ai [] Focus:

Listening and Speaking 1.1.2 {SK & SJK} By the end of the lesson, pupils should be able to: i. associate the grapheme ai to the phoneme e! " and ii. pronounce #ords #ith e! correctly.

Learning Standard(s): Objective(s):

Time: Teaching id(s):

$% &% minutes pictures, chant chart 'ultiple !ntelligences ( )erbal Linguistic

!ross !urricu"ar #"ement(s):

Set $nduction: a. Sho# pupils the action for the phoneme e! . *ands on the #aist and say ei as if in anger. b. +emonstrate ho# to sound it out: ,hen you make the sound e! , your mouth is open #ide and then mo-es closer. c. .upils imitate teacher. d. .upils articulate the phoneme #ith the action. e. .upils say e! is for ai. Ste% &: a. Sho# pupils pictures of a snail and a pail. /0ppendi1 12 b. Say aloud the #ords snail and pail. c. .upils repeat. d. .rompt pupils to identify the phoneme e! in the #ords. e. .upils repeat the t#o #ords, recognising the middle e ! sound.

0sk pupils to obser-e you. +o it a fe# times to different groups.

'! ( )erbal Linguistic

Ste% ': a. Say the alphabets represented by each picture aloud. .upils repeat./s.n,l,p2 b. Say the sound of each alphabet #ith action. c. .upils blend the #ords #ith guidance. d. 3ell pupils to di-ide the bo1 into segments at the bottom of each picture according to the number of phonemes identified. Segment the bo1.

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ai [] e. 4nsure that pupils identify the phoneme e! in all the #ords. snail, mail, pail, train Ste% (: a. +istribute pictures. b. +iscuss the pictures. c. 5ead the chant 'aisy the Snail. /0ppendi1 22 d. +iscuss the chant #ith the picture as a guide. e. 3eacher reads the chant again #hile pupils listen and arrange the pictures in the correct order on their desks. !onso"idation: a. Say the focus #ords aloud. b. .upils repeat.

0lternati-ely: 3eacher may -ary by asking pupils to paste the pictures on the board.

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ai [] 0..46+!7 1

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ai []

'aisy is a snail. 'aisy has a pail. 'aisy deli-ers mails. 'aisy puts the mails in her pail, in her pail. 'aisy is late. 8or the train. 8or the train. 'aisy says, ,ait9 ,ait9 ,ait9 3he train #aits. 'aisy gets on the train, to deli-er her mails.

))#*+$, '

256

ai []

0..46+!7 $

257

ai []

Focus: Learning Standard(s): Objective(s):

5eading 2.1.1 /a2 e! , 2.2.1 /a2, 2.$.1 /a2 {SK} - .ear & 2.1.1 /b2 e! , 2.2.1 /a2, 2.$.1 /a2 {SJK} - .ear ' By the end of the lesson, pupils should be able to: i. read and identify #ords #ith the phoneme e ! in a

iii. read a simple te1t #ith guidance.

short te1t read" ii. match pictures to the #ords correctly" and

Time: Teaching id(s):

$% &% minutes pictures, #ord cards, chant chart

!ross !urricu"ar #"ement(s):

'ultiple !ntelligences ( )erbal Linguistic

Set $nduction: a. Sho# the action for the phoneme e! .

b. Sho# the grapheme ai. c. .upils articulate the phoneme e! . d. .upils articulate the phoneme again and #rite the grapheme.
Ste% &: a. Sho# the letter cards. /s,n,ai,l2/p,ai,l2 b. Blend the letters. 4mphasi:e on the phoneme e! . c. .upils repeat the #ords t#ice. d. Sho# picture cards. /0ppendi1 $2 e. .upils match pictures to the #ords./0ppendi1;2 f. .upils read the #ords aloud. Ste% ': a. .ut up the chant chart. /0ppendi1 22 b. 5ead the chant aloud 'aisy the Snail. c. .upils repeat. d. .upils paste the correct picture ne1t to the #ord on the chart. Ste% (: a. Shared reading: read 'aisy the Snail #ith pupils. /0ppendi1 22 3eacher #ill read #ords or phrases in b"ac/. .upils #ill read #ords or phrases in b"ue /#ith e! sound2.
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snail, mail, pail, train

'! ( )erbal Linguistic

'aisy is a snail. 'aisy deli-ers mail.

ai []

!onso"idation: a. .upils read the #hole chant of 'aisy the Snail #ith guidance. b. <omplete the e1ercise on page =1 in the pupils module.

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ai []

0..46+!7 ;

snail train

mail pail

Focus:

,riting

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ai [] Learning Standard(s): Objective(s): $.1.1 /a2 > 0ble to #rite in neat legible print: #ords $.1.1 /c2 > 0ble to #rite in neat legible print: simple sentences By the end of the lesson, pupils should be able to: i. #rite ; #ords in neat legible print correctly. ii. #rite ? sentences in neat legible print. $% &% minutes id(s): picture cards, #ord cards <onstructi-ism

Time: Teaching !!#

Set $nduction: a. +o the action for phoneme e! and ask pupils to identify the phoneme. b. .upils do the action and articulate the phoneme e! aloud. c. Sho# picture cards and get pupils to identify the pictures. /0ppendi1 $2 d. Sho# the #ord cards and get pupils to read the #ords. /0ppendi1 ;2 Ste% &: a. ,rite the grapheme ai on the board. b. 3eacher and pupils articulate the phoneme /#ith action2. c. 3eacher puts up the picture cards on board. /0ppendi1 &2 d. 3eacher utters and segments /#ith action2 the #ord. e. .upils segment the #ords aloud a fe# times.

s n

ai

Ste% ': Focus 1ords: a. 3eacher di-ides pupils into groups. snail, mail, pail, train, b. 3eacher says a #ord. 41ample: pail tail, pail, rain, #ait c. .upils tap on the desks according to the number of phonemes /sounds2 in the #ord and sound the phonemes. d. @et pupils to say the number of phonemes /sounds2 in the #ord. 41ample: $ phonemes /sounds2 e. 3eacher calls a pupil from each group to #rite the blended phonemes on the board. 'ark a#arded to the correct #ord #ritten. Ste% (: a. <omplete the e1ercise on page =2 in the pupils module. !onso"idation: a. Say the phoneme e! . b. .upils #rite the grapheme ai on the air c. .upils say #ords #ith the phoneme e! aloud.

<onstructi-ism

0nit '&: 1riting

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ai []

,rite the #ords neatly on the lines pro-ided.

snai"

mai"

%ai"

train

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ai [] 0nit '&: 1riting

<opy these sentences neatly. 'aisy is a snail. 'aisy has a pail. 'aisy sends mails. 'aisy puts the mails in her pail. 'aisy takes the train to send mails.

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0..46+!7 $

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ai []

0..46+!7 ;

265

ai []

snail train

mail pail

0..46+!7 &

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ai []

n
267

ai []

Focus: Learning Standard(s): Objective(s):

Language 0rts

;.1.2, ;.$.1 /b2 {SK & SJK}

By the end of the lesson, pupils should be able to: i. ii. iii. recite a Aa:: chant #ith the correct pronunciation, rhythm and intonation" make a snail puppet #ith guidance" and perform the Aa:: chant using the snail puppet.

Time:

$% &% minutes

Teaching

id(s):

lyric chart, snail template, shell template, stra#s, pencil colours, scissors, glue, tape

!ross !urricu"ar #"ement(s):

'ultiple !ntelligences ( )erbal Linguistic

Set $nduction: a. Sho# picture cards. b. .upils name the pictures. Ste% &: a. .ut up 'aisy the Snail Aa:: chant chart. /0ppendi1 12 b. .upils read the chant #ith guidance. c. 0llo# pupils time to practise a fe# rounds. Ste% ': a. +istribute a snail picture, strips of paper as slide to #rite the onsets to each pupil. 'ake the #indo# large enough so that the strip #ith onsets can be threaded through it. /0..46+!7 22 b. .upils pull the strip through the slide , different #ords are formed.
268

ai [] c. .upils #rite do#n the #ords they make. Ste% (: a. Lead pupils to chant 'aisy the Snail. /0ppendi1 12 b. ,hen the #ord 'aisy and snail is chanted, pupils must put up their snail puppet. c. 0llo# time for pupils to practise the Aa:: chant. d. @uide pupils for their performance in front of the class. !onso"idation: a. .upils perform the Aa:: chant using the snail puppet.

'aisy is a snail. 'aisy has a pail. 'aisy deli-ers mails. 'aisy puts the mails in her pail, in her pail. 'aisy is late. 8or the train. 8or the train. 'aisy says, ,ait9 ,ait9 ,ait9 3he train #aits. 'aisy gets on the train, to deli-er her mails.

))#*+$, &

6ote: Bou may choose to use a shorter -ersion of the chant: )erse 1 ( ; only.

269

ai []

APPENDIX 2

w sn p

ai

t l n

tr

270

ai []

m
t

p ai l

n r

ai n

nm n ai l ns n nai ait l # nn nn nn nn

271