Further Practice

A

1 STEP

RE-INTRODUCE SONG & LETTERS THE ALPHABET

a)

-optional- You sing (but not the students) the complete song to remind them how you want it done.

b)

All the class (you included) sing the song.

c)

The class (but not you) sing the song. (You listen for any difficulties.)

d)

Point out any difficulties students may have.

e)

Class sings song one more time.

B

STEP 1

IDENTIFY SOUND GROUPINGS         ELICIT EXAMPLES         THE ALPHABET

If many students were absent in the last class or if you feel it would be helpful for them, reintroduce the sound groupings that were done in the previous class. This is how it can be done:

a)

Give one handout (HO 2) to each student.

a)

Write or indicate on the board/screen /ei/ and pronounce it.

b)

Have the students repeat the sound. (Students don’t write anything until STEP 2, just pay attention.)

c)

Ask the students which four letters have this sound, eliciting and filling in the lines with A H J K
(You may want to underline each letter when identified to clearly show remaining options.)

d)

Continue with the following groups

/ai/ I Y

/ju:/ Q U W

/i:/ B C D E G P T V              (AmE) Z in American English (AmE), ‘Z’ is pronounced /Zi:/

/Ɛ/ F L M N S X Z                   in other dialects ‘Z’ is pronounced /Z Ɛd/

The two remaining letters are O /əu/ and R BrE /a:/

B

STEP 2

IDENTIFY SOUND GROUPINGS         REVIEW / Ss COPY         THE ALPHABET

a)

Erase the letters you just elicited but leave the sounds (/ei/ etc) to serve as a reference.

b)

While it is still fresh in their minds, say the first sound (/ei/) and elicit one more time the letters that correspond ( A H J K).

c)

Students now write those letters down in their handouts (HO2).

d)

Do the same thing with the remaining lines.

e)

When they’re done they can check their answers with the person sitting next to them.

B

STEP 3

IDENTIFY SOUND GROUPINGS         CORRECTION         THE ALPHABET

a)

Elicit the answers from the class and write the answers on the board/screen, pointing out any difficulties they may have had.

b)

Say each line and have the students repeat.

c)

Say the vowels as indicated on the handout: AE then IOU.

d)

Students repeat two or three times as a class.

C

STEP 1

TEACHER / STUDENT PAIRWORK             MODEL             THE ALPHABET

a)

As in last class, model with one student (but not the same person you had chosen before): Approach him/her, indicate one letter and ask how it is pronounced.

b)

Ask the same student four or five more letters.

c)

Ask that student to ask you five or six letters.

C

STEP 2

TEACHER / STUDENT PAIRWORK         PAIRWORK         THE ALPHABET

a)

Divide students into pairs (if odd number of students, one group of three)

b)

Assign the role of teacher and student(s).

c)

Tell the teacher to use his/her handout and ask the student 6 letters before they change their roles.

d)

Teachers/students continue changing roles until you tell them to stop. (for example until after everyone has had at least one turn in each role)

e)

Montitor the groups to make sure they understand the task (ex: only 6 questions, then change roles) and to see what difficulties they may have in pronunciation.

C

STEP 3

TEACHER / STUDENT PAIRWORK           FOLLOW-UP           THE ALPHABET

a)

Ask the class if they have any questions.

b)

Point out to the class as a whole any letters that some people had some difficulties with.

D

1 STEP

SING AGAIN           CLOSING THE ACTIVITY           THE ALPHABET

a)

Sing the song as a class (you included), pointing to each of the letters as you go along.

b)

Sing one more time, but without pointing to the letters.

E

STEP 1

HANGMAN           MODEL           THE ALPHABET

a)

Draw on the board/screen a hanging pole and a number of lines representing the letters of your mystery word. (in this example, six)

b)

Tell the students that they must tell you a letter. Each time the letter they give you is correct, you write it in the appropiate blank. If wrong, another part of the body is drawn.

c)

Students begin telling you letters. Write each incorrect letter given below the blanks so the students can know which letters have already been used.

d)

Continue until the mystery word is discovered, or the person is ‘hung’.

E

STEP 2

HANGMAN           PAIRWORK           THE ALPHABET

a)

Put the students into pairs and have them take turns as to who guesses and who decides on the mystery word.

b)

If lower level, monitor them, and help them with their pronunciation of the letters.

c)

Continue until all students have had at least one or two turns as the ‘hangman’.