Phonics Book Functional English by MARIO ALBERTO GONZALEZ GARCIA

Phonics

Phonics Mario González. Licenciado en Lengua, Literatura y Lingüística de la Universidad Francisco Marroquín. Diplomados de enseñanza de idiomas y literatura de habla inglesa en la Universidad de Cambridge en Inglaterra y Postdam en Holanda. Alemania Créditos Mario González, CEO, Curriculista y Editor de Acción Humana. Ben Buckwold, CEO de ESL Library Tanya Truslet, Directora de Desarrollo de Lenguaje de ESL Library Robyn Shesterniak, Directora Creativa de ESL lIbrary Eduardo Prauze, Jefe de Ingenieria de ESL Library Julia González, Diagramadora de Acción Humana.

www.accionhumanaong.site Email: mario@accionhumanaong.info Acción Humana ONG Eje Educativo Academia de Inglés Colección Functional English Libro: Functional English 1 Este libro es propiedad de Acción Humana

MODELO BASADO EN EL CIRCULO LINGUISTICO DE PRAGA

Phonics

Phonics & Pronunciation

/ 1

/ Pronouncing /

Can you make the voiced / / sound? Follow the steps below and look at the picture. 1

Pucker your lips (push them out).

Place the tip of your tongue on the ridge behind your front teeth.

Quickly blow out a little air.

Make a sound in your throat.

Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• jam • jet • gym • juice • jellyfish

• danger • injury • pajamas • vegetable • refrigerator

• cage • badge • bridge • college • luggage

Phonics & Pronunciation

Spelling

A. Reading The / / sound can be spelled in different ways. Notice the spelling of these words.

dge

jam pajamas

gym vegetable

cage luggage

badge bridge

B. Writing Write one word from Part A that matches each spelling of the / / sound. #

Spelling

1 2

Word

Spelling

dge

Word

Phonics & Pronunciation

Comparing /

/ and /d/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /

/d/

jay

jam jog hedge page

day

dam dog head paid

Phonics & Pronunciation

Comparing /

/ and /d/ cont.

B. Listening Practice Can you hear the difference between / / and /d/? Listen to the recording. Circle the word you hear. 1

jay / day

jog / dog

jam / dam

hedge / head

page / paid

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

jay / day

jam / dam

jog / dog

hedge / head

page / paid

Phonics & Pronunciation

Answer Key 1 Pronouncing /

Go over the pronunciation of / /. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat

4 Comparing /

/ and /d/

A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. B. Listening Practice Play the recording or read out the following words.

Play the recording or read out the words and have your students repeat each one. As a follow-up or for assessment, you could point to the pictures and have students pronounce the corresponding / / word. (Answers from left to right, top to bottom: vegetable, bridge, juice, jet, jellyfish, badge, luggage, gym, pajamas, refrigerator, jam)

3 Spelling A. Reading Go over the spelling variations. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups. B. Writing Answers will vary. Tell students to pay attention to the spelling of the words from Part A as they write the words that correspond to each spelling variation.

1. 2. 3. 4. 5.

jay jam dog head page

C. Pair Work Put students into pairs. Answers will vary. This exercise will really get students to focus on their pronunciation and listening skills. When the pairs have completed this exercise, you could have students switch partners and practice again (by underlining the words this time). You can also have them practice pronouncing these words for homework and try this exercise again the next day.

Spelling Note: This lesson shows the American spelling of the word pajamas. Most other English-speaking countries spell this word this way: pyjamas. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Phonics & Pronunciation

/r/ 1

Pronouncing /r/

Can you make the voiced /r/ sound? Follow the steps below and look at the picture. 1

Open your mouth slightly.

Place your tongue midway back in your mouth.

Lower your tongue toward the bottom of your mouth.

Keep your tongue flat.

Pucker your lips slightly.

Make a sound in your throat.

(VERSION 1.1)

/r/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• rat • rain • run • write • rooster

• horse • bird • pirate • carrot • garbage

• star • door • fire • flower • teacher

(VERSION 1.1)

/r/ Phonics & Pronunciation

Spelling

A. Reading The /r/ sound can be spelled in different ways. Notice the spelling of these words.

rabbit rain

carrot arrow

write wrist

teacher flower

B. Writing Write one word from Part A for each picture. 1

(VERSION 1.1)

/r/ Phonics & Pronunciation

Comparing /r/ and /l/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /r/

/l/

right

light

rock

lock

grass

glass

pirate

pilot

tower

towel

(VERSION 1.1)

/r/ Phonics & Pronunciation

Comparing /r/ and /l/ cont.

B. Listening Practice Can you hear the difference between /r/ and /l/? Listen to the recording. Circle the word you hear. 1

right / light

grass / glass

rock / lock

pirate / pilot

tower / towel

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

right / light

rock / lock

grass / glass

pirate / pilot

tower / towel

(VERSION 1.1)

/r/ Phonics & Pronunciation

Answer Key 1 Pronouncing /r/ Go over the pronunciation of /r/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties. For fun, tell students to practice growling like an animal (have them say “grrrrr”).

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /r/ word. (Answers from left to right, top to bottom: carrot, rooster, rat, flower, teacher, write, bird, horse, door, rain, star.)

4 Comparing /r/ and /l/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /l/ if needed: https://esllibrary.com/courses/118/lessons/2766 B. Listening Practice Play the recording or read out the following words. 1. right 2. lock 3. glass

4. pirate 5. tower

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation. 1. carrot 2. rabbit 3. teacher

4. arrow 5. wrist 6. flower

(VERSION 1.1)

Phonics & Pronunciation

/b/ 1

Pronouncing /b/

Can you make the voiced /b/ sound? Follow the steps below and look at the picture. 1

Press your lips tightly together.

Push your lips back open quickly.

Make a sound in your throat.

/b/

(VERSION 1.1)

/b/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• bat • boat • bear • boot • bicycle

• table • bubble • zebra • rabbit • umbrella

• cab • cub • crab • robe • cube

(VERSION 1.1)

/b/ Phonics & Pronunciation

Spelling

A. Reading The /b/ sound can be spelled in different ways. Notice the spelling of these words.

bat zebra

rabbit bubble

cube robe

B. Writing Write one word from Part A for each picture. 1

(VERSION 1.1)

/b/ Phonics & Pronunciation

Comparing /b/ and /p/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /b/

/p/

bark

park

bill

pill

beach

peach

cub

cup

robe

rope

(VERSION 1.1)

/b/ Phonics & Pronunciation

Comparing /b/ and /p/ cont.

B. Listening Practice Can you hear the difference between /b/ and /p/? Listen to the recording. Circle the word you hear. 1

bark / park

beach / peach

bill / pill

cub / cup

robe / rope

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

bark / park

bill / pill

beach / peach

cub / cup

robe / rope

(VERSION 1.1)

/b/ Phonics & Pronunciation

Answer Key 1 Pronouncing /b/ Go over the pronunciation of /b/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /b/ word. (Answers from left to right, top to bottom: zebra, bicycle, crab, boot, cab, table, bat, bear, cub, boat, umbrella.)

4 Comparing /b/ and /p/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /p/ if needed: https://esllibrary.com/courses/118/lessons/2776 B. Listening Practice Play the recording or read out the following words. 1. park 2. bill 3. peach

4. cup 5. robe

C. Pair Work

Put students into pairs. Answers will vary. This exercise will really get students to focus on their pronunciation and listening skills. When the pairs have completed this exercise, you could have students switch partners and practice again (by underlining the words this time). You can also have them practice pronouncing these words for homework and try this exercise again the next day.

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words that correspond to each image. 1. robe 2. zebra 3. rabbit

4. cube 5. bubble 6. bat

(VERSION 1.1)

Phonics & Pronunciation

/sh/ 1

Pronouncing /sh/

Can you make the voiceless /sh/ sound? Follow the steps below and look at the picture. 1

Pucker your lips (push them out).

Place the sides of your tongue against the sides of your inner top teeth.

Slowly blow out some air.

Donâ&#x20AC;&#x2122;t make a sound in your throat.

Did You Know? The /sh/ sound is sometimes written as / / in dictionaries.

/sh/

(VERSION 1.1)

/sh/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• shirt • shorts • shoe • shark • sheep

• fishing • bashful • sunshine • emotion • musician

• wash • cash • fish • brush • English

(VERSION 1.1)

/sh/ Phonics & Pronunciation

Spelling

A. Reading The /sh/ sound can be spelled in different ways. Notice the spelling of these words.

ship wash

chef machine

emotion section

special musician

pressure tissue

sure sugar

B. Writing Write one word from Part A that matches each spelling of the /sh/ sound. #

Spelling

Word

Spelling

(VERSION 1.1)

Word

/sh/ Phonics & Pronunciation

Comparing /s/ and /sh/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /s/

/sh/

sip

ship

save

shave

sour

shower

fist

fished

gas

gash

(VERSION 1.1)

/sh/ Phonics & Pronunciation

Comparing /s/ and /sh/ cont.

B. Listening Practice Can you hear the difference between /s/ and /sh/? Listen to the recording. Circle the word you hear. 1

sip / ship

sour / shower

save / shave

fist / fished

gas / gash

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

sip / ship

save / shave

sour / shower

fist / fished

gas / gash

(VERSION 1.1)

/sh/ Phonics & Pronunciation

Answer Key 1 Pronouncing /sh/ Go over the pronunciation of /sh/. Have your students look at the diagrams and practice this sound. Get them to use a mirror if they’re having difficulties. Try holding a finger up to your lips and saying “Shh!” and then having students imitate you. Explain that this means “Be quiet!” and ask if it’s the same in their own languages.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /sh/ word. (Answers from left to right, top to bottom: shark, fishing, shorts, brush, fish, cash, wash, shoe, sheep, sunshine, shirt.)

3 Spelling A. Reading

4 Comparing /s/ and /sh/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /s/ if needed: https://esllibrary.com/ courses/118/lessons/2592 B. Listening Practice Play the recording or read out the following words. 1. ship 2. shave 3. sour

4. fished 5. gas

Go over the spelling variations. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups. B. Writing Answers will vary. Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation. Note: You may also wish to point out that the “c” in “ocean” is pronounced /sh/.

(VERSION 1.1)

Phonics & Pronunciation

/ / 1

Pronouncing / /

Can you make the voiced / / sound? Follow the steps below and look at the picture. 1

Open your mouth a bit.

Donâ&#x20AC;&#x2122;t stretch the sides of your lips out.

Make the sound in your throat.

/ /

(VERSION 1. 2)

/ / Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound • • • • •

in if it ill info

• • • • •

Middle Sound image itchy igloo insect imagine

• hit • sip • pin • six • him

(VERSION 1. 2)

• pig • lips • milk • chips • kitten

/ / Phonics & Pronunciation

Spelling

A. Reading The voiced / / sound is spelled with the letter â&#x20AC;&#x153;iâ&#x20AC;? at the beginning or in the middle of a word. Notice the spelling of these words. 1

milk

six

lips

pig

insect

B. Writing Write one word from Part A for each picture. 1

(VERSION 1. 2)

/ / Phonics & Pronunciation

Comparing / / and /i/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. / /

/i/

pill

peel

mitt

meat

fit

feet

lick

leak

hill

heel

(VERSION 1. 2)

/ / Phonics & Pronunciation

Comparing / / and /i/ cont.

B. Listening Practice Can you hear the difference between / / and /i/? Listen to the recording. Circle the word you hear. 1

pill / peel

fit / feet

mitt / meat

lick / leak

hill / heel

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

pill / peel

mitt / meat

fit / feet

lick / leak

hill / heel

(VERSION 1. 2)

/ / Phonics & Pronunciation

Answer Key 1 Pronouncing / / Go over the pronunciation of / /. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding / / word. (Answers from left to right, top to bottom: ill, insect, milk, pig, sip, six, in, chips, him, kitten, lips.)

4 Comparing / / and /i/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /i/ if needed: https://esllibrary.com/courses/118/lessons/2844 B. Listening Practice Play the recording or read out the following words. 1. pill 2. meat 3. fit

4. lick 5. heel

C. Pair Work

3 Spelling A. Reading Have your students read the words silently, or ask different students to read a word out loud. If your students can handle it, you may wish to point out that “y” can also represent the / / sound (e.g., myth, typical).

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures. 1. insect 2. six 3. lips

4. in 5. milk 6. pig

(VERSION 1. 2)

Phonics & Pronunciation

/g/ 1

Pronouncing /g/

Can you make the voiced /g/ sound? Follow the steps below and look at the picture. 1

Open your mouth just a little bit.

Lower the tip of your tongue near the back of your bottom teeth.

Put the back of your tongue against the back of the roof of your mouth.

Let a puff of air escape while making a sound in your throat.

/g/

/g/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• go • game • goat • guitar • glasses

• again • wagon • foggy • juggle • jogging

• bag • dog • egg • frog • ladybug

/g/ Phonics & Pronunciation

Spelling

A. Reading The /g/ sound can be spelled in different ways. Notice the spelling of these words.

frog

egg

juggle

wagon

ladybug

foggy

jogging

B. Writing Write one word from Part A for each picture. 1

/g/ Phonics & Pronunciation

Comparing /g/ and /

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /g/

get gawk

jet jock

goose

juice

bag

badge

dog

dodge

/g/ Phonics & Pronunciation

Comparing /g/ and /

/ cont.

B. Listening Practice Can you hear the difference between /g/ and /d3/? Listen to the recording. Circle the word you hear. 1

get / jet

goose / juice

gawk / jock

bag / badge

dog / dodge

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

get / jet

gawk / jock

goose / juice

bag / badge

dog / dodge

/g/ Phonics & Pronunciation

Answer Key 1 Pronouncing /g/ Go over the pronunciation of /g/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /g/ word. (Answers from left to right, top to bottom: ladybug, game, dog, foggy, glasses, bag, guitar, go, wagon, egg, juggle)

3 Spelling A. Reading Go over the spelling variations. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups. B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures. 1. juggle 2. egg 3. frog

4 Comparing /g/ and /

A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. B. Listening Practice Play the recording or read out the following words. 1. get 2. jock 3. juice

4. bag 5. dog

Editor’s Note: Please note that this lesson covers the typical North American pronunciation of /g/. Pronunciation of this sound may differ by country and/or region.

4. wagon 5. go 6. ladybug

Phonics

/th/ (voiceless) 1

Pronouncing /th/

Can you make the voiceless /th/ sound? Follow the steps below and look at the picture. 1

Place your tongue between your teeth.

Blow some air out.

Donâ&#x20AC;&#x2122;t make a sound in your throat.

Did You Know? The voiceless /th/ sound is sometimes written as â&#x20AC;&#x201C;/ in dictionaries. /0

/th/

(VERSION 1.0)

/th/ (voiceless) Phonics

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• thanks • thumb • three • thin • thick

• birthday • toothbrush • bathtub • healthy • earthquake

• tooth • month • both • math • fourth

(VERSION 1.0)

/th/ (voiceless) Phonics

Spelling

A. Reading The voiceless /th/ sound is always spelled with the letters “t” and “h.” Notice the spelling of these words. 1

thick

bathtub

tooth

thumb

toothbrush

math

B. Writing Write a word from Part A for each picture. 1

(VERSION 1.0)

/th/ (voiceless) Phonics

Comparing /t/ and /th/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /t/

/th/

tin

thin

tree

three

tick

thick

boat

both

fort

fourth

(VERSION 1.0)

/th/ (voiceless) Phonics

Comparing /t/ and /th/ cont.

B. Listening Practice Can you hear the difference between /t/ and /th/? Listen to the recording. Circle the word you hear. 1

tin / thin

tick / thick

tree / three

boat / both

fort / fourth

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

tin / thin

tree / three

tick / thick

boat / both

fort / fourth

(VERSION 1.0)

/th/ (voiceless) Phonics

Answer Key 1 Pronouncing /th/ Go over the pronunciation of voiceless /th/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /th/ word. (Answers from left to right, top to bottom: thin, tooth, month, bathtub, birthday, math, fourth, thumb, toothbrush, three, thick.)

4 Comparing /t/ and /th/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /t/ if needed: https://esllibrary.com/ courses/118/lessons/2593 B. Listening Practice Play the recording or read out the following words. 1. thin 2. tree 3. tick

4. both 5. fort

C. Pair Work

3 Spelling A. Reading Have your students read the words silently, or ask different students to read a word out loud.

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures. 1. tooth 2. thumb 3. thick

4. bathtub 5. toothbrush 6. math

(VERSION 1.0)

Phonics & Pronunciation

/l/ 1

Pronouncing /l/

Can you make the voiced /l/ sound? Follow the steps below and look at the picture. 1

Open your mouth slightly.

Place the tip of your tongue behind your upper front teeth.

Make a sound in your throat.

/l/

(VERSION 1. 2)

/l/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• leaf • lock • lion • lemon • light bulb

• glass • salad • pillow • elephant • jellyfish

• snail • bell • girl • camel • bubble

(VERSION 1. 2)

/l/ Phonics & Pronunciation

Spelling

A. Reading The /l/ sound can be spelled in different ways. Notice the spelling of these words.

leaf lips

pillow jellyfish

cradle bubble

camel heel

B. Writing Write one word from Part A for each picture. 1

(VERSION 1. 2)

/l/ Phonics & Pronunciation

Comparing /l/ and /r/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /l/

/r/

lamb

ram

locket

rocket

clown

crown

belly

berry

bell

bear

(VERSION 1. 2)

/l/ Phonics & Pronunciation

Comparing /l/ and /r/ cont.

B. Listening Practice Can you hear the difference between /l/ and /r/? Listen to the recording. Circle the word you hear. 1

lamb / ram

clown / crown

locket / rocket

belly / berry

bell / bear

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

lamb / ram

locket / rocket

clown / crown

belly / berry

bell / bear

(VERSION 1. 2)

/l/ Phonics & Pronunciation

Answer Key 1 Pronouncing /l/ Go over the pronunciation of /l/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. If students are having trouble with this sound, you could have them flick their tongues against their upper front teeth when /l/ is an initial or middle sound, and hold the tips of their tongues against their upper front teeth when /l/ is a final sound. You may also wish to point out that “light bulb” also contains /l/ as the second-to-last sound. For this position, students should also momentarily hold the tips of their tongues against their upper front teeth (and not flick). Other examples include world, bald, and felt. As a follow-up to this task, you could point to the pictures and have students shout out the corresponding /l/ word. (Answers from left to right, top to bottom: camel, lock, snail, lemon, pillow, leaf, glass, lion, light bulb, bell, elephant.)

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation. 1. camel 2. bubble 3. lips

4. heel 5. cradle 6. jellyfish

4 Comparing /l/ and /r/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /r/ if needed: https://esllibrary.com/courses/118/lessons/2765 B. Listening Practice Play the recording or read out the following words. 1. lamb 2. locket 3. crown

4. berry 5. bell

(VERSION 1. 2)

Phonics & Pronunciation

/f/ 1

Pronouncing /f/

Can you make the unvoiced /f/ sound? Follow the steps below and look at the picture. 1

Place your front teeth on your bottom lip.

Push some air out.

Donâ&#x20AC;&#x2122;t make a sound in your throat.

/f/

(VERSION 1.1)

/f/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• feet • four • phone • frog • flower

• sofa • breakfast • coffee • dolphin • elephant

• half • roof • knife • graph • laugh

(VERSION 1.1)

/f/ Phonics & Pronunciation

Spelling

A. Reading The /f/ sound can be spelled in different ways. Notice the spelling of these words.

fish leaf

waffle coffee

knife wife

phone graph

laugh cough

B. Writing Write one word from Part A that matches each spelling of the /f/ sound. #

Spelling

Word

Spelling

(VERSION 1.1)

Word

/f/ Phonics & Pronunciation

Comparing /f/ and /v/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /f/

/v/

fan

van

fine

vine

few

view

safe

save

surf

serve

(VERSION 1.1)

/f/ Phonics & Pronunciation

Comparing /f/ and /v/ cont.

B. Listening Practice Can you hear the difference between /f/ and /v/? Listen to the recording. Circle the word you hear. 1

fan / van

few / view

fine / vine

safe / save

surf / serve

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

fan / van

fine / vine

few / view

safe / save

surf / serve

(VERSION 1.1)

/f/ Phonics & Pronunciation

Answer Key 1 Pronouncing /f/ Go over the pronunciation of /f/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /f/ word. (Answers from left to right, top to bottom: phone, feet, sofa, breakfast, laugh, dolphin, frog, half, knife, coffee, flower.)

4 Comparing /f/ and /v/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /v/ if needed: https://esllibrary.com/courses/118/lessons/2814 B. Listening Practice Play the recording or read out the following words. 1. van 2. fine 3. view

4. safe 5. surf

B. Writing Answers will vary. Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation.

(VERSION 1.1)

Phonics & Pronunciation

/ch/ 1

Pronouncing /ch/

Can you make the voiceless /ch/ sound? Follow the steps below and look at the picture. 1

Pucker your lips (push them out).

Place the tip of your tongue on the ridge behind your front teeth.

Place the sides of your tongue against the sides of your inner top teeth.

Quickly blow out a little air.

Donâ&#x20AC;&#x2122;t make a sound in your throat.

Did You Know? The /ch/ sound is sometimes written as /t / in dictionaries.

(VERSION 1.1)

/ch/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• chin • chair • cheese • church • chocolate

• teacher • ketchup • kitchen • picture • furniture

• watch • catch • beach • couch • French

(VERSION 1.1)

/ch/ Phonics & Pronunciation

Spelling

A. Reading The /ch/ sound can be spelled in different ways. Notice the spelling of these words.

tch

cheese church

watch ketchup

picture furniture

B. Writing Write a word from Part A for each picture. 1

(VERSION 1.1)

/ch/ Phonics & Pronunciation

Comparing /sh/ and /ch/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /sh/

/ch/

shin

chin

ship

chip

sheep

cheap

wash

watch

cash

catch

(VERSION 1.1)

/ch/ Phonics & Pronunciation

Comparing /sh/ and /ch/ cont.

B. Listening Practice Can you hear the difference between /sh/ and /ch/? Listen to the recording. Circle the word you hear. 1

shin / chin

sheep / cheap

ship / chip

wash / watch

cash / catch

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

shin / chin

ship / chip

sheep / cheap

wash / watch

cash / catch

(VERSION 1.1)

/ch/ Phonics & Pronunciation

Answer Key 1 Pronouncing /ch/

4 Comparing /sh/ and /ch/

Go over the pronunciation of /ch/. Have your students look at the diagrams and practice this sound. Get them to use a mirror if they’re having difficulties. Note: If your students can handle it, you may wish to point out that English speakers often reduce “chocolate” to two syllables: / t a kl t/

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /ch/ word. (Answers from left to right, top to bottom: watch, church, furniture, beach, cheese, catch, ketchup, picture, couch, chair, teacher, chocolate, chin.)

3 Spelling A. Reading

A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /sh/ if needed: https://esllibrary.com/courses/118/lessons/2748 B. Listening Practice Play the recording or read out the following words. 1. chin 2. ship 3. sheep

4. watch 5. cash

Go over the spelling variations. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups.

Editor’s Note:

B. Writing

As a follow-up, try our Grammar & Usage Resource on Spelling Rules: ch & tch (https://esllibrary.com/resources/2746).

Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures.

This resource includes a handy reference chart of the three spelling rules and a “listen and write” task for practice.

1. watch 2. cheese

3. furniture 4. picture

5. church 6. ketchup

(VERSION 1.1)

Phonics & Pronunciation

/z/ 1

Pronouncing /z/

Can you make the voiced /z/ sound? Follow the steps below and look at the picture. 1

Open your lips just a little bit.

Put your teeth together.

Make a loud buzzing noise through your teeth.

/z/

(VERSION 1. 1)

/z/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• zoo • zero • zebra • zipper • zucchini

• pizza • daisy • lizard • puzzle • scissors

• keys • nose • jazz • shells • trapeze

(VERSION 1. 1)

/z/ Phonics & Pronunciation

Spelling

A. Reading The /z/ sound can be spelled in different ways. Notice the spelling of these words.

zebra lizard

jazz pizza

size trapeze

keys daisy

scissors dessert

nose cheese

B. Writing Write one word from Part A that matches each spelling of the /z/ sound. #

Spelling

Word

Spelling

(VERSION 1. 1)

Word

/z/ Phonics & Pronunciation

Comparing /z/ and /s/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /z/

/s/

zap

sap

rise

rice

eyes

ice

his

hiss

muzzle

muscle

(VERSION 1. 1)

/z/ Phonics & Pronunciation

Comparing /z/ and /s/ cont.

B. Listening Practice Can you hear the difference between /z/ and /s/? Listen to the recording. Circle the word you hear. 1

zap / sap

eyes / ice

rise / rice

his / hiss

muzzle / muscle

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

zap / sap

rise / rice

eyes / ice

his / hiss

muzzle / muscle

(VERSION 1. 1)

/z/ Phonics & Pronunciation

Answer Key 1 Pronouncing /s/ Go over the pronunciation of /z/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties. It might be fun to have them imagine they’re posing for a picture and get them to say “cheese.” You could also have them imagine that they’re bees flying around the class making buzzing sounds.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /s/ word. (Answers from left to right, top to bottom: daisy, jazz, keys, lizard, nose, pizza, scissors, trapeze, zebra, zoo, zipper.)

3 Spelling

4 Comparing /z/ and /s/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /s/ if needed: https://esllibrary.com/ courses/118/lessons/2944 B. Listening Practice Play the recording or read out the following words. 1. zap 2. rice 3. eyes

4. his 5. muscle

A. Reading Go over the spelling variations. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups. B. Writing Answers will vary. Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation.

(VERSION 1. 1)

Phonics & Pronunciation

/ / 1

Pronouncing / /

Can you make the voiced / / sound? Follow the steps below and look at the picture. 1

Open your mouth halfway.

Stretch the sides of your lips a little bit.

Make a sound in your throat.

/ /

/ / Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

• ant • add • ask • apple • alligator

• bat • fan • lamp • glasses • bathtub

/ / Phonics & Pronunciation

Spelling

A. Reading The voiced / / sound is almost always spelled with the letter â&#x20AC;&#x153;a.â&#x20AC;? Notice the spelling of these words. 1

apple

fan

bat

bathtub

lamp

alligator

B. Writing Write one word from Part A for each picture. 1

/ / Phonics & Pronunciation

Comparing / / and /a/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. / /

/a/

cat

cot

map

mop

sack

sock

bat rack

bought rock

/ / Phonics & Pronunciation

Comparing / / and /a/ cont.

B. Listening Practice Can you hear the difference between / / and /a/? Listen to the recording. Circle the word you hear. 1

cat / cot

sack / sock

map / mop

bat / bought

rack / rock

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

cat / cot

map / mop

sack / sock

bat / bought

rack / rock

/ / Phonics & Pronunciation

Answer Key 3 Spelling

Editor’s Note: Please note that this lesson covers the typical North American pronunciation of / /. Pronunciation of this sound may differ by country and/or region.

1 Pronouncing /

Go over the pronunciation of / /. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one.

A. Reading Go over the spelling for / /. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups. B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures. 1. lamp 2. bat 3. alligator

4. bathtub 5. apple 6. fan

(continued on the next page...)

As a follow-up, point to the pictures and have students shout out the corresponding / / word. (Answers from left to right, top to bottom: ant, apple, fan, bat, add, alligator, ask, bathtub, glasses, lamp)

/ / Phonics & Pronunciation

Answer Key cont. 4 â&#x20AC;&#x201A; Comparing /

/ and /a/

A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /a/ if needed: https://esllibrary.com/courses/118/lessons/3127 B. Listening Practice Play the recording or read out the following words. 1. cot 2. mop 3. sock

4. bat 5. rack

Editorâ&#x20AC;&#x2122;s Note: We have chosen not to include the final / / sound in this lesson since it is most often pronounced with a schwa when speaking naturally (e.g., "pizza" is pronounced /pi z /). If you want your students to practice the final / / sound, you could have them repeat "ha ha ha."

Phonics & Pronunciation

/th/ (voiced) 1

Pronouncing /th/

Can you make the voiced /th/ sound? Follow the steps below and look at the picture. 1

Place your tongue between your teeth.

Make a sound as you blow air out.

Feel your throat moving.

Did You Know? The voiced /th/ sound is sometimes written as /รฐ/ in dictionaries.

/th/

(VERSION 1.0)

/th/ (voiced) Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• the • this • that • there • they

• mother • father • weather • feather • clothing

• bathe • breathe • clothe • teethe • smooth

(VERSION 1.0)

/th/ (voiced) Phonics & Pronunciation

Spelling

A. Reading The voiced /th/ sound is spelled with the letters “t” and “h.” At the end of a word, it is often spelled “the.” Notice the spelling of these words. 1

that

weather

teethe

there

clothing

bathe

B. Writing Write a word from Part A for each picture. 1

(VERSION 1.0)

/th/ (voiced) Phonics & Pronunciation

Comparing /th/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /th/ (voiceless)

/th/ (voiced)

bath

bathe

(noun)

(verb)

cloth

clothe

(noun)

(verb)

teeth

teethe

(noun)

(verb)

breath

breathe

(noun)

(verb)

wreath

wreathe

(noun)

(verb)

(VERSION 1.0)

/th/ (voiced) Phonics & Pronunciation

Comparing /th/ cont.

B. Listening Practice Can you hear the difference between voiceless /th/ and voiced /th/? Listen to the recording. Circle the word you hear. 1

bath / bathe

teeth / teethe

cloth / clothe

breath / breathe

wreath / wreathe

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

bath / bathe

cloth / clothe

teeth / teethe

breath / breathe

wreath / wreathe

(VERSION 1.0)

/th/ (voiced) Phonics & Pronunciation

Answer Key 1 Pronouncing /th/ Go over the pronunciation of voiced /th/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /th/ word. (Answers from left to right, top to bottom: clothing, mother, weather, clothe, there, teethe, bathe, this, they, father, smooth, feather, breathe, that.)

4 Comparing /th/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of voiceless /th/ if needed: https://esllibrary.com/courses/118/lessons/2731 B. Listening Practice Play the recording or read out the following words. 1. bathe 2. cloth 3. teethe

4. breathe 5. wreath

C. Pair Work

3 Spelling A. Reading Have your students read the words silently, or ask different students to read a word out loud.

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures. 1. bathe 2. that 3. teethe

4. weather 5. there 6. clothing

Editor’s Note: You may wish to point out that some words in this lesson aren’t commonly heard in everyday conversation (e.g., wreathe, clothe, teethe, bathe). Tell students to concentrate on the pronunciation differences rather than the meanings of the words in the minimal pair exercises on pages 4 and 5.

(VERSION 1.0)

Phonics & Pronunciation

/p/ 1

Pronouncing /p/

Can you make the voiceless /p/ sound? Follow the steps below and look at the picture. 1

Press your lips tightly together.

Push your lips back open quickly and let some air out.

Donâ&#x20AC;&#x2122;t make a sound in your throat.

/p/

(VERSION 1.1)

/p/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• pig • peas • pencil • pack • pear

• hippo • pepper • happy • people • puppy

• sheep • rope • soup • grapes • lamp

(VERSION 1.1)

/p/ Phonics & Pronunciation

Spelling

A. Reading The /p/ sound can be spelled in different ways. Notice the spelling of these words.

pig soup

happy pepper

rope grapes

B. Writing Write one word from Part A for each picture. 1

(VERSION 1.1)

/p/ Phonics & Pronunciation

Comparing /p/ and /b/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /p/

/b/

pack

back

peas

bees

bin

pear

bear

cap

cab

(VERSION 1.1)

/p/ Phonics & Pronunciation

Comparing /p/ and /b/ cont.

B. Listening Practice Can you hear the difference between /p/ and /b/? Listen to the recording. Circle the word you hear. 1

pack / back

pin / bin

peas / bees

pear / bear

cap / cab

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

pack / back

peas / bees

pin / bin

pear / bear

cap / cab

(VERSION 1.1)

/p/ Phonics & Pronunciation

Answer Key 1 Pronouncing /p/ Go over the pronunciation of /p/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /p/ word. (Answers from left to right, top to bottom: pack, puppy, grapes, peas, lamp, hippo, pencil, soup, sheep, pepper, pig.)

4 Comparing /p/ and /b/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /b/ if needed: https://esllibrary.com/courses/118/lessons/2777 B. Listening Practice Play the recording or read out the following words. 1. back 2. bees 3. bin

4. pear 5. cap

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each picture. 1. grapes 2. soup 3. pig

4. pepper 5. rope 6. happy

(VERSION 1.1)

Phonics & Pronunciation

/v/ 1

Pronouncing /v/

Can you make the voiced /v/ sound? Follow the steps below and look at the picture. 1

Place your front teeth on your bottom lip.

Push some air out.

Make a sound in your throat.

/v/

(VERSION 1.0)

/v/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• van • violin • vacuum • volcano • vegetables

• ivy • fever • shovel • beaver • avocado

• five • wave • glove • leave • microwave

(VERSION 1.0)

/v/ Phonics & Pronunciation

Spelling

A. Reading The voiced /v/ sound is spelled with the letter “v” at the beginning or in the middle of a word. At the end of a word, it is spelled “ve.” Notice the spelling of these words. 1

violin

ivy

five

volcano

avocado

microwave

B. Writing Write a word from Part A for each picture. 1

(VERSION 1.0)

/v/ Phonics & Pronunciation

Comparing /v/ and /f/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /v/

/f/

vast

fast

vault

fault

veil

fail

leave

leaf

reviews

refuse

(VERSION 1.0)

/v/ Phonics & Pronunciation

Comparing /v/ and /f/ cont.

B. Listening Practice Can you hear the difference between /v/ and /f/? Listen to the recording. Circle the word you hear. 1

vast / fast

veil / fail

vault / fault

leave / leaf

reviews / refuse

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

vast / fast

vault / fault

veil / fail

leave / leaf

reviews / refuse

(VERSION 1.0)

/v/ Phonics & Pronunciation

Answer Key 1 Pronouncing /v/ Go over the pronunciation of /v/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /v/ word. (Answers from left to right, top to bottom: five, ivy, vegetables, violin, vacuum, van, microwave, fever, avocado, beaver, shovel.)

4 Comparing /v/ and /f/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /f/ if needed: https://esllibrary.com/courses/118/lessons/2813 B. Listening Practice Play the recording or read out the following words. 1. fast 2. fault 3. veil

4. leave 5. reviews

B. Writing Tell students to pay attention to the spelling of the words from Part A as they write the words under the corresponding pictures. 1. avocado 2. five 3. microwave

4. violin 5. volcano 6. ivy

(VERSION 1.0)

Phonics & Pronunciation

/i/ 1

Pronouncing /i/

Can you make the voiced /i/ sound? Follow the steps below and look at the picture. 1

Open your mouth just a little bit.

Stretch the sides of your lips out as far as you can.

Make a sound in your throat.

/i/

(VERSION 1.0)

/i/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• • • • •

• cheese • feet • leaf • athlete • teacher

• me • sea • tree • key • city

eel eat ear eve equal

(VERSION 1.0)

/i/ Phonics & Pronunciation

Spelling

A. Reading The /i/ sound can be spelled in different ways. Notice the spelling of these words.

y/ey

three sneeze

eagle seat

either ceiling

thief field

be eve

happy chimney

B. Writing Write one word from Part A that matches each spelling of the /i/ sound. #

Spelling

Word

Spelling

y/ey

(VERSION 1.0)

Word

/i/ Phonics & Pronunciation

Comparing /i/ and / /

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /i/

/ /

eel

ill

sheep

ship

cheek

chick

heat

hit

bean

bin

(VERSION 1.0)

/i/ Phonics & Pronunciation

Comparing /i/ and / / cont.

B. Listening Practice Can you hear the difference between /i/ and / /? Listen to the recording. Circle the word you hear. 1

eel / ill

cheek / chick

sheep / ship

heat / hit

bean / bin

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

eel / ill

sheep / ship

cheek / chick

heat / hit

bean / bin

(VERSION 1.0)

/i/ Phonics & Pronunciation

Answer Key 1 Pronouncing /i/ Go over the pronunciation of /i/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties. It might be fun to tell them to imagine they’re posing for a picture and get them to say “Cheese!”

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /i/ word. (Answers from left to right, top to bottom: tree, equal, leaf, eel, eat, cheese, sea, me, city, athlete, teacher)

4 Comparing /i/ and / / A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of / / if needed: https://esllibrary.com/courses/118/lessons/2843 B. Listening Practice Play the recording or read out the following words. 1. ill 2. ship 3. cheek

4. heat 5. bin

B. Writing Answers will vary. Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation.

(VERSION 1.0)

Phonics & Pronunciation

/s/ 1

Pronouncing /s/

Can you make the voiceless /s/ sound? Follow the steps below and look at the picture. 1

Open your lips just a little bit.

Put your teeth together.

Make a hissing noise through your teeth.

/s/

(VERSION 1.0)

/s/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• sun • sea • city • snake • school

• pencil • muscle • dresser • bicycle • baseball

• bus • face • horse • dress • grapes

(VERSION 1.0)

/s/ Phonics & Pronunciation

Spelling

A. Reading The /s/ sound can be spelled in different ways. Notice the spelling of these words.

sun grapes

grass dresser

horse mouse

city pencil

face fence

B. Writing Write one word from Part A that matches each spelling of the /s/ sound. #

Spelling

Word

Spelling

(VERSION 1.0)

Word

/s/ Phonics & Pronunciation

Comparing /s/ and /z/

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /s/

/z/

sip

zip

Sue

zoo

bus

buzz

loose

lose

peace

peas

(VERSION 1.0)

/s/ Phonics & Pronunciation

Comparing /s/ and /z/ cont.

B. Listening Practice Can you hear the difference between /s/ and /z/? Listen to the recording. Circle the word you hear. 1

sip / zip

bus / buzz

Sue / zoo

loose / lose

peace / peas

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

sip / zip

Sue / zoo

bus / buzz

loose / lose

peace / peas

(VERSION 1.0)

/s/ Phonics & Pronunciation

Answer Key 1 Pronouncing /s/ Go over the pronunciation of /s/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties. It might be fun to have them imagine they’re snakes hissing at each other.

2 Listen and Repeat

4 Comparing /s/ and /z/ A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of /z/ if needed: https://esllibrary.com/ courses/118/lessons/2945 B. Listening Practice Play the recording or read out the following words.

Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /s/ word. (Answers from left to right, top to bottom: baseball, city, dress, dresser, face, grapes, horse, pencil, muscle, snake, sun.)

3 Spelling A. Reading

1. zip 2. zoo 3. buzz

4. loose 5. peace

(VERSION 1.0)

Phonics & Pronunciation

/a/ 1

Pronouncing /a/

Can you make the voiced /a/ sound? Follow the steps below and look at the picture. 1

Open your mouth a lot.

Donâ&#x20AC;&#x2122;t stretch out the sides of your lips.

Make a sound in your throat.

/a/

/a/ Phonics & Pronunciation

Listen and Repeat

Listen to the recording and repeat the words you hear. Initial Sound

Middle Sound

Final Sound

• otter • awful • autumn • August • awesome

• cop • hawk • cough • bought • haunted

• paw • jaw • saw • claw • straw

/a/ Phonics & Pronunciation

Spelling

A. Reading The /a/ sound can be spelled in different ways. Notice the spelling of these words.

cop otter

cough bought

autumn haunted

hawk straw

B. Writing Write one word from Part A for each picture. 1

/a/ Phonics & Pronunciation

Comparing /a/ and / /

A. Pronunciation Practice Listen to the recording and repeat the words you hear. /a/

/ /

hot

cop

hat

cap

pot

pat

knot

gnat

shock

shack

/a/ Phonics & Pronunciation

Comparing /a/ and / / cont.

B. Listening Practice Can you hear the difference between /a/ and / /? Listen to the recording. Circle the word you hear. 1

hot / hat

pot / pat

cop / cap

knot / gnat

shock / shack

C. Pair Work Circle one word from each pair in Set 1. Then say those five words to your partner. Your partner will use Set 2 to circle the words he/she hears. Then switch roles.

Set 1:

Set 2:

My Pronunciation

My Partner’s Pronunciation

hot / hat

cop / cap

pot / pat

knot / gnat

shock / shack

/a/ Phonics & Pronunciation

Answer Key Editor’s Note: Please note that this lesson covers the typical North American pronunciation of /a/. Pronunciation of this sound may differ by country and/or region.

1 Pronouncing /a/ Go over the pronunciation of /a/. Have your students look at the diagram and practice this sound. Get them to use a mirror if they’re having difficulties.

2 Listen and Repeat Play the recording or read out the words and have your students repeat each one. As a follow-up, you could point to the pictures and have students shout out the corresponding /a/ word. (Answers from left to right, top to bottom: cop, jaw, otter, bought, hawk, autumn, cough, straw, haunted, paw)

3 Spelling A. Reading Go over the spelling variations. Have your students read the words silently, or ask different students to read a word out loud. You could also brainstorm more examples as a class or in small groups. You may wish to point out that some regions in North America also pronounce some words with the letter “a” as /a/ (e.g., “father”). B. Writing Tell students to pay attention to the spelling of the words from Part A as they write words that correspond to each spelling variation. 1. hawk 2. cop 3. cough

4. straw 5. autumn 6. bought

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/a/ Phonics & Pronunciation

Answer Key cont. 4 â&#x20AC;&#x201A; Comparing /a/ and /

A. Pronunciation Practice Play the recording or read out the words and have your students repeat each minimal pair. Review the pronunciation of / / if needed: https://esllibrary.com/courses/118/lessons/3129 B. Listening Practice Play the recording or read out the following words. 1. hot 2. cap 3. pat

4. knot 5. shock

Phonics & Pronunciation

Syllables 1 Syllables are parts of a word. How many syllables are in a word? That depends on the number of vowel sounds. Each vowel sound is one syllable. Listen to these examples: Word

Vowel Sounds

Number of Syllables

tea

/i/

boat

/o/

apple

/æ/, / /

people

/i/, / /

hamburger

/æ/, / /, / /

bicycle

/ay/, / /, / /

e e

Did You Notice? The sound of a vowel is more important than the spelling. For example, the word “tree” is spelled with two vowels (e + e), but there is only one sound (the long “e” sound). This means the word “tree” has only one syllable.

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Syllables 1 Phonics & Pronunciation

Listening

Look at the pictures and listen to the words. Check the number of syllables you hear. Remember to listen for vowel sounds!

Picture

1 Syllable

2 Syllables

3 Syllables

ď&#x20AC;&#x152;

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Syllables 1 Phonics & Pronunciation

1 #

Listening cont. Picture

1 Syllable

2 Syllables

3 Syllables

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Syllables 1 Phonics & Pronunciation

Spelling

Say these words out loud. Check off the number of syllables for each word. Don’t look back at pages 2 and 3! Remember that vowel sounds are more important than the spelling of a word.

Word

guitar

tomato

photograph

ocean

chair

table

1 Syllable

2 Syllables

3 Syllables



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Syllables 1 Phonics & Pronunciation

Spelling cont.

Word

dog

cheese

computer

phone

flower

1 Syllable

2 Syllables

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3 Syllables

Syllables 1 Phonics & Pronunciation

Writing

Divide the words into syllables. Write the syllables in the chart below.

Word

1st Syllable

2nd Syllable

guitar

gui

tar

flower

phone

photograph

ocean

computer

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3rd Syllable

Syllables 1 Phonics & Pronunciation

Writing cont.

Word

chair

table

tomato

dog

cheese

1st Syllable

2nd Syllable

(VERSION 1.3)

3rd Syllable

Syllables 1 Phonics & Pronunciation

Pair Work

Ask your partner these questions. Circle your partnerâ&#x20AC;&#x2122;s answer. Write the number of syllables.

Question

Answer

Whatâ&#x20AC;&#x2122;s your favorite breakfast food?

Which vegetable do you like the most?

Which fruit do you like the most?

Which drink do you like the most?

Which dessert do you like the most?

What do you want to eat the most?

# of Syllables

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Syllables 1 Phonics & Pronunciation

Group Work

What other words have 1, 2, or 3 syllables? Think of some words with your group to add to the list. 1 Syllable

2 Syllables

3 Syllables

dog

flower

computer

chair

table

photograph

phone

ocean

tomato

cheese

guitar

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Syllables 1 Phonics & Pronunciation

Quiz

Listen to the words. Circle the number of syllables you hear. 1

a) 1 syllable

b) 2 syllables

c) 3 syllables

a) 1 syllable

b) 2 syllables

c) 3 syllables

a) 1 syllable

b) 2 syllables

c) 3 syllables

a) 1 syllable

b) 2 syllables

c) 3 syllables

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Syllables 1 Phonics & Pronunciation

Answer Key 1 Listening

3 Writing

Transcript: Ex. guitar 1. dog 2. flower 3. computer 4. cheese 5. table

6. phone 7. photograph 8. chair 9. ocean 10. tomato

Note that most dictionaries show “er” as a separate syllable (in #1 and #5). You may need to point this out to your students as it isn’t obvious based on pronunciation.

Answers: 1. 2. 3. 4. 5.

1 syllable 2 syllables 3 syllables 1 syllable 2 syllables

6. 1 syllable 7. 3 syllables 8. 1 syllable 9. 2 syllables 10. 3 syllables

2 Spelling 1. 2. 3. 4. 5.

3 syllables 3 syllables 2 syllables 1 syllable 2 syllables

6. 1 syllable 7. 1 syllable 8. 3 syllables 9. 1 syllable 10. 2 syllables

1st Syllable

2nd Syllable

flow

phone

pho

cean

com

put

chair

ble

dog

cheese

3rd Syllable

graph

(continued on the next page...)

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Syllables 1 Phonics & Pronunciation

Answer Key cont. 4 Pair Work

6 Quiz

1 Syllable

2 Syllables

3 Syllables

peas

carrot

tomato

grapes

apple

banana

tea

coffee

lemonade

pie

doughnut

marshmallows

cake

pizza

hamburger

5 Group Work

Transcript: 1. 2. 3. 4. 5.

ocean photograph cheese tomato table

6. dog 7. chair 8. flower 9. phone 10. computer

Answers: 1. b 2. c 3. a 4. c 5. b

6. a 7. a 8. b 9. a 10. c

You can choose to do this activity in pairs, small groups, or large groups. You could also do it together as a class. Help students with spelling and pronunciation. To wrap up this activity, you could have groups share some of their words and write them on the board.

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Phonics & Pronunciation

Syllables 2 Syllables are parts of a word. The number of syllables in a word depends on the number of vowel sounds. Each vowel sound is one syllable. Listen to these nouns: Word

Vowel Sounds

Number of Syllables

door

/o/

sofa

/o/, /æ/

family

/æ/, / /, /i/

avocado

/æ/, /o/, /æ/, /o/

Did You Notice? The sound of a vowel is more important than the spelling. For example, the word “cheese” is spelled with three vowels (e + e + e), but there is only one sound (the long /i/ sound). This means the word “cheese” has only one syllable.

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Syllables 2 Phonics & Pronunciation

Listening

Look at the pictures and listen to the words. Check the number of syllables you hear. Remember to listen for vowel sounds!

Picture

1 Syllable

2 Syllables

3 Syllables

4 Syllables

ď&#x20AC;&#x152;

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Syllables 2 Phonics & Pronunciation

1 #

Listening cont. Picture

1 Syllable

2 Syllables

3 Syllables

4 Syllables

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Syllables 2 Phonics & Pronunciation

Spelling

Say these words out loud. Check off the number of syllables for each word. Remember that vowel sounds are more important than the spelling of a word.

Word

1 Syllable

knee

ď&#x20AC;&#x152;

January

bank

dinosaur

eleven

Friday

2 Syllables

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3 Syllables

4 Syllables

Syllables 2 Phonics & Pronunciation

Spelling cont.

Word

aquarium

bird

window

river

library

1 Syllable

2 Syllables

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3 Syllables

4 Syllables

Syllables 2 Phonics & Pronunciation

Writing

Divide the words into syllables. Write the syllables in the chart below. Tip In writing, syllables are often divided between two consonants.

Word

1st Syllable

2nd Syllable

3rd Syllable

furniture

fur

ture

umbrella

fingers

toes

bicycle

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4th Syllable

Syllables 2 Phonics & Pronunciation

Writing cont.

Word

occupation

tennis

patio

strawberry

environment

mountain

1st Syllable

2nd Syllable

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3rd Syllable

4th Syllable

Syllables 2 Phonics & Pronunciation

Pair Work

Ask your partner these questions. Circle your partnerâ&#x20AC;&#x2122;s answer. Write the number of syllables.

Question

Answer

How do you usually get around?

Which animal is your favorite?

Which bug do you like the least?

What time do you usually wake up on Saturdays?

Which shape is your favorite?

Which sport do you like the most?

# of Syllables

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Syllables 2 Phonics & Pronunciation

Group Work

What other words have 1, 2, 3, or 4 syllables? Think of some words with your group to add to the list. 1 Syllable

2 Syllables

3 Syllables

4 Syllables

fish

homework

banana

February

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Syllables 2 Phonics & Pronunciation

Quiz

Listen to the words. Circle the number of syllables you hear. 1

a) 1 syllable

b) 2 syllables

c) 3 syllables

d) 4 syllables

a) 1 syllable

b) 2 syllables

c) 3 syllables

d) 4 syllables

a) 1 syllable

b) 2 syllables

c) 3 syllables

d) 4 syllables

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Syllables 2 Phonics & Pronunciation

Answer Key 1 Listening

3 Writing

Transcript: 1. 2. 3. 4. 5.

helicopter pillow television eyes volcano

6. watermelon 7. chair 8. elephant 9. caterpillar 10. toothbrush

Answers: 1. 2. 3. 4. 5.

4 2 4 1 3

6. 4 7. 1 8. 3 9. 4 10. 2

2 Spelling 1. 2. 3. 4. 5.

4 syllables 1 syllable 3 syllables 3 syllables 2 syllables

6. 4 syllables 7. 1 syllable 8. 2 syllables 9. 2 syllables 10. 3 syllables

1st Syllable

2nd Syllables

3rd Syllables

brel

fin

gers

toes

cle

ten

nis

straw

ber

ron

moun

tain

4th Syllables

tion

ment

(continued on the next page...)

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Syllables 2 Phonics & Pronunciation

Answer Key cont. 4 Pair Work

6 Quiz

You may want to review the vocabulary before beginning this task.

1 Syllable

2 Syllables

3 Syllables

car, bus

snake

giraffe

ant

spider

nine

seven

eleven

square

circle

triangle

golf

tennis

basketball

4 Syllables

bicycle elephant

Transcript: 1. 2. 3. 4. 5.

bicycle chair mountain furniture helicopter

6. 7. 8. 9.

environment window bird strawberry

Answers: caterpillar

1. c 2. a 3. b 4. c 5. d

6. d 7. b 8. a 9. c

Spelling Note:

5 Group Work Answers will vary. You can choose to do this activity in pairs, small groups, or large groups. You could also do it together as a class. You can tell students to only use nouns or let them use any part of speech. Help students with spelling and pronunciation. To wrap up this activity, you could have groups share some of their words and write them on the board.

This lesson shows the American spelling of the word Favorite. Most other English-speaking countries spell this word this way: Favourite.

Editor’s Note: Writing guidelines for dividing words into syllables will be available in our next lesson, Syllables 3.

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