EPIC Teacher's Guide - Book - Page 222
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Say: Look at #7.
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Teach the new lexical chunk "there is…" through the context of the image (use L1 if
needed to explain the meaning).
Point and say: What is on the mat? There is a (cat) on the mat.
Point and ask: What is on the mat? (Elicit: There is a (ball) on the mat.)
Repeat to elicit each item on the mat.
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Point to #1. Read together with the pupils: There is a cat on the mat.
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Say: Trace the words and write the sentences. Circle the word “is.”
Pupils can choose any word from the word box to add to the sentence.
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Reveal to check answers.
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Ask: What is on the mat?
Call on different pupils to read the sentences they wrote. Have pupils point to the
picture the pupil identifies in task #1 above. For example, if the pupil chooses to
write “There is a gift on the mat.”, pupils should point to the ‘gift’ in task #1.
Phonemic Awareness
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Say: Open your Course Books to page 87. Look at #8.
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Say: Listen and write the missing letter a or i in each word.
1. big
2. bag
3. bat
4. fat
5. sit
6. mat
7. hat
8. list
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Reveal to check answers.
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Read each word together with the pupils by reading the sounds first, then the word
as a whole.
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Say: Look at #9.
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Ask: Who do you see? (Elicit: I see the Little Red Hen, the yellow duck, the white cat,
and the brown dog.)
What do the animals have? (Elicit: balloons)
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Have pupils read the words in the balloons out loud as a class or to a partner.
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Say: Color the balloons that rhyme. Color each pair of words in a different color.
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Give pupils a few minutes to do this on their own or with a partner.
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Ask: What rhyming words did you find? (Elicit the pairs of words one at a time:
get/let, sit/hit, test/best, mat/hat)
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What color did you color the balloons? (For each pair of words, elicit the color
the pupils used)
Reveal to check answers.
UNIT 3 / PART 5
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