BOOK 1 – WORDS OF ONE
SYLLABLE
(2006 Edition)
Introduction: Two Types of Letters - Vowels and Consonants
1. Short Vowel Sound A
2. Consonants - B, C, D, F
3. Short Vowel Sound E
4. Consonants - G, H, K, L Reading and Spelling 1
5. Short Vowel Sound I
6. Consonants - M, N, P, R
7. Short Vowel Sound O Reading and Spelling 2
8. Consonants - S, T, V, X, Z
9. Short Vowel Sound U
10. Consonants - J, soft G, W, Y
Revision Test 1 – Short Vowel Sounds Long Vowel Sounds
11. Long Vowel Sound A - AI, AY, EY, A_E Reading and Spelling 3
12. Consonant Blends - BL, BR, CL, CR, DR Odd Word Out 1
13. Consonant Endings - CK, SS, FF, LL
14. Long Vowel Sound E - EE, EA
15. Consonant Blends - FL, FR, GL, GR, PR, PL, TR Odd Word Out 2
16. Long Vowel Sound I - IE, Y, IGH, I_E Reading and Spelling 4
17. Consonant Digraphs - CH and SH
18. Long Vowel Sound O – OA, OW, OE, O-E
19. Consonant Digraphs - TH
20. Long Vowel Sound U - EW, U_E Odd Word Out 3
21. Consonant Blends - SC, SCR, ST, SP, STR, SPR Reading and Spelling 5
Revision Test 2 – Long Vowel Sounds
22. Diphthongs - OI, OY, OU, OW
23. Consonant Ending – NK
24. Consonant Endings - MP, ND, FT, LD, LT, LK
25. R-controlled Vowels - ER, IR, UR, EAR
26. R-controlled Vowels - AR, EAR, OR, OOR, OAR, OUR Odd Word Out 4
27. Consonants - Soft C, Q
28. Consonants - W or Q before A or AR Reading and Spelling 6
29. Consonant Blends - SL, SM, SN, SQ, SW
30. Long Vowel Sounds - OO, EW, AW, AL
31. Short Vowel Sound – OO, U, OUL Homophones 1
32. Consonant Blends and Digraphs - GH, PH, SK, TW, THR, SHR
33. Vowels - Y (short I), A (ar), I, IE, EI (long E), EI (long A)
Revision Test 3 – More Vowel Sounds
34. Silent Letters - GH, GN, KN, WR, SC, SCH
35. Consonant Endings - NG, NGE, DGE Homophones 2
36. Silent Letters – B, H, W, S Reading and Spelling 7
Revision Test 4 – Long and Short Vowel Sounds
Lesson 1
This section introduces the idea that the alphabet is made up of two types of letters. To check students’ understanding, name some letters (or give the sounds of the letters) and ask them to respond with “vowel” or “consonant”. Some of the details (eg. “r-controlled vowels” may be left out for weaker classes.)
Vowels save the Day – In this animated movie (1.5 minutes) the Consonants try to have a party, but find they can’t do anything until the Vowels arrive. To show this movie, access the English Corner Website (www.oocities.org/hgcenglish), click on “Phonics Fun”, then click on The importance of vowels – movie.
Introduction:
Two Types of Letters. Vowels There are 5 single vowels in English: a, e, i, o,
and u. Sometimes, the letter y also acts as a vowel. English words are built
on vowels. Every word must have at least one vowel. Some vowels can be words by themselves, such as the words
"A" or "I". Vowels have three different sounds: short vowel, long
vowel, or r-controlled vowel. Short Vowel Sounds The five most important
sounds are the short vowel sounds. If you know these sounds you will be able
to spell a lot of words.
The vowels are A,
E, I, O and U. They are named by their long sounds. Their short
sounds are: A as in ant E as in
egg I
as in ink O as in old U as in umbrella Pattern:
Consonant-Vowel-Consonant A single vowel between two consonants is usually short. Example:
C-A-N: The vowel "A" is short because it is between the consonants
C and N. Consonants Most consonants (15 of them) have just one sound. They are B F
H J K L M
N P R T V
W Y Z (But Y can also
have a vowel sound) B as in bag F as in fat H as in
hat J
as in jam K as in kid L as in leg M as in
man N
as in nose P
as in pet R as in run T as in top V as in
vet W
as in wet Y
as in yes Z as in zoo Some single consonants (6
of them) have more than one sound.
They are C G
D Q S X More
about these later! |
Lesson
1 (continued)
Focus
on the short vowel sound A (as in CAT).
a. English Corner Website (see above). These exercises may be suited to Form 1 and weaker classes at the higher levels.
Sound of A (2 minutes) Demonstrates the short vowel sound of A, as used in various words. Click on the letter A to hear the word, and click the right arrow to go to the next word. You could invite a student to do the last part, which is an exercise in separating capital and small letters A
AN ending test AT ending test These are short exercises in forming words ending in AN and AT.
Reading: Zac the Rat A simple reading text featuring the A sound. Click on words to sound them out. Ask individual students to read a sentence. This could be done at the end of the lesson.
b. Phonics Wheel. This is useful for classes at any level. Start with the sound “at” and go around the wheel from S to G (or further with a good class). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. If time permits, try the exercise with “am” and “ab”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. It is very important that you insist they follow the instruction to say each word aloud as they find it. Give them a reasonable time limit and see who can find the most words.
e. Explain what is meant by words that rhyme. This is a very important concept in Phonics and must be constantly reinforced. Ask them to do Exercise B and go over all the possible answers. (They only have to find one.)
1. Short Vowel Sound A
A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ + B P L C M D G+ N A P + A + A ++ T J B G B P S RT A C A A C B A D+ + F M A N S + +D G A N G A H A +A J A F A N F M HF G + D G + L A D+ + + + + + + D T(Over,Down,Direction) BAD(7,4,E) BAN(4,3,SE) CAB(6,1,S) CAN(6,4,SW) CAT(3,4,W) DAG(4,8,NW) FAD(1,8,N) FAG(3,5,NE) FAN(4,7,E) FAT(7,7,SE) GAG(5,6,S) GAP(9,1,SW) HAG(7,6,W) HAS(9,7,NW) JAB(3,3,N) JAM(2,7,NE) LAD(7,8,E) LAP(5,1,SE) MAD(8,7,S) NAG(4,6,SW) PAN(4,2,W) RAM(9,3,NW) SAD(8,3,N) TAP(2,3,NE) B. Write down a word from
the word list that rhymes with each of the following words.
pad bad, fad, mad, sad tag dag, fag, gag, hag, nag mat cat, fat yam jam,
ram nap gap, lap, tap lab cab, jab |
Lesson
2
Focus
on the consonants B (as in BAT), C (as in CAT), D (as in DOG) and F (as in
FAT).
a. English Corner Website (see above). These exercises may be suited to Form 1 and weaker classes at the higher levels. Click on letter and right arrow. Be patient. The arrow may not appear until the action is completed.
Sound of B Sound of C Sound of D Sound of F
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle.
Remember to insist they say each word aloud as they find it.
d. Make sure they remember what rhyme is. Ask them to do Exercise B and go over all the possible answers. (They only have to find one.)
2. Consonants B, C, D, F
Note – C sometimes has the same sound as S. In
this exercise it has the sound K, as in CAT.
A. Find the words in the word search puzzle. When you find
each word, you must say it.
+ + + + + + B T F +D T D A C + U A I +D I C D E F D A B FO + D A B I B C I +B + B D F O A + R TB U + O + B B T O +T O D C + + + C + ++ E C + + + + A + +B + + + + + T F E D(Over,Down,Direction) ACT(8,8,N) BED(1,9,NE) BIB(5,4,E) BOB(5,4,SE) BUD(7,1,S) CAB(8,4,SW) CAD(5,2,W) COB(3,8,NW) COD(4,7,N) COT(8,7,NE) DAB(7,3,E) DID(1,2,SE) DEFT(10,9,W) DOB(1,3,S) FACT(5,5,NW) FAD(9,1,SW) FED(6,3,W) FIT(10,3,NW) RIB(9,5,N) TUB(1,7,NE) B. Write down a word from the word list that rhymes with each of the following words. dub tub red bed,
fed tab cab, dab blot cot clad cad, fad left deft |
Lesson
3
Focus
on the short vowel sound E (as in BED).
a. English Corner Website (see above).
Sound of E (2 minutes) Demonstrates the short vowel sound of E, as used in various words.
EN ending test ET ending test Short exercises in forming words ending in EN and ET.
Reading: Peg the Hen A simple reading text featuring the E sound. Click on words to sound them out. Ask individual students to read a sentence. This could be done at the end of the lesson.
b. Phonics Wheel. Start with the word “set” and go around the wheel as far as “get” (or further with a good class). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle.
Remember to insist they say each word aloud as they find it.
e. Remind students what rhyme is. Ask them to do Exercise B and go over possible answers.
3. Short Vowel Sound E
A. Find the words in the word search puzzle. When you find each word,
you must say it.
+ D + + + + + + P ++ E + F + + + + E +T N E + B + + + T +N D B E G E + M G +E + + + + + T E E +T E G + N + L E T N+ + + + R E L + + ++ T + E D + H L + ++ E D E + + + + E ++ J B + + + + + + S (Over,Down,Direction) BED(3,10,NE) BEG(3,4,E) BET(5,3,SE) DEN(2,1,S) FED(4,2,SW) GET(3,6,W) HEN(7,8,NW) JET(2,10,N) LEG(7,6,NE) LET(7,6,E) MEN(8,4,SE) PET(9,1,S) RED(5,7,SW) SELL(10,10,NW) TENT(1,6,N) B. Write down a word from
the word list that rhymes with each of the following words. vet bet, get, jet, let, pet meg beg, leg wed bed, fed
vent tent dell sell wen den, hen, men |
Lesson
4
Focus
on the consonants G (as in GET), H (as in HAT), J (as in JOB), K (as in KID)
and L (as in LET).
a. English Corner Website (see above).
Sound of G Sound of H Sound of K Sound of L
F and H discrimination test This is a minimal pairs exercise. You could ask the class to vote on the correct answers, or get individual students to compete with each other.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Make sure they remember what rhyme is. Ask them to do Exercise B and go over all the possible answers. (They only have to find one.)
4. Consonants G, H, J, K, L
A. Find the words in the word search puzzle. When
you find each word, you must say it.
G + D G + L + F + +O + A O L L + I + +L H F I G L G G + D+ O K I T I E O + AG L H O D H + G J HE L L H B E G H G +K + A I O + L U + JG I J G B G E G E DG A G D I L G T I ++ + + + + + + K + +(Over,Down,Direction) BEG(5,6,E) BILL(5,8,NW) EGG(7,4,SE) FIG(8,1,S) FOG(3,3,SW) GAG(3,9,W) GOD(5,3,NW) HAD(10,5,N) HAG(2,3,NE) HILL(6,5,N) HOD(3,5,E) HOG(4,6,SE) HUG(8,6,S) JET(10,7,SW) JIG(3,8,W) JOG(9,5,NW) KEG(1,7,N) KID(8,10,NE) KILL(3,4,NE) KIT(3,4,E) LAG(2,6,SE) LEG(7,7,S) LID(6,9,W) LOG(1,3,N) B. Write down a word from
the word list that rhymes with each of the following words. bog fog, hog, jog, log let jet
gig fig, jig
jag gag,
hag, lag gill bill, hill, kill lit kit |
Exercises on 1-4
|
Exercises on Parts 1 – 4 READING 1 Read
these sentences. If you don’t know how to say a word, use the golden rule:
Say the first sound. Say a rhyming word. Then say the new word.
SPELLING
1 Listen to the following words. Fill in the missing
letters. Listen carefully for the first sound and the end sound. Think of
another word with the same ending.
5. bl__b 6. s__g
9. __en 10.
r__p |
Lesson
5
Focus
on the short vowel sound I (as in DID).
a. English Corner Website (see above).
Sound of I (2 minutes) Demonstrates the short vowel sound of I, as used in various words.
IG ending test IP ending test Short exercises in forming words ending in IG and IP.
Reading: The Big Hit A simple reading text featuring the I sound. Click on words to sound them out. Ask individual students to read a sentence. This could be done at the end of the lesson.
b. Phonics Wheel. Start with the sound “in” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. If time permits, try the exercise with “ip”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
5. Short Vowel Sound I
A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ P + + + + M + T ++ + I + + I + + I ++ + F P S G + + B ++ I T T + P I T + +N G + I P I G B + R+ D I G H L + D K I+ + + W + D P S I B+ + + + I I I F L MB I B D N N + I L +M I H + + + + G + + (Over,Down,Direction) BIB(3,9,W) BIG(8,5,NW) BIT(9,3,N) DID(4,9,NE) DIG(2,6,E) DIM(8,6,SE) FIG(8,8,S) FIN(3,3,SW) HIM(3,10,W) HIT(5,6,NW) KILL(9,6,S) LIP(6,6,N) MIST(7,1,SW) NIP(5,9,NE) PIG(5,5,E) PIP(2,1,SE) RIB(10,5,S) SIN(8,7,SW) TIP(8,4,W) WIG(4,7,NW) B. Write down a word from the word list that rhymes with each of the following words. nib bib, rib gig big, dig, fig, wig rim dim,
him rid did pill kill rip lip, nip, pip, tip |
Lesson
6
Focus
on the consonants M (as in MAT), N (as in NOT), P (as in POP) and R (as in
RED).
a. English Corner Website (see above).
Sound of M Sound of N Sound of P
Peter Piper The well-known tongue-twister.
B and P discrimination tests: Beginning Middle End
These are tests to check whether students can discriminate between the sounds B and P when they occur at the beginning, middle or end of a word. Make sure you know how it works before trying it in class.
L and R discrimination tests: Beginning1 Beginning2 Middle End
As above, for the sounds L and R.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over possible answers.
6. Consonants M, N, P, R
A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ P + + + + M + T ++ + I + + I + + I ++ + F P S G + + B ++ I T T + P I T + +N G + I P I G B + R+ D I G H L + D K I+ + + W + D P S I B+ + + + I I I F L MB I B D N N + I L +M I H + + + + G + +(Over,Down,Direction) BIB(3,9,W) BIG(8,5,NW) BIT(9,3,N) DID(4,9,NE) DIG(2,6,E) DIM(8,6,SE) FIG(8,8,S) FIN(3,3,SW) HIM(3,10,W) HIT(5,6,NW) KILL(9,6,S) LIP(6,6,N) MIST(7,1,SW) NIP(5,9,NE) PIG(5,5,E) PIP(2,1,SE) RIB(10,5,S) SIN(8,7,SW) TIP(8,4,W) WIG(4,7,NW) B. Write down a word from
the word list that rhymes with each of the following words.
pan man,
ran rap map, nap nib rib lug mug
pip
nip, rip mend end |
Lesson
7
Focus
on the short vowel sound O (as in TOP).
a. English Corner Website (see above).
Sound of O (2 minutes) Demonstrates the short vowel sound of O, as used in various words.
OT ending test OG ending test Short exercises in forming words ending in OT and OG.
Reading: Mox’s Shop A simple reading text featuring the O sound. Click on words to sound them out. Ask individual students to read a sentence. This could be done at the end of the lesson.
b. Phonics Wheel. Start with the sound “ot” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. If time permits, try the exercise with “op”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
7. Short Vowel Sound O
A. Find the words in the word search puzzle. When
you find each word, you must say it.
G B + + + + + + + SO O + L R O D + S +F X T O L L H O B B+ + L P T + M B O MN O C J T O + R + PT + C O O O C B + O+ O G + + B N L O PG + S + + + + L + B+ + + O + + + O + ++ + + + P + + D + +(Over,Down,Direction) BOB(8,6,SE) BOX(2,1,S) COG(3,6,SW) CON(3,5,W) COT(7,6,NW) DOLL(8,10,N) FOG(1,3,N) GOT(3,7,NE) HOB(7,3,E) JOB(4,5,SE) LOP(4,2,S) LOT(3,4,SW) MOB(10,4,W) MOSS(7,4,NE) NOT(7,7,NW) POP(10,7,N) ROB(8,5,NE) ROD(5,2,E) SOP(3,8,SE) TOLL(3,3,E) B. Write down a word from
the word list that rhymes with each of the following words.
hop lop,
pop, sop dog
cog, fog fox box toss moss roll doll, toll cob
bob, hob, job, mob, rob |
Exercises on 5-7
|
Exercises on Parts 5 – 7. READING
2 Read
these sentences. If you don’t know how to say a word, use the golden rule: Say
the first sound. Say a rhyming word. Then say the new word.
SPELLING 2 Listen to the following words.
Fill in the missing letters. Listen carefully for the first sound and the end
sound. Think of another word with the same ending.
3. m_st 4. ti__ 5. bl__b 6. f__n 7. _og 8. __ob 9. fi__ 10.
__od |
Lesson 8
Focus on the consonants S (as in SAT), T (as in TOP), V (as in VET), X (as in BOX) and Z (as in ZIP). Point out that S sometimes sounds like Z when it is at the end of a word.
a. English Corner Website (see above).
T and D discrimination test This is a minimal pairs exercise. You could ask the class to vote on the correct answers, or get individual students to compete with each other.
Sound of V F and V discrimination test This is a minimal pairs exercise, as above.
B and V discrimination tests: beginning middle end
Tests to check ability to discriminate between B and P sounds at the beginning, middle or end of a word.
Fuzzy Wuzzy A good tongue twister to practice the sound of Z.
Timed game – Matching Consonants (L-Z) Timed Game – Matching Consonant Sounds
These concentration games are good for revision of consonants. Students can compete to find all the pairs in the shortest time. Best to use this at the end of the lesson. Click “Start New Game” to begin.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over possible answers.
The letter S has a voiced sound and an unvoiced sound. The
unvoiced sound is S as in see, say and some. The voiced sound of S is Z.
It is often heard in word endings, such as was,
his, eyes, trees. The
most common sound of X is KS, as in mix and next. A. Find the words in the word search puzzle. When
you find each word, you must say it.
M + + + X + S + + +V A S I Z E + T + +E + X B + S V + O +S T O E S S S O B PT X A E + + + T I V+ + M S T + + Z A +T E V + E + X T + XI T + + S E D + + +X U P A S + E S I PE B + + + + Z + + + (Over,Down,Direction) BOSS(9,4,W) BOX(4,3,SW) EXAM(4,4,NW) EXIT(1,10,N) MESS(3,6,NE) SAP(5,9,W) SAT(4,6,NW) SET(5,8,N) SEX(5,9,NE) SIP(8,9,E) SIZE(3,2,E) STOP(7,1,SE) TAX(8,5,SE) TUB(2,8,S) VAT(10,5,SW) VEST(1,2,S) VET(3,7,W) VEX(7,3,NW) ZED(7,10,N) ZIP(8,6,NE)
B. Write down a word from
the word list that rhymes with each of the following words.
wed zed hex
sex, vex
tap sap
wise size wax tax cox box |
Lesson
9
Focus on the short vowel sound U (as in FUN).
a. English Corner Website (see above).
Sound of U (2 minutes) Demonstrates the short vowel sound of U, as used in various words.
UG ending test Short exercise in forming words ending in UG
Reading:Gus the Duck A simple reading text featuring the U sound.
Revision - Short Vowels
Matching Game (For the end of the lesson) This matching game has 3 levels. Students should be able to do Level 1 at this stage. A good class could be introduced to blends by doing Levels 2 and 3.
Name
the Picture An easy exercise
in discriminating between similar words with different vowels.
b. Phonics Wheel. Start with the sound “un” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. If time permits, try the exercise with “ump”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
|
9.
Short Vowel Sound U A.
Find the words in the word search puzzle. When you find each word, you must say
it. + D + L + + M B + D+ C U T + G U + U ++ C + N U C B M + +K G + N G + + + F P+ B U R U + + + U UM U H B J T P + N B+ + + + + U + + + BD U B T N + P + + U+ + + + U + M U G T+ + + + + H + + S + (Over,Down,Direction) BUD(3,8,W) BUG(4,6,NW) BUM(7,3,N) CUB(6,3,NE) CUT(2,2,E) DUN(2,1,SE) FUN(9,4,S) GUN(6,2,SW) HUM(3,6,W) HUT(6,10,NW) JUG(5,6,N) LUCK(4,1,SW) MUD(8,3,NE) MUG(7,9,E) NUT(4,4,SE) PUB(10,4,S) PUN(7,6,SW) RUB(4,5,W) SUP(9,10,NW) TUB(10,9,N)
B. Write down a word from
the word list that rhymes with each of the following words. hug bug, jug, mug bun dun, fun, gun, pun nub pub, rub, tubdud bud,
mud pup sup tuck
luck |
Lesson 10
Focus on the consonants J (as in JAM), G (as in GYM), W (as in WET) and Y (as in YOU). The sound of G Rule may be discussed with good classes.
a. English Corner Website (see above).
Sound
of J Sound of W Sound of Y
Woodchuck A good tongue twister to practice the sound of W.
Discuss the rule for deciding whether G has a soft or hard sound.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over possible answers.
|
10. Consonants J, soft G, W, Y The
letter G has two different sounds. It has a hard sound as in go
and a soft sound as in gym and age. 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). A.
Find the words in the word search puzzle. When you find each word, you must say
it. J + M J + + N N E Y+ E O E G + I + B AW B T S G U G A + M+ O + + E + J W I TJ + K + + Y + T + +I J A M A + T E + TG + + P + N U Y E +Y U M + O + J W + +G O J Y + + + + + + (Over,Down,Direction) GEM(5,3,NW) GIN(7,3,N) JAB(7,4,NE) JAM(2,6,E) JET(1,1,SE) JIG(1,5,S) JOB(4,1,SW) JOG(3,9,W) JUG(7,4,NW) JUT(7,8,N) WET(8,8,NE) WIT(8,4,E) WOK(1,3,SE) YAM(10,1,S) YAP(6,5,SW) YEN(10,1,W) YES(6,5,NW) YET(8,7,N) YON(4,9,NE) YUM(1,8,E)
B. Write down a word from
the word list that rhymes with each of the following words. win gin wen yen wig jig
yob job zap yap whet jet, wet, yet
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Revision Test 1 – Short Vowel Sounds
This test will check what students have learned from the first ten lessons. If there are still problems it will be necessary to revise before going on to the next section.
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Revision Test 1
– Short Vowel Sounds 1.
Write
down ten pairs of rhyming words, from the above box. a.
__can__ __tan__ b.
__met__ vet c. fad gad d. rib
nib e. sod cod f. bud dudg. nub sub h. zit witi. rep pep j. con don
2. Fill in the gaps in this poem with a rhyming
word from the list below. My name is Zog. I am a dog. I like to sit And rest a bit. I like to run As it is fun. I can beg And lift my leg But if I get mad I can be bad
And I will nip You on the hip. bad fun dog hip leg bit |
Lesson 11
Long
Vowel Sounds
The rule about two vowels together should also be taught. Use the song on the website:
Song – Two vowels. The third rule should be introduced briefly.
The fourth should only be taught to the better classes at this stage.
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Long Vowel Sounds 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 pattern of the word is usually
Consonant-Vowel-Consonant-Silent E. Example: In the word tape,
the A is long and the E is silent. TWO VOWELS TOGETHER Usually,
when two vowels are written together, the first vowel is long and the second
vowel is silent. Examples: meat,
seat, plain, rain, goat, road, lie, pie, day, say. VOWEL AT THE
END OF A SHORT WORD When a short
word ends in a vowel, it is usually long.
Examples: he, she, ago, no VOWEL AT THE
END OF A SYLLABLE When
a vowel ends a syllable, it is usually long. Examples: cha/os, de/cay, gi/ant, ti/dal
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Lesson
11 (continued)
Focus on the long vowel sound A.
Explain that the sound can be spelt in the following ways:
AI (as in MAIL)
AY (as in DAY)
EY (as in GREY)
A_E (as in TAPE)
a. English Corner Website
A_E test This is a useful test on the magic E. Students make words ending in “an”. Which then become words ending in “ane”. They go on to form other words with A and magic E. (Note – It uses the American pronunciation of “vase”.
Drag into box - test <Students have to identify which words have the long A sound.
Picture Hunt Find objects in a picture which are spelt with A_E.
Reading: Jake’s Tale A simple reading text featuring the I sound. Click on words to sound them out. Ask individual students to read a sentence.
b. Phonics Wheel. Start with the sound “ane” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with “age” and “ay”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
11. Long Vowel Sound A
AI, AY, EY, A__E
A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ F A D E G E + + + W ++ + + L A D + L + + A EL + + P A + E B A B V T+ I E J + M R L + S E AL I A S + A E I B Y N HY I + B I + E A F E A +E + A L + L Y T P A C GH + + H A + + A F P K ++ + + T W + C + A R + EY E R G J A I L M E + YV A I N + + I + E Y A D+ + + + + + + L + S + +(Over,Down,Direction) BABE(10,3,W) BAIL(4,6,NW) BAY(9,5,SW) CANE(11,7,N) CAPE(7,9,NE) DAY(12,11,W) FADE(2,1,E) FAKE(9,6,SE) FAME(9,8,S) GAPE(6,1,SW) GAY(12,7,NW) GREY(4,10,W) HAIL(4,8,NW) HATE(12,5,N) HEY(1,8,N) JADE(4,4,NE) JAIL(5,10,E) LAME(4,2,SE) PREY(10,8,S) RAIL(7,4,SW) SAIL(4,5,W) SALE(10,4,NW) SAY(10,12,NE) TAIL(8,7,N) TALE(4,9,NE) VAIN(1,11,E) WAIL(5,9,SE) WAVE(11,1,S)
B. Write down a word from the word list that
rhymes with each of the following words.
cake fake nail bail, hail, jail, sail, sale, tail, tale, wail pain
cane, vain name fame, lame wade fade,
jade obey
bay, day,
gay, grey, hey, prey, say |
Exercises
on 8-11
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Exercises on Parts 8 – 11 READING
3 Read these sentences. If you don’t know how to say a word, use the golden rule: Say the first sound. Say a rhyming word. Then say the new word.
SPELLING 3 Listen to the following words. Fill in the missing
letters. Listen carefully for the first sound and the end sound. Think of
another word with the same ending.
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Lesson 12
Consonant
Blends
Introduce the concept of consonant blends, by giving some general examples. Then focus on words beginning with BL, BR, CL, CR and DR.
a. Phonics Wheel. Start with the blend BL and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with BR, CL and DR.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over possible answers.
12. Consonant Blends BL, BR, CL, CR, DR
Definition:
Consonant
blends are 2 or 3 single consonants that work together to make a sound.
Each consonant within the blend must be heard. There
are 3 main types of consonant blends: L-blends, R-blends and S-blends. Examples
of L-Blends: black, clean, flat, glad, plug Notice
the position of the L; it is located at the end of the blend.
Also, in these examples, the l-blend begins the word; however, the
blend may appear anywhere within the word. Examples
of R-Blends: brown, crime, dream, frame, grade, print, trick Notice
the position of the R; it is located at the end of the blend.
Also, in these examples, the r-blend begins the word; however, the
blend may appear anywhere within the word. A. Find the words in the word search puzzle. When
you find each word, you must say it.
P G D E R B P + B MI N D + + E + R T AR I C A E + A O D LD R B R L G L + R C+ B C L A C D C Y +C L U B E B B R + +P O R C + D L A U CD R O P + + O G R MB L A B + + T A + D+ + + + + + M + + + (Over,Down,Direction) BLAB(1,9,E) BLED(3,4,SE) BLOT(7,6,S) BRAG(9,1,SW) BRED(6,1,W) BRING(2,5,N) CLAD(6,5,NW) CLAM(10,4,N) CLOT(6,5,NE) CLUB(1,6,E) CRAB(3,3,SE) CRAG(8,5,S) CRAM(10,7,SW) CREEP(3,5,NE) CROP(4,7,W) DRAB(10,9,NW) DRIP(1,4,N) DROP(1,8,E) DRUM(7,5,SE) DRY(9,3,S) B. Write down a word from
the word list that rhymes with each of the following words. cry dry drag brag, crag clop crop,
drop dread bled
bleep creep crumb drum
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Odd
Word Out 1
Do the first one or two as an example. Let students do all exercises, then go over the answers.
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Odd Word Out 1 Which word is the odd one out? Explain why. 1. tap rap sat nap lap 2. beg bet let yet set 3. big bog rig dig pig 4. top not rot cot dot 5. drub hub club nub bun 6. clap sad ape brat man 7. same take clay crag tail 8. sail tale late nail male 9. bay cry prey stay grey 10. nod cod don rod sod 11. blame claim same cram tame 12. drip nod crop brag clip |
Lesson 13
Consonant
Endings
Introduce the concept of silent consonants when they are doubled at the ends of words, by giving some examples of words ending in CK, FF, LL and SS.
a. Phonics Wheel. Start with the sound “ack” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with “ill” (or “all”) and “ess”.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over possible answers.
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13.
Consonant Endings CK, FF, LL, SS Silent Consonants There are many different consonants that are
silent when they are combined with other letters. For example, C before K
is silent. Why? It is because C has no sound of its own. What we hear in
words such as snack and sack is the sound of K. In
a double consonant, one consonant is silent. The second L in the word bill
is silent, as is the second F in stuff and the second S
in miss. A.
Find the words in the word search puzzle. When you find each word, you must say
it. L D + Q S S O L + F F S+ L U + U + + F + F E SL + E C + I U K B U L I+ L + C K S C E I C L HL L I G S E L K B L L ++ + K H D L K + A O L FO F F C + + I + C + F SS S O B U F S K K U + SK I C K F L S + H + + E+ + + U + + + + + + + M+ + P + + + + + + + + +D I L L + + + + + + + +
(Over,Down,Direction) BACK(9,5,S) BELL(9,3,SW) BOSS(4,8,W) CELL(4,4,NW) CUFF(10,4,N) DECK(5,6,NE) DILL(1,12,E) DUCK(2,1,SE) FELL(11,1,S) FUSS(8,2,SW) GILL(4,5,W) HILL(4,6,NW) HISS(12,4,N) HUFF(9,9,NE) KICK(1,9,E) KILL(8,3,SE) KISS(7,6,S) LOCK(11,5,SW) LOSS(8,1,W) LUCK(6,9,NW) MESS(12,10,N) OFF(1,7,E) PUFF(3,11,NE) QUICK(4,1,SE)
B. Write down a word from
the word list that rhymes with each of the following words. well bell, cell, fell muff cuff, huff, puff rock lock
quack back till dill, gill, hill, kill moss boss, loss
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Lesson
14
Focus on the long vowel sound E. Explain that the sound can be spelt in the following ways:
EE (as in FEED) EA (as in SEAT) E_E (as in METE)
For more advanced classes, point out that Y can also have the long vowel sound E (as in FAMILY.)
a. English Corner Website
EE test This is a simple exercise where students choose the correct word containing “ee”, with the help of a picture. (It then goes on to deal with words ending in “ink”. This part could be left out as it is not relevant to the lesson.)
Reading: Pete’s sheep A simple reading text featuring the long E sound. Click on words to sound them out. Ask individual students to read a sentence.
Reading: My Family If you have discussed the use of Y as a way of spelling the long vowel E, this simple reading text may be useful. Click on words to sound them out. Ask individual students to read a sentence.
b. Phonics Wheel. Start with the sound “ee” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with “eat” and also “illy” if you have included use of Y in the lesson.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
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14. Long Vowel Sound
E EE, EA A.
Find the words in the word search puzzle. When you find each word, you must say
it. + + + P T W + M N P L P+ + E + + A E E + A E ++ E + + + A E E + E A RJ + + T N B + N P H N EW E E K A + K A E T M E+ R E A D E + T L A S FK + T E E M B L E E F +A F D E A L F T E E A +E E D K E E P D M D F DP E + E A + + + E E + ++ B + R A + + + E E + +K E E S + R + + S P + + (Over,Down,Direction) BEAT(7,7,NW) BEEF(2,11,N) BEEN(6,4,NE) DEEP(10,9,S) FEET(11,9,NW) HEAP(10,4,N) JEEP(1,4,NE) KEEP(4,9,E) LEAD(9,6,SE) LEAN(11,1,S) MEAN(8,1,SW) MEET(6,7,W) NEAT(8,4,NW) PEAK(1,10,N) PEEP(9,4,NE) READ(2,6,E) REEF(12,3,S) SEED(11,6,SW) SEEK(4,12,W) SEEM(9,12,N) TEAM(8,8,NE) WEEK(1,5,E) WEEP(6,1,SE) TEAK(10,5,W)
B. Write down a word from the word list that rhymes with each of the following words. keen been, lean, mean leak peak, seek, teak heat feet, neat
need lead, read, seed cream seem, team creep deep, heap, jeep, keep, peep, weep
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Lesson 15
a. English Corner Website. Timed game - Find the Matching blends
b. Phonics Wheel. Start with the blend FL and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with GR, PL and TR.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
15. Consonant Blends
FL, FR, GL, GR, PR, PL, TR
A. Find the words in the word search puzzle. When you find
each word, you must say it.
G L I D E N + + + + + M+ + + + + T A T + + A UG + F R E E R L A R + LL T R I P + E O P L L PA + + + + + S + D I F +D + + + + + A F R + + ++ + + + + + E F R W + PG K C U R T L G O O R DR P I R G G P L R O G EE + + + L + F + U A + LE + + E + + + D + + S FN + N + + + + + + + + S
(Over,Down,Direction) FLAT(11,5,NW) FLED(12,11,N) FLOW(7,10,NE) FREE(3,3,E) FRILL(8,7,NE) FROG(8,6,SE) GLAD(1,3,S) GLEN(6,9,SW) GLIDE(1,1,E) GRASS(8,8,SE) GREEN(1,8,S) GRIP(5,9,W) PLAN(9,4,NW) PLEASE(7,9,N) PLUM(12,4,N) PRAM(9,4,NE) PROUD(12,7,SW) TRIP(2,4,E) TROD(6,2,SE) TRUCK(6,8,W)
grill frill
preen green plod trod
tram pram glum plum trees please
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Odd
Word Out 2
Do the first one or two as an example. Let students do all exercises, then go over the answers.
Poem – Read the poem or play the CD. Ask students to try reading it, to practice long E sounds.
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Odd
Word Out 2 Which
word is the odd one out? Explain why. 1. take back bake fake rake 2. beef peak seem step seat 3. rap tap snap cape lap 4. bell stuff tack hiss flat 5. fee set vex bed pen 6. beat teen clean tea tent 7. black brown band brat blow 8. cope clone club crop crime 9. gas way pad sap tab 10. prey place maid say pram 11. flick neck glass troll frill
12. dream gleam clean cream steam Poem from “Oh Say, Can You Say?” – Dr Seuss
Upon an island hard to reach, The East Beast sits upon his beach. Upon the west beach sits the West Beast. Each beach beast thinks he’s the best beast. Which beast is best?…Well, I thought at first That the East was best and the West was worst. Then I looked again from the west to the east And I liked the beast on the east beach least. |
Lesson 16
Focus on the long vowel sound I. Explain that the sound can be spelt in the following ways:
IE (as in PIE) Y (as in CRY) IGH (as in HIGH) I_E (as in BITE)
Discuss the use of Y as a vowel. Mention the other two vowel sounds of Y. Long E as in BABY and Short I as in GYM.
a. English Corner Website
I_E test In this exercise students form a word containing I, with the help of a picture, then add E to make a word with the long vowel sound I. Finally, they form words by adding two consonants to I-E.
Reading: Sky Ride A simple reading text featuring the long I sound. Click on words to sound them out. Ask individual students to read a sentence.
Song - Y Can be a vowel Only use this if you have extra time. I don’t think it’s very useful.
b. Phonics Wheel. Start with the sound “ice” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with “ight” and, possibly, “ite”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
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16. Long Vowel Sound
I IE, Y, IGH, I_E Y as a Vowel When is Y a vowel? Y is a vowel when it sounds like a vowel. This happens when Y is inside a word or at the end of a word. Y can have three different vowel sounds. Y
at the end of a one-syllable word sounds like long I. Examples:
my, by, sky Y
at the end of a two or more syllable word sounds like long E. Examples: many, happy,
baby Y in a consonant-vowel-consonant pattern sounds like short I. Examples: gym, myth A.
Find the words in the word search puzzle. When you find each word, you must say
it. S + + + E + H E N E + + I + + L + T I N + I I + G + I T I L D I + + N D H M + M H I E L T + + E + + E + + G + + H + I + T I E F M H I + G P + E + + + I I T E R I H T + T H G I N G F + T I + H + H + + E + H I B + I + T E L I V F + T R G + + F I L E + + I + H E + + + L + + + + + L M I N E (Over,Down,Direction) BITE(9,9,NE) DIE(12,3,NW) FIGHT(4,6,SE) FILE(1,11,E) FIRE(7,8,SE) HIDE(7,1,S) HIGH(12,8,SW) HIRE(10,7,W) LIE(2,12,N) LIFE(8,12,NW) LIGHT(6,3,S) LINE(8,4,N) MIGHT(5,6,SW) MILE(2,4,NE) MINE(9,12,E) NIGHT(5,8,W) NINE(9,1,SE) PIE(10,6,NE) RIGHT(8,7,NW) SIGH(1,1,S) TIE(1,6,E) TIGHT(9,8,N) TIME(6,2,SW) VILE(5,10,W)
B. Write down a word from the word list that rhymes with each of the following words.
site bite,
fight, light, might, night, right, tight by die, lie, pie, tie rile file, mile, vile tine line, mine, nine wire fire, hire strife life |
Exercises
on 12-16
10.
flea
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Exercises on Parts 12 – 16 READING 4
Read these sentences. If you don’t know how to say a word, use the golden rule: Say the first sound. Say a rhyming word. Then say the new word.
SPELLING 4
Listen to the following words. Fill in the missing letters. Listen carefully for the first sound and the end sound. Think of another word with the same ending.
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Lesson 17
Explain the meaning of a consonant digraph. Give the sounds of all five listed, but focus on CH and SH.
Give examples of SH, such as SHIP, FISH and SHARE. Demonstrate the three sounds of CH, but focus on CH as in CHIP and RICH.
a. English Corner Website. Demonstrations of the two sounds: Sound of SH Sound of CH
Move the digraph in front of some letters to form words. Pictures appear to illustrate the word:
Demonstration of CH Demonstration of SH Click to hear the tongue twister: Shelly Sells Seashells
b. Phonics Wheel. Start with the digraph SH and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with CH. You could also take the endings ASH and EACH and go around the circle from S to G (or further).
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
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17. CONSONANT
DIGRAPHS CH and SH Consonant
digraphs are made up of two consonants working together to make one sound.
The most important consonant digraphs are: CH, SH, TH, PH and GH. Often a
consonant digraph begins a word, but it can be anywhere in the word. The consonant digraph SH digraph sounds like asking someone to be quiet,
as in "shhhhhhhhhhh!"
Examples of SH digraphs: share, shave, should Sound of the consonant digraph CH:
The CH digraph has three sounds. The
most common is CH as in cheese or chat. CH
can also sound like SH as in chef and niche. Sometimes
CH can sound like K, as in chaos and ache. Try saying these words: chest shrew child chief sheaf A.
Find the words in the word search puzzle. When you find each word, you must say
it. L + + R C M H + P + + TL + I H + + U I + O E +I C A C M + S S T E H CH T E A C H B S H C A CC + T S + + A S E T H +K C E H C E T + C H + LH + S S M + C H + + C AW A P I H C H U C K E TG I H D H C T O N T P C+ C T G U S H U + + A H+ + + C P I H S H + H PW I S H H + + + + S S + BATCH(7,4,S) CASH(4,3,S) CATCH(12,3,SW) CHAT(5,1,SW) CHECK(5,6,W) CHESS(11,7,NW) CHILL(1,5,N) CHIME(2,10,NE) CHIP(6,8,W) CHOP(12,4,NW) CHUCK(6,8,E) DISH(4,9,N) GASH(1,9,NE) GUSH(4,10,E) HITCH(7,1,SE) LATCH(12,6,S) MATCH(5,3,SW) MUSH(6,1,SE) NOTCH(9,9,W) PATCH(12,11,NW) RICH(4,1,SW) SHAPE(11,12,N) SHEET(8,5,NE) SHIP(8,11,W) SHUT(10,12,NW) TEACH(2,4,E) WISH(1,12,E) WITCH(1,8,SE) B. Write down a word from
the word list that rhymes with each of the following words. fish dish, wish reach teach meat sheet botch notch ditch hitch, rich, witch buck chuck |
Lesson 18
Focus on the long vowel sound O. Explain that the sound can be spelt in the following ways:
OA (as in COAT) OW (as in GROW) OE (as in TOE) O_E (as in HOME)
a. English Corner Website
O_E test In this exercise students form a word containing O, with the help of a picture, then add E to make a word with the long vowel sound I. Finally, they form words by adding two consonants to O-E.
Reading: Robot and Mr. Mole OA Reading: Soap Boat Simple reading texts featuring the long O sound. Click on words to sound them out. Ask individual students to read a sentence.
Picture Hunt Find objects in a picture which are formed with O-E.
Drag into box – test Drag pictures of words with a long O sound into a box.
AI, EA, OA test This test revises the three long vowel sounds where the second letter is silent.
Some words use O (and E) as long vowels at the end of a word: Song - Lonely Vowels
b. Phonics Wheel. Start with the sound “oat” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the exercise with “ow” but you will need to point out that OW sometimes has the sound OU as in HOW..
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers. Note: dose does not rhyme with goes, nose, etc.!
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18. Long Vowel Sound O OA, OW, OE, O_E A. Find the words in the
word search puzzle. When you find each word, you must say it. B + + V E K O P + + F DT O N E O + + + + O + O+ + N + + T + + E + + EE + + E + + E + + + + +S + + B O A T D + + C +O E L O N E O A M A O FR P M + N S D W O L D E+ O + O E + D A K G E O+ H S + A A M A O W + T+ E + + O N O + + R O W+ + + L + S A + + + O M+ + + + + + T + + T + +(Over,Down,Direction) BOAT(4,5,E) BONE(1,1,SE) CODE(11,5,S) DOE(12,1,S) DOSE(8,5,SW) FOAM(12,6,W) FOE(11,1,SW) GOAT(10,8,NW) HOPE(2,9,N) LOAD(4,11,NE) LONE(3,6,E) LOW(10,7,W) MOAN(3,7,SE) MOAT(7,9,S) MOW(12,11,NW) NOSE(5,7,SW) POKE(8,1,W) ROAD(10,10,NW) ROSE(1,7,N) SOAK(6,11,NE) TOE(12,9,N) TONE(1,2,E) TOW(10,12,NE) VOTE(4,1,SE) B. Write down a word from the word list that rhymes with each of
the following words. mode code, load, road roam
foam phone bone, lone, moan, tone Joe doe, foe, low, mow, toe, tow goes nose, rose choke poke,
soak |
Lesson 19
Explain the difference between a voiced and unvoiced TH digraph. (Voiced as in THE, unvoiced as in THIN). You could explain that this is determined by how much your vocal chords move. Students should practice the words and phrases and listen to the differences.
a. English Corner Website. Sound of TH This shows the sound of the unvoiced TH only. Demonstration of TH Move the digraph in front of some letters to form words. Pictures are shown.
The following tests show students whether or not they can discriminate between TH and other sounds:
TH / D discrimination TH / S discrimination TH / T discrimination TH / Z discrimination
b. Phonics Wheel. Choose the digraph TH and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears. When a real but unfamiliar word comes up, you should tell them the meaning. Discuss whether the TH should be voiced or unvoiced.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers. Note: both does not rhyme with froth!
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19. Consonant Digraph TH Sound of the consonant digraph TH:
The consonant digraph th is pronounced in two different ways, voiced,
as in the word the, and unvoiced as in the word thin. More
examples of the voiced th sound. Try to say these words and
phrases: the they them theirs
this these those That was then, this is now one
or the other either this one or that one father, mother, sister, brother
More examples of the unvoiced th sound. Try to say
these words and phrases: thief theft thorn thrust broth threat month maths thrift wrath health through thick and thin A. Find the words in the word search puzzle. When
you find each word, you must say it. + + + H F B + M + K N T+ + + A A O O + D N A HH S I E H T I L E A H IE T H + H H H T A H T SH H I T T + A + T T + ++ + T P A H + + H + E TH T Y M T M I + + S H +T H E N + + + N O U + ++ + + + + + + H S + + ++ + + Y O U T H T I W + (Over,Down,Direction) HATH(4,1,SE) BOTH(6,1,S) DEATH(9,2,S) FAITH(5,1,SW) LITHE(8,3,W) MATHS(6,7,NW) MOTH(8,1,SW) MYTH(4,7,W) PITH(4,6,NW) THAN(11,4,N) THANK(10,5,N) THAT(5,7,NE) THE(3,6,NW) THEN(1,8,E) THIN(5,5,SE) THIS(12,1,S) THOSE(7,10,NE) THUS(12,6,SW) WITH(11,10,W) YOUTH(4,10,E) B. Write down a word from
the word list that rhymes with each of the following words. blank thank fuss thus kiss
this
close those truth youth froth
moth |
Lesson 20
Focus on the long vowel sound U. Explain that the sound can be spelt in the following ways:
EW (as in NEW) U_E (as in CUBE)
a. English Corner Website
U_E test In this exercise students form a word containing U, with the help of a picture, then add E to make a word with the long vowel sound U. Finally, they form words by adding two consonants to U-E.
Reading: Dune Buggy A simple reading text featuring the long U sound. Click on words to sound them out. Ask individual students to read a sentence.
Drag into the box Drag pictures of words with a long U sound into a box.
b.
Phonics Wheel. Select the sound “ute” and go around the wheel from S to
G (or further). Students take turns to read the word that appears – whether it
is real or a made-up word. When a real but unfamiliar word comes up, you should
tell them the meaning.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
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20. Long Vowel Sound U EW, U_E A. Find the words in the
word search puzzle. When you find each word, you must say it. Y + M P D + E T U C + W+ T U U E E + B U W E N+ R U G T + W B U I + +E + U D Y E E + V T + ++ H + + R + + W + + + ++ + + + U + C U E + + ++ + F + F W E T S P E ++ + E + H + Q + + N N ++ + W U + + U + + U U ++ + E + + + E + + D T ++ L E W D + U + + E + ++ + + + + + E + + + + +
(Over,Down,Direction) CUBE(10,1,SW) CUE(7,6,E) CUTE(10,1,W) DEW(5,1,SE) DUTY(4,4,NW) FEW(3,7,S) FURY(5,7,N) HUE(5,8,SW) HUGE(2,5,NE) LEWD(2,11,E) MUTE(3,1,SE) NEW(12,2,W) NUDE(10,8,S) PEW(10,7,NW) PURE(4,1,SW) QUEUE(7,8,S) STEW(9,7,W) TUBE(10,4,NW) TUNE(11,10,N) VIEW(9,4,NE)
B. Write down a word from
the word list that rhymes with each of the following words. cure pure newt cute stewed lewd, nude
jube cube,
tube beauty duty jury fury |
Lesson
20 (Cont) Revision of long vowels
Use the English Corner Website to revise long vowels. The following may be useful:
A, I, O U, E Click on the picture to hear the word. Choose the correct vowel. Then do this Test
Revision of the magic e Movie Matching Game (a_e, ee, i_e, o_e, u_e) Quiz
Matching Game – Long and Short Vowels
Odd
Word Out 2
Do the first one or two as an example. Let students do all exercises, then go over the answers.
|
Odd
Word Out 3 Which
word is the odd one out? Explain why. 1. pick like kick sick lick 2. chief sheep cheap greed fret 3. dope drop shop fop lop 4. still style bite high flight 5. few use tube chew drum 6. feat flea treat glen teen 7. crow trot bone load blow 8. flip green pack clot grim 9. thick type with then bath
10. chap chum shade chafe check 11. brick bright glib trill drink 12. beach wash shame crush sheet |
Lesson 21
Give examples of Consonant Blends beginning with S. Ask students to supply further examples.
a. Phonics Wheel. Start with the blend SC and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try STR and SPR.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
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21. Consonant Blends SC, SCR, ST, SP, STR, SPR S-BLENDS Examples: scab,
scrap, skin, slot, smooth, snow, spike, state, strip, spring, squat, swim Notice that the S
is at the beginning of the blend. In these examples, the S-blend
begins the word; however, the blend can be anywhere in the word. A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ + + N + D N T + + + ++ + + U + N G I A + + +E K O P S A + N P R + +N A C S + R S E I S P G+ + + C + T T C C R N SD A E R P S + R R O P S+ T + U + + I S R A P S+ R + B + P T T L E P T+ A + + T U S L N + + RS T R U C K I T + + + A+ S + K + T S T O N E P+ + + + S + + + + + + + (Over,Down,Direction) SCAN(4,4,W) SCRAP(7,4,SE) SCRIPT(10,4,SW) SCRUB(4,4,S) SPENT(12,6,SW) SPIN(10,4,NW) SPOKE(5,3,W) SPRAT(12,5,NW) SPREAD(6,6,W) SPRING(12,7,NW) SPUN(4,4,N) START(2,11,N) STEP(6,6,NE) STILL(5,12,NE) STONE(7,11,E) STRAND(6,6,N) STRAP(12,7,S) STRONG(7,9,NE) STRUCK(1,10,E) STUCK(8,7,SW) B. Write down a word from the word list that rhymes with each of the following words. span scan stead spread club scrub
string spring stripped script stroke spoke
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Exercises
on 17 - 21
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Exercises on Parts 17 – 21 READING
5 Read
these sentences. If you don’t know how to say a word, use the golden rule:
Say the first sound. Say a rhyming word. Then say the new word.
SPELLING 5
Listen to the following words. Fill in the missing letters. Listen carefully for the first sound and the end sound. Think of another word with the same ending.
12. __ __ __ atch |
Revision
Test 2 – Long Vowel Sounds
This test will check what students have learned from the Lessons 11 to 21. If there are still problems it will be necessary to revise before going on to the next section.
|
Revision Test 2
– Long Vowel Sounds 1.
Write
down ten pairs of rhyming words, from the above box. a.
_main__ _wane__ b. __feat__ mete c. braid glade d. sigh sty e. load
code f. nude lewd g. fuse news h. flight kite i. reap peep j. blown moan
2. Fill in the gaps in this poem with a rhyming
word from the list below. My name is Reef. I am a thief. I eat my meal Then go to steal. I rob a home And then I roam. I run away. I must not stay. I keep inside. I have to hide For if I fail I will go to jail. steal hide thief jail stay roam |
Lesson 22
Explain that a diphthong is made up of two vowels. Show how one vowel sound slides into the other:
Short vowel O to short vowel I to make the sound OI (also spelt OY). AH – OO to make OU (also spelt OW)
a. English Corner Website
OW magic trick Demonstrates words using OW.
b.
Phonics Wheel. Select the ending “oy” and go around the wheel from S to
G (or further). Students take turns to read the word that appears – whether it
is real or a made-up word. When a real but unfamiliar word comes up, you should
tell them the meaning. Then try it with OIL and OU. You could also try OW and
OWN, but you need to discuss which words would be pronounced the same as OU and
which would have the long vowel sound O.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers. Point out that “bow” and “sow” may also be pronounced with long vowel sound O, in which case they have different meanings.
22. Diphthongs
OI, OY, OU, OW
A. Find the words in the word search puzzle. When
you find each word, you must say it.
W O N D W + L F + H + +E + + O O W L O B O Y ++ S B S O W + I + W N ++ + I C O I N L O + W +T + D O L Y + + + G O +U + N C N I + S O W T +O + U J O + O W L I O S+ + O + + W N T F + H ++ Y R + + + + R + T + ++ + + + + + O + U + + TD N U O H W + O + + + O+ + + + N + S + + + + Y (Over,Down,Direction) BOW(3,3,NE) BOY(9,2,E) COIN(4,4,E) COW(4,6,SE) DOWN(4,1,SE) FOIL(8,1,S) FROWN(9,8,SW) GOWN(10,5,SW) HOUND(5,11,W) HOW(10,1,S) JOY(4,7,SW) NOISE(5,6,NW) NOW(3,1,W) OIL(9,4,NW) OUT(1,7,N) OWL(5,3,NE) ROUND(3,9,N) SOIL(12,7,W) SOUTH(7,12,NE) SOW(8,6,E) SOY(4,3,SE) TOIL(8,8,NW) TOWN(11,6,N) TOY(12,10,S) B. Write down a word from the word list that rhymes with each of the following words.
poise noise vow bow, cow, how, now, sow coil foil, oil, soil, toil bout out pound hound, round mouth south |
Lesson 23
Give examples of words ending with NK as in BANK. Ask students to supply further examples.
a. Phonics Wheel. Select the ending “ink” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
|
23. Consonant Ending NK A. Find the words in the word search puzzle. When
you find each word, you must say it.
K + + K + K B K K WN + + + N L N + N II S K U A U T S A NR H J N R H B T H KD R K D A K N I L B+ I P N + R + N + ++ N K R + + C K + ++ K + + A K N I H TP L O N K N M I N K+ + + + + + K + + +(Over,Down,Direction) BLANK(7,1,SW) BLINK(10,5,W) BUNK(7,4,NW) CRANK(7,7,NW) DRINK(1,5,N) DRUNK(4,5,NE) HANK(9,4,N) JUNK(3,4,NE) MINK(7,9,E) PLONK(1,9,E) PRANK(3,6,SE) SHRINK(2,3,S) STINK(8,3,S) THANK(7,3,SW) THINK(10,8,W) WINK(10,1,S) B. Write down a word from
the word list that rhymes with each of the following words. flank blank, crank, hank, prank, thank clink blink, drink, mink, stink, shrink, think, wink honk plonk skunk bunk, drunk, junk
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Lesson 24
Give examples of words ending with MP as in JUMP, ND as in HAND, FT as in LIFT, LD as in HOLD, LT as in BELT and LK as in SILK. Ask students to supply further examples.
a. Phonics Wheel. Select the ending “ump” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try some of these endings: “and”, “ind”, “ift” and “old”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
24. Consonant Endings
MP, ND, FT, LD, LT, LKA. Find the words in the word search puzzle. When
you find each word, you must say it.
P + J C + + C + T + + DL M + U L + R D L O C NI + I D M E O + I + B AF B N R T P F + P + U RT U E F C + T T S + L TF F E L S S B A N D K SP H I C T + D N E M + DT M A H + K D L O C S L+ M A B S N L + + + + OP + U D E C H I M P + F+ M + L + + + + S + + +P + B G E L D + + + + +(Over,Down,Direction) BAND(7,6,E) BELT(2,4,SE) BLEND(3,12,NE) BULK(11,3,S) BUMP(4,9,SW) CHIMP(6,10,E) CLEFT(4,1,SE) COLD(11,2,W) CROFT(7,1,S) DAMP(4,10,NW) FOLD(12,10,N) FUND(1,6,NE) GELD(4,12,E) JUMP(3,1,SE) LIFT(1,2,S) MEND(10,7,W) SCAMP(5,6,SW) SCOLD(11,8,W) SCRIMP(6,6,NW) SHIFT(5,9,NW) SILK(9,11,NW) SPILT(9,5,N) STRAND(12,6,N) THEFT(1,8,NE) B. Write down a word from
the word list that rhymes with each of the following words. dump bump, jump deft cleft, theft drift lift, shift meld geld quilt spilt brand
band, strand
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Lesson 25
Explain the concept of R-controlled vowels, and give some examples of words containing four spellings of the “ER” sound. E.g. HERD, BIRD, BURN, HEARD You may wish to point out that E-A-R can have other sounds –as in DEAR, BEAR and HEART. You could also mention that O-R is also pronounced ER when it comes after a W, as in WORD and WORTH.
a. English Corner Website
ER, IR, UR test Students add a letter before and after the R-controlled vowel to match the given picture.
Reading: Surfer Girl A simple reading text featuring the UR sound. Click on words to sound them out. Ask individual students to read a sentence.
b. Phonics Wheel. Select the endings “ern” and “urn” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Where appropriate, discuss whether “ern” or “urn” is correct spelling. Note, for example, the difference between “tern” (a type of bird) and “turn”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
|
25. R-Controlled Vowels ER, IR, UR, EAR When
a vowel is followed by an R, it changes the sound. The vowel is not long and
not short. The vowel sound is controlled by the R. Compare bride and bird.
The I in bride is long (magic-E rule) while the I in farm is an ER
sound. When a vowel is followed by an R, we say it is R-controlled. A. Find the words in the word search puzzle.
When you find each word, you must say it. H U R T + + N + + G P DL E K R I U Q R R E E RT R A B + + + U A A R IR M I R R L B R R E K BI R U G D E L N R + Y +G U + R + A V I C + + T+ F + + K R S + + U E +N R U T + N + + + R R ++ + + + + + + B M D + T+ + B U R N R + + I + ++ N R E F E + + + R + ++ + + + H + E A R T H + (Over,Down,Direction) BIRD(12,4,N) BURG(7,4,NE) BURN(3,10,E) CURT(9,6,SE) DIRT(10,9,S) EARN(11,2,SW) EARTH(7,12,E) FERN(5,11,W) FUR(2,7,N) GIRL(4,5,NW) GIRT(1,6,N) HEARD(1,1,SE) HERB(5,12,NE) HURT(1,1,E) LEARN(6,4,S) MURK(2,4,SE) PEARL(11,1,SW) PERK(11,1,S) QUIRK(7,2,W) SIR(7,7,NE) TERM(12,6,SW) TURN(4,8,W) VERB(7,6,NW) YEARN(11,5,NW)
B. Write down a word from
the word list that rhymes with each of the following words.
her fur,
sir worm term work murk, perk, quirk mirth earth flirt dirt, girt, hurt word bird, heard |
Lesson 26 Give examples of words containing the sound AR as in HARD. Point out that E-A-R can sometimes have this sound - as in HEART. Then give examples of words containing the sound OR for various spellings. OR as in FORM. OOR as in FLOOR. OAR is in BOAR. OUR as in FOUR.
a. English Corner Website AR test Students add a letter before and after the R-controlled vowel to match the given picture. The A-R Song Listen to and read this song, containing many AR words.
Reading: Car Race A simple reading text featuring the AR sound. Click on words to sound them out. Ask individual students to read a sentence. OR test Students add a letter before and after the R-controlled vowel to match the given picture. Picture Hunt Find objects in a picture which contain OR words.
Reading: My Horse Glory A simple reading text featuring the OR sound. Click on words to sound them out. Ask individual students to read a sentence.
AR / OR test AR / OR / ER test More tests on making words to match the given picture.
Matching Game Match words with pictures by turning over cards. This includes revision of other vowel sounds as well as R-controlled vowels. The third level is on multi-syllable words and may be omitted.)
b. Phonics Wheel. Select the ending “ar” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Where appropriate, discuss whether “ern” or “urn” is correct spelling. Note, for example, the difference between “tern” (a type of bird) and “turn”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e.
Students do Exercise B. Go over possible answers. Note pronunciation of “quart”. (OR sound)
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26. R-Controlled Vowels AR, EAR, OR, OOR, OAR, OUR As we saw in the last lesson, when a vowel is followed by an R, it changes the sound. The vowel is not long and not short. The vowel sound is controlled by the R. Compare frame and farm. The A in frame is long (magic-E rule) while the A in farm is an R sound. A. Find the words in the word search puzzle.
When you find each word, you must say it. + T R C + + + E L + + ++ R + A + + + R + O + +M A + R O + + O + + R BO E M O U R N S + + O DR H G O R E + O + A F +E B + P R O O P R A + ++ T A T + + + R R T + ++ R R R R D + O + Q H +T A U A R O + O + U + +T O + A D + O D R A J +F T O R N + + L + R + ++ H + E R O C + F T + + (Over,Down,Direction) BAR(2,6,SE) BOAR(12,3,SW) CAR(4,1,S) CORE(7,12,W) DART(5,10,NW) DOOR(8,10,N) FAR(11,5,SW) FLOOR(9,12,NW) FOUR(1,11,NE) GORE(3,5,E) HEART(2,5,N) HOARD(2,12,NE) JAR(11,10,W) LORD(9,1,SE) MORE(1,3,S) MOURN(3,4,E) NORTH(7,4,SE) PART(4,6,SW) POOR(8,6,W) QUART(10,8,S) ROAR(6,4,NW) SORE(8,4,N) TART(1,10,NE) TORN(2,11,E)
B. Write down a word from
the word list that rhymes with each of the following words. tore boar, core, door, floor, four, gore, more, poor, roar, sore cart dart, heart, part, tart board hoard, lord sport quart worn mourn, torn
|
Odd
Word Out 4
Do the first one or two as an example. Let students do all exercises, then go over the answers.
(Also, it ends with a magic E. The other words end with two consonants.)
|
Odd Word Out 4 Which
word is the odd one out? Explain why. 1. start harm far heart bread 2. skirt board pert furl pearl 3. core soar floor shark storm 4. bank block blink monk chunk 5. scrap state sprain scale scape 6. strap strip stain stripe streak 7. damp lump scrimp stamp stand 8. bulk cloud colt gold felt 9. load cloud flout town clown 10. drift clink brick strike think
11. hard bird hurt term learn 12. flank choke bland crack stab |
Lesson 27
Discuss the two sounds of C (S and K).
Discuss the unique nature of Q, which is always followed by U. Give examples of the KW sound.
a. Phonics Wheel. Start with the consonant C and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. Note which endings take a soft C and which take hard C. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the consonant Q.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over the answers.
|
27. 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
as in cease, face, cell, circle,
city and cycle. The letter Q usually has the sound KW as in quite, queen, and quick.
A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ + + Q U A K E + + V ++ + + U C T S + + + O L+ E C I N + L P + + I K+ + T N + + S I A A C CE E + C + P Q + U C E A+ C + E R K U Q + Q E UQ + A U + R E C A R G Q+ U C L E I L K C I U Q+ E E T P U L + P E + ++ + O E + Q + + S I + ++ U + + N + + T + + U +Q S L I C E + + + + + Q (Over,Down,Direction) CITE(5,2,SW) GRACE(11,7,W) NICE(5,3,W) PLACE(5,9,NW) QUACK(12,7,N) QUAIL(8,6,NE) QUAKE(4,1,E) QUEEN(1,7,SE) QUELL(7,5,S) QUEST(12,7,SW) QUICK(12,8,W) QUILT(10,6,NW) QUINCE(4,1,S) QUIP(12,12,NW) QUIRK(6,10,N) QUOTE(1,12,NE) SLICE(2,12,E) SPACE(7,2,SE) SPRUCE(7,4,SW) VOICE(11,1,S) B. Write down a word from the word list that rhymes with each of the following words. vice nice, slice choice voice work quirk
quite cite trace grace,
place, space screen queen |
Lesson 28
Go through the rules for W or Q before A and AR, using the examples in the text.
a. Phonics Wheel. Choose the beginning “Qu” and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. Pay particular attention to endings beginning with A. When a real but unfamiliar word comes up, you should tell them the meaning. Then try the “W” beginning. Point out any exceptions to the rules.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over the answers.
28. Consonants
W or Q before A or AR
When
a W sound comes before the letter A, it changes the vowel sound to O. This is
true even if there is a silent H between them. Examples:
was, want, what. If
it is an R-controlled A, it has the sound of an R-controlled O. Examples:
war, wart Q
has the same effect because Qu has the sound KW, so it is a W sound before
the A. Examples: quad, quarrel, quarter A. Find the words in the word search puzzle. When
you find each word, you must say it.
D + + D A U Q S S ++ R A + + + + Q F S+ U A + + + U + R WQ + + W + A Q + A AQ U A G B T U + H TS + + P W H A T W W+ W R + N + R U A ++ A A + R + T N Q +W + + N A + D + + ST N A W W + + + + +(Over,Down,Direction) QUAD(1,4,NE) QUAG(1,5,E) QUART(7,4,S) SQUAB(9,1,SW) SQUAD(8,1,W) SQUAT(10,9,NW) SWAN(1,6,SE) SWAT(10,2,S) WAND(10,6,SW) WANT(4,10,W) WARD(4,4,NW) WARN(5,10,N) WARP(1,9,NE) WHARF(9,6,N) WHAT(5,6,E)
B. Write down a word from
the word list that rhymes with each of the following words. sort quart rod quad,
squad bond wand board ward job squab
corn warn |
Exercises
on 22 - 28
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Exercises on Parts 22 – 28 READING
6 Read
these sentences. If you don’t know how to say a word, use the golden rule: Say
the first sound. Say a rhyming word. Then say the new word.
3. I was quick to find a plain place on the floor.
SPELLING 6
Listen to the following words. Fill in the missing letters. Listen carefully for the first sound and the end sound. Think of another word with the same ending.
|
Lesson 29
Give examples of Consonant Blends beginning with S. Ask students to supply further examples.
a. Phonics Wheel. Start with the blend SL and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try SW and SQU. Remind the students of the rule for the W sound before A and AR. (Lesson 28)
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
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29. Consonant Blends SL, SM, SN, SQ, SW A. Find the words in the word search puzzle. When
you find each word, you must say it.
S N U B S M O O T H S SS + E L I M S S + + Q LW Q + + E M W + + K U AA + U K S E A + + C I VN + A A E Q K L + A B E+ N + T T S U C S N P +S E R O W S + E O S I ++ + + A + S W P A M L ++ + T + M + I A + L S ++ + + A + N + + B + + ++ + L + S + + + + + + ++ L S N O O P + + + + + (Over,Down,Direction) SLAM(9,6,NW) SLAVE(12,1,S) SLIP(11,9,N) SMALL(6,8,SW) SMILE(7,2,W) SMOCK(11,9,NW) SMOOTH(5,1,E) SNACK(10,7,N) SNAKE(1,7,NE) SNIP(5,11,NE) SNOOP(3,12,E) SNUB(1,1,E) SQUAT(1,2,SE) SQUEAL(5,4,SE) SQUIB(11,1,S) SWAB(6,7,SE) SWAN(1,2,S) SWAT(6,6,SW) SWEET(8,2,SW) SWORE(6,7,W) B. Write down a word from the word list that rhymes with each of
the following words. slack snack swoop snoop snib squib sleet sweet slob swab squaw
swore |
Lesson 30
Discuss the difference between the short OO sound, as in BOOK, and the long OO sound, as in ROOM. Explain that the long OO sound can also be spelt EW, as in GREW, but only after R OR L. Similarly the long vowel U is pronounced OO after R or L, as in RUDE and FLUTE. Refer to Lesson 20 to compare.
Then look at two other ways of spelling the sound OR – AW, as in DRAW, and AL, as in TALK.
a. English Corner Website
OO test In this exercise students click on the word containing OO that best completes the sentence.
Double O Song A song about words containing OO. Students can read the words while they listen.
Timed Game - Match the Vowel Sounds Revision of long and short vowels (including OO) Turn over cards to match the sounds.
b. Phonics Wheel. Select the sound “ew” and go around the wheel from S to STR (or further). Students take turns to read the word that appears – whether it is real or a made-up word. Discuss pronunciation in each case, focusing on the difference after R and L. When a real but unfamiliar word comes up, you should tell them the meaning. Then do the same with “ute”. You could try “aw” as well, though pronunciation is straightforward.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over possible answers.
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30. Long Vowel Sound OO, EW, U-E, AW, AL The double vowel OO is different from the long vowel O. It can have a short sound and a long sound. You
can hear the long vowel sound in words like room, zoo and loose. When
EW comes after the letter R or L it has a long OO sound, as in drew and
flew. Similarly, U with magic E has a long OO sound if it comes after R
or L, as in rude and flute. AW
and AL can both have the sound OR, as in saw and talk. A. Find the words in the
word search puzzle. When you find each word, you must say it. + C + + + + + + + F S L + + R L O O H C S A T U + + T E G E U L C W R T + + O O W + + + + N E E + + O K K S H A W L W + D N B L L + P A F T + W W O + A A E R O H O E + + A O T H D N R O R O K + + P R C + E U B N L R C L A W B W + + R A + + N O O M + + + + W P + + B L E W + + + H T O O T (Over,Down,Direction) BLEW(1,12,E) BOOT(3,6,N) BREW(9,9,NE) BROOD(5,10,NW) CHALK(5,9,N) CLAW(1,10,E) CLUE(9,3,W) CREW(2,1,SE) DRAWN(6,8,NE) FAWN(10,1,S) GOON(5,3,SW) LUTE(12,1,S) MOON(4,11,W) PAW(3,9,NW) PRUNE(10,11,NW) ROOF(12,9,NW) SCHOOL(9,2,W) SHAWL(6,5,E) SPOON(6,5,SE) STREW(11,1,S) TALK(4,8,N) THREW(10,6,SW) TOOTH(12,12,W) WALK(9,11,NE)
B. Write down a word from
the word list that rhymes with each of the following words. newt boot, lute stalk chalk, talk, walk croon goon, moon, prune, spoon
ball shawl rude brood prawn drawn, fawn |
Lesson 31
Discuss the difference between the short OO sound, as in BOOK, and the long OO sound, as in ROOM. Look also at the difference between U as in BUT and U as in PUT.
a. Phonics Wheel. Select the sounds “ook” and “oom”. Go around the wheel from S to STR (or further). Students take turns to read the word that appears – whether it is real or a made-up word. Discuss pronunciation in each case, focusing on the difference between the two OO sounds. When a real but unfamiliar word comes up, you should tell them the meaning.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d.
Students do Exercise B. Go over possible answers.
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31. Short Vowel Sound OO, U, OUL The
short vowel U has two short sounds – U as in fun and OO as in put. The
double vowel OO has both a short and a long vowel sound. Examples
of short OO:
foot, book, cook Examples
of long OO: room, zoo, loose A. Find the words in the word
search puzzle. When you find each word, you must say it. K + + L L U P + L D O + + + + L + + O + O + K O O B U O O K T + + P + + W B K O + + + H U O + C W O F U L L O T + O + C + S + P O O U U + + + + S O + L K L + + + + F U D + + D + + W O O L P + + + + +(Over,Down,Direction) BOOK(6,3,W) BULL(8,4,NW) COOK(10,6,N) COULD(8,5,S) FOOT(3,9,NE) FULL(1,6,E) HOOK(4,5,SE) LOOK(9,1,S) OOPS(6,5,SW) PULL(7,1,W) PUSS(5,10,NW) PUT(4,4,SE) TOOK(1,4,N) WOOD(7,4,NE) WOOL(1,10,E) WOULD(9,5,SW)
B. Write down a word from
the word list that rhymes with each of the following words. nook book, cook, hook, look, took good could, wood, would
wuss brood soot foot, put |
Homophones 1
Explain what homophones are, and give some examples. Ask students to supply further examples.
English Corner Website
Homophones Watch this video song about homophones The words are shown as well.
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Homophones 1 Homophones
are words that sound the same, but are not spelt the same. For example maid
and made have the same sound but different meanings. Fill in the gaps in
the following sentences with the correct words. Read the sentences aloud.
1. The wind blew on him and made his face
turn blue with cold. (blew / blue) 2. I rode my bike along the road.
(rode / road) 3. I looked up and saw the tern as its
flight took a new turn. (tern / turn) 4. Take a peek at the mountain peak.
(peek / peak) 5. In Maths class some boys could do the sum
and some could not. (sum / some) 6. Are you talking about a yew tree
or a ewe, a female sheep? (yew / you / ewe) 7. He started to groan as his load had grown
so heavy. (groan / grown) 8. He chews his food with his teeth, but he
must choose a drink to wash it down. (chews / choose) 9. If you live here near the beach you can hear
the sound of the sea. (hear / here) 10. The bird flew away as he did not want
to catch the bird flu. (flew / flu) 11. He just stares at the steep stairs
and does not start to climb them. (stares / stairs) 12. Put your foot on the brake or you will brake
the speed limit. (break / brake) 13. You must roll the dice to choose your role
in the play. (role / roll) 14. I raise
my eyes and see the rays of the sun cause a fire which will raze
the forest to the ground (raze / raise / rays) 15. Are you talking about iron ore or an oar
for rowing a boat? (or / oar / ore) |
Lesson 32
Give examples of Consonant Blends beginning with S. Ask students to supply further examples.
a. Phonics Wheel. Start with the ending “ough” and go around the inner wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then start with the blend THR and go around the inner wheel from “am” to “ocket” (or further). Do the same with SHR.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over the answers.
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32. Consonant Blends and
Digraphs GH, PH, SK, TW, THR, SHR Sounds of consonant digraphs GH and PH: When these two consonant
digraphs can be heard (that is not silent consonants), they have the F sound.
Examples
GH digraphs: enough, trough, rough
PH digraphs: phone, phial, morph, phrase A.
Find the words in the word search puzzle. When you find each word, you must say
it. R + K + P S + P + + + ++ O N + M + H W I + + TK S U + I H E R + K H HS H K G R R G L U R S RA R S + H + L U O N H IL E + T S I + A O P K FF D + + R + T + A C + TT + P H O N E R + + + +W + S + + + G E T A K SI S H R I N E N O R H TN + + T O U G H + + + +E T S I W T + + + + + +(Over,Down,Direction) COUGH(10,7,NW) FLASK(1,7,N) GRAPH(7,9,NE) PHONE(3,8,E) ROUGH(1,1,SE) SHRED(2,3,S) SHRILL(3,9,NE) SHRIMP(5,6,N) SHRINE(2,10,E) SHRUNK(6,1,SE) SKATE(12,9,W) SKIP(11,4,NW) SKUNK(3,5,N) THREW(4,6,NE) THRIFT(12,2,S) THROAT(12,2,SW) THRONE(12,10,W) TOUGH(4,11,E) TWINE(1,8,S) TWIST(6,12,W)
B. Write down a word from the word list
that rhymes with each of the following words. two
threw bask flask
dread shred
shift thrift puff rough, tough hissed twist |
Lesson 33
Discuss the more unusual vowel spellings as follows: Y can have the short I sound, as in GYM. A can have the sound AR as in PAST. The long E vowel sound can be spelt with I, IE and EI, as in SKI, THIEF and SEIZE, and EI can sometimes also have a long A sound, as in VEIN. This is not very common.
a. Phonics Wheel. Select the ending “ask” and go around the wheel from S to G (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning.
b. Read the words in the Word List, or play the CD. Students repeat each word.
c. Students do the Word Search puzzle. They must say each word aloud as they find it.
d. Students do Exercise B. Go over possible answers.
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33. Vowels Y (short I), A (ar), I, IE, EI (long E), EI (long A)
A. Find the words in the
word search puzzle. When you find each word, you must say it. + + + E V E I H T + F ++ + + + S + V H + + E S+ + + I + + T E + + I E+ + E T T Y T D I + H I+ G + S M S N S + L C ZE + + Y + E A P A + + E+ + S C I + + C I L + ++ K + F G L A S S Q B +I + + + + + + + + + U +N I E K S + + G + + + E+ P A S T + + Y + + + ++ + + + + + + M + + + + (Over,Down,Direction) BLAST(11,8,NW) CAST(8,7,NW) CHIEF(11,5,N) CYST(4,7,N) FIEND(4,8,NE) GLASS(5,8,E) GYM(8,10,S) MYTH(5,5,NE) PAST(2,11,E) PIQUE(8,6,SE) SEIZE(12,2,S) SIEGE(5,2,SW) SKEIN(5,10,W) SKI(3,7,SW) THIEVE(9,1,W) VEIL(7,2,SE)
B. Write down a word from
the word list that rhymes with each of the following words.
fail veil class glass flea
ski hissed cyst believe
thieve hymn gym
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Revision Test 3 – More Vowel
Sounds
This test will check what students have learned from Lessons 22 to 33. If there are still problems it will be necessary to revise before going on to the next section.
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Revision Test 3
– More Vowel Sounds 1.
Write
down ten pairs of rhyming words, from the above box.
a. _heart__ _start__ b. __wall__ shawl c. coin loin d. herd bird e. sound drowned f. hurt
dirt g. fruit coot h. put soot i. short court j. wood should
2. Fill in the gaps in this poem with a rhyming
word from the list below. She’s such a sweet girl. Her teeth are like pearl. Her eye is a star That shines from far. I love her hair, So smooth and rare. I’ve never found A face so round. She’s rather short And she has a wart. She’s not much good. Leave her? I should. far wart should pearl round rare |
Lesson 34
Explain that N after K or G is not pronounced (silent). Give examples such as KNOW and GNAT. Similarly R after W is silent, as in WRITE, and C after S is silent when followed by E or I, as in SCENE and SCIENCE. H after G or SC is also silent, as in GHOST and SCHOOL. Ask students to supply further examples.
a. English Corner Website
GH test In this exercise students listen for the missing word and type it into the sentence.
a. Phonics Wheel. Start with KN and go around the inner wheel from “am” to “ocket” (or further). Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try GN and WR.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
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34. Silent Letters GN, KN, WR, SC, GH, SCH A. Find the words in the word search puzzle. When
you find each word, you must say it.
+ + + N + L + G + W E GD A E N K + L H + O N NS R W N + + + O + N E AW C E H G + E S N K C WG E Y N I E C T + K S H+ N O T M N N + I W + I+ M A E H + E T R R T RE + H T + E I E I N W LS C H O O L C W E N K +S + + + + K S C + + K +T S E R W + S W R O N G+ + + + + + + W H I L E (Over,Down,Direction) GHOST(8,1,S) GNAT(1,5,SE) GNAW(12,1,S) GNOME(5,4,SW) KNEAD(5,2,W) KNEE(5,2,SW) KNEW(11,9,W) KNIT(11,10,NW) KNOLL(10,5,NW) KNOW(10,4,N) SCENE(11,5,N) SCENT(7,11,NE) SCHEME(1,10,NE) SCHOOL(1,9,E) SCIENCE(7,10,N) SCYTHE(1,3,SE) WHILE(8,12,E) WHINE(3,3,SE) WHIRL(12,4,S) WRECK(10,6,SW) WREN(1,4,NE) WREST(5,11,W) WRITE(11,8,NW) WRONG(8,11,E) B. Write down a word from the word list that rhymes with each of the following words. writ knit ghoul school guest wrest
gnu knew when wren
writhe scythe |
Lesson 35
Give examples of words ending with NG, as in LONG, NGE, as in STRANGE, and DGE, as in BADGE. Ask students to supply further examples.
a. Phonics Wheel. Start with the ending “ang” and go around the wheel from S to STR. Students take turns to read the word that appears – whether it is real or a made-up word. When a real but unfamiliar word comes up, you should tell them the meaning. Then try endings “ange” and “edge”.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
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35. Consonant Endings NG, NGE, DGE A. Find the words in the word search puzzle. When
you find each word, you must say it.
G E + B + L B S O N G EN G G + A R E E + N + GA D + N I D G D O + + NB O + N U D G G G + L UE D G + E T + E + E O O+ G + H + + S + + + D LB + D + + E W H I N G EI G + I G E G D U B E RN + N N R J U D G E A +G + U I + F + E G N I SE L + + L + + + G + + +P + + + + C + E + + + + (Over,Down,Direction) BADGE(4,1,SE) BANG(1,4,N) BINGE(1,7,S) BRING(7,1,SW) BUDGE(10,8,W) CLING(6,12,NW) DODGE(2,5,N) FRIDGE(6,10,NW) GONG(8,4,NE) HEDGE(4,6,NE) JUDGE(6,9,E) LEDGE(6,1,SE) LODGE(11,4,S) LOUNGE(12,6,N) PLUNGE(1,12,NE) RANGE(12,8,SW) SINGE(12,10,W) SONG(8,1,E) STUNG(7,6,NW) WHINGE(7,7,E) B. Write down a word from the word list that rhymes with each of
the following words. cadge badge strong gong, song nudge budge, judge
strange range scrounge lounge fringe
binge, singe, whinge |
Homophones 2
Revise the meaning of homophones, and ask students to supply further examples.
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Homophones 2 Here
are some more homophones - words that sound the same, but are not spelt the
same. Fill in the gaps in the following sentences with the correct words.
Read the sent________ ences aloud.
1. I knew he had a new girlfriend as
my friend told me. (new / knew) 2. They were nervous and tense as they
slept in their tents for the first time. (tense / tents) 3. A knight of the king came in the dark night.
(night / knight) 4. If you weigh yourself you may find you
are way too heavy. (way / weigh) 5. I liked the cakes so I ate more than eight
of them. (ate / eight) 6. The king who reigns in this land held
the reins of the horse as he rode in the rains. (rains
/ reins / reigns) 7. He gives a polite bow and climbs up to a
bough of the tree. (bow / bough) 8. I will ask two friends to come to
the zoo too. (to / too / two) 9. He threw his book through the
window. (through / threw) 10. The rich man’s only son and heir died
in an air crash. (air / heir) 11. She sighs when she finds the shoes she
likes are the wrong size. (size / sighs) 12. I taught him how to hold the rope taut.
(taut / taught) 13. You have not tied a very good knot
- it is too loose. (knot / not) 14. The farmer has to sow his seeds, so
his wife will sew new button on his pants. (so /
sew / sow) 15. A buck
(male deer) will need his doe (female deer), but the baker will
knead his dough to make it into bread. (need / knead, dough /
doe) |
Lesson 36
Explain that B after M is not pronounced (silent), as in LAMB. Similarly H is often is silent, as in HOUR. Sometimes W is silent, as in ANSWER. When we have WH together, one of the letters is silent. Usually H is silent, as in WHAT. Sometimes the W is silent, as in WHOLE.
a. English Corner Website
WH demonstration Examples of WH words in which H is silent.
Silent letters test There are a number of quizzes here on different silent letters.
a. Phonics Wheel. Start with WH and go around the inner wheel from “am” to “etting”. Students decide whether to pronounce the W or the H. When a real but unfamiliar word comes up, you should tell them the meaning.
c. Read the words in the Word List, or play the CD. Students repeat each word.
d. Students do the Word Search puzzle. They must say each word aloud as they find it.
e. Students do Exercise B. Go over the answers.
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36. Silent Letters B, H, W, S A. Find the words in the word search puzzle. When
you find each word, you must say it.
R + L A M B T D + + + CI + + + I + + S R D + OE + R E W S N A E O + MH + + R C E L B C N W B+ + U R L D T E L O O S+ O U O N O + R I + W HH M H A M + + U M B + TB W L B + + + O B M N ++ S U B T L E N + U U +I T B U O D + O + H M +W H O S E M + H + T B ++ + B M U D B M O H W + (Over,Down,Direction) AISLE(4,1,SE) ANSWER(8,3,W) BOMB(4,9,SE) CLIMB(9,4,S) COMB(12,1,S) CRUMB(5,4,SW) DEBT(10,2,SW) DOUBT(6,10,W) DUMB(6,12,W) HEIR(1,4,N) HONEST(12,6,NW) HONOUR(8,11,N) HOUR(1,7,NE) ISLAND(1,10,NE) LAMB(3,1,E) NUMB(11,8,S) SUBTLE(2,9,E) SWORD(12,5,NW) THUMB(10,11,N) TOMB(7,5,SW) TWO(12,7,NW) WHOLE(2,8,NE) WHOM(11,12,W) WHOSE(1,11,E) B. Write down a word from the word list that rhymes with each of the following words.
smile aisle dancer
answer flair heir blue two board sword broom tomb, whom
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General Revision (from English Corner Website)
Magic Shell Trick The magic words randomly test different vowel sounds.
Fuzzy Lion Ears - Choose the correct vowel or consonant
Exercises on 29 - 36
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Exercises on Parts 29 – 35 READING
7 Read these sentences. If you don’t know how to say a word, use the golden rule: Say the first sound. Say a rhyming word. Then say the new word.
SPELLING 7
Listen to the following words. Fill in the missing letters. Listen carefully for the first sound and the end sound. Think of another word with the same ending.
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Revision Test 4 – Long and
Short Vowel Sounds
2. men, bed, said, head, rest 3. mix, till, drip, gym, wish
4. mane, main, vein, day 5. mine, knife, try, sign, sigh
2. bay, day, say, pay
Revision Test 4 – Long and Short Vowel Sounds A. Write down six words containing the following vowel sounds. The words must all have different endings. (There should be no rhymes.) The first one is done for you. 1. Short a: man sad bag dam rap sand 2. Short e: _____ _____ _____ _____ _____ ______ 3. Short i: _____ _____ _____ _____ _____ ______ 4. Long a: _____ _____ _____ _____ _____ ______ 5. Long i: _____ _____ _____ _____ _____ ______ 6. Long o: _____ _____ _____ _____ _____ ______ B. Write two words for each of the following long vowel sounds. (The first one is done for you.) 1. Long a (ai) maid gain 2. Long a (ay) _________ __________ 3. Long a (ey) _________ __________ 4. Long e (ee) _________ __________ 5. Long i (ie) _________ __________ 6. Long i (igh) _________ __________ 7. Long o (oa) _________ __________ 8. Long o (ow) _________ __________ 9. Long o (oe) _________ __________ 10. Long u (ew) _________ __________ C. Write down a word that rhymes with each of the following: date ______ wreath _______ flight ______ stone _______ burst ______ snatch ______ fling _______ ledge ______ shriek _______ knives_____ change ______ thicken _______ packing ______ dreary ______ thrush______
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