LESSON STRUCTURE

PHONICS TIME

PART STEP DURATION BOOK

STATUS
Warm-up Review previous grammar
& patterns 15 minutes Closed
Review Review previous sounds
Introduce each target phonics
Introduce 10 minutes Closed
sound and word
the Sounds Write each target word on the
board.
Listen and repeat
Practice 20 minutes Open
Additional activities to
the practice the sounds

Sounds
Extension 2-3 activities 20 minutes Closed
Provide a simple
Finish 20 minutes Closed
activity
the Write new
lesson vocabulary
Homework book / Workbook
time

LESSON PLAN
UNIT 11 : PHONICS TIME

Sound Focus: oi, oy (boil, oil, point, point, joy, oyster)

Materials Needed: audio track 58/59/60/61, Unit 11 Phonics Time Picture
Cards, worksheet 22/page 197
WARM-UP AND REVIEW
1. Sing Along. Play the song I want to see Mercury (Unit 11/ track 58/page
69). Students listen. Play the song again and have students sing along.
 (groups work )
2. Check Workbook page 49 to phonics review er, ir and ur.
A. Does it have er, ir and ur? Write er, ir and ur on the board. Student point
to the sound and write the word.
B. Say and use gesture in the sentence. Student pick a number random (1-
10), say and use gesture in the sentence.
INTRODUCE THE SOUNDS
1. Say oi – oy sounds. Students repeat. Then hold up the boil picture card
and say boil, boil. Students repeat. Attach the card to the board. Do the
same with point, oil, joy, oyster, and boy, first saying the target oi – oy
sounds.
2. Write oi on the board to the right of the boil picture card. Say oi while
pointing to the letters. Students repeat. Add l to the right of oi. Say
/oi/-/l/-oil pointing to the two parts of the combination and then the whole
combination. Students repeat. Then write b to the left of oil. Say /b/-oil,
boil, pointing to the two parts of the word and then the whole word.
Repeat the entire procedure for point, oil, joy, oyster, and boy, writing
each word to the right of the corresponding picture card.
3. Remove all the picture cards from the board. Point to each word and have
students read it. When students read a word correctly, attach the
corresponding card next to the word in order to reinforce word meaning.
PRACTICE THE SOUNDS
1. Students open Student book/ page 50.
A. Listen and repeat.
Focus students’ attention on the oi – oy words. Play the recording. Students
listen and repeat, pointing to the pictures and words in their book.
B. Do they both have the same vowel sound? Listen and write v or x.
- Play the recording. For each number, students listen to the two words. If
they both have the same vowel sound, students write (v). If they both have
the different vowel sound, students write (x). Play the recording many times
as necessary for students to complete the task.
- Check answer by saying Number 1 and having a volunteer say and spell the
word, do the same for numbers 2-5 then asking Students to work in groups
and write the answer on the student’s board. Students show their answer
before class.
Answer key :
 1. v 4. x
2. v 5. x
3. x
C. Read the sentences. Write the numbers. Then listen.
- Play Bingo for student pay attention into the picture by answer the question in
groups.
Questions: How many boys/ oils/ oysters /?
Are they joy ?
- Explain new words : broiled, foil. Having students listen and repeat these
word.
- Students read the sentences and write the number of each line of the rhyme
next to the corresponding picture. Then play the recording. Students listen to
the rhyme as they follow along in their books.
- Check answer by pointing to each picture and having students say the
corresponding line of the rhyme.
Answer Key : 1,3,2,5,4
2. Additional activities.
- Volume control. With the students, invent arm motions to indicate volume.
For example, holding your hand with palms, pressing down – decreasing
volume, pushing up – increasing volume. A volunteer say a sentence that
includes an oi or oy words. The rest of the class repeats oi or oy words,
raising or lowering the volume as teachers conduct them with teacher hand
motions.
- Do you hear it? Read the following paragraph aloud. Students raise their
hands when they hear a word that contains the oi – oy sounds. Read the
paragraph several times, until students have identified each word with the oi
– oy sounds. Then repeat it again, slowly. Volunteers come to the board and
write the oi – oy words they hear.
Roy went to the store. He gave them a coin for an oyster.
He came home and boiled the oyster in oil. It was delicious! Roy pointed to the
oyster and said, “ Yum! ”
EXTENSION
Pass the Sounds.
- Divide the class into three groups, stand in a line. Whisper a word
that has a target sound to the first student in each line. This student
whispers the word to the student standing behind and so on down the
line. When it reaches last student, he/she says the word and its target
 sound out loud, if he/she is correct, he/she wins a point for his/her team.
If he/she is not correct, his/her teammates correct him/her. The last
student in each line then goes to the front of the line. Continue doing the
activity until all students have had a turn at the front of the line. The
time with most points at the end wins.
- Explain and assign Worksheet 22, Phonic Fun oi and oy, part B:
pair work / page 197.
FINISH THE LESSON
1. Is This Your Word? Give each student a Unit 11 Phonics Time Picture Card.
Write one of the target words on the board. The student(s) with that picture card
holds up the card and says the word. When all of the words have been said, have
students exchange cards and do the activity again.
2. Have students to write the words with the sounds in their notebook. Set a
timer with appropriate time limit.
3. Explain and assign Workbook page 53.