Page 30 - Our World 1 (2nd Edition AmE demo)

THE SOUNDS OF ENGLISH THE SOUNDS OF ENGLISH
Objective
Students will
• identify and make the target sounds.
Target Sounds
/h/ hello
/a / hi and goodbye
Resources Classroom Presentation Tool;
Flashcards 1–6; TR: 0.6–0.8; Video Sc. 4;
Workbook p. 4, Workbook Audio TR: 0.6–0.8;
Online Practice
Materials a timer or stopwatch, a teddy bear or
stuffed toy
Warm Up
• Motivate and focus Get students ready
to use English using the English Time chant
(p. 18).
• Get moving Have students stand up.
Set a timer or a stopwatch for 2 minutes.
Have students go around the room, saying
Hello or Hi to as many classmates as
possible before the timer goes off.
• Have students sit on the floor with a
partner, back-to-back. Have them link
arms. Then, say Stand up. See if students
can stand up without separating their
arms. Then, say Sit down and see if they
can stay together while sitting down.
Repeat this a few times to see if students
can do it more easily with practice.
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Practice BE THE EXPERT
1 Listen and say. TR: 0.6 • 2 Say Listen to the sounds. Then, make a check when you Target Sounds
hear the sound in the word. Write a check mark on the board • The /h/ sound is the first sound in the words
as you say make a check. Do the first item with students. Play hi and hello.
TR: 0.7. Pause after the first item and ask What sound do you • The /a / is the first vowel sound in the words
hear? (/h/) Then, repeat the words said in the audio. Point to hi and I’m. It’s the last vowel sound in the
the column that says Word 1, and say Hello. Do you hear /h/? word goodbye.
hello goodbye (yes) Say That’s right! Hello has /h/. Let’s put a check. Then, Teacher Tip
say Book. Do you hear /h/? (no) Point to the column that says Now is the time to establish a close connection
2 Listen. Which words have the sound? Check . . . TR: 0.7 Word 2, and say No /h/. Don’t put a check. Repeat this for the with parents. Ask parents to provide their contact
third word (hi). Have students put a check in the box. Then,
sound word 1 word 2 word 3 information, including their phone number(s)
play the rest of TR: 0.7 and have students complete the other and e-mail addresses. Check in with parents
1. hello ✔ ✔ item on their own. often. Be sure to let parents know of students’
achievements, not just their problems. You
2. goodbye ✔ ✔ Apply should also make them aware of what it is
you’re teaching. Sending home the Home–School
Connection Letters for each unit is a great way to
• 3 Say Let’s listen to a chant. Play TR: 0.8 two times. Have
3 Listen and chant. TR: 0.8 students listen to the chant. Then, say the chant. Walk among keep parents informed about the coursework. If
Hello, hello. the class, waving hello to students for the first two lines. Then, all parents have an e-mail address, create a class
e-mail list. Use this list to make announcements
Hi there, hi. walk back toward the front of the room, waving goodbye about things such as schedule changes, special
during the second two lines. requests, or upcoming events. You may also want
Time to go. to take photos of fun class activities and e-mail
• Play TR: 0.8 a third time. This time, have students stand up them to parents.
Bye, goodbye!
next to a partner. Have them wave hello during the first two
lines of the chant. Then, have them turn away from each other
and start to walk away from their partners during the last
two lines.
• Divide the class into two groups. Have them say the chant as a
call-and-response. Have the first group say Hello, hello and the
second group respond Hi there, hi. Then, have the first group
9 say Time to go and the second group respond Bye, goodbye!
Present Wrap Up
• Bring out a teddy bear or a stuffed toy, and say This is Hank.
• 1 Say Let’s learn about some sounds of English. Make a few Then, ask Does Hank have /h/ or /a /? When students say /h/,
sounds, such as /b/, /p/, and /h/, to help students understand say That’s right. Hank has /h/. Have each student greet the toy
the phrase sounds of English. Play TR: 0.6. Pause after each with Hi, Hank.
word for students to repeat the word and the sound.
• When class is over, bring the stuffed toy around to each
• Explain Say Hello has the /h/ sound. Say the /h/ sound again, student’s desk. Have it say Goodbye to each student. Have
and have students repeat the sound and the word. Then, ask students say Goodbye, Hank.
Which has /h/—hi or book? (hi) Emphasize the first sounds of
these words as you say them. • Say Good job today, class. Now let’s chant. Lead the class in
the Goodbye chant (p. 18).
• Say Goodbye has the /a / sound. Repeat the word, emphasizing
the /a /. Have students repeat the sound and the word. Then,
ask Which has /a /—I’m or up? (I’m) Emphasize the first sounds Workbook and Online Practice
of these words as you say them. The Sounds of English
Formative Assessment
• If there are students in your class with /h/ or /a / in their name,
point them out. For example, say Haima. What sounds do you Can students
hear? (/h/, /a /)
• identify and make the /h/ and /a / sounds?
Make the /h/ sound. Say Hello and Goodbye.
Have students raise their hand when they hear
/h/. Then, make the /a / and say the words
again. This time, have students raise their hand
when they hear /a /.
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