LEGENDARY Teacher's Guide - Book - Page 126
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What happens when we have Magic E at the end of the words? (Elicit (in L1 if needed): the
vowel says its name)
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Read the words together with the pupils.
New
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Teach the new vocabulary in the Course Book using the flashcards.
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Present each card one at a time and say the words: bake, game, late, same, take.
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Ask: What sound do you hear in the middle of the words? (Elicit: /A/)
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Point out to pupils that all the words have the Magic E and the long vowel sound /A/.
Say: Open your Course Books to page 86. Look at the new words.
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Say: Let's read and say the words.
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Have pupils point to each word in their Course Books and say the words.
Course Book
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Say: Open your Course Books to page 86. Look at #1.
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Say: Let's write the Magic E.
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Have pupils write the Magic E to complete the words and then read the
sentence together with the pupils: I want to bake a cake.
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Ask: What words did you make? (Elicit: bake, cake)
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Which letter is the vowel in these words? (Elicit: the letter A)
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What sound does the letter A make? (Elicit: /A/)
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Say: Look at #2.
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Say: Listen and circle the words that have the long sound /A/.
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Do the first one with the pupils. Point to #1 and ask: What do you see? (Elicit: table).
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Ask: Do you hear the long sound /A/ in the word? (Elicit: yes)
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Say the word again and emphasize the /A/ sound. Have pupils circle the picture.
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Say: 1 table 2 share 3 snake 4 late 5 pants 6 carrots
8 sweater 9 coat 10 jam 11 mad 12 game
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Ask: Which words have the long sound /A/? (Elicit: table, share, snake, milkshake, late, game)
7 milkshake
NOTE
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Weaker pupils should be encouraged to mark the Magic E in the circled words with a colored crayon.
UNIT 2 / PART 2
126