Phonics Fun- “i_e”
雲林縣立育仁國小 陳月貴
適用年級：Grade 5
適用程度：Ss have learned short vowels (CVC) and consonant
blends before. Ss have known the long vowels with silent e“a_e” and “e_e”. In this unit Ss are going to learn the sound“i_e”.
1. 內容簡介：Ss are expected to learn the sound- “i_e” through
picture book- “Mice like rice”, the media-electronic whiteboard
&PPT, and the Internet-interactive game. To develop Ss’
phonemic awareness, Ss have to know what is rhyming word, how
to blend onset and rime into word, and blend individual sounds
into word. Finally, through Roll-Say-Keep Game, Ss are able to
tell the differences between short vowel and long vowel while
Ss are familiar with the long vowel.
Unit
Phonics Fun-i_e
1.Adapted『 Mice like rice』by Yulin
English Counseling Group
2. http://www.starfall.com.tw
3. English Works 英文工廠國小英語學習地圖
Material 4.http://www.theschoolbell.com
resources /Links/Dolch/Directions/rollkeep
.html
5.『Fun Phonics』by Yulin English
Counseling Group
1. Storytelling
2. The Audio-Lingual Method
Teaching
3. Natural Approach
methods
4. Phonics
Class
Numbers of
students
Class Period
Grade5
15
__40___ minutes
___2___ periods
Teacher/
Designer
Nancy Chen
Date
2009/04/
Teaching Computer, electronic whiteboard, Roll-Say-Keep Board, dice
equipments
Teaching Picture-book, PPT, handouts
materials
Unit Objectives
Concrete Objectives
In this unit, Ss should be able to
Ss are expected to
1. know the pronunciation rule-
2. understand the story of “Mice like
the sound “i_e”.
2. distinguish long vowel from
Lesson
short vowel.
Objectives 3. be good at phoneme
segmentation and blending.
4. know the rhyming words.
rice”.
3. predict the ending of the story.
4. pronounce the sound “i_e”
5. say the rhyming words.
6. blend the sounds into word.
7. tell the differences between
short vowel (i) and long vowel (i_e).
Lesson Plan (The first section)
Lesson
Teaching Procedure &
Objectives
Activities
To review
the story
A. Warm-up
1. Have students to
read the short story
“Pete has a pet” to
review the sound “e-e”,
Divided
Ability
Teaching
Evaluation
Time
1-1-1
80% of the
5’
2-1-9
Ss are able
3-1-7
to read the
5-1-4
short
Index
Aids
story.
which Ss have learned
before.
To tell the
differences
from short
vowel and
long vowel
electronic
2. After Ss’ reading, T
whiteboard
shows the charts to
PPT(1)
review the contrasts
between short vowel
understand
the story
1. T shows the cover of
the story and has Ss to
discuss the story
picture.
(Wh-questions: What
to
pronounce
made up by
instance, pet and Pete.
“e” and
“i_e”.
B. Presentation
To
Ss are able
the words
and long vowel, for
▓Storytelling:
85% of the
1-1-1
2-1-4
10’
picture-book
PPT(2)
80% of the
6-1-1
Ss are able
6-1-7
to join the
6-1-10
discussion.
do you see? Do you like
it? Why? What is it
doing……)
3. T starts to tell the
story.
4. T pauses to ask
questions while telling
the story to check Ss’
90% of the
Ss are able
to enjoy
the story.
comprehension.
To guess
5. T stops the story
3-1-9
80% of the
the ending
before the ending and
Ss are able
has Ss to make
to guess
predictions. “Do the
the ending.
mice still like the rice?”
Or “The mice will hate
the rice.”
To know
▓Phonemic Awareness
1-1-1
the sound
Activity
2-1-4
“i_e”
1. T asks Ss how to say
3-1-2
80% of the
老鼠愛大米 in English.
5-1-4
Ss are able
2. T shows the words
6-1-1
to
“mice”, “like”, “rice”,
6-1-2
response.
PPT(1)
10’
“Mike” as Ss name the
words.
3. T leads Ss to say the
words once.
To count
4. T splits the sounds
80% of the
the syllable
into syllables and asks
Ss are able
Ss to count the
to count
syllables. For instance,
the
“mice”- one syllable.
syllables.
To identify
5. T asks Ss to join
PPT(1)
onset and
these sounds together.
80% of the
rime
For instance,
Ss are able
m-ice
mice
to blend
r-ice
rice
the sounds.
l-ike
like
M-ike
Mike
6. T explains when met
the word made up by
“i_e”, we pronounce “i”
with silent “e”.
To blend
7. T splits the sounds
individual
into individual sounds
Ss are able
sounds
and asks Ss to blend
to blend
(phoneme)
them. For instance,
1-1-1
these
/m/ /i/ /s/
mice
2-1-4
sounds to
/r/ /i/ /s/
rice
3-1-7
form a
/l/ /i/ /k/
like
5-1-4
word.
/m/ /i/ /k/
mike
6-1-1
8. Use Cheer Chant to
PPT(1)
6-1-2
80% of the
PPT(1)
practice phoneme
segmentation of the
words made up by “i_e”.
To listen
9. T asks Ss to listen
PPT(1)
85% of the
for rhyming for and identify
Ss are able
words
rhyming words. For
to listen
instance,
and say the
mice-rice
yes
rhyming
(the rhyming word is
words.
ice)
mice-like
no
rice-mike
no
like-mike
yes
(the rhyming word is
ike)
10. T has Ss to say the
words several times.
▓Long Vowel Pyramid
To know
1. T shows long vowel
1-1-1
PPT(1)
80% of the
the long
pyramid on the
2-1-4
Ss are able
vowel
whiteboard and reads it
3-1-2
to say the
pyramid
once with exaggerated
5-1-4
long vowel
voice on long vowel.
6-1-2
pyramid.
5’
2. T explains the
meaning of the pyramid
and leads Ss to read it
several times.
To identify
3. Have Ss to do
computer,
85% of the
the sound
listening practice when
electronics
Ss are able
“i_e”
T says the word, then
whiteboard
to find and
Ss has to find the word
circle the
and circle it on the
words with
whiteboard.
“i_e”.
4. T awards Ss who can
read the long vowel
pyramid correctly and
quickly.
C. Practice
To match
the picture
with the
words
▓Match Activity
1. Link on the websitewww.starfall.com.tw
and asks Ss to match
the sound by the given
hint.
1-1-1
90% of the
2-1-4
Ss are able
3-1-2
to match
5-1-4
the picture
6-1-2
with the
5’
word.
2. Have Ss to listen to
the pronunciation from
the website and repeat
loudly.
To know
how to do
the
homework
and finish it
D. Wrap up
Home work assignment
T distributes the
handout and explains
how to do the
homework.
3-1-2
handout
90% of the
4-1-3
Ss are able
6-1-6
to finish
homework.
5’
Lesson
Objectives
Lesson Plan (The second section)
Divided
Teaching Procedure &
Teaching
Ability
Aids
Activities
Index
A. Warm-up
To review
the sound
“i_e”
1. T greets and shows
the charts to review
the words with “i_e”.
2. Have students to
read the long vowel
pyramid to review the
1-1-1
PPT(1)
2-1-4
Evaluation
Time
85% of the
4’
Ss are able
to read
3-1-2
aloud the
5-1-4
words.
6-1-2
rule of phonics “i-e”.
B. Presentation
1. T shows the words
made up by “i_e” of the
story on the board.
To identify 2. T plays the story CD
the sound and asks Ss to find and
“i_e”
circle the word made up
by “i_e”.
1-1-1
80% of the
2-1-4
Ss are able
5-1-4
to listen for
6-1-2
and circle
the word.
3. After the word is
circled, T asks Ss to try
80% of the
their best to pronounce
Ss are able
the words made up by
To
understand
the story
To identify
the sound
“i_e”
8’
computer,
electronic
whiteboard
PPT(1)
▓Story Time
to decode
“i_e”.
the words
4. After the CD, T
and say
starts to tell the story.
them out.
▓Find and circle
1. Have Ss to take out
1-1-1
the little book「From
2-1-4
10’
Little book
Mike To Lime」 (their
6-1-1
90% of the
homework) and asks Ss
6-1-7
Ss are able
to color the sound “i_e”
6-1-10
to enjoy the
story.
and repeat after T
several times.
To find the 2. Asks Ss to find the
rhyming
rhyming words such as
words
bike, Mike and Spikeike; bite, site, kite,
mite- ite; mice and
1-1-1
90% of the
2-1-4
Ss are able
5-1-4
to color the
6-1-2
sound “i_e”.
6-1-7
dice- ice; dime, time,
and lime- ime.
3. T distributes
handout and asks Ss to
1-1-1
5-1-4
handout
rhyming
word that does not
To read
the story
4. T asks Ss to listen to
the story CD and repeat
after it.
Ss are able
to circle the
listen and circle the
rhyme.
85% of the
words.
1-1-1
2-1-4
3-1-8
6-1-2
Story CD
little book
90% of the
Ss are able
to repeat
the story.
▓Short Vowel vs. Long
To know
short
Vowel
1. T demonstrates any
vowel and
two words such as
long vowel
win-wine and has Ss to
listen to the
differences.
2. T shows Ss some
words made up by “i” or
“i_e” and asks Ss to
sort them out.
3. T leads Ss to read
the chart of the
5’
1-1-1
2-1-4
6-1-1
computer,
electronic
whiteboard
80%of the
Ss are able
to listen for
the
6-1-2
differences
PPT(1)
between the
short vowel
and the long
vowel.
contrast between the
short vowel (i) and long
vowel (i_e).
4. Have Ss to sound
85%of the
them out explicitly.
Ss are able
5. Have Ss to do
to
listening practice when
pronounce
T says the word, then
the short
vowel and
Ss has to find the word
long vowel
and circle it on the
correctly.
whiteboard.
To identify
short
vowel and
long vowel
C. Practice
▓Roll, Say and Keep
2-1-4
1. T divides Ss into 5
5-1-4
groups and gives each
6-1-2
group a board card with
board
cards,
dice, word
card
90%of the
10’
Ss are able
to be
engaged in
the activity.
one die.
2. Ss take turns to roll
85% of the
the die, and then say
Ss are able
the word. If it's
to read
correct, the card is
aloud short
kept.
vowel (i) and
3. Whoever gets the
the long
most cards wins.
vowel (i_e)
4. T awards Ss orally.
correctly.
D. Wrap up
To review
the sound
“i_e”
T reviews today’s
lesson.
1-1-1
2-1-4
6-1-2
85% of the
Ss are able
to response
to T.
3’
10