Acadsoc Phonics Lesson

©Acadsoc Ltd. All Rights Reserved.

Contents

©Acadsoc Ltd. All Rights Reserved.

 Features

1 Introduction
• Acadsoc Phonics takes the 44
phonemes as the core of learning, 2
giving full consideration to the
characteristics of the students aged
from 4 to 8. The course aims to
enable the students to identify, use
the phonemes, so as to enhance
their vocabulary.
 Features

2 Unique Cartoon Letters

• The unique cartoon letters are designed 3

to inspire the students’ learning interests
s.
and strengthen their associative memory
of letter shapes and relevant words.
 Features

3 Songs & Chant

• Songs and chants in the course will arouse 4

students'
the interestletters
unique cartoon in accepting
can arousenew
the students'
learning interests
knowledge andand help strengthen
them to their associative
remember
thememory
wordsof lettersIt shape
easily. and related interactive
also facilitates words.
teaching.
4
Features

Various Materials
• Besides PPT files, we also provide PDF files
and worksheets for the students in our
courseware. In order to optimize online 5
classroom
the teaching
unique cartoon effect,
letters we strongly
can arouse the students'
learning interests
recommend youanduse
strengthen
PPT filestheir associative
in class, while
memory of letters shape and related words.
PDF files are for students’ after-class use
(preview/review).
• Except test lessons, there is a worksheet with
FM audio attached to each lesson.
 Types of Lessons
• There are 3 types of lessons in Acadsoc Phonics: Trial Lessons, Regular Lessons, and
Review Lessons. To get the best teaching and learning experience, please use PPT
in class, instead of PDF documents.

a) Trial Lessons

• Acadsoc Phonics has three trial lessons.

6
The materials of the trial lessons don’t
Course Trial Lessons Topics
differ much from those of the VIP
Trial Lesson 1 Phonics Aa & Bb
Acadsoc lessons, yet with a smaller volume, so
Trial Lesson 2 Phonics Ee & Ff
Phonics that you could spend more time on
Trial Lesson 3 Phonics ig & in
interacting with the students.
Trial Lesson 1 – Phonics Aa & Bb
Title Parts Content
Let’s sing Alphabet song
Let’s learn Listen, read and trace; Look and read
Let’s play Click and read;
Phonics Aa & Bb Listen and circle;
Look and match;
What's missing?
Let’s review Phonics chant for Aa & Bb
7

▲ Let’s sing ▲ Let’s review

▲ Let’s play
▲ Let’s learn
Trial Lesson 2 – Phonics Ee & Ff

Title Parts Content

Let’s sing Alphabet song
Let’s learn Listen, read and trace; Listen and read
Let’s play Look and say;
Phonics Ee & Ff Click and say;
Look and choose;
Look and say.
Let’s review Phonics chant for Ee & Ff
8

▲ Let’s sing
▲ Let’s play ▲ Let’s review
▲ Let’s learn
Trial Lesson 3 – Phonics ig & in
Title Parts Content
Let’s sing Alphabet song
Let’s learn Listen and repeat; Look and read
Let’s play Listen and say;
Phonics ig & in Listen and choose;
Look and spell;
Let's read Story Time
Let’s review Words and sounds
9

▲ Let’s sing ▲ Let’s play

▲ Let’s learn
▲ Let’s review
 Types of Lessons
b) Regular Lessons

• This is the major type of lesson. The phonics

lessons emphasize pronunciation. A typical
the unique cartoon letters can arouse the students' learning
regular lesson consists of five parts: Let’s sing, Let’s ▲ Let’s sing
interests and strengthen their associative memory of
learn, Let’s play,shape
letters Let's and
read and Let’s
related review. We’ll
words.
talk about the teaching methods you may use in 10
each part in Lesson Breakdown. ▲ Let’s learn

c) Review Lessons
▲ Let’s play
• There goes a review lesson at the end of the
course, summarizing all learning objectives. The
structure of the review lesson is different from that
of a regular lesson.
▲ Let’s review
 Course Breakdown
• This course consists of 52 lessons, including 51 regular lessons and 1
review lesson.

11
 Lesson Breakdown
Part 1 Let’s sing: Each class begins with a song with lively melody to introduce the
letters and sounds, so as to engage students’ interest.

12

Click and listen

Click and listen

Click and listen

 Lesson Breakdown
Teaching instruction 1

• According to Krashen’s Affective Filter

Hypothesis, negative emotional responses like
anxiety and boredom prevent efficient
processing of the language input. The
hypothesis further states that the blockage can
be reduced by sparking interest, providing low- 13
anxiety environments, and bolstering the
learner's self-esteem. Therefore, you can start
the lesson with small talks about their daily life
or the related topics. Give a brief self-
introduction or play an English song that the
students can sing or dance with to build a
relaxing and positive learning environment.
 Lesson Breakdown
Part 2 Let’s learn: In phonics lessons, we introduce letters or letter conbinations, and
example words. Pronunciation learning is the main part of each lesson, which relates
the words with pronunciation so as to improve the students' spelling ability. The key
words are presented with authentic pictures and cartoon illustrations.

14
 Lesson Breakdown
Teaching instruction 2

• In this part, letter/ letter combination sounds

recordings are provided for you. You need to
enunciate the sounds and show the motions of
your mouth/ tongue/ breath for students to imitate.
• You can also ask the students to do air writing
following the stroks. 15

• It is advised to apply TPR (Total Physical

Response) to your teaching to give orders
and explanations to students because
physical activities contribute to students’
active participation and longer retention.
 Lesson Breakdown
TPR Teaching Method

• What is TPR and why TPR?

It's a teaching method involves co-ordination of speech and action-
teaching of languages through physical actions/ activities. To maximum the
students' learning effect, when applying TPR in the class, you can use realia
and flashcards to help children grasp the meaning and use natural English in
meaningful contexts. In this way, children are naturally engaged to speak 16
and do actions together.

Accoding to James J. Asher, PH. D. , illustrations only provide visual clues to

young children about the meaning of vocabulary, but the use of movement
(gestures or other body languague) during vocabulary instruction provides
both visual and kinesthetic stimuli to help the children retain the knowledge
associated with individual vocabulary items/ concepts.
 Lesson Breakdown
TPR Instructions

Say Loud Look Listen 17

Yes / No Stop Yes / No

 Lesson Breakdown
Part 3 Let’s play: Various learning and listening activities are provided to facilitate
interactive teaching and help the students to identify letters and recognize sounds
better, build ryhme awareness better, and develop letter-sound awareness better.

18
 Lesson Breakdown
Teaching instruction 3

• Since the purpose of this part is reinforcement,

repetitive drills are necessary to ensure effective
learning. You can ask questions like “What sound
does ... make?” to have the students repeat the
sounds. Try to encourage the students finish the
activities by themselves, but you can model to
show the students how to do a learning activity 19
when they have difficulties understanding the
verbal instructions.

• To avoid learning fatigue, you can also use your

own props, such as printed pictures and toys, to
keep the students focused and interested. Don't
forget to reward your students with trophies or
stickers when they are doing good.
 Lesson Breakdown
• Helping students to build phonological awareness should be kept in mind when
doing phonics practices and activities with your students. The following three
routines are provided for your reference.

1. Match sounds. Begin by telling students they will listen for sounds in words. Then
have them listen as you say two words with the same beginning (middle, ending)
sound. Ask them if the two words have the same beginning (middle, ending) sound.
20
2. Match and distinguish sounds. Continue with other sets of words, some of which do
not share the same beginning (middle, ending) sounds.
3. Identify matching sounds. Say three words that only share their beginning (middle,
ending) sounds. Ask students to say the one sound that is the same in all three words.
Continue with other sets of words.
4. Isolate sounds. Ask students to listen for the beginning (middle, ending) sound of a
word. Say the word slowly, and have students repeat it. Then have them say the
beginning (middle, ending) sound in the word.
 Lesson Breakdown

1. Listen to sounds. Tell students that you will say a word slowly and then they will say it
fast. Say the word, sound by sound, holding each continuous sound for a few seconds.
2. Use counters. Tell students that for every sound they say, they will place one counter
on the white board. Have students repeat the word sound by sound with you as you
model how to place a counter to show each sound. Then model how to blend the 21
sounds to say the word fast. Begin by pointing to the first counter. Loop your mouse
below each counter as you say each sound: /s/-/a/-/t/. What’s the word? sat. Sweep
your mouse fast under the counters as students repeat the word.
3. Blend sounds. Have students clear the counters. Say the next word sound by sound,
holding continuant sounds. Have them place a counter for each new sound. Then
have them blend sounds to say the word. Repeat for remaining words. If students
make an error, ask them to try again.
 Lesson Breakdown

1. Listen to a word. Tell (or remind) your students that words can have one or
many syllables. Give examples. Then tell them that they are going to clap
each syllable in a word. Say the first word.
2. Clap syllables. Repeat the word slowly, clapping out (or tapping) the
syllables. Have students repeat the word as they tap or clap the syllables with 22
you.
3. Count syllables. As you say the word again, have students place in a row
one block or square of paper for each syllable. Then have them count the
syllables in the word by counting the block or squares. Continue clapping and
counting syllables in other words.
 Lesson Breakdown
• The following acticities are presented as examples for you to enhance students'
phonological awareness

Steps Sound activity (Add sounds) Syllable activity (Delete syllables)

Say a word. Begin by telling students they will add

Listen to a word. Tell students they are going to
a sound to a word to make a new word. Say a
listen to a word and take away one of the
1 word that can have a sound added to the
syllables. Say the word. Have students repeat
beginning or end to make a new word. Have
students say the word with you. (lap-clap)
the word. 23
Listen to a model. Identify the added sound, and Delete syllables. Say: Listen to this word and
tell where it will be added. Model how to say the clap the syllables: pencil. (pen-cil) Now say
2 new word slowly and then fast. Have students only the first syllable. (pen) Repeat with
repeat the new word with you. remaining examples.
Add sounds. Say another word and have students
repeat it. Identify the sound to add, and where to
add it. Have students say the new word along with
3 you, slowly and then fast. Repeat the steps with
another word and sound, but let students say the
new word on their own. Continue with the
remaining examples.
 Lesson Breakdown
Part 4 Let’s read: In this part, there are two types of activities which are designed to give
the students a further practice: activity 1- Story Time: a simple story with more words has
the certain sounds; activity 2- More Words: more words with the letter combination of
the sounds.

24
 Lesson Breakdown
Part 5 Let’s review: At the end of each class, students are expected to recap what
they have learned in the class. We developed lots of chants to help the students
review the contents.

25
 Lesson Breakdown
Teaching instruction 4

• A brief summary of the contens in each lesson is

very important. Please ask the students to review
all the sounds and words by themselves on the
Review page.

• It takes a bit longer for the students of basic level

26
to respond, so please be patient and use your
smile and enthusiasm to create a cordial
learning atmosphere.

• Before finishing the lesson, please give

comments with constructive advice on the
students' learning performance, briefly introduce
the course and remind them to leave five-star
reviews if they were satisfied with the lesson.
 Lesson Breakdown
Teaching instruction 5

In a one-year study of first graders, researchers found that multisensory teaching

techniques that combined all three learning modalities—auditory, visual, and
kinesthetic, resulted in significant gains in phonological awareness, decoding,
and reading comprehension (Joshi, Dahlgren, and Boulware-Gooden, 2002).

• Phonics instruction appears to be most effective when delivered using 27

Multisensory Approach.
• The Department for Education and Skills defines multisensory as using visual,
auditory and kinaesthetic modalities, sometimes at the same time. This implies
that Multisensory Approach is the use of strategies involving human senses
including visual (what we see), auditory (what we hear), kinesthetic (what we
do) to enhance learning. All these strategies can help to retain information in
learners’ brain for the long term in its real sense through seeing, hearing,
touching and feeling. This approach encourages the learners to learn from their
experiences by using more than one sense.
 Lesson Breakdown
Teaching instruction 6

• Here are some suggetions for you when teaching Phonics to students:

• Phonics learning can easily become boring for students because of the
frequent repetition and memorization, so try to interest your students with
all kinds of games and visual props or aids.
28
• Be flexible and respond to your students. Slow down your teaching pace
if you find there are some difficulties for your students; encourage your
students to think of more words with certain sounds or do more sound-
identification practices if they are fast learners.
• Spelling practice highlights the important idea that words are made of
sounds, not just letters, so do some spelling practices in the class, the
more, the better.
 Descriptors of supportive teacher-student talk
1. Extend teacher-student exchanges by asking follow-up questions that
can lead to active student participation and negotiation of meaning.

2. Give student time to think and hold back from immediately providing
the desired wording.

3. Use the student’s wording as a basis for modeling and reformulating new 29
language to make his/ her language more complete and explicit.

4. Have student explain orally how he/ she solved a problem to check on
the reasoning process and recast what the student has said.

5. Listen to what the student is saying (not only for the “prescribed” answers
you have in your head) and respond accordingly.

6. Keep a good balance between “open” and “display” questions.