TRAINER NOTES

Session No.

Session

Session Title

Phonics

Description
This session is designed to create awareness and revisit the 44 sounds in phonics with focus on
the 16 sounds. It is also to enable course participants (CPs) to familiarize themselves with the
sounds through the various hands-on activities which are fun and practical for remedial teaching.
Training outcomes

The course participants will be able to:

1. confidently identify the sounds/phonemes
2. create and participate actively through the various activities with the
targeted sounds

Time
1 hours
Resources

Session outline

Activity 1:
Activity 2:
Activity 3:
Activity 4:

Activity 1
Procedure

Poster sheets
Coloured papers
Marker Pens
Powerpoint slides
LCD
Laptops
Phonics Chart; Appendix 1
Colour pencils
Phonics Song
Modeling of the 44 sounds
Lets Try It Out
Exploring Possibilities

(10 minutes)
(10 minutes)
(10 minutes)
(30 minutes)

Phonics Song (10 mins)

1. Play the phonics song
2. Get CPs to sing along.
3. Repeat the song twice.
https://www.youtube.com/watch?v=ffeZXPtTGC4

Suggested
Instructional
Language

Activity 2
Procedure

Note:
This activity enables CPs to experience the sounds of letters A-Z in a fun
and non-threatening manner. It is an example of a creative drill.

Modeling of 44 sounds (10 mins)

Associating the sounds with the phonetic symbols:
1.
Distribute Appendix 1 and get CPs to be ready with a coloured
pencil each and KSSR year 1 English Language Text Book and
Module Book 1.

2.

Suggested
Instructional
Language

Go through the vowel sounds first (both short and long vowels),
then the diphthongs and the consonants (both voiced and voiceless).
3.
Tell CPs to colour the symbol not the picture.
4.
Discuss about short vowels and long vowels.
5.
Tell CPs that this category of sound (a combination of two vowels
sound is called the diphthong.
6.
Explain to CPs that:
- Voiced consonants use the voice. An easy test is by putting your
finger on your throat. If you feel a vibration the consonant is
voiced.
- Voiceless consonants do not use the voice. Once again, you can
test if a consonant is voiceless by putting your finger on your
throat. You will feel no vibration in your throat, just a short
explosion of air as you pronounce.
(adapted from http://esl.about.com/od/speakingenglish
/a/voiced.htm).
This activity enables CPs to explore the sounds that underpin phonics.
1. //
Short vowel
Fish
5. //
Short vowel
Clock
9. //
Short vowel
Computer
13. /e/
Diphthong
Train
17. //
Diphthong
Boy
21. /p/
Voiceless
Parrot
25. /f/
Voiceless
Flower
29. /s/
Voiceless
Snake
33. //
Voiceless
Thumb
37. /l/
Leg

2. /i/
Long vowel
Tree
6. //
Long vowel
Horse
10. //
Long vowel
Bird
14. //
Diphthong.
Phone
18. //
Diphthong
Ear
22. /b/
Voiced
Bag
26. /v/
Voiced
Vase
30. /z/
Voiced
Zebra
34. //
Voiced
Mother
38. /r/
Right

3. //
Short vowel
Cat
7. //
Short vowel
Bull
11. /e/
Short vowel
Egg
15. /a/
Diphthong
Bike
19. /e/
Diphthong
Chair
23. /k/
Voiceless
Key
27. /t/
Voiceless
Tie
31. //
Voiceless
Shower
35. /t/
Voiceless
Chess
39. /w/
Witch

4. //
Long vowel
Car
8. /u/
Long vowel
Boot
12. //
Short vowel
Up
16. /a/
Diphthong
Owl
20. //
Diphthong
Tourist
24. /g/
Voiced
Girl
28. /d/
Voiced
Dog
32. //
Voiced
Television
36. /d/
Voiced
Jazz
40. /j/
Yacht

41. /m/
Monkey

42. /n/
Nose

Activity 3

Lets Try It Out (30 mins)

Procedure

Game 1: Story Time

43. //
Sing

44. /h/
House

1. Practice the /au/ sound with action

2. CPs watch a video. Tell CPs, Every time they hear an /au/ sound
word, they will have to pinch their arms and say /au/.
3. Ask CPs to reflect on the modelling and activities that took place.
4. Get CP to talk about the focus of the skill and how it can be done in
their class; Language authenticity, audio text, adapt and adopt etc
https://www.youtube.com/watch?v=YFLYWt97wMU
Note: Elicit CPs answers and probe for reasons to their answers
Suggested
Instructional
Language

If possible prepare some sweets for the winners for Game 1.

Activity 4

Exploring Possibilities (30 mins)

Procedure

1. In a group of 3-5 people, CPs discuss an example of an activity that

practices phonics that can be done in class.
2. Pick the first group to volunteer their idea. The first group to present
can choose the next one; each group that present can choose the
next group to present.
3. Let CP comments about the other groups presentations.