BOOK 2 – WORDS AND SYLLABLES
A COURSE IN PHONICS (Book 2)
TEACHER’S BOOK
CONTENTS
1. What are Syllables?
2. Compound Words – Short Vowel Sounds
3. Compound Words – Long Vowel Sounds
4. Compound Words – R-Controlled Vowels
5. Compound Words – Diphthongs and other Vowel Sounds
6. Words Ending in ED (Extra Syllable)
7. Words Ending in ED (No Extra Syllable)
8. Double Consonants – Adding ER, ED, EST
9. Changing Y to I
10.
Revision Test 1 – ED Endings
11. Double Consonants – Adding ING, Y, EN
12. Odd Word
Out 1
13. Consonant X
14. Reading 1
15. Consonant S
16. Words Ending in ES (Extra Syllable) S, CH, SH, X, Z
17. Words Ending in ES (Extra Syllable) CE, GE, DGE, SE, ZE
18. Words Ending in S (No Extra Syllable)
19.
Revision Test 2
– S Endings
20. More about Syllables
21. Consonant – Soft G
22. Consonant – Soft C and Q
23.
Reading 2
24. Consonant Digraph – TH
25.
Odd Word Out 2
26.
Spelling Test 1
27. Stress – Using the Shwa
28. Open Syllables
29. Closed Syllables
30. Unstressed syllables – le, el and al
31.
Revision Test 3 – Open, Closed and le/el/la Syllables
32. More Magic E
33. Spelling Test 2
34. More Long Vowel Sounds
35. The Hidden Magic E – Adding ING
36.
Revision Test 4 – Long Vowel Sounds
37. Suffixes
38. R-controlled Vowels - UR, ER, IR, OR, OUR, AR
39. Spelling Test 3
40.
Homophones
41. Word Stress in English
42. Word Stress and Grammar
43.
Odd Word Out 3
44.
Reading 3
Lesson
1
a. Demonstrate using strokes to separate syllables
Read the words in Exercise A, or play the CD. Ask students to repeat each word and say how many syllables it has. Ask them to use strokes to divide them into syllables.
Ask students how many syllables are in their English name.
b. Read the words in Exercise B, or play the CD. Students count the syllables on their fingers. They write down the number of syllables for the words in the third column.
c. Students work in pairs to do Exercise C.
d. English Corner Website Dividing words into syllables. Movie – Chunk That Word
The Syllables Factory – How many syllables in these words? Other resources - syllables
Many
English words are made up of more than one part or sound. These parts are
called syllables. In the first
phonics book, all the words had one syllable. For example: fog, truck and
cheat. Exercise
A Listen to and say these words. For
each word, say how many syllables it has. Draw a stroke between the
syllables. Example: thank
(thank – one) thank/ful (thankful – two) thank/ful/ly (thankfully – three) 1. ease easy easily 2. tale story history historical 3. twelve twenty eleven forty-seven 4. word letter alphabet
dictionary
alphabetical 5. know knowledge understand
understanding
understandable 6. name Jason identity identification Exercise B Practise saying these words, counting the syllables on your fingers. Write down the number of syllables for the words in Column Three. One syllable Two syllables Three or more syllables 1.
luck lucky luckily 3 2.
real really reality 4 3.
sent sentence sentences 3 4.
prayed parade economy 4 5.
flow fellow economical 5 6.
cash money monetary 4 7.
stack attacks attractive 3 8.
brief belief believable 4 9.
vale avail availability 6 Exercise
C Work with a partner. Say these
words, draw strokes between the syllables and put them in the correct column
in the table below. hurts entering extract fixed intended apple screen education stopped fixes
strange open opened opening stripe astronomical able ability individual individuality support sport misses spotted supported
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Lesson
2
a. Explain the concept of putting two words together to make a new word.
Read and discuss the examples.
b. Read the words in Exercise A, or play the CD. Students attempt the exercise.
c. Similarly, for Exercise B.
2.
Compound Words - Short Vowel Sounds
You can often join two words
together to make a new word. This is called a compound word.
Listen to and repeat these
examples. Then draw a stroke between the syllables:
hot/dog tenpin instep backdrop
Exercise A Read the words in these two lists aloud. Then make new words by
taking one from the left column and one from the right.
chop set
sun stick
drum
lip
up
chopstick drumstick lipstick sunset upset
Exercise B Read the words in these two lists aloud. Then make new words by
taking one from the left column and one from the right.
cob pot
jack web
chest fish
hill nut
hand man
gold bag
hang top
chestnut
cobweb goldfish handbag hangman
hilltop jackpot
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Lesson
3
a. Point out that at least one syllable of each of the words in this exercise has a long vowel sound.
Read and discuss the examples.
b. Read the words in Exercise A, or play the CD. Students attempt the exercise.
c. Similarly, for Exercise B.
3.
Compound Words - Long Vowel Sounds
Listen to and repeat these
examples. Then draw a stroke between the syllables: goal/post backside
mainland beanpole
Exercise A Read the words in these two lists aloud. Then make new words by
taking one from the left column and one from the right.
grape dream back sick black stroke brief hole cross mail day vine high case home nut key bow pea road play way rain mate grapevine backstroke blackmail briefcase crossroad daydream
highway
homesick keyhole peanut playmate rainbow
Exercise B Read the words in these
two lists aloud. Then make new words by taking one from the left column and
one from the right. How many can you make? You can use a word more than once. day stone bed light grave time grind side mean boat gem life hail high daylight daytime bedtime bedside
gravestone graveside grindstone meantime
gemstone
lifetime
lifeboat
hailstone highlight
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Lesson
4
a. Point out that at least one syllable of each of the words in this exercise has an R-controlled vowel sound.
Read and discuss the examples.
b. Read the words in Exercise A, or play the CD. Students attempt the exercise.
c. Similarly, for Exercise B.
4.
Compound Words – R-controlled Vowels
Listen to and repeat these
examples. Then draw a stroke between the syllables:
car/port barnyard furball coldsore
Exercise A Read the words in these two lists aloud. Then make new words by
taking one from the left column and one from the right.
air wide brain place heart port work storm world burn airport brainstorm heartburn workplace worldwide
Exercise B Read the words in these two lists aloud. Then make new words by
taking one from the left column and one from the right.
arm yard court way door chair farm ship grave knob hard work home pit net mat armchair armpit courtship courtyard
doorknob doormat doorway
farmyard
graveyard hardship homework network
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Lesson
5
a. Revise the diphthongs ow/ou, oi/oy and the vowel sounds oo and or/al.
Read and discuss the examples.
b. Read the words in Exercise A, or play the CD. Students attempt the exercise.
c. Similarly, for Exercise B.
d. English Corner Website Revision of Compound Words.
Make Compound Words Compound Words (Short Test) Quiz
Matching Game Concentration Game
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5. Compound
Words – Diphthongs and other Vowel Sounds Listen
to and repeat these examples. Then draw a stroke between the syllables: cow/boy school/house fool/proof new/born fall/out
Exercise A Read the words in these two lists aloud. Then make new words by taking one from the left column and one from the right. back wife book book
count room dark fruit drop ground grape down hand case house house light mouth loud out background bookcase countdown darkroom dropout
grapefruit handbook housewife lighthouse loudmouth
Exercise B Read all the following words aloud. Then
make new words by writing out, down or foot in front of each
word.
downgrade
outbreak outcast/downcast
outcome
outcry outdoor football downfall
foothold
outfit outgrow downhill/foothill
outset downgrade outlaw footstep
footstool
footnote outline downpour
outrage downtown outside/downside footpath
footstool outback footprint outsmart |
Lesson
6
a. Discuss which words have an extra syllable when ED is added. Try to elicit the rule from students before pointing out the rule written after Exercise A.
b. Read the words in Exercise A, or play the CD. Students attempt the exercise.
c. Similarly, for Exercise B.
d. English Corner Website Practice in pronouncing ED Endings.
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6. Words Ending in ED (Extra Syllable) To
say most verbs in past tense we add -ed. But the final -ed can sound different in different words.
Listen to and say the following words:
asked begged pleaded Which
word has two syllables? pleaded Here
are some other words that have an -ed ending
that sounds like the one in pleaded. Say
them aloud:
tested waited ended faded Each
word has 2 syllables. Exercise
A Listen to these words ending in ed. Write down whether they have one
or two syllables. acted 2 printed 2 wedded 2 chased 1 fixed
1 worked
1 walked 1 matched
1 hunted 2 haunted 2 banded 2 used 1 ended 2 coughed 1 smashed 1 Can
you find a rule? The
ED is affected by the sound that comes before it. The sounds T and D are
called dental stops. When a word ends with one of these sounds we can not add
ED without pronouncing an extra syllable.
Exercise
B Find
the words in the word search puzzle. When you find each word, you must say
it. + + + D + + L + + + D + + + + + O I + + + E D + + + + D F T D E D N E M B O O T E D T N + H T T + D E + + D O E + U C I + D E + E B D + D N A L R E S T E D + O + T D T + + T A I + + + N E E E + I + + N A + + + D T D P D A T E D W + + + R + D E T T E V E + + + A + + + + + + + + D + + P + (Over,Down,Direction) ACTED(11,6,N) BONDED(6,6,NE) BOOTED(1,4,E) DATED(2,10,E) DOTTED(4,1,SE) HUNTED(10,4,S) LIFTED(7,1,SW) MENDED(12,3,W) NODDED(9,8,NW) PARTED(11,12,N) PITTED(1,10,NE) RESTED(1,7,E) SANDED(3,7,SE) TILTED(12,4,S) VETTED(6,11,W) WAITED(7,10,NW) Exercise C Write a word from the word list that rhymes with
each of the following words.
wilted tilted
tested rested
flitted pitted drifted lifted defended mended squatted dotted |
Lesson 7
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercises B and C. Go over answers.
d. Dictate the sentences (or play the CD).
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7. Words Ending
in ED (No Extra Syllable) Listen
to and say the following words: asked begged Does
the -ed at the end of these words
sound exactly the same? Say the words until you are sure of your
answer. When you say asked does it sound more like askD or
askT? The end sound is T. Listen
to and say these, which end with a T sound. baked
puffed stopped missed wished watched Now
say the word begged again. Does it sound more like begT or begD?
The end sound is D. Listen
to and say these words, which end with a D sound. seemed cared loaned flowed
annoyed How
do we know whether a word ends with a D sound or a T sound for –ed? It
depends on the sound that comes before it. Voiceless sounds are sounds made without vibration of the vocal
chords – eg. K, F, P and S. Voiced sounds are sounds made with vibration of the vocal chords
– e.g. B, G, L, V, Z An
-ed after a voiceless sound is
pronounced T. An
-ed after a voiced sound is
pronounced D. Exercise
A Find the words in the word search puzzle.
When you find each word, you must say it. S M A S H E D + C D D CD + + + T E + H + E + AE + + + S U A + H P + LG + + S D S F C + P + LG + I + E E T F + O + EU M + D + A S + E L F DR W + D M + + U + D I +D + O D E N I A G L X ++ + + R + G + + I + E ++ + + + K + D K + + D +D E V I L E E U + + + +S E E M E D D + J + + + (Over,Down,Direction) CALLED(12,1,S) CHASED(9,1,SW) DRUGGED(1,8,N) FIXED(11,6,S) GAINED(9,8,W) JUDGED(9,12,NW) LIKED(10,8,SW) LIVED(5,11,W) LOPPED(10,6,N) MATCHED(5,7,NE) MISSED(2,6,NE) SEEMED(1,12,E) SMASHED(1,1,E) STUFFED(4,1,SE) USED(8,7,NW) WORKED(2,7,SE)
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Lesson 7
(continued)
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7. Words Ending
in ED (No Extra Syllable) Exercise B Write down a word from the word list that rhymes
with each of the following words. mixed fixed
scratched matched shirked worked dreamed seemed stopped lopped smudged judged Exercise C Try to put the words from the word list into the correct column.
Exercise D Sometimes you can make a mistake in grammar if you
don't hear the correct number of syllables. Listen to each of these sentences
and tick whether it is about the past or the present.
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Lesson
8
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8. Double Consonants Adding ER, ED, EST The
Magic E When E is at the end of a word it is
silent, but the vowel before it changes to a long vowel (the name of
the letter). The pattern of the word is usually
Consonant-Vowel-Consonant-Silent E. Listen to and say these words: fat fate pet Pete din dine lop lope cut cute
What happens when you add ER, ED or EST to a word that already ends
with E?
The letter E is already there, so we just add the
R, D or ST. For example: fated Peter diner loped cutest The E still works its magic. Be careful to say a
long vowel in these words.
What happens if you add ER, ED or EST to a word that does not end
with E?
We need to keep the short vowel so we do not want
the E to work its magic. So we double the consonant. This moves the E too far
away from the vowel for the magic to work. For example: fattest petted dinner lopped cutter
Make sure you say a short vowel in these words. Exercise A
Find
the words in the word search puzzle. When you find each word, you must say
it. P + + + T H O T T E S TI + + + + S + + B + + DT T + + + + E A + + + ET S + + + D T N + + R TE E R E T T E B N E + TD G + W E R D P T I S OB G L D E E E T P E H DA I + O N T I D T O + TN B + N G F T T D + P +N + I + + G A E + I + +E S + + + F E + S + B +R G U T T E R R + T + +(Over,Down,Direction) BANNER(1,7,S) BATTED(9,2,SW) BETTER(8,5,W) BIDDER(11,11,NW) BIGGEST(2,9,N) DOTTED(12,7,N) FATTEST(6,11,NE) FITTER(6,9,NE) GUTTER(2,12,E) HOTTEST(6,1,E) LOGGER(3,7,SE) PITTED(1,1,S) POPPED(11,9,NW) SINNED(2,11,NE) THINNEST(12,8,NW) WETTEST(4,6,SE)
Exercise B Write down a word from the word list that rhymes
with each of the following words.
sitter fitter
butter gutter knitted pitted stopped popped flattest fattest chatted batted Exercise C Read these
sentences as they would have to be read without the magic Es. Then write in
the missing Es and read it again. Dave rode his bike too fast down
the slope. He
put on his front brake but it was
too late. This
was a bad
mistake. The front
wheel locked and
he flew over
the handlebars. He
landed on a
stone and broke his nose. He was in a
daze for quite a long time. His mum came and
drove him home, and put ice on his face to soothe his
pain . “You had
a lucky escape,” she
said . “You must
take more care
in future. But
you can’t use your bike any more. ” |
Lesson
9
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercises B. Go over answers.
9. Changing Y to I
If the last syllable of a word is Y, what happens
if you add ER, ED or EST? The Y changes to I. Listen to and say these words: worry worried
hungry hungrier smelly smelliest If Y is only part of a syllable it does not
change. Listen to and say these words: play player annoy annoyed
grey greyest Exercise A Find the
words in the word search puzzle. When you find each word, you must say
it.
F T O R H A P P I E S TU S B + E + D + + C + HN E E + + Y + E R + U +N I Y + R + O I I R + RI R E D R E E R R N E +E D D + E D P I T Y E +R + + + Y I E L A S + D+ + + + A D R L I + E ++ + + + R + F F + E + D+ + + + T S E Y O C D +F R A Y E D R E I L F ++ + + + B + + + + + + +(Over,Down,Direction) BETRAYER(5,12,N) COYEST(10,10,W) CRIED(10,2,SW) DENIED(12,7,NW) DESTROYER(12,9,NW) DRIEST(2,6,N) FLAYER(7,9,NE) FLIER(11,11,W) FRAYED(1,11,E) FRIED(8,9,NW) FUNNIER(1,1,S) HAPPIEST(5,1,E) HURRIED(12,2,SW) OBEYED(3,1,S) REPLIED(5,4,SE) Exercise B Write down a word from the word list that rhymes with each of
the following words. curried
hurried player flayer blade frayed sunnier funnier beside fried highest driest |
Lesson
10
10. Revision Test 1 - ED endings
Exercise A Write down the number of syllables in each of the following
words.
banded ( 2 ) banned (
1 ) chapped ( 1
) chatted ( 2
)
collapsed
( 2 ) collated (
3 ) headed ( 2
) healed ( 1
)
padded (
2 ) panned ( 1
) related (
3 ) relaxed (
2 )
repealed (
2 ) repeated ( 3
) resented (
3 ) reserved ( 2 )
salted (
2 ) sanded ( 2
) sapped
( 1 ) saved ( 1 )
stunned (
1 ) stunted ( 2
) willed
( 1 ) wilted ( 2 )
Exercise B Draw a line between the words that rhyme. Say the words aloud.
bunched punched flouted sprouted fried tried gelded welded jumped lumped
kissed missed lifted shifted married
carried pleaded
beaded relieved believed rotted spotted shopped popped talked walked toiled spoiled vexed perplexed |
Lesson
11
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers.
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11. Double Consonants Adding ING, Y, EN What happens when you add EN to a word that already
ends with E? The letter E is already there, so we just add the
N. Examples: wide widen wove woven live liven The E still works its magic. Be careful to say a
long vowel in these words. What happens when you add ING or Y to a word that
already ends with E? You hide the E first. Examples: fade fading craze crazy save saving Even though we can’t see it, the E still works its
magic. Be careful to say a long vowel in these words. What happens if you add EN to a word that does not
end with E? We need to keep the short vowel. We don’t want the E to work its magic. So we double the consonant. This moves the E too far away from the vowel for the magic to work. Examples: fat fatten bit bitten sad sadden Make sure you say a short vowel in these words. What happens when you add ING or Y to a word that
does not end with E? If we just add ING to rid we get riding.
But this is the same as adding it to ride. So we have to double the
consonant to show that there is no hidden magic E. It is the same when we add
Y. Examples:
bid bidding sun sunny drag dragging snap snappy Exercise A Find the words in the word
search puzzle. When you find each word, you must say it.
F + G + Y C + C + R B G + L + N H G A + O + I N Y + I A I N G T + G T I + N T T N T T U N + T T S T N I T E T I B + E T Y I N U N I T U + B N E + G T + S T N + J E + L N E T T A L F G Y T + J P O P P I N G + T T + E M I T T E N E T T I K T + Y D D U B G + O N + T F U N N Y + + + D G + Y (Over,Down,Direction) BETTING(10,6,S) BITTEN(11,1,S) BUDDY(6,11,W) BUGGY(9,5,NW) CANNING(8,1,SW) CHATTY(6,1,SW) DOTTY(9,12,N) FLATTEN(7,8,W) FLITTING(1,1,SE) FUNNY(1,12,E) JETTY(12,8,S) JUTTING(9,7,NW) KITTEN(11,10,W) LETTING(12,7,N) MITTEN(1,10,E) PATTING(4,9,NE) POPPING(1,9,E) ROTTEN(10,1,SW) SITTING(1,5,SE) SUNNY(5,7,NW) Exercise B Write down a word from the word list that rhymes with each of the following words.
banning canning
batten flatten knitting sitting
Betty jetty smitten kitten fatty chatty |
Lesson
12
Do the first one or two as an example. Let students do all exercises, then go over the answers.
12. Odd Word Out 1
Which
word is the odd one out? Explain why. 1. soft trap plastic length crust 2. easy faster painful quickly strange 3. thinking pitiful hungry plainly piglet 4. doorknob bedpost handbag reason hotpot 5. taxed heated
warned jumped burned 6. wedded clapped banned sagged popped 7. hated waded
saved coded cited 8. hopped kidded wedded fitted potted 9. greyed betrayed destroyed strayed cried 10. nodding copping trotting riding bidding 11. widen woven
soften given taken 12. batting betting biting cutting rotting 13. ripper fitter sinner killer finer 14. fatter later tighter meaner ruder 15. coping funny droning lazy exciting |
Lesson
13
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers.
13. Consonant X
X has no sound of its own. It borrows some unusual sounds from other
consonants. The most common sound of
X is KS. Another sound of X is GZ
although this sound is not common.
The last sound of X is the Z sound.
There are very few words which use this sound of X. Sound of KS Examples: The KS sound can be heard in the
words mix and next. Sound of GZ Examples: The GZ
sound of X is not very common.
Sometimes, it can be heard in words that begin with ex- like
the word exam. (However, many words that begin with -ex
have the KS sound.) Other examples of
the GZ sound are: exert, exaggerate. Sound of Z Examples: The Z
sound of X is not very common. An
example of this sound: xylophone. Exercise A Find
the words in the word search puzzle. When you find each word, you must say
it.
+ + + + + + + + B + + ++ + + + + + + + O + + T+ + + + + + D E X A F CC I B O H P O N E X + A+ + + E E A Y + R + E RX + + X L X X + + L X T+ O E + E P + I I + A X+ R R S + + M T O + O ET + + E + + X A + M C ++ + + + X E + + X + + ++ + + + T + + + + E + ++ + + + + F I X I N G +(Over,Down,Direction) AXIOM(6,5,SE) BOXER(9,1,S) COAX(11,9,N) EXAMPLE(10,11,NW) EXERT(5,5,SW) EXTRACT(12,8,N) FAXED(11,3,W) FIXING(6,12,E) SEXY(4,8,NE) TEXTILE(5,11,NE) XENOPHOBIC(10,4,W) XEROX(5,10,NW) Exercise B Write down a word from the word list that rhymes with each of
the following words.
relaxed faxed mixing fixing sample
example hurt
exert jokes coax
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Lesson
14
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14. Reading 1 Read these poems. 1. Betty Botter 2. The Bittern Betty
Botter had some butter, A bitter biting bittern 3. Fresh Fish 4.
Tooter tutor (from
Dr. Seuss' - "Oh say can you
say") Do
you like fresh fish? A Tutor who tooted a flute and
Finney says with pride, SO... 6.
Writing on a Train 7. Tap
Dancers Writing on a railway
train
Twenty tiny tap
dancers Is
very hard to do
Tapped to a bright light tune. For it bumps you up and
down Their routine was
smart and dainty And
shakes you through and through. And they tapped and they did
croon. Clickety-clack
Tip tap tappety tap tap tip Down the track Dippety,
dippety tap tap dip. Heading for the
station. Teddy
taught the tappers I’ve put my pen and paper
away To tap and flick their feet, Till I reach my
destination. But it
sometimes happened that the twenty
Tried too hard and missed a
beat,
So instead of
Tip tap tappety tap tap tip
Dippety, dippety tap tap dip,
It was Tip
tappety tappety tip
Dippety tappety dip tip dip. |
Lesson
15
a. Read (or play the CD) and discuss the introductory section.
b. Students are chosen to read the sentences in Exercise A and the tongue twisters in Exercise B.
c. Students do Exercise C. Try to elicit the rule from them before reading it.
15. Consonant S
The
most common sounds of the letter S are: SS and ZZ. Sound of S Examples: The unvoiced sound SS can be heard
in the words see, say, some. Sound of Z Examples: The voiced sound ZZ is also very common.
It is often heard in word endings, especially words that end in -es (ages) and -ies (thirties).
Other patterns that often have
the Z sound of S is a vowel-s pattern
(was, his). Sometimes
it can even have the sound SH or ZH, if it is followed by U. Eg. (SH) sure, pressure, fissure. (ZH) pleasure, treasure Exercise
A The ending sound of the words “use” and
“abuse” depends on whether it is s noun or a verb.
The noun has an unvoiced S and the verb has a voiced S. Try
reading these sentences:
Exercise
B Read these tongue twisters to
practice the sounds of S. Sammy & Suzie Say
This Sammy
sitting singing Say
this sharply, say this sweetly, Sammy's
stopped seeking Mr. See's Saw The Shot-silk Sash Shop
Mr.
See owned a saw. Sarah saw a shot-silk sash shop Before
Soar saw See, On the side of the
shot-silk sash shop. Which
made Soar sore. Sheep
should sleep in a shed. Susan the Shoe-shiner
Slippery Sally
Susan
shines shoes and socks; She
ceases shining shoes and socks, While selling sea shells on
the sea shore. Exercise
C. Listen to these words ending in s. Write down whether they have one or
two syllables. faces
2 washes 2 watches 2 takes
1 puts 1 smiles 1 tools 1 kisses 2 slices
2
pinches 2 boxes 2 fringes 2 prices 2
loves 1 pieces 2 What
is the rule? Nouns
and verbs ending in a sibilant (hissing) sound have an extra syllable
when s is added. |
Lesson
16
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers.
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16.
Words
Ending in ES (Extra Syllable)
S, CH, SH, X, Z To make verbs
like catch or wash into third person singular, add ES: catches, washes To make nouns
like fox or church plural, add ES: foxes, churches. Exercise A Find
the words in the word search puzzle. When you find each word, you must say
it.
+ + + + S K + S + S + F+ + + + I E E E + E + IB + S S + H H H + X + Z+ U S E C + + S + I + Z+ E Z N H + + A I F + ES + U Z + S + L + W + S+ L + + E + A F + + + ++ + + + + S + R + + + S+ + + + + S E H C A E BS E S N E L + + + X + ++ T O U C H E S A + + ++ + + + + + + T + + + +(Over,Down,Direction) BEACHES(12,9,W) BUZZES(1,3,SE) CRASHES(9,9,NW) FIXES(10,5,N) FIZZES(12,1,S) FLASHES(8,7,N) KISSES(6,1,SW) LENSES(6,10,W) LUNCHES(2,7,NE) TAXES(8,12,NE) TOUCHES(2,11,E) WISHES(10,6,NW) Exercise B Write down a word from the word list that rhymes with each of
the following words.
reaches beaches misses kisses quizzes fizzes waxes taxes crunches lunches crutches touches
|
Lesson
17
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers. Point out that there are two ways of saying abuses, depending on whether it is a verb or a noun. In the rhyme exercise it must be a verb.
|
17.
Words
Ending in ES (Extra Syllable)
CE, GE, DGE, SE, ZE Words like face,
age and edge already end with E, so to make a plural or third
person singular, just add S: faces, ages,
edges Exercise A Find
the words in the word search puzzle. When you find each word, you must say
it.
B + + F S + + + + S + M+ O + R S E G D E L P A+ + U I + R Z G + G + Z+ + + N A P D E R + + E+ + + G C A L U E + + S+ + E E B E D A + N + +S S + S + G S + C + S +E + + + E C L O S E S +S + + S E Z I S + + S +U + + + + + + + + + + +B + + + + + + + + + + +A + + + + + + + + + + + (Over,Down,Direction) ABUSES(1,12,N) BADGES(5,6,NE) BOUNCES(1,1,SE) CLOSES(6,8,E) FRINGES(4,1,S) GRUDGES(10,3,SW) MAZES(12,1,S) PLACES(6,4,SE) PLEDGES(11,2,W) RAGES(6,3,SW) SIZES(8,9,W) SNEEZES(11,7,NW) Exercise B Write down a word from the word list that rhymes with each of
the following words.
pages rages smudges grudges singes fringes rises sizes dozes closes cruises abuses |
Lesson
18
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers.
|
18.
Words Ending in S (No Extra Syllable) For most other
endings, to make a plural or third person singular, just add S. But if the
word ends with a Y syllable, change it to I and add ES: worry worries query queries sty sties Exercise A Find
the words in the word search puzzle. When you find each word, you must say
it.
+ + + S + + + + S C + +T H I E V E S E S O + ++ + + N + + I E G U + +S + + O + R I L + G + +E E + B R R I + F H + +I + R U C D + + L S + +D + H A E L S N E E U QN + + S T F O + A + S +A D U N E S A C S + B +C S G N I S + D K + A ++ + + + + + + + E S T +T R E E S + + + + S S + (Over,Down,Direction) BONES(4,5,N) CANDIES(1,10,N) CLOCKS(5,6,SE) COUGHS(10,1,S) CRIES(5,6,NE) DUNES(2,9,E) FADES(6,8,SE) FLEAS(9,5,S) GLIDES(9,3,SW) HURRIES(3,7,NE) QUEENS(12,7,W) SINGS(6,10,W) STABS(11,12,N) STARES(6,9,NW) THIEVES(1,2,E) TREES(1,12,E) Exercise B Write down a word from the word list that rhymes with each of
the following words.
rocks clocks flies cries brings sings
strides glides scoffs coughs leaves thieves_ |
Lesson 19
a. Do not read the words or play the CD until after students have attempted the exercise.
b. For Exercise C, read the following sentences:
a. He reaches home at six o'clock.
b. If wishes were horses then beggars would ride. (English proverb)
c. I can catch the next train.
d. She will lose face if you don't invite her to the party.
e. Please fax me your reply by tomorrow.
f.
The company faces losses this year.
|
19.
Revision Test 2 – S Endings Exercise A
Write down the number of syllables in each of the following
words.
batches ( 2 ) bathes (
1 ) chances (
2 ) chants ( 1 )
collapses
( 3 ) collates ( 2 ) hopes (
1 ) hoses ( 2 )
parades ( 2 ) peruses (
3 ) passes
( 2 ) pasts ( 1 )
relates
( 2 ) relaxes (
3 ) repeats (
2 ) rephrases
( 3 )
scrapes ( 1 ) scratches
( 2 ) sleeps
( 1 ) sneezes ( 2 )
trudges ( 2 ) trumps
( 1 ) wades
( 1 ) waxes (
2 )
Exercise B
Draw a line between the words that rhyme. Say the words
aloud.
bunches punches flouts sprouts
fries tries gales wails jumps
stumps lunges plunges marries carries
misses kisses pleads bleeds relieves
believes rotates debates shops pops sloshes
washes toils spoils vexes flexes Exercise C Listen to six sentences.
You will hear one word from each of the following pairs. Underline the word you hear from each pair. a.
reach / reaches b. wish / wishes horse
/ horses c.
catch / catches d. lose / loses face /
faces
e.
fax / faxes f. face / faces loss / losses |
Lesson
20
a. Ask students to write down the number of syllables they expect to hear for the words in Exercise A. Then play the CD or read the words, being careful to pronounce them according to the number of syllables given below. Students write down the number of syllables they hear.
Point out that syllables are often dropped in normal speech. Not doing so will make their speech sound unnatural.
b. Read the sentences for Exercise B (or play the CD). Students write in the missing words.
Ask students to count the total number of syllables in each sentence. Tap them out.
Point out that intended is followed by a reduced syllable to, so it is harder to hear. Also, handed it to you the day has five reduced syllables in a row (between hand and day). Students need to be
sensitive to the rhythm of the short syllables or they will leave out pronouns and articles.
c. Students do Exercise C. Listen to some individuals reading. In particular, check for three syllables in oranges, two in pieces and boxes, and one in dates.
|
20.
More
about Syllables Exercise
A In fluent natural English, some syllables
are left out. For each of these words, write down the number of syllables you
expect to hear. Then listen and write down the number you actually hear. Expected
number Actual number a.
national 3 2 b.
library 3 2 c.
interesting 4 3 d.
chocolate 3 2 e.
rationally 4 3 f.
actual 3 2 g.
awfully 3 2 h.
comfortable 4 3
Exercise B (Dictation)
Listen and write in the missing words. a.
The horses are ready for the race. 9 b.
The dispute ended our friendship. 8 c.
We visit our grandmother on Saturday. 11 d.
Food prices increased during the crisis. 10 e.
We miss our houses when we are overseas. 11 f.
I intended to send you a present. 10 g.
My homework? I handed it to you the day before
yesterday. 16 Count the syllables in each sentence. Write the number in the space provided. Exercise C Listen to
a partner saying these sentences. Point out any errors you hear. Then change
roles. a.
I would like to buy a dozen oranges and two pieces of cake. I would
also like two large boxes of dates please. b.
When I travelled to England I visited London. This is the city I
liked best. |
Lesson
21
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers.
21. Consonant Soft G
The
letter G has two different sounds. It has a hard and a soft sound. The
hard sound of G is G as in go. The
soft sound of G is J as in pigeon. Sound of G Rule: When G is followed by E, I, or Y it is usually
the soft sound (J). When G is
followed by other vowels or consonants, it is usually the hard sound
(G). Examples Soft Sound: Some exceptions (Hard Sound) G followed by E gem, general,
geometry, age get,
gelding G followed by I gin, giant, raging, gist, giraffe gig, gift G followed by Y gym, gyp, energy gynecologist ExerciseA Find
the words in the word search puzzle. When you find each word, you must say
it.
+ + + L + + G + + + + Y + + + + L E + + + + S + + + + + N E + + + P + + E G R E M E G + Y + + + + M T + + + N G + + + + R I A + + + I L A R G E C E E G + + G + + + + P + + G + I R A + + + + U + + U N I C P + + + + D + + H G I E G A T S + G + + I + + G + + + + + Y + D + + + + + + + + + + (Over,Down,Direction) EMERGE(6,4,W) GELL(7,4,NW) GENETIC(7,1,SW) GINGER(6,11,NW) GYPSY(8,5,NE) HUGE(3,10,N) LARGE(8,6,E) MAGIC(2,5,SE) PAGING(7,9,N) PUDGY(12,7,S) RIGID(6,8,SW) STAGE(10,10,W) Exercise B Write down a word from the word list that rhymes with each of
the following words.
caging paging tragic magic quell gell frigid rigid frenetic genetic urge emerge |
Lesson
22
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c. Students do Exercise B. Go over answers.
22. Consonants Soft C, Q
The
letter C in English has no sound of its own. It borrows two different sounds from the consonants K
and S. Hard C sounds like K. Soft C sounds like S. When
C is followed by E, I or Y it is usually the soft sound
(S). When C is followed by
other vowels or consonants, it is usually the hard sound (K). Examples: CE cease, face, ceiling,
celebrate, celery CI circle, cinema, city CY cyber, cycle, fancy, cynic The letter Q
in English is another consonant that has no sound of its own. It borrows sounds from K. Q is always used with the vowel u to create two distinct sounds: KW
and K. The
KW sound of Q is the most
common. It is often heard in words
that begin with Q, such as quite, queen, and quick. The
K sound of Q is found much
less often. It is most often heard in words that end with -que, as in antique and plaque. Exercise A Find
the words in the word search puzzle. When you find each word, you must say
it.
+ + E + B R + R + + T C+ + + C E I O + + + E Y+ + R V A M C + + + N C+ + A A A L S Y + + G LQ U I N C E P U C E Y OQ + C E C I O H C L C NU E U Q I P S I + R E EN + + T + + W T + + I DI Q U E S T I O N + U CQ + + I + + + + + N + +U + + U + + + + C + + +E + + Q + + + E + + + +(Over,Down,Direction) BICYCLE(5,1,SE) CHOICE(9,6,W) CIRCUS(12,9,NW) CYCLONE(12,1,S) CYGNET(11,6,N) DUNCE(12,8,SW) PIQUE(6,7,W) PLACE(7,5,NW) QUAVER(1,6,NE) QUESTION(2,9,E) QUIET(4,12,N) QUINCE(1,5,E) RACIST(3,3,SE) ROMANCE(8,1,SW) TWICE(6,9,NE) UNIQUE(1,7,S) Exercise B Write down a word from the word list that rhymes with each of
the following words.
voice choice diet
quiet chase
place once dunce flavour quaver speak pique |
Lesson
23
B and P – Test 1 B and P – Test 2 B and P – Test 3 R and L – Test 1 R and L – Test 2 R and L - Test 3
23. Reading 2 Exercise A (Consonant S) Read the following sentences. 1. Several sick sailors ask for sea salt.2. The assassination of the assistant secretary surprised several people.3. The sisters sat snipping with scissors.4. Stay on the east side of the street.5. Set the sack in the center of the circle.6. Six times six is thirty-six.7. The sun is stronger on the south side of the seat.8. The snake stung swiftly and slid smartly away. Exercise B (Consonants M, N, B, P and W) Think about what your lips do when you say these five sounds – M, N, B, P, W.Which sound does not need your lips at all?For which sound do you need to make a circle with your lips?For which sound do you leave your lips together? Exercise your lips by reading the following sentences. 1. Many moaning men are making music to the moon. 2. Nineteen noisy gnomes are never alone. 3. I mentioned minerals may be mined in mountains. 4. Pass the pens and pencils please. 5. Packing pickles poses problems. 6. The stupid spider disappeared into the upturned barrel. 7. Bobby burst the big blue balloon. 8. I bought a book about a boy who became a prince. 9. Where are the watches we wanted? 10. Why will you worry about wild winds and wet weather? Exercise C (Consonants L, R, D and T) Be careful not to confuse the sounds of L and R. This is often a problem for Chinese students. D and T can also sometimes be confused. Read the following sentences carefully. 1. Bring three lorries round to the front. 2. Raise the retail price of broken rope. 3. The rusty rod was wrapped in a rotting rug. 4. The river runs under the railway bridge. 5. Carry the dress round to the rest room. 6. The grain was really very brown for a rather curious reason. 7. The letter is likely to be lost. 8. He had long legs and leapt easily along the lane. 9. The flames leapt into the loft killing millions of black and blue flies. 10. It’s foolish to leave a wallet lying around. 11. The pilot landed the plane smoothly in a pool full of tall reeds. 12. The blood flowed slowly as the ball of wool rolled away. 13. He stole the gold, filled the pail full of coal, but failed to sell the needles. 14. If you delay longer we’re likely to be late so leave the lazy lion alone. 15. Don’t touch those tomatoes till I return tomorrow. 16. He didn’t want to admit that the leader was right. |
Lesson
24
a.
Students practice reading the words and sentences. Play the CD as a model if
necessary.
b. English Corner Website Unvoiced TH – Matching Game Concentration Game
|
24. Consonant
Digraph TH Sound of the consonant digraph TH:
The th digraph is difficult to describe as it has two forms, voiced
and unvoiced. The amount of movement of the vocal cords determines
which form it is. Examples:
An example of a voiced th is the word the. An unvoiced
example is the word thin. You
may or may not be able to feel or hear the differences between these two
words. The Voiced "th" Sound feather the they theirs those though
rhythm therefore lather rather writhe with gather bathe soothe smooth further either weather father mother brother That
was then, this is now Either
this one or that one
I
loathe this smooth leather. Smooth
breathing is soothing. Gather
the others together. Exercise
B Practice this Dialogue: A: Is your father coming to the gathering this
Saturday? B: No. Neither is my mother. A: That's too bad. My brother was looking forward to
seeing them. B: Well, they're both a little under the weather. A: Oh, sorry to hear that. Can I send something or
other to cheer them up? B: Please don't bother. They'll be fine. Exercise
C Try reading this passage: Even though my father is a weatherman, he can't
predict with absolute certainty whether it will rain or not. Neither can the
other people who work with him. They say there's only a thirty per cent
chance of rain, and the next thing you know, it's pouring. They predict snow,
and there's nothing for another five days. Then, there's a blizzard. So
rather than trust my father's weather forecasts, I use a more reasonable
approach. I ask my mother. The Unvoiced "th" Sound Exercise D Try saying these words and phrases: thief theft thorn thrust broth threat month maths thrift wrath health thought thong thatch thirty theme thumb three lethal ethics author method athletic filthy length worth earth wealth broth tenth fifth Think of three themes. Through thick and thin.
The
thieves took the path to the wealthy author’s house. Thursday is his seventh
birthday. Three
thousand three hundred and thirty three feathers. Three free throws. Exercise
E Practice this dialogue: A: When's Thanksgiving? B: It's on a Thursday in November. A: The third Thursday or the fourth? B: I think it's the fourth. A: That would be the twenty-fifth. B: No, it's the twenty-sixth. A: Thanks. Exercise
F Try reading this passage: If you think you're safe from thievery, think again.
Most thefts occur within three miles of the victim's home. People often
venture into the streets without giving their valuables a second thought.
They leave things out in the open, where thieves can easily spot them. Items
worth thousands of dollars can be stolen in a tenth of a second. So be thoughtful.
Only you can thwart this terrible crime. Watch your things carefully. Thieves
do. |
Lesson
25
Do the first one or two as an example. Let students do all exercises, then go over the answers.
25. Odd Word Out 2
Which
word is the odd one out? Explain why. 1. soft best was sand crust 2. goose user fuse boos blues 3. badges pitches hisses strikes washes 4. slaves edges hopes rides bones 5. trees cries tries fleas taps 6. watches witches messes bathes crushes 7. geography gentleman getting generous gender 8. gin gas gore giggle gun 9. fringe badge agenda regent regret 10. cell cold camp cook cup 11. cyber fancy recite centre cover 12. request plaque queen acquit quickly 13. thin think this thistle thicker 14. brother breath thought method month 15. healthy thimble Thursday birthday whether |
Lesson
26
Read the spelling words or play the CD. The spelling test may be taken up and marked as part of their Phonics assessment.
|
26. Spelling Test 1 Listen
to the following words. Fill in the missing letters. Listen carefully for the
first sound and the end sound. It may help to think of a word that rhymes.
|
Lesson
27
a. This lesson introduces the idea of word stress in terms of the three main ways to give syllables emphasis - pitch change, length and vowel quality. It also introduces the "schwa", which is the most common vowel sound in English. Before doing the exercises, try to elicit student's ideas about what makes one syllable stand out from the others. eg. excellent
b. It is important for students to know they should not pronounce every sound clearly. If teachers always say every syllable clearly they are giving the students a false idea of how English is spoken. The rhythm of English, which depends on differing vowel quality, is important for real communication. This is not true of many other languages, including Cantonese. Show students the difference by pronouncing these words with all vowels strong and then the correct way. Let them practise both ways to feel the difference: banana Canada drama
Write “woman / women” on the board. Ask students which vowel sound changes, the first or the second. Some will probably say the second. In fact the second is the same sound - the schwa.
|
27. Stress -
Using the schwa. In
English some syllables are emphasised more than others. There are three main
ways they are stressed: Higher pitch Extra length Clearer vowel
sound A. Pitch When
we speak our voice moves up and down. In Cantonese each word has a fixed
tone. In English a higher-pitched tone is used for syllable stress, not to
change the meaning of a word.
Example: ba-na-na. Which syllable has higher pitch? Exercise
A Listen to these words and
underline the syllable with the highest pitch. apple decision evidence statement beautiful tomato forty television recreation beautician orange fourteen dictation revolt revolution B.
Syllable length In
English, some syllables are long and some are short. Stressed syllables are
extra long. Exercise
B Listen to these names. Which
syllable is longest in each word? Raymond Mary Amanda Maria Eudora Alexander Exercise
C Listen and practise saying these
words. Focus on the different lengths of the sounds. __ . . ___ . ___ . ___ . . farmer review decided
telephone open discuss appearing practical take
it perform he's calling thoroughly longest approach I'm coming wait a bit danger explain revolting handicapped neighbour because attention buffalo C Vowel
quality In
English, there
are strong vowels and weak vowels. All stressed syllables have strong vowels. Most unstressed
syllables have weak vowels. Listen to these words: banana Canada drama Which syllable has a strong vowel sound? The other
syllables have a short weak vowel sound. This sound is called a schwa. It is the most common vowel sound in
English. Exercise D Listen to the difference between strong and weak
vowels. Repeat the words. Underline the strong vowels. pot potato Tom atom ass assault man woman men women be become add addition office official fort effort Athens Melbourne Sydney Paris
Barcelona Exercise E
Listen
and write down the missing words. Underline the strong vowels. 1.
An old woman was assaulted in her own home. 2.
There was an addition
to the Lee family. (But note
how Lee makes the vowel sound in
family weaker.) 3.
Attach a photograph
to the application form and
don't forget to sign it. 4.
My sister wants to visit the city of Melbourne. 5.
The Olympics were
held in Athens . Exercise F Practice
saying the following: FORward WOman
WOmen offICially PHOtograph phoTOgraphy photoGRAPHic He was in BARceLOna in the SUMmer HOlidays. My proNUNciAtion is GETTing BETTer. |
Lesson
28
a. Read the words for Exercises A and B and D (or play the CD) as students follow the instructions.
Go over answers.
|
28. Open
syllables An
open syllable is a syllable that ends with a vowel. It is nearly
always a long vowel sound. Exercise
A These words begin with an open
syllable. Listen, and draw a line between the syllables. a/corn be/tray bi/sect co/gent de/fend di/verge e/vent fa/tal fu/tile ge/nius gi/ant ha/ven ho/tel i/dol la/bour ma/jor mi/nor mo/bile mu/cus na/val no/tion o/boe o/ver pa/gan po/ny pu/pil re/gal ro/dent si/lent so/da to/tal tu/ba va/cant va/grant Ve/nus Exercise
B Listen to the same words again.
This time, underline the stressed syllable.
Exercise C Write
a word from Exercise A that rhymes with each of the following words. emerge diverge motel hotel rover over craven haven pliant giant ocean notion odour soda scruple pupil Exercise D Some
words end with an open syllable, especially when the vowel is O. Listen to
these words and draw a line between the syllables. a/go ban/jo din/go ha/lo may/be pho/to ve/to Zu/lu
|
Lesson
29
a. Read the words for Exercises A and B (or play the CD) as students follow the instructions. Accept other answers, provided each syllable contains a vowel sound.
b. Students do Exercise C. Go over answers.
|
29. Closed
syllables A
closed syllable is a syllable that ends with a consonant. If the
syllable has a single vowel it is nearly always a short vowel sound. Exercise
A In these words both syllables are
closed. Listen, and draw a line between the syllables. act/ress bank/roll can/did con/fess dent/ist egg/shell ex/cept ex/pert friend/ship gas/ket hand/bag in/sect in/sist jun/ket kitt/en lip/stick met/ric mat/tress ost/rich pen/cil ra/bbit sing/let stat/ic tab/let top/notch trans/port un/kind vix/en Exercise
B Listen to the same words again.
This time, underline the stressed syllable. Note – if the first syllable is a
prefix, it is usually not stressed. Exercise
C Write a word from Exercise A that
rhymes with each of the following words. inept
except mitten kitten democratic static address confess (not actress!) remind unkind enlist
insist
|
Lesson
30
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c.
Students do Exercises B and C. Go over answers.
|
30. Unstressed syllables – le, el and al Many
words end with an unstressed syllable which sounds like the consonant L. It
can be spelt in three ways – LE, EL and AL. Examples: little, double, label,
shrivel, legal, journal. Note:
In words ending with STLE the T is silent. Examples: gristle, bustle. Exercise A Find
the words in the word search puzzle. When you find each word, you must say
it.
T S A N D A L M E T A L EK R + L A D E P + + + B LE + O + + D + L + + O + TT + + U D + + + T T + + TT L S L B S C U T T L E EL E E E W L E L T T A C FE S T B H E E H N + + W E+ S T A I + L O U E + L ++ U L L S E D D L R D + M+ M E + T A L D A D T + OH A N D L E D D A R + L D+ + + + E I + P I + C + E+ + + + F E L D D I M + L(Over,Down,Direction) BOTTLE(12,2,SW) CATTLE(12,6,W) CRADLE(11,12,NW) FETTLE(13,6,N) FIDDLE(5,13,NE) HANDLE(1,11,E) HURTLE(8,7,SE) IDLE(9,12,NW) KETTLE(1,2,S) LABEL(4,9,N) MEDDLE(8,1,SW) METAL(8,1,E) MIDDLE(11,13,W) MODEL(13,9,S) MUSSEL(2,10,N) NODAL(9,7,SW) PADDLE(8,12,NE) PEDAL(8,2,W) SANDAL(2,1,E) SCUTTLE(6,5,E) SETTLE(3,5,S) TROUBLE(1,1,SE) WATTLE(12,7,NW) WHISTLE(5,6,S) Exercise B Write down a word from the word list that has the same sound as
each of the following words.
idol idle medal meddle mettle metal muscle mussel peddle pedal Handel handle Exercise C Write
down a word from the word list that rhymes with each of the following words.
battle cattle candle handle turtle hurtle fable label coddle model epistle
whistle |
Lesson
31
a. Do not read the words or play the CD until after students have attempted the exercise.
|
31. Revision Test 3 Open, Closed and le/el/al Syllables Exercise A
Draw a line between the words that rhyme. Say the words
aloud.
bundle trundle rotten cotton fritter bitter crazy lazy jumping dumping happy snappy haven shaven middle fiddle toddle model petal settle Exercise
B Practice reading the following: 1.
As I grapple with the riddle, I put the fiddle in the middle of the puddle. 2.
A very vocal crippled yokel gave a muffled cry as he fumbled at the local
jumble sale. 3.
What’ll be the title of the novel? 4.
I have dental problems, rental problems and mental problems! 5.
I like apple strudel and mussels with noodles. 6.
The little kettle Made of metal Sang a subtle tune. The little kettle made of metal Merrily did croon. 7.
A freckle and a dimple A wrinkle and a pimple- That’s what I find on my face. I chuckle and I giggle And I wobble and I wriggle As I stumble out of this place. 8.
There once was a man in a tangle Who had mangled up his hand with a
bangle When
his friends asked him why He just held
his arm high And let his hand hang there and dangle. |
Lesson
32
|
32. More Magic E Exercise
A The magic E is found in the second
syllable of each of the following words. Divide the words into syllables. Listen to the words and underline the stressed
syllable. Then read the words aloud. ac/cuse air/line ath/lete a/lone back/side be/rate
be/spoke cas/cade col/late com/plete con/clude con/done cre/ate de/base de/cide de/fine de/vote ex/plode Exercise B
Write
down a word from the above list that rhymes with each of the following words.
refuse accuse intrude
conclude remote devote beside
decide effete complete hairline airline Did you get the last three words right? Beside does not rhyme with backside,
because the stressed syllables do not rhyme. Effete does not rhyme with athlete,
because the stressed syllables do not rhyme. Hairline does not rhyme with define, because
the stressed syllables do not rhyme. Note - A word only rhymes if every
syllable after the stressed syllable also rhymes. Eg. Backside rhymes
with trackside. Exercise C The
magic E is found in the second syllable of each of the following words. Divide the words into
syllables. Listen to the words and
underline the stressed syllable. Then read the words aloud. ex/treme fu/tile gy/rate im/pede in/cite in/hale mid/wife nit/rate o/bese ob/tuse re/fuge re/fute re/vise se/duce se/rene sur/vive ver/bose
ward/robe
Exercise D
Write
down a word from the above list that rhymes with each of the following words.
unclean extreme replies
revise indeed impede flight
incite police obese great gyrate (not nitrate!) Exercise E
Write some more MAGIC E words using the following
letters. You may place them at the start of a word, at the end, or in the
middle. Some examples are given. 1.
- ice- twice e.g. mice iced nicest 2.
–ake- earthquake e.g. cake
faked naked 3.
–use- accused e.g. abuse user refused 4.
–ate- hateful e.g. mate equate creates 5.
–ike- unlikely e.g. pike spiked
likeable 6.
–ife- knife e.g. rife lifelike strife 7.
–ope- opening e.g. rope coped telescopes 8.
–ite- spiteful e.g. quite whiter item 9.
–ise- advertise e.g. wise
revised concisely 10.
–aze- craze e.g. maze dazed haze
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Lesson
33
Read the spelling words or play the CD. The spelling test may be taken up and marked as part of their Phonics assessment.
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33. Spelling Test 2 Listen to the following words. Fill in the missing letters. Listen carefully to the sounds. It may help to think of a word that rhymes.
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Lesson
34
a. Do some examples orally. Students complete the exercises. Go over answers.
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34. More Long
Vowel Sounds Exercise A A (AI,
AY, A_E), E (EE, EA, Y), I (IGH,I_E), O (OA, OW, O_E), U (EW, U_E) Each of these words has two syllables with a long
vowel sound. Break the words into syllables. Under each syllable write a
single letter to show which vowel sound it contains. Then say the words
aloud. be/low bee/line fe/male free/load Fri/day E O E I E A E O I A
lone/ly main/stream
new/ly nu/bile night/life O E A E U
E
U I I
I pre/owned pro/file rail/road rain/bow re/use E O O I A O A O E U Exercise B
Diphthongs – OU /OW, OI /OY Break the following words into two syllables. Underline the above diphthongs in each word. Then say the words aloud. ap/point a/round ball/gown buoy/ant com/pound cow/boy down/pour ground/work joy/ous re/nown roy/al sound/proof toil/et top/soil tow/er
Exercise C
OO/EW/O/OE/U/UE (as in TOO) Break the following words into two syllables.
Underline the above vowel sound in each word. Then say the words aloud. ball/oon blue/bird blu/ish car/toon coop/er clue/less crew/cut grue/some
re/view in/to
loop/hole re/do rhu/barb shoe/horn with/drew
Exercise D
AW/AU/AUGH/AL/OR/OUR (as in
LAW) Break the following words into two syllables.
Underline all syllables which contains the above vowel sound. Then say the words aloud. ap/plaud ball/gown daught/er de/fault court/house down/pour re/port shoe/horn saw/dust slaught/er small/talk taut/ly tor/toise walk/way with/draw |
Lesson
35
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35. The Hidden
Magic E – Adding ING What
happens when we add ING to a word which has a magic E? The E
disappears, but we should imagine it is still hiding behind the ING and
working its magic. Eg.
Ride becomes riding. The first syllable still has a long vowel
sound. If
we want to add ing to the word rid, we must double the
consonant to make ridding, so that the hidden magic E is too far away
to work its magic. Exercise Add “ing” to the following words. mat matting mate mating cop copping cope coping win winning wine
wining sham shamming shame shaming shin shinning shine shining spit spitting spite spiting cub cubbing cube cubing strip stripping stripe striping Revision
Exercise
Circle
every magic E and hidden magic E you can find in this passage. Read the
passage aloud. The
diner was closing when I arrived
late, so I decided to try the place next
door. It looked quite nice, so I asked for a plate
of fried tripe. When it came I tried biting
it but ended up spitting it out. It was vile. “Take
this away!” I yelled. “It is bitter.”
I don’t like griping but I am used to finer dining. I strode out refusing to pay. I am not planning to return.
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Lesson
36
a. Do not read the words or play the CD until after students have attempted the exercise.
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36.
Revision Test 4 – Long Vowel Sounds Exercise A Draw a
line between the words that rhyme. Say the words aloud.
complain remain
evade afraid repay today
misread exceed repeat complete
freezing pleasing
needle beadle
higher wire inside replied loaning owning coated noted
defuse renews annoyed avoid
renew pursue
drowning clowning
porter daughter Exercise B Fill in the gaps with the
correct letters.
1. (aw
/ or / a / al / augh)
I talked to
my daughter, who
saw a
strange sort of
fish in the
water.
2. (i
/ igh / ie / i_e / y)
A tiny fly fell beside me
from high
in the sky,
and died. 3. (a / ai / ay / a_e)
A day will
come again when
I may be
able to escape from
this jail. 4. (o
/ oo / ou / oe / ew)
Do
you wear new blue shoes too? 5. (ow
/ ou / ough)
I use a
cow to plough the
ground. 6. (e
/ ee / ea / y / ey)
It’s easy to see we need
a new key .
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Lesson 37
|
37. Suffixes A
suffix is an ending that is added to a word to make a new word. Examples: trust + ing = trusting end + less = endless popular
+ ity = popularity lion
+ ess = lioness noise
+ y = noisy quick
+ ly = quickly Exercise A It
is important to know whether a suffix starts with a vowel or a consonant. Add
the suffixes to the following words to make new words.
pity pitiful pitiless hunt hunter
hunting beauty beautiful fit fitter fitting hope hopeful hopeless take taken taking (taker) use useful useless rot rotten rotting
(rotter) slow slowly slowness child childish bright brightly brightness style stylish examine
examiner examining examination repute reputation rain raining rainy pollute polluter polluting
pollution
debt debtor How did words ending in Y change when a suffix was
added? How did some of the other words change when a
vowel suffix was added? The e is dropped
e.g. taking, stylish, reputation. Sometimes consonant is doubled e.g.
fitter, rotten. Adding a suffix to words
ending in silent E: A
key thing to notice about a suffix is whether it starts with a consonant or a
vowel. Look at the following silent e words and see what happens when you add
a suffix.
Word + consonant suffix +vowel suffix late lately latest excite excitement exciting extreme extremely extremity What is the pattern? Adding
a consonant suffix does not change the word, but with a vowel suffix, the
silent E is dropped. Exercise B Add
suffixes to the following to make new words. Remember to drop the E when
adding a vowel suffix. hope
+ less = hopeless state
+ ment = statement reserve
+ ation = reservation expense
+ ive = expensive arrive
+ al = arrival bore
+ ing = boring create
+ ion = creation waste + ful = wasteful space + ious = spacious cube + ic = cubic |
Lesson
38
a. Read (or play the CD) and discuss the introductory section.
b. Students do the Word Search puzzle. They must say each word aloud as they find it.
c.
Students do Exercises B and C. Go over answers.
d. Exercise D. Do not play the CD until after students have attempted the reading themselves.
|
38. R-controlled Vowels UR, ER, IR, OR, OUR, AR These words have
two syllables, one of which has an r-controlled vowel sound. A. Find the words in the word search puzzle. When you find each word,
you must say it.
B N + A + + + + T NO V E + B B + R Y RR O + E U S A + T ED R + R T N U T R CE T D + S R R R I NR E + P + E I + D ON X O + V + + H + C+ R G N I V R A T ST + O H A R B O U R+ C N E D R A G + +(Over,Down,Direction) ABSURD(4,1,SE) BORDER(1,1,S) BURDEN(6,2,SW) CONCERN(10,7,N) CONVERT(2,10,NE) DIRTY(9,6,N) GARDEN(8,10,W) HARBOUR(4,9,E) STARVING(10,8,W) THIRTEEN(9,8,NW) TRANSPORT(9,1,SW) VORTEX(2,2,S) B. Write down a word from
the word list that rhymes with each of the following words.
revert convert thirty dirty barber harbour third absurd return concern
pardon garden |
Exercise C Draw a line between the words that rhyme. Say the
words aloud.
abort resort
assert dessert
burning turning
curtain certain
concern
return
early curly
flirted
skirted
girdle hurdle
harder ardour
hermit permit
partly
smartly
mortal portal
pardon garden
rework berserk
turkey quirky
Exercise D Practice
reading the following:
1. The parson has furnished his parlour with
purple chairs. It may deter the burglars.
2. Dear Sir,
I have heard an absurd story that the barber was
flirting with the servant. He may be an expert in cutting hair but I discern
he has become the target of a sordid and murky rumour campaign. Of course it
could be an error on my part, but I am rather concerned.
Yours
truly, Carl Firth
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Lesson
39
Read the spelling words or play the CD. The spelling test may be taken up and marked as part of their Phonics assessment.
|
39. Spelling Test 3 Listen
to the following words. Fill in the missing letters. Listen carefully for the
first sound and the end sound. It may help to think of a word that rhymes.
|
Lesson
40
a. Do some examples orally. Students complete the exercises. Go over answers.
|
40. Homophones Homo
= same. Phone = sound. So homophones are words that sound the same. Exercise
A (Revision of one-syllable homophones.) Fill
the gaps in the following sentences with the correct words. Read the
sentences aloud. 1. When I see the sea,
I feel it is the loveliest scene I have ever seen. (Accept reversal of sea and scene.)
2. I must warn you that a dress that short is not fit to be worn. 3. I knew the soldier wore
his new uniform to the war. 4. Sign this piece of paper and we
can live in peace.
5. The clouds blew across the blue
sky. 6. The evil king was thrown off the throne. 7. You’re not being fair if you
don’t pay your fare. 8. They’re making their
way there now. 9. Where can I go to lose weight?
I can’t wait to wear the little dress you gave
me. 10. It took the workmen five hours to fill in the whole
hole. Exercise B
Homophones with more than one syllable. Fill the gaps in the following sentences with the
correct words. Read the sentences aloud. 1. If we hire a ladder we can climb
up higher. 2. That berry may be poisonous; you
should bury it in the ground. 3. I ate my breakfast cereal as I
watched my favourite television serial. 4. I must compliment
you on your dress; those colours really complement each other. 5. I need flour to make bread and a flower
for the vase.
6. The car was stationary because I
was in the stationery shop buying some paper. 7. The principal told me he would
let me go though in principle I should be punished. 8. She has been in mourning since
the morning that her husband died. 9. I want to alter the plans for the
design of the altar. 10. All the colonels gave their
soldiers to eat were the kernels of some nuts. |
Lesson
41
a.
Pronounce some of the introductory words with wrong stress and ask students
which are correct.
b.
Do the exercise on photograph / photographer?
Ask students to give the correct response depending on whether they hear
PHOto... or phoTO...
c. Go over the two simple rules about word stress. Point out that the other rules are useful but that it is more important to learn from experience in speaking and listening to English. Students are not expected to learn these rules – just be aware that there are rules.
d. For Exercise A, read the words as nouns. Point out that it does not really matter which consonants are included in the syllable – so long as the vowel is there.
e. Do Exercises B and C. Discuss the different stresses for nouns, adjectives and verbs.
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41. Word stress in English Listen to these words and underline the stressed syllable in each: college exciting unexceptional present present photograph photographer photographic permit permit Word
stress is very important in spoken English. If you place the stress on the
wrong syllable a native English speaker may find it difficult to understand
you. Think
about the two words photograph and photographer. Imagine you are speaking
to somebody over a very bad telephone line. You hear only the first two
syllables of the word, photo... How
do you know if the word is photograph
or photographer? If you hear
PHOto... you know the word is PHOto...graph. If you hear phoTO… you know the
word is phoTO...grapher. Rules of Word
Stress in English There
are two very simple rules about word stress: 1.
A word has only one stress. (But sometimes long words have a
"secondary" stress.) 2. We can only stress vowels, not consonants. There
are other rules that can help you understand where to put the stress. But
there are many exceptions to these rules, so it is better to try to
"feel" the music of the language and to add the stress naturally. Exercise
A Listen to these
two-syllable nouns and underline the stressed syllable. China table export money permit present produce machine water Raymond Which word is the odd one out? machine Exercise B Listen
to these two-syllable adjectives and underline the stressed syllable.
pretty happy slender obese tiny crazy purple yellow anxious hungry Which word is the odd one out? obese Which one of these statements is the general rule? a. Most two-syllable verbs and nouns have stress
on the first syllable. b. Most two-syllable nouns and adjectives have
stress on the first syllable. c. Most two-syllable nouns and adjectives have
stress on the last syllable. Exercise C Listen
to these two-syllable verbs and underline the stressed syllable.
create destroy export permit produce present believe reject settle complain Which word is the odd one out? settle Which one of these statements is the general rule? a. Most two-syllable verbs have stress on the last
syllable. b. Most two-syllable nouns have stress on the last syllable. c. Most two-syllable verbs have stress on the first syllable. |
Lesson
41 (continued)
f.
Do Exercise D and check that students understand the differences between the
columns.
g. Students do Exercises E, F and G. Discuss the rules with them. With a good class, you could introduce the words “penultimate” (second last) and “ante-penultimate” (third last).
Exercise D Listen to these nouns and repeat them. What is the pattern?
ENGlish comPUTer enterTAINment LANguage reVISion expectAtion SCIence
exCITEment teleVISion Words in the first column have stress on the first syllable, second column second syllable, third column third syllable. Exercise
E Listen and mark the stresses in
these words. graphic geographic domestic plastic fantastic terrific specific Pacific statistic electric Which one of these statements is the general rule? a. Words ending in “ic” have stress on the first
syllable. b. Words ending in “ic” have stress on the second syllable. c. Words ending in “ic” have stress on the second last syllable.
Exercise F Listen
and mark the stresses in these words. creation destruction permission production presentation rejection television decision
Which one of these statements is the general rule? a. Words ending in “sion” and “tion” have stress on the first syllable. b. Words ending in “sion” and “tion” have stress
on the second syllable. c. Words ending in “sion” and “tion” have stress on the second last syllable.
Exercise G Listen
and mark the strongest stresses in these words. democracy electricity electrical exceptional university photography photographical philosophical dependability biology biological fundamental policy geography geographical grammatical Which one of these statements is the general rule? a. Words ending in “cy”, “ty”, “phy”, “gy” and
“al” have stress on the last syllable. b. Words ending in “cy”, “ty”, “phy”, “gy” and
“al” have stress on the second last syllable. c. Words ending in “cy”, “ty”, “phy”, “gy” and “al” have stress on the third last syllable.
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Lesson
42
a.
Go over the introductory section. Read the words (or play the CD) and students
repeat them.
b.
Students do Exercise A. Go over answers.
c. Read the words for Exercise B (or play the CD). Go over the answers.
d. For Exercise C, point out that “there is” would normally be spoken as “there’s”. Similarly, “anniversary” and “international” can be shortened to four syllables (annivers’ry, internashnal) and “interest” should be pronounced with two syllables (int’rest).
e. Students should attempt to read the sentences in Exercise D before hearing them read correctly.
f. Two more rules you may introduce with a good class: Polysyllabic words usually have more than one stress (primary and secondary). (interNATional, antibiOtic) If there is a prefix it takes secondary stress.
In compound words the stress in a noun goes on the first part: BLACKbird, POSTman, FLAGpole
The stress in adjectives and verbs goes on the second part: bad-MANNered, outNUMbered, overTAKE.
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42.
Word stress and Grammar Different kinds of words
often have different stress patterns. If we don’t hear the right stress we
may not understand the correct grammar. Listen and practice
saying these words: Verb inFORM exPORT creATE Noun informAtion EXport
creAtion Exercise A Complete
the columns below and underline the most strongly stressed syllable in each
word. Verb Noun Noun Adjective record record politics political present present secretary secretarial insult insult industry
industrial frequent frequency philosophy philosophical examine examination energy energetic oppose opposition product productive Exercise
B Listen to the following words. Underline
the most strongly stressed syllable in each word. Practice reading them
aloud. decision commission technology technological medical human humanity humanitarian microscope microscopic translate translation Exercise
C Practise saying these sentences.
Make sure you have the correct stress pattern in words with more than one
syllable. It may help if you underline the stressed syllables first. 1.
There’s too much traffic on the road today. 2.
There was a lot of preparation for our thirty-fifth
anniversary. 3.
The international community is taking
an interest in developments in China. Exercise
D Try reading the following
sentences correctly. Think about how verbs are stressed differently from
nouns and adjectives. It may help if you underline the stressed syllables. Then
listen to see if you got them right. 1. If you are present I will present you with a present. 2. A farm can produce fresh produce. 3. I can not permit you to enter without a permit. 4. I must protest. You progress too slowly. 5. The progress of the protest marchers was slow. 6. I resent your recent insult! 7. The entrance to a mall fails to entrance me. 8. The insurance for the invalid was invalid. 9. I object to this ugly object. 10. We must subject the subject to a series of tests. 11. The soldier decided to desert his dessert in the desert. |
Lesson
43
Do the first one or two as an example. Let students do all exercises, then go over the answers.
21.
43. Odd Word Out 3
Which
word is the odd one out? Explain why. 1. farmer basket respect driving candle 2. define about release confuse raven 3. intended
possible polluted refusal
ambition 4. accepting motorist
chemical elephant practical 5. definition impossible residential resolution photographic 6. silent rodent patent invent latent 7. canal petal medal fatal brutal 8. idle sandal wattle candle unreal 9. atone impose alone demote pollute 10. reside upside
betide defied denied 11. athlete complete receipt defeat repeat 12. below freeload
pre-owned profile re-zone 13. nightlife finite skylight wide-eyed picnic 14. confound allow exploit unbound renown15. destroy reply annoy despoil uncoil16. avoid undo review refute untrue 17. aboard daughter doorway coleslaw laughter18. showing tower shower scowling power19. inform defeat pretend product arrest20. present protest permit rebel notice |
Lesson 44
Choose students to read the poems. Watch for the following problems.
Confusion of B sound and BL blend in 1, sounding all Ss in 4 and 7, L and N confusion in 5, and
sounding of C in 6.
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44. Reading 3 Exercise
A Read these poems. 1.
Big Black Bug 2.
Thin Things A big black bug I can think of thin things,
Bit a big black bear, Six
thin things, can you? And
of six thick things too. 3. Larry O'Reilly Larry O’Reilly loved Nellie O’Malley 4.
Ghosts And so, one fine day, they
decided to marry. Amidst
the mists and coldest frosts, 5. Light
Night 6.
A Little Lady You've no need to light a
night-light A little lady lives
alone On a light night like
tonight, Close to a
little lake. For a night-light's
light's a slight light, She plants blue flowers And tonight's a night
that's light. To be watered with
showers When a night's light, like tonight's light, And
clears leaves with her rake. 7.
Doctor When a doctor doctors a doctor, 8.
Sally Snake Ms. Sylvia Snake, tired of small
Sally Snake's hissin' in the pit all day, "Well!" scowled Sylvia Snake. "I
remember when Ms. Pott didn't even have a pit to hiss in." Exercise B Read
these tricky sentences. Be careful! 1. The buck does funny things when the does are present. 2. A cat with nine lives lives next door. 3. There was a row among the oarsmen about how to row. 4. I shed a tear when I saw the tear in my clothes. 5. They had to wind up the picnic because of the strong wind. 6. The bandage was wound around the wound. 7. They were too close to the door to close it. 8. The man with the bow and arrow must bow to the man with the gun. |