LEGENDARY Teacher's Guide - Book - Page 186
Phonics – Vowel Teams: Double “ee”
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Review the vowels with the pupils. Draw the letters in a face again to remind them.
a e
i
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Remind pupils that each vowel in English makes two sounds. Review the short and
long sound of each vowel.
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Remind pupils that one way that vowels make the long sound is with the Magic E
rule. Review the rule and some examples of words. Show some flashcards on the board as
examples: bake, game, size, write, nose, close, rule, clue.
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Tell pupils that another way to get the long sound is by putting two vowels together.
Show the flashcards and say: feet, green, street, cheese, sleep, teeth.
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Point out the vowel team (double “ee”) in each word. Double "ee" makes the long sound /E/.
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Have pupils repeat after you.
Course Book
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Say: Open your Course Books to page 138. Look at #1.
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Point to the vowel team (double “ee”) and say: Double "ee" makes the long sound
/E/.
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Have pupils point to the vowel team and say the sound: /E/
Say: Let's write the double "ee".
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Have pupils write the double "ee" to complete the words, then ask: What
words did you write? (Read and elicit: feet, street, need, sleep, teeth, tree)
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Ask: Which vowels are these words? (Elicit: double ee)
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What sound does double "ee" make? (Elicit: /E/)
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Say: Look at #2.
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Say: Let’s read the words. Circle the words that have the long sound /E/.
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Do the first one with the pupils. Point to #1 and ask: What do you see? (Elicit: queen).
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Ask: Do you hear the long sound /E/ in the word? (Elicit: yes)
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Say the word again and emphasize the /E/ sound. Have pupils circle the picture.
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Give pupils a few minutes to circle the words on their own or with a partner.
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Ask: Which words have the long sound /E/? (Elicit: queen, green, cheese, fourteen, three, coffee)
NOTE
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Weaker pupils should be encouraged to underline the vowel team (double “ee”) in each word with a
colored crayon.
UNIT 3 / PART 2
186