Jenny Dooley - Virginia Evans

i-Learn My Phonics is a 2-level English course

designed for young learners in Grades 1 and 2. It
introduces young leaners to English in a fun,
stress-free way, focusing on the sounds of
words and the basics of reading.
From Grade 3, students will continue with the
4-skills series, i-Learn Smart Start Grades 3, 4
& 5, which fully covers the MOET curriculum.

i-Learn My Phonics
Grade 1

i-Learn My Phonics
Grade 2

i-Learn Smart Start

Grade 3

i-Learn Smart Start

Grade 4

i-Learn Smart Start

Grade 5
Components
• Pupil’s Book
• Activity Book
• Class CD
• My Phonics Cards
• Teacher’s Book
• DIGI MATERIAL
cross-platform application
(iOS, Android, Windows,
MacOSX)

ISBN 978-1-4715-2711-1
 Teacher’s Book
Contents
Introduction p.II

Aa p.2 Jj p.46
Bb p.6 Kk p.50
Cc p.10 Ll p.54
Dd p.14 Mm p.58
Story Time p.18 Story Time p.62
Review 1 p.20 Review 3 p.64
Ee p.22 Extra Check p.66
Ff p.26 The Alphabet p.69
Gg p.30 Let’s play! p.70
Hh p.34 Songs p.72
Story Time p.38
Activity Book
Review 2 p.40 (Key & Instructions) p.73
Photocopiable Material p.80
Ii p.42

Jenny Dooley - Virginia Evans

 Introduction
i-Learn My Phonics Grade 1 is a five-level course which
introduces pupils to the sounds of the English language.
II II Review
give them a sense of achievement.

It is designed to help pupils connect the sounds There is a review lesson every • Activity Book
(phonemes) to the letters (graphemes) that represent four units. The review lesson The Activity Book is in full colour and
those sounds. consolidates the letters, sounds comprises
Pupils will develop the art of reading by and words taught in the previous thirteen units. Each unit consists of
understanding the English alphabet, associating four units through a variety of fun two pages and
sounds with letters, blending and segmenting activities. can be done upon completion of the
words and decoding frequently used words. corresponding
III Extra Check unit in the Pupil’s Book. It aims to
i-Learn My Phonics Grade 1 consists of the following This section aims to consolidate consolidate the
levels: the letters/words taught in the letters/words that appear in the Pupil’s
course. Book through
i-Learn My Phonics Grade 1 & Grade 2 - The Alphabet various activities, e.g. tracing,
IV The Alphabet colouring, matching,
focus on the sounds the letters of the English This section aims to consolidate etc.
alphabet the letters of the alphabet
make. The Activity Book
taught in the course and to
i-Learn My Phonics Grade 1 - Short Vowels focuses on practise the names of the also includes:
short vowel words that make up the vast majority of letters.
the words pupils will encounter in their studies. I Review
i-Learn My Phonics Grade 1 - Long Vowels focuses on V Let’s play! There is a review lesson every four units. The review
the decoding of words with the long vowel sound The board game at the end of
that end in -e. the Pupil’s Book aims to provide
i-Learn My Phonics Grade 1 - Consonant Blends focuses an entertaining way to
on consonant clusters and letter blends that can be consolidate the words the pupils
quite difficult. have learnt in the course.
i-Learn My Phonics Grade 1 - Letter Combinations
How to Play the Board Game:
covers tricky letter combinations and how to decode
and encode words containing them. Divide the pupils into pairs,
groups or teams. The
pupils take turns throwing the
i-Learn My Phonics Grade 1
dice. They have to
Components name the vocabulary items on
• Pupil’s Book the square they
i-Learn My Phonics Grade 1 1a covers the letters A land on. If they land on a Play
- M. It comprises 13 units which in turn consist of Again! square,
three lessons. Each unit presents a letter of the they play again. If they land on
alphabet and its sound. The letter is then a Miss a Turn!
reinforced square, they miss their next turn.
through the teaching of simple, everyday words. The winner is the
A pupil/group/team that reaches
variety of functional activities, songs and chants Finish first.
help the pupils practise the letters/words in an VI Picture Cards
interesting way.
The picture cards include all
The Pupil’s Book also incorporates a variety the pictures
of appealing additions: necessary for the presentation
and revision of
I Story Time
the words in each lesson. In
There is an enjoyable story every four units. each lesson plan
Each story consolidates the letters and the there are suggestions for
words covered in the four units as well as further use of the
provides real language input and opportunities picture cards in group or class
for reading for pleasure. Each story is followed games/activities.
by a fun activity. In the Teacher’s Book, the
teacher can find additional optional activities. VII i-Learn My Phonics Grade 1 CertiGcate
This is filled in upon completion of the course. The
aim of this certificate is to
reward the pupils, as well as
 lesson consolidates the letters, sounds and words
taught in the previous four 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 letters and words of
each unit through tracing and colouring.
• 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 new
letters and their respective words. There are also further
extension activities and games 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 the classroom.
• i-Learn My Phonics Grade 1 Cards
The i-Learn My Phonics Grade 1 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 CD/Pupil’s CD
The Class CD includes all the aural activities in the
Pupil’s Book. The Pupil’s CD includes the new words,
songs and stories and can be used by the pupils for
home study, providing an excellent opportunity to
improve their intonation and maintain their interest
in the English language.
• 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
Typical Unit 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 the 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 letter 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
letters/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) i-Learn My Phonics Grade 1 Cards: These illustrate
the words which contain the letter sounds to be
taught. The teacher uses them to present the new
letters/words and drill pupils. The choral repetition
of words ensures that all the pupils, shy or not, will
say the new letters/words, giving the teacher an
excellent opportunity to correct any pronunciation
problems while giving the pupils a sense of
confidence before they say the letters/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
upper and lower case letter is 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
III
 Introduction The Use of Mother Tongue
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 IV
practice of the new letters/words.
d) Chants/Songs: The letter sounds and the corresponding words are practised through upbeat chants.
In
the next lesson, the pupils consolidate the letters 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 letters/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:
a) My Sound Book: Pupils make their own sound book that includes the letters of the alphabet. Its purpose is
to
help the pupils practise saying the sounds of the letters. The fact they are making their own book also
gives
them a sense of achievement and makes them more responsible. Parents will also be able to check
and monitor their children’s progress.
How to Make a Sound Book:
During the first lesson, explain to the pupils that they should bring in a dossier which they will have
with them at all times and in which they will keep photocopies of the letters of the alphabet you
provide them. For the next lesson, bring in self-adhesive labels, write My Sound Book on them and help
your pupils stick them onto their dossiers. Give them a photocopy of the first letter, help them punch
holes and put it in their dossiers. Tell the pupils they can colour their letters at home and find and
glue pictures of items beginning with each letter. Also explain to them that they will take the sound
book home and their ‘homework’ is to practise saying the sound with their parents.
b) 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 the new letters/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 improves their spelling.
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.
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:
Act It Out
Choose a pupil to come to the front of the classroom. Show him/her a phonics card or whisper a word and have the pupil act it
out. The remaining pupils try to guess the correct answer. The first pupil to do so comes to the front of the classroom and the
activity continues.
Alphabet Scramble
Divide the class into two teams, A and B. Write the alphabet all over the board, but not in order. Ask a pupil from each team to come
to the board. Call out a letter. The pupil that finds and circles the letter first, wins a point for his/her team. The team with the most points
wins the game.

Basketball
Divide the pupils into two teams. Choose a pupil from Team 1. Show him/her a phonics card and elicit the name of the item. If
the pupil answers correctly, give him/her a soft ball and have him/her take a shot at the ‘basket’/bin. If the pupil gets the
ball in the ‘basket’/bin then he/she gets a point for his/her team. Continue the game with a pupil from Team 2. The team with
the most points is the winner.
Bingo

V
 Introduction
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
VI
winner is the first pupil whose card is covered and who shouts BINGO!
Chinese Whispers
Whisper a word from the lesson to a pupil. The pupil whispers the word to the pupil sitting next to him/her and
so on. The last pupil says the word aloud.
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
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.
Hangman
Choose a word and write the appropriate number of spaces on the board. The pupils take turns guessing a
letter. If a pupil guesses correctly, write that letter in the space and give the pupil another turn. If they guess
incorrectly, start drawing a hanging man and have the next pupil guess a letter. The pupil who guesses
the word is the winner. If you wish, let the winner take your place and repeat 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.
Jump
Revise the target vocabulary. Put a line of masking tape on the floor and designate one side True and the
other False. Hold up a phonics card, e.g. egg and say: egg. The pupils jump on the True side. Hold up another
phonics card, e.g. ant and say: drum. The pupils jump on the False side. Pupils who end up on the wrong side sit
out until the next game.
Letter Writing Race
Ask the pupils to open their notebooks. In two minutes, the pupils write as many, e.g. Nns as they can. The
winner is the pupil who has written the most.
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.
Name It
Arrange some chairs, back to back, in the middle of the room. Choose phonics cards and place them on the chairs. Play
the song. When the music stops the pupils pick up a phonics card and, one at a time, tell you the name of the item
pictured on their phonics card. The pupil who gives an incorrect answer is out of the game. Play the game as many times
as you think is necessary.
Noughts and Crosses
Draw a large 3x3 grid on the board. Write a number 1-9 in 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.
Pass the Phonics Card
Line up the pupils into two teams. Give the first pupil of each team a phonics card. Say: Go! The pupils say the
corresponding words and pass the phonics card over their heads to the pupils behind them, who say the word and
pass the phonics card between their legs to the pupils behind them. The pupils continue to pass the phonics card
over their heads and between their legs. The last pupil in each line races to hand their phonics card to the teacher
and says the word. The first team to do so wins a point. Continue the game as many times as you think necessary.
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 and Word
Divide the class into two teams, A and B. Put one of the phonics cards on the board. Ask a pupil from Team A to identify the
sound (one point), the picture (one point) or both (two points). Continue with a pupil from Team B. Write the points for each
team on the board. The team with the most points wins the game.
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 the
phonics card and elicit its name. If the answer is correct then that pupil can spin the bottle. Repeat with other phonics
cards.
Stand and Sit

VII
 Introduction
Tell the pupils to listen for words that begin with a specific sound, e.g. the /n/ sound. Ask the pupils to stand when
they hear words beginning with the / n/ sound and sit when they hear words beginning with another sound.

Slowly say key words: e.g. olive, queen, pony and nut. Repeat the activity by saying the key words quickly to
make
it more fun.
Step on It
Put the phonics cards in a circle on the floor. Play the song and have the pupils walk around the cards. Stop
the music and name an item on one of the cards. The pupils race to step on that phonics card. The first pupil to
step on it is the winner. Continue the activity until all phonics cards have been removed.
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 apple phonics card) Ant.
Class: (putting their thumbs down).
Teacher: Good! What it is?
Class: Apple! 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
at
the other pupil’s phonics card and be the first to yell out the word. Repeat the activity with the remaining
pairs.
You’re Out
Hang the phonics cards in the four corners of the room (one phonics card per corner). Choose a pupil to
stand in the middle of the classroom with his/her eyes closed and count to ten while the other pupils
scramble to one of the four corners. At the count of ten, the pupil in the middle shouts ‘STOP’ and picks one
corner by naming its corresponding phonics card. The pupils in that corner are ‘out’ and must sit down.
Continue the game until everyone has had a turn picking a phonics card.
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.
Where’s the Letter?
The pupils work on their own or in pairs/groups. Hand out photocopies of pages from some story books.
The pupils search for and circle the letter, e.g. Nn on these pages. You can set a time limit and the winner
is the pupil/pair/group that has circled the most Nns. This game can help the pupils understand the link
between the letter sounds and words in books.
Which One is Missing?
Scatter the phonics cards face up on the table. Give the pupils a minute to look at them, then have them
close
their eyes and take away one phonics card. Tell the pupils to open their eyes and name the phonics card
that
is missing.
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. B E AR
 B E E D etc

VIII IX
 Unit 1 of pages from some story books. makes the / œ/
Lesson 1 The sound.
pupils search for and circle the
Aims
letter
to learn the letter Aa /eI/ and its sound 2 Listen and
/œ/; to learn three Aa words
point. Colour.
Vocabulary
• ant, apple, alligator
2 (Track 03)
Point to the ant and
Sight Words say: An ant! The
• a, an pupils repeat after
you. Follow the
Extra materials
same procedure for
• i-Learn My Phonics cards (1-3);
the apple and
• photocopies of pages from
the alligator. Play the
story books
CD. The pupils
listen and point to
the ant, apple
BEGINNING THE LESSON and alligator.
Greet the pupils. Say: Hello, I’m (Mrs
Say: an apple. Ask
the pupils to point to
Rich). Invite them to respond by
the corresponding
saying
item in the picture.
hello.
Repeat with the rest
of the items in
1 Listen, point and repeat. random order.
Colour. (Track 02)
Pupils’ books closed. Show the pupils
the ant phonics card. Point to it and
say: /œ/. The pupils repeat after you.
Then say: /œ/ - ant. The pupils repeat
after you. Put the phonics card up on
the board. Wiggle your fingers Aa on these pages. You can set a Ask the pupils to colour the apple,
above Tapescript
time limit and the winner is the pupil/ using any colour they like. Go
the elbow as if ants are crawling on pair/group that has circled the most / around the classroom, asking pupils to
Aas. This game can help the pupils œ name the item they are colouring. e.g.
you and say: /œ/, ant! Encourage the /
understand the link between the Teacher: (pointing to the
pupils to do the same. Say the letter.
letter sounds and words in books. apple) What’s this?
- Pupil 1: An apple. etc
The pupils perform the action and Pupils’ books open. Point to and
say the letter and the word if they elicit the sound of the letter and the
words. Play the CD. The pupils listen,
a 3 Chant and show! (Track 04)
n
can. Follow the same procedure with point to and repeat the words. The Put up the ant, apple and alligator
t
the words apple (mime eating pupils then colour in the letters. phonics cards on the board. Point to
one) Explain to them that they can use the ant and say: /œ/, ant! The pupils
and alligator (use your hands to any colour they like. During this repeat after you. Follow the same
/
make the opening of an alligator’s process, go around the classroom procedure and present the rest of
œ
and elicit the letter and the words the verses and the words apple and
/
mouth). from individual pupils. alligator. Play the CD. The pupils listen,
- follow in their books and chant.
Write the letter Aa on the board
next to the phonics cards. Point to it
and say: This is the letter /eI/. The a
letter /eI/ makes the /œ/ sound. The p
pupils repeat both sounds. p
l
Game (Optional) e
/œ/ - alligator
Where’s the Letter?
The pupils work on their own or in This is the letter /eI/.
pairs/groups. Hand out photocopies The letter /eI/

Ask the pupils to take out their own
ant, apple, alligator 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. Pause before
the words (ant, apple, alligator) and
encourage the pupils to name the
items for you.
e.g. Teacher: /œ/
Pupils: ant
Teacher: /œ/, /œ/, /œ/
Pupils: ant! etc
Tapescript
3
/œ/, ant,
/œ/, /œ/, /œ/, ant!
Ant, /œ/, /œ/, /œ/!
/œ/, apple,
/œ/, /œ/, /œ/, apple!
Apple, /œ/, /œ/, /œ/!
/œ/, alligator,
/œ/, /œ/, /œ/, alligator!
Alligator, /œ/, /œ/, /œ/!
Extension (Optional)
1 Divide the pupils in three groups
(ant, apple, alligator). Each
group says the appropriate
chant while the rest of the
class claps. Ask the groups to
show their corresponding
picture cards while they chant.
2 Divide the pupils in three groups
(ant, apple, alligator). Play the
chant again. Each group mimes
the corresponding actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their sound
books (see the Introduction on how
to make a sound book). Use a
letter
stamp or photocopy the letter Aa
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 1
Lesson 2
Aims
to practise the sound of the letter 4
Aa and the corresponding words; to
learn and practise reading skills; to
sing a song

Vocabulary
• ant, apple, alligator

Sight Words
• an, for, and

Extra materials
• i-Learn My Phonics cards (1-3)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the letter.

e.g. Teacher: (pointing to the ant)
ant
Class: (wiggling their fingers
above the elbows as

if ants are crawling
on them) /œ/ etc
4 Listen. Read along.
(Track 05)
Ask: Can you see the /œ/ - ant? Point
to it. Encourage the pupils to point to
the picture of the ant. Repeat with
apple and alligator.
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
pupils repeat after you. Time permitting, have some ENDING THE LESSON Lesson 3 previous lesson. The pupils listen and
pupils read them aloud. sing along.
Which One is Missing? Aims
Scatter the phonics to practise the letter Aa /eI/ and its
5 Song (Track 06) sound /œ/ and the corresponding 6 Colour the apples that
cards face up on
(to the tune of ‘Pop Goes the Weasel’) words; to learn an extra A word have Aa in them.
the table. Give the
Put up the ant, apple and alligator phonics cards pupils a minute to Vocabulary Have the pupils colour the apples
on the board. Point to the ant and say: A for ant! look at them, then • ant, apple, alligator, acrobat that have Aa in them. Explain that
The pupils repeat after you. Follow the same have them close they can use any colour they like.
their eyes and take Extra materials
procedure and present the rest of the song. Play • i-Learn My Phonics cards (1-4);
the CD. The pupils listen and sing along. away one phonics 7 Listen, point and repeat.
card. Tell the pupils to • card stock paper
Colour the pictures of the
Ask the pupils to take out their own open their eyes words that start with the a
ant, apple, alligator picture cards and and name the
place them on their desks. Play the phonics card that is BEGINNING THE LESSON sound. Say the a words.
CD again. The pupils listen and hold missing. (Track 07)
Ask the pupils to open their notebooks.
up the corresponding picture cards. Explain the game. In two minutes, the Show the pupils the acrobat phonics
(See p. 72 for the Tapescript.) card. Point to it and say: / œ/ - acrobat.
pupils write as many Aas as they can. The pupils repeat after you. Mime
trying to keep your balance and say:
The winner is the pupil who has written /œ/, acrobat! Encourage the pupils to
the most. do the same. Say the letter. The pupils

Play the song (Track 06) from the

classroom providing any
necessary
help.
Point to and say the sight words. The
perform the action and say the letter
and the word if they can. Play the CD.
The pupils listen, point to and repeat
the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /œ/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter A on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Hunt
Hide the phonics cards around the
classroom. Divide the class into two
teams, A and B. Write the following on
the board for each team:

A B
ant apple
acrobat alligator

Play the song (Track 06) from the

previous lesson. 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
find all its words before the end of
the song is the winner.

Lesson 4 - Activity Book

(see page 73)

5
 Unit 2 time limit and the winner is the /
Lesson 1 pupil/
-
Aims
to learn the letter Bb /bi…/ and its
sound /b/; to learn three Bb words
6 b
e
Vocabulary e
• ball, bed, bee
This is the letter /bi…/.
Sight Words The letter /bi…/
• look, a makes the /b/
sound.
Extra materials
• i-Learn My Phonics cards 2 Listen and
(5-7);
point. Match.
• photocopies of pages from
(Track 09)
story books Point to the ball and
say: Look! A
ball! The pupils
BEGINNING THE LESSON repeat after you.
Say: /œ/. Ask individual pupils to say Follow the same
a word beginning with the /œ/ sound procedure for the
from the previous unit. bed and the bee.
Play the CD. The
1 Listen, point and repeat. pupils listen and
point to the ball,
Colour. (Track 08)
bed and bee.
Pupils’ books closed. Show the pupils
Say: a ball. Ask the
the ball phonics card. Point to it and
pupils to point to the
say: /b/. The pupils repeat after you.
corresponding item in
Then say: /b/ - ball. The pupils repeat
the picture. Repeat
after you. Put the phonics card up on
with the rest of the
the board. Imitate bouncing a ball
pair/group that has circled the most items in random Ask the pupils to look at the missing
and say: /b/, ball! Encourage the Tapescript
Bbs. This game can help the pupils order. puzzle pieces and match them to the
pupils to do the same. Say the letter.
understand the link between the / pictures. Go around the classroom,
The pupils perform the action and letter sounds and words in books. b asking pupils to name the item they
say the letter and the word if they / are matching.
Pupils’ books open. Point to and
e.g. Teacher: (pointing to the first
elicit the sound of the letter and the
can. Follow the same procedure with - puzzle piece) Look!
words. Play the CD. The pupils listen,
the words bed (mime sleeping) and Pupil 1: A bed! etc
point to and repeat the words. The
b
pupils then colour in the letters.
bee (use your arms to imitate bee Explain to them that they can use
a 3 Chant and show! (Track 10)
wings while buzzing). l
any colour they like. During this Put up the ball, bed and bee phonics
l
Write the letter Bb on the board process, go around the classroom cards on the board. Point to the ball
next to the phonics cards. Point to it and elicit the letter and the words and say: /b/, ball! The pupils repeat
and say: This is the letter / bi…/. The from individual pupils. after you. Follow the same procedure
/
letter /bi…/ makes the /b/ sound. The b and present the rest of the verses and
pupils repeat both sounds. / the words bed and bee. Play the CD.
The pupils listen, follow in their books
Game (Optional) - and chant.

Where’s the Letter? Ask the pupils to take out their own
The pupils work on their own or in b
pairs/groups. Hand out photocopies e
of pages from some story books. d
The
pupils search for and circle the letter
/
Bb on these pages. You can set a b

ball, bed, bee 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. Pause before
the words (ball, bed, bee) and
encourage the pupils to name the
items for you.
e.g. Teacher: /b/
Pupils: ball
Teacher: /b/, /b/, /b/
Pupils: ball! etc
Tapescript
/b/, ball,
/b/, /b/, /b/, ball!
Ball, /b/, /b/, /b/!
/b/, bed,
/b/, /b/, /b/, bed!
Bed, /b/, /b/, /b/!
/b/, bee,
/b/, /b/, /b/, bee!
Bee, /b/, /b/, /b/!
Extension (Optional)
1 Divide the pupils in three groups
(ball, bed, bee). Each group
says the appropriate chant
while the rest of the class
claps. Ask the groups to show
their corresponding picture
cards while they chant.
2 Divide the pupils in three groups
(ball, bed, bee). Play the chant
again. Each group mimes the
corresponding actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their sound
books (see the Introduction on how
to make a sound book). Use a
letter
stamp or photocopy the letter Bb
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and their
‘homework’ is to practise saying
the
sound with their parents.
7
 Lesson 2 8
Aims
to practise the sound of the letter Bb
and the corresponding words; to
learn and practise reading skills; to
sing a song

Vocabulary
• ball, bed, bee

Sight Words
• look, at, the, with, on

Extra materials
• i-Learn My Phonics cards (5-7)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the
ball)
ball
Class: (imitating bouncing a
ball) /b/ etc
Point to and say the sight words. The ENDING THE LESSON Lesson 3 Play the song (Track 12) from the
pupils repeat after you. Time permitting, previous lesson. The pupils listen and
Hot Cards Aims
have some pupils read them aloud. sing along.
4 Listen. Read along. Have the pupils sit to practise the letter Bb /bi…/ and its
in a circle. Give sound /b/ and the corresponding
(Track 11) 5 Song (Track 12) 6 Circle the pictures of the
the phonics cards to words; to learn an extra B word
Ask: Can you see the /b/ - ball? Point (to the tune of ‘The Wheels on the words that start with the
three pupils. Vocabulary
to it. Encourage the pupils to point to Bus’) Play the song. b sound.
• ball, bed, bee, bear
the picture of the ball. Repeat with
Put up the ball, bed and bee phonics While the song is Elicit the pictures. The pupils circle
bed and bee. Extra materials
cards on the board. Point to the bee playing, the pupils the pictures that start with the / b/
pass the phonics • i-Learn My Phonics cards (5-8);
Play the CD. Have the pupils listen to and say: The bee on the bed goes sound.
cards around. When • card stock paper
the story once. Play the CD again. buzz, buzz, buzz! The pupils repeat after
The pupils listen and point to the you. Follow the same procedure and the song stops, 7 Listen, point and repeat.
pictures of the key words when they the pupils holding Colour the pictures of the
hear them in the story.
present the rest of the song. Play the
the phonics cards BEGINNING THE LESSON
CD. The pupils listen and sing along. words that start with the b
must name them. Ask a pupil to come to the board.
Read the story. The pupils follow in Ask the pupils to take out their own sound. Say the b words.
their books. Then they work in pairs. Show him/her a phonics card from
ball, bed, bee picture cards and (Track 13)
One reads while the other one the previous lesson without allowing
place them on their desks. Play the the other pupils to see it. The pupil Show the pupils the bear phonics
checks and then they swap roles. CD again. The pupils listen and hold silently mimes an action related to card. Point to it and say: /b/ - bear.
Go around the classroom providing up the corresponding picture cards. The pupils repeat after you. Mime
any necessary help.
(See p. 72 for the Tapescript.) the phonics card for the other pupils growling like a bear and say: / b/,
to guess the word. Repeat the bear! Encourage the pupils to do
activity
with other pupils.
the same. Say the letter. The pupils
perform the action and say the letter
and the word if they can. Play the
CD. The pupils listen, point to and
repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /b/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter B on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Mime various actions associated
with the words from the lesson while
eliciting the words, e.g. ball (mime
bouncing a ball), bed (mime
sleeping) and bee (use your arms to
imitate bee wings while buzzing).
Then say a word and ask the pupils
to mime the corresponding action.

Lesson 4 - Activity Book

(see page 73)

9
 Unit 3 /
Lesson 1 k
Aims 10 /
to learn the letter Cc /si…/ and its
-
sound /k/; to learn three Cc words

Vocabulary c
• cat, carrot, clock l
o
Sight Words
c
• I, am, a
k
Extra materials
This is the letter /si…/.
• i-Learn My Phonics cards (9-11);
The letter /si…/
• photocopies of pages from
makes the /k/
story books
sound.

BEGINNING THE LESSON 2 Listen and

Write the words from the previous unit point. Choose.
on the board (ball, bed, bee, (Track 15)
bear).
Ask a pupil to come to the board. Point to the cat and
Point to the first word and ask the say: I am a cat! The
pupil to say it. Ask the rest of the class pupils repeat after
for verification. Repeat the activity you. Follow the
same procedure for
with other pupils. the carrot and the
clock. Play the CD.
The pupils listen
1 Listen, point and repeat.
and point to the
Colour. (Track 14) cat, carrot and
Pupils’ books closed. Show the pupils clock.
the cat phonics card. Point to it and Say: I am a cat. Ask
Game (Optional) Ask the pupils to look at the pairs of
say: /k/. The pupils repeat after you. Tapescript
the pupils to point pictures on the side and choose the
Then say: /k/ - cat. The pupils repeat Where’s the Letter?
/ to the corresponding correct one for each corresponding
after you. Put the phonics card up on The pupils work on their own or in
k item in the picture. item. Go around the classroom,
the board. Imitate meowing like a pairs/groups. Hand out photocopies
/ Repeat with the rest asking pupils to name the item they
cat, of pages from some story books. The
of the items in are matching.
making ‘claws’ with your hands and pupils search for and circle the letter
- random order. e.g. Teacher: (pointing to the cat)
say: /k/, cat! Encourage the pupils to Cc on these pages. You can set a
I am …
do the same. Say the letter. The pupils time limit and the winner is the
c Pupil 1: a cat! etc
perform the action and say the letter pupil/pair/group that has circled the
a
most Ccs. This game can help the
and the word if they can. Follow the pupils understand the link between
t 3 Chant and show! (Track 16)
the letter sounds and words in books. Put up the cat, carrot and clock
same procedure with the words / phonics cards on the board. Point to
Pupils’ books open. Point to and elicit
carrot (mime eating one) and clock k the cat and say: /k/, cat! The pupils
the sound of the letter and the words.
Play the CD. The pupils listen, point to / repeat after you. Follow the same
(use your arms to imitate moving procedure and present the rest of
and repeat the words. The pupils then
hands of a clock while making a tick - the verses and the words carrot and
colour in the letters. Explain to them
tock sound). clock. Play the CD. The pupils listen,
that they can use any colour they like.
Write the letter Cc on the board During this process, go around the c follow in their books and chant.
next to the phonics cards. Point to it classroom and elicit the letter and a
and say: This is the letter /si…/. The the words from individual pupils. r
letter /si…/ makes the /k/ sound. The r
pupils repeat both sounds. o
t

Ask the pupils to take out their own
cat, carrot and clock 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. Pause before
the words (cat, carrot, clock) and
encourage the pupils to name the
items for you.
e.g. Teacher: /k/
Pupils: cat
Teacher: /k/, /k/, /k/
Pupils: cat! etc
Tapescript
/k/, cat, 11
/k/, /k/, /k/, cat!
Cat, /k/, /k/, /k/!
/k/, carrot,
/k/, /k/, /k/, carrot!
Carrot, /k/, /k/, /k/!
/k/, clock,
/k/, /k/, /k/, clock!
Clock, /k/, /k/, /k/!
Extension (Optional)
1 Divide the pupils in three groups
(cat, carrot, clock). Each group
says the appropriate chant
while the rest of the class
claps. Ask the groups to show
their corresponding picture
cards while they chant.
2 Divide the pupils in three groups
(cat, carrot, clock). Play the
chant again. Each group
mimes the corresponding
actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Cc
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 3
Lesson 2
Aims
to practise the sound of the letter
Cc and the corresponding words; to
learn and practise reading skills; to
sing a song
Vocabulary
• cat, carrot, clock
Sight Words
• a, with, I, am, on
Extra materials
• i-Learn My Phonics cards (9-11)
BEGINNING THE LESSON
Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding
actions and say the sound of the letter.
e.g. Teacher: (pointing to the cat)
cat
Class: (imitating meowing)
/k/ etc
4 Listen. Read along.
(Track 17)
Ask: Can you see the /k/ - cat? Point
to it. Encourage the pupils to point to Put up the cat, carrot and clock
the picture of the cat. Repeat phonics cards on the board. Point to
with carrot and clock.
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 cards.
pupils repeat after you. Time permitting,
have some pupils read them aloud.
12
5 Song (Track 18)
(to the tune of ‘Hickory Dickory
Dock’)
the clock and say: Tickety, tickety,
tock! 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
cat, carrot and clock picture cards
and place them on their desks. Play
the CD again. The pupils listen and
hold up the corresponding picture
(See p. 72 for the Tapescript.)
ENDING THE LESSON Lesson 3
Ask the pupils to form pairs. One pupil Aims
mimes an action corresponding to to practise the letter Cc /si…/ and its
one of the words from the lesson sound /k/ and the corresponding
and the other one says the word. words; to learn an extra C word
Then they swap roles. Vocabulary
• cat, carrot, clock, car
Extra materials
• i-Learn My Phonics cards (9-11);
• card stock paper
BEGINNING THE LESSON
Ask three pupils to come to the
board.
Give each pupil one of the phonics
cards from the previous lesson. Say:
clock, cat, carrot. The pupils line up at
the front of the class in the order you
called. Each pupil then holds up their
corresponding phonics card and
says the word aloud. Repeat the
activity with other pupils.
Play the song (Track 18) from the
previous lesson. The pupils listen and ENDING THE LESSON
sing along.
6 Match.
Elicit the letters and the pictures. The the board. Ask a pupil from Team A to
pupils match the upper case letters picture (one point) or both (two
to their corresponding picture and Team B.
lower case letters. Check around
the
classroom.
7 Listen, point and repeat.
Colour the pictures of the
words that start with the c
sound. Say the c words.
(Track 19)
Show the pupils the car phonics card.
Point to it and say: /k/ - car. The pupils
repeat after you. Mime driving and
sounding like a car (e.g. Vroom!) and
say: /k/, car! Encourage the pupils to
do the same. Say the letter. The pupils
perform the action and say the letter
and the word if they can. Play the CD.
The pupils listen, point to and repeat
the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the / k/ sound.
Go around the classroom providing
any necessary help.
CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter C on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.
Sound and Word
Divide the class into two teams, A and
B. Put one of the phonics cards on
identify the sound (one point), the
points). Continue with a pupil from
Write the points for each
team on the board. The team with the
most points wins the game.
Lesson 4 - Activity Book
(see page 73)
13
 Unit 4 while roaring). d
Lesson 1 r
Write the letter Dd on the board
u
Aims next
m
to learn the letter Dd /di…/ and its to the phonics cards. Point to it
/d/ - dragon
sound /d/; to learn three Dd words and
say: This is the letter /di…/. The This is the letter /di…/.
Vocabulary
letter The letter /di…/
• dog, drum, dragon
makes the /d/
Sight Words sound.
• it, is, a 14
Extra materials
2 Listen and
• i-Learn My Phonics cards (13-15);
point. Colour.
• photocopies of pages from story
books
(Track 21)
Point to the dog and
say: It is a dog! The
pupils repeat after
BEGINNING THE LESSON you. Follow the
Write the letters taught so far on the same procedure for
the drum and the
board (a, b, c). Ask three pupils to dragon. Play the
come to the front of the CD. The pupils
classroom. listen and point to
One pupil faces the board while the the dog, drum and
dragon.
other two are behind him/her in
single file. The pupil at the end of the

line draws one of the letters with their

finger on the back of the pupil in

front of him/her. The letter is passed /di…/ makes the /d/ sound. The pupils repeat both any colour they Say: It is a dog. Ask the pupils to
on in this way until it reaches the sounds. like. During this point to the corresponding item in the
pupil facing the board, who then process, go around picture. Repeat with the rest of the
writes the letter on the board. Repeat Game (Optional) the classroom items in random order.
and elicit the letter
the activity with other pupils. Where’s the Letter? Ask the pupils to colour the drum,
and the words
The pupils work on their own or in using any colour they like. Go around
from individual
pairs/groups. Hand out photocopies the classroom, asking pupils to name
1 Listen, point and repeat. pupils.
of pages from some story books. The the items they are colouring.
Colour. (Track 20) e.g. Teacher: (pointing to the drum)
pupils search for and circle the letter Tapescript
Pupils’ books closed. Show the pupils Dd on these pages. You can set a It is …
the dog phonics card. Point to it and time limit and the winner is the pupil/ / Pupil 1: a drum! etc
say: /d/. The pupils repeat after you. pair/group that has circled the most d
Then say: /d/ - dog. The pupils repeat Dds. This game can help the pupils / 3 Chant and show! (Track 22)
after you. Put the phonics card up on understand the link between the
- Put up the dog, drum and dragon
the board. Imitate barking like a dog letter sounds and words in books.
phonics cards on the board. Point to
and say: /d/, dog! Encourage the
Pupils’ books open. Point to and d the dog and say: / d/, dog! The pupils
pupils to do the same. Say the letter.
elicit the sound of the letter and the o repeat after you. Follow the same
words. Play the CD. The pupils listen, g procedure and present the rest of the
The pupils perform the action and
point to and repeat the words. The verses and the words drum and
say the letter and the word if they
pupils then colour in the letters. dragon. Play the CD. The pupils listen,
Explain to them that they can use / follow in their books and chant.
can. Follow the same procedure with
the words drum (mime playing one) d
/
and dragon (use your hands to
imitate Gre coming out of your mouth -
 Tapescript
/d/, dog,
/d/, /d/, /d/, dog!
Dog, /d/, /d/, /d/! 15
/d/, drum,
/d/, /d/, /d/, drum!
Drum, /d/, /d/, /d/!
/d/, dragon,
/d/, /d/, /d/, dragon!
Dragon, /d/, /d/, /d/!

Extension (Optional)
1 Divide the pupils in three groups
(dog, drum, dragon). Each
group says the
appropriate chant while the
rest of the class claps. Ask the
groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils in three groups
(dog, drum, dragon). Play the
chant again. Each group
mimes the corresponding
actions.

ENDING THE LESSON

Ask the pupils to take out their own
dog, drum and dragon 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. Pause before
the words (dog, drum, dragon) and
encourage the pupils to name the
items for you.
e.g. Teacher: /d/
Pupils: dog
Teacher: /d/, /d/, /d/
Pupils: dog! etc
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Dd
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 4
Lesson 2
16
Aims
to practise the sound of the letter Dd
and the corresponding words; to
learn
and practise reading skills; to sing a
song

Vocabulary
• dog, drum, dragon

Sight Words
• it, is, a, with, on

Extra materials
• i-Learn My Phonics cards (13-15)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the letter.

e.g. Teacher: (pointing to the dog)
dog
Class: (imitating barking)
/d/ etc
5 Song (Track 24) ENDING THE LESSON Lesson 3 next to the corresponding phonics
4 Listen. Read along. Aims
card. Repeat with other pupils.
(to the tune of ‘Aiken Drum’) Correct the Teacher
(Track 23) to practise the letter Dd /di…/ Play the song (Track 24) from the
Hold up the phonics
Put up the dog, drum and dragon and its sound /d/ and the previous lesson. The pupils listen and
Ask: Can you see the / d/ - dog? cards, one at a time
phonics cards on the board. Point to corresponding words; to learn an sing along.
Point to it. Encourage the pupils to and ask individual
the dragon and say: It is a dragon extra D word
point to the picture of the dog. pupils to correct
with a drum, Boom, boom, boom!
Repeat with drum and dragon. your statements. Vocabulary 6 Circle the pictures of the
The pupils repeat after you. Follow
Play the CD. Have the pupils listen to the same procedure and present
e.g. Teacher: • dog, drum, dragon, doll words that begin with the
the story once. Play the CD again. (holding the dog same sound.
the rest of the song. Play the CD. The Extra materials
The pupils listen and point to the pupils listen and sing along. • i-Learn My Phonics cards (13-16); Elicit the pictures. The pupils circle
pictures of the key words when they phonics card) It is
Ask the pupils to take out their own • card stock paper the pictures of the words that begin
hear them in the story. a
dog, drum and dragon picture with the same sound. Check around
cat
Read the story. The pupils follow in cards and place them on their the classroom.
!
their books. Then they work in pairs. desks. Play the CD again. The pupils Pupil 1: No! BEGINNING THE LESSON
One reads while the other one listen and hold up the It is a dog! 7 Listen, point and repeat.
Put the dog, drum and dragon
checks and then they swap roles. corresponding picture cards. etc Colour the pictures of the
Go around the classroom providing words that start with the d
(See p. 72 for the Tapescript.) phonics cards on the board. Write the
any necessary help. sound. Say the d words. (Track
Point to and say the sight words. The words for each on separate pieces 25)
pupils repeat after you. Time permitting, of
have some pupils read them aloud. paper. Hand out the pieces of
paper
to three pupils and ask them to stand
Show the pupils the doll phonics
card. Point to it and say: / d/ - doll.
The pupils repeat after you. Mime
holding a small doll and say: / d/,
doll! Encourage the pupils to do the
same. Say the letter. The pupils
perform the action and say the letter
and the word if they can. Play the
CD. The pupils listen, point to and
repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /d/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter D on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

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.

Lesson 4 - Activity Book

(see page 74)

17
 Story Time
Optional Story Time Activities
Aims
to consolidate the sound of the
letters Aa, Bb, Cc and Dd and the
corresponding words; to learn and
practise reading skills

Vocabulary
• consolidation
18
Extra materials
• i-Learn My Phonics cards (1-16)

BEGINNING THE LESSON

Sound and Word
Divide the class into two teams, A

and B. Put one of the phonics cards

on the board. Ask a pupil from Team
A to identify the sound (one point),

the picture (one point) or both (two

points). Continue with a pupil from

Team B. Write the points for each on
the board. The team with the most

points wins the game.

1 Listen. Read along. (Track 26)

Tell the pupils that it’s story time. Ask
them if they like reading stories and e.g. Teacher: (pointing to the dog Extension (Optional) 2 Which animals are in the ENDING THE LESSON
in picture 1) Look! story? Colour.
Ask the pupils to Act out: Read the sentences in the
what their favourite storybook is, who What’s this?
read the story Point to and elicit the animals. Ask story. Invite the pupils to mime the key
Class: (It’s a) dog!
again. Then ask the pupils to say which animals
their favourite storybook character is, Teacher: (pointing to the bed
them to look at the appear in the story. The pupils then words from the story (the dog, the
in picture 1) Yes! The
pictures for a few colour those animals. Explain to bed,
etc. Write the following words on the dog is on the ...
minutes and close them that they can use any colour the ant, the cat, the clock, the dragon,
Class: bed! etc
their books. Say a they like.
board or prepare some slips of Play the CD and ask the pupils to few sentences the drum). If you wish, have the pupils
paper with the words on them. You listen and follow the story in their (some correct and
can laminate them for future use. books, pointing to the pictures of the some incorrect) come to the front of the classroom
key words. and ask the pupils to and act out the story. Encourage them
ant bed dog cat
say yes or no. to have fun as they perform (e.g.
Play the CD again pausing for the pupils to
e.g. Teacher: The make
clock dragon drum repeat, chorally and/or individually. Finally, ask
dog is on the noises or funny faces as they mime,
individual pupils to read the story aloud.
Ask pupils to read out the words. bed.
Invite guesses, in L1 if necessary, Pupil 1: Yes! etc). Time permitting, you can assign
about what they think the story is Teacher: The
about. Do not dismiss any ideas. dragon is on the the role of the ‘narrator’ to a pupil/
pupils.
Ask the pupils to look at the book. clock.
Set the scene by asking the pupils Pupil 2: No! etc
questions about what they can see
in the pictures.
1 Ask pupils to change parts or all
of the story and present it to the
class.
e.g. Look at the ! It is on
the

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.

19
 Review 1
(Aa, Bb, Cc, Dd) Optional Review Activities
1 Bingo: Write the words the pupils
have learnt in the units on the
board. Ask the pupils to choose
BEGINNING THE LESSON any five and copy them in their
The Reading Tree notebooks. Make sure they
Make a simple outline of a tree trunk haven’t all chosen the same five
and branches like the one below: words. Call out one word after
another as you point to it. Any
pupil who has the word can
cross it off. The winner is the first
pupil whose card is covered
and who shouts BINGO!
2 How’s your memory?: Write the
words the pupils have learnt in
the units on the board. Start the
game by choosing one of the
words, e.g. apple. Say: Apple.
Then ask a pupil beside you to
add to the list, e.g. Apple, cat.
This continues around the class
and the list gets longer and
The tree should be large enough to
longer.
be read clearly on the wall. It should
have 13 branches and each branch 3 Get in line: Ask three pupils to
should represent a different letter. come to the front of the
Prepare some simple cards with the classroom. Hand out three
words the pupils have learnt so far phonics cards of the words the
(Aa - Dd). If you wish, you can pupils have learnt. Name the
laminate them so that you can use items. The pupils get in line. Ask
them again and again. the rest of the class for
2 Look and tick (✓). 3 Say the words. Draw lines verification. Repeat with some
Hand out the cards to various pupils. 1 Match and colour. Say the Tapescript
more groups of pupils and
Ask the pupils to say the initial sound letter and the sound. Explain the activity. The pupils tick the to match.
One different sets of phonics cards.
and/or the word before they come Explain the activity. The pupils match letters that Explain the activity. The pupils say the
and stick it on the corresponding the upper case letters to the lower correspond to the words for each picture. Then they
branch. Ask the rest of the class for case ones. Then they say the letter pictures. Go around match the pictures that begin with
20 and the sound. Explain to them that the
providing
classroom
any
the same letter. Finally they match the
verification. An optional extension they can use any colour they like. Go pictures to the corresponding letter.
to necessary help.
around the classroom providing any Go over the example and allow the
this activity is to select pupils, one necessary help. pupils some time to complete the
at
activity. Go around the classroom
a time, to remove the cards. The
providing any necessary help.
pupils say the sound and/or the
words before they remove the 4 Listen and circle. (Track 27)
cards. Explain the activity. Elicit the pictures. The pupils listen and circle the correct
picture. Go around the classroom providing any necessary help.
apple e
Two 7
A
bee
c 4
Three t
)
clock i
v
Four
i
drum
t
y
N
o
t
B 21
o
e o
: k
.
T
h
R
e
e
p v
u
p i
i e
l
w
s

a 1
r
e
-
n
o
w A
c
r
t
e
a i
d v
y
i
t t
o y
d
o B
o
p
a o
g k
e
s
(
1 s
0
- e
1 e
1

i p
n a

t g
h e
 Unit 5
Lesson 1 snapping your fingers. Pause before
Aims point. Match.
to learn the letter Ee /i…/ and its sound your head like little pointed (Track 29)
/e/; to learn three Ee words ears)
and elephant (mime an Point to the egg and
Vocabulary say: Hello, egg!
• egg, elf, elephant
elephant
by putting your arm in front of The pupils repeat
Sight Words your after you. Follow
• hello face and swinging it up and
Extra materials
down).
• i-Learn My Phonics cards (17-19); Write the letter Ee on the board
• photocopies of pages from story next
books

22
BEGINNING THE LESSON
Revise the words from Units 1-4. Make

two columns on the board. Write

letters a, b, c and d in one column

and all, pple, ragon and arrot in a

second column. Ask the pupils to

match the letters in column one to

those in the column two and make

four words. Have the pupils write the

to the phonics card. Point to it and say: This is the repeat. The pupils the same procedure for the elf and
letter Ee /i…/. The letter Ee /i…/ makes the /e/ sound. then colour in the the elephant. Play the CD. The pupils
words in their notebooks. Then
The pupils repeat both sounds. letters. Explain to listen and point to the egg, elf and
choose
them that they can elephant.
individual pupils to come to the
Game (Optional) use any colour they
board, draw lines and say the words. Say: Hello, egg! Ask the pupils to
like. Provide any
Where’s the Letter? point to the corresponding item in
necessary help. During
1 Listen, point and repeat. The pupils work on their own or in
this process, go
the picture. Repeat with the rest of
Colour. (Track 28) pairs/groups. Hand out photocopies the items in random order. Then
around the
of pages from some story books. The individual pupils read the words
Pupils’ books closed. Show the classroom and elicit
pupils search for and circle the letter while pointing to the corresponding
pupils the egg phonics card. Point to the
Ee on these pages. You can set a picture.
it and say: /e/. The pupils repeat letter and the words
time limit and the winner is the pupil/
after you. Then say: /e/ - egg. The from individual Ask the pupils to look at the missing
pair/group that has circled the most
pupils repeat after you. Put the pupils. puzzle pieces and match them to the
Ees. This game can help the pupils
phonics card up on the board. pictures. Go around the classroom
understand the link between the
Mime cracking open an egg and Tapescript asking pupils to name the items.
letter sounds and words in books.
say: /e/, egg! Encourage the pupils e.g. Teacher: (pointing to the egg)
/e/ - egg
to do the same. Say the letter. The Pupils’ books open. Point to and elicit Hello, ...
/e/ - elf
the sound of the letter and the words. Pupil 1: egg! etc
/e/ - elephant
pupils perform the action and say Play the CD. The pupils listen and
the letter and the word if they can. This is the letter
Ee /i…/. The letter
Follow the same procedure with the Ee /i…/ makes
the /e/ sound.
words elf (squat on the floor and put
2 Listen and
your index fingers on either side of
 the words (egg, elf, elephant)
and encourage the pupils to
name the items for you.
e.g. Teacher: /e/,
Pupils: 23
egg,
Teacher: /e/, /e/, /e/
Pupils: egg! etc

Tapescript
/e/, egg,
/e/, /e/, /e/, egg!
Egg, /e/, /e/, /e/!
/e/, elf,
/e/, /e/, /e/, elf!
Elf, /e/, /e/, /e/!
/e/, elephant,
/e/, /e/, /e/, elephant!
Elephant, /e/, /e/, /e/!

Extension (Optional)
1 Divide the pupils in three groups
(egg, elf, elephant). Each
group
says the appropriate
chant while the rest of the
class claps. Ask the groups to
show their corresponding
3 Chant and show! (Track 30) picture cards while they
chant.
Put up the egg, elf and elephant
phonics cards on the board. Point to 2 Divide the pupils in three groups
the egg and say: /e/ - egg! The (egg, elf, elephant). Play the
pupils repeat after you. Follow the chant again. Each group
same procedure and present the mimes the corresponding
rest of the verses and the words, elf actions.
and elephant. Play the CD. The
pupils listen, follow in their books and ENDING THE LESSON
chant. My Sound Book
Ask the pupils to take out their own Ask the pupils to take out their
egg, elf and elephant picture cards sound
and place them on their desks. Play books (see the Introduction on
the CD again. The pupils listen and how
hold up the corresponding picture to make a sound book). Use a
cards. letter
stamp or photocopy the letter
Time permitting, repeat the chant Ee
without the CD this time. Keep the from the photocopiable section
rhythm by clapping your hands or and
stamp/glue it on a clean page.

Explain to the pupils that they

will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 5
Lesson 2
24
Aims
to practise the sound of the letter Ee
and the corresponding words; to
learn
and practise reading skills; to sing a
song

Vocabulary
• egg, elf, elephant

Sight Words
• an, hello

Extra materials
• i-Learn My Phonics cards (17-19)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the egg)

egg
Point to and say the sight words. The Lesson 3 Play the song (Track 32) from the
Class: (miming cracking
open an egg) /e/
pupils repeat after you. Time permitting, ENDING THE LESSON Aims
previous lesson. The pupils listen and
have some pupils read them aloud. sing along.
etc Form a Line to practise the letter Ee /i…/ and its
sound /e/ and the corresponding
5 Song (Track 32) Put up the phonics 6 Listen and tick (✓). (Track 33)
4 Listen. Read along. cards on the words; to learn an extra E word
(to the tune ‘Mary Had a Little Lamb’) board. Write the Point to the letters and revise the
(Track 31) Vocabulary
respective words on sounds. Explain the activity. Play the
Put up the egg, elf and elephant • egg, elf, elephant, elbow
Ask: Can you see the /e/ - egg? separate pieces of CD. The pupils listen and tick the
Point to it. Encourage the pupils to phonics cards on the board. Point to Extra materials correct letter sound.
paper. Hand out
point to the picture of the egg. the elf and say: The elf is with an • i-Learn My Phonics cards (17-20)
the pieces of paper Tapescript
Repeat with elf and elephant. elephant. The pupils repeat after • card stock paper
to the children
you. Follow the same procedure and
Play the CD. Have the pupils listen to and ask them to line One Three Five
present the rest of the song. Play the
the story once. Play the CD again. up in front of the /e/ /k/ /e/
CD. The pupils listen and sing along.
The pupils listen and point to the board in the same BEGINNING THE LESSON Two Four Six
pictures of the key words when they Ask the pupils to take out their own order as the
Put up the egg, elf and elephant /d/ /œ / /b/
hear them in the story. egg, elf and elephant picture cards phonics cards.
phonics cards on the board. Write
and place them on their desks. Play Repeat the
Read the story. The pupils follow in the first and last letter of each word,
the CD again. The pupils listen and procedure 7 Listen, point and repeat.
their books. Then the pupils work in hold up the corresponding picture with another group
e.g. e _ g below each phonics card. Colour the pictures of the
pairs. One reads while the other one cards. of pupils.
checks and then they swap roles.
words that start with the e
Go around the classroom providing (See p. 72 for the Tapescript.) Ask the pupils to find the letters and sound. Say the e words. (Track
any necessary help. write the words in their notebooks. 34)
Then ask individual pupils to come
to the board, fill in the missing letters

and say the words.

Show the pupils the elbow phonics
card. Point to it and say: /e/ - elbow.
The pupils repeat after you. Point to
your elbow and say: /e/ - elbow!
Encourage the pupils to do the same.
Say the letter. The pupils perform the
action and say the letter and the word
if they can. Play the CD. The pupils listen,
point to and repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /e/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter E on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Jump
Revise the vocabulary of Units 1-5. Put
a line of masking tape on the floor and
designate one side True and the other
False. Hold up a phonics card, e.g.
egg and say: egg. The pupils jump on
the True side. Hold up another phonics
card, e.g. ant and say: drum. The
pupils jump on the False side. Pupils
who end up on the wrong side sit out
until the next game.

Lesson 4 - Activity Book

(see page 74)

25
 Unit 6 the /f/ sound.
Lesson 1
Aims 2 Listen and
to learn the letter Ff /ef/ and its sound
/f/; to learn three Ff words 26 point. Choose.
(Track 36)
Vocabulary Point to the fox and
• fox, fish, frog say: My funny,
Sight Words fox! The pupils
• my, funny repeat after you.
Follow the same
Extra materials procedure for the
• i-Learn My Phonics cards (17-23); fish and the frog.
• photocopies of pages from story Play the CD. The
books pupils listen and point
to the fox, Gsh,
and frog.
BEGINNING THE LESSON
Say: My funny, fox!
Revise the words from the previous Ask the pupils to
point to the
unit. Put up the egg, elf, elephant, and corresponding
elbow phonics cards on the board. animal in
the picture. Repeat
Write the letters of each word in with the rest of
the animals in
jumbled order around the phonics random order. Then
cards. Ask the pupils to write the words individual pupils
in their notebooks. Ask individual read the words
pupils to come to the board and write
the words.

1 Listen, point and repeat.

Colour. (Track 35) Game (Optional) while pointing to the corresponding
Tapescript
picture.
Pupils’ books closed. Show the pupils Where’s the Letter? /f/ - fox
the fox phonics card. Point to it and The pupils work on their own or in Ask the pupils to look at the pair of
/
say: /f/. The pupils repeat after you. pairs/groups. Hand out photocopies pictures on the side and choose the
f
Then say: /f/ - fox. The pupils repeat of pages from some story books. The correct one for each corresponding
/
after you. Put the phonics card up on pupils search for and circle the letter animal. Go around the classroom
the board. Mime a long pointy snout Ff on these pages. You can set a time asking pupils to name the animals.
-
and a bushy tail and say: / f/, fox! limit and the winner is the pupil/pair/ e.g. Teacher: (pointing to the fox)
Encourage the pupils to do the same. group that has circled the most Ffs. My funny, ...
G
This game can help the pupils Pupil 1: fox! etc
s
Say the letter. The pupils perform the understand the link between the h
letter sounds and words in books. 3 Chant and show! (Track 37)
action and say the letter and the
Pupils’ books open. Point to and elicit Put up the fox, Gsh and frog phonics
word if they can. Follow the same /
the sound of the letter and the words. cards on the board. Point to the fox
Play the CD. The pupils listen and f and say: /f/ - fox! The pupils repeat
procedure with the words Gsh /
repeat. The pupils then colour in the after you. Follow the same procedure
(pretend to catch a fish with a fishing
letters. Explain to them that they can and present the rest of the verses
rod) and frog (say: croak, croak). -
use any colour they like. Provide any and the words Gsh and frog. Play the
Write the letter Ff on the board next necessary help. During this process, go CD. The pupils listen, follow in their
to the phonics cards. Point to it and around the classroom and elicit the f books and chant.
say: This is the letter Ff /ef/. The letter letter and the words from individual r
Ff /ef/ makes the /f/ sound. The pupils. o
pupils repeat both sounds. g
This is the letter Ff
/ef/. The letter
Ff /ef/ makes

Ask the pupils to take out their own
fox, Gsh and frog 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. Pause before
the words (fox, Gsh, frog) and
encourage the pupils to name the
animals for you.
e.g. Teacher: /f/
Pupils: fox
Teacher: /f/, /f/, /f/
Pupils: fox! etc
Tapescript
/f/, fox,
/f/, /f/, /f/, fox! 27
Fox, /f/, /f/, /f/!
/f/, Gsh,
/f/, /f/, /f/, Gsh!
Fish, /f/, /f/, /f/!
/f/, frog,
/f/, /f/, /f/, frog!
Frog, /f/, /f/, /f/!
Extension (Optional)
1 Divide the pupils in three groups
(fox, Gsh, frog). Each group says the
appropriate chant while the rest
of the class claps. Ask the
groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils in three groups
(fox, Gsh, frog). Play the chant
again. Each group mimes the
corresponding actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter
Ff
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 6
Lesson 2
Aims
to practise the sound of the letter Ff 28
and the corresponding words; to learn

and practise reading skills; to sing a

song

Vocabulary
• fox, fish, frog

Sight Words
• my, funny, and, are, with

Extra materials
• i-Learn My Phonics cards (21-23)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the
fox)
fox
Class: (miming a long
pointy snout and a
bushy tail) /f/ etc
4 Listen. Read along.
(Track 38)
Ask: Can you see the / f/ - fox? Point
to it. Encourage the pupils to point to
the picture of the fox. Repeat with
Gsh and frog.
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 ENDING THE LESSON Lesson 3 previous lesson. The pupils listen and
pupils read them aloud. sing along.
Spin the Bottle Aims
Ask the pupils to sit to practise the letter Ff /ef/ and its
5 Song (Track 39) sound /f/ and the corresponding 6 Circle the right letters.
in a circle with a
(to the tune of ‘Five Little Speckled Frogs’) bottle in the middle. words; to learn an extra F word Point to the pictures and elicit the
Spin the bottle. Vocabulary names of the items. Point to the letters
Put up the fox, Gsh and frog phonics cards on the
board. Point to the frog and say: Frank is a funny When it stops, show • fox, fish, frog, fork and revise the sounds. Explain the
the pupil it is activity. The pupils look at the pictures
frog. The pupils repeat after you. Follow the same Extra materials
pointing to a phonics and circle the corresponding letters.
procedure and present the rest of the song. • i-Learn My Phonics cards (1-24);
Play the CD. The pupils listen and sing along. card and elicit its
name. If the answer is • card stock paper 7 Listen, point and repeat.
Ask the pupils to take out their own correct then that Colour the pictures of the
fox, Gsh and frog picture cards and pupil can spin the words that start with the f
place them on their desks. Play the bottle. Repeat with BEGINNING THE LESSON sound. Say the f words. (Track
CD again. The pupils listen and hold other phonics cards.
Put up the fox, Gsh and frog phonics 40)
up the corresponding picture cards.
cards on the board. Write the words
(See p. 72 for the Tapescript.) Show the pupils the fork phonics card.
in a column in random order. Ask
Point to it and say: /f/ - fork. The pupils
individual pupils to come to the
repeat after you. Pretend to use a fork
board and match the phonics cards
and eat. Say: /f/ - fork! Encourage
to the words by drawing lines.
the pupils to do the same. Say the
Play the song (Track 39) from the letter. The pupils perform the action
and say the letter and the word if they
can. Play the CD. The pupils listen,
point to and repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the / f/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter F on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Noughts and Crosses
Draw a large 3x3 grid on the board.
Write a number 1-9 in 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
pictured item 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.

Lesson 4 - Activity Book

(see page 75)

29
 Unit 7 /
Lesson 1 g
/
Aims
to learn the letter Gg /dZi…/ and its
-
sound /g/; to learn three Gg words
30
Vocabulary g
• glass, goat, garden a
r
Sight Words
d
• look, at, the, my
e
Extra materials n
• i-Learn My Phonics cards (21-27);
This is the letter
• photocopies of pages from story
Gg /dZi…/. The letter
books

Gg /dZi…/ makes
the /g/ sound.

BEGINNING THE LESSON

Revise the words from the previous unit. 2 Listen and
Put up the fox, Gsh, frog and fork point. Colour.
phonics cards on the board. Write the (Track 42)
first and last letters of each word below
Point to the glass
each phonics card. Ask the pupils to fill
and say: Look at the
in the missing letters and write the
glass! The pupils
repeat after you.
words in their notebooks. Then ask
Follow the same
individual pupils to come to the board
procedure for the
goat and the
and write the missing letters.
garden. Play the
CD. The pupils listen
1 Listen, point and repeat. and point to the
Colour. (Track 41) Game (Optional) individual pupils read the words
Tapescript glass, goat and
while pointing to the corresponding
Pupils’ books closed. Show the pupils Where’s the Letter? garden.
/ picture.
the glass phonics card. Point to it and The pupils work on their own or in
g Say: Look at the
say: /g/. The pupils repeat after you. pairs/groups. Hand out photocopies Ask the pupils to colour the glass
/ glass! Ask the pupils
Then say: /g/ - glass. The pupils repeat of pages from some story books. The and the goat, using any colour they
to point to the
after you. Put the phonics card up on pupils search for and circle the letter like. Go around the classroom, asking
- corresponding item
the board. Mime drinking from a glass Gg on these pages. You can set a pupils to name the items they are
in
time limit and the winner is the colouring.
g the picture. Repeat
and say: /g/, glass! Encourage the pupil/pair/group that has circled the e.g. Teacher: (pointing to the glass)
l with the rest of
pupils to do the same. Say the letter. most Ggs. This game can help the Look at the ...
a the items in
pupils understand the link between Pupil 1: glass! etc
s random order. Then
The pupils perform the action and say the letter sounds and words in books.
s
Pupils’ books open. Point to and 3 Chant and show! (Track 43)
the letter and the word if they can. elicit the sound of the letter and the Put up the glass, goat and garden
words. Play the CD. The pupils listen / phonics cards on the board. Point to
Follow the same procedure with the and repeat. The pupils then colour in g the glass and say: /g/ - glass! The
the letters. Explain to them that they / pupils repeat after you. Follow the
words goat (say: Meh-eh-eh! Meh-eh- can use any colour they like. Provide same procedure and present the rest
eh!) and garden (pretend picking any necessary help. During this - of the verses and the words goat and
and smelling flowers). process, go around the classroom garden. Play the CD. The pupils listen,
Write the letter Gg on the board next and elicit the letter and the words g follow in their books and chant.
to the phonics cards. Point to it and from individual pupils. o
say: This is the letter Gg / dZi…/. The a
letter Gg /dZi…/ makes the /g/ sound. t
The pupils repeat both sounds.
 Tapescript
/g/, glass,
/g/, /g/, /g/, glass!
Glass, /g/, /g/, /g/! 31
/g/, goat,
/g/, /g/, /g/, goat!
Goat, /g/, /g/, /g/!
/g/, garden,
/g/, /g/, /g/, garden!
Garden, /g/, /g/, /g/!

Extension (Optional)
1 Divide the pupils in three groups
(glass, goat, garden). Each
group says the
appropriate chant while the
rest of the class claps. Ask the
groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils in three groups
(glass, goat, garden). Play the
chant again. Each group
mimes the corresponding
actions.

ENDING THE LESSON

Ask the pupils to take out their own
glass, goat and garden 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. Pause before
the words (glass, goat, garden) and
encourage the pupils to name the
items for you.
e.g. Teacher: /g/
Pupils: glass
Teacher: /g/, /g/, /g/
Pupils: glass! etc
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Gg
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 7
Lesson 2
Aims
to practise the sound of the letter
Gg
and the corresponding words; to learn
and practise reading skills; to sing a
song
Vocabulary
• glass, goat, garden
Sight Words
• look, at, the, with, in my
Extra materials
• i-Learn My Phonics cards (25-27)
BEGINNING THE LESSON
Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding
actions and say the sound of the letter.
e.g. Teacher: (pointing to the
glass):
glass
Class: (miming drinking from
a glass) /g/ etc
4 Listen. Read along.
(Track 44)
Ask: Can you see the /g/ - glass?
Point to it. Encourage the pupils to
point to the picture of the glass.
Repeat with goat and garden.
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
necessary
help.
Point to and say the sight words.
The
pupils repeat after you. Time
permitting,
have some pupils read them
aloud.
32
ENDING THE LESSON Lesson 3 Play the song (Track 45) from the
5 Song (Track 45) Aims
previous lesson. The pupils listen and
Guess sing along.
(to the tune of ‘Down in the Valley’) Divide the class into two teams, A to practise the letter Gg /dZi…/ and its
and sound /g/ and the corresponding
Put up the glass, goat and garden 6 Circle the letters Gg. Say
phonics cards on the board. Point to
B. Ask a pupil to words; to learn an extra G word
come to the board.
the g sound.
the garden and say: Look at my Vocabulary
Whisper one of the • glass, goat, garden, gorilla Point to the letters and revise the
garden! The pupils repeat after you.
target vocabulary sounds. Explain the activity. The pupils
Follow the same procedure and Extra materials
words to him/her. look at the picture and circle the
present the rest of the song. Play the • i-Learn My Phonics cards (25-28);
Without speaking, letters Gg.
CD. The pupils listen and sing along. • card stock paper
the pupil draws a
Ask the pupils to take out their own picture of the word 7 Listen, point and repeat.
glass, goat and garden picture cards on the board. The Colour the pictures of the
and place them on their desks. Play first team to guess
BEGINNING THE LESSON words that start with the g
the CD again. The pupils listen and the word wins a
hold up the corresponding picture point. Repeat the
sound. Say the g words. (Track
Put the glass, goat and garden
cards. activity with as 46)
many pupils as you
(See p. 72 for the Tapescript.) phonics cards on your desk. Ask a Show the pupils the gorilla phonics
think is necessary. pupil to come to your desk, give card. Point to it and say: /g/ - gorilla.
The team with the him/her blu-tack and tell him/her to The pupils repeat after you. Mime
most points wins the attach the phonics cards to the pounding your fists on your chest.
game. board in the order you call them out. Say: /g/ - gorilla! Encourage the
Repeat the activity with other pupils.
any
pupils to do the same. Say the letter.
The pupils perform the action and
say the letter and the word if they
can. Play the CD. The pupils listen,
point to and repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /g/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them
to bring some from the previous
lesson. Ask the pupils to choose one
of the words. Have them draw the
letter G on the paper. Tell them to
decorate the letter so that it
represents the word they have
chosen. When they finish, they
present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Bingo
Prepare some Bingo cards with the
words you want to practise and
hand them out to the pupils. 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!

Lesson 4 - Activity Book

(see page 75)

33
 Unit 8
Lesson 1 snapping your fingers. Pause before
Aims
to learn the letter Hh /heitS/ and its 34 /

sound /h/; to learn three Hh words -

Vocabulary
• hat, hen, hippo
h
i
Sight Words p
• a, with p
Extra materials
o
• i-Learn My Phonics cards (25-31); This is the letter
• photocopies of pages from story Hh /heitS/. The letter
books Hh /heitS/ makes
the /h/sound.

BEGINNING THE LESSON 2 Listen and

point. Colour.
Revise the words from the previous (Track 48)
unit. Show the pupils phonics cards
25-28, one at a time, and ask for Point to the hen
verification. with the hat and
e.g. Teacher: (showing the glass say: A hen with a
phonics card) Is it a hat! The pupils
glass?
Pupil 1: Yes.
Teacher: (showing the garden
phonics card) Is it a
goat?
Pupil 2: No. etc

1 Listen, point and repeat. letter Hh /heitS/ makes the /h/ sound. The pupils repeat the letters. Explain to repeat after you. Follow the same
Colour. (Track 47) both sounds. them that they can procedure for the hippo with the hat.
use any colour they Play the CD. The pupils listen and
Pupils’ books closed. Show the pupils
Game (Optional) like. Provide any point to the glass, goat and garden.
the hat phonics card. Point to it and
necessary help.
say: /h/. The pupils repeat after you. Where’s the Letter? Say: A hen with a hat! Ask the pupils to
During this
Then say: /h/ - hat. The pupils repeat The pupils work on their own or in point to the corresponding items in the
process, go around
after you. Put the phonics card up on pairs/groups. Hand out photocopies picture. Repeat with the rest of the items
the classroom and
the board. Mime putting on a hat and of pages from some story books. The in random order. Then individual pupils
elicit the letter and
say: /h/, hat! Encourage the pupils to pupils search for and circle the letter read the words while pointing to the
the words from
do the same. Say the letter. The pupils Hh on these pages. You can set a corresponding picture.
individual pupils.
perform the action and say the letter time limit and the winner is the Ask the pupils to colour the hats,
pupil/pair/group that has circled the Tapescript using any colour they like. Go around the
and the word if they can. Follow the most Hhs. This game can help the classroom, asking pupils to name the
pupils understand the link between /h/ - hat
items they are colouring.
same procedure with the words hen the letter sounds and words in books. /
e.g. Teacher: (pointing to the hen)
h
Pupils’ books open. Point to and A hen with a ...
(say: Cluck, cluck!) and hippo (act /
elicit the sound of the letter and the Pupil 1: hat! etc
like a hippo, e.g. mime being
large words. Play the CD. The pupils listen -
and opening your mouth.). and repeat. The pupils then colour in
h
Write the letter Hh on the board e
next n
to the phonics cards. Point to it and
say: This is the letter Hh /heitS/. The
/
h

3 Chant and show! (Track 49)
Put up the hat, hen and hippo
phonics cards on the board. Point to
the hat and say: /h/ - hat! The pupils
repeat after you. Follow the same
procedure and present the rest of
the verses and the words hen and
hippo. Play the CD. The pupils listen,
follow in their books and chant.
Ask the pupils to take out their own
hat, hen and hippo 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
the words (hat, hen, hippo)
and encourage the pupils to
name the items for you.
e.g. Teacher: /h/,
35
Pupils:
hat,
Teacher: /h/, /h/, /h/
Pupils: hat! etc
Tapescript
/h/, hat,
/h/, /h/, /h/, hat!
Hat, /h/, /h/, /h/!
/h/, hen,
/h/, /h/, /h/, hen!
Hen, /h/, /h/, /h/!
/h/, hippo,
/h/, /h/, /h/, hippo!
Hippo, /h/, /h/, /h/!
Extension (Optional)
1 Divide the pupils in three groups
(hat, hen, hippo). Each group
says the appropriate chant
while the rest of the class
claps. Ask the groups to
show their corresponding
picture cards while they
chant.
2 Divide the pupils in three groups
(hat, hen, hippo). Play the chant
again. Each group mimes the
corresponding actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Hh
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 8
Lesson 2 Say: /h/ - horse! Encourage the pupils
Aims to do the same. Say the letter. The
to practise the sound of the letter Hh pupils perform the action and say the
letter and the word if they can. Play
and the corresponding words; to learn the CD. The pupils listen, point to and
repeat the word.
and practise reading skills; to sing a Point to the pictures and have pupils
name them. Allow the pupils some
song time to colour in the pictures of the
Vocabulary words that start with the / h/ sound.
• hat, hen, hippo Go around the classroom providing
any necessary help.
Sight Words
• a, happy, my CRAFTWORK (Optional)
Extra materials Provide the pupils with some card
• i-Learn My Phonics cards (29-31) stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
BEGINNING THE LESSON words. Have them draw the letter H on
the paper. Tell them to decorate the
Ask the pupils to open their sound
letter so that it represents the word
books, name the letter and say
they have chosen. When they finish,
the sound of the letter.
they present their letters to the class.
Put up the phonics cards on the Display their work in the classroom.
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the
hat):
hat
Class: (miming putting on a
hat) /h/ etc

4 Listen. Read along. Play the song (Track 51) from the
5 Song (Track 51) ENDING THE LESSON Lesson 3
(Track 50) have some pupils read them (to the tune of ‘Head, Shoulders, Knees and Toes’) Throw the Beanbag Aims vowels. Ask the pupils to copy and
Ask: Can you see the /h/ - hat? aloud. to practise the letter Hh /heitS/ and its complete the missing letters in their
Lay out the phonics
Point to it. Encourage the pupils to Put up the hat, hen and hippo sound /h/ and the corresponding
cards face up on the notebooks.
point to the picture of the hat. phonics cards on the board. Point to words; to learn an extra H word
floor. Choose a
Repeat with hen and hippo. the hippo and say: There is a hippo

Play the CD. Have the pupils listen to

36 with a hat! The pupils repeat after
pupil and
him/her to throw
ask Vocabulary
you. Follow the same procedure and • hat, hen, hippo, horse
the story once. Play the CD again. the beanbag on one
present the rest of the song. Play the Extra materials
The pupils listen and point to the of the phonics cards
CD. The pupils listen and sing along. • i-Learn My Phonics cards (29-32)
pictures of the key words when they and name the item
hear them in the story. Ask the pupils to take out their own pictured. Repeat • card stock paper
hat, hen and hippo picture cards the procedure with
Read the story. The pupils follow in
and place them on their desks. Play other pupils.
their books. Then they work in pairs.
the CD again. The pupils listen and
One reads while the other one
hold up the corresponding picture BEGINNING THE LESSON
checks and then they swap roles.
cards. Put up the hat, hen and hippo
Go around the classroom providing
any necessary help. phonics cards on the board and write
(See p. 72 for the Tapescript.)
Point to and say the sight words. The the respective words leaving out
pupils repeat after you. Time permitting, the
previous lesson. The pupils listen and
sing along.
6 Say the words. Match.
Point to the letter h in hat and revise
the sound. Point to the words and
ask the pupils to read them aloud.
Point to the pictures and elicit their
names. Explain the activity. The pupils
say the words and match them to
the pictures.
7 Listen, point and repeat.
Colour the pictures of the
words that start with the h
sound. Say the h words. (Track
52)
Show the pupils the horse phonics
card. Point to it and say: / h/ - horse.
The pupils repeat after you. Mime
galloping and neighing like a horse:
ENDING THE LESSON
Memory Game
Revise the vocabulary of Units 1-
8.
Put up any four 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.
Lesson 4 - Activity Book
(see page 76)
3
7
 Story Time
Optional Story Time Activities
Aims
to consolidate the sound of the 38
letters Ee, Ff, Gg and Hh and the
corresponding words; to learn and
practise reading skills

Vocabulary
• consolidation

Extra materials
• i-Learn My Phonics cards (17-32)

BEGINNING 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
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.

1 Listen. Read along.

(Track 53)
Tell the pupils that it’s story time. Ask
them, in L1 if necessary, if they
Ask the pupils to look at the book. Set the scene Play the CD and ask Extension (Optional) ENDING THE LESSON
by asking the pupils questions about what they the pupils to
Read out a few sentences from the Act out: Read the sentences in the
can see in the pictures. listen and follow the
remember the previous story. If not, story and ask the pupils to complete story. Invite the pupils to mime the key
e.g. Teacher: (pointing to the elf in story in their
them.
picture 1) Look! books, pointing to
you can spend some time going e.g. Teacher: Look at my ... words from the story (the hippo, the
What’s this? the pictures of the
through it. Write the following words Class: garden! etc
Class: (It’s an) elf! key words.
on the board or prepare some slips Teacher: (pointing to the hat Note: If you wish, have the pupils elf, the garden, the Gsh, the frog). If you
Play the CD again wish, have the pupils come to the
in picture 1) A happy close their books during this activity.
of paper with the words on them. You pausing for the
hippo with a ...
can laminate them for future use. pupils to repeat, front of the classroom and act out the
Class: hat! etc
chorally and/or 2 What is in the hippo’s
hippo elf garden individually. Finally, garden? Draw lines.
story. Encourage them to have fun as
ask individual pupils Explain the activity. Ask the pupils to they perform (e.g. make noises or
fish frog to read the story draw lines from the items to the
aloud. hippo’s garden. Then ask individual funny faces as they mime, etc).
Ask pupils to read out the words.
Invite guesses, in L1 if necessary, pupils to name the items. Time
about what they think the story is permitting, you can assign the role of
about. Do not dismiss any ideas.
the ‘narrator’ to a pupil/pupils.
1 Ask pupils to change parts or all
of the story and present it to the
class.
e.g. Hello, !

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.

39
 Review 2
(Ee, Ff, Gg, Hh) Optional Review Activities
1 Repeat it if it is true: Show a
phonics card and say a sound.
If the sound is correct, the pupils
BEGINNING THE LESSON repeat it. If it is not correct, they
The Reading Tree should remain silent.
Refer the pupils to the reading e.g. Teacher: (showing the frog
tree on the wall. (For ideas on phonics card) /f/
how to make it, see Review 1.) Pupils: / f/
Teacher: (showing the
garden phonics
card) /e/
Pupils: (the pupils remain
silent)
2 Draw the picture: Divide the pupils
into teams. The teams take it in
turns to send a pupil to the board.
As they come forward, give them
a phonics card from the words
they have learnt. They try to
illustrate it so that their team can
identify it. If their team recognises
the word, they get one point. The
Prepare some simple cards with the
team with the most points wins.
words the pupils have learnt so far
(Ee - Hh). If you wish, you can 3 Kim’s game: Pin up on the board
laminate them so that you can use some phonics cards of some of
them again and again. the words the pupils have learnt.
Ask them to look at them for a
Hand out the cards to various pupils.
minute before they close their
Ask the pupils to say the initial sound
eyes. Remove a phonics card. Ask a
and/or the word before they come
pupil to name the word.
and stick it on the corresponding 1 Circle the right letters. Say 2 Use the code and colour 3 Say the words. Cross the
branch. Ask the rest of the class for 40 the letters and the sound. the pictures. odd one out.
Explain the activity. The pupils look Explain the activity. Explain the activity. Ask the pupils to
verification. An optional extension at the pictures and circle the Ask the pupils to name the items. The pupils say the
to corresponding upper case and name the items. The words for each picture and cross out
this activity is to select pupils, one lower case letters. Then they say the pupils use the the one that has a different initial
at
letter and the sound as well as the code to colour each sound. Go around the classroom
a time, to remove the cards. The
name of each item pictured. Go item according providing any necessary help.
around the classroom providing any to its initial sound.
pupils say the sound and/or the
words before they remove the necessary help. Go around the 4 Listen and tick (✓).
cards. classroom providing (Track 54)
any necessary
help. Explain the activity. Elicit the names of the items in each picture. The
pupils listen and tick yes or no. Go around the classroom providing any
necessary help.
Tapescript e
One
A 7
an elephant
c 6
Two
t
a goat )
i
Three v
a hen i
t
y
N
o B
t o
e
:
o
k
41
.
T
h
e
R
e
p v
u
p i
i e
l
w
s

a 2
r
e
-
n
o
w A
c
r
t
e
a i
d v
y
i
t t
o
y
d
o B
o
p
a o
g k
e
s
(
2
s
0
- e
2 e
1

i p
n a

t g
h e
 Unit 9 letter /aI/ makes
Lesson 1 the /I/ sound.
Aims
2 Listen and
to learn the letter Ii /aI/ and its sound
/I/; to learn three Ii words 42 point. Choose.
Vocabulary (Track 56)
• ink, igloo, iguana Point to the girl and
Sight Words the ink and say: Oh
• oh no, my no! My ink. The pupils
repeat after you.
Extra materials Follow the same
• i-Learn My Phonics cards (33-35); procedure for the
• photocopies of pages from story igloo and the
books iguana. Play the CD.
The pupils listen and
point to the ink, igloo
BEGINNING THE LESSON and iguana.
Draw It Say: Oh no! My ink.
Divide the class into two teams, A Ask the pupils to
and
point to the
B. Ask two pupils, one from each team,
corresponding item
to come to the board. Name a
in the picture.
Repeat with the rest
vocabulary item. The pupils quickly
of the items in
draw it. The pupil who finishes first wins
random order.
a point for his/her team. Continue
with the other words and the
remaining pupils. The team with the
most points wins.

1 Listen, point and repeat.

Colour. (Track 55) Game (Optional) Ask the pupils to look at the pairs of
Tapescript
pictures on the side and choose the
Pupils’ books closed. Show the pupils Where’s the Letter?
/ correct one for each corresponding
the ink phonics card. Point to it and The pupils work on their own or in
I item. Go around the classroom,
say: /I/. The pupils repeat after you. pairs/groups. Hand out photocopies
/ asking pupils to name the item they
Then say: /I/ - ink. The pupils repeat of pages from some story books. The
are matching.
after you. Put the phonics card up on pupils search for and circle the letter
- e.g. Teacher: (pointing to the ink)
the board. Imitate writing with a pen Ii on these pages. You can set a time
Oh no! My ...
limit and the winner is the pupil/
i Pupil 1: ink! etc
and say: /I/, ink! Encourage the pair/group that has circled the most
n
pupils to do the same. Say the letter. Iis. This game can help the pupils
understand the link between the
k 3 Chant and show! (Track 57)
The pupils perform the action and letter sounds and words in books. Put up the ink, igloo and iguana
say the letter and the word if they phonics cards on the board. Point to
Pupils’ books open. Point to and elicit /
can. the ink and say: /I/, ink! The pupils
the sound of the letter and the words. I
Follow the same procedure with the repeat after you. Follow the same
Play the CD. The pupils listen, point to /
and repeat the words. The pupils then procedure and present the rest of
words igloo (mime being cold) the verses and the words igloo and
colour in the letters. Explain to them -
and iguana. Play the CD. The pupils listen,
that they can use any colour they like.
iguana (make a lizard’s head with follow in their books and chant.
During this process, go around the i
your hand and move it left and right
classroom and elicit the letter and g
quickly).
the words from individual pupils. l
Write the letter Ii on the board next o
to the phonics cards. Point to it o
and say: This is the letter /aI/. The /I/ - iguana
letter /aI/ makes the /I/ sound. The
This is the
pupils repeat both sounds.
letter /aI/. The

Ask the pupils to take out their own
ink, igloo and iguana 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. Pause before
the words (ink, igloo, iguana) and
encourage the pupils to name the
items for you.
e.g. Teacher: /I/
Pupils: ink
Teacher: /I/, /I/, /I/
Pupils: ink! etc
Tapescript
/I/, ink, 43
/I/, /I/, /I/, ink!
Ink, /I/, /I/, /I/!
/I/, igloo,
/I/, /I/, /I/, igloo!
Igloo, /I/, /I/, /I/!
/I/, iguana,
/I/, /I/, /I/, iguana!
Iguana, /I/, /I/, /I/!
Extension (Optional)
1 Divide the pupils into three
groups (ink, igloo, iguana). Each
group says the
appropriate chant while the
rest of the class claps. Ask
the groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils into three groups
(ink, igloo, iguana). Play the chant
again. Each group mimes
the corresponding actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Ii
from
the photocopiable section and
stamp/glue it on a clean page.
Explain to the pupils that they
will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 9 phonics card. Repeat the procedure
Lesson 2 with another group of pupils.
Aims 44
to practise the sound of the letter Ii
and
the corresponding words; to learn and

practise reading skills; to sing a song

Vocabulary
• ink, igloo, iguana

Sight Words
• here, is, my, in, with

Extra materials
• i-Learn My Phonics cards (33-35)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the ink)

ink 5 Song (Track 59) ENDING THE LESSON Lesson 3

Class: (imitating writing) /I/ (to the tune of ‘Five Little Ducks’) Aims
Put up the phonics
etc to practise the letter Ii /aI/ and its
cards on the board.
Put up the ink, igloo and iguana phonics cards sound /I/ and the corresponding
Say: igloo. Ask a
4 Listen. Read along. on the board. Point to the igloo and say: Here is words; to learn an extra I word
pupil to come to
my igloo! The pupils repeat after you. Follow the
(Track 58) the board and point Vocabulary
same procedure and present the rest of the song.
Ask: Can you see the /I/ - ink? Point to the corresponding • ink, igloo, iguanna, insect
Play the CD. The pupils listen and sing along.
to it. Encourage the pupils to point to phonics card. Ask the
Ask the pupils to take out their own rest of the class Extra materials
the picture of the ink. Repeat with • i-Learn My Phonics cards (33-36);
ink, igloo and iguana picture cards for verification.
igloo and iguana. • card stock paper
and place them on their desks. Play Repeat with ink and
Play the CD. Have the pupils listen to the CD again. The pupils listen and iguana.
the story once. Play the CD again. hold up the corresponding picture
The pupils listen and point to the cards. BEGINNING THE LESSON
pictures of the key words when they
(See p. 72 for the Tapesctipt.) Form a Line
hear them in the story.
Put up the phonics cards on the
Read the story. The pupils follow in board. Write the respective words
their books. Then they work in pairs. on
One reads while the other one separate pieces of paper. Hand out
checks and then they swap roles.
Go around the classroom providing the pieces of paper to the pupils
any necessary help. and
ask them to form a line at the front of
Point to and say the sight words. The
pupils repeat after you. Time permitting,
the board in the same order as the
have some pupils read them aloud.

Play the song (Track 59) from the they have chosen. When they
previous lesson. The pupils listen and finish,
sing along.
6 Say the sounds. Colour
the right pictures.
Elicit the letters and the sounds for
each. Then refer the pupils to the
pictures. The pupils say the sounds for
each letter and colour the pictures
which correspond to each letter/
sound. Explain to them that they can
use any colour they like.
7 Listen, point and repeat.
Colour the pictures of the
words that start with the i
sound. Say the i words. (Track
60)
Show the pupils the insect phonics
card. Point to it and say: /I/ - insect.
The pupils repeat after you. Mime an
speed.
insect crawling up your arm and
say: /I/, insect! Encourage the pupils Lesson 4 - Activity Book (see page
to do the same. Say the letter.
The pupils perform the action and 76)
say the letter and the word if
they can. Play the CD. The pupils
listen, point to and repeat the
word.
Point to the pictures and have
pupils name them. Allow the
pupils some time to colour in the
45
pictures of the words that start
with the /I/ sound. Go around the
classroom providing any
necessary help.
CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them
to
bring some from the previous
lesson.
Ask the pupils to choose one of
the
words. Have them draw the letter I
on
the paper. Tell them to decorate
the
letter so that it represents of the
word
they present their letters to the
class.
Display their work in the classroom.
ENDING THE LESSON
Stand and sit
Tell the pupils that you will say
various
words from previous lessons. Tell
the
pupils to stand up whenever they
hear words with the /I/ sound, and to
sit down when they hear a
different
sound. To make it fun, start off
slowly
and then gradually increase
 Unit 10 /
Lesson 1 d
Z
Aims
to learn the letter Jj /dZeI/ and its 46 /
sound /dZ/; to learn three Jj words
-
Vocabulary
• jam, jelly, juice j
u
Sight Words
i
• I, like, yum
c
Extra materials e
• i-Learn My Phonics cards (33-39);
This is the
• photocopies of pages from story
letter /dZeI/. The
books
letter
/dZeI/ makes
the /dZ/ sound.

BEGINNING THE LESSON

2 Listen and
Place the phonics cards from the
point. Colour.
previous lesson on your desk (ink,
igloo, iguana, insect). Say a word, (Track 62)
e.g. ink. Ask a pupil to come to your Point to the boy and
desk, pick up the correct phonics the jam and say:
card, show it to the class and repeat I like jam. Yum! The
the word. Repeat with the remaining pupils repeat after
you. Follow the
phonics cards. same procedure for
the jelly and juice.
1 Listen, point and repeat. Play the CD. The
Colour. (Track 61) pupils listen and point
to the jam, jelly
Pupils’ books closed. Show the pupils Game (Optional) and juice. Say: I like Ask the pupils to colour the jam, jelly
the jam phonics card. Point to it and Tapescript
jam. Yum! Ask the and juice, using any colour they like.
say: /dZ/. The pupils repeat after you. Where’s the Letter?
/ pupils to point to the Go around the classroom, asking
Then say: /dZ/ - jam. The pupils repeat The pupils work on their own or in
d corresponding pupils to name the item they are
after you. Put the phonics card up on pairs/groups. Hand out photocopies
Z item in the picture. colouring.
the board. Imitate eating jam and of pages from some story books. The
/ Repeat with the e.g. Teacher: (pointing to the jam)
say: pupils search for and circle the letter
- rest of the items in What’s this?
/dZ/, jam! Encourage the pupils to do Jj on these pages. You can set a time
random order. Pupil 1: Jam. etc
the same. Say the letter. The pupils limit and the winner is the pupil/
j
pair/group that has circled the most
Jjs. This game can help the pupils
a 3 Chant and show!
perform the action and say the letter m
understand the link between the (Track 63)
and the word if they can. Follow the letter sounds and words in books. Put up the jam, jelly and juice phonics
Pupils’ books open. Point to and elicit / cards on the board. Point to the jam
same procedure with the words jelly the sound of the letter and the words. d and say: /dZ/, jam! The pupils repeat
Play the CD. The pupils listen, point to Z after you. Follow the same procedure
(mime holding a plate of jelly that and repeat the words. The pupils then / and present the rest of the verses and
jiggles) and juice (imitate drinking). colour in the letters. Explain to them the words jelly and juice. Play the CD.
that they can use any colour they like. - The pupils listen, follow in their books
Write the letter Jj on the board next
During this process, go around the and chant.
to the phonics cards. Point to it and
say: This is the letter /dZeI/. The letter classroom and elicit the letter and j
/dZeI/ makes the /dZ/ sound. The the words from individual pupils. e
pupils repeat both sounds. l
l
y

Ask the pupils to take out their own
jam, jelly and juice 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. Pause before
the words (jam, jelly, juice) and
encourage the pupils to name the
items for you.
e.g. Teacher: /dZ/
Pupils: jam
Teacher: /dZ/, /dZ/, /dZ/
Pupils: jam! etc
Tapescript
/dZ/, jam, 47
/dZ/, /dZ/, /dZ/, jam!
Jam, /dZ/, /dZ/, /dZ/!
/dZ/, jelly,
/dZ/, /dZ/, /dZ/, jelly!
Jelly, /dZ/, /dZ/, /dZ/!
/dZ/, juice,
/dZ/, /dZ/, /dZ/, juice!
Juice, /dZ/, /dZ/, /dZ/!
Extension (Optional)
1 Divide the pupils into three
groups (jam, jelly, juice). Each
group says the
appropriate chant while the
rest of the class claps. Ask
the groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils into three groups
(jam, jelly, juice). Play the chant
again. Each group mimes
the corresponding actions.
ENDING THE LESSON
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Jj
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they
will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 10
Lesson 2
48
Aims
to practise the sound of the letter Jj

and the corresponding words; to learn

and practise reading skills; to sing a

song

Vocabulary
• jam, jelly, juice

Sight Words
• I, like, too

Extra materials
• i-Learn My Phonics cards (37-39)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the jam)
jam 5 Song (Track 65) ENDING THE LESSON Lesson 3 previous lesson. The pupils listen and
sing along.
Class: (imitating eating) (to the tune of ‘Apples and Bananas’) Put up one of the Aims
/dZ/ etc phonics cards on to practise the letter Jj /dZeI/ and its
Put up the jam, jelly and juice phonics cards on the sound /dZ/ and the corresponding 6 Circle the things that
the board and invite
4 Listen. Read along. board. Point to the jelly and say: Oh, jelly is yum, words; to learn an extra J word begin with the j sound.
the pupils to
yum, yum! The pupils repeat after you. Follow the
(Track 64) come to the board Vocabulary Refer the pupils to the pictures and
same procedure and present the rest of the song.
and write the • jam, jelly, juice, jacket elicit the sound and word for each.
Ask: Can you see the /dZ/ - jam? Point to Play the CD. The pupils listen and sing along.
word. Repeat the The pupils circle the items that begin
it. Encourage the pupils to point to Extra materials
Ask the pupils to take out their own activity with other with the /dZeI/ sound.
the picture of the jam. Repeat with • i-Learn My Phonics cards (37-40);
jam, jelly and juice picture cards pupils.
jelly and juice. • card stock paper
and place them on their desks. Play 7 Listen, point and repeat.
Play the CD. Have the pupils listen to the CD again. The pupils listen and Colour the pictures of the
the story once. Play the CD again. hold up the corresponding picture
words that start with the j
The pupils listen and point to the cards.
pictures of the key words when they BEGINNING THE LESSON sound. Say the j words. (Track
hear them in the story. (See p. 72 for the Tapescript.) 66)
Hold up the phonics cards from the
Read the story. The pupils follow in previous lesson, one at a time, Show the pupils the jacket phonics
their books. Then they work in pairs. and say the word. Ask individual card. Point to it and say: / dZ/ -
One reads while the other one pupils to say yes or no. jacket. The pupils repeat after you.
checks and then they swap roles. Mime putting on a jacket and say:
Play the song (Track 65) from the
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.
/dZ/, jacket! Encourage the pupils to
do the same. Say the letter. The
pupils perform the action and say
the letter and the word if they can.
Play the CD. The pupils listen, point to
and repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /dZ/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter J on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Wordscraper
Write JAM 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 J words are
written on the board. If you wish, you
can ask the pupils to add words
from previous lessons as well.
e.g. J
J A C K E T
M etc

Lesson 4 - Activity Book

(see page 77)

49
 Unit 11
Lesson 1 Kk on these pages. You can set /
a k
Aims
/
to learn the letter Kk /keI/ and its
sound /k/; to learn three Kk words

Vocabulary 50 -

• kite, kitten, koala k

o
Sight Words
a
• the, has, a, fly
l
Extra materials a
• i-Learn My Phonics cards (37-43);
This is the
• photocopies of pages from story
letter /keI/. The
books
letter /keI/
makes the /k/
sound.
BEGINNING THE LESSON
Put up the jam, jelly, juice and jacket
2 Listen and
phonics cards on the board. Write point. Choose.
the letters of the words around (Track 68)
them Point to the kitten and
in random order. Ask the pupils to say: The kitten has a
write the words in their notebooks. kite! Fly the kite!
The pupils repeat
1 Listen, point and repeat. after you. Follow
Colour. (Track 67) the same procedure
for the koala. Play
Pupils’ books closed. Show the pupils
the CD. The pupils
the kite phonics card. Point to it and
say: /k/. The pupils repeat after you. listen and point to the
Then say: /k/ - kite. The pupils repeat kite, kitten and
time limit and the winner is the pupil/ koala. Ask the pupils to look at the pairs of
after you. Put the phonics card up on Tapescript
pair/group that has circled the most pictures on the side and choose the
the board. Imitate flying a kite and / Say: a kite. Ask the
Kks. This game can help the pupils correct one for each corresponding
say: /k/, kite! Encourage the pupils to k pupils to point to the
understand the link between the item. Go around the classroom, asking
do the same. Say the letter. The pupils / corresponding item in
letter sounds and words in books. pupils to name the item they are
perform the action and say the letter the picture. Repeat matching.
Pupils’ books open. Point to and with the rest of the
- e.g. Teacher: (pointing to the kite)
and the word if they can. Follow the elicit the sound of the letter and the items in random The kitten has ...
words. Play the CD. The pupils listen, order.
k Pupil 1: a kite! etc
same procedure with the words kitten point to and repeat the words. The
i
pupils then colour in the letters.
(mime meowing) and koala (use Explain to them that they can use
t 3 Chant and show! (Track 69)
e
your arms to imitate hugging a any colour they like. During this Put up the kite, kitten and koala
tree). process, go around the classroom phonics cards on the board. Point to
and elicit the letter and the words the kite and say: / k/, kite! The pupils
Write the letter Kk on the board next /
from individual pupils. repeat after you. Follow the same
to the phonics cards. Point to it and k
say: This is the letter / keI/. The letter / procedure and present the rest of
/keI/ makes the /k/ sound. The pupils the verses and the words kitten and
repeat both sounds. - koala. Play the CD. The pupils listen,
follow in their books and chant.
Game (Optional) k
i
Where’s the Letter?
t
The pupils work on their own or in
t
pairs/groups. Hand out photocopies
e
of pages from some story books.
n
The
pupils search for and circle the letter
 Tapescript
/k/, kite, 51
/k/, /k/, /k/, kite!
Kite, /k/, /k/, /k/!
/k/, kitten,
/k/, /k/, /k/, kitten!
Kitten, /k/, /k/, /k/!
/k/, koala,
/k/, /k/, /k/, koala!
Koala, /k/, /k/, /k/!

Extension (Optional)
1 Divide the pupils in three groups
(kite, kitten, koala). Each group
says the appropriate
chant while the rest of the
class claps. Ask the groups to
show their corresponding
picture cards while they
chant.
2 Divide the pupils in three groups
(kite, kitten, koala). Play the chant
again. Each group mimes
the corresponding actions.

ENDING THE LESSON

Ask the pupils to take out their own
kite, kitten and koala 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. Pause before
the words (kite, kitten, koala) and
encourage the pupils to name the
items for you.
e.g. Teacher: /k/
Pupils: kite
Teacher: /k/, /k/, /k/
Pupils: kite! etc
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Kk
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 11 have some pupils read them
Lesson 2 aloud.
Aims
to practise the sound of the letter Kk
52
and the corresponding words; to learn

and practise reading skills; to sing a

song

Vocabulary
• kite, kitten, koala

Sight Words
• look, at, the, has, a, fly

Extra materials
• i-Learn My Phonics cards (41-43)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to the
kite)
5 Song (Track 71) ENDING THE LESSON Lesson 3 Play the song (Track 71) from the
previous lesson. The pupils listen and
kite (to the tune of ‘Oh, Susanna’) Form a Line Aims
sing along.
Class: (imitating flying a kite) Put up the phonics to practise the letter Kk /keI/ and its
Put up the kite, kitten and koala sound /k/ and the corresponding
/k/ etc cards on the
phonics cards on the board. Point to words; to learn an extra K word 6 How many words that start
board. Write the
the koala and say: The koala has a with the k sound can you
4 Listen. Read along. kitten! The pupils repeat after you.
respective words on Vocabulary
separate pieces of see? Circle, point and say.
(Track 70) Follow the same procedure and • kite, kitten, koala, kangaroo
paper. Hand out Refer the pupils to the pictures and
Ask: Can you see the / k/ - kite? Point present the rest of the song. Play the Extra materials
the pieces of paper elicit the word for each. The pupils
to it. Encourage the pupils to point to CD. The pupils listen and sing along. • i-Learn My Phonics cards (41-44);
to the pupils and circle, point to and say the items that
the picture of the kite. Repeat with Ask the pupils to take out their own ask them to form a • card stock paper
start with the /k/ sound.
kitten and koala. kite, kitten and koala picture cards line at the front of
Play the CD. Have the pupils listen to and place them on their desks. Play the board in the 7 Listen, point and repeat.
the story once. Play the CD again. the CD again. The pupils listen and same order as the
BEGINNING THE LESSON Colour the pictures of the
The pupils listen and point to the hold up the corresponding phonics phonics card.
cards.
words that start with the k
pictures of the key words when they Repeat the Put up the kite, kitten and koala
procedure sound. Say the k words. (Track
hear them in the story. phonics cards on the board. Write their
(See p. 72 for the Tapescript.) with another group 72)
Read the story. The pupils follow in words in a column in random order.
of pupils. Ask individual pupils to come to the Show the pupils the kangaroo phonics
their books. Then they work in pairs.
One reads while the other one board and match the words to the card. Point to it and say: /k/ -
checks and then they swap roles. phonics cards by drawing lines. Ask kangaroo. The pupils repeat after you.
Go around the classroom providing the rest of the class for verification. Mime hopping like a kangaroo and
any necessary help.
Point to and say the sight words. The
pupils repeat after you. Time permitting,
say: /k/, kangaroo! Encourage the
pupils to do the same. Say the letter.
The pupils perform the action and say
the letter and the word if they can. Play
the CD. The pupils listen, point to and
repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /k/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter K on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

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.

Lesson 4 - Activity Book

(see page 77)

53
 Unit 12 makes the /l/
Lesson 1 sound.
Aims
to learn the letter Ll /el/ and its sound 54 2 Listen and
/l/; to learn three Ll words point. Colour.
Vocabulary (Track 74)
• lemon, lion, lollipop
Point to the lemon
Sight Words and say: Look! A
• look, a, and lemon! The pupils
repeat after you.
Extra materials •
Follow the same
i-Learn My Phonics cards (41-47);
procedure for the
• photocopies of pages from
lion and the lollipop.
story
Play the CD. The
books
pupils listen and
point to the lemon,
lion and lollipop.
BEGINNING THE LESSON
Say: a lemon. Ask
Put the kite, kitten, koala and kangaroo the pupils to point to
phonics cards on the board. Mime the corresponding
one of them and invite a pupil to come item in the picture.
to the board, point to the correct Repeat with the rest
of the items in
phonics card and say the word. Ask random order.
the rest of the class for
verification.
Continue with the remaining phonics
cards.

1 Listen, point and repeat.

Colour. (Track 73)
Game (Optional)
Pupils’ books closed. Show the pupils
the lemon phonics card. Point to it Where’s the Letter?
and say: /l/. The pupils repeat after The pupils work on their own or in
you. Then say: /l/ - lemon. The pupils pairs/groups. Hand out photocopies
repeat after you. Put the phonics of pages from some story books. The
card up on the board. Imitate eating pupils search for and circle the letter
Ll on these pages. You can set a time
a sour lemon and say: /l/, lemon! limit and the winner is the pupil/
Encourage the pupils to do the same. pair/group that has circled the
Lls. This game can help the pupils
Say the letter. The pupils perform the understand the link between
letter sounds and words in books.
action and say the letter and the Pupils’ books open. Point to and elicit
word if they can. Follow the same the sound of the letter and the words.
procedure with the words lion (mime Play the CD. The pupils listen, point to
roaring) and lollipop (imitate licking and repeat the words. The pupils then
a lollipop). colour in the letters. Explain to them
that they can use any colour they like.
Write the letter Ll on the board next
to the phonics cards. Point to it and During this process, go around the
say: This is the letter / el/. The letter classroom and elicit the letter and
/el/ makes the /l/ sound. The pupils the words from individual pupils.
repeat both sounds.
Ask the pupils to colour the lemon, the
Tapescript
lion and the lollipop using any colour
/ they like. Go around the classroom,
l asking pupils to name the item they
/ are colouring.
e.g. Teacher: (pointing to the
- lemon) What’s this?
Pupil 1: A lemon. etc
l
most
e 3 Chant and show! (Track 75)
m
the Put up the lemon, lion and lollipop
o
phonics cards on the board. Point to
n
the lemon and say: /l/, lemon! The
/ pupils repeat after you. Follow the
l same procedure and present the rest
/ of the verses and the words lion and
lollipop. Play the CD. The pupils listen,
- follow in their books and chant.
l
i
o
n
/l/ - lollipop
This is the letter /el/.
The letter /el/
 Tapescript
/l/, lemon,
/l/, /l/, /l/, lemon!
Lemon, /l/, /l/, /l/! 55
/l/, lion,
/l/, /l/, /l/, lion!
Lion, /l/, /l/, /l/!
/l/, lollipop,
/l/, /l/, /l/, lollipop!
Lollipop, /l/, /l/, /l/!

Extension (Optional)
1 Divide the pupils in three groups
(lemon, lion, lollipop). Each
group says the
appropriate chant while the
rest of the class claps. Ask the
groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils in three groups
(lemon, lion, lollipop). Play the
chant again. Each group
mimes the corresponding
actions.

ENDING THE LESSON

Ask the pupils to take out their own
lemon, lion and lollipop 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. Pause before
the words (lemon, lion, lollipop) and
encourage the pupils to name the
items for you.
e.g. Teacher: /l/
Pupils: lemon
Teacher: /l/,/l/,/l/
Pupils: lemon! etc
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter Ll
from
the photocopiable section and
stamp/glue it on a clean page.
Explain to the pupils that they will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 12 have some pupils read them
Lesson 2 aloud.
Aims
to practise the sound of the letter Ll
56
and the corresponding words; to learn

and practise reading skills; to sing a

song

Vocabulary
• lemon, lion, lollipop

Sight Words
• who, has, a, the

Extra materials
• i-Learn My Phonics cards (45-47)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time.
The pupils mime the corresponding

actions and say the sound of the

letter.
e.g. Teacher: (pointing to
the
5 Song (Track 77) ENDING THE LESSON Lesson 3 Play the song (Track 77) from the
previous lesson. The pupils listen and
lemon) lemon (to the tune of ‘The Animals Went in Two by Two’) Memory Game Aims
sing along.
Class: (imitating eating a Put up the phonics to practise the letter Ll /el/ and its
Put up the lemon, lion and lollipop sound /l/ and the corresponding
sour lemon) /l/ etc cards on the
phonics cards on the board. Point to words; to learn an extra L word 6 Say the words. Circle the
board and ask the
the lion and say: The lion has a right letters.
4 Listen. Read along. lollipop, hurrah, hurrah! The pupils
pupils to memorise Vocabulary
(Track 76) the order in which • lemon, lion, lollipop, lamp Refer the pupils to the pictures and
repeat after you. Follow the same
the items appear. elicit the word for each. The pupils then
Ask: Can you see the / l/ - lemon? procedure and present the rest of the Extra materials
Remove the phonics circle the right letters that correspond
Point to it. Encourage the pupils to song. Play the CD. The pupils listen • i-Learn My Phonics cards (45-48);
cards and ask to each picture.
point to the picture of the lemon. and sing along. • card stock paper
individual pupils to
Repeat with lion and lollipop. Ask the pupils to take out their own name the items in 7 Listen, point and repeat.
Play the CD. Have the pupils listen to lemon, lion and lollipop picture cards the correct order. Colour the pictures of the
the story once. Play the CD again. and place them on their desks. Play Change the order of BEGINNING THE LESSON words that start with the l
The pupils listen and point to the the CD again. The pupils listen and the phonics cards
hold up the corresponding picture
Put the lemon, lion and lollipop sound. Say the l words. (Track
pictures of the key words when they and repeat the
phonics cards on the board. Write 78)
hear them in the story. cards. activity.
the initial letter of the word below
Read the story. The pupils follow in (See p. 72 for the Tapescript.) each phonics card. Ask the pupils to Show the pupils the lamp phonics
card. Point to it and say: /l/ - lamp.
their books. Then they work in pairs.
One reads while the other one copy and complete the words in The pupils repeat after you. Mime
their notebooks. turning on a lamp and reading a
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,
book and say: /l/, lamp! Encourage
the pupils to do the same. Say the
letter. The pupils perform the action
and say the letter and the word if
they can. Play the CD. The pupils
listen, point to and repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /l/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter L on
the paper. Tell them to decorate the
letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

Ask the pupils to close their books.
Choose one of the phonics cards
from the lesson, e.g. lion, and invite a
pupil to come to the board and
mime it. The rest of the class tries to
guess the word.

Lesson 4 - Activity Book

(see page 78)

57
 Unit 13 m
Lesson 1 /
Aims 58 -
to learn the letter Mm /em/ and its
sound /m/; to learn three Mm words
m
Vocabulary i
• moon, mouse, milk l
k
Sight Words
• can, you, see, the This is the
letter /em/. The
Extra materials
letter /em/
• i-Learn My Phonics cards (45-51);
makes the /m/
• photocopies of pages from story
sound.
books

2 Listen and
point. Colour.
BEGINNING THE LESSON (Track 80)
Put up the phonics cards from the Point to the moon
previous lesson on the board. and say: Can you see
Below the moon? The pupils
each one, write the first and last repeat after you.
letters and ask individual pupils to Follow the same
procedure for the
come to the board and complete mouse and the milk.
Play the CD. The
the words. pupils listen and
point to the moon,
1 Listen, point and repeat. mouse and milk.
Colour. (Track 79)
Say: the moon. Ask
Pupils’ books closed. Show the pupils the pupils to point
pairs/groups. Hand out photocopies Ask the pupils to colour the moon,
the moon phonics card. Point to it Tapescript to the corresponding
of pages from some story books. The mouse and milk using any colour they
and say: /m/. The pupils repeat after / item in the picture.
pupils search for and circle the letter like. Go around the classroom, asking
you. Then say: /m/ - moon. The pupils m Repeat with the rest
Mm on these pages. You can set a pupils to name the item they are
repeat after you. Put the phonics / of the items in
time limit and the winner is the pupil/ colouring.
card up on the board. Imitate looking random order.
pair/group that has circled the most e.g. Teacher: (pointing to the
at the sky and say: /m/, moon! -
Mms. This game can help the pupils moon) What’s this?
Encourage the pupils to do the same.
understand the link between the Pupil 1: The moon. etc
letter sounds and words in books. m
Say the letter. The pupils perform the
Pupils’ books open. Point to and
o 3 Chant and show! (Track 81)
o
action and say the letter and the elicit the sound of the letter and the Put up the moon, mouse and milk
n
word if they can. Follow the same words. Play the CD. The pupils listen, phonics cards on the board. Point to
procedure with the words mouse point to and repeat the words. The the moon and say: /m/, moon! The
(use your hands to mime big ears pupils then colour in the letters. pupils repeat after you. Follow the
/
while squeaking) and milk (imitate Explain to them that they can use same procedure and present the rest
m
any colour they like. During this of the verses and the words mouse
/
drinking). process, go around the classroom and milk. Play the CD. The pupils listen,
and elicit the letter and the words follow in their books and chant.
Write the letter Mm on the board -
from individual pupils.
next to the phonics cards. Point to
it and say: This is the letter /em/. The m
letter /em/ makes the /m/ sound. The o
pupils repeat both sounds. u
s
Game (Optional) e

Where’s the Letter?

The pupils work on their own or in /
 Tapescript
/m/, moon,
/m/, /m/, /m/, moon!
Moon, /m/, /m/, /m/! 59
/m/, moue,
/m/, /m/, /m/, mouse!
Mouse, /m/, /m/, /m/!
/m/, milk,
/m/, /m/, /m/, milk!
Milk, /m/, /m/, /m/!

Extension (Optional)
1 Divide the pupils in three groups
(moon, mouse, milk). Each
group says the
appropriate chant while the
rest of the class claps. Ask the
groups to show their
corresponding picture cards
while they chant.
2 Divide the pupils in three groups
(moon, mouse, milk). Play the
chant again. Each group
mimes the corresponding
actions.

ENDING THE LESSON

Ask the pupils to take out their own
moon, mouse and milk 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. Pause before
the words (moon, mouse, milk) and
encourage the pupils to name the
items for you.
e.g. Teacher: /m/
Pupils: moon
Teacher: /m/, /m/, /m/
Pupils: moon! etc
My Sound Book
Ask the pupils to take out their
sound
books (see the Introduction on
how
to make a sound book). Use a
letter
stamp or photocopy the letter
Mm
from the photocopiable section
and
stamp/glue it on a clean page.
Explain to the pupils that they
will
take the sound book home and
their
‘homework’ is to practise saying
the
sound with their parents.
 Unit 13
Lesson 2
60
Aims
to practise the sound of the letter
Mm
and the corresponding words; to learn

and practise reading skills; to sing a

song

Vocabulary
• moon, mouse, milk

Sight Words
• can, you, see, the, on, with, some

Extra materials
• i-Learn My Phonics cards (49-51)

BEGINNING THE LESSON

Ask the pupils to open their sound
books, name the letter and say
the sound of the letter.
Put up the phonics cards on the
board. Name the items, one at a
time. The pupils mime the
corresponding actions and say the
sound of the letter. e.g. Teacher:
(pointing to the
moon) moon 5 Song (Track 83) ENDING THE LESSON Play the song (Track 83) from the
Lesson 3
Class: (imitating looking at previous lesson. The pupils listen and
(to the tune of ‘In a Cottage in a Wood’) Run and Touch Aims
the sky) /m/ etc sing along.
Divide the class into to practise the letter Mm /em/ and its
Put up the moon, mouse and milk sound /m/ and the corresponding
4 Listen. Read along. two teams, A and B. 6 Listen and circle yes or no.
phonics cards on the board. Point to words; to learn an extra M word
(Track 82) Put up the phonics
the mouse and say: Mandy Mouse is (Track 84)
cards on the board. Vocabulary
on the moon! The pupils repeat after
Ask: Can you see the /m/ - moon? Say one of the • moon, mouse, milk, monkey Refer the pupils to the pictures and
you. Follow the same procedure and
Point to it. Encourage the pupils to words. Two pupils, elicit the word for each. Play the CD.
present the rest of the song. Play the Extra materials
point to the picture of the moon. one from each team, The pupils listen and circle yes or no for
CD. The pupils listen and sing along. • i-Learn My Phonics cards (49-52);
Repeat with mouse and milk. call out the word as each picture.
Ask the pupils to take out their own they race to touch • card stock paper
Play the CD. Have the pupils listen to
moon, mouse and milk picture cards its corresponding Tapescript
the story once. Play the CD again.
and place them on their desks. Play phonics card. The
The pupils listen and point to the One Three Five
the CD again. The pupils listen and first pupil to touch
pictures of the key words when they mouse kitten jelly
hear them in the story.
hold up the corresponding picture the phonics card BEGINNING THE LESSON
cards. wins a point for Which One is Missing? Two Four Six
Read the story. The pupils follow in his/her team. The
(See p. 72 for the Tapescript.) Scatter the moon, mouse and milk lollipop moon milk
their books. Then they work in pairs. team with the most phonics cards face up on the table.
One reads while the other one points wins.
checks and then they swap roles.
Give the pupils a minute to look at
Go around the classroom providing
them, then have them close their
any necessary help.
eyes
Point to and say the sight words. The and take away one phonics card. Tell
pupils repeat after you. Time permitting, the pupils to open their eyes and
have some pupils read them aloud. name the phonics card that is missing.
7 Listen, point and repeat.
Colour the pictures of the
words that start with the m
sound. Say the m words.
(Track 85)
Show the pupils the monkey phonics
card. Point to it and say: / m/ -
monkey. The pupils repeat after you.
Put one hand on top of your head
and the other underneath your
armpit scratching and say: / m/,
monkey! Encourage the pupils to do
the same. Say the letter. The pupils
perform the action and say the letter
and the word if they can. Play the
CD. The pupils listen, point to and
repeat the word.
Point to the pictures and have pupils
name them. Allow the pupils some
time to colour in the pictures of the
words that start with the /m/ sound.
Go around the classroom providing
any necessary help.

CRAFTWORK (Optional)
Provide the pupils with some card
stock paper. Alternatively, ask them to
bring some from the previous lesson.
Ask the pupils to choose one of the
words. Have them draw the letter M
on the paper. Tell them to decorate
the letter so that it represents the word
they have chosen. When they finish,
they present their letters to the class.
Display their work in the classroom.

ENDING THE LESSON

The pupils work in pairs. One pupil
takes out his/her own moon, mouse,
milk, monkey picture cards and shows
each one to the other pupil who has
to say the word.

Lesson 4 - Activity Book

(see page 78)

61
 Story Time
Optional Story Time Activities
Aims
to consolidate the sound of the
letters Ii, Jj, Kk, Ll and Mm and the
corresponding words; to learn and
practise reading skills

Vocabulary
• consolidation
62
Extra materials
• i-Learn My Phonics cards (33-52)

BEGINNING THE LESSON

Pass the Phonics Card
Line up the pupils into two teams.
Give the first pupil of each team a

phonics card. Say: Go! The pupils

say the corresponding words and
pass the phonics card over their
heads to the pupils behind them,
who say the word and pass the
phonics card between their legs to

the pupils behind them. The pupils

continue to pass the phonics card
over their heads and between their

legs. The last pupil in each line races

to hand their phonics card to the Ask pupils to read out the words. Play the CD and ask 2 Read and draw. words from the story (the igloo, the
teacher and says the word. The first Invite guesses, in L1 if necessary, the pupils to
about what they think the story is listen and follow the Point to the sentences and elicit the jelly, the lion, the lollipop, the kitten,
team to do so wins a point. Continue about. Do not dismiss any ideas. story in their animals in each. Ask the pupils to say the kite, the mouse, the moon). If you
the game a many times as you think books, pointing to what each animal has, according to
Ask the pupils to look at the book. Set the scene the story. The pupils then draw those
the pictures of the wish, have the pupils come to the
by asking the pupils questions about what they items. Explain to them that they can
necessary. key words. front of the classroom and act out
can see in the pictures. use any colour they like. the story. Encourage them to have
e.g. Teacher: (pointing to the jelly Play the CD again
1 Listen. Read along. in picture 1) Look! pausing for the
fun as they perform (e.g. make noises
(Track 86) ENDING THE LESSON
What’s this? pupils to repeat,
Act out: Read the sentences in the or funny faces as they mime, etc).
Tell the pupils that it’s story time. Ask Class: (It’s) jelly! chorally and/or
them, in L1 if necessary, if they Teacher: (pointing to the igloo individually. Finally, story. Invite the pupils to mime the key
Time permitting, you can assign the
in picture 1) Yes! The ask individual pupils
role of the ‘narrator’ to a pupil/pupils.
remember the previous story. If not, jelly is in the … to read the story
Class: igloo! etc aloud.
you can spend some time going
through it. Write the following words Extension (Optional)
on the board or prepare some slips Say one of the words
from the lesson,
of paper with the words on them. You e.g. lollipop. Ask a
can laminate them for future use. pupil to come to
mouse igloo lion lollipop the board and draw
its shape. Ask
kitten kite moon the rest of the class
for verification.
1 Ask pupils to change parts or all
of the story and present it to the
class.
e.g. Here is my !

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.

63
 Review 3
(Ii, Jj, Kk, Ll, Mm) Optional Review Activities
1 Back writing: The pupils are in
pairs. They take it in turn to ‘draw’
BEGINNING THE LESSON a letter on their friend’s back.
Their friend has to name the
The Reading Tree
Refer the pupils to the reading 64
tree on the wall. (For ideas on
how to make it, see Review 1.)

Prepare some simple cards with the

words the pupils have learnt so far (Ii

- Mm). 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 initial sound
and/or the word before they come 1 Circle the right letters. Say 2 Match the 3 Say the words. Circle the Tapescript
and stick it on the corresponding the letters and the sound. letters and the ones that begin with the
One
branch. Ask the rest of the class for
Explain the activity. The pupils look at each picture pictures. same sound.
Look! A lion!
verification. An optional extension to
and circle the correct corresponding letter for Explain the activity. Explain the activity. The pupils say the
each. Go around the classroom providing any The pupils draw lines Two
words for each picture. Then they circle
this activity is to select pupils, one at Look! The moon!
necessary help. from the upper case the ones that begin with the same
letters that sound. Go around the classroom Three
a time, to remove the cards. The
correspond to the providing any necessary help. Look! An iguana!
pupils say the sound and/or the
pictures to the lower
words before they remove the Four
cards.
case letters. Go 4 Listen and choose A or B. Look! A kite!
around the classroom (Track 87)
providing any
necessary help. Explain the activity. Elicit the pictures. Note: The pupils are now ready to do
The pupils listen and circle A or B. Go pages 32-33 in the Activity Book.
around the classroom providing any
necessary help.
Review 3 - Activity Book
(see page 78)
 sound of the letter.
2 Jump to the sound: Go around
the class and assign a sound to
each pupil. Say a word. The
pupil(s) with the corresponding
initial sound jump(s) up and
say(s) the sound.
e.g. Teacher: Moon
Pupil: (jumping up) /m/
3 Chinese Whispers: Whisper a
word to a pupil. The pupil
whispers it to the next pupil and
on it goes. The last pupil says the
word.

65
 Extra Check
BEGINNING THE LESSON 2 Hold up the phonics cards of the
items in activity 2. Ask pupils for
The Reading Tree
Refer the pupils to the reading
tree on the wall (By now all the
words are on the tree).
66

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.
The Soft Ball Game
Bring in a soft ball. Pupils are in a circle.
In the centre of the circle put some of

the phonics cards. Pupils throw the

ball to one another. Whoever
receives Optional Activities 2 Musical letters: Pupils sit in a 2 Match and write. Optional Activities
the ball has to name a word from the circle. Give some of the pupils
1 Pin up some of the phonics Explain the activity. Elicit the letters 1 Ask pupils to choose one of
some phonics
phonics cards to the person who word cards around the room in and the sounds for each. The pupils the
cards (make sure
threw it to them. random order (make sure the look at each letter and draw lines to items in Activity 2 to draw on
the phonics cards a
phonics cards of the items in the corresponding pictures. Then they
of the items piece of paper. Pupils then
activity 1 are in them). Write a write the upper and lower case for
1 Look and put a tick (✓) or in activity 1 are in show their pictures to their
letter on the board, one at a each letter. Go around the classroom
a cross (✗). time, and ask a child to find the
them). Play a friends who try to guess
song from a providing any necessary help.
Explain the activity. Elicit the letters corresponding phonics card the item.
unit. While the
and the sounds for each. The pupils from the ones around the room.
music is playing,
pupils pass the
look at each letter and picture and
phonics cards
around. When
put a tick or a cross. Go around the
the song stops,
classroom providing any
the pupils
necessary
holding a phonics
help.
card tell you
the sound of the
letter.
verification.
e.g. Teacher: (holding up the ?
phonics card) Is
this a …?
Pupil 1: Yes.
Teacher: (holding up the ?
phonics card) Is
this a …?
Pupil 2: No.

67
 Extra Check The Alphabet
3 Listen and write the letters. D! Say the letters, sing with me! The
Then circle the right pictures. pupils repeat after you. Follow the
(Track 88) same procedure and present the
rest of the song. Play the CD. The
Explain the activity. The pupils listen to pupils listen and sing along.
the recording and write the upper
and lower case letters they hear. Ask the pupils to take out their own
Then they circle the right picture that Aa-Mm picture cards and place
corresponds to the letter. Go around them on their desks. Play the CD
the classroom providing any again. The pupils listen and hold up
necessary help. the corresponding picture cards.
(See p. 72 for the Tapescript.)
Tapescript
One ENDING THE LESSON
/g/
Before going into class
Two
/d/ Prepare two sets of 13 cards
(A-M), one set with upper case,
Three the other with lower case.
/e/
Hand out the upper and lower case
Four
letter cards to the pupils. Ask the
/I/
pupils to find their letter partner.
Five
/m/ Extension (Optional)
Six
/k/ 1 Allocate two areas in the
classroom, one for the upper case

letters (e.g. left side of the room)

Optional Activities and one for the lower case letters
1 Pupils use any of the items in
jug moon
activity 3 and make them using
plasticine.
2 Put some of the phonics cards on 68 Aims
to consolidate the sounds of the
the board. Write the respective
letters Aa - Mm and the
words on separate slips of paper.
corresponding words
Hand out the pieces of paper to Vocabulary
• consolidation
the pupils and ask them to line
up at the front of the class in the Extra materials
• two sets of 13 cards (A-M),
same order as the phonics cards. one set with upper case, the
other with lower case
Repeat with another group of
children.
BEGINNING THE LESSON
Write the letter A on the board and
revise/elicit the sound from the pupils.
e.g. Teacher: (pointing to the letter
A) This is the letter ...
Class: A (/eI/)!
frog tree

kite

Teacher: Correct! The letter /eI/
makes the sound ...
Class: /œ/!
Then ask individual pupils which words begin
with the letter A. Alternatively, ask individual
pupils to write them on the board.
Continue the activity with the remaining
letters.
1 Listen, point and repeat.
(Track 89)
Point to and elicit the sound of each
letter and the pictures. Play the CD.
The pupils listen, point to and repeat
the letters.
2 Song (Track 90)
Write the letters A, B, C, D on the
board. Point to them and say: A-B-C-
(e.g. right side of the room). Shuffle
the upper and lower case letter
cards and hand them out to the
pupils. Play the song (Track 90).
When the music stops, the pupils
look at their letter cards and go to
the corresponding allocated area
in the classroom.
2 Shuffle the upper and lower case
letter cards and hand them out
to the pupils. Starting with the
letter A, the pupils come to the
front of the classroom, one by
one, matching the upper case
letters with the lower case letters.
69
 See the Introduction for instructions on how to play the board game.

2 3 34
1 35
4
5
36
33
37
7
8
6 32
38

31

23 30
24
12
9
29

11

15 22 25 28
14
13
27
1
6

21 26
20
17

19
18
71
70
 Activity Book (Key & Instructions)
necessary help.
Unit 1 Portfolio
Unit 1 Unit 5 There is a hen with a hat, Unit 12 Answer key
With a hat! Ask the pupils to go to the Portfolio
The pupils circle the acrobat, ant,
A for ant The elf is with an elephant, There is a hen with a hat, The lion has a lollipop, 1 Trace and say. apple and alligator.
page for Unit 1. Explain the activity.
And apple, too, Elephant, elephant! With a hat! hurrah, hurrah! The pupils trace the letters and
Write the letter A on the board to colour in the pictures. Then they cut
A for alligator! The elf is with an elephant, A happy hen The lion has a lollipop, demonstrate its formation. Point to it
An ant for you, An ele-elephant! hurrah, hurrah! out the page and give it to you.
With a ha-ha-happy hat! Display their work in the classroom.
An apple, too, The lion has a lollipop, and elicit its sound. Then show the
Hello, elf and elephant, There is a hen with a hat, The pupils can do this activity at
And an alli-alligator! With a hat! The lion has a lemon, too! formation in the air, taking care when
Elephant, elephant! home.
A lemon and a lollipop,
Hello, elf and elephant, facing the pupils that the letter is
Unit 2 I am Mister Egg! Unit 9 Just for me and you!
formed the correct way for them. Unit 2
The bee on the bed goes Here is my igloo, Repeat with a. The pupils then trace
Buzz, buzz, buzz, Unit 6 Unit 13 the letters. Go around the classroom 1 Trace and say.
Here is my ink!
Buzz, buzz, buzz, Here is my igloo, Mandy Mouse
Frank is a funny frog, providing any necessary help. Ask the
Write the letter B on the board to
Buzz, buzz, buzz! Here is my ink! Is on the moon! demonstrate its formation. Point to it
Frank is a funny frog,
The bee on the bed goes Frank is a funny little frog, Here’s my iguana Mandy Mouse and elicit its sound. Then show the
pupils to say the sound of the
Buzz, buzz, buzz, With my ink - Is on the moon! formation in the air, taking care when
Croak, croak! letters.
Buzz, buzz, buzz! My iguana with my i-i-ink! Mandy Mouse facing the pupils that the letter is
Fin is a funny fish, Is on the moon formed the correct way for them.
The ball on the bed goes Fin is a funny fish, 2 Write the letter Aa. Then Repeat with b. The pupils then trace
Unit 10 With some m, m, milk! tick (✓).
Boing, boing, boing, the letters. Go around the classroom
Fin is a funny little fish,
Boing, boing, boing, Explain the activity. The pupils write the providing any necessary help. Ask the
Bloop, bloop! Oh, jelly is yum, yum, yum! The Alphabet
Boing, boing, boing! letters Aa in the boxes and then tick pupils to say the sound of the letters.
Jolly, jolly, jelly!
The ball on the bed goes Fog is a funny fox, Oh, jelly is yum, yum, yum! A-B-C-D, the correct pictures that correspond
2 Trace and match.
Boing, boing, boing, Fog is a funny fox, Say the letters, to the letter. Go around the classroom
Jolly, jolly, jelly!
Boing, boing, boing! Fog is a funny little fox, Sing with me! providing any necessary help. Explain the activity. The pupils trace
Yap, yap! Oh, jam is yum, yum, yum! A-B-C-D! Answer key the letters in the boxes and then
Unit 3 Jolly, jolly, jam! A-B-C-D! 1 ant 2 acrobat draw lines to the correct pictures
Unit 7 Oh, jam is yum, yum, yum! that correspond to each letter. Go
Tickety, tickety, tock! Jolly, jolly, jam! E-F-G-H, around the classroom providing any
I am a cat on a clock! Look at my garden, Say the letters 3 Trace and write a. necessary help.
I have a carrot on the clock, Look at the goat! Oh, juice is yum, yum, yum! On the page! E- Explain the activity. The pupils have to
Answer key
Tickety, tickety, tock! A goat in my garden, Jolly, jolly, juice! F-G-H!
A g, g, g, goat! Oh, juice is yum, yum, yum! E-F-G-H! trace the lines to reach the dot and 1 Aa - ant 2 Bb - bed

Unit 4 Jolly, jolly, juice!

It is a dragon with a drum,
Boom, boom-boom!
Boom, boom-boom!
It is a dragon with a drum,
Boom-boom,
Boom-boom,
Boom-boom!
It is a dragon with a dog,
Bow, wow-wow!
Bow, wow-wow!
It is a dragon with a dog,
Bow-wow, wow-wow,
Wow-wow!
Look at my garden, I-J-K-L-M, then write a. Allow the pupils 3 Colour the right pictures.
Look at the glass! Say the letters, some
A glass in my garden,
Unit 11 Explain the activity. The pupils colour
Point to them! I- time to complete the activity. the pictures that correspond to each
A g, g, g, glass! The koala has a kitten J-K-L-M! Check letter. Allow the pupils some time to
And the kitten has a kite! I-J-K-L-M! the pupils’ answers by holding up complete the activity. Go around the
Unit 8 The koala has a kitten classroom providing any necessary
your book and drawing an imaginary
And the kitten has a kite! help.
There is a hippo with a hat,
K, k, kitten, Answer key
With a hat! line.
Fly your k, k, kite!
There is a hippo with a hat, Answer key Aa - apple, ant
The koala has a kitten Bb - bed, ball
With a hat! 1 ant 3 apple
And the kitten has a kite!
A happy hippo 2 alligator
With a ha-ha-happy hat! 4 What is it? Colour the Bb
There is a hippo with a hat, letters and say.
4 Circle the pictures of the
With a hat! words that begin with the Explain the activity. The pupils find
a sound. the shapes that have the letters Bb

Point to and elicit the pictures. The

72 pupils circle the pictures of the words
that begin with the a sound. Go
around the classroom providing any
 Answer key
and then colour them. Then 1 A - apple 3 C-
they say what appears in clock
the picture. Go around 2 B - bee
the classroom providing
any necessary help. 3 Write the letter Cc.
Colour
Portfolio the pictures that
Ask the pupils to go to the start with
Portfolio the c sound.
page for Unit 2. Explain the
activity. Explain the activity. The
The pupils trace the pupils write
letters and the letter Cc in the box
colour in the pictures. Then and colour
they cut the pictures that start
out the page and give it with the c
to you. sound. Explain to them
Display their work in the that they can
classroom. use any colour they like.
The pupils can do this Allow the
activity at pupils some time to
home. complete the

Unit 3 73
1 Trace and say.
Write the letter C on the
board to
demonstrate its formation.
Point to it
and elicit its sound. Then
show the
formation in the air,
taking care
when facing the pupils that
the letter
is formed the correct way
for them.
Repeat with c. The pupils
then trace
the letters. Go around the
classroom
providing any necessary
help. Ask
the pupils to say the
sound of the
letters.

2 Trace and match.

Explain the activity. The
pupils trace
the letters in the boxes
and then
draw lines to the correct
pictures
that correspond to each
letter. Go
around the classroom
providing any
necessary help.
 Activity Book (Key & Instructions) Write the capital
activity. Go around the classroom 3 What are they? Join the dots 2 What’s next? Write. letter E on the 2 Trace and match.
providing any necessary help. board to
and colour. Then match. Explain the activity. Explain the activity. Point to each letter
demonstrate its
Answer key Explain the activity. The pupils join the Read the letters in and elicit its name and its sound. Point
The pupils colour the cat, car, carrot 74 dots to complete the pictures and the first item and
formation.
Point to it and elicit to the pictures and elicit their names.
and clock. colour them. Explain to them that elicit what comes its sound. Then The pupils trace the letters. Then they
they can use any colour they like. next. The pupils read show the formation match the letters to the pictures. Go
4 Say the sounds. Trace the Then the pupils match the pictures to the letters and in the air, taking around the classroom providing any
right shape. the correct sentences below. Allow write the correct letter care when facing the necessary help.
the pupils some time to complete the in the boxes. Go pupils that the
Explain the activity. The pupils say the Answer key
activity. Go around the classroom around the letter is formed the
sounds for each letter and trace providing any necessary help. classroom providing 1 Aa - acrobat
correct way for
the correct corresponding shape for any 2 Ee - elbow
them. Repeat with
each picture. Go around the Answer key necessary help. the small letter e.
classroom providing any necessary 1 It is a drum. The pupils then trace 3 What is it? Colour the Ee
help. Answer key
2 It is a dog. the letters. Go letters and say.
3 It is a dragon. 1 B 2 C 3 D
around the Explain the activity. The pupils find
Portfolio classroom providing
3 Write the beginning letter. and colour the letters. Explain to
Ask the pupils to go to the Portfolio 4 Tick (✓) the words that any them that they can use any colour
page for Unit 3. Explain the activity. The start with the d sound. Explain the activity. necessary help. Ask they like.
pupils trace the letters and colour in the pupils to say
Explain the activity. The pupils tick the items that Elicit the words for
the pictures. Then they cut out the the sound of the
start with the d sound. Go around the classroom each picture. The 4 Help the elf go to the
page and give it to you. Display pupils write the letters.
their work in the classroom. The
providing any necessary help. elephant. Follow the e!
upper and lower
pupils can do this activity at home. Answer key case beginning Explain the activity. The pupils draw
The pupils tick items 1, 3, 4 and 6. letter for each lines to join all the es. Allow the pupils
picture in the boxes. some time to complete the activity.
Unit 4
Portfolio Go around the Check the pupils’ answers by
classroom providing holding up your book and drawing an
1 Trace and say. Ask the pupils to go to the Portfolio page for Unit 4.
imaginary line.
Explain the activity. The pupils trace the letters and any necessary help.
Write the letter D on the board to
colour in the pictures. Then they cut out the page Answer key
demonstrate its formation. Point to it Portfolio
and give it to you. Display their work in the
1 Bb 3 Cc Ask the pupils to go to the Portfolio
classroom. The pupils can do this activity at home.
and elicit its sound. Then show the 2 Dd 4 Aa page for Unit 5. Explain the activity. The
formation in the air, taking care when pupils trace the letters and colour in
Review 1 4 Draw. the pictures. Then they cut out the
facing the pupils that the letter is page and give it to you. Display their
Explain the activity.
formed the correct way for them. 1 Say the words. Circle the
Refer the pupils to work in the classroom. The pupils can do
Repeat with d. The pupils then trace beginning sound. this activity at home.
the upper and lower
the letters. Go around the classroom
Elicit the word for the first picture and the beginning case letters in
sound. Explain the activity. The pupils say the words the grid as well as Unit 6
providing any necessary help. Ask the
and circle the beginning sound for each. Go around the sentences
pupils to say the sound of the the classroom providing any necessary help. below it. The pupils 1 Trace and say.
letters. read the sentences
Answer key and draw the Write the capital letter F on the
1 a 4 a 7 b corresponding items board to demonstrate its formation.
2 Trace and match. 2 c 5 c 8 d in Point to it and elicit its sound. Then
Explain the activity. The pupils trace 3 d 6 b 9 b the correct box of show the formation in the air, taking
the letters in the boxes and then the grid. Allow the care when facing the pupils that the
draw lines to the correct pictures pupils some time to letter is formed the correct way for
that correspond to each letter. Go draw the pictures. them. Repeat with the small letter f.
around the classroom providing any Go around the The pupils then trace the letters. Go
classroom providing
necessary help. any necessary help.
Answer key
1 Aa - acrobat 3 Cc - car Unit 5
2 Bb - bear 4 Dd - doll
1 Trace and say.
 goat and the glass.
around the classroom providing any Unit 7
necessary help. Ask the pupils to say 4 What is it? Colour the Gg
the sound of the letters. 1 Trace and say. letters and say.
Write the capital letter G on the Explain the activity. The pupils look at the picture,
2 Trace and match.
colour the letters and say the letter and the
Explain the activity. Point to each letter board to demonstrate its sound. Go around the classroom providing any
and elicit its name and its sound. formation. necessary help.
Point to the pictures and elicit their Point to it and elicit its sound. Then
names. The pupils trace the letters.
Then they match the letters to the show the formation in the air,
pictures. Go around the classroom
providing any necessary help.
taking 75
care when facing the pupils that
Answer key the
letter is formed the correct way
1 Cc - carrot 3 Ff - fox
for
2 Ee - elf
them. Repeat with the small letter
g.
3 Which one begins with the The pupils then trace the letters.
f sound? Write. Go
Explain the activity. Point to the pictures around the classroom providing
and elicit their names. The pupils look at any
the pictures and write Ff under the necessary help. Ask the pupils to
ones whose names begin with the f say
sound. Go around the classroom the sound of the letters.
providing any necessary help.
2 Trace and match.
Answer key
Explain the activity. Point to each letter
1 frog 3 fox
2 fish 4 fork
and elicit its name and its sound. Point
to the pictures and elicit their
4 What is it? Circle and say. names.
Explain the activity. Point to the pictures The pupils trace the letters. Then
and elicit their names. The pupils look at they
the pictures and circle the correct match the letters to the pictures.
words. Go around the classroom Go
providing any necessary help. around the classroom providing
any
Answer key
necessary help.
1 fox 3 bee
2 frog 4 drum Answer key
1 Ee - elephant
Portfolio 2 Ff - fish
Ask the pupils to go to the Portfolio 3 Gg - glass
page for Unit 6. Explain the activity. The
pupils trace the letters and colour in 3 Write the letter Gg. Tick (✓)
the pictures. Then they cut out the the pictures that begin with
page and give it to you. Display their the g sound.
work in the classroom. The pupils can
Explain the activity. Point to
do this activity at home.
the
pictures and elicit their names.
The
pupils write the letter Gg in
the
space provided. Then they look
at
the pictures and tick the ones
whose
names begin with the g sound.
Answer key
The pupils tick the gorilla, the
 Activity Book (Key & Instructions) s pupils then trace
Portfolio 4 Circle the pictures of the A e the letters. Go around
n the classroom
Ask the pupils to go to the Portfolio words that start with the
page for Unit 7. Explain the activity. same sound. s 3 Write the beginning sound. providing any necessary
help. Ask the
w Explain the activity.
The pupils trace the letters and
colour in the pictures. Then they cut
76 Explain the activity. Point to
and elicit the names of the
the pictures
items. The
e Elicit the words for
pupils to say the sound
of the letters.
r each picture. The
out the page and give it to you. pupils look at the pictures at the left
pupils write the
Display their work in the classroom. and circle the pictures that start with
upper and lower
2 Trace and match.
The pupils can do this activity at the same sound. Go around the k
case beginning Explain the activity. The
home. classroom providing any necessary e
letter for each pupils trace
help. y picture in the boxes. the letters in the
Answer key Go around the boxes and then
Unit 8
1 elephant, egg, elbow 2 hat, hen, classroom providing draw lines to the
1 Trace and say. hippo E any necessary help. correct pictures
3 gorilla, garden, goat 4 fork, fish, frog e that correspond to
Write the capital letter H on the Answer key
each letter. Go
board to demonstrate its formation. 1 Ee 3 Gg
Portfolio - 2 Hh 4 Ff
Ask the pupils to go to the Portfolio page for Unit 8.
Point to it and elicit its sound. Then
Explain the activity. The pupils trace the letters and e
show the formation in the air, taking 4 Use the code
colour in the pictures. Then they cut out the page l
care when facing the pupils that the and write
and give it to you. Display their work in the
b the letters. Say
classroom. The pupils can do this activity at home.
letter is formed the correct way for o the sounds.
w
them. Repeat with the small letter h Review 2 Explain the activity.
Refer the pupils to
The pupils then trace the letters. Go 1 Tick (✓) the right pictures. the upper and lower
F case letters and
around the classroom providing any Elicit the letters and their sounds. f their corresponding
necessary help. Ask the pupils to say Point to each picture and elicit the symbol. The pupils
the sound of the letters. word and the beginning sound. - look at the symbols
Explain the activity. The pupils say the and write the letters.
letters and tick the pictures whose Then they say the
2 Trace and match. f
names begin with corresponding sounds. Go around
Explain the activity. Point to each letter letter. Go around the classroom r
the classroom
and elicit its name and its sound. providing any necessary help. o providing any
Point to the pictures and elicit their g necessary help.
Answer key
names. The pupils trace the letters. G
1 elephant 3 goat g Answer key
Then they match the letters to the 2 fox 4 hippo 1 F 3 G 5 E 7 H
- 2 h 4 e 6 f 8 g
pictures. Go around the classroom 2 Match.
providing any necessary help. g
Explain the activity. Point to the letters Unit 9
o
Answer key and elicit their sound. Point to the
r
1 Ee - egg 3 Gg - gorilla pictures and elicit the words. The
i 1 Trace and say.
2 Ff - frog 4 Hh - hat pupils match each upper case letter
l Write the letter I on
to the picture whose name begins
l the board to
with that letter and then to the lower
3 Which are the right hats for a demonstrate its
case letter. Go around the classroom
the hens? Colour. providing any necessary help. formation. Point to it
Explain the activity. Point to each and elicit its sound.
H Then show the
letter and elicit its name and its h
sound. The pupils look at the hens formation in the air,
and colour the corresponding letters taking care when
- facing the pupils
using any colours they like.
that the letter is
Answer key h formed the correct
o way for them.
1 H 2 F 3 E 4 G
r Repeat with i. The
 page for Unit 10. Explain the activity. Answer key
around the classroom providing any formation in the air, taking care when The pupils trace the letters and The pupils colour the igloo, the
necessary help. colour in the pictures. Then they cut iguana,
facing the pupils that the letter is out the page and give it to you. the koala, the kangaroo, the juice
Answer key
formed the correct way for them. Display their work in the classroom. and
1 Aa - ant 3 Ii - igloo Repeat with j. The pupils then trace The pupils can do this activity at the jelly.
2 Ee - egg the letters. Go around the classroom home.
4 Look and put a tick (✓) or
3 Write the letter Ii. Colour providing any necessary help. Ask the a cross (✗).
the pictures that start with Unit 11
the i sound pupils to say the sound of the Explain the activity. The pupils look
letters. 1 Trace and say. at
Explain the activity. The pupils write the each picture, read the words and
Write the letter K on the board to
letter Ii in the box and then they colour
the pictures that start with the I sound.
2 Trace and match.
demonstrate its formation. Point to
Explain to them that they can use any Explain the activity. The pupils trace
it
colour they like. Allow the pupils some
time to complete the activity. Go
the letters in the boxes and then
draw lines to the correct pictures
and elicit its sound. Then show 7
the
around the classroom providing any
necessary help.
that correspond to each letter. Go
around the classroom providing any
formation in the air, taking care 7
when
Answer key facing the pupils that the letter is
necessary help.
The pupils colour the ink, the igloo formed the correct way for
and the iguana. Answer key them.
1 Gg - gorilla 3 Jj - jam Repeat with k. The pupils then
4 Draw. Colour. 2 Ii - insect trace
the letters. Go around the
Explain the activity. Refer the pupils to classroom
the sentence at the bottom of the
3 Say the words. Circle the
providing any necessary help. Ask
page. The pupils draw and colour correct letter.
the
their own ink inside an igloo. Allow the Explain the activity. The pupils look at pupils to say the sound of the
pupils some time to complete the the pictures and say the words for letters.
activity. Go around the classroom each. Then they circle the correct
providing any necessary help. letter. Allow the pupils some time to 2 Trace and match.
Answer key Explain the activity. The pupils
complete the activity. Go around the
The pupils draw and colour ink inside an trace
igloo. classroom providing any the letters in the boxes and then
necessary
Portfolio help. draw lines to the correct pictures
Ask the pupils to go to the Portfolio
page for Unit 9. Explain the activity. The Answer key that correspond to each letter. Go
pupils trace the letters and colour in 1 j 2 h 3 i
the pictures. Then they cut out the around the classroom providing
page and give it to you. Display their 4 Say the sounds. Colour the any
work in the classroom. The pupils can right shape. necessary help.
do this activity at home. Answer key
Explain the activity. The pupils say
the sounds for each picture. Then 1 Ii - ink 3 Kk - koala
Unit 10 they colour the right shape for 2 Jj - jacket
each
1 Trace and say. picture using any colour they like. Go 3 Colour the right pictures.
Write the letter J on the board to Explain the activity. The pupils look
around the classroom providing any
demonstrate its formation. Point to it at
and elicit its sound. Then show the the letters on the left and colour
necessary help.
the
Answer key right picture for each using
ink - jelly - any
colour they like. Allow the pupils
iguana - jam - some
time to complete the activity.
juice - igloo -
Go
Portfolio around the classroom providing
any
Ask the pupils to go to the Portfolio necessary help.
 Activity Book (Key & Instructions) circle the ones that begin with
put a tick or a cross accordingly. Go the Allow the pupils some time to Answer key
around the classroom providing any /l/ sound and write Ll in the box. complete the activity. Go around the Ii - insect
necessary help. classroom providing any necessary Jj - juice
Answer key 78 help. Kk - kitten
Answer key Ll - lamp
1 ✓ 3 ✓ 5 ✗
Mm - monkey
2 ✗ 4 ✓ 6 ✗ The pupils circle the lollipop, the lion, the lamp and
the lemon.
Portfolio 3 Draw Mark’s path to his
4 Draw and colour. friends. Circle the letters he
Ask the pupils to go to the Portfolio
page for Unit 11. Explain the activity. finds on his way. Say the sounds.
Explain the activity. The pupils read
The pupils trace the letters and colour the words and draw and colour the Explain the activity. The pupils circle the letters that lead to Mark’s friends. Allow the pupils some time to
in the pictures. Then they cut out the items accordingly. Go around the complete the activity. Go around the classroom providing any necessary help.
page and give it to you. Display their classroom providing any necessary
work in the classroom. The pupils can Answer key
help.
do this activity at home. I, j, k, M, I, J, K
Answer key
The pupils draw and colour a lemon 4 Choose and colour.
Unit 12
and a lollipop using any colours they Explain the activity. The pupils read
like.
1 Trace and say. the words and colour the pictures
that correspond to them. Explain to
Write the letter L on the board to Portfolio them that they can use any colour
demonstrate its formation. Point to it Ask the pupils to go to the Portfolio page for Unit they like. Go around the classroom
12. Explain the activity. The pupils trace the letters providing any necessary help.
and elicit its sound. Then show the and colour in the pictures. Then they cut out the
formation in the air, taking care when page and give it to you. Display their work in the Answer key
classroom. The pupils can do this activity at home. The pupils colour a mouse, a dragon and a kitten.
facing the pupils that the letter is
formed the correct way for them. Portfolio
Repeat with l. The pupils then trace Unit 13
Ask the pupils to go to the Portfolio page for Unit 13. Explain the activity. The pupils trace the letters
the letters. Go around the classroom and colour in the pictures. Then they cut out the page and give it to you. Display their work in the
1 Trace and say. classroom. The pupils can do this activity at home.
providing any necessary help. Ask the Write the letter M on the board to
demonstrate its formation. Point to it
pupils to say the sound of the and elicit its sound. Then show the Review 3
letters. formation in the air, taking care when
facing the pupils that the letter is 1 Colour the right letters.
2 Trace and match. formed the correct way for them. Elicit the word for the first picture and
Explain the activity. The pupils trace Repeat with m. The pupils then trace the beginning sound. Explain the
the letters in the boxes and then the letters. Go around the classroom activity. The pupils colour the right
draw lines to the correct pictures providing any necessary help. Ask the letters with the beginning sound for
that correspond to each letter. Go pupils to say the sound of the letters. each. Go around the classroom
around the classroom providing any providing any necessary help.
2 Trace and match.
necessary help.
Explain the activity. The pupils trace
Answer key the letters in the boxes and then
1 Ii - iguana draw lines to the correct pictures
2 Jj - jelly that correspond to each letter. Go
3 Kk - kangaroo around the classroom providing any
4 Ll - lion necessary help.

3 Which ones begin with the

l sound? Circle. Then write
the letter Ll.
Explain the activity. The pupils elicit
the word for each picture. Then they
 e m providing any
Answer key a necessary help.
1 i 3 j 5 i n
Answer key
2 k 4 l 6 m d l
e 1 ink 4 lion
e t 2 jam 5 milk
2 Tick (✓) the right picture. 3 kitten
l t
E i e
x c r 3 Write the beginning letter.
p i s Explain the activity. Elicit the words
l t for each picture. The pupils write the
a a upper and lower case beginning
i w n letter for each picture in the boxes.
n h d Go around the classroom providing
i any necessary help.
t c t
h h i Answer key
e c 1 Ii 3 Kk 5 Jj
p k 2 Ll 4 Mm
a i
c c t 4 What’s next? Write.
t t h
i u e Explain the activity. Refer the pupils to
v r the pictures and the sounds they
i e c begin with. The pupils look at the order
t o of the pictures and write the upper
y r and lower case letter of the sound
. c r that follows. Go around the classroom
o e providing any necessary help.
R r c Answer key
e r t
1 Ll 2 Jj 3 Ll
a e
d s p
p i
t o c
h n t
e d u
s r
l e
e t .
t o
t G
e i o
r t
s .
a
i T r 79
n h o
e u
n
t p d
h u
e p t
i h
f l e
i s
r c
s r l
t e a
a s
i d s
t r
e t o
m h o
Photocopiable Material
 My Sound Book

82 © Express Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 83

 My Sound Book

84 © Express Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 85

 My Sound Book

86 © Express Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 87

 My Sound Book Story Time

88 © Express Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 89

 Story Time

Look at the !
It is on the

Look at the !
It is on the ,
too!

Look at the !
It is on the !

Look! A with a !

90 © Express Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 91

 Story Time

92 © Expr ess Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 93

 Story Time

Hello, !

Hello

Look at my !

Oh, a ! Oh, a !

It is a funny !

94 © Expr ess Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 95

 Story Time

Here is my !

I like ! Yum!

The has a !
The has a !

Fly the !

Can you
see the ?

Oh, look! The is

on the !

96 © Expr ess Publishing PHOTOCOPIABLE © Express Publishing PHOTOCOPIABLE 97