My Phonics 3 - Teacher

TS_my PHONICS 3.
qxp_Layout 1 11/26/15 17:03 Page 1
Jenny Dooley - Virginia Evans
MY PHONICS 3 Teacher’s Book

My Phonics provides young learners with
the appropriate tools to sound out words
in a fun, stress-free way! By understanding
how to break down the sound of words,
young learners will become both efficient
readers and spellers!
- The Alphabet
The Alphabet (A-Z)
Jenny Dooley - Virginia Evans

The Alphabet (A-M)
The Alphabet (N-Z)
Short Vowels
Long Vowels
Components
Consonant Blends • Pupil’s Book
• Activity Book
• Class CDs
Letter Combinations • My Phonics Cards
• Teacher’s Book
• DIGI MATERIAL
cross-platform application
Express Publishing
(iOS, Android, Windows,

MacOSX)
ISBN 978-1-4715-2720-3
TS_my PHONICS 3.qxp_Layout 1 11/26/15 17:03 Page 2
Published by Express Publishing
Liberty House, Greenham Business Park, Newbury,

Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk
© Jenny Dooley – Virginia Evans, 2016
Colour Illustrations: Jim Biggins, Alan Shephard, Kyr © Express Publishing, 2016
First published 2016
Made in EU
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers.
This book is not meant to be changed in any way.
ISBN 978-1-4715-2720-3
Photocopying
The publishers grant permission for the photocopying of those pages marked photocopiable for classroom use only.
School purchasers can make copies for the use of their staff and students only. Individual teachers can make copies
for their own use or for the use of the students they teach. Under no circumstances may any part of this book be
photocopied for sale.
Acknowledgements
We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book.
Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief), Julie Rich (senior editor);
Alex Barton (senior production controller) and the Express Publishing design team; and Emily Newton, Kevin Harris,
Daniel Parker, Erica Thompson and Timothy Forster. We would also like to thank those institutions and teachers who
piloted the manuscript, and whose comments and feedback were invaluable in the production of the book.
Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked, the
publishers will be pleased to make the necessary arrangements at the first opportunity.
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Teacher’s Book
Contents
Introduction p.II
Unit 1 long a (-ake, -ane, -ape) p. 2 Review 3 p. 48

Unit 2 long a (-ate, -ace, -ame, -ave) p. 8 Unit 7 long u (-ube, -une, -ue) p. 50
Story Time p. 14 Unit 8 long e (-ea, -ee) p. 56
Review 1 p. 16 Story Time p. 62
Unit 3 long i (-ine, -ite, -ide, -ive) p. 18 Review 4 p. 64
Unit 4 long i (-ike, -ice) p. 24 Extra Check p. 66
Story Time p. 30 Let’s play! p. 70
Review 2 p. 32 Songs p. 72
Unit 5 long o (-ole, -ome, -ote) p. 34 Activity Book
(Key & Instructions) p. 73
Unit 6 long o (-one, -ope, -ose) p. 40
Photocopiable Material p. 81
Story Time p. 46
Jenny Dooley – Virginia Evans

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Introduction
My Phonics is a five-level course which introduces pupils III Extra Check
to the sounds of the English language. It is designed to This section aims to consolidate the long vowel
help pupils connect the sounds (phonemes) to the sounds/words taught in the course.
letters (graphemes) that represent those sounds.
IV Let’s Play!
Pupils will develop the art of reading by understanding the
The board game at the end of the Pupil’s Book
English alphabet, associating sounds with letters, blending
aims to provide an atmosphere of relaxation
and segmenting words and decoding frequently used
while consolidating the words the pupils have
words.
learnt in the course.
My Phonics consists of the following levels: How to Play the Board Game:
My Phonics 1 – The Alphabet/My Phonics 1a & 1b focus The pupils play in pairs. Each pupil ticks 10 pictures
on the sounds the letters of the English alphabet make. on their board (blue board) without letting their
My Phonics 2 – Short Vowels focuses on short vowel words partner see.The pupils take turns asking questions
that make up the vast majority of the words pupils will to find out what their partner has ticked. If they
encounter in their studies. guess correctly, they tick the picture on the green
My Phonics 3 – Long Vowels focuses on the decoding board. The pupil who guesses all ten of their
of words with the long vowel sound that end in -e. partner’s choices, while asking the fewest questions,
My Phonics 4 – Consonant Blends focuses on consonant wins.
clusters and letter blends that can be quite difficult. V Picture Cards
My Phonics 5 – Letter Combinations covers tricky letter
The picture cards include all the pictures necessary
combinations and how to decode and encode words
for the presentation and revision of the words in
containing them.
each lesson. In each lesson plan there are
suggestions for further use of the picture cards in
My Phonics 3 group or class games/activities.
➤ Components VI My Phonics 3 Certificate
• Pupil’s Book This is filled in upon completion of the course.The
My Phonics 3 covers long vowel words. It comprises aim of this certificate is to reward the pupils, as
8 units which in turn consist of four lessons. Each unit well as give them a sense of achievement.
presents long vowels and the blending of letters to
create them. A variety of functional activities, songs • Activity Book
and chants help the pupils practise the long vowel The Activity Book is in full colour and comprises
sounds/words in an interesting way. eight units. Each unit consists of two pages and can
be done upon completion of the corresponding
The Pupil’s Book also incorporates a variety of
unit in the Pupil’s Book. It aims to consolidate the
appealing additions:
long vowel sounds and words that appear in the
I Story Time Pupil’s Book through various activities, e.g. colouring,
There is an enjoyable story every two units. Each matching, etc.
story consolidates the letters and the words The Activity Book also includes:
covered in the two units as well as providing real
language input and opportunities for reading for I Review
pleasure. Each story is followed by a fun activity. There is a review lesson every two units.The review
In the Teacher’s Book, the teacher can find lesson consolidates the long vowel sounds and
additional optional activities. the respective words taught in the previous two
units through a variety of fun activities.
II Review
There is a review lesson every two units. The II Portfolio Activities
review lesson consolidates the long vowel These activities are at the back of the Activity Book.
sounds and words taught in the previous two There is one activity for each unit. These activities
units through a variety of fun activities. aim to consolidate the long vowel sounds and
words of each unit through tracing and colouring.
II
• Teacher’s Book environment, as well as revise what the pupils have

The Teacher’s Book provides step-by-step lesson plans. learnt from the previous lessons. During this step, the
Each lesson plan provides detailed suggestions for teacher is expected to revise the long vowel sounds
presenting, practising and consolidating the long and/or words taught in the previous lesson. This
vowel sounds and their respective words.There are also should not be a formal check of homework! The
further extension activities, games and photocopiable teacher plays a game using visual aids (picture
materials making the Teacher’s Book a complete and cards) or realia, miming, etc, as a means of
comprehensive guide to teaching young learners.The ensuring the pupils’ progress.
Teacher’s Book also includes the Pupil’s Book pages in • Presentation & Practice
reduced form making it easier to be used in a
The teacher should present and practise the new
classroom.
long vowel sounds/words in a clear and enjoyable
way. A pupil’s attention span can be very short so
• My Phonics Cards
the need for a variety of activities arises. The best
The My Phonics Cards include all the pictures way to hold their attention is by changing activities
necessary for the presentation and revision of the every five to ten minutes. However, pupils tend to like
words in each lesson. In each lesson plan there are what is familiar. Thus, teachers should let a favourite
suggestions for further use of the phonics cards in activity go on as long as the pupils are enjoying it.
group or class games/activities. What may seem boring or repetitive to adults is not
necessarily the case for pupils.
• Class CDs
Presenting/Practising the New Letters/Words:
The Class CDs include all the aural activities in the
Pupil’s Book. a) My Phonics Cards: These illustrate the words which
contain the long vowel sounds to be taught. The
• DIGI MATERIAL teacher uses them to present the new long vowel
sounds and drill pupils. The choral repetition of
Using a cross-platform application (iOS, Android,
words ensures that all the pupils, shy or not, will say
Windows, MacOSX), DIGI MATERIAL provides young
the new long vowel sounds/words, giving the
learners with the digital tools to learn English in a fun
teacher an excellent opportunity to correct any
way.
pronunciation problems while giving the pupils a
The DIGI MATERIAL consists of: sense of confidence before they say the long
• Sound presentations along with letter tracing vowel sounds/words individually.
• Animated songs
b) Picture Cards: The picture cards are at the back of
• Fun interactive activities (colouring, tracing, etc)
the Pupil’s Book for the pupils to cut out and store
• Learning tasks (circle the right letters, listening
in an envelope. They are replicas of the pictures
activities, etc) with automatic feedback
presented in the Pupil’s Book. The corresponding
• Interactive games (Pelmanism, mazes, puzzles,
words are at the back of each card. During the first
letter cubes, etc)
lesson, spend some time guiding your pupils to cut
• Picture Dictionary with audio
them out and put them in an envelope (provide
some envelopes if necessary). Explain to them that
➤ Lesson Features they should always have this envelope with them.
The teaching of English should resemble the natural The Teacher’s Book provides many suggestions for
acquisition of the mother tongue: pupils learn in their using these cards in a wide variety of drills and
native language through having fun and have fun activities. You can also use them to revise and
through learning! They pick up sounds and, later on, words consolidate the letters/words taught in previous
to be able to communicate in their social environment. lessons.
The conditions in our classrooms should promote learning c) Visual Aids: The respective pictures in the Pupil’s
as such. Thus, each lesson follows these steps: Book are used for picture discussion and for
• Beginning the Lesson further practice of the new long vowel sounds/
This is an integral part of a lesson as pupils get the words.
chance to communicate with their teacher and d) Chants/Songs: The long vowel sounds and the
their classmates. The teacher is also given the corresponding words are practised through
opportunity to greet the pupils and create a friendly
III
Introduction
upbeat chants. In the next lesson, the pupils a complete word whilst perfecting their handwriting
consolidate the long vowel sounds and the skills. In addition, learning a word or two for dictation
words through lively songs. All the songs are set enables pupils to remember words as well as improve
to the tune of traditional songs that make them their spelling.
catchy and easy to sing. Language in the form
of songs and chants is more likely to be retained ➤ The Use of Mother Tongue
by pupils. In addition, the new long vowel
sounds/words are repeated many times while Sometimes, especially at the beginning of an early
pupils have fun! primary course, the use of mother tongue in a language
classroom is unavoidable for a number of reasons. First
SIGHT WORDS of all, young learners feel secure as they are given some
One of the most effective and powerful reading time to adjust to their new environment, the language
tools that parents and teachers can help children classroom. Furthermore, instructions of games and other
develop is sight word recognition. When a child is activities are easier and faster to explain in L1.
able to understand and identify sight words he/she
is certain to become an avid reader. Sight words are ➤ How to Avoid Using Mother Tongue
the most frequently used words and can be found
A teacher can employ various means of getting his/her
on the Dolch List. Sight words are critical to reading
message across without using L1:
not only because they are used so frequently, but
also because many of them cannot easily be a) Gestures/Miming: Pupils always use body language
sounded out or depicted. Following this principle, to express themselves. Take advantage of this by
the pupils will be exposed to sight words gradually accompanying instructions with gestures, actions
throughout the course to help them master the art and mime to show what you want them to do
of reading. and/or the meaning of a word.
• Ending the Lesson b) Pictures/Realia: Another powerful way of getting
The lesson should always finish on a high note. Pupils the message across is by using pictures, realia and
should perceive learning as fun. They will be taught other visual aids. Do not forget that a picture is
more formally in later years. Our main objective is to worth a thousand words! Our objective here is to
infuse them with a sense of happiness and fulfilment. instil confidence in the pupils and, thus, gradually
Consequently, Ending the Lesson involves: enable them to listen to and speak as much English
as possible!
− Games/Fun Activities: The educational value of
games is that pupils are motivated to learn the ➤ Songs in the Language Classroom
English language naturally while having fun.
Games are also important because at this age The importance of songs in language learning is not to
the sense of being in a social group and be underestimated. Their rich language enables young
obeying rules are not yet fully developed. Thus, learners’ long-term memory to develop and thus
games promote social skills. language is retained by pupils. We all remember songs
from our mother tongue and we see pupils ‘perform’
➤ Homework short plays in our daily encounter with them. Here are
some ways to ‘animate’ the songs:
Pupils at this level are too young to be assigned any
homework.The presentation, practice and consolidation a) TPR Activities: Have pupils stand up, in a circle
of long vowel sounds and the corresponding words preferably. Play the song once and demonstrate the
should take place in the classroom. Therefore, the actions. Play the song again. Invite pupils to perform
teacher is strongly advised to recycle everything learnt the actions.
on a regular basis. However, if you feel that the pupils can b) Using Prompts: Every lesson includes a song
cope with some homework, you can assign some words consolidating the words of the lesson. Ask the pupils
for copy and dictation each time. Also, if you wish, you to take out their picture cards or hand out other
can assign the Portfolio Activities at the end of the realia. Explain to pupils that they are to show their
Activity Book as homework. picture cards, etc every time they hear the
Note: The importance of copying lies in the fact that corresponding words in the song. Play the song.
pupils practise putting individual letters together to form Pupils listen and perform the activity.
IV
These are just a few suggestions on how to use songs in cards to represent Lose a Turn, and assign a number, e.g.
the language classroom. Be as inventive as you can 5 on the dice to represent Go back to Start. Give each
since pupils love performing! pupil a counter. Ask the first pupil to throw the dice and
move the designated number of spaces. The pupil must
➤ Games for Young Learners say the word on the phonics card he/she lands on. If
the pupil makes a mistake, he/she goes back to his/her
The educational value of games has already been original place. The first pupil to reach Finish is the winner.
explained. Here is a list of the most popular games we
have used in this course: Form a Line
Bingo Put up the phonics cards on the board. Write the respective
words on separate pieces of paper. Hand out the pieces
Prepare some Bingo cards with the words you want to of paper to the pupils and ask them to form a line at the
practise and hand them out to the pupils. Each Bingo front of the board in the same order as the phonics card.
card should have a different set of words. Provide them Repeat the procedure with another group of pupils.
with small pieces of paper to cover the words. Say the
words or show pictures and have the pupils cover the Guess
words on their Bingo cards. The winner is the first pupil Divide the class into two teams, A and B. Ask a pupil to
whose card is covered and who shouts BINGO! come to the board. Whisper one of the target vocabulary
Correct the Teacher words to him/her. Without speaking, the pupil draws a
picture of the word on the board. The first team to guess
Hold up the phonics cards, one at a time and ask the word wins a point. Repeat the activity with as many
individual pupils to correct your statements. pupils as you think is necessary. The team with the most
e.g. Teacher: (holding the dog phonics card) It is a cat! points wins the game.
Pupil 1: No! It is a dog! etc
Hot Cards
Disappear
Have the pupils sit in a circle. Hand out the phonics
Divide the class into two teams, A and B. Draw two stick cards. Play the song. While the song is playing, the pupils
figures on the board, one for each team. Draw eyes, ears, pass the phonics cards around. When the song stops,
a nose, a mouth, hair, arms and legs on each figure. Say the pupils holding the phonics cards must name them.
a word from the lesson and/or the unit. Ask a pupil from
Team A to spell it and pronounce it. If the pupil spells it Hunt
and pronounces it correctly, erase a body part from Hide the phonics cards around the classroom. Divide
his/her opponents’ stick figure, otherwise no body part the class into two teams, A and B. Assign each team a
is erased. Then choose a pupil from Team B and repeat list of words for each phonics card and write them on
the activity. Continue until a team has made the other the board in two columns. In teams, the pupils have to
team’s stick figure ‘disappear’. ‘hunt’ for the phonics cards depicting the words in their
column. As they find them, they cross out the word on
Draw and Spell the board. The first team to cross off all of its words is the
The pupils play in pairs. Ask the pupils to think of a few winner.
words they have learnt and draw pictures of them. Then Hush
they exchange pictures and spell and write the words.
Divide the class into two teams, A and B and assign a
Draw It number to each pupil. Provide each team with a sheet
Divide the class into two teams, A and B. Ask two pupils, of paper. Say a word. The pupils with the number 1 from
one from each team, to come to the board. Name a each team only writes the first letter of the word on the
vocabulary item. The pupils quickly draw it. The pupil paper. He/She then gives the paper to the player with
who finishes first wins a point for his/her team. Continue number 2 who adds the next letter, and so on. The pupils
with the other words and the remaining pupils. The team must not speak during the game. When the last letter is
with the most points wins. completed the next player on the team checks it and
may correct it, if necessary. Each correct answer wins a
Floor Board Game point. The team with the most points wins. Repeat the
Arrange the phonics card in a long line. Designate a activity with different words.
starting (Start) and finishing (Finish) point. Add as many
sheets of coloured paper as you wish between the
V
Introduction
Memory Game the board in the correct corresponding column. Ask the
Put up the phonics cards on the board and ask the rest of the class for verification. Repeat the activity with
pupils to memorise the order in which the items appear. as many pupils as you think is necessary.
Remove the phonics cards and ask individual pupils to Speed Race
name the items in the correct order. Change the order
Put three chairs in front of the board. Divide the class into
of the phonics cards and repeat the activity.
three teams, A, B and C. Have a pupil from each team
Memory Master stand up. Put a phonics card on each chair. Call out one
Ask the pupils to sit in a circle. Choose one pupil to be of the phonics cards. The pupils standing try to be the
the ‘Memory Master.’ Arrange the phonics card face up first to sit on the chair with the corresponding phonics
in the middle of the circle. Each pupil chooses a phonics card. The first pupil to sit on the chair wins a point for
card and says the word, without actually touching the his/her team. The team with the most points wins.
phonics card. After everyone has said their words, the Spin the Bottle
‘Memory Master’ must hand the correct phonics card to
Ask the pupils to sit in a circle with a bottle in the middle.
each pupil.
Spin the bottle. When it stops, show the pupil it is pointing
Noughts and Crosses to a phonics card and elicit its name. If the answer is
Draw a large 3x3 grid on the board. Write a number 1-9 correct, then that pupil can spin the bottle. Repeat with
on the upper right hand corner of each space. Choose other phonics cards.
nine phonics cards and stick them face down on each Telepathy
space on the grid. (Make sure to cover the words with a
The pupils form pairs. Put the phonics cards on the
blank piece of paper.) Divide the pupils into two teams,
board. Tell the pupils to choose a phonics card without
Team X and Team O. Choose a pupil from Team X to go
letting his/her partner know.The other pupil has to guess
first. The pupil calls out a number to see the phonics
what he/she is thinking of.Then they swap roles and play
card. If he/she names the item pictured correctly, an X
again.
is placed in the space. If not the card is placed face
e.g. Pupil 1: (thinks of ‘bike’)
down again and a pupil from Team O chooses a
Pupil 2: Dice?
number. The team that succeeds in placing three
Pupil 1: No!
respective marks in a horizontal, vertical, or diagonal row
Pupil 2: Mice?
wins the game.
Pupil 1: No!
Pen and Pencil Pupil 2: Bike?
Ask the pupils to take out a pen and a pencil. Assign a Pupil 1: Yes! etc
different sound to each, e.g. long ‘a’ sound for the pen Throw the Beanbag
and short ‘a’ sound for the pencil. Say a word and ask
Lay out the phonics cards face up on the floor. Choose a
the pupils to raise either the pen or the pencil that
pupil and ask him/her to throw the beanbag on one of
corresponds to the sound. If you say a word that does
the phonics cards and name the item pictured. Repeat
not include any of the sounds, the pupils must not move
the procedure with other pupils.
at all. If the pupils make a mistake, they are out of the
game. If you want to make the game more fun, say the Thumbs Up or Down
words quickly. Ask the pupils to close their books. Hold up the phonics
Run and Touch cards one at a time, and ask them to verify the word you
say by putting their thumbs up or down. Encourage the
Divide the class into two teams, A and B. Put up the
pupils to give the correct answer.
phonics cards on the board. Say one of the words. Two
e.g. Teacher: (holding up the rope phonics card) Rose.
pupils, one from each team, call out the word as they
Class: (putting their thumbs down)
race to touch its corresponding phonics card. The first
Teacher: Good! What is it?
pupil to touch the phonics card wins a point for his/her
Class: Rope. etc
team. The team with the most points wins.
Yell It Out
Sound Pairs
Ask the pupils to get into pairs. Have a pair come to the
Write two sounds in two columns on the board e.g. ‘ane’
front of the classroom and face each other with their
and ‘ape’. Show a pupil a phonics card, e.g. cane. The
hands behind their backs. Stick a phonics card onto
pupil has to say the word and put the phonics card on
each pupil’s back. Tell the pupils that they have to look
VI
at the other pupil’s phonics card and be the first to yell

out the word. Repeat the activity with the remaining
pairs.
What is it?
Hold up the phonics cards, one at a time, partly hidden
by a sheet of paper. Slowly reveal the phonics card. The
pupils try to guess what the phonics card is.
What’s the sound?
Divide the class into two teams, A and B. Put a phonics
card on the board and write the word with a missing
sound, e.g. ake for the word ‘rake’. In teams, the pupils
have to say the missing sound of the word, e.g. /r/. Each
correct answer wins a point. The team with the most
points wins.
What’s wrong?
Divide the class into two teams, A and B. Write the target
vocabulary on the board but misspell one of the words.
In teams, the pupils have to identify the wrong word and
spell it correctly. Each correct answer wins a point. Give
an extra point if the word is pronounced correctly, too.
The team with the most points wins.
Wordscraper
Write a word vertically on the board. Invite a pupil to
come to the board and add on another word from the
lesson, either vertically or horizontally. Continue until all
the words from the lesson are written on the board. If you
wish, you can ask the pupils to add words from previous
lessons as well.
e.g. R O S E
O
H O P
E etc
Wordsearch Puzzle
The pupils play in pairs. Ask the pupils to think of a few
words they have learnt and create their own wordsearch
puzzles. Then they exchange puzzles and find the words.
VII
02 My Phcs Bk 3 Unit 1 Ts.qxp_02 My Phcs Bk 3 Unit 1 Ts 11/26/15 17:08 Page 8
Unit 1
Lesson 1
Aims
to learn the long a and its sound
\eI\; to learn four words with the
-ake \eIk\ sound
Vocabulary
• bake, cake, lake, rake
Sight Words
• the, look, at, on, can, a (revision)
Extra materials
• My Phonics cards (1-4)
BEGINNING THE LESSON

Greet the pupils. Say: Hello, I’m (Miss
Adams). Invite them to respond by
saying hello.
1 Listen, point and repeat.

(Track 02 CD1)
Pupils’ books closed. Write the letters
ak on the board. Point to them and
say: \œk\. The pupils repeat after you.
Then write the letters ake on the
board. Point to them and say: \eIk\.
The pupils repeat after you. Explain
that in this case, the e at the end is
silent and it makes the a have a
long sound.
Write b + ake on the board. Point and 2 Chant and show! Time permitting, repeat the chant
(Track 03 CD1) without the CD this time. Keep the
say: \b\, \eIk\ – bake. The pupils repeat rhythm by clapping your hands or
after you. Circle the letter e and draw Put up the bake, cake, lake and rake snapping your fingers.
an arrow from it to the letter a to phonics cards on the board. Point to
remind the pupils that the silent e at them and say: \eI\ is in bake and \eI\
the end makes the a have a long is in cake! \eI\ is in lake and \eI\ is in Audioscript
sound. Follow the same procedure to rake! The pupils repeat after you. \eI\ is in bake and
present the words cake, lake and rake. Follow the same procedure and \eI\ is in cake!
Pupils’ books open. Point to and present the remaining verses and the \eI\ is in lake and
elicit the sound of the letters and the words. Play the CD. The pupils listen, \eI\ is in rake!
words. Point out that the consonants follow in their books and chant.
\b\ \eI\ \k\ is bake!
in the Pupil’s Book are blue and the Ask the pupils to take out their own \k\ \eI\ \k\ is cake!
vowels are red. bake, cake, lake and rake picture \l\ \eI\ \k\ is lake!
Play the CD. The pupils listen, point to cards and place them on their desks. \r\ \eI\ \k\ is rake!
and repeat the words. Play the CD again. The pupils listen
and hold up the corresponding Bake, cake, lake and rake!
picture cards. Bake, cake, lake and rake!
2
ENDING THE LESSON

Draw It
Divide the class into two teams, A
and B. Ask two pupils, one from each
team, to come to the board. Name
a vocabulary item.The pupils quickly
draw it. The pupil who finishes first
wins a point for his/her team.
Continue with the other words and
the remaining pupils. The team with
the most points wins.
3 Read, choose and write. pictures. Play the CD again. The

pupils listen and repeat. Ask the
Point to the cake and say: Bake the pupils to read the sentence and
cake! The pupils repeat after you. circle the correct letters. Check their
Repeat the procedure with the answers.
remaining items. Then allow the pupils
some time to read, choose and write
the correct words. Check their answers. Audioscript
rake
4 Listen. Read and circle. bake
(Track 04 CD1) cake
lake
Point to the rake in the picture and
elicit its name. Repeat the procedure The rake can bake a cake at the
for cake, bake and lake. Play the CD. lake.
The pupils listen and point to the
3
Unit 1
Lesson 2
Aims
\eI\; to learn two words with the
-ane \eIn\ sound and two words
with the -ape \eIp\ sound
Vocabulary
• cane, mane, cape, tape
Sight Words
• tap, man, cap, he, has, a, and,
with (revision)
Extra materials

Put up the bake, cake, lake and rake
phonics cards on the board. Write
the words below the phonics cards
omitting the vowels. Ask the pupils to
write the words in their notebooks.
Check their answers.

(Track 05 CD1)
Pupil’s books closed. Write the letters
an on the board. Point to them and
say: \œn\. The pupils repeat after you.
Then write the letters ane on the tape phonics cards on the board.
board. Point to them and say: \eIn\.The Point to the cane phonics card and
Audioscript
pupils repeat after you. Explain that in say: In cane there is an \eI\, cane, In cane there is an \eI\,
this case, the e at the end is silent and cane, cane! \k\ \eI\ \n\ is cane, cane, Cane, cane , cane!
it makes the a have a long sound. cane, cane! The pupils repeat after \k\ \eI\ \n\ is cane,
Write c + ane on the board. Point and you. Follow the same procedure and Cane, cane, cane!
say: \k\, \eIn\ – cane. The pupils repeat present the remaining verses and the In mane there is an \eI\,
after you. Circle the letter e and draw words. Play the CD. The pupils listen, Mane, mane, mane!
an arrow from it to the letter a to remind follow in their books and chant. \m\ \eI\ \n\ is mane,
the pupils that the silent e at the end Ask the pupils to take out their own Mane, mane, mane!
makes the a have a long sound. Follow cane, mane, cape and tape picture
the same procedure to present the In cape there is an \eI\,
cards and place them on their desks.
words mane, cape and tape. Cape, cape, cape!
Play the CD again.The pupils listen and \k\ \eI\ \p\ is cape,
Pupils’ books open. Point to and hold up the corresponding picture Cape, cape, cape!
elicit the sound of the letters and the cards.
words. Play the CD. The pupils listen, In tape there is an \eI\,
Time permitting, repeat the chant
point to and repeat the words. Tape, tape, tape!
without the CD this time. Keep the \t\ \eI\ \p\ is tape,
rhythm by clapping your hands or
6 Chant and show! snapping your fingers.
Tape, tape, tape!
(Track 06 CD1)
Put up the cane, mane, cape and
4
ENDING THE LESSON

Pen and Pencil
Ask the pupils to take out a pen and
a pencil. Assign the long ‘a’ sound
for the pen and the short ‘a’ sound
for the pencil. Say a word and ask
the pupils to raise either the pen or
the pencil that corresponds to the
sound. If you say a word that does
not include any of the sounds, the
pupils must not move at all. If the
pupils make a mistake, they are out
of the game. If you want to make the
game more fun, say the words
quickly.
7 Read and choose. Write. pupils to read the sentence and

circle the correct letters. Check their
Point to the pictures and elicit the answers.
names. Then ask the pupils to read
the words, pointing out the short a Audioscript
and the long a sounds. Allow the
pupils some time to circle the mane
correct corresponding words and cane
write them. Check their answers. cape
a cape with tape
8 Listen. Read and circle. He has a mane, a cane and a
(Track 07 CD1) cape with tape!
Point to the cane in the picture and
elicit its name. Repeat the procedure
for mane, cape and tape. Play the
CD. The pupils listen and point to the
pictures. Play the CD again. The
5
Unit 1
Lesson 3
Aims
to learn and practise reading
skills; to sing a song
Vocabulary
• cake, lake, rake, cape, cane,
mane
Sight Words
• take, away, no, your
Extra materials

Write the following words on the
board: can, cane, tap, tape, man,
mane, cap and cape. Ask the pupils,
one at a time, to come to the board
and underline a word with the short
a sound and circle a word with a
long a sound.
9 Listen. Read along.

(Track 08 CD1)
Ask: Can you see the cane? Point to
it. Encourage the pupils to point to
the picture of the cane. Repeat with
cake, lake, rake, cape and mane.
Play the CD. Have the pupils listen to the board. Point to the cake and the ENDING THE LESSON
the story once. Play the CD again. lake phonics cards and say: Take,
The pupils listen and point to the take, take a cake, take it to the lake! What’s the sound?
pictures of the key words when they The pupils repeat after you. Follow Divide the class into two teams, A
hear them in the story. the same procedure and present and B. Put a phonics card on the
the rest of the song. Play the CD. The board and write the word with a
Read the story. The pupils follow in pupils listen and sing along. missing sound, e.g. ake for the word
their books. Then they work in pairs. ‘rake’. In teams, the pupils have to
One reads while the other one Ask the pupils to take out their own say the missing sound of the word,
checks and then they swap roles. cake, lake, cape, cane, mane and e.g. \r\. Each correct answer wins a
Go around the classroom providing rake, picture cards and place them point. The team with the most points
any necessary help. on their desks. Play the CD again. wins.
The pupils listen and hold up the
Point to and say the sight words. The corresponding picture cards.
pupils repeat after you.Time permitting,
have some pupils read them aloud. (See p. 72 for the Audioscript.)
10 Song (Track 09 CD1)

(to the tune of ‘Row, Row, Row Your
Boat’)
Put up the cake, lake, cape, cane,
mane and rake phonics cards on
6
12 Write. Match the rhyming

words.
Elicit the names of the pictures. Allow
the pupils some time to write the
words. Then ask the pupils to match
the rhyming words. Check their
answers.
13 Say the words. Circle the

rhyming word. Listen and
check. (Track 11 CD1)
Show the pupils the make phonics
card. Point to it and say: \m\ \eIk\ –
make. The pupils repeat after you.
Repeat the procedure with the lane
phonics card.
Point to the pictures of make and
lane, one at a time, and have the
pupils say the words. The pupils circle
the words that rhyme. Play the CD.The
pupils listen and check their answers
and pronunciation.
ENDING THE LESSON

Bingo
Prepare some Bingo cards with the
words you want to practise and
hand them out to the pupils. Each
Bingo card should have a different
Lesson 4 the pupils holding the phonics cards set of words. Provide them with small
must name them. pieces of paper to cover the words.
Aims
to practise the long a sound and Say the words or show pictures and
the corresponding words; to learn
11 Listen and number. have the pupils cover the words on
two extra words with the -ake \eIk\ (Track 10 CD1) their Bingo cards. The winner is the
and -ane \eIn\ sounds first pupil whose card is covered and
Point to the pictures, one at a time,
who shouts BINGO!
Vocabulary and elicit the names. Play the CD.
• bake, cake, lake, rake, cane, The pupils listen and number the
correct picture. Check their answers.
Lesson 5 - Activity Book
mane, cape, tape, make, lane
(see page 73)
Extra materials
• My Phonics cards (1-10) Audioscript
One – cape
Two – tape
BEGINNING THE LESSON Three – bake
Four – lake
Hot Cards
Have the pupils sit in a circle. Hand
out the phonics cards. Play the song
(Track 09 CD1). While the song is
playing, the pupils pass the phonics
cards around. When the song stops,
7
Unit 2
Lesson 1
Aims
-ate \eIt\ sound and two words
with the -ace \eIs\ sound
Vocabulary
• date, gate, lace, race
Sight Words
• the, of, is, on, with (revision)
Extra materials

Correct the Teacher
Hold up the phonics cards from the
previous unit, one at a time and ask
individual pupils to correct your
statements.
e.g. Teacher: (holding the cape
phonics card) It’s a
cane.
Pupil 1: No! It’s a cape! etc

(Track 12 CD1)
at on the board. Point to them and
say: \œt\. The pupils repeat after you. 2 Chant and show! rhythm by clapping your hands or
Then write the letters ate on the (Track 13 CD1) snapping your fingers.
board. Point to them and say: \eIt\.
The pupils repeat after you. Explain Put up the date, gate, lace and race
phonics cards on the board. Point to Audioscript
that in this case, the e at the end is
silent and it makes the a have a the date and gate phonics cards \eI\ ate, date,
long sound. and say: \eI\ ate, date, \eI\ ate, gate! \eI\ ate, gate!
\d\ \eI\ \t\ is date, \g\ \eI\ \t\ is gate! \d\ \eI\ \t\ is date,
Write d + ate on the board. Point and The pupils repeat after you. Follow \g\ \eI\ \t\ is gate!
say: \d\, \eIt\ – date. The pupils repeat the same procedure and present
after you. Circle the letter e and draw the remaining verse and the words. \eI\ ace, lace,
an arrow from it to the letter a to remind Play the CD.The pupils listen, follow in \eI\ ace, race!
the pupils that the silent e at the end their books and chant. \l\ \eI\ \s\ is lace,
makes the a have a long sound. Follow \r\ \eI\ \s\ is race!
the same procedure to present the Ask the pupils to take out their own
words gate, lace and race. date, gate, lace and race picture
cards and place them on their desks. 3 Write the words.
Pupils’ books open. Point to and Play the CD again. The pupils listen
elicit the sound of the letters and the Point to the pictures, one at a time
and hold up the corresponding
words. Play the CD. The pupils listen, and elicit the names. Then ask the
picture cards.
point to and repeat the words. pupils to write the words. Check their
Time permitting, repeat the chant answers.
without the CD this time. Keep the
8
ENDING THE LESSON

Hunt
Hide the phonics cards around the
classroom. Divide the class into two
teams, A and B. Assign each team a
list of words for each phonics card
and write them on the board in two
columns. In teams, the pupils have to
‘hunt’ for the phonics cards depicting
the words in their column. As they find
them, they cross out the word on the
board. The first team to cross off all of
its words is the winner.
4 Listen. Read and circle. Audioscript

(Track 14 CD1)
date
Point to the gate in the picture and race
elicit its name. Repeat the procedure the date of the race
for lace, date and race. Play the CD.
The pupils listen and point to the gate
pictures. Play the CD again.The pupils lace
listen and repeat. Ask the pupils to the gate with the lace
read the sentence and circle the The date of the race is on the
correct letters. Check their answers. gate with the lace!
9
Unit 2
Lesson 2
Aims
-ame \eIm\ sound and two words
with the -ave \eIv\ sound
Vocabulary
• game, name, cave, wave
Sight Words
• there, for, this, says, the, to
(revision)
Extra materials

Write date, gate, lace and race on
the board. Put up the date, gate,
lace and race phonics cards on
your desk. Point to one of the words
on the board and ask a pupil to pick
up the correct phonics cards from
your desk and say the word.

(Track 15 CD1)
am on the board. Point to them and
say: \œm\.The pupils repeat after you.
Then write the letters ame on the
6 Chant and show! Audioscript
board. Point to them and say: \eIm\. (Track 16 CD1)
In game there is an \eI\,
The pupils repeat after you. Explain Put up the game, name, cave and Game, game, game!
that in this case, the e at the end is wave phonics cards on the board. \g\ \eI\ \m\ is game,
silent and it makes the a have a Point to the game phonics card and Game, game, game!
long sound. say: In game there is an \eI\, Game,
game, game! \g\ \eI\ \m\ is game, In name there is an \eI\,
Write g + ame on the board. Point Name, name, name!
and say: \g\, \eIm\ – game. The pupils Game, game, game! The pupils repeat
after you. Follow the same procedure \n\ \eI\ \m\ is name,
repeat after you. Circle the letter e Name, name, name!
and draw an arrow from it to the letter and present the remaining verses and
a to remind the pupils that the silent the words. Play the CD.The pupils listen, In cave there is an \eI\,
e at the end makes the a have a long follow in their books and chant. Cave, cave, cave!
sound. Follow the same procedure to Ask the pupils to take out their own \k\ \eI\ \v\ is cave,
present the words name, cave and game, name, cave and wave picture Cave, cave, cave!
wave. cards and place them on their desks. In wave there is an \eI\,
Pupils’ books open. Point to and Play the CD again.The pupils listen and Wave, wave, wave!
elicit the sound of the letters and the hold up the corresponding picture \w\ \eI\ \v\ is wave,
words. Play the CD. The pupils listen, cards. Wave, wave, wave!
point to and repeat the words. Time permitting, repeat the chant
snapping your fingers.
10
ENDING THE LESSON

Sound Pairs
Write two sounds in two columns on
the board e.g. ‘ame’ and ‘ave’. Show
a pupil a phonics card, e.g. game.
The pupil has to say the word and put
the phonics card on the board in the
correct corresponding column. Ask
the rest of the class for verification.
Repeat the activity with as many
pupils as you think is necessary.
7 Circle and write. Audioscript

Point to the pictures and elicit the game
names. Then the pupils circle the cave
correct corresponding words and wave
write them. Check their answers.
“Is there a name for this game?”
8 Listen. Read and circle. says the cave to the wave.
(Track 17 CD1)
Point to the cave in the picture and
for wave and game. Play the CD. The
pupils listen and point to the pictures.
Play the CD again. The pupils listen
and repeat. Ask the pupils to read
the sentence and circle the correct
letters. Check their answers.
11
Unit 2
Lesson 3
Aims
Vocabulary
• date, gate, lace, race, game,
name, cave, wave
Sight Words
• we, came, say, by, what
Extra materials

Put up the phonics cards from the
previous unit on the board. Write the
words for each below the phonics
cards omitting the vowels. Ask
individual pupils to come to the
board, write the missing vowels and
say the words. Ask the rest of the class
for verification. Repeat the activity
with other pupils. As an extension, ask
the pupils to say which words rhyme.

(Track 18 CD1)
Ask: Can you see the wave? Point to
the picture of the wave. Repeat with
10 Song (Track 19 CD1) ENDING THE LESSON
cave. (to the tune of ‘A Tisket A Tasket’) Run and Touch
Play the CD. Have the pupils listen to Divide the class into two teams, A
Put up the cave, game, race, and
the story once. Play the CD again. and B. Put up the phonics cards on
wave phonics cards on the board.
The pupils listen and point to the the board. Say one of the words. Two
Point to the cave and say: The kids
pictures of the key words when they pupils, one from each team, call out
are at the cave. The pupils repeat
hear them in the story. the word as they race to touch its
after you. Follow the same procedure
corresponding phonics card.The first
and present the rest of the song. Play
Read the story. The pupils follow in pupil to touch the phonics card wins
the CD. The pupils listen and sing
their books. Then they work in pairs. a point for his/her team. The team
along.
One reads while the other one with the most points wins.
checks and then they swap roles. Ask the pupils to take out their own
Go around the classroom providing cave, game, race, and wave picture
any necessary help. cards and place them on their desks.
Point to and say the sight words. The
and hold up the corresponding
picture cards.
have some pupils read them aloud.
(See p. 72 for the Audioscript.)
12
12 Colour the letters and

write the word. Match the
rhyming words.
the pupils some time to colour in the
correct letters and write the words.
Then ask the pupils to match the
rhyming words. Check their answers.

Show the pupils the late phonics
card. Point to it and say: \l\ \eIt\ – late.
The pupils repeat after you. Repeat
the procedure with the face phonics
card.
Point to the pictures of late and face,
one at a time, and have the pupils
say the words. The pupils circle the
words that rhyme. Play the CD. The
and pronunciation.
ENDING THE LESSON

Floor Board Game
Arrange the phonics cards in a long
line. Designate a starting (Start) and
finishing (Finish) point. Add as many
Lesson 4 11 Listen and colour. sheets of coloured paper as you
Aims (Track 20 CD1) wish between the cards to represent
to practise the long a sound and Lose a Turn, and assign a number,
the corresponding words; to learn e.g. 5 on the dice to represent Go
and elicit the names. Play the CD.
two extra words with the -ate \eIt\ back to Start. Give each pupil a
The pupils listen and colour the
and -ace \eIs\ sounds counter. Ask the first pupil to throw
pictures using any colour they like.
the dice and move the designated
Vocabulary Check their answers. Then ask
number of spaces. The pupil must
• date, gate, lace, race game, individual pupils to say what colour
say the word on the phonics card
name, cave, wave, late, face they coloured each item, e.g. a red
he/she lands on. If the pupil makes
cave, a green car, blue car. etc
Extra materials a mistake, he/she goes back to
• My Phonics cards (11-20) his/her original place. The first pupil
Audioscript to reach Finish is the winner.
One – cave
BEGINNING THE LESSON Two – race Lesson 5 - Activity Book
Put up phonics cards 1-20 on the (see page 73)
board. Write their words in a column
in random order. Ask individual
pupils to come to the board and
match the phonics cards to the
words by drawing lines.
13
04 My Phcs Bk 3 StoryTime_Review 1.qxp_04 My Phcs Bk 2 StoryTime_Review 1 11/26/15 17:10 Page 20
Story Time
Aims
to consolidate the long a sound
and the corresponding words; to
learn and practise reading skills
Vocabulary
• consolidation
Extra materials

Put the phonics cards from Units 1 and
2 on the board. Ask individual pupils to
come to the board, choose a phonics
card and write the corresponding
word below it. Then they say the word
aloud. Ask the rest of the class for
verification. Repeat the activity with
other pupils.

(Track 22 CD1)
Tell the pupils that it’s story time. Ask
them if they like reading stories and
what their favourite storybook is, who
their favourite storybook character is,
etc. Write the following words on the
board or prepare some slips of
paper with the words on them. You Teacher: (pointing to the bats Extension (Optional)
can laminate them for future use. in picture 1) Yes! Look
Read out a few sentences from the
at the bats.They like to
cave game name story and ask the pupils to complete
play …
them.
race wave Class: a game! etc
e.g. Teacher: I like …
Play the CD and ask the pupils to Class: this game! etc
Ask pupils to read out the words. listen and follow the story in their
Invite guesses, in L1 if necessary, Note: If you wish, have the pupils
books, pointing to the pictures of the
about what they think the story is close their books during this activity.
key words.
about. Do not dismiss any ideas.
Play the CD again pausing for the
Set the scene by asking the pupils pupils to repeat, chorally and/or
questions about what they can see individually. Finally, ask individual
in the pictures. pupils to read the story aloud.
e.g. Teacher: (pointing to the cave
in picture 1) Look!
What’s this?
Class: (It’s) a cave!
14
Optional Story Time Activities

1 Ask pupils to change parts or all
of the story and present it to the
class.
e.g. The bats are in the wave.
2 Photocopy the story and the
speech bubbles from the
photocopiable section, one set
per pair. Make sure they are not in
the right order. The pupils: 1) put
the frames of the story in the right
order before they listen to check
and/or 2) match the frames to
the speech bubbles and listen to
check their answers.
3 Pupils choose their favourite
animal or object from the story
and they draw it.
2 Circle the words in the ENDING THE LESSON

story with the long a Act Out
sound. Say the words. Read the sentences in the story.
Ask the pupils to read the story again Invite the pupils to mime the key
and circle all the words with the long words from the story (bat, cave,
a sound. Check their answers. Allow game, race, wave). If you wish, have
the pupils some time to complete the pupils come to the front of the
the activity. Check their answers. classroom and act out the story.
Then ask individual pupils to say the Encourage them to have fun as they
words. perform (e.g. make noises or funny
faces as they mime, etc). Time
3 Read and match. permitting, you can assign the role
of the ‘narrator’ to a pupil/pupils.
Refer the pupils to the sentences.
Allow the pupils some time to read
and match the sentences. Check
their answers.
15
Story
Review 1
(long a)
The Reading Tree
Make a simple outline of a tree trunk
and branches like the one below:
The tree should be large enough to

be read clearly on the wall. It should
have 8 branches and each branch
should represent a different unit.
Prepare some simple cards with the
words the pupils have learnt so far
(with the long a sound). If you wish,
you can laminate them so that you
can use them again and again.
Hand out the cards to various pupils. Audioscript 3 Look and circle. Say the
Ask the pupils to say the long a sound words.
One – lake
and/or the word before they come Point to the pictures and elicit the
Two – tape
and stick it on the corresponding names and the ending sounds. Explain
Three – race
branch. Ask the rest of the class for the activity. Allow the pupils some time
Four – game
verification. An optional extension to to circle the correct letters to complete
this activity is to select pupils, one at the words. Check their answers. Ask
a time, to remove the cards.The pupils 2 Say the words. Circle the individual pupils to say the words.
say the sound and/or the words
odd one out.
before they remove the cards.
Explain the activity. The pupils say
1 Listen and circle. Tick (✓). the words and circle the ones with a
(Track 23 CD1) different ending sound. Allow the
pupils some time to complete the
Point to the pictures and elicit the activity. Check their answers.
names. Play the CD. The pupils listen
and circle the correct words.Then they
tick the corresponding pictures. Check
their answers.
16
2 Rhyming Pairs: The pupils play in

pairs. Each pupil thinks of three
pairs of words that rhyme and
three words that don’t.
e.g. cake – rake
cape – tape
name – game
late, cave, face
They write each word on separate
cards or on small pieces of paper.
The pupils shuffle their cards and
exchange them with their partner.
The pupils have to match the
rhyming pairs. If you wish, you can
set a time limit to make the activity
more fun. The winner is the pupil
who matches the rhyming pairs
first.
3 Switch: Divide the class into two
teams, A and B. Prepare a set of
cards with the following symbols
on each: ♥ ❏ ▲ ✰ ❍ ✧ ◆. Write
the sounds that are represented
by each symbol on the board.
e.g. ♥ -ake, ❏ -ane, ▲ -ape,
✰ -ave, ❍ -ate, ✧ -ace,
◆ -ame
Ask a pupil from each team to
come to the board. Hand the
pupils one of the cards. The
4 Write the words. Optional Review Activities pupil that says and writes a
word that corresponds to the
Point to each word and elicit the 1 The Long and Short of It: Prepare symbol first, wins a point for
sounds. Explain the activity. Allow the large letter cards for the following his/her team. The team with the
pupils some time to write the words letters: c, a, n, t, p, m, n, e. Invite most points wins.
under the corresponding ending three pupils to come to the front
sounds. Check their answers. Ask of the classroom. Hand the pupils
individual pupils to say the words. the c, a and n letter cards (one
for each pupil) and ask them to
Note: The pupils are now ready to do form and pronounce a word
pages 6-7 in the Activity Book. while facing the class (can).
Then invite another pupil and
hand him/ her the e letter card.
Review 1 - Activity Book He/She stands next to the pupil
(see page 74) with the n letter card. Ask all four
pupils to pronounce the new
word (cane). Repeat the activity
with the words tap, man and cap
and different pupils.
17
05 My Phcs Bk 3 Unit 3 Ts.qxp_05 My Phcs Bk 3 Unit 3 Ts.qxp 11/26/15 17:09 Page 24
Unit 3
Lesson 1
Aims
to learn the long i and its sound
\aI\; to learn two words with the
-ine \aIn\ sound and two words
with the -ite \aIt\ sound
Vocabulary
• line, pine, bite, kite
Sight Words
• the, can, on (revision)
Extra materials

Revise the words with the long A
sound. Write a word on the board
from the previous lessons e.g. mane
leaving out the letters a and n. Ask
individual pupils to come to the board,
write the missing letters and say the
word aloud. Repeat the procedure
and revise the remaining words.

(Track 24 CD1)
in on the board. Point to them and
say: \In\. The pupils repeat after you.
Then write the letters ine on the 2 Chant and show! rhythm by clapping your hands or
board. Point to them and say: \aIn\. (Track 25 CD1) snapping your fingers.
that in this case, the e at the end is Put up the line, pine, bite and kite
phonics cards on the board. Point to Audioscript
silent and it makes the i have a long
sound. the line and pine phonics cards and \aI\ \aI\ \aIn\!
say: \aI\ \aI\ \aIn\! \aI\ is in line, \aI\ is in \aI\ is in line,
Write l + ine on the board. Point and pine! \l\ \aI\ \n\, line, line, line! \p\ \aI\
say: \l\, \aIn\ – line. The pupils repeat
\aI\ is in pine!
\n\, pine, pine, pine! The pupils repeat \l\ \aI\ \n\,
after you. Circle the letter e and draw after you. Follow the same procedure Line, line, line!
an arrow from it to the letter i to and present the remaining verse and
remind the pupils that the silent e at
\p\ \aI\ \n\,
the words. Play the CD. The pupils Pine, pine, pine!
the end makes the i have a long listen, follow in their books and chant.
sound. Follow the same procedure to \aI\ \aI\ \aIt\!
present the words pine, bite and kite. Ask the pupils to take out their own \aI\ is in bite,
line, pine, bite and kite picture cards \aI\ is in kite!
Pupils’ books open. Point to and and place them on their desks. Play
elicit the sound of the letters and the
\b\ \aI\ \t\,
the CD again. The pupils listen and Bite, bite, bite!
words. Play the CD. The pupils listen, hold up the corresponding picture
point to and repeat the words.
\k\ \aI\ \t\,
cards. Kite, kite, kite!
18
Audioscript
pine
line
kite
bite
The pine is on the line. The kite
can bite the pine.
ENDING THE LESSON

Guess
Divide the class into two teams, A and
B. Ask a pupil to come to the board.
Whisper one of the target vocabulary
words to him/her. Without speaking,
the pupil draws a picture of the word
on the board. The first team to guess
the word wins a point. Repeat the
activity with as many pupils as you
think is necessary. The team with the
most points wins the game.
3 Unscramble the letters 4 Listen. Read and circle.

and write the words. Say (Track 26 CD1)
the words. Point to the picture of the kite and
Ask the pupils to unscramble the elicit its name. Repeat the procedure
letters and write the words. Check for line, pine and bite (point to the
their answers. Then ask the pupils to kite’s mouth and mime taking a
say the words. bite). Play the CD. The pupils listen
and point to the pictures. Play the CD
again. The pupils listen and repeat.
Ask the pupils to read the sentence
and circle the correct letters. Check
their answers.
19
Unit 3
Lesson 2
Aims
\aI\; to learn two words with the
-ide \aId\ sound and two words
with the -ive \aIv\ sound
Vocabulary
• hide, ride, dive, five
Sight Words
• the, can, and (revision)
Extra materials

Write the words from the previous
lesson with scrambled letters on the
board. Ask individual pupils to come
to the board, unscramble the letters
and write the words.

(Track 27 CD1)
id on the board. Point to them and
say: \Id\. The pupils repeat after you.
Then write the letters ide on the board.
Point to them and say: /aId/. The
pupils repeat after you. Explain that in pupils repeat after you. Follow the
Audioscript
this case, the e at the end is silent and same procedure and present the
it makes the i have a long sound. remaining verse and the words. Play \aI\ \aI\ \aId\!
Write h + ide on the board. Point and the CD. The pupils listen, follow in \aI\ is in hide,
say: \h\, \aId\ – hide. The pupils repeat their books and chant. \aI\ is in ride!
after you. Circle the letter e and draw Ask the pupils to take out their own \h\ \aI\ \d\,
an arrow from it to the letter i to hide, ride, dive and five picture cards Hide, hide, hide!
remind the pupils that the silent e at and place them on their desks. Play \r\ \aI\ \d\,
the end makes the i have a long the CD again. The pupils listen and Ride, ride. ride!
sound. Follow the same procedure to hold up the corresponding picture \aI\ \aI\ \aIv\!
present the words ride, dive and five. cards. \aI\ is in dive,
Time permitting, repeat the chant \aI\ is in five!
6 Chant and show! without the CD this time. Keep the \d\ \aI\ \v\,
(Track 28 CD1) rhythm by clapping your hands or Dive, dive, dive!
snapping your fingers. \f\ \aI\ \v\,
Put up the hide, ride, dive and five
Five, five, five!
phonics cards on the board. Point to
the hide and ride phonics cards
and say: \aI\ \aI\ \aId\! \aI\ is in hide,
\aI\ is in ride! \h\ \aI\ \d\, hide, hide,
hide! \r\ \aI\ \d\, ride, ride, ride! The
20
ENDING THE LESSON

Spin the Bottle
Ask the pupils to sit in a circle with a
bottle in the middle. Spin the bottle.
When it stops, show the pupil it is
pointing to a phonics card (21-28)
and elicit its name. If the answer is
correct, then that pupil can spin the
bottle. Repeat with other phonics
cards.
7 Write. Circle the right CD again. The pupils listen and

pictures. repeat. Ask the pupils to read the
sentence and write the missing
Point to the letter f and elicit its sound. letters. Check their answers.
Then point to the pictures, one at a
time, and elicit the names. Repeat with
the remaining letters and pictures. Ask Audioscript
the pupils to complete the words and five
then circle the correct pictures. Check dive
their answers. the five can dive
five
8 Listen. Read and write. hide
(Track 29 CD1) the five can hide
Point to the number five in the five
picture and elicit its name. Repeat ride
the procedure for ride, dive and the five can ride
hide. Play the CD. The pupils listen
and point to the pictures. Play the The five can dive, hide and ride!
21
Unit 3
Lesson 3
Aims
Vocabulary
• line, pine, kite, five
Sight Words
• always, then, from
Extra materials

Put up the phonics cards (21-28) on
the board. Say a word, e.g. five. Ask
a pupil to come to the board and
point to the corresponding phonics
card. Ask the rest of the class for
other pupils.

(Track 30 CD1)
Ask: Can you see the five? Point to it.
Encourage the pupils to point to the
five on the clock. Repeat with pine,
line, and kite.
Play the CD. Have the pupils listen to
the story once. Play the CD again. 10 Song (Track 31 CD1) ENDING THE LESSON
The pupils listen and point to the (to the tune of ‘Skip to My Lou’) Yell It Out
pictures of the key words when they
Ask the pupils to get into pairs. Have
hear them in the story. Put up the kite, pine and line phonics
a pair come to the front of the
cards on the board. Point to the kite
Read the story. The pupils follow in classroom and face each other with
phonics card and say: Get your kite.
their books. Then they work in pairs. their hands behind their backs. Stick
The pupils repeat after you. Follow
One reads while the other one a phonics card (21-28) onto each
the same procedure and present the
checks and then they swap roles. pupil’s back. Tell the pupils that they
rest of the song. Play the CD. The
Go around the classroom providing have to look at the other pupil’s
pupils listen and sing along.
any necessary help. phonics card and be the first to yell
Ask the pupils to take out their own out the word. Repeat the activity with
Point to and say the sight words. The kite, pine and line picture cards and the remaining pairs.
pupils repeat after you.Time permitting, place them on their desks. Play the
have some pupils read them aloud. CD again. The pupils listen and hold
up the corresponding picture cards.
22
12 Circle and write.

and elicit the names. Allow the pupils
some time to complete the task.

Show the pupils the nine phonics
card. Point to it and say: \n\ \aIn\ –
nine. The pupils repeat after you.
Repeat the procedure with the hive
phonics card.
Point to the pictures of nine and
hive, one at a time, and have the
the words that rhyme. Play the CD.
The pupils listen and check their
answers and pronunciation.
ENDING THE LESSON

Form a Line
the board. Write the respective words
on separate pieces of paper. Hand
out the pieces of paper to the pupils
and ask them to form a line at the
front of the board in the same order
Lesson 4 pass the phonics cards around. as the phonics card. Repeat the
When the song stops, the pupils procedure with another group of
Aims
holding the phonics cards must pupils.
to practise the long i sound and
name them.
the corresponding words; to learn Lesson 5 - Activity Book
two extra words with the -ine \aIn\
and -ive \aIv\ sounds
11 Listen and circle yes or no. (see page 74)
(Track 32 CD1)
Vocabulary
• line, pine, bite, kite, hide, ride, Point to the pictures, one at a time,
dive, five, nine, hive and elicit the names. Play the CD.
The pupils listen and circle yes or no.
Extra materials Check their answers.
Audioscript
BEGINNING THE LESSON One – kite
Hot Cards Two – five
Have the pupils sit in a circle. Hand Three – dive
out the kite, pine and line phonics Four – ride
cards. Play the song (Track 31 CD1).
While the song is playing, the pupils
23
Unit 4
Lesson 1
Aims
\a¸\; to learn four words with the
-ike \a¸k\ sound
Vocabulary
• bike, hike, like, mike
Sight Words
• the, and, to (revision)
Extra materials

Put up the phonics cards (21-30)
from the previous unit on the board.
Write the words below the phonics
cards omitting the first letter. Ask
individual pupils to come to the
board, write the missing letters and
say the words.

(Track 34 CD1)
ik on the board. Point to them and
say: \¸k\. The pupils repeat after you.
Then write the letters ike on the board.
Point to them and say: \a¸k\.The pupils
repeat after you. Explain that in this 2 Chant and show! Audioscript
case, the e at the end is silent and it (Track 35 CD1)
makes the i have a long sound. The sound is \a¸\,
Put up the bike, hike, like, and mike \a¸\ is in bike!
Write b + ike on the board. Point and phonics cards on the board. Point to \a¸\ with \k\ is \a¸k\,
say: \b\, \a¸k\ – bike. The pupils repeat the bike phonics card and say: The \b\ \a¸\ \k\ is bike!
after you. Circle the letter e and draw sound is \a¸\, \a¸\ is in bike, \a¸\ with k is
an arrow from it to the letter i to \a¸k\! \b\ \a¸\ \k\ is bike! The pupils repeat The sound is \a¸\,
remind the pupils that the silent e at after you. Follow the same procedure \a¸\ is in hike!
the end makes the i have a long and present the remaining verses and \a¸\ with \k\ is \a¸k\,
sound. Follow the same procedure to the words. Play the CD.The pupils listen, \h\ \a¸\ \k\ is hike!
present the words hike, like and mike. follow in their books and chant. The sound is \a¸\,
Pupils’ books open. Point to and Ask the pupils to take out their own \a¸\ is in like!
elicit the sound of the letters and the bike, hike, like, and mike picture cards \a¸\ with \k\ is \a¸k\,
words as well as the consonants and place them on their desks. Play \l\ \a¸\ \k\ is like!
and vowels. Play the CD. The pupils the CD again. The pupils listen and The sound is \a¸\,
listen, point to and repeat the words. hold up the corresponding picture \a¸\ is in mike!
cards. \a¸\ with \k\ is \a¸k\,
Time permitting, repeat the chant \m\ \a¸\ \k\ is mike!
24
Audioscript
bike
mike
hike
The bike and the mike like to hike!
ENDING THE LESSON

What is it?
Hold up the phonics cards (31-34)
from the lesson, one at a time, partly
hidden by a sheet of paper. Slowly
reveal the phonics card. The pupils
try to guess what the phonics card is.
3 Say the words. Circle the 4 Listen. Read and circle.

one that rhymes. (Track 36 CD1)
Point to and elicit the word like. Then Point to the bike in the picture and elicit
point to the pictures of bike and its name. Repeat the procedure for
pine, one at a time, and elicit the mike, hike and like (point to the mike’s
names. Repeat with the remaining smiling face). Play the CD. The pupils
words and pictures. Explain the listen and point to the pictures. Play the
activity. Allow the pupils some time to CD again.The pupils listen and repeat.
circle the correct pictures. Check Ask the pupils to read the sentence
their answers. and circle the correct letters. Check
their answers.
25
Unit 4
Lesson 2
Aims
\a¸\; to learn four words with the
-ice \a¸s\ sound
Vocabulary
• dice, ice, mice, rice
Sight Words
• the, on, and (revision)
Extra materials

Put up the phonics cards (31-34) from
the previous lesson on the board.
Point to a phonics card without saying
the word. Ask a pupil to say the word.
Ask the rest of the class for verification.
Repeat the activity with other pupils.

(Track 37 CD1)
ice on the board. Point to them and
say: \a¸s\. The pupils repeat after you.
Explain that in this case, the e at the
end is silent and it makes the i have
a long sound.
pupils listen, follow in their books and Audioscript
Write d + ice on the board. Point and chant.
say: d\, \a¸s\ – dice. The pupils repeat The sound is \a¸\,
Ask the pupils to take out their own
after you. Circle the letter e and draw
dice, ice, mice and rice picture cards
\a¸\ is in dice!
an arrow from it to the letter i to remind
and place them on their desks. Play
\a¸\ with \s\ is \a¸s\,
the pupils that the silent e at the end
the CD again. The pupils listen and
\d\ \a¸\ \s\ is dice!
makes the i have a long sound. Follow
hold up the corresponding picture The sound is \a¸\,
the same procedure to present the
cards. \a¸\ is in ice!
words ice, mice and rice.
\a¸\ with \s\ is \a¸s\,
\a¸\ \s\ is ice!
6 Chant and show! without the CD this time. Keep the
(Track 38 CD1) rhythm by clapping your hands or The sound is \a¸\,
snapping your fingers. \a¸\ is in mice!
Put up the dice, ice, mice and rice \a¸\ with \s\ is \a¸s\,
phonics cards on the board. Point to \m\ \a¸\ \s\ is mice!
the dice phonics card and say: The
sound is \a¸\, \a¸\ is in dice! \a¸\ with \s\ The sound is \a¸\,
is \a¸s\, \d\ \a¸\ \s\ is dice! The pupils \a¸\ is in rice!
repeat after you. Follow the same \a¸\ with \s\ is \a¸s\,
procedure and present the remaining \r\ \a¸\ \s\ is rice!
verses and the words. Play the CD.The
26
Audioscript
mice
dice
ice
rice
The mice on the dice like ice and
rice!
ENDING THE LESSON

Throw the Beanbag
Lay out the phonics cards (31-38)
face up on the floor. Choose a pupil
and ask him/her to throw the
beanbag on one of the phonics
cards and name the item pictured.
Repeat the procedure with other
pupils.
7 Write. Say the words. 8 Listen. Read and circle.

Point to the pictures, one at a time, (Track 39 CD1)
and elicit the names. Ask the pupils Point to the ice in the picture and
to complete the missing letters. elicit its name. Repeat the procedure
Check their answers. Then ask the for mice, dice and rice. Play the CD.
pupils to say the words. The pupils listen and point to the
pupils to read the sentence and
circle the correct letters. Check their
answers.
27
Unit 4
Lesson 3
Aims
to learn and practise reading skills;
to sing a song
Vocabulary
• mike, bike, like, ice, dice
Sight Words
• every, day, their
Extra materials

from the previous lesson, one at a
time, and say a word. Ask individual
pupils to say yes or no.
e.g. Teacher: (holding up the ice
phonics card) Mice!
Pupil 1: No! etc

(Track 40 CD1)
Ask: Can you see the mike? Point to
the picture of the mike. Repeat with
bike, ice and dice.
the story once. Play the CD again. Point to the mike, bike, like and ice ENDING THE LESSON
The pupils listen and point to the phonics cards and say: The mike
and the bike like the ice. The pupils Telepathy
pictures of the key words when they
repeat after you. Follow the same The pupils form pairs. Put the phonics
hear them in the story.
procedure and present the rest of cards (31-38) on the board. Tell the
Read the story. The pupils follow in the song. Play the CD. The pupils pupils to choose a phonics card
their books. Then they work in pairs. listen and sing along. without letting his/her partner know.
One reads while the other one The other pupil has to guess what
checks and then they swap roles. Ask the pupils to take out their own he/she is thinking of. Then they swap
Go around the classroom providing mike, bike, like, ice and dice picture roles and play again.
any necessary help. cards and place them on their desks. e.g. Pupil 1: (thinks of ‘bike’)
Play the CD again. The pupils listen Pupil 2: Dice?
Point to and say the sight words. The and hold up the corresponding Pupil 1: No!
pupils repeat after you.Time permitting, picture cards. Pupil 2: Mice?
(See p. 72 for the Audioscript.) Pupil 1: No!
Pupil 2: Bike?
10 Song (Track 41 CD1) Pupil 1: Yes! etc
(to the tune of ‘Miss Polly Had a Dolly’)
Put up the mike, bike, like, ice and
dice phonics cards on the board.
28
12 Look and write.

Point to the mike and say: The mike is
on the … . Ask the pupils to complete
your sentence. Elicit: Bike. Repeat
the procedure with the remaining
sentences and pictures. Allow the
pupils some time to complete the
sentences. Check their answers.

Show the pupils the nice phonics
card. Point to it and say: \n\ \a¸s\ –
nice. The pupils repeat after you.
Repeat the procedure with the pike
phonics card.
Point to the pictures of nice and pike,
one at a time, and have the pupils
say the words. The pupils circle the
words that rhyme. Play the CD. The
and pronunciation.
ENDING THE LESSON

Hunt
Hide the phonics cards (31-40)
around the classroom. Divide the
class into two teams, A and B. Assign
Lesson 4 verification. Repeat the activity with each team a list of words for each
other pupils. phonics card and write them on the
Aims
board in two columns. In teams, the
to practise the long i sound and 11 Listen and circle. Tick (✓) pupils have to ‘hunt’ for the phonics
the corresponding words; to learn the right pictures. cards depicting the words in their
two extra words with the -ice \a¸s\
(Track 42 CD1) column. As they find them, they cross
and -ike \a¸k\ sounds
out the word on the board. The first
Vocabulary team to cross off all of its words is the
and elicit the names. Play the CD.
• bike, hike, like, mike, dice, ice, winner.
The pupils listen, circle the correct
mice, rice, nice, pike
letters and tick the correct pictures. Lesson 5 - Activity Book
Extra materials Check their answers.
• My Phonics cards (31-40) (see page 75)
Audioscript
BEGINNING THE LESSON One – dice
Two – bike
Place all the phonics cards on your
desk. Say a word, e.g. bike. Ask a
pupil to come, pick up the phonics
card, show it to the class and repeat
the word. Ask the rest of the class for
29
07 My Phcs Bk 3 StoryTime_Review 2.qxp_07 My Phcs Bk 3 StoryTime_Review 2.qxp 11/26/15 17:15 Page 36
Story Time
Aims
to consolidate the long i sound
Vocabulary
• consolidation
Extra materials

Put up some phonics cards (21-40) on
the board, all with the same sound
and one with a different sound, e.g.
bike, hike, mice, like. Ask a pupil to pick
the odd one out. Ask the rest of the
class for verification. Repeat the activity
with other pupils and phonics cards. If
you wish, you can write the words on
the board instead of using the phonics
cards.

(Track 44 CD1)
them, in L1 if necessary, if they
remember the previous story. If not,
you can spend some time revising it.
Write the following words on the board Set the scene by asking the pupils Play the CD again pausing for the
or prepare some slips of paper with questions about what they can see in pupils to repeat, chorally and/or
the words on them. You can laminate the pictures. individually. Finally, ask individual
them for future use. e.g. Teacher: (pointing to the pine in pupils to read the story aloud.
picture 1) Look! What’s
mice like hike pine this? Extension (Optional)
ride bike kite Class: (It’s) a pine!
Allow the pupils enough time to look at
Teacher: (pointing to the mice
the pictures in the story, then ask them
rice five dice in picture 1) Yes! The
to close their books. Say sentences
mice like to …
and ask the pupils to complete them.
Ask the pupils to read out the words. Class: hike! etc
e.g. Teacher: The mice like …
Invite guesses, in L1 if necessary, Play the CD and ask the pupils to Class: rice. etc
about what they think the story is listen and follow the story in their
about. Do not dismiss any ideas. books, pointing to the pictures of the
key words.
30

1 Ask the pupils to change parts
or all of the story and present it
to the class.
e.g. The mice like dice.
3 The pupils choose their favourite
and they draw it.

story with the long i sound. Act Out
Say the words. Read the sentences in the story.
Explain the activity. Allow the pupils Invite the pupils to mime the key
some time to look at the story again words from the story (mice, pine,
and circle the words with the long i rice, bike, kite, ride, dice, five, hike,
sound. Then ask individual pupils to like). If you wish, have the pupils
say the words. come to the front of the classroom
and act out the story. Encourage
3 Read and write. Number them to have fun as they perform
(e.g. make noises or funny faces as
the pictures.
they mime, etc). Time permitting, you
Explain the activity. Point to the pictures can assign the role of the ‘narrator’
and elicit the name. Read the first to a pupil/pupils.
sentence and ask the pupils to look at
the pictures and complete the
sentence with the correct word. Allow
the pupils some time to complete the
sentences and number the pictures.
31
Story
Review 2
(long i)
The Reading Tree
Refer the pupils to the reading tree
on the wall.

(words with the long i sound). If you
wish, you can laminate them so that
you can use them again and again.
Hand out the cards to various pupils.
Ask the pupils to say the long i sound
and/or the word before they come
and stick it on the corresponding
branch. Ask the rest of the class for names. Play the CD. The pupils listen 2 Say the words. Write the
verification. An optional extension to and circle the correct picture in rhyming words.
this activity is to select pupils, one at each set. Check their answers.
Point to the pictures, one at a time, and
a time, to remove the cards. The elicit the names. The pupils write the
pupils say the sound and/or the Audioscript rhyming words in the spaces provided.
words before they remove the cards. Check their answers.
One – pine
Two – ride
1 Listen and circle. Three – pike
(Track 45 CD1) Four – bite
Explain the activity. Point to the
pictures, one at a time, and elicit the
32
Optional Review Activities

1 Listen!: Hand out sheets of paper
to the pupils. Explain the activity.
The pupils follow your instructions
and draw a picture using the
words that they have learnt.
When they finish they can colour
their pictures using any colours
they like.
e.g. Teacher: Draw a line. Now
draw a pine on a
line. etc
2 Rhyme and Shout: The pupils
play in pairs. Pupil A writes down
a word without letting Pupil B
see it. Pupil A then says a word
that rhymes with his/her secret
word. Pupil B must try to guess
the secret word by saying words
that rhyme with it. The pupils win
a point for each word they
guess correctly.The winner is the
pupil with the most points.
3 Round and Round: Ask the pupils
to sit in a circle. Hold up a phonics
card (e.g. mice). Give it to the
pupil who calls out the name first
and then have him/her pass it
around the circle. As the card is
passed around the pupils say the
3 Read and match. some time to read the sentences and name. Repeat the activity with
tick the correct answer. Check their other phonics cards.To make the
Point to the pictures, one at a time, and answers. Ask individual pupils to read activity even more fun, change
elicit the names of the items/actions. out the sentences. the direction and speed of the
Allow the pupils some time to read the phonics cards going round at
sentences and match them to the Note: The pupils are now ready to do the same time.
pictures. Check their answers. pages 12-13 in the Activity Book.
4 Look, read and tick (✓).

Review 2 - Activity Book
Point to the pictures one at a time
and elicit the names. Explain the (see page 75)
activity. Point to the bike. Ask: Is it a
mike? Elicit: No, it isn’t. Allow the pupils
33
Unit 5
Lesson 1
Aims
to learn the long o and its sound
\Ú\; to learn four words with the
-ole \Úl\ sound
Vocabulary
• hole, mole, pole, sole
Sight Words
• the, in, has, a (revision)
Extra materials

Say and write on the board: hide.
Invite individual pupils to say a word
that rhymes with hide and write it on
the board. Ask the rest of the class
for verification. Repeat the activity
with dice, dive, kite, line, cave, game,
lace, date, tape, mane and cake.

(Track 46 CD1)
ol on the board. Point to them and
say: /Ål\. The pupils repeat after you.
Then write the letters ole on the
board. Point to them and say: \Úl\.
2 Chant and show! Audioscript
that in this case, the e at the end is (Track 47 CD1)
\Ú\ is in hole and
silent and it makes the o have a long Put up the hole, mole, pole and sole \Ú\ is in mole!
sound. phonics cards on the board. Point to \Ú\ is in pole and
Write h + ole on the board. Point and the hole phonics card and say: \Ú\ is \Ú\ is in sole!
say: \h\, \Úl\ – hole. The pupils repeat in hole and \Ú\ is in mole! \Ú\ is in pole
and \Ú\ is in sole! The pupils repeat \h\ \Ú\ \l \ is hole!
after you. Circle the letter e and draw
after you. Follow the same procedure \m\ \Ú\ \l \ is mole!
an arrow from it to the letter o to
and present the remaining verses and \p\ \Ú\ \l \ is pole!
the words. Play the CD.The pupils listen, \s\ \Ú\ \l \ is sole!
the end makes the o have a long
sound. Follow the same procedure follow in their books and chant. Hole, mole, pole and sole!
to present the words mole, pole and Ask the pupils to take out their own Hole, mole, pole and sole!
sole. hole, mole, pole and sole picture cards
Pupils’ books open. Point to and and place them on their desks. Play
elicit the sound of the letters and the the CD again. The pupils listen and
words as well as the consonants hold up the corresponding picture
and vowels. Play the CD. The pupils cards.
listen, point to and repeat the words. Time permitting, repeat the chant
34
ENDING THE LESSON

Draw It
and B. Ask two pupils, one from each
team, to come to the board. Say:
sole. The pupils quickly draw a sole.
The pupil who finishes first wins a
point for his/her team. Continue with
the other words from the lesson. The
team with the most points wins.
3 Circle the letters. Write the Audioscript

words.
mole
Point to the picture of the sole and hole
elicit the word. Repeat the procedure the mole in the hole
with the remaining pictures.Then ask
the pupils to circle the correct letters pole
and write the words. Check their sole
answers. The mole in the hole has a pole
and a sole!
4 Listen. Read and write.
(Track 48 CD1)
Point to the mole in the picture and
for hole, pole and sole. Play the CD.
pictures. Play the CD again.The pupils
listen and repeat. Ask the pupils to
read the sentence and write the
missing letters. Check their answers.
35
Unit 5
Lesson 2
Aims
\Ú\; to learn two words with the
-ome \Úm\ sound and two words
with the -ote \Út\ sound
Vocabulary
• dome, home, note, vote
Sight Words
• take, the, to, with, and (revision)
Extra materials

Hand out the phonics cards (41-44)
from the previous lesson. Call out a
word, e.g. mole. The pupil with the
corresponding phonics card holds it
up for the rest of the class to see.
Repeat the activity with the remaining
phonics cards.

(Track 49 CD1)
om on the board. Point to them and
say: \Åm\. The pupils repeat after you.
Then write the letters ome on the Point to the dome and home phonics
board. Point to them and say: \Úm\. cards and say: \Ú\, \Úm\, dome! \Ú\,
Audioscript
The pupils repeat after you. Explain \Úm\, home! \d\, \Ú\, \m\ is dome, \h\, \Ú\, \Úm\, dome!
that in this case, the e at the end is \Ú\, \m\ is home! The pupils repeat \Ú\, \Úm\, home!
silent and it makes the o have a long after you. Follow the same procedure \d\, \Ú\, \m\ is dome,
sound. and present the remaining verse and \h\, \Ú\, \m\ is home!
Write d + ome on the board. Point and the words. Play the CD. The pupils
listen, follow in their books and chant. \Ú\, \Út\, note!
say: \d\, \Úm\ − dome. The pupils
\Ú\, \Út\, vote!
repeat after you. Circle the letter e Ask the pupils to take out their own \n\, \Ú\, \t\ is note,
and draw an arrow from it to the letter dome, home, note and vote picture \v\, \Ú\, \t\ is vote!
o to remind the pupils that the silent cards and place them on their desks.
e at the end makes the o have a long Play the CD again.The pupils listen and
sound. Follow the same procedure to hold up the corresponding picture 7 Look and write. Say the
present the words home, note and cards. words.
vote.
Time permitting, repeat the chant Point to the pictures, one at a time,
6 Chant and show! without the CD this time. Keep the and elicit the names. Ask the pupils
(Track 50 CD1) rhythm by clapping your hands or to write the words. Go around the
snapping your fingers. classroom asking the pupils to say
Put up the dome, home, note and the sounds and the words. Check
vote phonics cards on the board. their answers.
36
ENDING THE LESSON

Bingo
Prepare some Bingo cards with the
words you want to practise and
hand them out to the pupils. Each
Bingo card should have a different
set of words. Provide them with small
pieces of paper to cover the words.
Say the words or show pictures and
have the pupils cover the words on
their Bingo cards. The winner is the
first pupil whose card is covered and
who shouts BINGO!
8 Listen. Read and write. Audioscript

(Track 51 CD1)
note
Point to the dome in the picture and dome
elicit its name. Repeat the procedure a note on the dome
for home, note and vote. Play the CD.
The pupils listen and point to the home
pictures. Play the CD again.The pupils a note on the dome of the home
listen and repeat. Ask the pupils to vote
correct letters. Check their answers. There is a note on the dome of the
home. Vote for the best dome!
37
Unit 5
Lesson 3
Aims
to sing a song
Vocabulary
• mole, hole, home, note
Sight Words
• she, lives, very, clean, before, her
Extra materials

Form a Line
the board. Write the respective words
on separate pieces of paper. Hand
out the pieces of paper to the pupils
and ask them to form a line at the front
of the board in the same order as the
phonics card. Repeat the procedure
with another group of pupils.

(Track 52 CD1)
Ask: Can you see the mole? Point to
the picture of the mole. Repeat with
hole, home and note. 10 Song (Track 53 CD1) ENDING THE LESSON
Play the CD. Have the pupils listen to (to the tune of ‘I’m a Little Teapot’)
the story once. Play the CD again. Memory Game
The pupils listen and point to the Put up the mole, hole and home Put up the phonics cards (41-48) on
pictures of the key words when they phonics cards on the board. Point to the board and ask the pupils to
hear them in the story. the mole phonics card and say: I’m a memorise the order in which the
mole. The pupils repeat after you. items appear. Remove the phonics
Read the story. The pupils follow in Follow the same procedure and cards and ask individual pupils to
their books. Then they work in pairs. present the rest of the song. Play the name the items in the correct order.
One reads while the other one CD. The pupils listen and sing along. Change the order of the phonics
checks and then they swap roles.
cards and repeat the activity.
Go around the classroom providing Ask the pupils to take out their own
any necessary help. mole, hole and home picture cards
Point to and say the sight words. The the CD again. The pupils listen and
pupils repeat after you.Time permitting, hold up the corresponding picture
have some pupils read them aloud. cards.
38
12 What are the rhyming

words? Write.
Point and say: The sole is in the ... .
Point to the picture of the hole and
elicit: hole. Repeat the procedure
for the remaining sentences and
pictures. Then ask the pupils to read
the sentences and complete them.

Show the pupils the role phonics
card. Point to it and say: \r\ \Úl\ –
role. The pupils repeat after you.
Point to the picture of role and have
the pupils say the word. The pupils
circle the word that rhymes. Play the
CD. The pupils listen and check their
ENDING THE LESSON

Memory Master
Ask the pupils to sit in a circle.
Choose one pupil to be the ‘Memory
Master.’ Arrange the phonics cards
(41-49) face up in the middle of the
circle. Each pupil chooses a phonics
Lesson 4 11 Listen and number. card and says the word, without
Aims (Track 54 CD1) actually touching the phonics card.
to practise the long o sound and After everyone has said their words,
Point to the pictures, one at a time, the ‘Memory Master’ must hand the
the corresponding words; to learn and elicit the names. Play the CD.
one extra word with the -ole \Úl\ correct phonics card to each pupil.
The pupils listen and number the
sound pictures. Check their answers. Lesson 5 - Activity Book
Vocabulary (see page 76)
• hole, mole, pole, sole, dome, Audioscript
home, note, vote, role
One – dome
Extra materials Two – hole
• My Phonics cards (41-49) Three – sole
Four – note

the board. Write their words in a
column in random order.Ask individual
pupils to come to the board and
match the phonics cards to the words
by drawing lines.
39
Unit 6
Lesson 1
Aims
\Ú\; to learn four words with the
-one \Ún\ sound
Vocabulary
• bone, cone, zone, stone
Sight Words
• the, is, on, a, in, with (revision)
Extra materials

Write the words from the previous
lesson with scrambled letters on the
board. Ask individual pupils to come
to the board, unscramble the letters
and write the words.

(Track 01 CD2)
on on the board. Point to them and
say: \Ån\. The pupils repeat after you.
Then write the letters one on the
board. Point to them and say: \Ún\.
that in this case, the e at the end is Point to the bone phonics card and
silent and it makes the o have a long Audioscript
say: \Ú\ is in bone, \Ú\ with \n\ is \Ún\!
sound. \b\ \Ú\ \n\ is bone, bone, bone, bone! \Ú\ is in bone,
Write b + one on the board. Point and The pupils repeat after you. Follow \Ú\ with \n\ is \Ún\!
say: \b\, \Ún\ – bone.The pupils repeat the same procedure and present the \b\ \Ú\ \n\ is bone,
after you. Circle the letter e and draw remaining verses and the words. Play Bone, bone, bone!
an arrow from it to the letter o to the CD.The pupils listen, follow in their \Ú\ is in cone,
remind the pupils that the silent e at books and chant. \Ú\ with \n\ is \Ún\!
the end makes the o have a long Ask the pupils to take out their own \k\ \Ú\ \n\ is cone,
sound. Follow the same procedure to bone, cone, zone and stone picture Cone, cone, cone!
present the words cone, zone and cards and place them on their desks.
stone. \Ú\ is in zone,
Play the CD again.The pupils listen and \Ú\ with \n\ is \Ún\!
Pupils’ books open. Point to and elicit hold up the corresponding picture \z\ \Ú\ \n\ is zone,
the sound of the letters and the words cards. Zone, zone, zone!
as well. Play the CD. The pupils listen, Time permitting, repeat the chant
point to and repeat the words. \Ú\ is in stone,
without the CD this time. Keep the \Ú\ with \n\ is \Ún\!
2 Chant and show! \st\ \Ú\ \n\ is stone,
snapping your fingers. Stone, stone, stone!
(Track 02 CD2)
Put up the bone, cone, zone and
stone phonics cards on the board.
40
ENDING THE LESSON

Run and Touch
B. Put up the phonics cards (50-53)
on the board. Say one of the words.
Two pupils, one from each team, call
out the word as they race to touch its
corresponding phonics card. The first
pupil to touch the phonics card wins
a point for his/her team. The team
with the most points wins.
3 Circle and write. Audioscript

Point to the picture of the cone and stone
elicit the word. Repeat the procedure zone
with the remaining pictures. Ask the a stone in the red zone
pupils to circle the words that
correspond to the pictures and then bone
write them. Check their answers. cone
a bone in a cone
4 Listen. Read and write. The dog is on a stone in the red
(Track 03 CD2) zone. It has a bone in a cone.
Point to the stone in the picture and
for bone, cone and zone. Play the CD.
41
Unit 6
Lesson 2
Aims
\Ú\; to learn two words with the
-ope \Úp\ sound and two words
with the -ose \Úz\ sound
Vocabulary
• rope, hope, nose, rose
Sight Words
• I, can, on, the, with, a, my
(revision)
Extra materials

Hand out the phonics cards (50-53) to
individual pupils. Call out a word, e.g.
cone.The pupil with the corresponding
phonics card holds it up for the rest of
the class to see. Repeat the activity
with the remaining phonics cards.

(Track 04 CD2)
op on the board. Point to them and
say: \Åp\. The pupils repeat after you.
Then write the letters ope on the
board. Point to them and say: \Úp\.
6 Chant and show! Time permitting, repeat the chant
(Track 05 CD2) without the CD this time. Keep the
The pupils repeat after you. Explain rhythm by clapping your hands or
that in this case, the e at the end is Put up the rope, hope, nose and rose snapping your fingers.
silent and it makes the o have a long phonics cards on the board. Point to
sound. the rope phonics card and say: \Ú\ Audioscript
Write r + ope on the board. Point and \Ú\ \Ú\! \Úp\ \Úp\ \Úp\! \r\ and \Úp\
is rope, \h\ and \Úp\ is hope! \Úp\ in \Ú\ \Ú\ \Ú\!
say: \r\, \Úp\ – rope. The pupils repeat \Úp\ \Úp\! \Úp\
after you. Circle the letter e and draw rope and hope! The pupils repeat
after you. Follow the same procedure \r\ and \Úp\ is rope,
an arrow from it to the letter o to remind \h\ and \Úp\ is hope!
the pupils that the silent e at the end and present the remaining verse and
the words. Play the CD. The pupils \Úp\ in rope and hope!
makes the o have a long sound. Follow
the same procedure to present the listen, follow in their books and chant. \Ú\ \Ú\ \Ú\!
words hope, nose and rose. Ask the pupils to take out their own \Úz\ \Úz\! \Úz\!
rope, hope, nose and rose picture \n\ and \Úz\ is nose,
cards and place them on their desks. \r\ and \Úz\ is rose,
Play the CD again.The pupils listen and \Úz\ in nose and rose!
hold up the corresponding picture
cards.
42
ENDING THE LESSON

Wordscraper
Write a word vertically on the board.
Invite a pupil to come to the board
and add on another word from the
lesson, either vertically or horizontally.
Continue until all the words from the
lesson are written on the board. If
you wish, you can ask the pupils to
add words from previous
lessons as well.
e.g. R O S E
O
H O P E
E etc
7 Write. Say the words. The pupils listen and point to the
Point to the letters (o, h, e, p) and say listen and repeat. Ask the pupils to
the sounds. Ask the pupils to put the read the sentence and circle the
letters in the correct order and say correct letters. Check their answers.
the word. Repeat for the remaining
letters. Ask the pupils to use the letters Audioscript
and write the words. Go around the
classroom asking the pupils to say the rope
words. Check their answers. race on the rope
rose
8 Listen. Read and circle. nose
(Track 06 CD2) a rose on my nose
Point to the rose in the picture and I hope I can race on the rope
elicit its name. Repeat the procedure with a rose on my nose!
for nose, rope, hope (point to the man
and cross your fingers). Play the CD.
43
Unit 6
Lesson 3
Aims
to sing a song
Vocabulary
• zone, rope, nose, stone
Sight Words
• blue, long, cold, but
Extra materials

Hand out the bone, cone, zone, stone,
rope, hope, nose and rose phonics
cards in random order. Ask the pupils
holding the cards to form rhyming
pairs (e.g. cone-zone, bone-stone,
rope-hope, nose-rose).

(Track 07 CD2)
Ask: Can you see the rope? Point to
the picture of the rope. Repeat with
zone, nose, and stone.
the story once. Play the CD again.
The pupils listen and point to the Point to the zone phonics card and B and C. Have a pupil from each
pictures of the key words when they say: I’m in the blue zone. The pupils team stand up. Put a phonics card
hear them in the story. repeat after you. Follow the same (50-57) on each chair. Call out one
procedure and present the rest of of the phonics cards. The pupils
Read the story. The pupils follow in the song. Play the CD. The pupils standing try to be the first to sit on
their books. Then they work in pairs. listen and sing along. the chair with the corresponding
One reads while the other one phonics card. The first pupil to sit on
checks and then they swap roles. Ask the pupils to take out their own
the chair wins a point for his/her
Go around the classroom providing zone, rope, nose and stone picture
team. The team with the most points
any necessary help. cards and place them on their desks.
wins.
Point to and say the sight words. The and hold up the corresponding
pupils repeat after you.Time permitting, picture cards.
10 Song (Track 08 CD2)
ENDING THE LESSON
(to the tune of ‘He’s Got the Whole
World in His Hands’) Speed Race
Put three chairs in front of the board.
Put up the zone, rope, nose and Divide the class into three teams, A,
stone phonics cards on the board.
44
12 Write. Match the rhyming

words.
and elicit the names. Then ask the
pupils to write the words and match
the words that rhyme. Check their
answers.

Show the pupils the hose phonics
card. Point to it and say: \h\ \Úz\ – hose.
The pupils repeat after you.
Point to the picture of hose and have
the pupils say the word. The pupils
circle the word that rhymes. Play the
CD. The pupils listen and check their
ENDING THE LESSON

Thumbs Up or Down
Ask the pupils to close their books.
one at a time, and ask them to verify
the word you say by putting their
thumbs up or down. Encourage the
pupils to give the correct answer.
e.g. Teacher: (holding up the rope
Lesson 4 (Track 08 CD2). While the song is phonics card) Rose.
playing, the pupils pass the phonics Class: (putting their thumbs
Aims
cards around. When the song stops, down)
to practise the long o sound and
the pupils holding the phonics cards Teacher: Good! What is it?
must name them. Class: Rope! etc
an extra word with the -ose \Úz\
sound
11 Listen and circle. Lesson 5 - Activity Book
Vocabulary (Track 09 CD2)
• bone, cone, zone, stone, rope, (see page 76)
hope, nose, rose, hose Point to the pictures, one at a time,
and elicit the names. Play the CD.The
Extra materials pupils listen and circle the correct
• My Phonics cards (50-58) pictures. Check their answers.
Audioscript
One – stone
Hot Cards
Two – rope
Have the pupils sit in a circle.
Hand out the zone, rope, nose and
stone phonics cards. Play the song
45
Story Time
Aims
to consolidate the short o sound
Vocabulary
• consolidation
Extra materials

Noughts and Crosses
Draw a large 3x3 grid on the board.
Write a number 1-9 on the upper right
hand corner of each space. Choose
nine phonics cards (41-58) and stick
them face down on each space on
the grid. (Make sure to cover the
words with a blank piece of paper.)
Divide the pupils into two teams,Team
X and Team O. Choose a pupil from
Team X to go first. The pupil calls out
a number to see the phonics card. If
he/she names the item pictured
correctly, an X is placed in the space.
If not the card is placed face down
again and a pupil from Team O
chooses a number. The team that
succeeds in placing three respective
marks in a horizontal, vertical, or Ask pupils to read out the words. Invite Play the CD again pausing for the
diagonal row wins the game. guesses, in L1 if necessary, about pupils to repeat, chorally and/or
what they think the story is about. Do individually. Finally, ask individual
1 Listen. Read along. not dismiss any ideas. pupils to read the story aloud.
(Track 11 CD2) Set the scene by asking the pupils
Extension (Optional)
Tell the pupils that it’s story time. Ask questions about what they can see
them, in L1 if necessary, if they in the pictures. Allow the pupils enough time to look at
remember the previous story. If not, e.g. Teacher: (pointing to the bone the pictures in the story, then ask them
you can spend some time going in picture 1) Look! to close their books. Say sentences
through it. Write the following words What’s this? and ask the pupils to complete them.
on the board or prepare some slips Class: (It’s) a bone! e.g. Teacher: Where is my …
of paper with the words on them.You Teacher: (pointing to the rose in Class: bone? etc
can laminate them for future use. picture 1) What colour
is the rose?
bone rose nose Class: Red! etc
stone sole Play the CD and ask the pupils to

listen and follow the story in their
books, pointing to the pictures of the
key words.
46

1 Ask the pupils to change parts
or all of the story and present it
to the class.
e.g. I can get my stone.
3 The pupils choose their favourite
and they draw it.

story with the long o Act Out
sound. Say the words. Read the sentences in the story. Invite
Explain the activity. Allow the pupils the pupils to mime the key words from
some time to look at the story again the story (bone, rose, nose, stone,
and circle the words with the o sole). If you wish, have the pupils
sound. Then ask individual pupils to come to the front of the classroom
say the words. and act out the story. Encourage
them to have fun as they perform
3 Read and colour the (e.g. make noises or funny faces as
they mime, etc). Time permitting, you
words that are in the story.
can assign the role of the ‘narrator’ to
Ask the pupils to name the items the a pupil/pupils.
dog finds in the story. Then point to
the words and ask the pupils to find
and colour the words that they read
in the story. Allow the pupils some
time to colour the words. Check their
answers.
47
Story
Review 3
(long o)
The Reading Tree
on the wall.

(words with the long o sound). If you
wish, you can laminate them so that
you can use them again and again.
Ask the pupils to say the long o sound
and/or the word before they come
and stick it on the corresponding
branch. Ask the rest of the class for Audioscript 2 Write the words in the
verification. An optional extension to puzzle.
One – The bone is in the cone.
this activity is to select pupils, one at Point to the pictures, one at a time,
Two – The sole is on the dome.
a time, to remove the cards.The pupils and elicit the names. The pupils then
Three – The mole has a note.
say the sound and/or the words complete the crossword puzzle. Check
before they remove the cards. their answers.
1 Listen and write. Complete

the picture. (Track 12 CD2)
Explain the activity. Play the CD. The
pupils listen, write the words and trace
the items they hear. Then the pupils
colour the pictures.
48
Optional Review Activities

1 Say and Write: The pupils play in
pairs. Ask the pupils to draw a
3X3 grid on a piece of paper.
Pupil A says a word, e.g. rose
and writes it in a space on the
grid. Then Pupil B says a word
with a different sound, e.g.
dome and writes in another
space on the grid. The pupils try
to block their opponent from
getting three words in a row. The
winner is the first to complete a
row of three words of the same
sound horizontally, diagonally or
vertically.
2 Phonics Scramble: Divide the
class into two teams, A and B.
Write the words the pupils have
learnt in the units all over the
board, but not in order. Ask a
pupil from each team to come
to the board. Call out a word,
e.g. mole. The pupil that finds
and circles the word first, wins a
point for his/her team. If he/she
says another word that rhymes
with the word you called out,
he/she wins an extra point. The
team with the most points wins
the game.
3 Find and circle. for the remaining sentences and
pictures. Then ask the pupils to read 3 Reverse Spelling: The pupils play
Point to the pictures, one at a time, the sentences and tick the correct in pairs. Pupil A thinks of one of
and elicit the names. Allow the pupils one. Check their answers. the main vocabulary words from
some time to circle the correct letters. Unit 5 or Unit 6 and dictates all the
Check their answers.Then point to the Note: The pupils are now ready to do letters of the word in reverse order.
words and ask the pupils to say them pages 18-19 in the Activity Book. Pupil B writes down as many
aloud. letters as he/she can remember
and then tries to guess the word.
Review 3 - Activity Book
4 Look, read and tick (✓) the The pupils win a point for each
right sentence. (see page 77) word they guess correctly. The
winner is the pupil with the most
Point to the rose and say: The rose is in points.
a ... . Point to the picture of the hose
and elicit: hose. Repeat the procedure
49
Unit 7
Lesson 1
Aims
to learn the long u and its sound
\ju…\; to learn two words with the
-ube \ju…b\ sound and two words
with the -une \ju…n\ sound
Vocabulary
• cube, tube, June, tune
Sight Words
• the, and, play, in (revision)
Extra materials

Draw a simple sketch of a rose on
the board. Ask a pupil to say the
word. Ask the rest of the class for
words from the previous lesson.

(Track 13 CD2)
ub on the board. Point to them and
say: \øb\. The pupils repeat after you.
Then write the letters ube on the
board. Point to them and say: \ju…b\.
The pupils repeat after you. Explain 2 Chant and show! rhythm by clapping your hands or
that in this case, the e at the end is snapping your fingers.
(Track 14 CD2)
silent and it makes the u have a long
sound. Put up the cube, tube, June and Audioscript
tune phonics cards on the board.
Write c + ube on the board. Point and \ju…\, \ju…\, \ju…\,
Point to the cube and the tube and
say: \k\, \ju…b\ – cube.The pupils repeat
say: \ju…\, \ju…\, \ju…\, cube, cube, cube! Cube, cube, cube!
after you. Circle the letter e and draw \ju…\, \ju…\, \ju…\,
\ju…\, \ju…\, \ju…\, tube, tube, tube! The
an arrow from it to the letter u to Tube, tube, tube!
pupils repeat after you. Follow the
same procedure and present the \ju…\, \ju…\, \ju…\,
the end makes the u have a long
remaining verse and the words. Play June, June, June!
sound. Follow the same procedure to
the CD. The pupils listen, follow in \ju…\, \ju…\, \ju…\,
present the words tube, June and
their books and chant. Tune, tune, tune!
tune.
Pupils’ books open. Point to and elicit
cube, tube, June and tune picture
the sound of the letters and the words.
cards and place them on their desks. 3 Complete. Say the words.
Play the CD. The pupils listen, point to
Play the CD again. The pupils listen Point to the pictures, one at a time
and repeat the words.
and hold up the corresponding and elicit the names. Then ask the
picture cards. pupils to complete the words. Check
Time permitting, repeat the chant their answers. Then ask individual
without the CD this time. Keep the pupils to say the words.
50
ENDING THE LESSON

Thumbs Up or Down
Ask the pupils to close their books.
Hold up the phonics cards one at a
time, and ask them to verify the word
you say by putting their thumbs up
or down. Encourage the pupils to
give the correct answer.
e.g. Teacher: (holding up the cube
phonics card) Tube.
Class: (putting their thumbs
down)
Teacher: Good! What is it?
Class: Cube! etc

(Track 15 CD2)
cube
Point to the cube in the picture and tube
elicit its name. Repeat the procedure the cube and the tube
for June, tube and tune. Play the CD.
The pupils listen and point to the tune
pictures. Play the CD again.The pupils June
listen and repeat. Ask the pupils to play a tune in June
read the sentence and circle the
correct letters. Check their answers. The cube and the tube play a
tune in June!
51
Unit 7
Lesson 2
Aims
to learn the long u and its sound
\u…\; to learn four words with the
-ue \u…\ sound
Vocabulary
• blue, clue, glue, flue
Sight Words
• take, the, and, put, on
(revision)
Extra materials

Invite a pupil to come to the front of the
classroom. Show the pupil a phonics
card from the previous lesson. Ask the
pupils to spell the word and then say it
verification. Repeat the activity with the
remaining phonics cards and other
pupils.

(Track 16 CD2)
ue on the board. Point to them and
say: \u…\. The pupils repeat after you. the blue phonics card and say: In
Explain that when the letters u and Audioscript
blue there is an \u…\, blue, blue, blue!
e are together, they make the long u In blue there is an \u…\, blue, blue, In blue there is an \u…\
sound. blue! The pupils repeat after you. Blue, blue, blue!
Write bl + ue on the board. Point and Follow the same procedure and In blue there is an \u…\
say: \bl\, \u…\ – blue. The pupils repeat present the remaining verses and Blue, blue, blue!
after you. Circle the letters u and e to the words. Play the CD. The pupils
In clue there is an \u…\
remind the pupils that together they listen, follow in their books and chant.
Clue, clue, clue!
make the long u sound. Follow the Ask the pupils to take out their own In clue there is an \u…\
same procedure to present the blue, clue, glue and flue picture cards Clue, clue, clue!
words clue, glue and flue. and place them on their desks. Play
In glue there is an \u…\
Pupils’ books open. Point to and the CD again. The pupils listen and
Glue, glue, glue!
elicit the sound of the letters and the hold up the corresponding picture
In glue there is an \u…\
words. Play the CD. The pupils listen, cards.
Glue, glue, glue!
point to and repeat the words. Time permitting, repeat the chant
In flue there is an \u…\
6 Chant and show! rhythm by clapping your hands or Flue, flue, flue!
(Track 17 CD2) In flue there is an \u…\
Flue, flue, flue!
Put up the blue, clue, glue and flue
phonics cards on the board. Point to
52
ENDING THE LESSON

Draw and Spell
The pupils play in pairs. Ask the
pupils to think of a few words they
have learnt and draw pictures of
them. Then they exchange pictures
and spell and write the words.
7 Look, circle and write. Say pupils to read the sentence and
the words. complete the words. Check their
answers.
Point to the pictures and elicit the
names. Then ask the pupils to read Audioscript
the ending sounds. Allow the pupils
some time to circle the correct glue
corresponding ending sounds and clue
write the words. Check their answers. glue the clue
Then the pupils say the words. blue
flue
8 Listen. Read and write. a blue flue
(Track 18 CD2)
Glue the clue on the blue flue!
Point to the clue in the picture and
for flue, glue and blue. Play the CD.
53
Unit 7
Lesson 3
Aims
to sing a song
Vocabulary
• cube, tube, June, tune, blue,
clue, glue, flue
Sight Words
• when, does, plays
Extra materials

Write the letters ube on the board. Ask
a pupil to come to the board and write
a word with the -ube ending sound.
Ask the rest of the class for verification.
Repeat the activity with other pupils.
Follow the same procedure for the -une
and -ue ending sounds.

(Track 19 CD2)
Ask: Can you see the blue glue? Point
to it. Encourage the pupils to point to
the picture of the glue. Repeat with
June, tube, cube and tune.
Play the CD. Have the pupils listen to 10 Song (Track 20 CD2) ENDING THE LESSON
the story once. Play the CD again.
(to the tune of ‘This Old Man’) What’s wrong?
pictures of the key words when they Put up the blue, glue, tune, cube and
and B. Write the target vocabulary
hear them in the story. June phonics cards on the board.
on the board but misspell one of the
Point to the blue, glue and the tune
Read the story. The pupils follow in words. In teams, the pupils have to
phonics cards and say: The blue glue
their books. Then they work in pairs. identify the wrong word and spell it
can play a tune. The pupils repeat
One reads while the other one correctly. Each correct answer wins
after you. Follow the same procedure
checks and then they swap roles. a point. Give an extra point if the
and present the rest of the song. Play
Go around the classroom providing word is pronounced correctly, too.
the CD. The pupils listen and sing
any necessary help. The team with the most points wins.
along.
Point to and say the sight words.
The pupils repeat after you. Time
blue, glue, tune, cube and June
permitting, have some pupils read
picture cards and place them on
them aloud.
their desks. Play the CD again. The
pupils listen and hold up the
corresponding picture cards.
54
12 Circle and write.

the pupils some time to find, circle
the words and write them. Check
their answers.

Show the pupils the true phonics
card. Point to it and say: \t\, \r\, \u…\ –
true. The pupils repeat after you.
Repeat the procedure with the dune
phonics card.
Point to the pictures of true and
dune, one at a time, and have the
the rhyming words. Play the CD. The
and pronunciation.
ENDING THE LESSON

Wordscraper
Write a word vertically on the board.
Invite a pupil to come to the board
and add on another word from the
lesson, either vertically or horizontally.
Continue until all the words from the
lesson are written on the board. If you
Lesson 4 cards around. When the song stops, wish, you can ask the pupils to add
the pupils holding the phonics cards words from previous lessons as well.
Aims
must name them. e.g. G
to practise the long u sound and
L
two extra words with the -ue \u…\ and
11 Listen and colour. F LUE
-une \ju…n\ sounds (Track 21 CD2) E etc
Vocabulary Point to the pictures, one at a time, Lesson 5 - Activity Book

• cube, tube, June, tune, blue, and elicit the names. Play the CD.
(see page 77)
clue, glue, flue, true, dune The pupils listen and colour the
correct picture using any colour they
Extra materials like. Check their answers.
Audioscript
BEGINNING THE LESSON One – cube

Two – glue
Hot Cards
Have the pupils sit in a circle. Hand
out the phonics cards. Play the song
(Track 20 CD2). While the song is
playing, the pupils pass the phonics
55
Unit 8
Lesson 1
Aims
to learn the long e and its sound
\i…\; to learn four words with the -ea
\i…\ sound
Vocabulary
• leaf, pea, sea, tea
Sight Words
• the, has, on, at (revision)
Extra materials

Put up the phonics cards from the
previous unit on the board. Point to
a phonics card without saying the
word. Ask a pupil to say the word. Ask
the rest of the class for verification. If
you wish, invite another pupil to write
the word on the board. Repeat the
activity with other pupils.

(Track 23 CD2)
ea on the board. Point to them and
say: \i…\. The pupils repeat after you.
Explain that when the letters e and
\i…\! Leaf and pea, sea and tea, leaf
a are together, they make the long e Audioscript
and pea, sea and tea! The pupils
sound.
repeat after you. Play the CD. The Leaf has an \i…\,
Write l + eaf on the board. Point and pupils listen, follow in their books and Pea has an \i…\!
say: \l\, \i…f\ – leaf. The pupils repeat chant. Sea has an \i…\,
after you. Circle the letters e and a to Tea has an \i…\!
remind the pupils that together they Leaf and pea,
leaf, pea, sea and tea picture cards
make the long e sound. Follow the Sea and tea,
same procedure to present the words Leaf and pea,
pea, sea and tea. Sea and tea!
Pupils’ books open. Point to and elicit cards.
the sound of the letters and the words.
Time permitting, repeat the chant 3 Say the sounds. Make the
Play the CD. The pupils listen, point to
and repeat the words.
without the CD this time. Keep the words.
Point to the word sea and elicit the
2 Chant and show! sounds \s\, \i…\. Repeat the procedure
(Track 24 CD2) with the remaining words. Then ask
the pupils to write the words. Go
Put up the leaf, pea, sea and tea around the classroom asking the
phonics cards on the board. Point to pupils to say the sounds and the
them and say: Leaf has an \i…\, pea words. Check their answers.
has an \i…\! Sea has an \i…\, tea has an
56
ENDING THE LESSON

Hush
B and assign a number to each pupil.
Provide each team with a sheet of
paper. Say a word.The pupils with the
number 1 from each team only write
the first letter of the word on the paper.
He/She then gives the paper to the
player with number 2 who adds the
next letter, and so on. The pupils must
not speak during the game. When
the last letter is completed the next
player on the team checks it and
may correct it, if necessary. Each
correct answer wins a point.The team
with the most points wins. Repeat the
activity with different words.
4 Listen. Read and write. Audioscript

(Track 25 CD2)
pea
Point to the pea in the picture and tea
elicit its name. Repeat the procedure the pea has tea
for tea, leaf and sea. Play the CD. The
pupils listen and point to the pictures. leaf
Play the CD again. The pupils listen sea
and repeat. Ask the pupils to read the a leaf at sea
sentence and complete the words.
Check their answers. The pea has tea on a leaf at sea!
57
Unit 8
Lesson 2
Aims
to learn the long e and its sound
\i…\; to learn four words with the -ee
\i…\ sound
Vocabulary
• bee, feet, jeep, seed
Sight Words
• the, on, has, on (revision)
Extra materials

Invite a pupil to come to the front of the
classroom. Show the pupil a phonics
card from the previous lesson. Ask the
pupils to spell the word and then say it
verification. Repeat the activity with the
remaining phonics cards and other
pupils.

(Track 26 CD2)
ee on the board. Point to them and
say: \i…\. The pupils repeat after you.
Explain that when the letters e and and say: Bee has an \i…\, feet has an
e are together, they make the long e Audioscript
\i…\! Jeep has an \i…\, seed has an \i…\!
sound. Bee and feet, jeep and seed, bee Bee has an \i…\,
Write b + ee on the board. Point and and feet, jeep and seed! The pupils Feet has an \i…\!
say: \b\, \i…\ – bee. The pupils repeat repeat after you. Play the CD. The Jeep has an \i…\,
after you. Circle the letters e and e to pupils listen, follow in their books and Seed has an \i…\!
remind the pupils that together they chant. Bee and feet,
make the long e sound. Follow the Jeep and seed,
Ask the pupils to take out their own Bee and feet,
same procedure to present the words bee, feet, jeep and seed picture cards
feet, jeep and seed. Jeep and seed!
Pupils’ books open. Point to and the CD again. The pupils listen and
elicit the sound of the letters and the hold up the corresponding picture 7 Look and circle. Write and
words. Play the CD. The pupils listen, cards. say the words.
point to and repeat the words. Time permitting, repeat the chant Point to the pictures and elicit the
without the CD this time. Keep the names. Then ask the pupils to spell
6 Chant and show! rhythm by clapping your hands or the words. Allow the pupils some time
(Track 27 CD2) snapping your fingers. to circle the correct corresponding
Put up the bee, feet, jeep and seed letters and write the words. Check
phonics cards on the board. Point to their answers.Then the pupils say the
the corresponding phonics cards words.
58
ENDING THE LESSON

Draw It
and B. Ask two a pupils, one from
each team, to come to the board.
Name a vocabulary item. The pupils
quickly draw it.The pupil who finishes
first wins a point for his/her team.
Continue with the other words and
the remaining pupils. The team with
the most points wins.

(Track 28 CD2)
bee
Point to the bee in the picture and jeep
elicit its name. Repeat the procedure the bee on the jeep
for jeep, seed and feet. Play the CD.
seed
feet
a seed on her feet
read the sentence and circle the The bee on the jeep has a seed
correct letters. Check their answers. on her feet!
59
Unit 8
Lesson 3
Aims
to sing a song
Vocabulary
• leaf, pea, sea, tea, bee, feet,
jeep, seed
Sight Words
• kind, green
Extra materials

Write the letters ee and ea in two
columns on the board. Invite a pupil
to come to the board. Read a word
aloud from lesson one or two (e.g.
pea) and ask the pupil to point to
the correct corresponding column
on the board where the word should
go. Ask the rest of the class for
other words and pupils.

(Track 29 CD2)
Ask: Can you see the bee? Point to
the picture of the bee. Repeat with
10 Song (Track 30 CD2) ENDING THE LESSON
sea, jeep and tea. (to the tune of ‘Bingo’) Wordsearch puzzle
The pupils play in pairs. Ask the pupils
Play the CD. Have the pupils listen to Put up the sea, tea, jeep and bee
to think of a few words they have learnt
the story once. Play the CD again. phonics cards on the board. Point to
and create their own wordsearch
The pupils listen and point to the the bee and tea phonics cards and
puzzles. Then they exchange puzzles
pictures of the key words when they say: The bee lives by the sea. The
and find the words.
hear them in the story. pupils repeat after you. Follow the
same procedure and present the
Read the story.The pupils follow in their
rest of the song. Play the CD. The
books. Then they work in pairs. One
pupils listen and sing along.
reads while the other one checks and
then they swap roles. Go around the Ask the pupils to take out their own
classroom providing any necessary sea, tea, jeep and bee picture cards
help. and place them on their desks. Play
Point to and say the sight words. The
cards.
60
12 Look, choose and write.

Point to the bee and say: The bee on
the leaf has some … . Encourage the
pupils to complete your sentence.
Elicit: tea. Repeat the procedure with
the remaining sentences and pictures.
Allow the pupils some time to choose
the correct words and write them.

word with the same
sound. Listen and check.
(Track 32 CD2)
Show the pupils the eat phonics card.
Point to it and say: \i…\, \t\ – eat. The
pupils repeat after you. Repeat the
procedure with the queen phonics
card.
Point to the pictures of eat and
queen, one at a time, and have the
pupils say the words.The pupils circle
the word with the same sound. Play
the CD. The pupils listen and check
their answers and pronunciation.
ENDING THE LESSON

Disappear
Lesson 4 the pupils holding the phonics cards and B. Draw two stick figures on the
must name them. board, one for each team. Draw
Aims
to practise the long e sound and eyes, ears, a nose, a mouth, hair,
the corresponding words; learn
11 Listen and number. arms and legs on each figure. Say a
two extra words with the -ea \i…\ (Track 31 CD2) word from the lesson and/or the
and -ee \i…\ sounds unit. Ask a pupil from Team A to spell
Point to the words, one at a time,
it and pronounce it. If the pupil spells
and say them aloud. Play the CD.
Vocabulary it and pronounces it correctly, erase
• leaf, pea, sea, tea, bee, feet, The pupils listen and number the
a body part from his/her opponents’
jeep, seed, eat, queen words in the order they hear them.
stick figure, otherwise no body part
Extra materials is erased. Then choose a pupil from
• My Phonics cards (69-78) Team B and repeat the activity.
Audioscript
Continue until a team has made the
One – jeep other team’s stick figure ‘disappear’.
BEGINNING THE LESSON Two – tea
Three – leaf
Hot Cards Lesson 5 - Activity Book
Four– sea
Have the pupils sit in a circle. Hand Five – bee (see page 78)
out the phonics cards. Play the song Six – seed
(Track 30 CD2). While the song is Seven – feet
playing, the pupils pass the phonics Eight – pea
cards around. When the song stops,
61
Story Time
Aims
to consolidate the long e sound
Vocabulary
• consolidation
Extra materials

Place the phonics cards on your desk.
Say a word, e.g. sea. Ask a pupil to
come to your desk, pick up the correct
phonics card, show it to the class and
repeat the word. Ask the rest of the
class for verification. Repeat the activity
with the remaining phonics cards.

(Track 33 CD2)
them if they like reading stories and
what their favourite storybook is, who
their favourite storybook character is,
etc. Write the following words on the
board or prepare some slips of
paper with the words on them. You
can laminate them for future use. e.g. Teacher: (pointing to the jeep in Extension (Optional)
picture 1) Look! What’s
June sea jeep Allow the pupils enough time to read
this?
the story again and look at the pictures.
bee blue tea Class: (It’s) a jeep!
Then ask them some comprehension
Teacher: (pointing to the dog in
questions:
Ask pupils to read out the words. picture 1) Yes! It is June.
e.g. What month is it? (June)
Invite guesses, in L1 if necessary, The dog is by the …
Where is the dog? (By the sea.)
about what they think the story is Class: sea! etc
What colour is the jeep? (blue)
about. Do not dismiss any ideas. Play the CD and ask the pupils to How many bees are there in
Set the scene by asking the pupils listen and follow the story in their picture 3? (one)
questions about what they can see books, pointing to the pictures of the Who can see the blue jeep?
in the pictures. key words. (The bee.) etc
Play the CD again pausing for the Note: If you wish, have the pupils
pupils to repeat, chorally and/or close their books during this activity.
individually. Finally, ask individual
pupils to read the story aloud.
62

1 Ask pupils to change parts or all
of the story and present it to the
class.
e.g. The bee can see the green
jeep.
per pair. Make sure they are not
in the right order. The pupils: 1)
put the frames of the story in the
right order before they listen to
check and/or 2) match the
frames to the speech bubbles
and listen to check their answers.
3 Pupils choose their favourite
and they draw it.
2 Read the story again and ENDING THE LESSON

write. Act Out
Ask the pupils to read the story Read the sentences in the story.
again and write all the words with Invite the pupils to mime the key
the long u and long e sound in the words from the story (June, dog, sea,
correct column. Allow the pupils jeep, bee, blue, see, tea). If you wish,
some time to complete the activity. have the pupils come to the front of
Check their answers. the classroom and act out the story.
Encourage them to have fun as they
3 Read and match. perform (e.g. make noises or funny
faces as they mime, etc). Time
Refer the pupils to the sentences. permitting, you can assign the role
Allow the pupils some time to match of the ‘narrator’ to a pupil/pupils.
them. Check their answers.
63
Story
Review 4
(long u, long e)
The Reading Tree
on the wall.

(words with the long u and long e
sound). If you wish, you can laminate
them so that you can use them again
and again.
Ask the pupils to say the long u/long
e sound and/or the word before correct corresponding picture. Check
they come and stick it on the Audioscript
their answers.
corresponding branch. Ask the rest One – tube
of the class for verification. An
optional extension to this activity is to
Two – clue 4 Write the words. Say the
Three – tea words.
select pupils, one at a time, to
remove the cards. The pupils say the Point to each word and elicit the
sound and/or the words before they 2 Say the words. Write the sounds. Explain the activity. Allow the
remove the cards. rhyming words. pupils some time to write the words
under the corresponding ending
Elicit the names of the pictures and
1 Listen and write. Then sounds. Check their answers. Ask
the \ju…\, \u…\ and \i…\ sounds. Ask the individual pupils to say the words.
circle. (Track 34 CD2) pupils to say the words.Then allow the
Point to the pictures and elicit the pupils some time to write the words Note: The pupils are now read to do
names. Play the CD. The pupils listen that rhyme. Check their answers. pages 24-25 in the Activity Book.
and write the word.Then they circle the
correct picture. Check their answers. 3 Read and match.
Point to the pictures and elicit the Review 4 - Activity Book
names. Ask the pupils to read the (see page 78)
sentences and match them to the
64
writes down the letters that each

number corresponds to and
tries to find the word.
e.g. Pupil A: (thinks of the word
‘pea’) 7, 3, 2
Pupil B: (writes) 7 = P Q R S
3=DEF
2=ABC
If Pupil B finds the word, he/she
wins a point.Then Pupil B thinks of
a word and the game continues.
The winner is the pupil with the
most points.
3 Sentence Generator: The pupils
play in pairs. Each pupil thinks of
a sentence with a minimum of
four words they have learnt and
writes each word on separate
cards or small pieces of paper.
The pupils shuffle their cards.
Then they swap cards with their
partner. The pupils have to put
the cards they receive in the
correct order. Set a time limit
(e.g. two minutes). Each correct
sentence wins a point. The pupil
with the most points wins.
Optional Review Activities 2 Phone Codes: The pupils play in

pairs. Draw a large phone keypad
1 Block Me: The pupils play in pairs.
on the board:
Ask the pupils to draw a 3X3 grid
on a piece of paper. Pupil A says ABC DEF
a word with a long e sound that 1 2 3

is spelt with ea and writes it in a GHI JKL MNO
space on the grid. Then pupil B 4 5 6
says a word with a long e sound
PQRS TUV WXYZ
that is spelt with ee and writes it 7 8 9
in another space on the grid.The
pupils try to block their opponent
from getting three words in a row. * 0 #
The winner is the first to complete Pupil A thinks of a word and
a row of three words of the long writes it down without letting
e sound with the same spelling Pupil B see it. Then Pupil A looks
(ee or ea) horizontally, diagonally at the keypad and says the
or vertically. numbers that correspond to the
letters of his/her word. Pupil B
65
14 My Phcs Bk 3 ExtraCheck.qxp_14 My Phcs Bk 3 ExtraCheck.qxp 12/1/15 18:02 Page 72
Extra Check
Aims
to practise the long a, i, o, u and
e sounds and the corresponding
words
Vocabulary
• consolidation
Extra materials

on the wall (by now all the words are
on the tree).
Ask pupils to go to the tree and

choose a card. They show it to the 1 Listen and circle. Then Audioscript
class and say the sound and/or the colour. (Track 35 CD2)
word. Ask the rest of the class for One – cape
Explain the activity. The pupils listen Two – tap
verification. and circle the word they hear. Then Three – note
they colour the pictures. Play the CD. Four – cube
Odd One Out Check their answers.
Put up four phonics cards in a row Five – cane
on the board e.g. leaf, tea, sea and Six – hop
bee. Ask individual pupils to identify Seven – pin
the odd one out and say why e.g. Eight – kite
Bee has ‘ee’, but leaf, tea and sea Nine – tub
have ‘ea’. Then ask the pupils to
identify the sound (long e). Repeat
the activity with other phonics cards.
66
3 Tick (✓) the rhyming words.

Explain the activity. Point to the
pictures, one at a time, and elicit the
names. Then ask the pupils to tick
the words that rhyme with each
picture. Check their answers.
Optional Activities
4 5 1 Put up some of the phonics cards

around the room in random
order. Write a word with a long
vowel sound on the board (e.g.
cake) and ask a pupil to find the
corresponding phonics card
from around the room. Repeat
the activity with other long and
short vowel sounds.
2 Show a pupil a phonics card
(e.g. cape) and ask him/her to
say the word and if it has a long
or short vowel sound. Ask the rest
of the class for verification. Repeat
the activity with other words and
pupils.
2 Listen and colour. Answer. Audioscript

(Track 36 CD2)
bite
Explain the activity.The pupils listen and mane
colour the items with the words they tape
hear using any colour they like. Then dome
they answer the questions that follow. lane
Play the CD. Check their answers. make
role
glue
hope
67
Extra Check
4 Read and number.
Explain the activity. Point to the pictures
one at a time and elicit what they can
see in the pictures.
e.g. Teacher: (pointing to the bee
in picture a)
Look! What’s this?
Class: (It’s) a bee!
Teacher: (pointing to the cup
of tea)
Class: tea! etc
Allow the pupils enough time to
read the sentences and number the
pictures. Check their answers. Ask
individual pupils to read the sentences
aloud.
Optional Activities
1 The pupils play in pairs. Ask the
pupils to choose one of the items
in Exercise 3 or 4 to draw on a
piece of paper without telling
their partner what it is. The pupils
then show their drawings to their
partners who try to guess the
item.
2 Put some of the phonics cards
on the board. Write the respective
words on separate slips of paper.
Hand out the pieces of paper
to the pupils and ask them to
line up at the front of the class
in the same order as the phonics
cards repeat the activity with
another group of pupils and
phonics cards.
68
Optional Activities
1 Divide the class into groups of
four. Photocopy a few phonics
cards (three per group) and cut
them into puzzle pieces. Give
each group three pictures. The
first group to piece together their
pictures and name them is the
winner.
2 The pupils take out their picture
cards. Ask them to choose the
ones which show actions only.
Invite a pupil to come to the front
of the classroom. He/She chooses
one of the action picture cards
without saying which one and
mimes the action. The rest of the
class tries to guess the word. The
person who guesses correctly
comes to the front and continues
the game.
5 Look at the pictures. 6 Use the code and colour

Change one letter to the picture.
make new words. Explain the activity. Do a quick review
Explain the activity. Point to the of long sound and short sound words.
pictures and elicit the words. Explain e.g. tape – tap
to the pupils that by changing only cape – cap etc.
one letter they will make a new word Ask the pupils what they can see in
to match each picture. Allow the the picture and elicit the words.
pupils some time to complete the Allow the pupils enough time to
activity. Check their answers. complete the activity. Check their
Note: The pupils are now ready to do answers.
pages 26-30 in the Activity Book.
Extra Check - Activity Book

(see page 79)
69
15 My Phcs Bk 3 LetsPlay Ts_15 My Phcs Bk 3 LetsPlay Ts.qxp 11/26/15 17:17 Page 76
See the Introduction for instructions on how to play the game.
cane cake rake cave kite
gate pine dive dice bike
sole home vote cone rope
rose cube glue pea bee
70
15 My Phcs Bk 3 LetsPlay Ts_15 My Phcs Bk 3 LetsPlay Ts.qxp 11/26/15 17:17 Page 77
cane cake rake cave kite
gate pine dive dice bike
sole home vote cone rope
rose cube glue pea bee
71
16 My Phcs Bk 3 Songs.qxp_16 My Phcs Bk 3 Songs.qxp 11/26/15 17:19 Page 78
Unit 1 Unit 5
Take, take, take a cake, I am a little mole,
Take it to the lake! I am in a hole!
Take a cape and take a cane, This is my home,
Let’s go to the lake! My clean, clean home!
I am a little mole,
Unit 2 I am in a hole!
The kids are at the cave, Come on in,
They came to play a game, My clean, clean home!
They race to the wave by the cave,
The kids are at the cave! Unit 6
He has a long rope
Unit 3 In the zone!
Get your kite, He has a long rope
Go to the pine! In the zone!
Get your kite, He has a red nose
Make a line! A red, red nose!
Get your kite, In the blue zone with a rope!
Go to the pine!
Let’s go to the pine today! Unit 7
This blue glue!
Unit 4 This blue glue!
The mike and the bike This blue glue can play a tune!
Like the ice, ice, ice! With a toot, toot, tooty-toot,
The mike and the bike Tooty, tooty, toot!
Like to play with dice! This blue glue can play a tune!
The mike and the bike
Like the ice, ice, ice! Unit 8
And they always have fun The little bee
On the ice, ice, ice! Lives by the sea
With tea for you and me!
A bee, bee by the sea!
With tea for you and me!
72
17 My Phcs Bk 3 Act Book Key 3.qxp_17 My Phcs Bk 3 Act Book Key 3.qxp 11/26/15 17:18 Page 79
Activity Book (Key & Instructions)

Unit 1 5 Complete the puzzle. 3 Say the words. Colour the
Point to the pictures and elicit the odd one out.
1 Write the letters a and e. names of the items. Allow the pupils Point to the first set of pictures and
Say the words. some time to complete the puzzle. elicit the names. Repeat the activity
Revise the \eIk\ sound. Point to the Check their answers. for the second set of pictures. Explain
pictures and elicit the names of the Answer key the activity. Allow the pupils some
items. Refer the pupils to the example time to colour the odd one out any
Across colour they like. Check their answers.
and explain the activity. Allow the
2 cape 3 mane
pupils some time to write the missing Answer key
letters. Check their answers. Then the Down
pupils say the words. 1 tape 2 cane 1 The pupils colour the lake.
2 The pupils colour the rake.
Answer key
6 Circle the long a words.
2 rake 3 bake 4 lake 4 Write the letters a and e.
Explain the activity. Allow the pupils Say the words.
2 Read and say. Tick (✓). some time to circle the words with the
long a sound. Check their answers. Revise the \eIm\ and \eIv\ sounds. Point
Point to the pictures and elicit the to the pictures and elicit the names of
names. Explain the activity. Allow the Answer key the items. Allow the pupils some time
pupils some time to read the cake tape to write the missing letters. Check their
sentences and tick the correct ones. rake lake answers.Then the pupils say the words.
Check their answers. mane cape
Answer key
Answer key 1 game 3 cave
1 This is a rake. Unit 2 2 name 4 wave
2 Can you bake?
1 Write the letters a and e. 5 Circle and write.
3 Join the dots. What is it? Say the words.
Write. Revise the \eIt\ and \eIs\ sounds. Point names and the ending sounds.
Point to the incomplete picture and to the pictures and elicit the names of Explain the activity. Allow the pupils
explain the activity. Allow the pupils the items. Refer the pupils to the some time to circle the correct letters
some time to join the dots and write example and explain the activity.Allow and then write the names. Check
the word. Check their answers. the pupils some time to write the their answers.
Answer key Then the pupils say the words. Answer key
It’s a cake. 1 cave 2 game
Answer key
4 Write the letters a and e. 2 gate 3 lace 4 race 6 Read and tick (✓).
Say the words. Point to the pictures, one at a time, and
2 Say the words. Look and
Revise the \eIn\ sound. Point to the elicit the names. Explain the activity.
tick (✓).
pictures and elicit the names of the Allow the pupils some time to read the
items. Allow the pupils some time to Point to the pictures and elicit the sentences and tick the correct ones.
write the missing letters. Check their names. Explain the activity. Allow the Check their answers.
answers.Then the pupils say the words. pupils some time to tick the pictures
Answer key
with the corresponding \eIs\ and \eIt\
Answer key sounds. Check their answers. 1 I like this game.
1 cane 3 cape 2 The bats are in the cave.
Answer key 3 The date is on the gate.
2 mane 4 tape
1 The pupils tick the second picture
(race).
2 The pupils tick the first picture
(date).
73

Review 1 4 Match. their answers. Then the pupils say the
sounds and the words.
1 Say the words. Circle the names. Point to the words and read Answer key
pictures that rhyme. them aloud. Explain the activity. Allow 1 pine 3 line
Elicit the \eIk\ and \eIs\ sounds and the pupils some time to match the 2 kite 4 bite
the names of the pictures. Explain the pictures to the words. Check their
activity. Allow the pupils some time to answers. 2 Find the words. Write.
circle the pictures that correspond to Answer key Point to the pictures and elicit the
each sound. Check their answers. names of the items. Explain the activity.
1 b 2 d 3 a 4 c
Answer key Allow the pupils some time to find the
1 The pupils circle the bake, rake 5 Write the rhyming word. letters and write the words. Check their
and lake pictures. answers.
2 The pupils circle the lace, race Answer key
names. Read the incomplete sentences
and face pictures. 1 line 2 kite
and explain the activity.Allow the pupils
some time to look at the pictures, read
2 Find and circle. Write. the sentences and write the names of 3 Say the words. Colour the
Point to the pictures, one at a time, the items that rhyme with the words in odd one out.
and elicit the names of the items. bold. Check their answers.
Explain the activity. Allow the pupils Point to the first set of pictures and elicit
Answer key the names. Repeat for the second set
some time to find the words in the
wordsearch, circle them and write 1 game 3 cane of pictures. Explain the activity. Allow
them. Check their answers. 2 tape 4 lake the pupils some time to colour the odd
one out any colour they like. Check
Answer key 6 Colour the long a words. their answers.
1 cake 3 tape What is it? Answer key
2 cane 4 cave
Elicit the words and explain the activity. 1 The pupils colour the cake.
Allow the pupils some time to colour 2 The pupils colour the cave.
c a c e c
the words with the long a sound and
a c a k e
name the item pictured (fork). Check 4 Connect and write. Say
their answers. the sounds and the words.
v r n e n Answer key Revise the \aIv\ and \aId\ sounds. Point
The pupils colour the following words: to the pictures and elicit the names of
e a e p t bake, rake, cane, mane, tape, make, the items. Explain the activity. Allow the
lane, date, cake, lace, race, game, pupils some time to connect the
t a p e a name, cave, wave, gate, lake. letters and write the words. Check
their answers. Then the pupils say the
It’s a fork.
sounds and the words.
3 Circle and write. Say the
words. Unit 3
Answer key
1 five 3 hide
1 Connect and write. Say 2 ride 4 dive
names and the ending sounds.
Explain the activity. Allow the pupils the sounds and the words.
some time to circle the correct letters 5 Read and tick (✓).
Revise the \aIn\ and \aIt\ sounds. Point
and then write the names of the items. Point to the pictures and elicit the
to the pictures and elicit the names of
Check their answers. Ask individual actions. Allow the pupils some time
the items. Refer the pupils to the
pupils to say the words. to read the sentences and tick the
example and explain the activity.
Answer key Allow the pupils some time to connect correct ones. Check their answers.
1 mane 2 late 3 wave the letters and write the words. Check
74
Answer key Answer key circle the pictures that correspond to

1 Let’s hide. 2 I can ride. The pupils colour the bike and like each sound. Check their answers.
pictures. Answer key
6 Join the dots and draw. The pupils colour the hike and mike
1 The pupils circle the line, pine
pictures.
Point to the picture of the cake and and nine pictures.
allow the pupils some time to trace 2 The pupils circle the rice, mice
it. Then they read the sentence and
4 Connect and write. Say and dice pictures.
draw the correct number of candles. the sounds and the words.
Check their answers. Revise the \aIs\ sound. Point to the 2 Find and circle. Write.
Answer key pictures and elicit the names of the Point to the pictures, one at a time,
items. Explain the activity. Allow the and elicit the names of the items.
The pupils trace the cake and draw pupils some time to connect the
four more candles on it. Explain the activity. Allow the pupils
letters and write the words. Check some time to find the words in the
their answers.Then the pupils say the word search, circle and write them.
Unit 4 sounds and the words. Check their answers.
Answer key
1 Connect and write. Say 1 dice 3 mice
Answer key
the sounds and the words. 1 kite 3 pike
2 rice 4 ice 2 ice 4 hive
Revise the \aIk\ sound. Point to the
pictures and elicit the names of the 5 Say the words. Colour the h i v e
items. Refer the pupils to the example correct square green.
and explain the activity. Allow the i c i k
pupils some time to connect the Point to the pictures and elicit the
letters and write the words. Check names of the items. Explain the activity.
Allow the pupils some time to colour i e c i
their answers.Then the pupils say the
sounds and the words. the squares of the ike and ice words.
Check their answers. k b i t
Answer key
Answer key p i k e
1 bike 3 hike
2 mike 4 like 1 The pupils colour the square
next to the bike green.
2 The pupils colour the square 3 Circle and write. Say the
2 Read and circle. next to the rice green. words.
Point to the pictures, one at a time, and
elicit the names of the items. Explain 6 Circle the rhyming words. names and the ending sounds. Explain
the activity. Allow the pupils some time
Explain the activity. Allow the pupils the activity. Allow the pupils some time
to circle the correct pictures. Check
some time to read the sentences to circle the correct letters and then
their answers.
and circle the rhyming words. Check write the words. Check their answers.
Answer key their answers. Ask individual pupils to say the words.
1 The pupils circle the ‘like’ picture. Answer key Answer key
2 The pupils circle the mike.
1 rice 2 ice 3 dice 1 bite 2 dive 3 nice
3 The pupils circle the bike.
3 Colour the -ike words. Review 2 4 Read and circle yes or no.
Point to the first set of pictures, one at a 1 Say the words. Circle the names and the words. Explain the
time, and elicit the names. Repeat the
pictures that rhyme. activity. Allow the pupils some time to
activity for the second set of pictures.
complete the activity. Check their
Then ask the pupils to colour the items Elicit the \aIn\ and \aIs\ sounds and
answers.
whose names end in ike any colour the names of the pictures. Explain the
they like. Check their answers. activity. Allow the pupils some time to
75

Answer key 2 Find the words. Match. the activity. Allow the pupils some time
1 yes 2 no 3 yes to circle the rhyming words. Check their
Point to the pictures, one at a time, answers.
and elicit the names of the items.
5 Read and say. Write. Then ask the pupils to find the words Answer key
Point to the bike and the line and say: and match them to the pictures. 2 sole-pole 6 vote-note
The … is on the … . Encourage the Check their answers. 4 mole-hole
pupils to complete your sentence. Elicit: Answer key
bike, line. Repeat the procedure with
the remaining sentences and pictures.
1 mole 3 pole Unit 6
2 sole 4 hole
Allow the pupils some time to write the
words. Check their answers.
1 Say the words. Circle and
amholeyatmoleacpolecaysolea write.
Answer key
1 bike, line 3 Complete the sentence. and elicit the names and the\Ún\
2 dive, ride Colour. sounds. Point to the example and
3 mice, hike explain the activity. Then ask the
Point to the mole in the hole and say:
The … is in the … . Encourage the pupils pupils to circle the correct letters and
6 Use the code and colour to complete your sentence. Elicit: hole, write the words. Check their answers.
in the picture. mole. Allow the pupils some time to Answer key
Point to the endings and elicit the write the words. Check their answers.
1 zone 3 stone
sounds \aIn\, \aIt\, \aIv\, \aIk\, and \aIs\. Answer key 2 cone 4 bone
Then point to the words, one at a
mole, hole
time, and elicit them. The pupils use
the code and colour in the picture
2 Complete the crossword
accordingly. 4 Say the words. Circle and puzzles.
write. Point to the pictures and elicit the
Answer key
Point to the pictures, one at a time, names. Explain the activity. Allow the
The pupils use the following colour pupils some time to write the words
and elicit the names and the \Úm\
code and colour in the picture. and complete the crossword puzzles.
and \Út\ sounds. Explain the activity.
red: pine, line, nine Then ask the pupils to circle the Check their answers.
blue: kite, bite correct letters and write the words.
green: hive, five, dive Answer key
yellow: pike Across Across
pink: ice, nice, rice, dice, mice Answer key 2 bone 2 stone
1 home 3 vote Down Down
2 dome 4 note 1 zone 1 cone
Unit 5
1 Say the words. Circle and 5 Write. 3 Read and draw.Then colour.
write. Point to the pictures, one at a time,
Elicit the sentence. Explain the activity.
Point to the pictures, one at a time, and Allow the pupils some time to draw a
Explain the activity. Allow the pupils
elicit the names and the \Úl\ sound. bone in a cone and then colour it any
some time to write the words. Check
Point to the example and explain the colour they like. Check their drawings.
their answers.
activity.Then ask the pupils to circle the
Answer key
correct letters and write the words. Answer key
Check their answers. The pupils draw and colour a bone in
1 dome 2 home 3 note
a cone.
Answer key
1 mole 3 hole
6 Circle the correct rhyming 4 Say the words. Circle and
2 sole 4 pole pairs.
write.
Point to and elicit the first pair of words.
Repeat for the remaining pairs. Explain
and elicit the names and the \Úp\
76
and \Úz\ sounds. Explain the activity. 2 Find and circle. Write. time to read the sentences and write
Then ask the pupils to circle the the words that rhyme with the words
Point to the pictures, one at a time, in bold. Check their answers.
correct letters and write the words.
Check their answers. Answer key
Explain the activity. Allow the pupils
Answer key some time to find the words in the 1 pole 2 home 3 bone
1 rope 3 nose word search, circle and then write
2 hope 4 rose them. Check their answers. 6 Colour the words from the
Answer key story.
5 Colour the ope words blue. 1 mole 3 bone Point to the pictures, one at a time,
Colour the ose words red. 2 home 4 rope and elicit the names. Allow the pupils
Point to the pictures, one at a time, some time to read the short story and
and elicit the names. Then ask the h o m e b colour the pictures of the items from
pupils to colour the ope words blue the story. Check their answers.
and the ose words red. Check their h m m p o
Answer key
answers.
r o p e n The pupils colour the mole, stone, rose,
Answer key dome, rope and home.
o l r o e
The pupils colour the rope and the
hope pictures blue and the rose and p e h m e Unit 7
the nose pictures red.
1 Unscramble the letters
6 Change the beginning 3 Circle and write. Say the and write the words. Say
sound to make new words. words. the words.
Point to the word hope and elicit the Point to the pictures and elicit the Point to the pictures, one at a time,
sounds \h\ \Úp\. Then ask the pupils names and the ending sounds. and elicit the names and the \ju…\
to replace the first letter to make Explain the activity. Allow the pupils sound. Point to the example and
another word and write it. Repeat for some time to circle the correct letters explain the activity. Then ask the
the word nose. Go around the and then write the words. Check pupils to unscramble the letters and
classroom asking the pupils to say their answers. Ask individual pupils to write the words. Check their answers.
the sounds and the words. say the words.
Answer key
Suggested answer key Answer key
2 tune 3 cube 4 June
1 rope 2 rose 1 note 2 dome 3 stone
2 Say and colour the correct
4 Read and tick (✓). square green.
Review 3
Point to the pictures and elicit the Point to the pictures and elicit the
1 Say the words. Circle the names. Explain the activity. Allow the names of the items. Explain the
pictures that rhyme. pupils some time to read the activity. Allow the pupils some time to
sentences and tick the correct ones. colour the squares of the ube and
Elicit the \Úl\ and \Úz\ sounds and Check their answers.
the names of the pictures. Explain the une words. Check their answers.
activity. Allow the pupils some time to Answer key Answer key
circle the pictures that correspond to 1 This is a mole. 1 The pupils colour the square
each sound. Check their answers. 2 This is a hole. next to the tube green.
3 This is a cone. 2 The pupils colour the square next
Answer key
1 The pupils circle the hole, sole to June green.
5 Find the rhyming word.
and role pictures.
2 The pupils circle the nose, rose Point to and elicit the words. Read the 3 Choose and colour.
and hose pictures. incomplete sentences and explain Point to the pictures and elicit the
the activity. Allow the pupils some names of the items. Explain the
77

activity. Allow the pupils some time to pupils to unscramble the letters and 2 The pupils colour the feet
read the sentence and colour the write the words. Check their answers. (first picture).
corresponding picture any colour 3 The pupils colour the seed
Answer key
they like. Check their answers. (second picture).
2 pea 3 sea 4 tea
Answer key
6 Tick (✓) the correct
The pupils colour the first picture (A). 2 Match. sentence.
4 Unscramble the letters and elicit the names of the items.
Point to the picture and elicit what it
and write the words. Say shows. Explain the activity. Allow the
Explain the activity. Allow the pupils pupils some time to read the sentences
the words. some time to match the pictures to and tick the correct one. Check their
Point to the pictures, one at a time, and the words. Check their answers. answers.
elicit the names and the \u…\ sound. Answer key
Explain the activity.Then ask the pupils Answer key
1 leaf 3 tea The bee has a seed.
to unscramble the letters and write the
2 sea 4 pea
words. Check their answers.
Answer key 3 What’s missing? Draw. Review 4
1 blue 3 glue Point to the picture and elicit the items.
2 clue 4 flue Explain the activity. Allow the pupils 1 Say the words. Circle the
some time to read the sentence and pictures that rhyme.
5 Look and write. then draw the missing item. Check Elicit the \u…\ and \i…\ sounds and the
Point to the picture of the glue and their answers. names of the pictures. Explain the
say: Where is the …? Elicit: glue. Answer key activity. Allow the pupils some time to
Repeat for the picture of blue. Then circle the pictures that correspond
The pupils draw a leaf in the tea.
allow the pupils some time to write to each sound. Check their answers.
the words. Check their answers.
4 Unscramble the letters Answer key
Answer key and write the words. Say 1 The pupils circle the blue, clue
1 glue, clue 2 flue, blue the words. and glue pictures.
2 The pupils circle the pea, sea
6 Say the words. Read and and elicit the names and the \i…\
and tea pictures.
circle the odd one out. sound. Explain the activity. Then ask
the pupils to unscramble the letters
2 Find and circle. Write.
Point to and elicit the words and the
sounds. Explain the activity. Allow the and write the words. Check their Point to the pictures, one at a time,
pupils some time to choose the odd answers. and elicit the names of the items.
one out. Check their answers. Explain the activity. Allow the pupils
Answer key
some time to find the words in the
Answer key 1 bee 3 feet word search, circle and then write
1 June 3 tune 2 seed 4 jeep them. Check their answers.
2 clue 4 June
5 Colour the right picture. Answer key
1 cube 3 queen
Unit 8 Point to the pictures, one at a time, and 2 tube 4 jeep
elicit the names. Explain the activity.
1 Unscramble the letters Allow the pupils some time to read the
and write the words. Say words and colour the corresponding
the words. pictures. Check their answers.
Point to the pictures, one at a time, Answer key

and elicit the names and the \i…\ 1 The pupils colour the bee
sound. Point to the example and (second picture).
explain the activity. Then ask the
78
t q t j c 6 Say the words. Use the code 3 Colour the cakes with the
and colour the pictures. long a sound red.
t u b e u
Point to the long u and long e and Point to the cakes, one at a time, and
u e e e b elicit the sounds. Then point to the elicit the words.Ask the pupils to colour
pictures, one at a time, and elicit the the cakes with the long a sound red.
b e j p e names. The pupils use the code and Then ask them to write the number of
colour in the picture accordingly. red cakes. Check their answers.
e n q u e Answer key Answer key
The pupils colour the bee, tea and The pupils colour the cakes with the
3 Circle and write. Say the jeep blue. following words on them red: bake,
words. The pupils colour the cube, tune and late, tape.
tube yellow.
Point to the pictures and elicit the How many red cakes? three
names and the ending sounds.
Explain the activity. Allow the pupils Extra Check 4 Colour the dice with the
some time to circle the correct letters long i sound blue.
and then write the names of the items. 1 Say the words. Circle the
Point to the dice, one at a time, and
Check their answers. Ask individual right picture.
elicit the words.Ask the pupils to colour
pupils to say the words. Point to the pictures, one at a time, the dice with the long i sound blue.
Answer key and elicit the names and the Then ask them to write the number of
1 leaf 2 cube 3 seed ending sounds. Point to the pictures blue dice. Check their answers.
again and ask individual pupils to
Answer key
say the words. Then ask the pupils to
4 Circle the words. Match. circle the correct pictures. Check The pupils colour the dice with the
Point to the pictures, one at a time, their answers. following words on them blue: kite,
and elicit the names of the items. bite, hide, rice.
Answer key
Then ask the pupils to find the words How many blue dice? four
and match them to the pictures. 1 cake (first picture)
Check their answers. 2 nine (third picture)
3 sole (second picture) 5 Colour the roses with the
Answer key 4 June (third picture) long o sound green.
a true c dune Point to the roses, one at a time, and
b eat d queen 2 Colour the letters. Tick (✓) elicit the words.Ask the pupils to colour
t re y t r u e b n d u n e e a t f d e t t b e ra the right picture. the roses with the long o sound green.
wqueenoi Then ask them to write the number of
green roses. Check their answers.
and elicit the names. Explain the
activity. Allow the pupils some time to Answer key
5 Read and say. Write.
colour the letters any colour they like The pupils colour the roses with the
Point to the bee and the feet and say: to make words. Then they tick the following words on them green: zone,
The … is on my … . Encourage the correct pictures. Check their answers. hose, vote, nose, role.
pupils to complete your sentence.
Answer key How many green roses? five
Elicit: bee, feet. Repeat the procedure
with the remaining sentences and 1 cane (first picture)
pictures. Allow the pupils some time to 2 hole (first picture) 6 Circle and write the words
write the words. Check their answers. 3 wave (first picture) with the long u and e
4 rope (second picture) sounds.
Answer key 5 line (second picture)
1 bee, feet 3 flue, blue 6 dive (second picture) Point to the bees, one at a time, and
2 pea, sea 4 clue, glue 7 nine (first picture) ask individual pupils to read the
8 bee (first picture) texts. Then ask the pupils to circle the
words with the long u and e sounds
79

and write them in the appropriate 7 Do the crossword puzzle. and add the letter e at the end to
spaces below. Check their answers. make new words. Remind the pupils
Point to the pictures, one at a time, that the silent e at the end makes the
Answer key and elicit the names. Then ask the vowels have a long sound. Allow the
1 Pupils circle: pupils to complete the crossword pupils some time to complete the task.
Long u: June, blue puzzle. Check their answers. Then the pupils say the words. Check
Long e: bee, sea their answers.
Answer key
2 Pupils circle: Across Down Answer key
Long e: bee, leaf, sea 2 flue 1 tune 1 cape 5 pine
3 Pupils circle: 3 blue 4 leaf 2 cane 6 kite
Long e: bee 5 pea 3 mane 7 note
4 tape 8 hope
4 Pupils circle: 8 Say the words. Add the
Long u: true
letter e at the end of the
Long e: queen, sea, bee
words to make new words.
Long u: June, blue, true Say the words.
Long e: bee, sea, leaf, queen
Point to and elicit the words, one at a
time. Ask the pupils to write the words
80
18 My Phcs Bk 3 Photocopiable_Ts.qxp_18 My Phcs Bk 3 Photocopiable_Ts 11/26/15 17:17 Page 87
Photocopiable Material
Story Time
© Express Publishing PHOTOCOPIABLE 83

Story Time
84 © Express Publishing PHOTOCOPIABLE

Story Time
The bats are in the cave.
They like to play a game.
What is the name Race to the wave!

of your game?
Can I play the Let’s race!

game, too?
I like this game!

Story Time

Story Time

Story Time
The little mice like to hike

to the pine every day.
They always ride their

bike and fly their kite.
The mice like rice.
Oh, no! Look at the five dice!

They take the rice from the mice!

Story Time

Story Time

Story Time
Where is my bone?
Is it under the rose?
I can get my bone. Oh,

my nose! It is a stone!
Is this my bone?
Oh, no! It is a sole!
Is this your Oh, thank you!

bone?

Story Time

Story Time

Story Time
It is June.
The dog is by the sea.
Oh, no! My jeep!
The bee can see the blue jeep.
Let’s go for tea!
Thank you. You

are the best!

Notes
Notes
Notes
Notes

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TS_my PHONICS 3.

qxp_Layout 1 11/26/15 17:03 Page 1

Jenny Dooley - Virginia Evans

MY PHONICS 3 Teacher’s Book

Jenny Dooley - Virginia Evans

The Alphabet (N-Z)

(iOS, Android, Windows,

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,

© Jenny Dooley – Virginia Evans, 2016

First published 2016

This book is not meant to be changed in any way.

Unit 1 long a (-ake, -ane, -ape) p. 2 Review 3 p. 48

Jenny Dooley – Virginia Evans

• Teacher’s Book environment, as well as revise what the pupils have

at the other pupil’s phonics card and be the first to yell

BEGINNING THE LESSON

1 Listen, point and repeat.

ENDING THE LESSON

3 Read, choose and write. pictures. Play the CD again. The

BEGINNING THE LESSON

5 Listen, point and repeat.

ENDING THE LESSON

7 Read and choose. Write. pupils to read the sentence and

BEGINNING THE LESSON

9 Listen. Read along.

10 Song (Track 09 CD1)

12 Write. Match the rhyming

13 Say the words. Circle the

ENDING THE LESSON

BEGINNING THE LESSON

1 Listen, point and repeat.

ENDING THE LESSON

4 Listen. Read and circle. Audioscript

BEGINNING THE LESSON

5 Listen, point and repeat.

ENDING THE LESSON

7 Circle and write. Audioscript

BEGINNING THE LESSON

9 Listen. Read along.

12 Colour the letters and

13 Say the words. Circle the

ENDING THE LESSON

BEGINNING THE LESSON

1 Listen. Read along.

Optional Story Time Activities

2 Circle the words in the ENDING THE LESSON

The tree should be large enough to

2 Rhyming Pairs: The pupils play in

BEGINNING THE LESSON

1 Listen, point and repeat.

ENDING THE LESSON

3 Unscramble the letters 4 Listen. Read and circle.

BEGINNING THE LESSON

5 Listen, point and repeat.

ENDING THE LESSON

7 Write. Circle the right CD again. The pupils listen and

BEGINNING THE LESSON