You are on page 1of 5

TRAINER NOTES

Session No: Session 8 Session Title: Making It Work Description This session will expose trainers on the sounds of the English language; in particular the /I/ sound. It will also allow the course participants (CPs) to use the module and get ideas on remedial teaching for the sounds /n/, /m/, and /d/. CPs will also be exposed to activities on blending and segmenting of those sounds. Trainers will also be able to reflect on various practices, which can be conducted in the classroom for the teaching of remedial pupils who have different learning styles and needs. Training outcomes The course participants will be able to: 1. revise the four phonemes learnt 2. explore various activities that can be carried out based on the module provided 3. able to employ strategies of remedial teaching 2 hours Glue Post-It Notes Poster sheets Marker pens Magnet strips Picture Cards (Appendix 2, pg. 93, Appendix 3, pg. 94 - T module) Phrase strips on manila cards (Appendix 7, pg.100 T module) Song - on poster sheet (Appendix 6, pg. 99) Sentence strips (Appendix 8, pg 101 & 102-T module) Picture and word cards for all CPs (Appendix 9, pg. 103 & 104 - T module) Worksheets for all CPs (Pg. 31, - P module) 3 envelopes for all CPs (size B5) Enlarged picture (3x) of Rigby the Robot and paste it on a cardboard (Appendix 2, pg 187 T module) Enlarged composite pictures (Appendix 1, pg.186) Picture of a slide on a board that can stand (Appendix 6, pg. 194T- module) (A3 size) Phoneme cards (manila cards) of the letters s, a, t, m, n, p, (4x4 inches) 8 sets of pictures of a dog, duck, dove, ant, sand and mat (half A4 size) Ice-cream sticks for all CPs

Time Resources

Trainer Notes Session 8

Session outline

Activity 1: My Way - Modelling of activities (L&S, R, W & LA) Activity 2: Your Way (L&S, R, W & LA) - /n/, /m/, and /d/. Activity 3: Moving on Blending it & Segmenting it My Way - Modelling of activities (L&S, R, W & LA) 1. Model the activities and later get CPs to reflect on their modelling. 2. Focus on the modular approach beginning from Listening and Speaking to Language Arts based on the sound /I/. Listening & Speaking 1. Recite a rhyme (Appendix 1, on PPT Slides). CPs listen and repeat. Say words in the rhyme that has the /I/ sound. 2. Introduce the phoneme /I/ and show how the sound is produced. 3. Do actions and the sounds based on the phoneme /I/, practise tracing the letters in various ways. 4. Show pictures of objects and say aloud pin, bin, in (Appendix 2, pg 93) 5. Recite the rhyme (Appendix 1, pg 90) and CPs repeat. 6. Substitute words in the second rhyme (Appendix 4, on PPT Slides) 7. Substitute words in the third rhyme (Appendix 5, on PPT Slides) Reading 1. Recite the rhyme learnt in L&S. Identify words that have the /I/ sound (Appendix 6, on poster). 2. Put up the phrase strips (Appendix 7, pg. 100 T module) and read the phrase strips. CPs repeat. 3. Put up the sentence strips (Appendix 8, pg101&102 -T module) and read the sentence strips. CPs repeat. 4. Play the Memory Game (Appendix 9, pg. 103 & 104 - T module). Writing

Activity 1 Procedure

1. Demonstrate the correct way of writing letter /I/


2. Distribute three pictures to each CP; pin, bin, tin (Appendix 12, pg 108 -T module). 3. Paste pictures in worksheet (pg 11- P module). Language Arts 1. Distribute pictures and envelopes; CPs cut pictures and paste on the envelopes. 2. Teach CPs the song (Appendix 14 on PPT Slides). 3. CPs sing with actions using the envelopes as a prop. 4. Get CPs to sing in groups with actions. 3. Review and conduct a plenary on the modelling carried out by the trainer.
Trainer Notes Session 8 2

4. Summarise session by stating the importance of modelling and selection of appropriate activities for remedial teaching. Suggested Instructional Language During modelling: - This is the letter i the sound is ... The sound is /I/, the letter is ... - Point to the picture when I say each of these words: pin, bin, During plenary: 1. Was the modelling done as whole class teaching or only for remedial pupils? 2. Have you done any form of similar teaching strategy demonstrated? 3. Why do you say so? 4. What have you gained from this modelling session?

Activity 2 Procedure

My Way - Modelling of activities (L&S, R, W & LA) 1. Ask CPs to reflect on the modelling that took place. 2. Divide CPs into 3 groups. Each group will analyse activities based on the teachers module on a sound from /n/, /m/, /d/. 3. Each group will focus on the remedial activities and discuss how to teach the activities as a class and a remedial group. 4. Presentation by CPs using poster sheets or PPT Slides.

Suggested Instructional language

Before group work: 1. Refer to the modules. Check on how to teach the sound. 2. Be creative, you can always add on to the activities, especially the lead-in. 3. Demonstrate how each activity is done. During group work: 1. Interesting... have you tried this in your class? 2. This can be a whole-class activity, cant it? 3. Great, you have just enhanced your teaching, giving emphasis to remedial pupils. Before group presentation: 1. Lets see how each sound is going to be taught. 2. You are welcome to make comments after each presentation. 3. Shall we start the ball rolling?

Trainer Notes Session 8

After group presentation: 1. Thank you, good work. 2. Comments? 3. Yes I would agree with that... it is... 4. Well we might have to look at the context too. 5. So you do agree the modules are helpful and user friendly, dont you? And allow for flexibility too, right? Activity 3 Procedure Moving on - Blending & Segmenting

1. Complete the session by discussing the activities in the Teachers

Module in blending and segmenting of the sounds /I/, /n/, /m/ and /d/ and also the previous four sounds. 2. Trainer goes through the crux of the activities from L&S, Reading, Writing and Language Arts. (Prepare Rigby and the slide) 1. Introduce Rigby the Robot and use Rigby to produce the sounds /s/, /a/, /n/ & /d/ and combine words from the blended sounds. Rigby introduces words from the chant (mat, dog, dove etc.- Appendix 3, pg 188). 2. Chant the text in chunks. CPs repeat and show the pictures as they chant. 3. Show a picture of a slide on a mounted board (Appendix 6, pg 194). Prepare phoneme cards /s/, /a/, /t/, /m/, /p/ and /n/ glued to ice-cream sticks. Use the slide as a runner to create the blends: /at/, /mat/, /pat/ and /sat/. Allow CPs to try blending the sounds. After blending the sounds, use the slide to segment the sounds. 4. CPs create stick puppets based on the pictures of a dog, duck, dove, ant, sand and mat. Divide CPs into 2 groups. One to chant (Appendix 3, pg 188) and the other to role-play. Suggested Instructional language During Modelling: 1. This is Rigby the Robot. Listen to how Rigby makes the sound: s /s/ a n d /a/ /n/ /d/

(Show each letter with increasing speed so that the blending is recognisable. Then ask CPs what are the words formed.) Work on other combination: /m/+/a/+/t/ = mat, /a/+/n/+/t/ = ant etc.
Trainer Notes Session 8 4

6. What we have just done is called BLENDING joining the individual sounds to form meaningful single syllable words. 7. We will now try SEGMENTING recognising the individual sounds that form the words. 8. Ill show you a word. Please say each sound aloud that make up the word (in group according to the letter/sound you have been working on): /din/ = /d/, /I/, /n/; /pit/ = /p/, /I/ and /t / etc. Consolidation: 9. Lets chant. (Refer Appendix 3) Plenary: 10. Start with something very easy and move gradually to more difficult ones. 11. Employ creative drills to provide a lot of practice, with fun. 12. Provide personal attention be empathetic and constantly encourage pupils to use English. Would you like to comment on the activities done during this 2-hour session?

Trainer Notes Session 8