HEROES Teacher's Guide - Book - Page 133
Have the pupil toss the cube back to you and then you toss it to another pupil
and repeat.
After a few turns, shuffle the words on the board so that the numbers change.
Continue playing the game until many pupils have had a turn.
Phonemic Awareness
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Show flashcards and ask:
What sound do you hear at the end of the words jump/sleep/up? (Elicit: /p/)
Do you have the same sound /p/ in your language?
What sound do you hear at the end of the words truck/think/walk? (Elicit: /k/)
Do you have the same sound /k/ in your language?
What sound do you hear at the end of the words room/swim/bedroom? (Elicit:
/m/)
Do you have the same sound /m/ in your language?
Show 'bedroom' flashcard and ask: How many parts does the word ‘bedroom’ have?
(Elicit: 2)
Say and clap 2 times: /bed/ /room/ ‘bedroom’
Have pupils copy you by clapping and saying the syllables.
Show ‘dog’ flashcard and ask: What is this? (Elicit: a dog)
Ask one group or row of pupils: What sound do you hear at the beginning of the
word ‘dog’? (Elicit: /d/)
Ask another group or row of pupils: What sound do you hear at the end of the
word ‘dog’? (Elicit: /g/)
Ask a third group or row of pupils: What sound do you hear in the middle of the
word ‘dog’? (Elicit: /o/)
Ask: How many sounds does the word ‘dog’ have? (Elicit: 3)
Have each group or row repeat the sound you elicited above in the order you
hear them in the word.
Repeat all together and count to three on your fingers: /d/ /o/ /g/ ‘dog’
Have the pupils copy you by counting on their fingers and saying the sounds.
NOTE
Some pupils may confuse the /b/ and /p/ sounds in English. Have the pupils place
their hands in front of their mouths so they can feel the air they expel when
pronouncing /b/, but not /p/.
133
UNIT 2 / PART 7
