and feet. 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 a 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 bee jeep the bee on the jeep seed feet a seed on her feet The bee on the jeep has a seed on her feet!
Unit 8 60 BEGINNING THE LESSON Write the letters ee and ea in two columns on the board. Invite a pupil to come to the board. Read a word aloud from lesson one or two (e.g. pea) and ask the pupil to point to the correct corresponding column on the board where the word should go. Ask the rest of the class for verification. Repeat the activity with other words and pupils. 9 Listen. Read along. (Track 29 CD2) Ask: Can you see the bee? Point to it. Encourage the pupils to point to the picture of the bee. Repeat with sea, jeep and tea. 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 30 CD2) (to the tune of ‘Bingo’) Put up the sea, tea, jeep and bee phonics cards on the board. Point to the bee and tea phonics cards and say: The bee lives by the sea. 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 sea, tea, jeep and bee 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 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. Aims to learn and practise reading skills; to sing a song Vocabulary • leaf, pea, sea, tea, bee, feet, jeep, seed Sight Words • kind, green Extra materials • My Phonics cards (69-76) Lesson 3
61 BEGINNING THE LESSON Hot Cards Have the pupils sit in a circle. Hand out the phonics cards. Play the song (Track 30 CD2). 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 31 CD2) Point to the words, one at a time, and say them aloud. Play the CD. The pupils listen and number the words in the order they hear them. Check their answers. 12 Look, choose and write. Point to the bee and say: The bee on the leaf has some … . Encourage the pupils to complete your sentence. Elicit: tea. Repeat the procedure with the remaining sentences and pictures. Allow the pupils some time to choose the correct words and write them. Check their answers. 13 Say the words. Circle the word with the same sound. Listen and check. (Track 32 CD2) Show the pupils the eat phonics card. Point to it and say: \i…\, \t\ – eat. The pupils repeat after you. Repeat the procedure with the queen phonics card. Point to the pictures of eat and queen, one at a time, and have the pupils say the words. The pupils circle the word with the same sound. Play the CD. The pupils listen and check their answers and pronunciation. ENDING THE LESSON 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’. (see page 78) Aims to practise the long e sound and the corresponding words; learn two extra words with the -ea \i…\ and -ee \i…\ sounds Vocabulary • leaf, pea, sea, tea, bee, feet, jeep, seed, eat, queen Extra materials • My Phonics cards (69-78) Lesson 4 Lesson 5 - Activity Book Audioscript One – jeep Two – tea Three – leaf Four– sea Five – bee Six – seed Seven – feet Eight – pea
62 BEGINNING THE LESSON Place the phonics cards on your desk. Say a word, e.g. sea. Ask a pupil to come to your desk, pick up the correct phonics card, show it to the class and repeat the word. Ask the rest of the class for verification. Repeat the activity with the remaining phonics cards. 1 Listen. Read along. (Track 33 CD2) 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 jeep in picture 1) Look! What’s this? Class: (It’s) a jeep! Teacher: (pointing to the dog in picture 1) Yes! It is June. The dog is by the … Class: sea! 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 read the story again and look at the pictures. Then ask them some comprehension questions: e.g. What month is it? (June) Where is the dog? (By the sea.) What colour is the jeep? (blue) How many bees are there in picture 3? (one) Who can see the blue jeep? (The bee.) etc Note: If you wish, have the pupils close their books during this activity. Aims to consolidate the long e sound and the corresponding words; to learn and practise reading skills Vocabulary • consolidation Extra materials • My Phonics cards (69-78) June sea bee blue tea jeep Story Time
63 2 Read the story again and write. Ask the pupils to read the story again and write all the words with the long u and long e sound in the correct column. Allow the pupils some time to complete the activity. Check their answers. 3 Read and match. Refer the pupils to the sentences. Allow the pupils some time to match them. 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 (June, dog, sea, jeep, bee, blue, see, tea). 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 bee can see the green jeep. 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 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 u and long e 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 u/long e 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 write. Then circle. (Track 34 CD2) Point to the pictures and elicit the names. Play the CD. The pupils listen and write the word. Then they circle the correct picture. Check their answers. 2 Say the words. Write the rhyming words. Elicit the names of the pictures and the \ju…\, \u…\ and \i…\ sounds. Ask the pupils to say the words. Then allow the pupils some time to write the words that rhyme. Check their answers. 3 Read and match. Point to the pictures and elicit the names. Ask the pupils to read the sentences and match them to the correct corresponding picture. Check their answers. 4 Write the words. Say 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 read to do pages 24-25 in the Activity Book. (see page 78) Audioscript One – tube Two – clue Three – tea Review 4 - Activity Book Review 4 (long u, long e) 64
Optional Review Activities 1 Block Me: The pupils play in pairs. Ask the pupils to draw a 3X3 grid on a piece of paper. Pupil A says a word with a long e sound that is spelt with ea and writes it in a space on the grid. Then pupil B says a word with a long e sound that is spelt with ee and writes it in another space on the grid. The pupils try to block their opponent from getting three words in a row. The winner is the first to complete a row of three words of the long e sound with the same spelling (ee or ea) horizontally, diagonally or vertically. 2 Phone Codes: The pupils play in pairs. Draw a large phone keypad on the board: Pupil A thinks of a word and writes it down without letting Pupil B see it. Then Pupil A looks at the keypad and says the numbers that correspond to the letters of his/her word. Pupil B writes down the letters that each number corresponds to and tries to find the word. e.g. Pupil A: (thinks of the word ‘pea’) 7, 3, 2 Pupil B: (writes) 7 = P Q R S 3 = D E F 2 = A B C If Pupil B finds the word, he/she wins a point. Then Pupil B thinks of a word and the game continues. The winner is the pupil with the most points. 3 Sentence Generator: The pupils play in pairs. Each pupil thinks of a sentence with a minimum of four words they have learnt and writes each word on separate cards or small pieces of paper. The pupils shuffle their cards. Then they swap cards with their partner. The pupils have to put the cards they receive in the correct order. Set a time limit (e.g. two minutes). Each correct sentence wins a point. The pupil with the most points wins. 1 ABC 2 DEF 3 GHI 4 JKL 5 MNO 6 PQRS 7 TUV 8 WXYZ 9 * 0 # 65
BEGINNING THE LESSON Refer the pupils to the reading tree on the wall (by now all the words are on the tree). Ask pupils to go to the tree and choose a card. They show it to the class and say the sound and/or the word. Ask the rest of the class for verification. Odd One Out Put up four phonics cards in a row on the board e.g. leaf, tea, sea and bee. Ask individual pupils to identify the odd one out and say why e.g. Bee has ‘ee’, but leaf, tea and sea have ‘ea’. Then ask the pupils to identify the sound (long e). Repeat the activity with other phonics cards. 1 Listen and circle. Then colour. (Track 35 CD2) Explain the activity. The pupils listen and circle the word they hear. Then they colour the pictures. Play the CD. Check their answers. Aims to practise the long a, i, o, u and e sounds and the corresponding words Vocabulary • consolidation Extra materials • My Phonics cards (1-78) Audioscript One – cape Two – tap Three – note Four – cube Five – cane Six – hop Seven – pin Eight – kite Nine – tub 66 Extra Check
2 Listen and colour. Answer. (Track 36 CD2) Explain the activity. The pupils listen and colour the items with the words they hear using any colour they like. Then they answer the questions that follow. Play the CD. Check their answers. 3 Tick (✓) the rhyming words. Explain the activity. Point to the pictures, one at a time, and elicit the names. Then ask the pupils to tick the words that rhyme with each picture. Check their answers. Optional Activities 1 Put up some of the phonics cards around the room in random order. Write a word with a long vowel sound on the board (e.g. cake) and ask a pupil to find the corresponding phonics card from around the room. Repeat the activity with other long and short vowel sounds. 2 Show a pupil a phonics card (e.g. cape) and ask him/her to say the word and if it has a long or short vowel sound. Ask the rest of the class for verification. Repeat the activity with other words and pupils. Audioscript bite mane tape dome lane make role glue hope 67 4 5
4 Read and number. Explain the activity. Point to the pictures one at a time and elicit what they can see in the pictures. e.g. Teacher: (pointing to the bee in picture a) Look! What’s this? Class: (It’s) a bee! Teacher: (pointing to the cup of tea) Class: tea! etc Allow the pupils enough time to read the sentences and number the pictures. Check their answers. Ask individual pupils to read the sentences aloud. Optional Activities 1 The pupils play in pairs. Ask the pupils to choose one of the items in Exercise 3 or 4 to draw on a piece of paper without telling their partner what it is. The pupils then show their drawings to their partners who try to guess the item. 2 Put some of the phonics cards on the board. Write the respective words on separate slips of paper. Hand out the pieces of paper to the pupils and ask them to line up at the front of the class in the same order as the phonics cards repeat the activity with another group of pupils and phonics cards. 68 Extra Check
5 Look at the pictures. Change one letter to make new words. Explain the activity. Point to the pictures and elicit the words. Explain to the pupils that by changing only one letter they will make a new word to match each picture. Allow the pupils some time to complete the activity. Check their answers. Note: The pupils are now ready to do pages 26-30 in the Activity Book. (see page 79) 6 Use the code and colour the picture. Explain the activity. Do a quick review of long sound and short sound words. e.g. tape – tap cape – cap etc. Ask the pupils what they can see in the picture and elicit the words. Allow the pupils enough time to complete the activity. Check their answers. Optional Activities 1 Divide the class into groups of four. Photocopy a few phonics cards (three per group) and cut them into puzzle pieces. Give each group three pictures. The first group to piece together their pictures and name them is the winner. 2 The pupils take out their picture cards. Ask them to choose the ones which show actions only. Invite a pupil to come to the front of the classroom. He/She chooses one of the action picture cards without saying which one and mimes the action. The rest of the class tries to guess the word. The person who guesses correctly comes to the front and continues the game. Extra Check - Activity Book 69
See the Introduction for instructions on how to play the game. 70 cane cake rake cave kite gate pine dive dice bike sole home vote cone rope rose cube glue pea bee
71 cane cake rake cave kite gate pine dive dice bike sole home vote cone rope rose cube glue pea bee
Unit 1 Take, take, take a cake, Take it to the lake! Take a cape and take a cane, Let’s go to the lake! Unit 2 The kids are at the cave, They came to play a game, They race to the wave by the cave, The kids are at the cave! Unit 3 Get your kite, Go to the pine! Get your kite, Make a line! Get your kite, Go to the pine! Let’s go to the pine today! Unit 4 The mike and the bike Like the ice, ice, ice! The mike and the bike Like to play with dice! The mike and the bike Like the ice, ice, ice! And they always have fun On the ice, ice, ice! Unit 5 I am a little mole, I am in a hole! This is my home, My clean, clean home! I am a little mole, I am in a hole! Come on in, My clean, clean home! Unit 6 He has a long rope In the zone! He has a long rope In the zone! He has a red nose A red, red nose! In the blue zone with a rope! Unit 7 This blue glue! This blue glue! This blue glue can play a tune! With a toot, toot, tooty-toot, Tooty, tooty, toot! This blue glue can play a tune! Unit 8 The little bee Lives by the sea With tea for you and me! A bee, bee by the sea! A bee, bee by the sea! A bee, bee by the sea! With tea for you and me! 72
1 Write the letters a and e. Say the words. Revise the \eIk\ sound. Point to the pictures and elicit the names of the items. Refer the pupils to the example and explain the activity. Allow the pupils some time to write the missing letters. Check their answers. Then the pupils say the words. Answer key 2 rake 3 bake 4 lake 2 Read and say. Tick (✓). Point to the pictures and elicit the names. Explain the activity. Allow the pupils some time to read the sentences and tick the correct ones. Check their answers. Answer key 1 This is a rake. 2 Can you bake? 3 Join the dots. What is it? Write. Point to the incomplete picture and explain the activity. Allow the pupils some time to join the dots and write the word. Check their answers. Answer key It’s a cake. 4 Write the letters a and e. Say the words. Revise the \eIn\ sound. Point to the pictures and elicit the names of the items. Allow the pupils some time to write the missing letters. Check their answers. Then the pupils say the words. Answer key 1 cane 3 cape 2 mane 4 tape 5 Complete the puzzle. Point to the pictures and elicit the names of the items. Allow the pupils some time to complete the puzzle. Check their answers. Answer key Across 2 cape 3 mane Down 1 tape 2 cane 6 Circle the long a words. Explain the activity. Allow the pupils some time to circle the words with the long a sound. Check their answers. Answer key cake tape rake lake mane cape 1 Write the letters a and e. Say the words. Revise the \eIt\ and \eIs\ sounds. Point to the pictures and elicit the names of the items. Refer the pupils to the example and explain the activity. Allow the pupils some time to write the missing letters. Check their answers. Then the pupils say the words. Answer key 2 gate 3 lace 4 race 2 Say the words. Look and tick (✓). Point to the pictures and elicit the names. Explain the activity. Allow the pupils some time to tick the pictures with the corresponding \eIs\ and \eIt\ sounds. Check their answers. Answer key 1 The pupils tick the second picture (race). 2 The pupils tick the first picture (date). 3 Say the words. Colour the odd one out. Point to the first set of pictures and elicit the names. Repeat the activity for the second set of pictures. Explain the activity. Allow the pupils some time to colour the odd one out any colour they like. Check their answers. Answer key 1 The pupils colour the lake. 2 The pupils colour the rake. 4 Write the letters a and e. Say the words. Revise the \eIm\ and \eIv\ sounds. Point to the pictures and elicit the names of the items. Allow the pupils some time to write the missing letters. Check their answers. Then the pupils say the words. Answer key 1 game 3 cave 2 name 4 wave 5 Circle and write. 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 and then write the names. Check their answers. Answer key 1 cave 2 game 6 Read and tick (✓). Point to the pictures, one at a time, and elicit the names. Explain the activity. Allow the pupils some time to read the sentences and tick the correct ones. Check their answers. Answer key 1 I like this game. 2 The bats are in the cave. 3 The date is on the gate. Unit 1 Unit 2 73 Activity Book (Key & Instructions)
1 Say the words. Circle the pictures that rhyme. Elicit the \eIk\ and \eIs\ sounds and the names of the pictures. Explain the activity. Allow the pupils some time to circle the pictures that correspond to each sound. Check their answers. Answer key 1 The pupils circle the bake, rake and lake pictures. 2 The pupils circle the lace, race and face pictures. 2 Find and circle. Write. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to find the words in the wordsearch, circle them and write them. Check their answers. Answer key 1 cake 3 tape 2 cane 4 cave 3 Circle and write. 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 and then write the names of the items. Check their answers. Ask individual pupils to say the words. Answer key 1 mane 2 late 3 wave 4 Match. Point to the pictures and elicit the names. Point to the words and read them aloud. Explain the activity. Allow the pupils some time to match the pictures to the words. Check their answers. Answer key 1 b 2 d 3 a 4 c 5 Write the rhyming word. Point to the pictures and elicit the names. Read the incomplete sentences and explain the activity. Allow the pupils some time to look at the pictures, read the sentences and write the names of the items that rhyme with the words in bold. Check their answers. Answer key 1 game 3 cane 2 tape 4 lake 6 Colour the long a words. What is it? Elicit the words and explain the activity. Allow the pupils some time to colour the words with the long a sound and name the item pictured (fork). Check their answers. Answer key The pupils colour the following words: bake, rake, cane, mane, tape, make, lane, date, cake, lace, race, game, name, cave, wave, gate, lake. It’s a fork. 1 Connect and write. Say the sounds and the words. Revise the \aIn\ and \aIt\ sounds. Point to the pictures and elicit the names of the items. Refer the pupils to the example and explain the activity. Allow the pupils some time to connect the letters and write the words. Check their answers. Then the pupils say the sounds and the words. Answer key 1 pine 3 line 2 kite 4 bite 2 Find the words. Write. Point to the pictures and elicit the names of the items. Explain the activity. Allow the pupils some time to find the letters and write the words. Check their answers. Answer key 1 line 2 kite 3 Say the words. Colour the odd one out. Point to the first set of pictures and elicit the names. Repeat for the second set of pictures. Explain the activity. Allow the pupils some time to colour the odd one out any colour they like. Check their answers. Answer key 1 The pupils colour the cake. 2 The pupils colour the cave. 4 Connect and write. Say the sounds and the words. Revise the \aIv\ and \aId\ sounds. Point to the pictures and elicit the names of the items. Explain the activity. Allow the pupils some time to connect the letters and write the words. Check their answers. Then the pupils say the sounds and the words. Answer key 1 five 3 hide 2 ride 4 dive 5 Read and tick (✓). Point to the pictures and elicit the actions. Allow the pupils some time to read the sentences and tick the correct ones. Check their answers. Unit 3 cacec acake v r nen eaept t apea Review 1 74 Activity Book (Key & Instructions)
Answer key 1 Let’s hide. 2 I can ride. 6 Join the dots and draw. Point to the picture of the cake and allow the pupils some time to trace it. Then they read the sentence and draw the correct number of candles. Check their answers. Answer key The pupils trace the cake and draw four more candles on it. 1 Connect and write. Say the sounds and the words. Revise the \aIk\ sound. Point to the pictures and elicit the names of the items. Refer the pupils to the example and explain the activity. Allow the pupils some time to connect the letters and write the words. Check their answers. Then the pupils say the sounds and the words. Answer key 1 bike 3 hike 2 mike 4 like 2 Read and circle. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to circle the correct pictures. Check their answers. Answer key 1 The pupils circle the ‘like’ picture. 2 The pupils circle the mike. 3 The pupils circle the bike. 3 Colour the -ike words. Point to the first set of pictures, one at a time, and elicit the names. Repeat the activity for the second set of pictures. Then ask the pupils to colour the items whose names end in ike any colour they like. Check their answers. Answer key The pupils colour the bike and like pictures. The pupils colour the hike and mike pictures. 4 Connect and write. Say the sounds and the words. Revise the \aIs\ sound. Point to the pictures and elicit the names of the items. Explain the activity. Allow the pupils some time to connect the letters and write the words. Check their answers. Then the pupils say the sounds and the words. Answer key 1 dice 3 mice 2 rice 4 ice 5 Say the words. Colour the correct square green. Point to the pictures and elicit the names of the items. Explain the activity. Allow the pupils some time to colour the squares of the ike and ice words. Check their answers. Answer key 1 The pupils colour the square next to the bike green. 2 The pupils colour the square next to the rice green. 6 Circle the rhyming words. Explain the activity. Allow the pupils some time to read the sentences and circle the rhyming words. Check their answers. Answer key 1 rice 2 ice 3 dice 1 Say the words. Circle the pictures that rhyme. Elicit the \aIn\ and \aIs\ sounds and the names of the pictures. Explain the activity. Allow the pupils some time to circle the pictures that correspond to each sound. Check their answers. Answer key 1 The pupils circle the line, pine and nine pictures. 2 The pupils circle the rice, mice and dice pictures. 2 Find and circle. Write. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to find the words in the word search, circle and write them. Check their answers. Answer key 1 kite 3 pike 2 ice 4 hive 3 Circle and write. 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 and then write the words. Check their answers. Ask individual pupils to say the words. Answer key 1 bite 2 dive 3 nice 4 Read and circle yes or no. Point to the pictures and elicit the names and the words. Explain the activity. Allow the pupils some time to complete the activity. Check their answers. Unit 4 Review 2 h i ve icik i ec i kb i t pi ke 75
Answer key 1 yes 2 no 3 yes 5 Read and say. Write. Point to the bike and the line and say: The … is on the … . Encourage the pupils to complete your sentence. Elicit: bike, line. Repeat the procedure with the remaining sentences and pictures. Allow the pupils some time to write the words. Check their answers. Answer key 1 bike, line 2 dive, ride 3 mice, hike 6 Use the code and colour in the picture. Point to the endings and elicit the sounds \aIn\, \aIt\, \aIv\, \aIk\, and \aIs\. Then point to the words, one at a time, and elicit them. The pupils use the code and colour in the picture accordingly. Answer key The pupils use the following colour code and colour in the picture. red: pine, line, nine blue: kite, bite green: hive, five, dive yellow: pike pink: ice, nice, rice, dice, mice 1 Say the words. Circle and write. Point to the pictures, one at a time, and elicit the names and the \´Ul\ sound. Point to the example and explain the activity. Then ask the pupils to circle the correct letters and write the words. Check their answers. Answer key 1 mole 3 hole 2 sole 4 pole 2 Find the words. Match. Point to the pictures, one at a time, and elicit the names of the items. Then ask the pupils to find the words and match them to the pictures. Check their answers. Answer key 1 mole 3 pole 2 sole 4 hole 3 Complete the sentence. Colour. Point to the mole in the hole and say: The … is in the … . Encourage the pupils to complete your sentence. Elicit: hole, mole. Allow the pupils some time to write the words. Check their answers. Answer key mole, hole 4 Say the words. Circle and write. Point to the pictures, one at a time, and elicit the names and the \´Um\ and \´Ut\ sounds. Explain the activity. Then ask the pupils to circle the correct letters and write the words. Check their answers. Answer key 1 home 3 vote 2 dome 4 note 5 Write. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to write the words. Check their answers. Answer key 1 dome 2 home 3 note 6 Circle the correct rhyming pairs. Point to and elicit the first pair of words. Repeat for the remaining pairs. Explain the activity. Allow the pupils some time to circle the rhyming words. Check their answers. Answer key 2 sole-pole 6 vote-note 4 mole-hole 1 Say the words. Circle and write. Point to the pictures, one at a time, and elicit the names and the\´Un\ sounds. Point to the example and explain the activity. Then ask the pupils to circle the correct letters and write the words. Check their answers. Answer key 1 zone 3 stone 2 cone 4 bone 2 Complete the crossword puzzles. Point to the pictures and elicit the names. Explain the activity. Allow the pupils some time to write the words and complete the crossword puzzles. Check their answers. Answer key 3 Read and draw. Then colour. Elicit the sentence. Explain the activity. Allow the pupils some time to draw a bone in a cone and then colour it any colour they like. Check their drawings. Answer key The pupils draw and colour a bone in a cone. 4 Say the words. Circle and write. Point to the pictures, one at a time, and elicit the names and the \´Up\ Unit 5 amholeyatmoleacpolecaysolea Unit 6 Across Across 2 bone 2 stone Down Down 1 zone 1 cone 76 Activity Book (Key & Instructions)
and \´Uz\ sounds. Explain the activity. Then ask the pupils to circle the correct letters and write the words. Check their answers. Answer key 1 rope 3 nose 2 hope 4 rose 5 Colour the ope words blue. Colour the ose words red. Point to the pictures, one at a time, and elicit the names. Then ask the pupils to colour the ope words blue and the ose words red. Check their answers. Answer key The pupils colour the rope and the hope pictures blue and the rose and the nose pictures red. 6 Change the beginning sound to make new words. Point to the word hope and elicit the sounds \h\ \´Up\. Then ask the pupils to replace the first letter to make another word and write it. Repeat for the word nose. Go around the classroom asking the pupils to say the sounds and the words. Suggested answer key 1 rope 2 rose 1 Say the words. Circle the pictures that rhyme. Elicit the \´Ul\ and \´Uz\ sounds and the names of the pictures. Explain the activity. Allow the pupils some time to circle the pictures that correspond to each sound. Check their answers. Answer key 1 The pupils circle the hole, sole and role pictures. 2 The pupils circle the nose, rose and hose pictures. 2 Find and circle. Write. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to find the words in the word search, circle and then write them. Check their answers. Answer key 1 mole 3 bone 2 home 4 rope 3 Circle and write. 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 and then write the words. Check their answers. Ask individual pupils to say the words. Answer key 1 note 2 dome 3 stone 4 Read and tick (✓). Point to the pictures and elicit the names. Explain the activity. Allow the pupils some time to read the sentences and tick the correct ones. Check their answers. Answer key 1 This is a mole. 2 This is a hole. 3 This is a cone. 5 Find the rhyming word. Point to and elicit the words. Read the incomplete sentences and explain the activity. Allow the pupils some time to read the sentences and write the words that rhyme with the words in bold. Check their answers. Answer key 1 pole 2 home 3 bone 6 Colour the words from the story. Point to the pictures, one at a time, and elicit the names. Allow the pupils some time to read the short story and colour the pictures of the items from the story. Check their answers. Answer key The pupils colour the mole, stone, rose, dome, rope and home. 1 Unscramble the letters and write the words. Say the words. Point to the pictures, one at a time, and elicit the names and the \ju…\ sound. Point to the example and explain the activity. Then ask the pupils to unscramble the letters and write the words. Check their answers. Answer key 2 tune 3 cube 4 June 2 Say and colour the correct square green. Point to the pictures and elicit the names of the items. Explain the activity. Allow the pupils some time to colour the squares of the ube and une words. Check their answers. Answer key 1 The pupils colour the square next to the tube green. 2 The pupils colour the square next to June green. 3 Choose and colour. Point to the pictures and elicit the names of the items. Explain the Review 3 h ome b h mmp o r open o l r oe pe hme Unit 7 77
activity. Allow the pupils some time to read the sentence and colour the corresponding picture any colour they like. Check their answers. Answer key The pupils colour the first picture (A). 4 Unscramble the letters and write the words. Say the words. Point to the pictures, one at a time, and elicit the names and the \u…\ sound. Explain the activity. Then ask the pupils to unscramble the letters and write the words. Check their answers. Answer key 1 blue 3 glue 2 clue 4 flue 5 Look and write. Point to the picture of the glue and say: Where is the …? Elicit: glue. Repeat for the picture of blue. Then allow the pupils some time to write the words. Check their answers. Answer key 1 glue, clue 2 flue, blue 6 Say the words. Read and circle the odd one out. Point to and elicit the words and the sounds. Explain the activity. Allow the pupils some time to choose the odd one out. Check their answers. Answer key 1 June 3 tune 2 clue 4 June 1 Unscramble the letters and write the words. Say the words. Point to the pictures, one at a time, and elicit the names and the \i…\ sound. Point to the example and explain the activity. Then ask the pupils to unscramble the letters and write the words. Check their answers. Answer key 2 pea 3 sea 4 tea 2 Match. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to match the pictures to the words. Check their answers. Answer key 1 leaf 3 tea 2 sea 4 pea 3 What’s missing? Draw. Point to the picture and elicit the items. Explain the activity. Allow the pupils some time to read the sentence and then draw the missing item. Check their answers. Answer key The pupils draw a leaf in the tea. 4 Unscramble the letters and write the words. Say the words. Point to the pictures, one at a time, and elicit the names and the \i…\ sound. Explain the activity. Then ask the pupils to unscramble the letters and write the words. Check their answers. Answer key 1 bee 3 feet 2 seed 4 jeep 5 Colour the right picture. Point to the pictures, one at a time, and elicit the names. Explain the activity. Allow the pupils some time to read the words and colour the corresponding pictures. Check their answers. Answer key 1 The pupils colour the bee (second picture). 2 The pupils colour the feet (first picture). 3 The pupils colour the seed (second picture). 6 Tick (✓) the correct sentence. Point to the picture and elicit what it shows. Explain the activity. Allow the pupils some time to read the sentences and tick the correct one. Check their answers. Answer key The bee has a seed. 1 Say the words. Circle the pictures that rhyme. Elicit the \u…\ and \i…\ sounds and the names of the pictures. Explain the activity. Allow the pupils some time to circle the pictures that correspond to each sound. Check their answers. Answer key 1 The pupils circle the blue, clue and glue pictures. 2 The pupils circle the pea, sea and tea pictures. 2 Find and circle. Write. Point to the pictures, one at a time, and elicit the names of the items. Explain the activity. Allow the pupils some time to find the words in the word search, circle and then write them. Check their answers. Answer key 1 cube 3 queen Unit 8 2 tube 4 jeep Review 4 78 Activity Book (Key & Instructions)
3 Circle and write. 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 and then write the names of the items. Check their answers. Ask individual pupils to say the words. Answer key 1 leaf 2 cube 3 seed 4 Circle the words. Match. Point to the pictures, one at a time, and elicit the names of the items. Then ask the pupils to find the words and match them to the pictures. Check their answers. Answer key a true c dune b eat d queen 5 Read and say. Write. Point to the bee and the feet and say: The … is on my … . Encourage the pupils to complete your sentence. Elicit: bee, feet. Repeat the procedure with the remaining sentences and pictures. Allow the pupils some time to write the words. Check their answers. Answer key 1 bee, feet 3 flue, blue 2 pea, sea 4 clue, glue 6 Say the words. Use the code and colour the pictures. Point to the long u and long e and elicit the sounds. Then point to the pictures, one at a time, and elicit the names. The pupils use the code and colour in the picture accordingly. Answer key The pupils colour the bee, tea and jeep blue. The pupils colour the cube, tune and tube yellow. 1 Say the words. Circle the right picture. Point to the pictures, one at a time, and elicit the names and the ending sounds. Point to the pictures again and ask individual pupils to say the words. Then ask the pupils to circle the correct pictures. Check their answers. Answer key 1 cake (first picture) 2 nine (third picture) 3 sole (second picture) 4 June (third picture) 2 Colour the letters. Tick (✓) the right picture. Point to the pictures, one at a time, and elicit the names. Explain the activity. Allow the pupils some time to colour the letters any colour they like to make words. Then they tick the correct pictures. Check their answers. Answer key 1 cane (first picture) 2 hole (first picture) 3 wave (first picture) 4 rope (second picture) 5 line (second picture) 6 dive (second picture) 7 nine (first picture) 8 bee (first picture) 3 Colour the cakes with the long a sound red. Point to the cakes, one at a time, and elicit the words. Ask the pupils to colour the cakes with the long a sound red. Then ask them to write the number of red cakes. Check their answers. Answer key The pupils colour the cakes with the following words on them red: bake, late, tape. How many red cakes? three 4 Colour the dice with the long i sound blue. Point to the dice, one at a time, and elicit the words. Ask the pupils to colour the dice with the long i sound blue. Then ask them to write the number of blue dice. Check their answers. Answer key The pupils colour the dice with the following words on them blue: kite, bite, hide, rice. How many blue dice? four 5 Colour the roses with the long o sound green. Point to the roses, one at a time, and elicit the words. Ask the pupils to colour the roses with the long o sound green. Then ask them to write the number of green roses. Check their answers. Answer key The pupils colour the roses with the following words on them green: zone, hose, vote, nose, role. How many green roses? five 6 Circle and write the words with the long u and e sounds. Point to the bees, one at a time, and ask individual pupils to read the texts. Then ask the pupils to circle the words with the long u and e sounds Extra Check treytruebnduneeatfdettbera wqueenoi tqt jc t ubeu ueeeb be j pe enque 79
and write them in the appropriate spaces below. Check their answers. Answer key 1 Pupils circle: Long u: June, blue Long e: bee, sea 2 Pupils circle: Long e: bee, leaf, sea 3 Pupils circle: Long e: bee 4 Pupils circle: Long u: true Long e: queen, sea, bee Long u: June, blue, true Long e: bee, sea, leaf, queen 7 Do the crossword puzzle. Point to the pictures, one at a time, and elicit the names. Then ask the pupils to complete the crossword puzzle. Check their answers. Answer key Across Down 2 flue 1 tune 3 blue 4 leaf 5 pea 8 Say the words. Add the letter e at the end of the words to make new words. Say the words. Point to and elicit the words, one at a time. Ask the pupils to write the words and add the letter e at the end to make new words. Remind the pupils that the silent e at the end makes the vowels have a long sound. Allow the pupils some time to complete the task. Then the pupils say the words. Check their answers. Answer key 1 cape 5 pine 2 cane 6 kite 3 mane 7 note 4 tape 8 hope 80 Activity Book (Key & Instructions)
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© Express Publishing PHOTOCOPIABLE 85 Story Time The bats are in the cave. They like to play a game. What is the name of your game? Race to the wave! Can I play the game, too? Let’s race! I like this game!
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88 © Express Publishing PHOTOCOPIABLE Story Time The little mice like to hike to the pine every day. They always ride their bike and fly their kite. The mice like rice. Oh, no! Look at the five dice! They take the rice from the mice!
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