Teaching English1 12+2

Handout (Module 1, Lesson 23) Sounds and Actions (2) ສຽງຂອງ ທາ່ ທາງປະກອບ ຕວົ ອກັ ສອນ (ທາ່ ທາງເພອ່ື ປະກອບຈດຸ ນແ້ີ ມ່ນຍງັ ບ່ໍເອກະພາບເທື່ອ) ສະແດງທ່າທາງຫ້ນີ ໝາກ yo-yo (ທາ່ ທາງເພືອ່ ປະກອບຈດຸ ນແ້ີ ມນ່ ຍັງບໍ່ເອກະພາບເທື່ອ) ສະແດງທ່າທາງເອາົ ມຂອງທາ່ ນໄປໃສ່ຫູ ທາທາ່ ຄທ່ານກາລັງຟງັ ຢູ່ ສະແດງທາ່ ທາງຕື່ນປະຫາດໃຈ (ເອາົ ມຂອງທາ່ ນອັດປາກຂອງທາ່ ນ) ສະແດງທາ່ ທາງນອນລງົ ຍກົ ມທງັ ສອງຂອງທາ່ ນຂ້ນີ ຄກນັ ກບັ ຫຂູ ອງຕົວລາ ແລະ ເວ້າົີ ສຽງຂອງຕົວອັກສອນ ee ແລວ້ ພັບມໄປທາງໜາ້ ແລະ ເວີົາ້ ສຽງຂອງຕົວອັກສອນ or ສະແດງທ່າທາງຮ້ອງເພງ ສະແດງທາ່ ທາງເຄອື່ ນຍ້າຍໄປທາງຫັງ ແລະ ເຄ່ືອນໄປທາງໜາ້ ຄກັນກັບນົກກາເວາົ່ ໃນໂມງ ນົກກາເວົາ່ ໃນຂະນະທື່ທ່ານເວາົ້ີ oo + OO ສະແດງທ່າທາງໄລໄ່ ກ່ ວາງນີ້ວມ (ນີ້ວຊ້ີ) ໃສ່ສບົ ຂອງທ່ານເພື່ອບອກໃຫ້ມິດງຽບ ເອົາລິີ້ນຂອງທ່ານໃຫ້ຕິດກບັ ແຂ້ວຂອງທາ່ ນ ເລລ່ ້ິີນຂອງທາ່ ນອອກມາທາງນອກ ສະແດງທ່າທາງເຮດັ ສົບເປັດດວ້ ຍມຂອງທ່ານ ສະແດງທ່າທາງເຮັດໃຫ້ນ້ີວມຂອງຕົນເອງເຈບັ ໂດຍວາງໄວ້ເທງິ ເຂມັ ເອາົ ມຂອງທ່ານສາພັດໜາ້ ຜາກຂອງທ່ານ ຊີ້ເພ່ອື ສະແດງໃຫ້ ‘ທ່ານ’ (ທາ່ ທາງເພື່ອປະກອບຈດຸ ນແີ້ ມນ່ ຍັງບໍ່ເອກະພາບເທື່ອ) (ທາ່ ທາງເພ່ອື ປະກອບຈຸດນແ້ີ ມ່ນຍງັ ບໍ່ເອກະພາບເທື່ອ)

Worksheet (Module 1, Lesson 23) Phonics Listening Activity ຟງັ ແລະ ຂດອອ້ີ ມສຽງຕວົ ອກັ ສອນທພ່ື ວກນອ້ ງໄດຍ້ ນິ . Worksheet (Module 1, Lesson 23) Phonics Listening Activity ຟງັ ແລະ ຂດອ້ອີ ມສຽງຕວົ ອກັ ສອນທພ່ື ວກນອ້ ງໄດຍ້ ນິ .

Lesson 24 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 2: Teaching Sub-topic: Consolidation of Learning outcomes: At the end of the Phonics in English Sounds lesson, teacher trainees will be able to: - use their knowledge of sounds to Resources Paper, pens, scissors, glue, etc identify words that contain target sounds and create a poster. Assessment Observation Activator (5 mins) - Think of a simple word, e.g. hat. Do the action for each sound in h-a-t but DO NOT say the sound. - Ask teacher trainees to watch the actions and work out the word. Repeat this with two or three simple words. - Organise teacher trainees into groups. Ask one person in the group to think of a simple word and do the action for each sound in the word. The rest of the group should try to guess the word. - Continue the activity until every teacher trainee has had a turn at thinking of a word. Teaching and learning activities Introduction (5 mins) - Tell teacher trainees will work in the same groups. - Explain that each group has to choose 3 sounds. - Ask each group to share their sounds with the rest of the class – they should say the sounds and do the action for each sound. Activities (25 mins) - Explain that each group will make a poster for their 3 sounds. - They have to think of words that start with or contain their 3 sounds and make a poster showing their sounds and categorising words that contain each sound. - For example, s – sun, sock, strawberry, snake, grass n – noodle, fan, hand, nest, nine, nose e – egg, bed, elephant, red - They can design their poster any way they want – they can use words or pictures or both. - Hand out the materials - paper, pens, scissors, glue, etc. - As groups are working, check that they have chosen words that contain the correct sounds, e.g. the word eye contains the letter e but the sound is ie, the word easy contains the letter e but the sound is ee. Summary & assessment (15 mins) - Ask each group to put their poster on the wall. - Explain that students will do a gallery walk. Ask one person from each group to stand by the poster and the other teacher trainees walk around and look at the posters.

Lesson 25 Module: 1 Time: 50 minutes Subject: Sub-topic 5: Learning Outcome: Teaching English I ‘Tuning in’ to English At the end of the lesson, teacher Topic 2: trainees will be able to: Teaching Phonics in English - identify and manipulate sounds in Resources: words - Worksheet -Tuning in to English - name up to five activities that help Activator (5 minutes) students ‘tune in’ to English Assessment: - Class Observation - Student interaction (doing activity, answering question(s). - Choose one sound, e.g. ‘s’ and explain to the teacher trainees that you will say some word. If they hear the sound in the words, they should clap. - Say the words, e.g. sun, sit, look, snake, hat, nose, bag stand up, listen, book, say. - Repeat this activity two or three times with different sounds and words. Suggested letter sounds and words p -book, pen, pencil, ten, bag, pink, hand, pot, leg, clap, e dad, egg, red, pen, mum, ten, elephant, sad, the. Teaching and Learning Activities Introduction (5 min) - Show the slide or copy the diagram onto the board. - Explain that: • Phonological awareness is understanding of how language can be divided into individual components – sentences, words, syllables, onset and rime • Phonemic awareness is the ability to hear, identify and manipulate individual sounds in words • It is important to help students ‘tune in’ to English – this means helping them listen and become familiar with the sounds and rhythm of English so that they can hear, identify and manipulate different sounds • Skills that help students ‘tune in’ to English include: syllable awareness (ການຮັບຮກູ້ ່ຽວກບັ ພະຍາງ), sound identification (ການຈໍາແນກສຽງ/ລະບສຸ ຽງ), rhyming words (ຄາໍ ຄອ່ ງ/ຄາໍ ສບັ ທ່ມີ ສີ ຽງເກາະກາ່ ຍກັນ), sound substitution (ການສັບປ່ຽນສຽງ) and oral blending (ການຟ້ອງສຽງ/ປະສມົ ສຽງ). Activities (30 minutes) - Explain that teacher trainees are going to try out some activities to help them ‘tune in’ to English. - Organise them into groups. - Give out the worksheet -Tuning in to English and explain they have 30 minutes to try the different activities on the worksheet in their groups. - As groups are doing the activities, walk around to observe and support them.

Summary and Assessment (10 minutes) - Ask each group to demonstrate one activity from the handout of the tasks from the handout. - Write the following questions on the board: 1. Did you find these activities easy or challenging? Why? 2. What can you learn from those activities? - Ask teacher trainees to discuss them and then elicit feedback.

Worksheet (Module 1, Lesson 25) Tuning in to English ໃນເວລາທີ່ເດັກນອ້ ຍກາລງັ ຮຽນອາ່ ນ, ຈາເປັນທີ່ພວກເຂົານັ້ນຕອ້ ງພດັ ທະນາຄວາມສາມາດໃນການຟງັ ແລະ ໜູນໃຊສ້ ຽງແຕ່ລະສຽງໃນຄາສບັ ນັ້ນໆ. ມຫາຼ ຍໆທກັ ສະທ່ີທາ່ ນສາມາດສາ້ ງຂັນ້ (ພັດທະນາຂ້ນັ ) ເພອ່ີ ຊວ່ ຍໃຫ້ນັກຮຽນນນັ້ ຄ້ນເຄຍກບັ ສຽງພາສາອງັ ກິດ. ທັກສະຕາ່ ງໆທີ່ຊ່ວຍໃຫເ້ ດັກນ້ອຍຄນ້ ເຄຍກັບສຽງພາສາອງັ ກິດປະກອບມ: • Syllable awareness (ການຮບັ ຮພູ້ ະຍາງ)– ແຕກຄາສັບອອກມາເປັນແຕ່ລະພະຍາງ • Sound identification (ການຈາແນກສຽງ) – ຈາແນກຄາສບັ ທ່ີຂັນ້ ຕົັນ້ ດ້ວຍສຽງດຽວກັນ • Rhyming words (ຄາຄອ່ ງ)– ຈາແນກຄາສບັ ທ່ີເກາະກາ່ ຍກັນ • Sound substitution (ການສບັ ປຽ່ ນສຽງ) – ການປຽ່ ນສຽງໃນຄາສັບໃດໜີ່ງເພີອ່ ເຮັດເປັນຄາສບັ ໃໝ່ • Oral blending (ການປະສມົ ສຽງ)– ການຟງັ ສຽງ ແລະ ການນາເອົາສຽງດັ່ງກາ່ ວເຂັົາ້ ກນັ ເພອ່ີ ສ້າງເປນັ ຄາສັບໃໝ.່ Try it out! Work in a group. Read the instructions and try the activities to help you ‘tune in’ to English. ກດິ ຈະກາ 1 ການຮບັ ຮພູ້ ະຍາງ ເວົັາ້ ຊຂີ່ ອງທາ່ ນ ແລະ ຕບົ ມຕາມພະຍາງໃນຊຂ່ີ ອງທ່ານ. For example: Manoly Man o ly Phasit Pha sit ກດິ ຈະກາ 2 ການຈາແນກສຽງ/ການລະບສຽງ ສຽງ ເລອກສຽງໃດໜີງ່ . ປຽ່ ນກັນຄດິ ຫາຄາສບັ ທີ່ຂັ້ນຕົ້ນັ ດວ້ ຍສຽງນ້ນັ ໆ. ເລອກສຽງຈານວນໃດໜ່ີງຕມ່ີ ອກ ແລະ ເຮດັ ຕາມກິດຈະກາແບບທໄ່ີ ດເ້ ຮັດຜາ່ ນມາ. For example:

ກດິ ຈະກາ 3 ຄາຄອ່ ງ ຈັບຄຄູ່ າສັບໃດໜງ່ີ ກບັ ຄາສບັ ທ່ີມສຽງເກາະກາ່ ຍກັນ. ພວກນ້ອງສາມາດຄິດຫາຄາສບັ ອນ່ີ ທ່ີເກາະກາ່ ຍກັນກັບຄາສັບເຫົຼາັ້ ນໄ້ັ ດບ້ ?ໍ Can you think of other words rhyme with cat? ກດິ ຈະກາ 4 ການສບັ ປຽ່ ນສຽງ ອ່ານຄາສັບດງັ່ ກາ່ ວລມ່ ນ.້ັ ປ່ຽນສຽງທາອດິ ໃນແຕ່ລະຄາສບັ ໂດຍນາໃຊສ້ ຽງທ່ີຢູ່ໃນວົງມົນ. ມຄາສັບໃໝ່ໃດແດທ່ ່ີພວກນອ້ ງສາມາດສາ້ ງໄດ້? ກດິ ຈະກາ 5 ການປະສມົ ສຽງ ປຽ່ ນກັນຄດິ ຫາຄາສັບ. ເວົັາ້ ແຕ່ລະສຽງຢູ່ໃນຄາສບັ ແລະ ໃຫໝ້ ູ່ໃນກ່ມຂອງພວກນອ້ ງເດາົ ຄາສັບນນ້ັ . For example:

Lesson 26 Module: 1 Time: 50 minutes Subject: Teaching English 1 Sub-topic: Teaching Phonics - Learning Outcomes: Letter Formation At the end of the lesson, teacher trainees will be Topic 2: Teaching able to: Phonics in English - identify and apply the steps for teaching Resources: letter formation. Handout – Letter Formation Assessment: Observation of class discussion. Selection of materials for making letters, e.g. bottle tops, Observation of practice in groups. string, clay, rice, etc. Activator (5 minutes) Guessing game: - Organise teacher trainees into pairs. - Explain that teacher trainees should take turns writing words on each other’s backs using their finger. Their partner has to guess what the word is. - Choose a pair to model the activity then ask teacher trainees to do the activity in pairs. Teaching and learning activities Introduction (20 minutes) - Explain that teaching letter formation is an important part of teaching phonics and that letter formation is taught using tactile activities. - Ask teacher trainees What do you think ‘tactile activities’ mean? Teacher trainees share their ideas. - Explain that: • Tactile activities are activities where students use their sense of touch. • Tactile activities in phonics help students feel the shape of letters. • Tactile activities promote a multisensory approach. - Explain that you will demonstrate the steps used to teach letter formation. - Demonstrate tactile activities (air writing and write on your palm/desk/partner’s back) and letter formation on the board using the steps below. Letter formation demonstration • Step 1 Stand with your back to the class. Say the sound t and use your finger or hand to write a large letter t in the air. As you air write the letter, describe the movement, ‘Go down, round and lift your pen then cross at the top.’ Ask teacher trainees say the sound and air write the letter. Check they are doing it correctly. Note: Explain that it is very important to stand with your back to the class when you demonstrate air writing because if you do not the letter will be backwards to the students. • Step 2 Ask teacher trainees to practise letter formation by using their finger to write a letter on their palm, desk, partner’s back. Give out the materials you have prepared, e.g. bottle tops, string, rice, clay, etc. and ask students to make the letter using the materials you have prepared. • Step 3 Draw four lines on the board and number them. Writes the letter, e.g. t on the lines and describe the movements, e.g. Start Go down, round and lift your pen then cross at the top. Choose individual teacher trainees to write the letter on the board. Ask the rest of the class if they wrote the letter correctly. Support them in correcting their letter if there are any errors.

• Step 4 Ask teacher trainees to practise writing the letter in their notebooks. Walk around and check their work. Support any teacher trainees who need help. Note: Explain that in the classroom, the teacher should check that students are starting their letter from the correct position and writing in the correct direction. Activities (20 minutes). - Organise teacher trainees work in groups of 4 or 5. - One the board write: Teaching letter formation Step 1 Step 2 Step 3 Step 4 - Asks teacher trainees to discuss what you did in each step and make notes in their notebooks. - Elicit feedback and highlight any important points that teacher trainees do not mention. Suggested information to highlight: Step 1 – The first step is air writing. Air writing is a tactile activity. The teacher can demonstrate how to form the letter and students can feel the shape of the letter before they have to write it with a pen or pencil. Important points to highlight: The teacher should stand with his/her back to the class so the letter is not backwards to the students. The teacher should write a large letter and describe the movements. When the students air write the letter, they should say the sound. The teacher can observe them and check they are forming the letter correctly. Step 2 - The next step is using your finger to write the letter on different surfaces and making the letter using different materials. These are also tactile activities. Important points to highlight: These kinds of activities help students feel the shape of the letter before they have to write it using a pencil or pen. The teacher should observe students and check they are forming the letter correctly. Step 3 – The third step is letter formation on the board. The teacher draws four lines and numbers them and demonstrates how to write the letter, while describing the movements of the pen. Teacher asks volunteers to try writing the letter on the board and supports them in correcting any mistakes. Step 4 – The final step is to practice copying or writing the letter in notebooks. Teacher can support students and check their work. Important points to note: The teacher should check that students form the letter starting in the correct position and moving in the right direction. - Give out hand out summarising the key points about teaching letter formation. - Ask teacher trainees take turns trying the steps and techniques in their groups. - Observe teacher trainees and check they are doing the steps and techniques correctly. Summary and assessment (5 minutes): - Tell teacher trainees listen to the statements about letter formation and do thumbs up if they think the statement is correct and thumbs down if they think the statement is incorrect - Read out the 6 statements below.

1. Teaching letter formation is part of phonics. (Correct) 2. Children should write the letter in their notebook first. (Incorrect – this is the final step) 3. Tactile activities help children feel the shape of letters. (Correct) 4. Tactile activities promote a multisensory approach. (Correct) 5. Tactile activities help children pronounce the sounds. (Incorrect) 6. Teacher should remember to stand with their back to the class when they do air writing. (Correct) Annex Resources to be used during this lesson: Handout – Letter Formation

Handout (Module 1, Lesson 26) Letter Formation (ຮບູ ແບບຕວົ ອກັ ສອນ) ຂຄ້ໍ ວາມລມຸ່ ນແີ້ ມນຸ່ ໄດສ້ ະຫບຸຼ ສງັ ລວມການສອນຮບູ ແບບຕວົ ອກັ ສອນ. ບາດກາ້ ວທ 1 – Air Writing (ການຂຽນກາງຫາວ /ເທງິ ອາກາດ) • ບາດກາ້ ວທາອດິ ແມນຸ່ • ການຂຽນເທງິ ອາກາດ ແມຸນ່ ກິດຈະກາສາຜດັ ທ່ີຊຸ່ວຍຄູສອນໃນການສາທິດວທິ ການຂຽນຕວົ ອກັ ສອນ. • ການຂຽນເທງິ ອາກາດຊຸວ່ ຍໃຫນ້ ກັ ຮຽນຮໄູ້ ດເ້ ຖງິ ຮບູ ຮາຸ່ ງຂອງຕົວອກັ ສອນ ກຸ່ອນທີ່ພວກເຂາົ ຈະຂຽນຕວົ ອັກສອນເຫຼົາ່ ນີັ້ນໂດຍໃຊສ້ ດາ ຫືຼ ປາກກາ. • ໃນເວລາທ່ີທາຸ່ ນສອນການຂຽນເທງິ ອາກາດ, ຕອ້ ງເອາົ ໃຈໃສ:ຸ່ o ຢນື ປີ່ນຫັງໃສຸ່ນັກຮຽນ ເພີອ່ືຼ ໝນີ້ັ ໃຈວຸ່າຕົວອກັ ສອນນັີ້ນບໍ່ປີ້ນເບີ້ອງກັບນັກຮຽນ. o ຂຽນຕວົ ອັກສອນໃຫໃ້ ຫຸ່ຍ ແລະ ອະທິບາຍການຂດຈາກຈດນຫີ້ າຈດນນີັ້ . o ໃຫນ້ ັກຮຽນເວາີົ້ ສຽງຕວົ ອັກສອນໃນຂະນະທ່ີພວກເຂົາຂຽນເທງິ ອາກາດ. o ຕດິ ຕາມ ແລະ ກວດກາວຸ່ານກັ ຮຽນນ້ນັີ ສ້າງຮບູ ແບບຕວົ ອກັ ສອນຖຼືກຕ້ອງບ. ບາດກາ້ ວທ 2 – Tactile Activities (ກດິ ຈະກາສາຜດັ ) • ບາດກາ້ ວຕໄ່ໍ ປແມນຸ່ ໃຫນ້ ກັ ຮຽນເຮດັ ກິດຈະກາສາຜັດຕຸ່າງໆຢາ່ ງເອກະລາດ. • ໃຫນ້ ກັ ຮຽນໃຊນ້ ີວ້ ມືຂຼ ຽນສຽງຕວົ ອກັ ສອນໃສຸ່ຝາ່ ມຂຼື ອງເຂົາເຈາົ້ີ , ໃສຸ່ເທງິ ໂຕະ ແລະ ໃສຫຸ່ ັງໝຸູ່ (ຄຸເູ່ ຮດັ ກິດຈະກາ) ຂອງຕນົ ເອງ. • ຢາຍອປະກອນທ່ີຄດັ ເລຼອື ກມາໃຫນ້ ັກຮຽນ ເຊຼັນົ່ : ຝາຂວດນາ້ , ເຊອືຼ ກ, ດິນໜຽວ, ເຂາົ້ີ ສານ ແລະ ອີ່ືຼນໆ ແລະ ໃຫນ້ ກັ ຮຽນລອງສາ້ ງສຽງຕົວອັກ ສອນໂດຍນາໃຊວ້ ັດຖຸຼອປະກອນທີ່ຢາຍໃຫນ້ ້ນັີ . • ກິດຈະກາເຫົຼ່ານຍ້ີ ັງຊຸ່ວຍໃຫນ້ ກັ ຮຽນຮັບຮໄູ້ ດຮ້ ບູ ຮາຸ່ ງຂອງຕວົ ອກັ ສອນ ກຸ່ອນທີ່ພວກເຂາົ ຈະຂຽນຕົວອັກສອນເຫາ່ົຼ ນັີນ້ ໂດຍໃຊສ້ ດາ ຫືຼ ປາກກາ. • ໃນເວລາທ່ີທາຸ່ ນສອນ, ຕ້ອງເອາົ ໃຈໃສຸ່: o ສງັ ເກດນກັ ຮຽນ, ກວດກາ ແລະ ຕດິ ຕາມນກັ ຮຽນໃນການສາ້ ງຮູບແບບຕວົ ອກັ ສອນວາຸ່ ຖກືຼ ຕອ້ ງບ. ບາດກາ້ ວທ 3 – ຄສູ ອນເຮດັ ເປນັ ແບບຢາ່ ງວທິ ການຂຽນສຽງຕວົ ອກັ ສອນໃສເຸ່ ທງິ ກະດານ • ບາດກ້າວທ 3 ແມ່ນຸ ການສາ້ ງຮູບແບບຕວົ ອກັ ສອນໃສຸ່ເທງິ ກະດານ. • ແຕມ້ 4 ເສີນ້ັ ໃສຸ່ເທງິ ກະດານ ແລະ ໝາຍເລກໃສຸ່ແຕຸ່ລະເສນັີ້ ແລ້ວສາທິດວທິ ຂຽນຕົວອັກສອນ ໃນຂະນະນ້ນີັ ແມຸ່ນໃຫອ້ ະທບິ າຍການເຄືີ່ອຼ ນຍ້າຍ ຂອງປາກກາໄປນາ. • ໃຫອ້ າສາສະໝກັ ອອກມາຂຽນຕວົ ອັກສອນໃສຸ່ເທງິ ກະດານ. ຕ້ອງກວດເບງີ່ ວາຸ່ ນັກຮຽນນ້ັີນເລີ່ມຕນ້ີົ ຂຽນຕົວອັກສອນໃນຕາແໜງຸ່ ທີ່ຖກຼື ຕອ້ ງບ ແລະ ຂຽນໄປຕາມທດິ ທາງທີ່ຖກຼື ຕ້ອງບ. ໃຫກ້ ານຊວຸ່ ຍເຫືອຼ ນກັ ຮຽນຖາ້ ເຫັນວຸ່າເຂາົ ເຈົີາ້ ເຮັດບໍ່ຖຼກື ຕອ້ ງ. ບາດກາ້ ວທ 4 – ນກັ ຮຽນຂຽນສຽງຂອງຕວົ ອກັ ສອນໃສປຸ່ ມີື້ ຂອງຕນົ ເອງ. • ບາດກາ້ ວສດທ້າຍແມຸ່ນໃຫຝ້ ກຶ ຊອ້ ມກາຸ່ ຍ ຫືຼ ຂຽນຕົວອັກສອນໃສປຸ່ ືມ້ີ ຂອງໃຜລາວ. • ໃນເວລາທ່ີທາຸ່ ນສອນ, ຕອ້ ງເອາົ ໃຈໃສຸ່: o ກວດກາເບງ່ີ ນັກຮຽນວຸ່າເຂາົ ເຈົ້ີາສາ້ ງຮບູ ແບບຕົວອກັ ສອນ ເລີມ່ ຕົີນ້ ໃນຕາແໜ່ງຸ ທ່ີຖກຼື ຕ້ອງບ ແລະ ເຄຼືີອ່ ນຍາ້ ຍໄປຕາມທິດທາງທີ່ ຖກືຼ ຕອ້ ງບ.

Lesson 27 Module: 1 Time: 50 minutes Subject: English Topic 2: Teaching Sub-topic: Teaching phonics - Learning outcomes: At the end of the Phonics in English Blending lesson, teacher trainees will be able to: - explain what blending is - model blending to sound out and read words Resources Assessment PowerPoint Summarise understanding in mind map Phonics cards (use set from Lessons 22 - 24) hand out Words cards for blending (one set per group) Worksheet 1 – Blending Checklist Worksheet 2 – Blending Mind Map Activator (5 mins) - Organise teacher trainees into groups of four. - Explain that three teacher trainees have to stand in a line. The other teacher trainee thinks of a word that contains three sounds, e.g. pen and uses their finger to write one letter sound on each person’s back. The three teacher trainees say their sound and work out the word. - Model this activity two or three times with volunteers. Then ask students to try it in their groups. Teaching and learning activities Introduction (20 mins) - Show the PowerPoint and use the information on the slides to explain what the blending is, why we use blending and how to do it. • What is blending? Blending means saying the sound of each letter in word to hear and read the word. • Why do we use blending? We use blending to help children read new words. When children sound out and say the word – they can hear and recognise the word. But this only works if children already know the word orally. • How to blend words? Say each sound in a word and put the sounds together. Say the first sound louder than the other sounds, then say the other sounds softly and smoothly. Students should only decode words that contain sounds that they have already learnt and ideally, they should only practice blending with words they have already encountered. Teachers have to provide a lot of modelling and practice to help students to develop this skill. Initially students should practice decoding very simple VC (vowel consonant) or CVC (consonant vowel consonant) words. Blending activities include an element of comprehension, e.g. a picture to show the meaning of the word they are reading. - Explain that you will demonstrate how to model blending to students. - Model blending using the steps below.

Blending Demonstration • Use the phonics cards to make the word dog on the board. • Say the first sound louder than the other sounds, then say the other sounds softly and smoothly to make a word and point to each letter as you say the sound. • Repeat with other words, e.g. pen, sit, red, hot, bee, fish, tree Note: - Do not add ‘uh’ sound to letter sounds, e.g. ‘s-i-t’ not ‘suh-i-t’ - Do not chant or repeat each letter sound when blending, e.g. ‘s’ ‘s’ ‘s’ ‘i’ ‘i’ ‘i’ ‘t’ ‘t’ ‘t’ because this will not help students hear the words. Activities (15 mins) - Organise trainee teachers into groups of 5 or 6. Give each group a set of word cards and each teacher trainee a blending checklist. - Ask them to practice modelling blending using the words on the word cards. - Give out Worksheet 1 – Blending Checklist - Explain that teacher trainees that each time a person in their group models blending, they have to use the checklist to evaluate their technique and give them feedback. - Walk around the class and give help to the groups. Summary & assessment (10 mins) - Give out the Worksheet 2 – Blending Mind Map. - Ask teacher trainees to summarise their understanding of blending by completing the mind map. Annex Resources to be used during this lesson: Word cards for blending Worksheet 1 - Blending Checklist Worksheet 2 - Blending Mind Map

Word Cards for Blending

Worksheet 1 (Module 1, Lesson 27) Blending Checklist ສງັ ເກດນກັ ຮຽນຜທູ້ ເີ່ ຮດັ ເປນັ ຕວົ ແບບ blending (ການປະສມົ ສຽງ). ນາໃຊລູ້ າຍການການຕດິ ຕາມລມຸ່ ນີ້ ເພອ່ີ ປະເມນເຕກັ ນກິ ານປະສມົ ສຽງ ແລະ ປະກອບຄາຄດິ ຄາເຫນັ (ຄາແນະນາ). ຊ:ີ່ ✓ ນັກຮຽນຄ: o ເວົາີ້ ສຽງຕົວອກັ ສອນ, ບໍ່ແມນຸ່ ຊ່ີຕົວອກັ ສອນ o ອອກສຽງຕວົ ອັກສອນຢ່າງຖກຕູອ້ ງ o ເວົີ້າສຽງຕົວອກັ ສອນທາອິດແຮງກວຸ່າສຽງຕົວອັກສອນອີ່ນໆ o ເວ້ີົາສຽງຕົວອັກສອນຕົວອນ່ີ ໆຢາ່ ງຫຽຸ່ ນໄຫ ແລະ ນມ້ີ ນວນ o ບ່ໍໄດູ້ຕ່ີມ ‘uh’ (ເອ…) ຢໃ່ ນສຽງຕົວອັກສອນ. Blending Checklist ສງັ ເກດນກັ ຮຽນຜທູ້ ເີ່ ຮດັ ເປນັ ຕວົ ແບບ blending (ການປະສມົ ສຽງ). ນາໃຊລູ້ າຍການການຕດິ ຕາມລມຸ່ ນີ້ ເພອີ່ ປະເມນເຕກັ ນກິ ານປະສມົ ສຽງ ແລະ ປະກອບຄາຄດິ ຄາເຫນັ (ຄາແນະນາ). ຊ:່ີ ✓ ນັກຮຽນຄ: o ເວີ້າົ ສຽງຕົວອັກສອນ, ບໍ່ແມຸ່ນຊ່ີຕົວອກັ ສອນ o ອອກສຽງຕົວອັກສອນຢ່າງຖກຕອູ້ ງ o ເວົີ້າສຽງຕົວອັກສອນທາອິດແຮງກວຸ່າສຽງຕົວອັກສອນອ່ນີ ໆ o ເວາ້ີົ ສຽງຕົວອກັ ສອນຕົວອນີ່ ໆຢ່າງຫຸ່ຽນໄຫ ແລະ ນມີ້ ນວນ o ບ່ໍໄດູ້ຕີ່ມ ‘uh’ (ເອ…) ຢໃ່ ນສຽງຕົວອັກສອນ. Blending Checklist ສງັ ເກດນກັ ຮຽນຜທູ້ ເ່ີ ຮດັ ເປນັ ຕວົ ແບບ blending (ການປະສມົ ສຽງ). ນາໃຊລູ້ າຍການການຕດິ ຕາມລມຸ່ ນ້ີ ເພອ່ີ ປະເມນເຕກັ ນກິ ານປະສມົ ສຽງ ແລະ ປະກອບຄາຄດິ ຄາເຫນັ (ຄາແນະນາ). ຊ:່ີ ✓ ນັກຮຽນຄ: o ເວົີ້າສຽງຕົວອັກສອນ, ບໍ່ແມນຸ່ ຊີ່ຕົວອັກສອນ o ອອກສຽງຕົວອັກສອນຢ່າງຖກຕອູ້ ງ o ເວົີ້າສຽງຕົວອັກສອນທາອດິ ແຮງກວຸ່າສຽງຕົວອັກສອນອນ່ີ ໆ o ເວາ້ີົ ສຽງຕົວອກັ ສອນຕົວອ່ນີ ໆຢາ່ ງຫຽຸ່ ນໄຫ ແລະ ນມີ້ ນວນ

o ບ່ໍໄດູ້ຕ່ີມ ‘uh’ (ເອ…) ຢໃ່ ນສຽງຕົວອກັ ສອນ. Worksheet 1 (Module 1, Lesson 27) Blending Mind Map ສະຫຼຸບຄວາມເຂົີ້າໃຈຂອງທາຸ່ ນຕກ່ໍ ັບການປະສມົ ສຽງ ໂດຍຕີ່ມໃສຸ່ (Mind-map) ແຜນວາດແນວຄວາມຄດິ ລຸມ່ ນ.້ີ What? Why? (ແມຸ່ນຫຍັງ?) (ເປນັ ຫຍັງ?) Blending How? (ແນວໃດ?)

Lesson 28 Module: 1 Time: 50 minutes Subject: English Topic 2: Teaching Sub-topic: Teaching Phonics - Learning outcomes: At the end of the Phonics in English Segmenting lesson, teacher trainees will be able to: - identify individual sounds in words - analyse the difference between blending and segmenting Resources Assessment Worksheet 1 – Segmenting Gap fill - Summary of blending and segmenting (Worksheet 2) that students Worksheet 2 - Blending and Segmenting Summary complete Activator (5 mins) - Say the word cup. Ask teacher trainees How many sounds are there in cup? Elicit 3. Hold up three fingers, point to the first finger and ask What’s the first sound in cup? Elicit c. Point to the middle finger and ask What’s the middle sound in cup? Elicit u. Point to the final finger and ask What’s the last sound in cup? Elicit p. - Organise teacher trainees into pairs. - Explain that you will say some words and they have to work out how many sounds are in each word. When they know the answer, ask them to hold up their fingers to show the number of sounds, e.g. for the word cup they would hold up three fingers. - Suggested words: in (2 sounds, ), pot (3 sounds, ), sock (3 sounds, ), happy (4 sounds, ), bee (2 sounds, ), skirt (4 sounds, ), yellow (4 sounds, ), cake (3 sounds, ), Friday (5 sounds, ). Teaching and learning activities Introduction (15 mins) - Explain that you will demonstrate how to teach segmenting. Demonstrate segmenting using the steps below. Segmenting Demonstration - Say the word dog and check students understand the meaning. - Ask teacher trainees How many sounds are there in dog? Elicit three. - Hold up three fingers, point to the first finger and ask What’s the first sound in dog? Elicit d. Point to the middle finger and ask What’s the middle sound in cup? Elicit o. Point to the final finger and ask What’s the last sound in cup? Elicit g. - Explain that knowing how to segment the sounds in a word can help students work out how to spell words. - Demonstrate this by repeating the steps above with the word green but this time ask teacher trainees to write the sounds. - Ask teacher trainees How many sounds are there in green? Elicit four. - Hold up four fingers, point to the first finger and ask What’s the first sound in green? Elicit g and ask teacher trainees to write the letter g in their notebooks. Point to the second finger and ask What’s the second sound in green? Elicit r and ask teacher trainees to write the letter r in their notebooks. Point to the third finger and ask What’s the third sound in green? Elicit ee and ask teacher trainees to write the letters ee in their notebooks. Point to the final finger and ask What’s the last sound in green? Elicit n and ask teacher trainees to write the letter n in their notebooks. - Explain that it is very important that you segment sounds not letters, e.g. the word green

has four sounds, – not five, , the word bird has three sounds, not four, . - After the demonstration, give out Worksheet 1- Segmenting, ask teacher trainees to complete Activity 1 in pairs. Explain that they have to match the questions to the answers. - Elicit feedback and check the answers. - Answers: 1 b, 2 c, 3 d, 4 a. Activities (25 mins) - Ask students to look at Activity 2 on the Worksheet. Explain that they have to segment the sounds in each word and write the sounds into the boxes. - Read the example together and check teacher trainees understand the activity. Then ask them to complete it in pairs. - Elicit feedback and check the answers. - Answers 16 27 38 49 5 10 11 Summary & assessment (5 mins) - Give out Worksheet 2 -Blending and Segmenting Summary. - Explain that teacher trainees have to complete the gaps in the summary. - Ask them to do it individually. Then check their answers with a partner. - Elicit feedback and check the answers. - Answers: 1 sound, 2 read, 3 first, 4 ‘uh’ / ‘uh’ sound, 5 individual, 6 spell, 7 fingers, 8 sounds. Annex Resources to be used during this lesson: - Worksheet 1 - Segmenting - Worksheet 2 - Blending and Segmenting Summary

Worksheet 1 (Module 1, Lesson 28) Segmenting ກດິ ຈະກຳ 1 ຈບັ ຄຄູ່ ຳຖຳມຂທໍ້ ີ 1 - 4 ໃສກູ່ ບັ ຄຳຕອບ a - d. ຄຳຖຳມ ຄຳຕອບ 1 Segmenting (ກຳນແຍກສູ່ວນຂອງສຽງ) ແມູ່ນ a ຍກົ ນີ້ວມືຂອງພວກເຂຳົ ຂນ້ືີ ເພອ່ື ສະແດງຈຳນວນຂອງສຽງຂອງຄຳ ຫຍງັ ? ສັບ ແລະ ຫັງຈຳກນ້ີນັ ຊໃີ້ ສູ່ແຕູ່ລະນີ້ວມໃື ນຂະນະທີື່ພວກເຂຳົ (elicited) ດຶງເອຳົ ແຕູ່ລະສຽງຕວົ ອັກສອນ. 2 Segmenting (ກຳນແຍກສວູ່ ນຂອງສຽງ) ຊູວ່ ຍເຫອື b ແຍກຄຳສັບອອກເປັນແຕູ່ລະສຽງຕວົ ອກັ ສອນ. ນກັ ຮຽນແນວໃດ? c ສຳມຳດຊູວ່ ຍນັກຮຽນໃນກຳນສະກົດຄຳ ແລະ ຂຽນຄຳສບັ . 3 ແມູນ່ ຫຍັງທີ່ືສຳຄັນທີ່ືຕອ້ ງຈຈ່ື ຳໃນເວລຳທີ່ື segmenting (ແຍກສວູ່ ນຂອງສຽງ) ຄຳສບັ ? d ເພອື່ ແຍກສຽງຕົວອກັ ສອນ ບ່ໍແມນູ່ ແຍກຕົວອັກສອນ. 4 ຄສອນໄດເ້ ຮດັ ຫຍງັ ກັບມຂື ອງພວກເຂຳົ ໃນເວລຳທ່ີື ພວກເຂົຳ segmenting (ກຳລງັ ແຍກສູ່ວນຂອງສຽງ) ຄຳສບັ ? ກດິ ຈະກຳ 2 ອຳູ່ ນ ແລະ ແຍກສວູ່ ນຄຳສບັ ລມູ່ ນ.ີ້ ຂຽນສຽງຕວົ ອກັ ສອນໃສໃູ່ ນຫອ້ ງຕຳູ່ ງໆທຢີ່ື ຂູ່ ຳ້ ງແຕລູ່ ະຄຳສບັ .

Worksheet 2 (Module 1, Lesson 28) Blending and Segmenting Summary Blending (ກຳນປະສມົ ສຽງ) Blending (ກຳນປະສມົ ສຽງ) ແມູ່ນກຳນເວ້ົີຳແຕູ່ລະ (1) ___________ ຢູ່ໃນຄຳສັບໃດໜງ່ື ເພ່ືອຊູ່ວຍເດກັ ນ້ອຍໃຫ້ ‘ໄດຍ້ ິນ’ ແລະ ອຳູ່ ນຄຳສັບ. ກຳນປະສມົ ສຽງສຳມຳດຊວູ່ ຍເດກັ ນ້ອຍ (2) _________ ຄຳສັບໃໝ່ໆູ . ແຕູ່ນັກຮຽນຄວນຝຶກປະສມົ ສຽງຢຳູ່ ງ ດຽວ ຫື ຟ້ອງສຽງຄຳສັບທບືີ່ ນັ ຈສຽງຕົວອັກສອນທ່ີືຕົນເອງນນັີ້ ໄດຮ້ ຽນຮ້ມຳແລວ້ . ໃນເວລຳທເື່ີ ຮດັ ເປນັ ຕົວແບບກຳນປະສມົ ສຽງ, ທຳູ່ ນຄວນເວຳ້ີົ (3) ____________ ສຽງຕົວອກັ ສອນແຮງກວຳູ່ ສຽງອືນ່ ໆ ເພອື່ ຊູ່ວຍໃຫ້ນກັ ຮຽນຈຈື່ ຳສຽງງຂອງຄຳສບັ ທ່ືີຂີ້ນື ຕົີ້ນ. ຈຳກນ້ັນີ , ເວ້ົີຳສຽງຕົວອກັ ສອນອື່ນໆຢຳູ່ ງຫູ່ຽນໄຫ ແລະ ນີມ້ ນວນ. ຕ້ອງໄດຈ້ ວ່ື ຳູ່ ບໍ່ໃຫ້ຕື່ມ (4)_____________ ໃສູ່ໃນ ສຽງຕົວອັກສອນ – ຈດປະສົງເພື່ອ ‘s’ ບໍ່ແມ່ນູ ‘suh’. ນກັ ຮຽນອຳດຈະຕ້ອງກຳນກຳນຝກຶ ຊ້ອມຫຳຍໆ ເພອື່ ພັດທະນຳທັກສະກຳນ ປະສມົ ສຽງ. ມັນເປນັ ສງ່ືິ ທີສື່ ຳຄັນທນື່ີ ັກຮຽນເຂ້ີົຳໃຈຄວຳມໝຳຍຂອງຄຳສບັ ທເ່ືີ ຂຳົ ເຈີົ້ຳປະສມົ ສຽງ. Segmenting (ກຳນແຍກສວູ່ ນຂອງສຽງ) ກຳນແຍກສວູ່ ນໝຳຍເຖງິ ກຳນຈັດແບງູ່ ຄຳສບັ ໃດໜງື່ ອອກເປນັ (5) ________________ ສຽງຕົວອັກສອນ ຕົວຢ່ຳູ ງ, ຄຳສບັ ບັນຈມີ 3 ສຽງຕົວອັກສອນ, . ກຳນແຍກສູ່ວນສຳມຳດຊ່ວູ ຍໃຫ້ນກັ ຮຽນຮ້ໄດວ້ ິທີ (6) ____________ ຄຳ ສັບຕູຳ່ ງໆ. ໃນເວລຳທີ່ືເຮດັ ເປນັ ຕົວແບບຂອງກຳນແຍກສູ່ວນຂອງສຽງ, ທູ່ຳນຄວນຖຳມນກັ ຮຽນວູ່ຳມຈີ ກັ ສຽງຕວົ ອກັ ສອນຢູໃ່ ນຄຳ ສບັ ໃດໜ່ືງ ຈຳກນີ້ນັ ຍກົ (7) _________ ຂອງທູ່ຳນຂືີນ້ ເພອື່ ສື່ເຖິງສຽງຕົວອກັ ສອນນັີ້ນ. ຕົວຢຳູ່ ງ, ມຈີ ັກສຽງຕົວອກັ ສອນຢໃູ່ ນ ຄຳສບັ ທ່ືີວຳູ່ ດງຶ ເອົຳ (elicit) ສຳມສຽງຕວົ ອັກສອນ ແລະ ຍົກນວີ້ ມື 3 ນວີ້ ຂ້ນີື ໃຫ້ສງ ແລວ້ ຊ້ີໃສູ່ນ້ີວມນື ີ້ວທຳອິດ ແລະ ຖຳມ ວ່ຳູ ສຽງຫຍງັ ເປັນສຽງທຳອດິ ໃນຄຳສບັ ທີ່ວື ູ່ຳ ຊໃີ້ ສູ່ນີ້ວມືນີ້ວທຳງກຳງ ແລະ ຖຳມວ່ຳູ ສຽງຫຍັງເປນັ ສຽງທີສອງໃນຄຳສັບ ທີ່ືວູ່ຳ ຊີ້ໃສູ່ນ້ີວມືນວີ້ ສດທຳ້ ຍ ແລະ ຖຳມວຳູ່ ສຽງຫຍັງເປນັ ສຽງສດທ້ຳຍໃນຄຳສັບທ່ີືວຳູ່ ມັນສຳຄນັ ທີ່ື ຕອ້ ງແຍກສູ່ວນ (8) _____________ ໃນຄຳສັບ ບໍ່ແມ່ນູ ແຍກສູ່ວນຕົວອັກສອນ, ຕົວຢຳູ່ ງ, ຄຳສບັ ແມນູ່ ໄດຖ້ ືກ ແຍກສ່ວູ ນອອກເປັນ ບແໍ່ ມນູ່ . ຄກື ນັ ກັບກຳນປະສົມສຽງ, ນັກຮຽນຄວນແຍກສວູ່ ນຄຳສບັ ທ່ືີ ບັນຈສຽງຕົວອກັ ສອນທພ່ີື ວກເຂຳົ ໄດ້ຮຽນຮ້ມຳແລ້ວ.

Lesson 29 Module: 1 Time: 50 minutes Subject: Teaching English 1 Topic 2: Teaching Sub-topic: A Phonics Lesson Learning outcomes: At the end of the Phonics in English lesson, teacher trainees will be able to: - explain Steps 1-3 in a phonics lesson Resources Assessment Worksheet 1 – Teaching a Phonics Lesson Worksheet activity – order the lesson Worksheet 2 – Phonics Lesson Steps steps for Step 2 and 3. Grade 3 Textbook - pages 6-7 Worksheet activity – record notes Grade 3 Teacher Guide – Lesson 1, Hour 2 about each stage of the lesson. Activator (5mins) Guess the letter sound: - Divide teacher trainees into 3 or 4 teams. - Do an action for a sound but do not say the sound. - Ask teacher trainees to guess the sound. The first team to say the correct sound wins 1 point. - Continue the game for 5 minutes. The team with the most points wins the game. Teaching and learning activities Introduction (5mins) - Explain that during this lesson and the next lesson, you will demonstrate a Grade 3 phonics lesson. - Write the main steps of a phonics lesson on the board: • Step 1 - Review sounds • Step 2 - Teach new sound • Step 3 – Teach letter formation • Step 4 – Blending or segmenting activity • Step 5 – Review learning - Explain that the first step in a phonics lesson is to review and practise sounds that students have previously learnt. This can be done using an activity like the activator game Guess the sound. Activities (30 mins) - Tell teacher trainees that you will demonstrate Step 2 – Teach the new sound. - Give out Worksheet 1 – Teaching a Phonics Lesson and explain that as they watch, teacher trainees should put the steps in Activity 1 in the correct order. - Demonstrate how to teach a new sound following the steps below. Demonstration: Teaching a new sound 1) Display the sound page from the textbook. 2) Point to the picture and ask What can you see? Elicit things in the picture, e.g. Seun, snake, stones, grass, sun, a path. 3) Read the sound story. As you read, emphasis the s sound in words that start with this sound. 4) Check understanding by pointing to the picture, using mimes, actions and Lao to explain

the meaning. 5) Say the sound s and do the action make a shape like a snake with your hand. 6) Ask teacher trainees to repeat the sound and copy the action. 7) Choose individual teacher trainees and asks them to say the sound and do the action. - After the demonstration, ask teacher trainees to check their answers to the activity with a partner. Then elicit feedback and check the answers. Answers 2 Student name things they can see in the picture 1 Teacher holds up the textbook, points to the picture and asks What can you see? 4 Students listen. 6 Teacher says the sound and does the action. 3 Teacher reads the mini-story or plays the audio. 7 Students repeat the sound and copy the action. 5 Teacher checks students’ understanding by pointing to the picture, using mimes, actions and Lao to explain the meaning. 8 Teacher chooses individual students and asks them to say the sound and do the action. - Before demonstrating how to teach letter formation, review teacher trainee’s knowledge by writing tactile activity on the board and asking them to show a partner a tactile activity they remember. - Briefly elicit feedback -tactile activities include air writing, writing the letter sound with your finger on your hand, desk, partner’s back, making the letter sound using different materials. - Tell teacher trainees that you will demonstrate Step 3 – Teach letter formation and explain that as they watch, teacher trainees should put the steps in Activity 2 on the worksheet in the correct order. - Demonstrate how to teach letter formation following the steps below. Demonstration: Teaching letter formation 1) Say the sound and model how to air write it describing the movements. Make sure you have your back to the class when you model air writing so the letter is formed in the right direction. 2) Ask teacher trainees to say the sound and air write the letter. 3) Ask teacher trainees to do a tactile activity to practice letter formation by using their finger to write the letter sound on their: - palm - desk - partner’s back 4) Draw four lines on the board and number them. 5) Write the letter on the lines and describe the movements. 6) Choose individual students to write the letter on the board. 7) Ask teacher trainee to practice copying the letter in their notebooks. - After the demonstration, ask teacher trainees to check their answers to the activity with a partner. Then elicit feedback and check the answers.

Answers: 2 Students say and air write the letter. 4 Teacher draws four lines on the board and numbers them. 1 Teacher says the sound and models how to air write it describing the movements. 3 Students do a tactile activity to practice letter formation by using their finger to write the letter sound on their: - palm - desk - partner’s back 5 Teacher writes the letter on the lines and describes the movements. 7 Students practice copying the letter in their notebooks. 6 Teacher chooses individual students to write the letter on the board. Summary & assessment (10 mins) - Give out Worksheet 2 – Phonics Lessons Steps and ask teacher trainees to make notes about what the teacher did in Steps 1-3. - Discuss Steps 1 – 3 and ask teacher trainees to share what they recorded in their notes. Annex Resources to be used during this lesson: Worksheet 1 – Teaching a Phonics Lesson Worksheet 2 – Phonics Lesson Steps Grade 3 Textbook - pages 6-7 Grade 3 Teacher Guide – Lesson 1, Hour 2

Worksheet 1 (Module 1, Lesson 29) Teaching a Phonics Lesson ກດິ ຈະກຳ 1 ເບງິ່ ຄສູ ຳທດິ ບຳດກຳ້ ວທີ 2 – Teach the new sound (ສອນສຽງຕວົ ອກັ ສອນໃໝ)່ . ຈດັ ລຽງບຳດກຳ້ ວຕຳ່ ງໆລມ່ ນໃ້ີ ຫຖ້ ກື ຕອ້ ງຕຳມລຳດບັ . ບຳດກຳ້ ວທີ 2 – Teach the new sound (ສອນສຽງຕວົ ອກັ ສອນໃໝ)່ . _______ ໃຫນ້ ັກຮຽນບອກສງິ່ ທ່ິີພວກເຂຳົ ສຳມຳດເຫນັ ໄດໃ້ ນຮູບພຳບ _______ ຄູສອນຍົກປມ້ື ແບບຮຽນຂນືີ້ , ຊໃ້ີ ສ່ຮບູ ພຳບ ແລະ ຖຳມນກັ ຮຽນວ່ຳ ພວກນອ້ ງສຳມຳດເຫນັ ຫຍງັ ແດ?່ _______ ນັກຮຽນຟງັ _______ ຄູເວຳົ້ີ ສຽງຕົວອກັ ສອນ ແລະ ສະແດງທຳ່ ທຳງປະກອບ _______ ຄູອ່ຳນນິທຳນເລອ່ິື ງສັນີ້ ຫື ສຳຍໂອດີໂອ (audio) _______ ນັກຮຽນເວຳີົ້ ຄືນສຽງຕວົ ອກັ ສອນ ແລະ ຮຽນແບບທຳ່ ທຳງປະກອບ _______ ຄູກວດເບິ່ງຄວຳມເຂີົຳ້ ໃຈຂອງນກັ ຮຽນໂດຍຊໃ້ີ ສ່ຮູບພຳບ, ໃຊທ້ ່ຳທຳງປະກອບ, ສະແດງທ່ຳທຳງ ແລະ ໃຊພ້ ຳສຳລຳວ ເພ່ອິື ອະທບິ ຳຍຄວຳມໝຳຍ. _______ ຄູເລອື ກເອຳົ ນັກຮຽນແຕ່ລະຄນົ ແລະ ໃຫພ້ ວກເຂຳົ ເວີົ້ຳສຽງ ແລະ ເຮັດທ່ຳທຳງປະກອບ. ກດິ ຈະກຳ 2 ເບງິ່ ຄສູ ຳທດິ ບຳດກຳ້ ວທີ 3 – Teach letter formation (ສອນຮບູ ແບບຕວົ ອກັ ສອນ). ຈັດລຽງແຕລ່ ະບຳດກຳ້ ວລມ່ ນໃີ້ ຫຖ້ ກື ຕອ້ ງຕຳມລຳດບັ . ບຳດກຳ້ ວທີ 3 – Teach letter formation (ສອນຮບແບບຕວົ ອກັ ສອນ) _______ ນັກຮຽນເວຳ້ີົ ແລະ ຂຽນສຽງຕວົ ອກັ ສອນກຳງຫຳວ (ເທງິ ອຳກຳດ). _______ ຄູສອນແຕມ້ ເສັນີ້ 4 ເສີ້ັນໃສ່ເທງິ ກະດຳນ ແລະ ໝຳຍເລກໃສ່ແຕ່ລະເສີັ້ນ. _______ ຄູເວີ້ຳົ ສຽງຕວົ ອັກສອນ ແລະ ເຮັດເປນັ ແບບຢຳ່ ງວທິ ກີ ຳນຂຽນກຳງຫຳວ ແລະ ອະທິບຳຍກຳນຂີດຈຳກຈດນີໄ້ ປຫຳຈດນັ້ີນ. _______ ນັກຮຽນເຮດັ ກິດຈະກຳສຳຜດັ ເພິືອ່ ຝກຶ ຊອ້ ມສຳ້ ງຮບູ ແບບຕວົ ອກັ ສອນ ໂດຍນຳໃຊນ້ ີວ້ ມືຂອງພວກເຂຳົ ຂຽນສຽງຕົວອັກ ສອນໃສ່: - ຝຳ່ ມື - ໂຕະ - ຫັງຂອງໝູ່ (ຄເູ່ ຮດັ ກິດຈະກຳ) _______ ຄູສອນຂຽນສຽງຕົວອກັ ສອນໃສຕ່ ຳມເສນ້ີັ ແລະ ອະທິບຳຍກຳນຂດີ ຈຳກຈດນໄີ້ ປຫຳຈດນີັ້ນ. _______ ນັກຮຽນຝກຶ ກຳນຂຽນສຽງຕວົ ອກັ ສອນໃສ່ປ້ືມຂຽນຂອງໃຜລຳວ. _______ ຄູສອນເລືອກເອຳົ ນກັ ຮຽນຈຳນວນໜ່ງືິ ເພອິ່ື ຂຽນສຽງຕວົ ອກັ ສອນໃສ່ເທິງກະດຳນ.

Worksheet 2 (Module 1, Lesson 29) Phonics Lesson Steps Step Notes Review sounds 1 (ທບົ ທວນສຽງຕົວອັກສອນ) Teach the new 2 sound (ສອນສຽງຕົວອັກສອນໃໝ່) Teach letter 3 formation (ສອນຮບູ ແບບຕົວອັກສອນ) Blending and / or segmenting activity 4 (ກຳນປະສມົ ສຽງ ແລະ/ຫື ກດິ ຈະກຳແຍກສວ່ ນຂອງສຽງ) Review learning 5 (ທົບທວນຄນື ກຳນຮຽນຮູ້)

3 Say the sound Ss Lesson 1 One day, Sounthone was walking. ໖ Suddenly Sounthone saw a snake. 6

S4 Trace the letter Lesson 1 5 Copy the letter 1 ......................................................................................... S S2 ......................................................................................... 3 4 ......................................................................................... 6 Find the letter ‘‘s’’ s ta s t a s s s a a s sun sit snake a st sa t s ໗7

ຂນັ້ ສະຫຸຼບ (5 ນາທີ) Audio Track 1.2 One day, Sounthone was walking. 6. ທວນຄືນຄ�ຳສັບໃໝ່ Suddenly, Sounthone saw a sssssssnake! 1 1) ຄູຖາມນກັ ຮຽນ What did we learn today? Audio Track 1.2 ມີມໜ້ື ງ່ຶ , ທາ້ ວສຸນທອນ ກໍາລັງຍ່າງໄປຕາມທາງ. (ມ້ນື ພ້​ີ ວກເ​ຮົາໄດຮ້ ຽນກ່ຽວກບັ ຫຍງັ ?). ທັນໃດນນ້ັ ລາວໄດ້ເຫັນ ງງງງງ!ູ 2) ນກັ ຮຽນບອກສ່ງິ ທີ່ພວກເຂາົ ໄດ້ຮຽນ. 3) ຄູທວນຄືນຄາໍ ສບັ ໃໝ່ ດ້ວຍການຖາມ​ເຊນ່ັ : ນັກ 5) ນັກຮຽນຟັງ. 6) ຄກູ ວດເບິ່ງຄວາມເຂົາ້ ໃຈຂອງນກັ ຮຽນ ໂດຍການ ຮຽນສາມາດຈື່ຊຂ່ື ອງຕວົ ລະຄອນໄດ້ບໍ?່ ຕົວລະ ຄອນໃດມຜີ ົມຍາວ? (ຄາໍ ຖາມເຫົຼາ່ ນສີ້ າມາດຖາມ ຊໃ້ີ ສ່ຮບູ , ສະແ​ ດງທາ່ ທ​ າງປະກ​ ອບ ແລະ ອະທບິ າຍ ເປນັ ພາສາລາວ). ຄວາມໝາຍໃນພາສາລາວ. 7) ຄອູ າ່ ນຄາໍ ແນະນາໍ Say the sound (ເວາ້ົ ອອກສຽງ). ຊົວ່ ໂມງທີ 2 8) ຄເູ ວົາ້ ອອກສຽງ s ຫຼື ເປີດ Audio Track1.3 ແລະ ບອກໃຫນ້ ກັ ຮຽນເວົາ້ ອອກສຽງນນັ້ ຄືນ. ຂັນ້ ນ�ຳເຂົ້າສບູ່ ົດຮຽນ (5 ນາທີ) 9) ນກັ ຮຽນເວາົ້ ອອກສຽງນ້ັນຄືນ. 1. ການທັກທາຍໃນຫ້ອງຮຽນ Audio Track 1.3 1) ຄທູ ັກທາຍນັກຮຽນ, Good morning/ Say the sound (ເວາົ້ ອອກສຽງ) afternoon, students (ສະບາຍດຕີ ອນເຊົ້າ/ s // s // s // s // s ຕອນສວາຍ, ນກັ ຮຽນ). 2) ນັກຮຽນຕອບ, Good morning/afternoon, 10) ຄູສອນນກັ ຮຽນກຽ່ ວກບັ ທາ່ ທາງປະກອບ make Teacher (ສະບາຍດຕີ ອນເຊົາ້ /ຕອນສວາຍ, ຄ)ູ . a shape like a snake with your hand (ເອາົ ມສື ະແ​ ດງທ​ າ່ ທ​ າງຄກື​ ບັ ໂຕງູ). 2. ແນະນ�ຳສຽງໃຫນ້ ກັ ຮຽນ 11) ນກັ ຮຽນເວ້າົ ອອກສຽງ ແລະ ຈ່ທື ່າທາງປະກອບນນັ້ . 1) ຄບູ ອກນັກຮຽນວ່ານກັ ຮຽນຈະຮຽນກ່ຽວກບັ ສຽງໃໝ່. 12) ຄເູ ລືອກເອາົ ນັກຮຽນ 2-3 ຄົນ, ບອກໃຫພ້ ວກເຂົາ 2) ຄູອະທິບາຍກ່ຽວກັບຄວາມໝາຍຂອງສຽງ ແລະ ເວ້າົ ອອກສຽງດ່ງັ ກາ່ ວນນັ້ ແລະ ສະແ​ ດງທ່າທາງ ບອກນກັ ຮຽນວາ່ ສຽງໃໝ່ແມ່ນ s. ປະກອບ.​ ຂັ້ນຈັດກິດຈະກ�ຳການຮຽນ (10 ນາທີ) ການວັດ ແລະ ປະເມນີ ຜົນ ກວດເບິ່ງການອອກສຽງຂອງນັກຮຽນ. ເນັນ້ 3. ສອນສຽງໃໝ່ s ເວາົ້ ອອກສຽງ, ບດົ ​ທີ 1, ກດິ ຈະກາໍ ທີ 3 ເວາົ້ ອອກສຽງ ແລະ ສ​ ະແ​ ດງທ່າທາງປະກອບ. 1) ຄູບອກໃຫ້ນກັ ຮຽນ Open your book and look ໑໒ at Lesson 1, Activity 3 (ເປດີ ປ້ມຶ ແລະ ເບງິ່ ​ ບົດທ​ ີ 1, ກດິ ຈ​ ະ​ກໍາທີ 3). 2) ຄຍູ ົກປຶມ້ ແບບຮຽນຂນຶ້ ໃຫ້ນັກຮຽນເບິງ່ . ພ້ອມທັງຊີໃ້ ສ່ ຮບູ ແລະ ຖາມວ່າ What can you see? (ນກັ ຮຽນເຫັນຫຍັງແດ?່ ). 3) ນກັ ຮຽນບອກສງິ່ ທພ່ີ ວກເຂົາເຫັນຢໃູ່ ນຮບູ ເຊ່ນັ : Sounthone (ສຸນທ​ ອນ, sun (ດວງຕາເວນັ ), grass (ຫຍ້າ), snake (ງ)ູ (ນກັ ຮຽນສາມາດຕອບ ເປນັ ພາສາລາວຖາ້ ນັກຮຽນບຮໍ່ ູ້ຄາໍ ສບັ ເຫົຼ່ານ້ີໃນ ພາສາອງັ ກດິ ). 4) ຄູເປີດ ຫືຼ ອາ່ ນ Audio Track 1.2. 12

4. ສອນວ​ິທກີ ານຂຽນຕົວອັກສອນ 6. ກ່າຍຕົວອັກສອນ, ບດົ ​ທີ 1, ກດິ ຈະກ�ຳທີ 5 1) ຄູເວາ້ົ ອອກສຽງ s ແລະ ສາທິດການຂຽນໃນກາງ 1) ຄູບອກໃຫນ້ ັກຮຽນ Look at Activity 5 (ເບງິ່ ກິດ 1 ຫາວ ເພອ່ື ອະທບິ າຍວິທີການຂຽນຕວົ ອກັ ສອນ ຈະກໍາທີ 5) ແລະ ອ່ານຄາໍ ນໍາ Copy the letter ດັ່ງ ກ່າວ, Go round, down and around (ກ່າຍຕົວອັກສອນ). (ຂດີ ອອ້ ມລົງ ແລະ ອ້ອມຂ້ຶນ). 2) ຄູອະທິບາຍວາ່ ນກັ ຮຽນຈະຕ້ອງກ່າຍຕວົ ອກັ ສອນໃສ່ 2) ນັກຮຽນເວົາ້ ອອກສຽງ ແລະ ຂຽນຕົວອກັ ສອນດ່ັງ ໃນປ້ມຶ ຂຽນຂອງຕົນເ​ອງ. ກ່າວໃ​ນກາງຫາວ. 3) ນກັ ຮຽນກາ່ ຍຕວົ ອກັ ສອນໃສໃ່ ນປມ້ຶ ຂຽນຂອງພວກ​ເຂາົ . 3) ໃຫ້ນັກຮຽນຫິນຼ້ ກດິ ຈະກາໍ ເພື່ອຝກຶ ປະຕບິ ດັ ການ 4) ຄູຍ່າງໄປມາໃນຫອ້ ງຮຽນເພ່ືອໃຫ້ການຊ່ວຍເຫຼອື ນັກ ຂຽນຕວົ ອັກສອນໂດຍການໃຊນ້ ວິ້ ມືຂຽນຕົວອັກ ສອນໃສ:່ ຮຽນເພ່ີມຕື່ມ. -- ຝາມື -- ໂຕະ ການວັດ ແລະ ປະເມີນຜົນ -- ຫຼງັ ຂອງໝູຂ່ ອງຕົນ ກວດເບງ່ິ ວາ່ ນັກຮຽນກາໍ ລັງຂຽນຕວົ ອັກສອນໄດ້ 4) ຄູຂດີ ເສັ້ນຊື່ 4 ເສນ້ັ ໃສ່ກະດານ ແລະ ໝາຍຕົວ ຢາ່ ງຖືກຕ້ອງ ແລະ ຂະໜາດຂອງຕວົ ອກັ ສອນໃຫມ້ ີ ເລກໃສ.່ ຄວາມເໝາະສມົ . ຖ້ານກັ ຮຽນຍງັ ຂຽນບໄ່ໍ ດ,້ ແມ່ນໃຫ້ ຄູແນະນໍານັກຮຽນບ່ອນທ່ີຜິດນນ້ັ , ສາທດິ ການຂຽນຕົວ 5) ຄຂູ ຽນຕົວອກັ ສອນໃສ່ເທງິ ເສນ້ັ ທຂ່ີ ີດໄວ້ ແລະ ອະ ອັກສອນ ແລະ ອະທບິ າຍການຂຽນຂອງຄູໃຫນ້ ັກຮຽນ ທບິ າຍວທິ ີການຂີດຂອງຕວົ ອັກສອນດັ່ງກາ່ ວ, Go ເບງິ່ . ຫຼັງຈາກນນ້ັ , ໃຫ້ນກັ ຮຽນລອງຂຽນດວ້ ຍຕົນເອງ round, down and around (ຂີດອອ້ ມລງົ ແລະ ໃນຂະນະທຄ່ີ ອູ ະທບິ າຍວທີ ກີ ານຂຽນຕວົ ອັກສອນນນ້ັ . ອອ້ ມຂ້ຶນ). 7. ຊອກຫາຕວົ ອກັ ສອນ, ບດົ ​ທີ 1, ກດິ ຈະກ�ຳທີ 6 6) ຄູເລືອກເອາົ ນກັ ຮຽນ 2-3 ຄນົ ອອກມາຂຽນຕົວ ອກັ ສອນໃສ່ກະດານໃຫໝ້ ູ່ເບິ່ງ. 1) ຄູບອກໃຫນ້ ກັ ຮຽນ Look at Activity 6 (ເບງິ່ ກິດ ຈະກາໍ ທີ 6) ແລະ ອ່ານຄໍານໍາ Find the letter ຂ້ັນຝກຶ ປະຕບິ ັດ ແລະ ນ�ຳໃຊ້ (20 ນາທ)ີ ‘‘s’’ (ຊອກຫາຕວົ ອັກສອນ s ). 5. ຂີດຕາມຮອຍຕວົ ອັກສອນ, ບົດທ​ ີ 1, ກດິ ຈະກ�ຳທີ 4 2) ຄສູ າທດິ ໃນການຊໃ້ີ ສ່ຕົວອັກສອນຕວົ s ຊີ້ໃສຕ່ ວົ ອັກສອນແຕ່ລະຕົວ ແລະ ຊໃ້ີ ສຕ່ ວົ ອກັ ສອນຢໃູ່ ນຄາໍ 1) ຄບູ ອກໃຫນ້ ັກຮຽນ Look at Activity 4 ສັບຕາ່ ງໆ. (ເບງິ່ ກິດຈະກາໍ ທີ 4) ແລະ ອ່ານຄໍານໍາ Trace the letter (ຂີດຕາມຮອຍຕົວອັກສອນ). 3) ຄຈູ ດັ ນກັ ຮຽນເປັນຄູ່ ແລະ ບອກໃຫນ້ ັກຮຽນປະຕບິ ັດ ກິດຈະກໍາໃຫສ້ າໍ ເລດັ . 2) ຄູອະທບິ າຍໃຫນ້ ັກຮຽນຮວູ້ ່ານກັ ຮຽນຈະຕອ້ ງຂີດ ຕາມຮອຍຕວົ ອກັ ສອນດວ້ ຍນິ້ວມືຂອງພວກເ​ຂົາ. 4) ນັກຮຽນເຮດັ ວຽກເປັນຄູ່ໃນການຊ້ີໃສ່ຕວົ ອກັ ສອນ s. 5) ຄຍູ າ່ ງໄປມາໃນຫອ້ ງຮຽນເພ່ືອໃຫກ້ ານຊ່ວຍເຫອືຼ ນກັ 3) ຄູຖາມນັກຮຽນວາ່ Where will you start? (ນັກຮຽນຈະເລມີ່ ຈາກໃສກ່ອນ?) ຄອູ ະທິບາຍວາ່ ຮຽນເພີມ່ ຕມື່ . On the yellow dot (ເລ່ີມຈາກຈາໍ້ ເມດັ ສເີ ຫອຼື ງ) ແລະ ສາທິດກ່ຽວກບັ ການຂດີ ຕາມຮອຍຕົວອກັ ການວດັ ແລະ ປະເມນີ ຜນົ ສອນ. ສງັ ເກດເບງ່ິ ນກັ ຮຽນ ແລະ ກວດເບງ່ິ ວາ່ ນກັ ຮຽນສາ ມາດຈ່ືຕວົ ອກັ ສອນຕົວ s ຢູ່ໃນຮູບແບບການຂຽນໄດ.້ 4) ນັກຮຽນຂີດຕາມຮອຍຕວົ ອກັ ສອນດວ້ ຍນິ້ວມຂື ອງ ໃຫກ້ ານຊວ່ ຍເຫອືຼ ເພມ່ີ ຕມ່ື ຕກ່ໍ ບັ ນກັ ຮຽນທຍ່ີ ງັ ບເ່ໍ ຂາ້ົ ໃຈ. ພວກເຂາົ . 6) ການປະກອບຄາໍ ຄດິ ຄາໍ ເຫນັ : ຄຍູ ກົ ປມ້ຶ ແບບຮຽນຂນ້ຶ 5) ຄຍູ ່າງໄປມາໃນຫ້ອງຮຽນ ແລະ ຊ່ວຍເຫອືຼ ນກັ ຮຽນ ແລະ ບອກໃຫນ້ ກັ ຮຽນແຕລ່ ະຄນົ ຊໃ້ີ ສຕ່ ວົ ອກັ ສອນ s. ເພີ່ມຕ່ືມ. ໑໓ 13

ຂນ້ັ ສະຫຼຸບ (5ນາທີ) ທີ 1, ກິດຈ​ ະກ​ າໍ ທີ 7). 3) ຄຍູ ກົ ປມ້ຶ ແບບຮຽນຂນ້ຶ ໃຫນ້ ກັ ຮຽນເບງ່ິ , ຊໃ້ີ ສຮ່ ບູ ແລະ 8. ທວນຄນື ສຽງ -- ທວນຄນື ຄາໍ ສັບຈາກບົດຮຽນທີ່ຜ່ານມາ ເຊັ່ນ: 1 1) ຄຖູ າມນັກຮຽນວາ່ What sound did we learn Who is this? (ນີແ້ ມ່ນໃຜ?) Is this Payia? (ນ້ີ ແ​ ມນ່ ປາເຢຍບ?່ໍ ), Is this Sounthone? today? (ມ້ນື ້ີພວກເຮາົ ໄດຮ້ ຽນສຽງຫຍງັ ?). (ນແ້ີ ມນ່ ສນຸ ທ​ ອນບ?ໍ່ ). 2) ນກັ ຮຽນເວ້າົ ອອກສຽງ s ແລະ ສະແ​ ດງທາ່ ທາງ -- ໃຫ້ນັກຮຽນຄິດຫາຄໍາສບັ ຕ່າງໆພອ້ ມເວ້ົາຄາໍ ສບັ ອອກມາ ເຊັ່ນ: What’s this? (ນ້ີແມນ່ ຫຍງັ ?) ປະກອບ. What colour is the (house)? (ເຮອື ນ) ສີ 3) ຄູເວ້ົາຄໍາສັບ Sounthone (ສນຸ ທ​ ອນ), sit down ຫຍງັ ?) How many people are there? (ມີຄົນ) ຫາຼ ຍປານໃດ?). (ນງ່ັ ລງົ ), look (ເບ່ິງ), Payia (ປາເ​ຢຍ), snake (ງູ), stand up (ລກຸ ຂຶນ້ ), listen (ຟັງ), book -- ເດາົ ກຽ່ ວກັບບົດເລອ່ື ງ ເຊນ່ັ : What are they (ປຶມ້ ), say (ເວົ້າ) ຫຼື ເປິດ Audio Track 1.4. ຄູ doing? (ພວກເຂາົ ກາໍ ລງັ ເຮັດຫຍັງ?) What do you think the story is about? (ນັກຮຽນ ອະທບິ າຍໃຫ້ນກັ ຮຽນຟັງຖາ້ ຄາໍ ສບັ ທຂີ່ ້ຶນຕົ້ນດ້ວຍ ຄດິ ວາ່ ບດົ ເລືອ່ ງນ້ກີ ຽ່ ວກັບຫຍັງ?). ສຽງ s ແມນ່ ໃຫນ້ ັກຮຽນຕບົ ມ.ື 4) ໃຫ້ນັກຮຽນຕອບ (ນັກຮຽນສາມາດຕອບເປນັ ພາສາ 4) ນກັ ຮຽນຟັງ ແລະ ຕົບມືເມືອໄດ້ຍິນຄໍາສບັ ທຂ່ີ ນຶ້ ຕນ້ົ ລາວຖ້າວາ່ ພວກເຂົາບໍ່ຮູຄ້ ໍາສບັ ພາສາອັງກິດ). ດວ້ ຍສຽງ s. ຂ້ນັ ຈັດກດິ ຈະກ�ຳການຮຽນ (15 ນາທ)ີ 5) ຄຖູ າມນກັ ຮຽນວ່າ: ພວກເຮາົ ຂຽນຕວົ ອກັ ສອນ s 3. ຟ ັງບົດເລ່ອື ງ, ບົດ​ທີ 1, ກດິ ຈະກ�ຳທີ 7 ໄດແ້ ນວໃດ? ຄູໃຫ້ນັກຮຽນພ​ າ​ກັນຂ​ ຽນຕົວອັກສອນ​ ດັ່ງກ​ ່າວ s ໃນກາງຫາວ. 1) ຄອູ ່ານຄໍານໍາ Listen to the story (ຟງັ ບດົ ເລື່ອງ). 2) ຄູອ່ານຫວົ ຂຂ້ໍ ອງບດົ ເລື່ອງຊ່ື The dog’s name Audio Track 1.4 (ຊື່ຂອງ ໝາ) ແລະ ອະທິບາຍຄວາມໝາຍຂອງຄາໍ Sounthone sit look Payia snake ວາ່ dog (ໝາ) ແລະ name (ຊ)ື່ . book say 3) ຄູອະທບິ າຍວ່ານກັ ຮຽນຈະໄດຟ້ ັງບດົ ເລອ່ື ງ ແລະ stand up listen ຊີໃ້ ສ່ຮູບໃນຂະນະທ່ີນັກຮຽນຟັງ. 4) ຄເູ ປີດສຽງ Audio Track 1.5, ພ້ອມກບັ ຍກົ ປມຶ້ Audio Track 1.3 ແບບຮຽນຂນຶ້ ໃຫນ້ ກັ ຮຽນເບ່ງິ ແລະ ຊ້ໃີ ສຮ່ ູບ. 5) ນກັ ຮຽນຟງັ ບດົ ເລອ່ື ງ ແລະ ຊໃ້ີ ສຮ່ ບູ ຢໃູ່ ນປມ້ຶ ແບບຮຽນ. ສຸນທ​ ອນ ນງັ່ ລງົ ເບງ່ິ ປາເຢຍ ປຶ້ມ ເວາ້ົ ການວັດ ແລະ ປະເມີນຜົນ ງ ູ ລຸກຂນຶ້ ຟງັ ໃຫກ້ ວດເບງ່ິ ນກັ ຮຽນກາໍ ລງັ ຊໃ້ີ ສຮ່ ບູ ຢາ່ ງຖກື ຕອ້ ງ. ຊວ່ົ ໂມງທີ 3 Audio Track 1.5 The dog’s name ຂ້ັນນ�ຳເຂົາ້ ສູ່ບດົ ຮຽນ (5 ນາທ)ີ (Picture 1) 1. ການທັກທາຍໃນຫອ້ ງຮຽນ Sounthone, Champa, Houmphanh and Payia are walking home from school. 1) ຄູທກັ ທາຍນັກຮຽນ, Good morning/ afternoon, students (ສະບາຍດຕີ ອນເຊ້ົາ/ ຕອນສວາຍ, ນກັ ຮຽນ). 2) ນັກຮຽນຕອບ, Good morning/afternoon, Teacher (ສະບາຍດີຕອນເຊົາ້ /ຕອນສວາຍ, ຄ)ູ . 2. ນ�ຳສະເ​ໜບີ ດົ ເລອ່ື ງ, ບດົ ​ທີ 1, ກດິ ​ຈະ​ກ�ຳທ​ ີ 7 1) ຄູອະທິບາຍວ່າຢູ່ໃນບດົ ນນີ້ ັກຮຽນຈະຟັງບດົ ເລອື່ ງ. 2) ຄູບອກໃຫ້ນກັ ຮຽນ Open your book and look at Lesson 1, Activity 7 (ເປດີ ປ້ຶມ ແລະ ເບ່ງິ ບດົ ​ 14 ໑໔

Lesson 30 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: A Phonics Lesson Topic 2: Teaching Learning outcomes: -At the end of the Phonics in English lesson, teacher trainees will be able to: - explain steps 4-5 in a phonics Picture and letter cards (prepare one set) Grade 3 materials (from Lesson 29) lesson Assessment Check teacher trainees can explain the difference between blending and segmenting. Worksheet activity – record notes about each stage of the lesson. Activator (5 mins) Review the letter sound - Running game - Organise teacher trainees into 3 or 4 teams. - Explain that you will sound out some words. Teacher trainees have to listen and work out the word. One person from each team has to run to the board and write the word. The first team to write the word correctly, wins a point. - Sound out the following words: - The team with the most points wins the game. - Note: Check teacher trainees understand the meaning of the words they write on the board. Teaching and learning activities Introduction (5 mins) - Write Step 1, Step 2, Step 3, Step 4 and Step 5 on the board. - Elicit Steps 1 to 3 of a phonics lesson (Step 1 Review sounds, Step 2 Teach the new sound, Step 3 Teach Letter formation) - Explain that in this lesson, you will demonstrate Steps 4 and 5 of a phonics lesson. - Ask teacher trainees what they remember about blending and segmenting. Elicit their ideas and write them on the board. Activities (30 mins) - Demonstrate a blending and segmenting activity using the steps below but DO NOT tell teacher trainees which activity is the blending activity, and which is the segmenting activity. Blending activity - Put the six pictures on the board. - Use the letter cards to make the word . - Choose a teacher trainee to go to the board and sound out the word. Then ask him or her to point to the picture that matches the word. - Continue the activity for the words, Segmenting activity - Show the picture of a cat and ask What’s this? Elicit the word cat. - Ask teacher trainees, How many sounds are there in cat? (3) Hold up three fingers, point

to the first finger and ask What’s the first sound? (c) Point to the middle finger and ask What’s the middle sound? (a) Point to the final finger and ask What’s the final sound? (t) - Continue the activity for the words, - Write the questions below on the board. • What differences did you notice between the two activities? • Which activity was a blending activity? • Which activity was a segmenting activity? - Organise teacher trainees into pairs and ask them to discuss the questions. - Do feedback and elicit their answers. - Suggested answer: In the first activity, teacher trainees put the individual sounds together to read the word – this was a blending activity. Blending helps students sound out and read words. In the second activity, teacher trainees separated the individual sounds in the words – this was a segmenting activity. Segmenting can help students spell words. Note: In Grade 3, students do not start blending and segmenting immediately after learning their first letter sound s. They learn more letter sounds before this step is introduced into lesson. Explain this to teacher trainees during this step. - Explain that now you will demonstrate Step 5, Review Learning. - Demonstrate this step by asking teacher trainees What sound did you learn today? (s) What’s the action for s? Can you air write the sound? Can you think of any words that contain the sound s? (sun, snake, grass) - Ask teacher trainees to discuss what you did with a partner and briefly elicit feedback from the whole class. Summary & assessment (10 mins) - Ask teacher trainees to look at Worksheet 2 – Phonics Lessons Steps (from the previous lesson) and make notes about what the teacher did in Steps 4 and 5. - Discuss Steps 4 and 5 and ask teacher trainees to share what they recorded in their notes. Annex Resources to be used during this lesson: Picture and letter cards















Lesson 31 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 2: Teaching Sub-topic: Multisensory Learning outcomes: At the end of the Phonics in English Approaches in Phonics lesson, teacher trainees will be able to: - identify multisensory approaches in phonics instruction. Resources Assessment Worksheet – Multisensory Approaches in Phonics Classroom observation Student interaction Jigsaw group cards (one card per student) Activator (5 mins) - Play Hit the board. - Write the sounds on the board. - Organise teacher trainees into five teams and ask each team to stand in lines in front of the board. Elicit a team name from each team and write the names on the board. - Explain that you will say a sound. The person at the front of the line for each team has to try and hit the correct letter on the board. The fastest teacher trainee to hit the correct letter wins a point for their team. - Play the first round and record the point on the board. Then ask the teacher trainees who were at the front of the line to go to the back of the line and continue the game. - At the end of the game, add the points and name the winning team. Teaching and learning activities Introduction (5 mins) - Organise teacher trainees into pairs. - Write the questions on the board to review multisensory approaches. 1. What does a ‘multisensory approach’ mean? 2. What are the main three senses children learn from? 3. Why do we use a multisensory approach to teach young children? 4. What senses did you use when you played Hit the board? - Ask teacher trainees to discuss the questions in pairs. - Briefly elicit feedback. Suggested answers: 1. A multisensory approach means approaches that give children an opportunity to learn through more than one sense. 2. The main three senses children learn through are visual (see), auditory (hear) and kinesthetic (touch / movement) 3. People often have preferences about which sense they learn through. Using multisensory approaches gives children more than on way to try and understand a new concept. 4. In Hit the board teacher trainees see the letter written on the board, hear the teacher say the sound and move to hit the correct letter. Activities (35 mins) - Explain that teacher trainees are going to do a jigsaw discussion. Jigsaw discussion - Part 1 - Give each teacher trainee a card. Explain that: o the green cards are visual, o the blue cards are auditory o the yellow cards are kinaesthetic o each card also has the letter a or the letter b.

- Tell teacher trainees that they need to make groups according to the colour and letter of their card. There should be six groups: green a, green b, blue a, blue b, yellow a and yellow b. - Write the following question on the board, How do young children learn through your sense during a phonics lesson? - Ask teacher trainees to discuss the question for the sense shown on their card with their group. Tell them to make notes about the main points in their discussion. - Monitor and support the discussion Jigsaw discussion - Part 2 - Explain that teacher trainees have to make new groups. Each group should contain a green a, green b, blue a, blue b, yellow a and yellow b. Ask teacher trainees to form new groups. - Ask teacher trainees to share the main points from their discussions in part 1 with their new group. - Then give out the Worksheet Multisensory Approaches in Phonics and ask teacher trainees to complete it with their ideas. Summary & assessment (5 mins) - Briefly elicit feedback and ask teacher trainees to share what they wrote on the worksheet with the rest of the class. Suggested answers: Visual – students see the action for each sound, students see the shape of the letter when it is written, students see the pictures in the sound story Auditory – students hear words that contain the sound, students hear the sound Kinesthetic – students do the action, students practice air writing the letter, students do tactile activities, students make the letter using different materials, students trace the letter in their textbook, students write the letter. Annex Resources to be used during this lesson: Worksheet – Multisensory Approaches in Phonics Jigsaw group cards - prepare one per teacher trainee

Worksheet (Module 1, Lesson 30) Multisensory Approaches in Phonics ຈົ່ງຕື່ມຂໍ້ມູນກ່ຽວກບັ ວິທກີ ານທປີ່ື ະສາດສາພັດແຕ່ລະອນັ ເຊົ່ັນ: ການເບງືີ່ (ແນມເຫນັ ), ການຟັງ ແລະ ການສາພັດຈັບບາຍຕາ່ ງໆຖກ ນາໃຊ້ ໃນບດຮຽນການອອກສຽງ.

Jigsaw Cards - prepare one per teacher trainee a a a a a a a a a a a a a a b b a b b b b b b b b b b b b b

Lesson 32 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 2: Teaching Sub-topic: Phonics Micro- Learning outcomes: At the end of the Phonics English teaching lesson, teacher trainees will be able to: - apply learning to plan and teach a Resources Grade 3 Textbook, page 66 -67 phonics lesson Grade 3 Teacher Guide, Lesson 14, Hour 2 Assessment - Observe teacher trainees planning their micro-teaching. - Observation of micro- teaching. Activator (5 mins) - Write Steps in a Phonics Lesson on the board. - Organise teacher trainees into pairs and ask them to discuss the 5 steps in a phonics lesson and how to teach each step. They can refer to the notes they made on the worksheet from Lesson 30 and 31. - Elicit feedback – ask teacher trainees to tell you what each step in a phonics lesson is and how to teach it. Teaching and learning activities Introduction (5 mins) - Organise teacher trainees into groups of five. - Explain that teacher trainees are going to micro-teach a phonics lesson. Each person in the group will have teach one step of a phonics lesson and they will have 3 minutes to teach their step. - Ask teacher trainees to decide, in their groups, who will teach which step. Activities (35 mins) Planning the micro-teaching - Explain that teacher trainees are going to teach the sound m and have 20 minutes to prepare for the micro-teaching. - Give each group a copy of the Grade 3 materials. Explain that teacher trainees should use these materials to plan their lesson and follow the steps in the Teacher Guide. Check teacher trainees understand they have to use the steps in Hour 2. - Walk around the classroom to observe and support them. Micro-teaching task - Start the micro-teaching activity. - Ask each group to nominate a timekeeper and remind teacher trainees they have three minutes to micro-teach each step. - Observe the micro-teaching and make notes about things the teacher trainees did well and areas they need more support with. Summary & assessment (5 mins) - Write the following questions on the board 1. Did you remember all the steps? 2. What was the microteaching activity easy or difficult? 3. Is there anything you could improve? - Ask teacher trainees to discuss the questions with their group. - Briefly elicit feedback. Then give teacher trainees feedback based on your observations of their micro-teaching.

3 Say the sound Mm Lesson 14 Payia and her mum are sitting on a mat. ໖໖ They are eating a mango. ‘‘Mmm,’’ says Payia. 66

m4 Trace the letter Lesson 14 5 Copy the letter m m1 ......................................................................................... 2 ......................................................................................... 3 4 ......................................................................................... 6 Read and point 1 2 3 ໖໗ 67

5) ນກັ ຮຽນຟງັ ແລະ ຕົບມ.ື ຂ້ັນຝຶກປະຕບິ ດັ ແລະ ນ�ຳໃຊ້ (10 ນາທີ) 6) ຄອູ າ່ ນ ຫຼື ເປດີ Audio Track 4.6 ແລະ ໃຫ້ 4. ຖາມ ແລະ ຕອບ, ບົດທ​ ີ 14, ກດິ ຈະກໍາທີ 2 14 ນັກຮຽນອ່ານ chant ຄນື . 7) ນກັ ຮຽນຟັງ ແລະ ອ່ານ chant ຄນື . 1) ຄບູ ອກໃຫນ້ ກັ ຮຽນ Look at Activity 2 (ເບງ່ິ ກດິ ຈະກາໍ ທີ 2) ແລະ ອ່ານຄໍາແນະນໍາ Ask and ການວັດ ແລະ ປະເມີນຜົນ answer (ຖາມ ແລະ ຕອບ). ກວດເບິ່ງການມີສ່ວນຮ່ວມຂ​ ອງນ​ ກັ ຮ​ ຽນໃນກ​ ານ​ ອາ່ ນ chant ດ​ ວ້ ຍສ​ ຽງດ​ ັງ. 2) ຄູຈັດນກັ ຮຽນເປັນຄູ່ ແລະ ອະທບິ າຍວາ່ ນັກຮຽນຈະ ໄດຊ້ ີໃ້ ສຮ່ ູບໃນກິດຈະກາໍ ທີ 1 ແລະ ຖາມຄູ່ຕົນ Audio Track 4.6 No, it isn’t. ເອງວ່າ Is it a (cat)? (ມັນແມນ່ ແມວບ?່ໍ ). ຄ່ສູ ນົ Grammar chant Yes, it is. ທະນາຂອງພວກເຂົາຕອບວາ່ , Yes, it is/No, it Oud! Oud! Oud! (pause) isn’t (ເຈ້າົ , ແມ່ນແລວ້ ຫືຼ ບ່,ໍ ມັນບແໍ່ ມ່ນ). Is it a dog? (pause) Is it a pig? (pause) 3) ຄໃູ ຫນ້ ກັ ຮຽນໜງ່ຶ ຄປູ່ ະຕບິ ດັ ກດິ ຈະກາໍ ເປນັ ຕວົ ຢາ່ ງ: ຈາກນນ້ັ ໃຫນ້ ກັ ຮຽນຄນົ ອນ່ື ໆໃນຫອ້ ງຮຽນປະຕບິ ດັ Meow! Meow! Meow! (pause) ຈະກາໍ . Is it a duck? (pause) No, it isn’t. Is it a cat? (pause) Yes, it is. 4) ນກັ ຮຽນຝກຶ ຖາມ ແລະ ຕອບເປັນຄ.ູ່ 5) ຄູຍາ່ ງໄປມາຢູໃ່ ນຫອ້ ງຮຽນເພ່ືອໃຫກ້ ານຊວ່ ຍເຫືອຼ ນກັ ຮຽນເພມີ່ ຕ່ມື . ຂນັ້ ສະຫບຼຸ (5 ນາທ)ີ Moo! Moo! Moo! (pause) 5. ທວນຄືນການຮຽນ Is it a chicken? (pause) No, it isn’t. Is it a cow? (pause) Yes, it is. 1) ຄູເລອື ກເອົານັກຮຽນຄນົ ໃດຄົນໜ່ງຶ ຊ້ີໃສ່ຮູບ ແລະ ຖາມ Is it a (cat)? (ມັນແມນ່ ແມວບໍ່?). 2) ນັກຮຽນຕອບ Yes, it is/ No, it isn’t. (ເຈົ້າ, ແມນ່ ແລ້ວ ຫຼື ບ,່ໍ ມັນບໍ່ແມ່ນ). Cluck! Cluck! Cluck! (pause) Is it a pig? (pause) No, it isn’t. ການວັດ ແລະ ປະເມນີ ຜົນ Is it a chicken? (pause) Yes, it is. ປະເມນີ ຄວາມສາມາດຂອງນກັ ຮຽນໃນການໃຊ້ ປະໂຫຍກ Is it a …? (ມນັ ແມ່ນ...ບໍ່?) ດວ້ ຍຄາໍ Quack! Quack! Quack! (pause) ສັບຕ່າງໆກຽ່ ວກບັ ສດັ . Is it a cat? (pause) No, it isn’t. Is it a duck? (pause) Yes, it is. ຊ່ວົ ໂມງທີ 2 Hong! Hong! Hong! (pause) ຂນ້ັ ນ�ຳເຂ້ົາສູບ່ ດົ ຮຽນ (5 ນາທີ) Is it a cat? (pause) No, it isn’t. 1. ການທັກທາຍຫ້ອງຮຽນ Is it a dog? (pause) Yes, it is. 1) ຄທູ ກັ ທາຍນັກຮຽນ, Good morning/ afternoon, students (ສະບາຍດຕີ ອນເຊ້ົາ/ 8) ຄເູ ວົ້າຄືນອກີ ສາໍ ລບັ ຂໍທ້ ີ 9 ແລະ 10 , 2 ຫື ຼ 3 ຄັ້ງ. ຕອນສວາຍ, ນັກຮຽນ). 9) ຄູເປດີ ຫຼື ອາ່ ນ Audio Track 4.5 ອກີ . 10) ນກັ ຮຽນພອ້ ມກັນອາ່ ນ chant ດ້ວຍສຽງດັງ. 2) ນັກຮຽນຕອບ, Good morning/afternoon Teacher (ສະບາຍດີຕອນເຊາ້ົ /ຕອນສວາຍ, ຄ)ູ . ໑໐໑ 101

2. ທວນຄືນສຽງ Audio Track 4.7 ສຽງ​ທ​່ີໄດ​ຮ້ ຽນ​ໃນ​ບດົ ​ຜ່ານ​ມາ: s, a, t, i, p, n, c, ປາເຢຍ ແລະ ແມຂ່ ອງລາວກາໍ ລງັ ນງ່ັ ຢສູ່ າດ ແລະ ພວກ ເຂາົ ກໍາລງັ ກນິ ໝາກມວ່ ງຢູ່ “Mmm” ປາເຢຍເອຍ່ີ ຂນ້ຶ 14 e, h, d. ຄອ່ ຍໆ. 1) ຄູຂຽນຕວົ ອັກສອນໃສ່ກະດານ, ຊໃີ້ ສ່ແຕລ່ ະຕວົ , ຄ ູ 5) ນກັ ຮຽນຟັງ. ບອກນກັ ຮຽນເວົ້າສຽງ ແລະ ສະແດງທາ່ ທາງປະ 6) ຄກູ ວດເບ່ິງຄວາມເຂ້ົາໃຈຂອງນກັ ຮຽນໂດຍການຊ ້ີ ກອບສຽງອັກສອນນັ້ນ. ໃສ່ຮບູ , ສະແ​ ດງທາ່ ທາງປະກອບ ແລະ ອະທບິ າຍ 2) ນກັ ຮຽນເວ້າົ ອອ​ ກສຽງ ແລະ ສະແດງທ່າທາງປ​ ະ​ ເປນັ ພາສາລາວຄວາມໝ​ າຍຂ​ ອງຄ​ າໍ ສ​ ັບດ​ ັງ່ ກ​ ວ່ . ກອບ. 7) ຄູອ່ານຄາໍ ແນະນາໍ ກ່ຽວກັບ Say the sound (ເວ້ົາອອກສຽງ). 3) ຄູຂຽນຄາໍ ສບັ it, dad, pen, can, and (ມັນ, ພໍ,່ 8) ຄເູ ວາ້ົ ອອກສຽງ m ຫຼື ເປດີ Audio Track 4.8 ບິກ, ສາມາດ, ແລະ) ໃສ່ກະດານ. ແລະ ໃຫ້ນກັ ຮຽນເວ້າົ ອອກສຽງນ້ັນຄືນ. 9) ນກັ ຮຽນເວົ້າອອກສຽງນນ້ັ ຄືນ. 4) ຄຊູ ີຕ້ ົວອັກສອນໃນຄາໍ ສບັ it (ມັນ), ແລ້ວຖາມນກັ ຮຽນວ່າມີສຽງໃດແດ່ໃນຄໍາສບັ i-t. ຈາກນນ້ັ , ສະ Audio Track 4.8 // m ແດງວິທກີ ານປະສມົ ສຽງ ແລະ ອາ່ ນເປນັ ຄາໍ ສັບ. Say the sound (ເວ້ົາອອກສຽງ) m // m // m // m 5) ນກັ ຮຽນທກຸ ຄນົ ມສີ ວ່ ນຮວ່ ມໃນກດິ ຈະກໍາ ແລະ ອາ່ ນ ເປັນຄາໍ ສັບພອ້ ມກບັ ຄູ. 10) ຄສູ ອນນກັ ຮຽນທາ່ ທາງປະກອບ mime rubbing your stomach as if you are eating 6) ຄູປະຕິບດັ ຂນ້ັ ຕອນຕາ່ ງໆທີ່ໄດ້ເຮັດມາຂ້າງເທງິ ນນັ້ something delicious.(ເອົາມລື ບູ ທອ້ ງອ້ອມໄປ ສາໍ ລັບຄາໍ ສບັ ອນື່ ໆ. ມາເຮັດຄືກບັ ວາ່ ເຈາົ້ ກິນອາຫານສິງ່ ໃດສິງ່ ໜງ່ຶ ທ​ີ່ ແຊບ). ຂນ້ັ ຈດັ ກດິ ຈະກ�ຳການຮຽນ (15 ນາທ)ີ 11) ນກັ ຮຽນເວົາ້ ອອກສຽງ ແລະ ຈເ່ື ອາົ ທ່າທາງປະກອບ 3. ສອນສຽງ m ບ​ ົດທ​ ີ 14, ກດິ ຈະກ�ຳ 3 ນນ້ັ . 1) ຄູບອກໃຫ້ນກັ ຮຽນ Open your book and look 12) ຄເູ ລືອກເອົານກັ ຮຽນ 2-3 ຄນົ , ບອກໃຫ້ພວກເຂົາ at Lesson 14, Activity 3 (ເປີດປ້ຶມ ແລະ ເບງິ່ ​ ເວ້າົ ອອກສຽງດັ່ງກ່າວນ້ັນ ແລະ ສະແ​ ດງທ່າທາງ ບົດທ​ ີ 14, ກິດຈ​ ະ​ກາໍ ທ​ ີ 3). ປະກອບ.​ 2) ຄູຍກົ ປຶ້ມແບບຮຽນຂ້ນຶ ໃຫ້ນກັ ຮຽນເບ່ງິ ພ້ອມທງັ ຊ້ໃີ ສ່ ການວັດ ແລະ ປະເມນີ ຜນົ ຮູບ ແລະ ຖາມວ່າ What can you see? ກວດເບງ່ິ ການອອກສຽງຂອງນກັ ຮຽນ. ເນັ້ນ (ນກັ ຮຽນເຫັນຫຍັງແດ່?). ເວ້ົາອອກສຽງ ແລະ ສ​ ະແ​ ດງທາ່ ທາງປະກອບ. 3) ນກັ ຮຽນບອກສິ່ງທີພ່ ວກເຂົາເຫນັ ຢູ່ໃນຮູບ ເຊ່ນັ : Payia (ປາເຢຍ), Payia’s mum (ແມຂ່ ອງປາ ເຢຍ), Payia’s grandma (ແມ່ເຖົ້າຂອງປາເຢຍ), mat (ສາດ), mango (ໝາກມວ່ ງ), meat (ຊີນ້ ), mango tree (ຕນ້ົ ໝາກມວ່ ງ) ແລະ cow (ງົວ) . (ນກັ ຮຽນສາມາດຕອບເປນັ ພາສາລາວ, ຖ້າວາ່ ນັກ ຮຽນບໍ່ຮູ້ຄາໍ ສບັ ເຫາຼົ່ ນ້ັນໃນພາສາອັງກດິ ). 4) ຄເູ ປດີ ຫືຼ ອາ່ ນ Audio Track 4.7. Audio Track 4.7 Payia and her mum are sitting on a mat eating a mango.‘‘Mmm,’’ says Payia. 102 ໑໐໒

4. ສອນວ​ິທກີ ານຂຽນຕົວອັກສອນ 6. ກາ່ ຍຕວົ ອກັ ສອນ, ບດົ ທ​ ີ 14, ກດິ ຈະກ�ຳທີ 5 1) ຄູເວາ້ົ ອອກສຽງ m ແລະ ສາທດິ ການຂຽນໃນກາງ 1) ຄບູ ອກໃຫ້ນັກຮຽນ Look at Activity 5 (ເບິ່ງກິດ 14 ຫາວເພອື່ ອະທິບາຍວິທີການຂຽນຕ​ ວົ ​ອັກສ​ ອນດ​ ງ່ັ ​ ຈະກໍາທີ 5) ແລະ ອ່ານຄໍາແນະນາໍ Copy the ກ່າວ Go down, up, round, down, up, letter (ກາ່ ຍຕວົ ອັກສອນ). round and down. (ຂດີ ລົງ, ຂດີ ຂນຶ້ , ຂີດກ່ງົ , ຂີດລງົ , ຂດີ ຂນ້ຶ , ຂດີ ກົ່ງ, ຂີດລງົ ). 2) ຄູອະທບິ າຍວາ່ ນກັ ຮຽນຈະຕ້ອງກ່າຍຕວົ ອກັ ສອນໃສ່ ໃນປຶ້ມຂຽນຂອງຕນົ . 2) ນັກຮຽນເວ້ົາອອກສຽງ ແລະ ຂຽນສຽງຕວົ ອັກສອນດ່ງັ ກ່າວໃສກ່ າງຫາວ. 3) ນກັ ຮຽນກ່າຍເອາົ ຕົວອກັ ສອນໃສ່ໃນປຶມ້ ຂຽນຂອງ ຕນົ ເອງ. 3) ນກັ ຮຽນປະຕບິ ັດກດິ ຈະກໍາເພືອ່ ຝກຶ ຂຽນຕວົ ອກັ ສອນ ໂດຍການໃຊນ້ ້ິວມືຂຽນໃສ່: 4) ຄູຍ່າງໄປມາຢູໃ່ ນຫອ້ ງເພ່ືອໃຫກ້ ານຊວ່ ຍເຫຼືອນັກ -- ຝາມື ຮຽນເພມີ່ ຕ່ືມ. -- ໂຕະ -- ຫັຼງຂອງໝູ່ ການວັດ ແລະ ປະເມີນຜນົ 4) ຄູຂດີ ເສ້ນັ ຊື່ 4 ເສນັ້ ໃສກ່ ະດານ ແລະ ໝາຍຕົວເລກ ກວດເບງ່ິ ວ່ານັກຮຽກາໍ ລງັ ຂຽນຕວົ ອັກສອນໄດ້ ໃສ.່ ຢ່າງຖືກຕອ້ ງ ແລະ ຂະໜາດ ຂອງຕົວອກັ ສອນໃຫມ້ ີ ຄວາມເໝາະສົມ. ຖ້ານກັ ຮຽນຍັງຂຽນບໄໍ່ ດ້, ແມ່ນໃຫ້ 5) ຄຂູ ຽນຕວົ ອັກສອນໃສເ່ ທິງເສນັ້ ທີ່ຂດີ ໄວ້ ແລະ ອະ ຄແູ ນະນາໍ ນັກຮຽນບອ່ ນທຜ່ີ ິດນ້ັນ, ສາທດິ ການຂຽນ ທບິ າຍວິທີການຂີດຂອງຕົວອັກສອນດ່ັງກ່າວ, Go ຕວົ ອກັ ສອນ ແລະ ອະທິບາຍການຂຽນຂອງຄູນນັ້ ໃຫ້ down, up, round, down, up, round and ນັກຮຽນເບງິ່ . ຫຼັງຈາກນນ້ັ , ໃຫ້ນັກຮຽນລອງຂຽນດວ້ ຍ down. (ຂດີ ລົງ, ຂດິ ຂນ້ຶ , ຂິດກ່ົງ, ຂດີ ລງົ , ຂດີ ຂຶ້ນ, ຕົວເອງໃນຂະນະທີ່ຄູອະທິບາຍວີທກີ ານຂຽນຕົວອັກ ຂີດກງ່ົ , ຂີດລງົ ). ສອນນ້ັນ. 6) ຄູເລອື ກເອາົ ນັກຮຽນ 2-3 ຄົນອອກມາຂຽນຕວົ ອັກ 7. ຟງັ ແລະ ຊ,ີ້ ບດົ ທ​ ີ 14, ກດິ ຈະກ�ຳທີ 6 ສອນດັງ່ ກ່າວໃສ່ກະດານໃຫໝ້​ ເູ່​ບິ່ງ. 1) ຄບູ ອກໃຫນ້ ກັ ຮຽນ Look at Activity 6 (ເບິ່ງກິດ ຂ້ັນຝຶກປະຕິບດັ ແລະ ນ�ຳໃຊ້ (20 ນາທ)ີ ຈະກໍາທີ 6) ແລະ ອ່ານຄໍາແນະນາໍ Read and point (ອາ່ ນ ແລະ ຊ)້ີ . 5. ຂດີ ຕາມຮອຍຕວົ ອກັ ສອນ, ບດົ ທ​ ີ 14, ກດິ ຈະກ�ຳທີ 4 2) ຄູອະທິບາຍວາ່ ນັກຮຽນຈະຕ້ອງອອກສຽງ ແລວ້ 1) ຄູບອກໃຫ້ນກັ ຮຽນ Look at Activity 4 (ເບ່ິງກິດ ປະສົມສຽງອາ່ ນເປນັ ຄໍາສັບ. ຈາກນນ້ັ , ໃຫນ້ ັກຮຽນ ຈະກາໍ ທີ 4) ແລະ ອາ່ ນຄາໍ ແນະນາໍ Trace the ຈັບຄ່ຮູ ບູ ແລະ ຄໍາສບັ ໃສກ່ ນັ . letter (ຂີດຕາມຮອຍຕົວອັກສອນ). 3) ນັກຮຽນອອກສຽງ ແລະ ອາ່ ນເປັນຄາໍ ສັບ. 2) ຄູອະທິບາຍໃຫ້ນັກຮຽນຮູ້ວ່ານັກຮຽນຈະຕ້ອງຂີດ 4) ຄຍູ ່າງໄປມາຢູໃ່ ນຫອ້ ງເພອື່ ໃຫກ້ ານຊວ່ ຍເຫອຼື ນັກ ຕາມຮອຍຕົວອັກສອນດ້ວຍນິ້ວມືຂອງຕນົ ເອງ. ຮຽນເພີມ່ ຕ່ມື . 3) ຄຖູ າມນກັ ຮຽນວາ່ Where will you start? (ນກັ ຮຽນຈະເລມ່ີ ຂີດຈາກໃສກ່ອນ?) ຄູອະທບິ າຍວ່າ On ການວດັ ແລະ ປະເມນີ ຜົນ the yellow dot (ໃຫ້ເລີມ່ ຈາກຈາໍ້ ເມດັ ສເີ ຫອືຼ ງ) ສງັ ເກດເບງິ່ ວ່ານັກຮຽນສາມາດອອກສຽງ ແລະ ແລະ ສາທິດກຽ່ ວກັບການຂີດຕາມຮອຍຕົວອກັ ອ່ານເປນັ ຄາໍ ສັບໄດບ້ ່ໍ ແລະ ເຂາົ ເຈາ້ົ ສາມາດເຂົາ້ ໃຈ ສອນ. ຄໍາສບັ ດ້ວຍການຊໃ້ີ ສຮ່ ູບທີ່ຖືກຕອ້ ງບ.ໍ່ 4) ນກັ ຮຽນຂີດຕາມຮອຍຕວົ ອັກສອນດວ້ ຍນ້ິວມືຂອງ ພວກເຂົາ. 5) ຄຍູ າ່ ງໄປມາໃນຫອ້ ງຮຽນເພອ່ື ໃຫກ້ ານຊວ່ ຍເຫອືຼ ນກັ ຮຽນເພີ່ມຕ່ືມ. ໑໐໓ 103

ຂນັ້ ສະຫຸບຼ (5 ນາທີ) ບດົ ທ​ ີ 14, ກດິ ຈ​ ະ​ກໍາທີ 7). 2) ຄູຍົກປມ້ຶ ແບບຮຽນຂ້ນຶ , ຊີ້ໃສຮ່ ບູ ທີ 1 ກິດຈະກາໍ ທີ 7 8. ທວນຄນື ກ່ຽວກບັ ຕົວ​ອກັ ສ​ ອນ ແລະ ຖາມ Is it a pen? ( ມນັ ແມ່ນບກິ ບ?ໍ່ ). 14 1) ຄູຖາມນັກຮຽນວາ່ What sound did we learn 3) ນກັ ຮຽນຕອບ Yes, it is (ເຈາ້ົ , ແມ່ນແລ້ວ). 4) ຄູອະທິບາຍວາ່ ນກັ ຮຽນຈະຕອ້ ງຟງັ ຄາໍ ຖາມກ່ຽວກບັ today? (ມ້ນື ້ພີ ວກເຮົາໄດ້ຮຽນສຽງຫຍັງ?). 2) ນັກຮຽນເວາ້ົ ອອກສຽງ m ແລະ ສະແ​ ດງທາ່ ທາງປະ ຮບູ ແລະ ຊໃີ້ ສຄ່ ໍາຕອບທີ່ຖືກຕອ້ ງ. ຖາ້ ຄາໍ ຕອບ ແມ່ນ Yes (ແມນ່ ) ໃຫ້ຊໃີ້ ສ່ຮູບຍົກໂປ້ມືຂນ້ຶ . ແຕ່ ກອບ. ຄາໍ ຕອບ No (ບ)່ໍ ໃຫ້ຊີ້ໃສ່ຮູບປ​ ່ິນໂປ້ມືລົງ. 5) ຄູເປີດ ຫຼື ອາ່ ນ Audio Track 4.9 ແລະ ຊົວ່ ໂມງທີ 3 ສາທິດກດິ ຈະກາໍ ດວ້ ຍຮບູ ທ່ີ 1.ຈາກນນັ້ ເປດີ Audio Track 4.9. ເພອື່ ປະຕບິ ດັ ກິດຈະກາໍ (ຮບູ ) ຂນ້ັ ນ�ຳເຂາົ້ ສູ່ບດົ ຮຽນ (5 ນາທ)ີ ອນ່ື ໆຕ່ໍໄປ. 6) ນກັ ຮຽນຟງັ ແລະ ຊ.້ີ 1. ການທກັ ທາຍໃນຫອ້ ງຮຽນ Audio Track 4.9 1) ຄູທກັ ທາຍນັກຮຽນ, Good morning/ 1. Is it a pen? afternoon, students (ສະບາຍດຕີ ອນເຊົ້າ/ 2. Is it a chicken? ຕອນສວາຍ, ນກັ ຮຽນ). 3. Is it a cow? 4. Is it a dog? 2) ນັກຮຽນຕອບ, Good morning/afternoon, 5. Is it a book? Teacher (ສະບາຍດຕີ ອນເຊ້າົ /ຕອນສວາຍ, ຄ)ູ . 6. Is it a pig? 2. ທວນຄືນໄວຍາກອນ Audio Track 4.9 1) ຄູ​ບອກນ​ ກັ ຮ​ ຽນ​ Open your book and look at 1. ມນັ ແມ່ນບກິ ບໍ່? Lesson 14, Activity 1 (ເປດີ ປ​ ້ມຶ ແລະ ເບ່ງິ ບ​ ົດ​ 2. ມນັ ແມ່ນໄກບ່ ໍ?່ ທີ 14, ກດິ ຈ​ ະ​ກໍາທີ 1). 3. ມນັ ແມນ່ ງົວບ່?ໍ 4. ມັນແມນ່ ໝາບໍ່? 2) ຄູຊໃ້ີ ສຮູບສດັ , ເລອື ກເອາົ ນັກຮຽນຄົນໃດຄົນໜ່ຶງ 5. ມັນແມນ່ ປຶມ້ ບໍ?່ ແລະ ຖາມ, Is it a (cat)? (ມັນແມ່ນ (ແມວ) ບ?່ໍ ) 6. ມນັ ແມນ່ ໝູບ່ໍ? 3) ນກັ ຮຽນຕອບ, Yes, it is or No, it isn’t. (ເຈ້າົ , 7) ຄປູ ະກອບຄາໍ ຄດິ ຫັນດ້ວຍການເປດີ ຫືຼ ອ່ານ Audio ແມນ່ ແລວ້ ຫຼຶ ບ່ໍ, ມນັ ບແ່ໍ ມ່ນ). Track 4.9 ອກີ ຄັງ້ ແລະ ຢດຸ ຄ້າງໄວ້ຫັຼງຈາກຂ້ທໍ ີ 1 ເພອ່ື ກວດເບິງ່ ຄາໍ ຕອບ. ນັກຮຽນບອກຄາໍ ຕອບດ້ວຍ ການວັດ ແລະ ປະເມີນຜນົ ການຍກົ ໂປມ້ ຂື ້ນຶ ຫຼື ປິ່ນໂປ້ມືລົງ. ຄເູ ຮັດຮບູ ແບບ ນັກຮຽນສາມາດຕອບຄາໍ ຖາມໄດ້ບໍ່ Is it a …? ດຽວກັນແຕ່ຮູບທີ 2-6. (ມັນແມ່ນ...ບໍ່?). ຄໍາຕອບ: 4) ຄເູ ປີດ ຫຼື ອ່ານ Audio Track 4.5 (Grammar chant) ແລະ ໃຫ້ນັກຮຽນເຮັດນາໍ . 1. Yes, it is (ເຈົາ້ , ແມ່ນແລວ້ ). 2. No, it isn’t (ບໍ,່ ມັນບໍແ່ ມນ່ ). 5) ນກັ ຮຽນເຂົ້າຮ່ວມໃນການອ່ານ chant. ຂ້ັນຈດັ ກິດຈະກ�ຳການຮຽນ (15 ນາທີ) 3. ຟັງ ແລະ ຕອບ, ບດົ ທ​ ີ 14, ກິດຈະກາໍ 7 1) ຄບູ ອກໃຫນ້ ກັ ຮຽນ Open your book and look at Lesson 14, Activity 7 (ເປີດປ​ ມຶ້ ແລະ ເບງິ່ ​ 104 ໑໐໔