ELTDP Teacher Resource Book Absolute

Transcription

Introduction
Welcome to the first ELTDP Resource Book!
Since 2011 teachers working on the English Language Teacher Development Project have been
creating and developing quality resources for teaching and learning. This book is a collection of some
of the teaching ideas, classroom resources and engaging activities that have been successfully used
in classrooms across East Malaysia to teach English. Some of the ideas are original, while others have
been adapted by teachers from other activities. We hope that you will enjoy, share, adapt and be
inspired by the ideas and resources in this book and that your pupils will enjoy using them in class.
Amazing Activities – Versatile and reusable resources that can be adapted and used for a number of
different lessons and in teaching different skills.
Fantastic Phonics – For practising all of the phonics skills, including recognising and articulating
individual phonemes; blending phonemes for reading simple words; and segmenting phonemes to
improve spelling.
Great Games – Games for pairs, small groups or the whole class to help practice and improve
grammar and vocabulary.
Wonderful Worksheets – Ready to use for individual and pair work.
Printable Pages – Word cards and pictures for topics common in Level 1 classes such as colours,
numbers and animals.
1|ELTDP TEACHER RESOURCE BOOK
Useful websites with resources
Throughout the ELTD Project teachers have used a range of internet resources to help improve the
teaching and learning in their classrooms. Here are some we would like to recommend.
British Council sites:
 ELTDP Videos on YouTube – https://www.youtube.com/user/ELTDPMalaysia/videos
This channel contains many videos created as part of the ELTD Project including workshops,
speeches and other videos from both the 2013 and 2015 Symposiums, Power of Reading videos,
and other project related videos.
 Teaching English – https://www.teachingenglish.org.uk
 Learn English Kids – http://learnenglishkids.britishcouncil.org/en/
 Engaging Malaysian Schools in English - http://www.emse.com.my/
 Schools Online - https://schoolsonline.britishcouncil.org/
Phonics:
 Jolly Phonics resources - http://jollylearning.co.uk/gallery/
 Letters and Sounds - http://www.letters-and-sounds.com/
 Starfall - http://www.starfall.com/
 LINUS 101 – http://linus101.weebly.com/#/ - a site created by teachers in Pitas
Printable classroom resources:
 Twinkl - http://www.twinkl.co.uk/
Printable activities and lesson ideas:
 Demonstration of different flashcard activities - https://www.youtube.com/watch?v=X9KebTgfLJI
 DLTK’s Educational Activities for Kids – http://www.dltk-teach.com/
 Kiz Club – http://www.kizclub.com/
 Enchanted Learning – http://www.enchantedlearning.com/Home.html
 ESLprintables – http://www.eslprintables.com/
Songs and videos:
 Dream English – http://www.dreamenglish.com/
Contents
Introduction .................................................................................................................................................................. 1
Useful websites with resources .................................................................................................................................... 2
AMAZING ACTIVITIES ........................................................................................... 6
Bookshop activity .......................................................................................................................................................... 7
I love my family ............................................................................................................................................................. 9
Family finger puppets ................................................................................................................................................. 11
Conversation posters .................................................................................................................................................. 12
Animal puppets ........................................................................................................................................................... 13
Running comprehension – Jenny the banker ............................................................................................................. 14
Jungle shadows ........................................................................................................................................................... 17
My school .................................................................................................................................................................... 19
What do you like to eat? ............................................................................................................................................. 20
Spelling bags................................................................................................................................................................ 21
Hot potato ................................................................................................................................................................... 22
Memory race ............................................................................................................................................................... 23
Stop, look, listen.......................................................................................................................................................... 24
Find your match .......................................................................................................................................................... 25
Mini books................................................................................................................................................................... 28
Puppet theatre ............................................................................................................................................................ 28
Word slider.................................................................................................................................................................. 31
Senses song activity .................................................................................................................................................... 33
Wonderful collage ....................................................................................................................................................... 33
Growing plants ............................................................................................................................................................ 35
Dolly Doe stick puppets .............................................................................................................................................. 35
Memorable vocabulary: parts of the body ................................................................................................................. 38
Puppet Speak .............................................................................................................................................................. 39
The magic English box ................................................................................................................................................. 42
Classroom items .......................................................................................................................................................... 43
Show the colour word ................................................................................................................................................. 47
Dressing up.................................................................................................................................................................. 47
My happy days ............................................................................................................................................................ 48
From Powerpoint to puppetshow............................................................................................................................... 50
Scrapbook ................................................................................................................................................................... 50
Sounds around us........................................................................................................................................................ 51
Musical jar ................................................................................................................................................................... 52
Individual mini-whiteboards ....................................................................................................................................... 53
FANTASTIC PHONICS .......................................................................................... 55
Picture dominoes ........................................................................................................................................................ 56
Magnetic letters .......................................................................................................................................................... 58
Word snake ................................................................................................................................................................. 60
Match up, write down................................................................................................................................................. 61
Phonics dice (s, a, t, p sounds) .................................................................................................................................... 63
Phonics flip book ......................................................................................................................................................... 66
Joy phonics .................................................................................................................................................................. 68
Musical hoop sounds .................................................................................................................................................. 69
Word wheels ............................................................................................................................................................... 70
Initial sounds ............................................................................................................................................................... 73
Egg box spelling ........................................................................................................................................................... 75
Spelling guitar ............................................................................................................................................................. 76
Musical phonics (‘igh’ & ‘oa’) ...................................................................................................................................... 77
Alphabet roulette ........................................................................................................................................................ 78
Word wheels ............................................................................................................................................................... 79
GREAT GAMES ................................................................................................. 80
‘Wh’ questions board game ........................................................................................................................................ 81
Acting out game .......................................................................................................................................................... 83
Mini dinosaur learning cards ...................................................................................................................................... 85
First letter owls ........................................................................................................................................................... 87
Simon says................................................................................................................................................................... 90
My clothes game ......................................................................................................................................................... 90
Please answer me ....................................................................................................................................................... 91
Top shoes! ................................................................................................................................................................... 95
Smart sneaky snake game ........................................................................................................................................... 97
Greetings and requests ............................................................................................................................................... 97
Giant ‘Move Your Body’ board game........................................................................................................................ 101
Matching board game ............................................................................................................................................... 103
Step on numbers ....................................................................................................................................................... 104
I see, I say .................................................................................................................................................................. 105
Flashcard finish ......................................................................................................................................................... 107
Action verb cue cards................................................................................................................................................ 108
Pass the pot............................................................................................................................................................... 109
Yummy and yuk! ....................................................................................................................................................... 109
WONDERFUL WORKSHEETS............................................................................... 111
Picture crossword ..................................................................................................................................................... 112
Send a message to a friend ....................................................................................................................................... 114
Animals...................................................................................................................................................................... 116
Food and drink: categories ....................................................................................................................................... 118
A garden of friendship .............................................................................................................................................. 120
Super-giant vocabulary and spelling ......................................................................................................................... 122
Indoor/outdoor activities .......................................................................................................................................... 126
Kuching or cat?.......................................................................................................................................................... 128
Occupations .............................................................................................................................................................. 130
What is …? ................................................................................................................................................................. 132
Shapes and parts of the body ................................................................................................................................... 132
The senses ................................................................................................................................................................. 135
Where is my home? .................................................................................................................................................. 137
Yummy, yummy! ....................................................................................................................................................... 139
Solve and talk ............................................................................................................................................................ 141
My diary: KSSR Year 1 ............................................................................................................................................... 145
Colourful toys ............................................................................................................................................................ 147
Transport survey ....................................................................................................................................................... 149
PRINTABLE PAGES ........................................................................................... 151
Colour flashcards....................................................................................................................................................... 152
Animal flashcards ...................................................................................................................................................... 153
Clothes flashcards ..................................................................................................................................................... 154
Hobby flashcards....................................................................................................................................................... 155
Occupations flashcards ............................................................................................................................................. 156
Actions flashcards ..................................................................................................................................................... 157
Family flashcards ....................................................................................................................................................... 158
Transport flashcards ................................................................................................................................................. 159
Classroom instructions.............................................................................................................................................. 160
Clocks ........................................................................................................................................................................ 161
FANTASTIC PHONICS
55 | E L T D P T E A C H E R R E S O U R C E B O O K
FANTASTIC PHONICS
Picture dominoes
Siti Norafizan Omar, SK TG Batu Keramat, Tawau, Sabah
Objective(s):
By the end of the activity pupils will
be able to:
 identify vocabulary by picture
 spell new words
Target Language:
Short words to practice individual
phoneme sounds
Time Needed:
Preparation: 15 minutes
In class: 20 minutes
Level:
Year 1
Language Focus:
Reading
Speaking
Listening
Activity Use:
Practice
Production
Review
Pupil Task:
Group Work
Whole Class
Materials:
Copy of picture dominoes for each group, manila card to mount/copy
dominoes onto for durability (optional)
Procedure:
Before class:
1. Make a copy of the picture dominoes worksheets on paper or manila
card for each small group of 3 - 4 pupils.
2. Cut into 12 dominoes.
In class
1. Arrange the class in small groups.
2. Demonstrate the activity using one group as an example. Shuffle the
dominoes and divide them between the pupils. Turn the last domino
face up and place it in the middle of the table.
3. The first pupil tries to match one of their dominoes to that on the
table e.g. they match a picture to the word or a word to the picture.
The pupil spells aloud the word they are trying to match.
4. If the picture or word did not match, the pupil misses turn and the
game moves on to the next pupil.
5. The first person to play all his/her dominoes is the winner. The others
continue playing while the winner supervises them. When all
dominoes have been played, they should form a closed circuit. If
pupils do not have a closed circuit at the end of the game, they
should look for the mistake.
Follow Up:
In pairs pupils can play snap with their domino cards.
Construct silly sentences: With guidance, in pairs or individually, the pupils
are given a domino card and must make a sentence with the words for
example: The pen is in the sack; the dog mops the floor; the cat eats the
sock; etc.
Matching Pelmanism: Pupils in groups cut up the cards so there are words
and pictures. Place all the card face down and pupils take turns to turn two
cards over. If they match they keep them, if not, they put them back in the
same place and remember its location for the next turn.
Variations:
At step 3 pupils sound out the words instead of spelling them.
For stronger pupils, at step 3 they say a word that sounds like the word, for
example, pen - hen, bed – head, etc.
FANTASTIC PHONICS
kid
KID
dog
DOG
pot
POT
bed
BED
pen
PEN
sock
SOCK
top
TOP
mop
MOP
tag
TAG
mug
MUG
sack
SACK
cat
CAT
FANTASTIC PHONICS
Magnetic letters
Lee Bing Fung, SJK(C) Che Hwa Kelombong, Kota Kinabalu, Sabah
Objective(s):
be able to:
 blend selected CVC words
 form selected CVC words
Target Language:
CVC decodable words
Time Needed:
Preparation: 120 minutes to
prepare the materials
Level:
Years 1 and 2
Language Focus:
Reading
Activity Use:
Review
Assessment
Practice
Pupil Task:
Whole Class
Individual
Teaching Tips:
Materials:
A set of magnetic letters.
Procedure:
Before class:
1. Buy several round magnetic dusters (or use standard rectangular
ones and cut them in half to make squares).
2. If starting with ten magnets, make i, o, b, d, c, n, s, a, m, and t. You can
make many 3 letter words using these letters.
3. Print the letters of the alphabet found on the sheet attached.
4. Print the shapes of the dusters. You can print vowels and consonants
using different colour paper.
5. Stick the letters on the colour paper.
6. Laminate the letters and stick them onto the dusters. Your set is
ready.
In class:
1. Review selected vocabulary pupils have learnt using pictures.
2. Demonstrate how to sound out letters to make words and choose the
correct magnetic letters to make the words.
3. Select pupils to come to the board and try to pick the correct
magnetic letters to make words according to the pictures.
Follow Up:
Show pictures and ask the pupils to write as many words as they can in the
table; see the worksheet attached.
Variations:
Group Activity: Prepare more sets of dusters or alternatively use small
magnetic letters and small whiteboards. Give each group a set of letters and
a whiteboard. A) Say a word and ask pupils to make the words using the
magnetic letters provided. B) Place all the magnetic letters on the
whiteboard and ask pupils to form as many words using the letters as they
can.
Make sure that the pupils
know all 10 sounds of the
letters before you conduct
the activity.
FANTASTIC PHONICS
Use the following letters (a, i, o, n, m, t, c, b, s, p) to make as many words as you can.
Name: ___________________________
Class: ______________
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Name: ___________________________
Class: ______________
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Name: ___________________________
Class: ______________
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FANTASTIC PHONICS
Word snake
Being Anak Misek, St David Bumbok, Padawan, Sarawak

Objective(s):
Materials:
be able to:
 segment (sound out) words
Procedure:
Target Language:
CVC words (phonics)
Time Needed:
Level:
Year 1
Language Focus:
Reading
Writing
Activity Use:
Word Snake (with gap-fill words)
Before class:
Prepare and photocopy enough Word Snakes for all pupils.
In class:
1. First, review the picture cards and ensure the pupils know the words
for each object. Sound out each word.
2. Draw a large blank snake on the board and demonstrate the activity
with the whole class so they know how to complete their own Word
Snake. In the first section of the snake put up a picture and ask the
class to segment the word (e.g. mop = /m/, /ɒ/, /p/). Ask the class to
identify the last sound of the word ‘mop’ (/p/) and find a picture that
starts with the same sound e.g. pan. Have the class sound out the
new word ‘pan’ and put the picture in the second section. Repeat this
process until all 6 sections of the snake have pictures in them where
the first sound of the next word is the last sound of the last word.
3. Repeat this activity with the whole class but instead of using the
pictures to put in each section ask pupils to come up to write in the
word form.
4. Now give each pupil a copy of the Word Snake and ask them to
complete the missing gaps to sound out the words.
Practice
Follow Up:
Pupil Task:
Whole Class
Individual
Pair Work
Teaching Tips:
The main focus is on the
words starting with the last
sound of the last word, this
means the teacher has to
think carefully about the
words they are going to
include on the Word Snake.
Pupils can draw in pictures for each word in order to create a simple
dictionary/reference tool.
Pupils can swap their Word Snake with a friend and the class check the
answers with the teacher eliciting the words and how to sound them out
(segment) from the pupils.
Variations:
Topic vocabulary (animals, classroom objects, etc.) can also be used
although this is likely to move the focus to spelling and not phonics.
Word snake worksheets can also include picture clues for weaker pupils.
The snake can also be changed to a caterpillar, worm, bus or train.
Pupils can draw their
own snake outline if
photocopying is not
available.
FANTASTIC PHONICS
Match up, write down
Nur Amalinah Sanari, SK Andrassy, Tawau, Sabah
Objective(s):
be able to:
 blend the phonemes into
recognisable words
Target Language:
Objects with /Λ/ (‘u’) sounds - sun,
bug, bun, cup, duck, mug, nut, rug
Time Needed:
Level:
Year 1
Language Focus:
Reading
Listening
Speaking
Activity Use:
Practice
Pupil Task:
Group Work
Teaching Tips:
This activity can be used
with a variety of sounds.
The pupils really love to
make puzzles and
vocabulary books.
Materials:
One enlarged set of the puzzles, one book of /Λ/ sounds for each group,
scissors
Procedure:
Before class:
1. Copy and enlarge all the puzzle sets and cut them into pieces.
2. To make the word book: cut out the box from the paper, then fold
the paper into 8 boxes matching the lines on the diagram. Unfold
the paper, and cut along the dotted lines. Fold the entire paper in
half horizontally with the cut in the middle. Hold the two smaller
ends of the paper and push them together so two additional pages
form. Finally, fold either side of the paper to complete the four
page book. Make one book for each group.
In class:
1.
2.
3.
4.
Revise the vocabulary of /Λ/ sounds by using flashcards.
Divide pupils into 6-7 groups.
Put each set of puzzles on a table.
Give instructions:
a. Every group will get an empty book of /Λ/ sounds.
b. Every group will go to a respective table.
c. When the teacher says go, every group will be given 2
minutes to make the puzzle pieces into a picture of an
object.
d. The pupils write the name of the object in their book and
separate the pieces again before they move to the next
station.
e. After the teacher says change, every group will move to
the next puzzle (station) and repeat steps c and d until they
have been to all the stations.
5. Pupils sit in their groups.
6. Show the class each picture one by one and the pupils say the
sounds of the words and blend them together.
7. Award points to the group with the correct spelling and correct
pronunciation of the phonemes. A reward can be given to the
winning group.
Follow Up:
Pupils can write a simple sentence in their books for each word, e.g. This is
a mug.
Variations:
The puzzle can be the words, for example - sun, rug- and the pupils have to
find/draw the picture of the word.
FANTASTIC PHONICS
FANTASTIC PHONICS
Phonics dice (s, a, t, p sounds)
Aslinda Binti Ali, Krishnaveni A/P Achebabu A Linah Binti Chong Vui Fah, SK Ladang Lumadan, Beaufort, Sabah
Objective(s):
be able to:
 identify the sounds of s, a, t, p
and categorise words correctly
Target Language:
Words beginning with the sounds:
s, a, t, p
Time Needed:
Level:
Year 1
Language Focus:
Listening
Reading
Writing
Activity Use:
Practice
Review
Assessment
Pupil Task:
Individual
Group Work
Whole Class
Materials:
Phonics song or any song you normally use, 4 dice, sound cards (letters), two
worksheets
Procedure:
Before class:
1. Make 4 dice, one for each sound (s,a,t,p), on one face write the letter
and on the remaining five face write the vocabulary you want the
pupils to practise.
2. Make one copy of each of the worksheets per pupil.
In class:
3. The class sings the chosen phonics song together with actions.
4. Put large sound cards for s, a, t, p on the floor and ask a boy and girl
to come to the front.
5. The teacher gives the sounds and the pupils jump to corresponding
sound card on the floor.
6. Show the four dice and elicit the words in the pictures from the
pupils.
7. Give instructions:
a. Pupils work in four groups.
b. Each group gets one dice.
c. Each member of the group gets a worksheet.
d. Pupils copy words from the dice onto their worksheets. Every
member of the group must fill in their own worksheet.
e. When all groups are ready they rotate and copy words from
another dice.
f. Repeat until all groups have copied the words from all dice.
8. When finished, check with whole class. Ask volunteers to read out
their words.
9. Give instructions to the next activity (matching pictures with words –
picture worksheet). Pupils do the activity individually. Check with
whole class.
Follow Up:
Teaching Tips:
In a Language Arts lesson,
you can ask the pupils to
make their own dice by
providing dice templates
and pictures. Ask the
pupils to save the cartons
from fruit juice and use the
bottom part to make their
own dice.
In each group, pupils take turns to roll the dice and say the words. Members
of the groups decide if it is correct. If yes, the pupil gets a point.
Variations:
For step 3 the teacher can first ask the pupils questions like “What letter is
this?”, “What is the sound?”, and “What is the action?” (as in the phonics song
already taught) before the pupils jump to the corresponding sounds.
Example:
FANTASTIC PHONICS
Write the words according to the same beginning sound
s
a
t
p
s
a
t
p
s
a
t
p
FANTASTIC PHONICS
Name:
Class:
Match the pictures with the correct words
top
peg
tank
snake
axe
sock
FANTASTIC PHONICS
Phonics flip book
Suzihi Bt Chua Ah Tin, SK Inanam Dua, Kota Kinabalu, Sabah
Objective(s):
be able to:
 identify pictures
 segment phonemes to spell
simple words
 blend phonemes to read simple
words
Target Language:
Varies – depends on chosen words
Time Needed:
Level:
Years 1, 2 and 3
Language Focus:
Listening
Reading
Language Arts
Activity Use:
Presentation
Practice
Pupil Task:
Whole Class
Pair Work
Teaching Tips:
Pupils can take the flip
book home. Parents can
assist their children at
home.
Materials:
For each book:
 1 Manila Card (cut to A4 size)
 6-8 pieces of A4 paper (white or coloured paper)
 Pictures of words the pupils have learned
 Wordlist of three letter words the pupils have learned
 Coloured pencils, scissors, stapler
Procedure:
Before class:
1. Collect and prepare all the materials necessary, pupils may have their
own scissors, glue and coloured pencils.
In class:
How to make the flip book
1. Fold the manila card and A4 papers in half (crosswise)
2. Put the A4 papers inside the manila card. The manila card acts as the
cover.
3. Staple it.
4. Divide the A4 papers equally in 4 parts;
a. the first part is for the pictures,
b. the second and fourth parts are for consonants,
c. the third part is for vowels.
5. Colour all the pictures then cut them to size and paste them into the
flip book.
6. Write letters on the 2nd, 3rd and 4th flaps to spell the pictures.
7. Paste or draw a picture on the front cover of the book.
8. Paste the wordlist at the back of the book.
How to use the flip book
1. Pupils find a picture and spell the word using the letters.
2. Pupils blend the letters to read the word.
3. Repeat the steps 1 and 2 for different words.
4. Pupils can refer to the wordlist for guidance or to check their
answers.
Follow Up:
In pairs/group pupils can play a word game by asking each other to sound
out words.
Variations:
The pictures/wordlist can be change according to pupils’ levels.
Encourage peer learning
with a weaker and a
stronger pupil working
together.
FANTASTIC PHONICS
Word list for Year One
Sun
Bag
Bat
Six
Rat
Ant
Sit
Man
Cat
Ten
Tip
Pet
Tin
Pen
Top
Cup
Pot
Pin
Bin
Sat
Fan
Can
Dog
Red
Bed
Big
Cot
Hot
Box
Sock
Cap
Cut
Kid
Duck
Tick
Kick
Bun
Hut
Bug
Hug
Fun
Hat
Fin
Leg
Jet
Jam
Van
Wet
Fox
Yes
Zip
Sack
Ink
Nap
Tap
Pan
Mop
Mat
Tag
Map
My Flip Book
FANTASTIC PHONICS
Joy phonics
Laurence Jau, SK Pualu Melayu, Miri, Sarawak
Objective(s):
be able to:
 produce the sounds of the
letters
 blend the sounds
Target Language:
Phonemes taught in Year 1
Time Needed:
Level:
Year 1
Language Focus:
Reading
Speaking
Listening
Activity Use:
Review
Presentation
Production
Assessment
Pupil Task:
Whole Class
Group Work
Materials:
Alphabet cards or word cards
Procedure:
Before class:
1. Prepare/ find a set of alphabet cards and memorise the actions
linked to each sound
In class:
1. The teacher introduces a rhythm by snapping fingers and clapping
hands. Once the pupils get used to the rhythm, the teacher adds the
A-Z sounds using the corresponding sound action.
2. The teacher selects some of the alphabet cards and puts them on the
floor, using the sounds that he/she would like to focus on e.g. m, n, p,
t.
The teacher does the corresponding actions and pupils guess the
letter cards.
Then pupils sing the song below together with the teacher.
1, 2, 3 and 4 and back to 3 and 4
And m, m, (Clap, clap, clap)
1, 2, 3 and 4 and back to 3 and 4
And n, n (clap, clap, clap)
3. Pupils sit in groups. One pupil sings with actions, the rest of the pupils
in the group need to guess the letter and pick the card as quickly as
possible. Then the next pupil sings and so on.
Follow Up:
The teacher can use actions and encourage the pupils to do blending and
segmenting of words (See KSSR Teacher’s Guide for actions). The teacher
needs to put word cards on the floor, so that the pupils can pick the
corresponding word.
Teaching Tips:
The teacher needs to use
the same actions every
time; consistency is
important.
FANTASTIC PHONICS
Musical hoop sounds
Ling Siaw Chin, SJK Chung Hua Buntal, Sarawak
Objective(s):
be able to:
 recognise and produce the
sounds
Target Language:
Depends on chosen phonemes
Time Needed:
Level:
Years 1 and 2
Language Focus:
Listening
Speaking
Activity Use:
Review
Practice
Materials:
4 wooden or plastic hoops, letter cards, music
Procedure:
Before class:
1. Prepare the letter cards and hoops
In class:
1. Make space in the class (move tables and chairs to the side) and put
the hoops on the floor.
2. Put one letter card in each hoop.
3. Get the class to make a big circle around the hoops.
4. Choose 5 pupils to make a smaller inner circle around the hoops.
5. Start the music. The smaller circle walks round the hoops while the
pupils in the outer circle sing along and clap to the music.
6. When the music stops, the smaller group stops walking. The teacher
says one of the four sounds and the pupils in the smaller group must
step inside the hoop with the correct letter card and say the sound of
the letter.
7. The teacher asks the whole class if it is correct.
8. Next the teacher chooses 5 new pupils and repeats the game.
9. Repeat steps 5 – 8 until all of the pupils have had a chance to be in
the inner circle.
Follow Up:
Pupil Task:
Whole Class
The teacher can say the sound and the pupils write the letters for each
sound.
Variations:
Teaching Tips:
Use uplifting music they
already know the words to
in order to add excitement
and motivation.
It is possible to add a competitive element and record the winner’s scores by
dividing the class into 4 teams.
Instead of saying a letter sound the teacher says a word and the pupils
identify the initial sound of the word.
FANTASTIC PHONICS
Word wheels
Syed Abdul Rahman, SK Kampung Jawa, Tawau, Siti Khalijah Binti Mohd Azan and
Mohammad Jerry Abdullah, SK Kampung Melayu, Samarahan, Sarawak
Objective(s):
be able to:
 segment words into phonemes
correctly
 blend phonemes into words
correctly
Target Language:
Words from word lists in text books
Time Needed:
Level:
Year 1
Language Focus:
Listening
Speaking
Reading
Activity Use:
Practice
Pupil Task:
Pair Work
Group Work
Teaching Tips:
This is a fun activity that
lower level pupils will really
enjoy.
You can re-use the wheels
throughout the year with
new words as you cover
them.
Materials:
One set of papers per pair/group, scissors, a laminating machine and films, a
stapler and some push pins.
One set of word wheels per group/pair, a word list from the text book.
Procedure:
Before class:
1. Make the wheels according to the picture:
a. Copy one set of activity papers for each pair/group.
b. Laminate the papers.
c. Use scissors to cut out the wheels and the window bars.
d. Make a hole in the centre of each wheel.
e. Cut out the window of the window bar with the rectangle.
f. Make holes in each window bar.
g. Put the wheels together from the smallest on top to the biggest at
the bottom.
h. Put the window bar with the window on top.
i. Put the window bar without the window on the bottom so both
window bars encase the wheels.
j. Secure the wheels and window bars with a push pin through the
holes.
k. Finally, staple the square ends of the window bars together to
complete the word wheel. Select a word list from the text book.
In class:
1. Revise the words from the word list with the pupils.
2. Show the pupils the word wheel.
3. Show that the large wheel has the initial sounds, the middle wheel
has the medial sounds, and the small wheel has the final
phonemes.
4. Make a diagram of the word wheel on the board and show the
pupils how to turn the wheel and demonstrate.
5. Show the pupils the desired word list.
6. Put the pupils into pairs/groups and give them the wheels and
word lists.
7. One pupil looks at the word list and says a word (without showing
it to their partner) while the other pupil(s) turns the wheels of the
word wheel to make the word.
8. When finished with half of the word list, pupils change roles and
complete the list.
Follow Up:
You can also use this activity to blend the words. In this activity, the first pupil
only reads the initial, medial, and final phoneme of each word. The other pupil
must find the phonemes and blend them together to make the complete
word.
Variations:
Give the wheels to each pair and have them make lists of as many correct
words as they can. For each correct word, they get one point. For each
incorrect word, they lose one point. Add up the points at the end for each
pair.
FANTASTIC PHONICS
Window
Bars
FANTASTIC PHONICS
Word Wheel:
An example of a completed
word wheel.
FANTASTIC PHONICS
Initial sounds
Hilary Nicasius, SK Pekan, Sipitang, Sabah
Objective(s):
be able to:
 identify initial sounds
Materials:
Picture flashcards and word cards (with first letter removed)
Procedure:
Words with letters - s, a, t, p, m, n
Before class:
1. Prepare pictures and matching word cards with the first letter of the
key words removed.
Time Needed:
In class:
Target Language:
Level:
Year 1
Language Focus:
Listening
Writing
Activity Use:
Presentation
Practice
Pupil Task:
Whole Class
Individual
1. Review the sounds s, a, t, p, m, n.
2. Review the key words: ant, apple, axe, tin, tap, top, pin, pat, pen,
sun, sat, saw, mat, map, mop, net, nap, and nest.
3. Put the cards with the first letter removed on the whiteboard.
4. As a demonstration the teacher says the word and the pupils find
the picture and fill in the blanks with correct letters.
5. Pupils do the simple worksheet and then they check their
answers with a partner.
Follow Up:
Pupils can cut, paste and label pictures in a mini book as their personal
picture dictionary.
Variations:
The teacher can put the letters on the white board and pupils say the words
containing the sounds.
Pupils can categorise the words according to the initial sound.
The teacher can write the letters on a card and put them on the table.
Teacher says the words and pupils tap the card.
Teaching Tips:
Practice the key words first
before proceeding to the
activity.
Make sure pupils write the
letters correctly. If pupils
write the letters
incorrectly, address the
mistakes at Step 4.
FANTASTIC PHONICS
s
a
t
p
2
1
_un
_ap
_aw
_in
_op
_xe
9
_nt
11
10
_en
6
8
7
n
3
5
4
m
_in
12
0
_at
13
_at
14
_ap
15
_ap
17
16
_pple
_at
18
0
_et
_op
_est
FANTASTIC PHONICS
Egg box spelling
Sitinah Malik, SK Rangalau Baru, Tuaran, Sabah
Objective(s):
be able to:
 spell short words or create
sentences for stronger pupils
Target Language:
Any relevant vocabulary
Time Needed:
Preparation: up to 30 minutes
Level:
Years 1, 2 and 3
Language Focus:
Writing
Language Arts
Activity Use:
Practice
Pupil Task:
Individual
Pair Work
Group Work
Materials:
Egg boxes, plastic bottle tops and coloured pencils/crayons/paints
Procedure:
Before class:
This is a simple recycled resource that can be used again and again in class.
1. First, collect some old cardboard egg boxes, the big ones are best.
This will become the ‘board’ and you, or your pupils can decorate the
board.
2. Then, with all the plastic bottle tops you have, write individual letters
on each top just as you would find on scrabble tiles. Now you are
ready to go!
In class:
1. Introduce new vocabulary items, or review previously covered words.
Inform the class that they will work individually/in pairs/in groups to
try and create as many of the words as they can remember but each
word must use at least one letter of an existing word on the board.
2. Hand out the boards and bottle top letters, and allow pupils to work
to create as many words as possible. Use a point system, 1 point per
letter or word. That way a bonus point can be given after the group
achieves, say, 10 words. Give a time limit, varying by level, but usually
between 5 and 10 minutes.
3. At the end of the time, allow pupils to check each other’s words and
allow approximately 5 minutes for peer feedback and correction.
4. Proceed with whole class feedback, showing examples of good and
incorrect words and elicit group feedback, positive or otherwise.
Follow Up:
Pupils could be asked to draw pictures of the words they have on their
boards. Stronger pupils could create sentences or even stories using those
words.
Teaching Tips:
To reduce preparation
time, pupils can design and
colour the boards and
bottle top letters/words as
part of a Language Arts
lesson. You can even ask
pupils to bring in from
home the egg boxes and
bottle tops. You can also
have a collection point at
school to leave bottle tops.
Variations:
This is a versatile spelling practice resource that can be focused on any area
of vocabulary you wish, from simple 3 letter words using the sounds s, a, t, p,
i, n or the same beginning, middle or end sound for Year 1, to sentence
construction and grammatical forms.
FANTASTIC PHONICS
Spelling guitar
Nadzirah Damit, SK Bungalio, Tuaran, Sabah
Objective(s):
be able to:
 write words and/or sentences
with correct spelling and
structure
Target Language:
As required
Time Needed:
Level:
Years 1, 2 and 3
Language Focus:
Writing
Grammar
Activity Use:
Practice
Pupil Task:
Individual
Pair Work
Materials:
Shoe box lid, string, plastic bottle tops, and coloured paper to decorate
Procedure:
Before class:
1. Cover the shoebox lid with coloured paper, or paint it, and proceed
to thread strings from one side to the other. It can be done the short
way for younger pupils (good for spelling short words) or the long
way for older pupils (to spell longer words or construct sentences).
2. Bottle tops are used as letter counters or word counters. Bottle tops
need to be cut from bottom to top, horizontally, so they can be easily
attached and detached from the strings.
In class:
1. Allow individuals or pairs to practise spelling or simple sentence
construction by stringing relevant letter or word counters in the
required order.
2. Pupils can present words/sentences to other groups or the whole
class and feedback can be given by their peers.
Follow Up:
Using the words made ask pupils to create pictures and/or word flashcards
for reading corners/class displays.
Words/sentences can be used within comics or stories and presented to
peers.
Variations:
This is a great resource, using recycled materials, which can be used in-class
or made and used at home to consolidate vocabulary or grammar
knowledge. Every family could make this resource at home using recycled
materials and use it for fun spelling and word order practice!
Teaching Tips:
This resource needs a bit
of work to create, and
plenty of things need to be
collected. Ask the school
community to save shoe
boxes, bottle tops and
string in a recycling box to
help you get everything
you need.
FANTASTIC PHONICS
Musical phonics (‘igh’ & ‘oa’)
Stella ak Jocelyn Beduru, SK St. Christopher, Debak, Sarawak
Objective(s):
be able to:
 sound the phonemes correctly
 blend the phonemes ‘igh’ or ‘oa’
with other sounds to form words
 match the word cards with the
pictures
Target Language:
Phonemes ‘igh’ & ‘oa’
Time Needed:
Level:
Year 2
Language Focus:
Listening
Speaking
Activity Use:
Presentation
Practice
Pupil Task:
Whole Class
Teaching Tips:
Pupils can choose any
phoneme they like whether
‘igh’ or ‘oa’. They write it on
a small piece of paper and
clip it on their uniform for
them to remember. The
next day, each of them will
sound the phoneme.
Materials:
Picture flashcards, word cards, ‘igh’ and ‘oa’ cards, music and worksheets
Procedure:
Before class:
1. Photocopy the worksheets for pupils to do in pairs.
In class:
1. The teacher shows the cards for the sounds ‘igh’ and ‘oa’ and
demonstrates the sound for each.
2. The teacher reviews the vocabulary (with picture flashcards) and
then shows the sound cards and blends the words, encouraging the
pupils to take over the blending when they are confident.
a. th/igh
b. t/igh/t
c. n/igh/t
d. s/igh
e. l/igh/t
f. g/oa/t
g. r/oa/d
h. f/oa/m
3. The teacher asks the pupils to make a circle and gives one, or more,
word cards to a pupil.
4. The teacher plays the music and asks the pupils to pass the word
card around the circle until the music stops.
5. When the music stops, the pupil holding the word card must blend
the word aloud.
6. The activity continues until as many pupils as possible have had a
turn.
7. The teacher hands out the worksheets and sound cards to pupils and
asks pupils to work in pairs. Pupils join the sound cards to make
words.
Variations:
For step 6: Picture flashcards are put on the floor in the centre of the circle
and the pupils have to choose the correct one to match the word.
FANTASTIC PHONICS
Alphabet roulette
Anizah binti Latif, Salina Maharan and Azzura binti Kamarudin, SK Matu Baru, Kuching, Sarawak
Objective(s):
be able to:
 identify and produce sounds of
letters
 correctly identify words with a
given phoneme
Target Language:
Varies – depends on chosen
phonemes
Time Needed:
In class: 20-30 minutes
Level:
Years 1 and 2
Language Focus:
Listening
Speaking
Activity Use:
Review
Practice
Production
Assessment
Pupil Task:
Group Work
Teaching Tips:
Materials:
Egg carton, letter cards, ping-pong ball
Procedure:
Before class:
1. Collect enough egg cartons for the number of groups.
2. Prepare alphabet letter cards. There are 30 spaces in the egg carton
so you can also add ‘ck’ ‘sh’, ‘ch’ and ‘ng’ phonemes to fill the box.
3. Put one letter card into the empty egg carton.
In class:
1. Review the sounds for the letters in the egg carton.
2. Demonstrate how to play the game.
a. Throw the ping-pong ball in the egg carton.
b. Say a word that contains the letter the ball lands in e.g. ‘p’ – pan,
‘sh’ – fish
3. Put the pupils in small groups and divide the group into two teams.
4. Give each group an egg carton with letters inside and a ping-pong
ball.
5. Pupils play the game, taking turns to throw the ping pong ball and
say a word. Their team gets one point for each correct word.
Follow Up:
Teacher says a phoneme and in groups pupils try to think of as many words
as they can with that sound.
Variations:
When using with stronger classes pupils can form sentences with the letters
they land on, for example, if they land on ‘a’, ‘t’ and ‘b’ they can say ‘Ali
bought a turtle.’
Picture cards can be used in place of letters and pupils name the picture
they land on.
You can also use 5 cent
coins instead of ping pong
balls as they are easier to
throw in the egg box.
FANTASTIC PHONICS
Word wheels
Nadzirah Damit, SK Bungalio, Tuaran, Sabah
Objective(s):
be able to:
 segment simple words
 match words to pictures
Target Language:
CVC words and basic vocabulary
Time Needed:
Level:
Years 1 and 2
Language Focus:
Writing
Activity Use:
Practice
Assessment
Pupil Task:
Individual
Pair Work
Teaching Tips:
The more colourful the
better! Younger pupils
will really respond to
the picture-word/phonic
word wheels. 
Materials:
Cardboard tube – 1 per pair (kitchen/bathroom tissue, potato chips, inner
from cling film, etc.), coloured paper, glue, scissors, picture flashcards
Procedure:
Before class:
1. To create a word wheel, cover any tube with coloured paper, follow
up with thinner strips of paper attached around the tube (but still
moving fairly freely). These strips of paper can have pictures or
letters written/glued to them to use as a spelling or basic phonics
tool.
In class:
1. To review phonics give each pupil/pair a word wheel to practice
forming the topic words.
2. Show the class a picture. In their pairs the pupils say the word and
then sound it out to come up with the correct spelling on their word
wheel.
3. Or the teacher can say the word and the pupils sound it out and form
the word on their wheel. The pupils then draw simple pictures or
identify picture flashcards on the board to demonstrate
understanding.
4. Allow class feedback and link into other skills work e.g. all the words
come from a story the teacher will now tell the class.
Follow Up:
Review spelling or segmenting words at the beginning of each class using
the word wheel for a fun introductory exercise.
Word wheels can be used as a ‘low pressure’ assessment tool to check your
pupils’ grasp of phonics and spelling - notice how word wheels assess the
same thing as the first few constructs do in a LINUS screening formal test.
Variations:
Allow pupils to play with the word wheels to try and come up with as many
words as they can.
Higher levels can use the same resource but for grammar/word
order/sentence construction activities (just replace letters with words on
your rotating wheels).
Add more strips of paper to your wheels to allow for spelling of longer words
(multi-syllable) or compound/complex sentences.
Use your word wheels for pupils to match words with pictures.
We would like to say a big thank you to all of you for your contributions, enthusiasm and hard work in
making the ELTDP Resource Book happen. We hope that you will use it, enjoy it and share it with your
colleagues and be inspired by everyone’s creativity.
With thanks from the Resource Book Committee:
Ann, Anna, Brenna, Chriss, Fiona, Helen, Kieta, Kyle, Nick, Penny, Stefani and Yik.
Special thanks to Hernita Balanga from SK Tagaroh, Kota Marudu, Sabah, for this wonderful illustration
of us!

ELTDP Teacher Resource Book Absolute

Transcription

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