GoGoPhonics2 TG

Uni t
01 Short Vowel a ap, am

* Students will learn how to recognize and spell sets of rhyming words /ap/ and /am/.
Learning
Focus * Students will learn that rhyming words sound the same at the end.
* Students will become familiar with short vowel spelling patterns.
Warm-up
1. Sing a song before the class begins.
2. Open the class with ‘Topic Questions’.

Today’s Topic: Family
- How many family members do you have? (⇢ I have four family members.)
- Who are they?
(⇢ My family members are my father, mother, younger sister, and me.)
3. Review of the previous unit Materials: Flashcards
a. Remind the students what they’ve learned in the last lesson.
T Let’s review what we have learned in the last lesson.

We learned about the letters W, X, Y, and Z.
What sound does the letter ‘W’ stand for? (Ask about X, Y, and Z.)
Tell me the words that begin with W, X, Y, and Z.
(Write them down on the board.)
S Watch, wolf, web, fox, box, six, yo-yo, yellow, yacht, zebra, zero.
That’s great.
Can you repeat after me?
Let’s move on.
Presentation
1. Teach the Short Vowel ‘a’ sounds /ap/ and /am/.
[Sounds /ap/ & /am/]

/a/ + /p/ = /ap/
/a/ + /m/ = /am/
2 Go, Go! Phonics 2

[Chant]
What is the sound of short vowel ‘a’?
Say /a/ /a/ /a/ /a/ /a/ /a/.
a, p, ap
Unit 01
a, m, am
c, ap, cap, cap
r, am, ram, ram
Short vowel ‘a’ makes cap and ram!
2. Teach the Short Vowel ‘a’ words.

c + ap = cap
r + am = ram
3. Read the sentence on page 8 and explain what the words mean.
Unit 02
T Look at this picture.
This is a ram (Point to the ram picture.) and it wears a cap. (Point to the cap picture.)
Do you know what ram and cap mean? (Explain what the words mean with the
picture.)
Let’s look at the sentence below. The sentence is ‘Look! It’s a ram with a cap.’
Please, repeat after me. ‘Look! It’s a ram with a cap.’
4. Teach more Short Vowel ‘a’ words.
[Short Vowel ‘a’ words]
Unit 03
/ap/ - cap, map, lap, nap
/am/ - ram, jam, ham, dam
5. Flashcards Game
a. Divide the class into even teams. (5 to 6 students is plenty.)
b. Line up the teams on the floor.
c. The person at the front of the team needs to have a pencil and a piece of paper.
d. Make and practice the actions. The actions need to be the same for everyone.
Practice them first.
* Tapping their shoulder means ‘Repeat again.’
Unit 04
* Nodding their head means ‘Okay, continue.’

e. When everyone is ready, the teacher shows a different flashcard to the last person
on every team.
f. The student at the back of the row needs to draw the word, letter by letter onto the
back of the person in front of them.
* example: c, a, p
Unit 01 3
g. Draw the ‘c’ first. If the student knows the letter, they should nod their head. If they
are unsure, then they need to tap their shoulder so the student can “re-write” it on
their back. Continue until the word is done, then that student in turn draws the word
onto the back of the person in front of them.
h. When the word reaches the person at the front of the line, they need to write it onto
the paper.
i. Compare the words to see which team got the entire word correct.
j. Then let the front student move to the back. Keep it going.
k. The team with the most correct answers wins the game.
T Let’s divide the class into (even) teams.

The person at the front of the team needs to have a pencil and a piece of paper.
We need two actions in this game. Let’s practice the actions.
Tapping the shoulder means ‘Repeat again.’ and nodding your head means ‘Okay,
continue.’ Let’s practice the action first.
I’m going to show a flashcard to the last person of every team.
The student at the back of each row has to draw the word, letter by letter, onto the
back of the person in front of you.
For example, if it’s a cap, draw c, a, and p. When you know the letter, then nod
your head, when you’re unsure, then tap your shoulder so that the person behind
you can rewrite the letter. When the word reaches the person in the front of the
line, they need to write it onto the paper.
The team with correct answer wins the game.
Is it clear?
OK, let’s get started!
Practice
1. Do the Listening Power, Writing Power, and Reading Power pages with students.
10~11 12 13
Listening Power Script
Listen, match, and write.

❶ ram, ram ❷ nap, nap ❸ dam, dam ❹ cap, cap
❺ jam, jam ❻ map, map
Listen and choose. Then color.

❶ /ap/, cap ❷ /ap/, lap ❸ /am/, jam
Listen and circle. Then put on the right stickers.
❶ ham, ham ❷ dam, dam ❸ map, map ❹ ram, ram
4 Go, Go! Phonics 2

2. Activity - ‘Sorting’
Materials: Book2_Unit1_Teacher’s Materials, 4 Paper cups
a. Cut out the word cards from ‘Book2_Unit1_Teacher’s Materials’ and make two sets
of these word cards.
Unit 01
b. Divide the class into two teams.
c. Shuffle the cards and give one set of the word cards to each team.
d. Make sure they don’t touch the cards until you say ‘Start!’
e. Each team gets two cups. Before you give them out, write down /ap/ on one of the
cups, and /am/ on the other one.
f. Students must sort and put the word cards that end with /ap/ into the /ap/ cup and /
am/ cards into the /am/ cup.
g. Whoever finishes first and is correct wins the game.
h. Read aloud each word and have the students repeat.
T We’re going to play the ‘Sorting’ game.

Let’s divide the class into two teams.
Here are two cups for each team. (Give them out).
Unit 02
/ap/ is written on this cup, and /am/ is written on the other cup.
I’m going to give out a set of word cards to each team.
When I say ‘Start!’, you have to sort and put the word cards into the correct cup.
Do it as quickly as you can and make sure you put the word cards into the correct
one. Whoever finishes first and is perfectly correct wins the game.
Is it clear?
Are we all ready?
Start!
Well done, everyone!
Let’s read the words aloud together.
3. Story Time
Unit 03
The ram goes camping today.
He has a cap.
And he has a map.
He has a ham sandwich.
He has some apple jam.
Oh, he takes a nap now.
14
1) Before Reading
a. Talk about the pictures
T - Who is in the picture? (⇢ The ram is in the picture.)

Unit 04
- Where is the ram? (⇢ The ram is in the forest. / in the mountain.)

- What is the ram doing? (⇢ The ram is going camping.)
- Does the ram look happy? (⇢ Yes, it does.)
b. Learn about Sight Words.

: he, has, a
Unit 01 5
2) During Reading
a. Underline the words that they have learned.
: ram, cap, map, ham, jam, nap
b. Check the students’ understanding of the new words.
c. Read the story with an active and loud voice.
d. Let the students repeat the sentences after the teacher.
e. Let the students read the story by themselves.
3) After Reading
a. Ask ‘Comprehension Questions’ to check if the students understood the story
well.
T - What was the ram doing? (⇢ He was going camping.)

- What did the ram have?
(⇢ He had a cap, a map, a ham sandwich, and some apple jam.)
- What did the ram do at the camping? (⇢ He took a nap.)
b. Check ‘True or False’.
T Let’s read the sentence.

‘The ram goes camping with a cap.’
Is it true or false? The answer is true.
That’s right.
Let’s read the sentence together. ‘The ram goes camping with a cap.’
Wrap-up
1. Do the Let’s Check page.
Let’s Check Script
A. Listen and choose.

1. ham, ham
2. lap, lap
15
2. Let the students do the Workbook pages 4~7.
6 Go, Go! Phonics 2

3. Extra Worksheet
Materials: Book2_Unit1_Extra Worksheet
a. Have the students use the words from the box to fill in the blanks for the
/ap/ word family.
Unit 01
b. Check the answers.
T Here is a worksheet for you.

Please use the words from the box to fill in the blanks for the /ap/ word family.
Let’s check the answers together.
Unit 02
Unit 03
Unit 04
Unit 01 7
Uni t
02 Short Vowel a an, at, ag
* Students will learn how to recognize and spell sets of rhyming words /an/, /at/, and /ag/.
Learning
Warm-up

Today’s Topic: Extended Family
- Do you have a cousin? (⇢ Yes, I have two cousins.)
- Do you have an aunt or an uncle? (⇢ I have an aunt, but I don’t have an uncle.)
[Other words: grandfather, grandmother, grandparents, etc.]
3. Review of the previous unit Materials: A die
a. Prepare a die (or make a big die with hardboard) and write down /am/ and /ap/ on
each side.
b. Call out each student to come out and students roll the die and say a word that ends
with the sound shown on the cube. Each student gets a turn.

What sounds did we learn? Yes, we learned about /am/ and /ap/.
Here is a die and it has /am/ and /ap/ written on each side.
How does /am/ sound? How does /ap/ sound?
Roll the die and say a word that ends with the sound shown on the cube.
We will take turns, so please wait for your turn.
(Paul), can you come out and roll the die?
It’s /ap/. Can you think of a word that ends with /ap/?
That’s right!
Who wants to volunteer next?
8 Go, Go! Phonics 2

Presentation
1. Teach the Short Vowel ‘a’ sounds /an/, /at/, and /ag/.
Unit 01
[Sounds /an/, /at/ & /ag/]
/a/ + /n/ = /an/
/a/ + /t/ = /at/
/a/ + /g/ = /ag/
16
[Chant]
What is the sound of short vowel ‘a’?
Say /a/ /a/ /a/ /a/ /a/ /a/.
a, n, an
Unit 02
a, t, at
a, g, ag
m, an, man, man
f, at, fat, fat
b, ag, bag, bag
Short vowel ‘a’ makes man, fat and bag!
2. Teach the Short Vowel ‘a’ words.

m + an = man
f + at = fat
b + ag = bag
Unit 03

There is a man (Point to the man picture.) and he is fat. (Point to his body.)
What does he have? (⇢ He has a bag.) (Point to the bag.)
Is it big or small? (⇢ It’s big.)
Let’s look at the sentence below. The sentence is ‘The fat man has a big bag.’
Please repeat after me. ‘The fat man has a big bag.’
4. Teach more Short Vowel ‘a’ words.

Unit 04
[Short Vowel ‘a’ words]

/an/ - man, fan, van
/at/ - fat, bat, hat
/ag/ - bag, tag
17
Unit 02 9
5. Flashcards Game
a. Stick the flashcards on the students’ backs. One student gets one word on his/her
the back.
b. Make sure the students don’t see their own card.
c. Have the students mingle around the classroom and look at the rest of the cards on
their friends’ back.
d. They cannot speak but just mingle.
e. Have the students sit on their chair and teacher asks question like this; ‘Where is the
van?’ (Answer is ‘It’s on Jennifer.’) And take the ‘van’ card off Jennifer’s back and
give it to the student who said the correct answer.
f. The student with the most cards wins the game.
T I’m going to stick a word card on your back.

Please don’t look at the word card while I stick it onto your back.
Now, stand up and mingle around and look at your friends’ backs.
Try to memorize who has which word.
Don’t speak as you walk around.
Now, sit on your chair.
Where is the ‘van’? Who has the word card ‘van’?
Yes, that’s right, here is the ‘van’ card for you. (Keep going.)
Practice
1. Do the Listening Power, Writing Power, and Reading Power pages with
students.
18~19 20 21

❶ bat, bat ❷ tag, tag ❸ man, man ❹ fan, fan
❺ hat, hat ❻ bag, bag

❶ /at/, bat ❷ /an/, van ❸ /ag/, tag
❶ hat, hat ❷ fat, fat ❸ fan, fan ❹ bag, bag
10 Go, Go! Phonics 2

2. Activity - ‘Raise the Flag’. Materials: Four flags
a. Prepare four flags. Write /an/ on two flags and /at/ on the other two.
b. Divide the class into two.
c. Take one student from each team.
Unit 01
d. Give them two flags each. (Make sure they get both /an/ and /at/ flags.)
e. The teacher says a word and whoever raises the correct flag wins the game. For
example, when you say ‘fat’, the student who raises the /at/ flag first wins the game.
f. All students get a turn.
g. Play again with /at/ and /ag/ flags or /an/ and /ag/ flags.
h. Word List: man, fan, can, fat, bat, hat, bag, tag (You can add some more if you want.)
T We’re going to play ‘Raise the flag’ game now.

I’m going to divide you into two groups.
One student from each team will come to the front and will get two flags.
One flag has /an/ and the other has /at/ written on it.
When I say a word, you listen carefully and raise the correct flag quickly.
For example, if I say ‘fat’, whoever raises the /at/ flag first wins.
Unit 02
Is it clear?
OK, let’s begin.
3. Story Time
The fat man has a van.

What’s in there?
There is a big bag.
What’s in there?
There is a fan.
There is a hat and a mat, too.
Oh, no! His van is gone!
Unit 03
22
1) Before Reading
T - Who is in the picture? (⇢ There is a man.)

- What does the man have? (⇢ He has a van.)
- What’s in the van? (⇢ There is a bag.)
- Let’s find out what’s in the bag.

: there, is Unit 04
2) During Reading
: fat, man, van, hat, bag, mat
Unit 02 11
3) After Reading
well.
T - What did the man have? (⇢ He had a van.)

- What was in the van? (⇢ There was a bag)
- Was the bag big or small? (⇢ It was big.)
- What did you find in the bag? (⇢ There was a fan, a hat, and a mat.)
- What happened to the van? (⇢ It’s gone.)

‘A tag is in the bag.’
Is it true or false? The answer is false.
Why is the sentence false?
That’s right. A tag is not in the bag.
If so, what is in the bag? A hat and a mat are in the bag.
Excellent!
Wrap-up

1. fan, fan
2. tag, tag
23

3. Extra Worksheet
a. Have the students use the letters in the box to fill in the blanks for the /at/ word
family.
Unit 01

Please use the letters in the box to fill in the blanks for the /at/ word family.
Unit 02
Unit 03
Unit 04
Unit 01 13
Uni t
03 Short Vowel e en, et
* Students will learn how to recognize and spell sets of rhyming words /en/ and /et/.
Learning
Warm-up

Today’s Topic: Birthday
- When is your birthday? (⇢ My birthday is 7th of February.)
- When were you born? (⇢ I was born in 2005.)
3. Review of the previous unit Materials: Flashcards from Unit2
a. Show the flashcards with the letters covered and ask the students what they are.

What sounds did we learn? Yes, we learned about /an/, /at/, and /ag/.
I’m going to show you the flashcards from the previous unit.
Put your hand up if you know what it is.
What is this picture?
That’s right.
Can you say that again?
Be careful with your pronunciation.
That’s great.
What’s the next one?

Presentation
1. Teach the Short Vowel ‘e’ sounds /en/ and /et/.
Unit 01
[Sounds /en/ & /et/]
/e/ + /n/ = /en/
/e/ + /t/ = /et/
24
[Chant]
What is the sound of short vowel ‘e’?
Say /e/ /e/ /e/ /e/ /e/ /e/.
e, n, en
Unit 02
e, t, et
h, en, hen, hen
v, et, vet, vet
Short vowel ‘e’ makes hen and vet!
2. Teach the Short Vowel ‘e’ words.

h + en = hen
v + et = vet
Unit 03
This is a hen (Point to the hen picture.) and it looks sick. (Make your face look like
you are sick.)
Do you know who this is? (⇢ Yes, he’s a vet.)
Let’s look at the sentence below. The sentence is ‘A sick hen goes to the vet.’
Please, repeat after me. ‘A sick hen goes to the vet.’
4. Teach more Short Vowel ‘e’ words.
[Short Vowel ‘e’ words]

Unit 04
/en/ - hen, men, pen, ten

/et/ - vet, jet, net, wet
25
Unit 03
01 15
5. Flashcards Game
a. Make two teams and have one student from each team stand in front of the board,
facing away from it.
b. Place a flashcard picture on the board and the students have to explain that word to
their team member.
c. The first student out of the two standing in front of the board to guess the word wins
a point for his/her team.
d. Students take turns and everyone gets a chance to stand in front of the board.
e. Add some more words if you need more cards. (wet, set, let, met, net, get, bet, yet,
Ben, then, when, amen)
T We’re going to play the game now.

I’m going to divide you into two groups.
One of you from each team will come to the front, facing away from the board.
I’m going to place a flashcard on the board and you have to explain the word to
your team member.
The first student who answers correctly gets a point.
Is it clear?
OK, let’s begin.
Practice
students.
26~27 28 29

❶ pen, pen ❷ jet, jet ❸ wet, wet ❹ ten, ten
❺ hen, hen ❻ vet, vet

❶ /en/, hen ❷ /en/, men ❸ /et/, jet
❶ pen, pen ❷ wet, wet ❸ vet, vet ❹ ten, ten

2. Activity - ‘Complete the Word’
Materials: Book2_Unit3_Teacher’s Materials
a. Cut out the word cards from ‘Book2_Unit3_Teacher’s Materials’ and put them on the
middle of the class.
Unit 01
b. Divide the class into two teams and students sit on the floor like this;
TEAM A CARDS TEAM B
c. Take one student from each team and have the pair do rock-scissors-paper. The one
who wins takes a card from the floor and goes back to their group.
d. Students take turns to come out and do rock-scissors-paper to get a card from the
floor. They have to choose the card to complete a word. For example, if one student
chose ‘p’, then the next student has to get /en/ card to make a word ‘pen’.
e. In order to do this, team members have to talk to each other to choose the correct
word card.
f. The team with the most words wins the game.
Unit 02
g. After the game, you can ask students if they can come up with more words with /en/
and /et/.
T We’re going to play ‘Complete the Word’ game.

Sit down on the floor with your team members.
Here are some word cards for you to choose.
Please send out one student from each team.
Do rock-scissors-paper and the one who wins will get a chance to choose one card.
When you go back to your team, tell your friends which card you chose so that
the next person knows what to choose.
Try to make up a complete word using these word cards.
The team with the most words wins the game.
Got it?
Unit 03
OK, let’s begin.
3. Story Time
The vet has a hen.

The hen helps the vet.
“Can you buy ten pens for me?”
“Okay.”
It’s rainy outside.
The hen gets wet.
Poor hen! She has a cold.
Now the vet helps the hen.
30
Unit 04
1) Before Reading
a. Talk about the pictures.
T - Who is in the picture? (⇢ There is a hen, a dog, and a vet in the picture.)
- What do you think the hen is doing? (Answers will vary.)
- What’s the weather like in the third picture? (⇢ It’s raining.)
- Let’s find out what happens to the hen.
Unit 03 17
: for, help, get
2) During Reading
: vet, hen, ten, pen, get, wet
3) After Reading
well.
T - Who did you see in the story? (⇢ There was a hen, a dog, and a vet.)
- What did the vet tell the hen to do?
(⇢ He asked the hen to buy ten pens for him.)
- How was the weather outside? (⇢ It was rainy.)
- What happened to the hen? (⇢ She had a cold.)

‘The vet needs 10 pens.’
That’s right.
Let’s read the sentence together. ‘The vet needs 10 pens.’
Wrap-up

1. jet, jet
2. hen, hen
31

Unit 01
3. Extra Worksheet
a. Have the students cut out the pictures and paste them in the correct box.
T Let’s review what we have learned.
Unit 02
What sound have we learned?
Can you remember?
Yes, it was /en/ and /et/.
Here is a worksheet for you.
Cut out the pictures and paste them in the correct box.
Now, let’s check the answer together.
Unit 03
Unit 04
Unit 03 19
Uni t
04 Short Vowel e ell, ed, eg
* Students will learn how to recognize and spell sets of rhyming words /ell/, /ed/, and /eg/.
Learning
Focus * Students will learn that rhyming words sound the same at the ends. (Except egg for ‘eg’.)
Warm-up

Today’s Topic: Fruit
- What kind of fruits do you like? (⇢ I like watermelons.)
[Other words: strawberry, orange, apple, grape, pear, peach, etc.]
3. Review of the previous unit

a. Write down hen, men, pen, ten, vet, jet, net, and wet on the board.
b. Ask each student to come out and the teacher shouts a word. Students have to
touch the correct word.

We’ve learned about /en/ and /et/ in the previous lesson.
Please one student will come out and listen to the teacher.
I’m going to shout a word and you have to touch the correct word.
(Jessica), can you please come out first?
Are you ready? The word is… “hen”!
That’s right. (Add some more words to match the number of your students)
Presentation
1. Teach the Short Vowel ‘e’ sounds /ell/, /ed/, and /eg/.
[Sounds /ell/, /ed/ & /eg/]

/e/ + /ll/ = /ell/
/e/ + /d/ = /ed/
/e/ + /g/ = /eg/
32

[Chant]
What is the sound of the short vowel ‘e’?
Say /e/ /e/ /e/ /e/ /e/ /e/.
e, ll, ell
Unit 01
e, d, ed
e, g, eg
b, ell, bell, bell
r, ed, red, red
l, eg, leg, leg
Short vowel ‘e’ makes bell, red, and leg!
2. Teach the Short Vowel ‘e’ words.

b + ell = bell
r + ed = red
l + eg = leg
Unit 02

There is a Christmas tree (Point to the tree picture.) and a bell. (Point to the bell
picture.)
What color is the bell? (⇢ It is red.)
Let’s look at the sentence below. The sentence is ‘I make a red bell for Christmas.’
Please, repeat after me. ‘I make a red bell for Christmas.’
4. Teach more Short Vowel ‘e’ words.
Unit 03
[Short Vowel ‘e’ words]
/ell/ - bell, well, yell
/ed/ - red, bed, wed
/eg/ - leg, egg
33
5. Flashcards Game
a. Spread out the flashcards on the floor and have the students stand at one end of the
room.
Unit 04
b. Teacher shouts out a card and the students have to find the card and jump on it.
c. The first student to do this wins a point.
d. Variation: Make two teams for a relay race.
T I’m going to spread these flashcards on the floor and you all have to stand at the
back of the room.
When I shout out a word, what you have to do is to find the card and jump on it.
The one who jumps on the card first gets a point.
Unit 04 21
You win the game if you get the most points.
Is it clear?
Practice
students.
34~35 36 37

❶ well, well ❷ bed, bed ❸ leg, leg ❹ yell, yell
❺ wed, wed ❻ red, red

❶ /eg/, leg ❷ /ell/, yell ❸ /ed/, wed
❶ red, red ❷ bell, bell ❸ egg, egg ❹ well, well
2. Activity - ‘Make a Snake with Words’

a. Write down /ell/, /ed/, and /eg/ on the board.
b. Line up your students in one line and ask each student to come out to the board and
write down one word under /ell/, /ed/, or /eg/ section.
c. Students choose just one sound and write down a word below each sound.
d. Students take turns and they can come out repeatedly if they have more ideas. If
they have no more than 1 idea, they can go back to their seat.
e. Go through each word at the end of the game.
T We will play a ‘Make a Snake with Words’ game today.

It’s very simple and easy.
I’m going to write down /ell/, /ed/, and /eg/ on the board.
You will all get a turn.
Line up in one line and each student takes turns to
/ell/ /ed/ /eg/
come out and write down one word under what I
yell red leg
wrote.
well bed egg
You will make a long snake with each sound. bell wed beg
Is it clear? Let’s go. sell fed
Let’s read aloud every word. shell
Can you all repeat after me? tell

3. Story Time
Today is Christmas.
Unit 01
Mom makes egg salads for us.
We make red bells for a Christmas tree.
Dad gives a present to us.
“Wow! It’s a new bed.” We yell for joy.
38
1) Before Reading
T - What is mommy doing in the picture? (⇢ She is cooking.)

- What do you think she is making? (⇢ She is making something with eggs.)
- What are the kids doing? (⇢ They are brushing the bell with red paint.)
- What did the kids feel like? (⇢ They look happy.)
Unit 02
: make, we, give
2) During Reading
a. Underline the words that we’ve learned.
: egg, red, bell, bed, yell
Unit 03
3) After Reading
well.
T - What did mommy make? (⇢ She made egg salad.)

- What did the kids make? (⇢ They made red bells for a Christmas tree.)
- What did the kids get for a Christmas present? (⇢ They got a new bed.)
- How did they feel about it? (⇢ They were really happy.)
- How did you know that? (Answers will vary.)

‘The present is a new bell.’
Unit 04

Then let’s correct the sentence.
‘The present is a new bed.’
That’s right.
Unit 04 23
Wrap-up

1. yell, yell
2. egg, egg
39
3. Extra Worksheet
a. Have the students trace the words and draw a line from the dot to the star while
saying each word.
T Let’s review what we have learned today.

What sound have we learned? Can you remember?
Yes, it was /ell/, /ed/, and /eg/.
Trace the words first.
Draw a line from the dot to the star while saying each word.
Now, please repeat after me.
‘tell, fell, sell, yell, red, bed, egg, leg’
That’s good.
Let’s read the words aloud together.

Uni t
05 Short Vowel i ig, in
Unit 05
* Students will learn how to recognize and spell sets of rhyming words /ig/ and /in/.
Learning
Warm-up
Unit 02
Today’s Topic: Vegetable
- What kind of vegetables do you like? (⇢ I like cucumbers.)
[Other words: cabbage, carrot, radish, onion, green onion, etc.]

a. Have the students open their notebook.
b. Dictate the words from page 33. (bell, well, yell, red, bed, wed, leg, egg)
c. Check the answers together.
Let’s review what we have learned in the last lesson.
Unit 03
T
We’re going to do a word dictation.

Please open your notebook and write down what I say.
Presentation
1. Teach the Short Vowel ‘i’ sounds /ig/ and /in/.
[Sounds /ig/ & /in/]

Unit 04
/i/ + /g/ = /ig/

/i/ + /n/ = /in/
40
Unit 05 25
[Chant]
What is the sound of short vowel ‘i’?
Say /i/ /i/ /i/ /i/ /i/ /i/.
i, g, ig
i, n, in
p, ig, pig, pig
b, in, bin, bin
Short vowel ‘i’ makes pig and bin!
2. Teach the Short Vowel ‘i’ words.

p + ig = pig
b + in = bin

This is a pig (Point to the pig picture.) that digs in the bin. (Point to the bin
picture.)
Is this pig big or small? (⇢ It’s big.)
Let’s look at the sentence below. The sentence is ‘The big pig digs in the bin.’
Please, repeat after me. ‘The big pig digs in the bin.’
4. Teach more Short Vowel ‘i’ words.
[Short Vowel ‘i’ words]

/ig/ - pig, big, wig, dig
/in/ - bin, pin, fin, win
41
5. Flashcards Game
a. Place flashcards on the floor in a winding manner.
b. Each card represents a stepping stone in the river, as students must say the words
in order to step on it and cross the river.
c. As they repeat stepping on the flashcards, it will help them memorize the words and
they can also practice their pronunciation.
d. Go through each word before they start.
T There are flashcards on the floor.

Each represents a stepping stone in the river.
What you have to do is to say the word as you step on it and cross the river.
In order to do this, you must know how to read each word.
Before we start, let’s go through each word.
Please repeat after me.
OK, now I think we’re ready to play.
Let’s begin.

Practice
students.
Unit 05
42~43 44 45

❶ pig, pig ❷ bin, bin ❸ wig, wig ❹ dig, dig
Unit 02
❺ fin, fin ❻ pin, pin

❶ /ig/, big ❷ /in/, win ❸ /ig/, pig
❶ dig, dig ❷ pin, pin ❸ bin, bin ❹ wig, wig
2. Activity - ‘Four Corners’

a. Choose four flashcards and hang a flashcard in all 4 corners of the room.
b. One student is chosen to stand in the middle with his/her eyes closed and counts to
ten while the other students scramble to one of the four corners.
c. At the count of ten, the student in the middle shouts ‘STOP!’ and picks one corner
Unit 03
by naming its corresponding flashcard. The students in that corner are out and must
sit down.
d. Continue the game until only one student remains.
e. Repeat this game with different flashcards if time allows.
T We’re going to play ‘Four Corners’ game now.

I will hang these four flashcards in all four corners of the room.
One student will be chosen to stand in the middle with eyes closed and she/he will
count to ten. While she/he is doing this, the rest of you all have to scramble to one
of the four corners.
At the count of ten, the student in the middle will shout ‘STOP!’ and pick one
corner by naming its corresponding flashcard.
The students in that corner are out and must sit down.
Unit 04
Is that clear?
Who wants to volunteer to stand in the middle?
Thank you.
Unit 05 27
3. Story Time
Piggy is a big pig.

She always wears a pink ribbon.
She digs in a pink bin.
She finds a pink wig.
And she finds a pink pin.
The big pig Piggy loves pink!
46
1) Before Reading
T - Who is in the picture? (⇢ There is a pig.)

- What color is Piggy? (⇢ It is pink.)
- What is she doing? (⇢ She is digging in a bin.)
- What is she holding? (⇢ She is holding a wig and a pin.)
- Let’s think about why Piggy is happy at the end.

: she, pink, find
2) During Reading
: big, pig, dig, bin, wig, pin
3) After Reading
well.
T - Who did you see in the story? (⇢ We saw a pig.)

- What does she always wear? (⇢ She always wears a pink ribbon.)
- What did she do? (⇢ She dug in a pink bin.)
- What did she find? (⇢ She found a pink wig and a pink pin.)
- What color did Piggy love? (⇢ She loved pink.)

‘Piggy is a pink wig.’
Then, let’s correct the sentence.
‘Piggy finds a pink wig.’
That’s right.

Wrap-up
Unit 05

1. dig, dig
2. fin, fin
47
Unit 02
3. Extra Worksheet
a. Have the students match the rhyming words.

T Let’s review what we have learned in the previous lessons (Unit 1-5).
Unit 03
What sound have we learned? Can you remember?
Match the rhyming word pictures from left to the right.
Now, let’s check the answer together.
(cap-map, bag-tag, fan-man, pen-hen, red-bed, bin-pin, well-bell)
Unit 04
Unit 05 29
Review for Unit 01-05
1. Review Activity
a. Review the words from Unit 1-5.
b. Randomly select 10-20 flashcards from Unit 1-5 and have the letters covered.
c. Hold up the card and show it to the students and have the students shout out a
word.
d. Go through each word together.
T I am going to show you some flashcards.

Please shout out a word if you know what it is.
Are you ready?
Let’s read the words out aloud together.
2. Do the Review 1 pages 48-49.
48~49
A. Circle the right word for the picture.

a. Look at the each picture first.
b. Read the three words under the picture.
c. Circle the word that matches the picture.
B. Fill in the blank with the given letters.

a. Say the letters in the balloon.
b. Go through the picture of each number.
c. Name of the picture, and then fill in the blank with the given letters.
C. Circle the one that rhymes with the picture.

a. Go through the picture of each number.
b. Say the three pictures’ name on the right in order.
c. Circle the one that rhymes with the left picture.

Review Story for Unit 01-05
A Treasure Map
One day, Ram finds a map
Review
under his bed.
It is a treasure map.
Ram shows the map to Pig
and Hen.
Pig and Hen yell for joy.
“Let’s find the treasure.
Let’s meet at ten tomorrow.”
50~51 Hen wears a cap.
She drives a van.
Pig wears a hat.
Ram has a red big bag.
He has ham, an egg, and jam
for lunch.
It’s ten o’clock.
“Let’s get in my van.”
Unit 02
“Let’s go!”
“Oops, my! My map!”
52~53
Unit 03
54~55
1. Before Reading
a. Talk about the title.
T - Can you read the title? (⇢ A Treasure Map)

- What do you think this story is about? (Answers will vary.)
b. Talk about the picture.
T - What kind of animals can you see in this story?

(⇢ We can see a ram, a pig, and a hen.)
- What does Ram do on page 50? (⇢ Ram finds a map under the map.)
- What time does the clock say? (⇢ It says 10 o’clock.)
- Who is driving a van? (⇢ Hen is driving a van.)
Unit 04
- What is in Ram’s bag? (⇢ There is an egg, a jam, and a ham in his bag.)
- What happens to the map? (⇢ It’s flying away.)
- Let’s find out what happens to Ram.
Unit 05 31
2. During Reading
: ram, map, bed, pig, hen, yell, cap, van, hat, big, bag, red, egg, ha, jam, ten, get
: one, day, find, under, at, for, wear, drive, o’clock
3. After Reading
a. Let the student repeat the sentences after the teacher.
b. Ask ‘Comprehension Questions’ to check if the students understood the story well.
T - What did Ram find under his bed? (⇢ He found a map.)

- Who did he show the map to? (⇢ He showed the map to Pig and Hen.)
- What did Hen wear? (⇢ Hen wore a cap.)
- What did Pig wear? (⇢ The pig wore a hat.)
- What color was Ram’s bag? (⇢ It was red.)
- What did he have for lunch? (⇢ He had ham, an egg, and jam.)
- What time did they get in the van? (⇢ They got in the van at 10 o’clock.)
- What happened to the map? (⇢ It flew away.)

Uni t
06 Short Vowel i it, ip, ix
Unit 01
* Students will learn how to recognize and spell sets of rhyming words /it/, /ip/, and /ix/.
Learning
Focus * Students will learn that rhyming words sound the same at the ends.
Warm-up
Unit 06
Today’s Topic: Flowers
- What kind of flowers do you like? (⇢ I like roses.)
[Other words: tulip, lily, Daisy, etc.]

a. Start writing a list of words students have learned in the previous lessons (Randomly
choose 15-20 words from Unit 1-5 containing pig, big, wig, dig, bin, pin, fin, and
win.) on the board.
b. Divide students into two teams.
Unit 03
c. Take one student from each team and give them a marker or pointer of some sort.
d. Speak out a word from Unit 5 on the board. (pig, big, wig, dig, bin, pin, fin, win)
e. Students have to run to the board and touch the word you said.
T Let’s review the previous units.

I’m going to write down some words on the board.
One student from each team will have to come out and listen to what I say.
You have to run to the board and touch the word I said.
Did you get it?
OK, let’s get started.
Unit 04
Unit 06 33
Presentation
1. Teach the Short Vowel ‘i’ sounds /it/, /ip/, and /ix/.
[Sounds /it/, /ip/ & /ix/]

/i/ + /t/ = /it/
/i/ + /p/ = /ip/
/i/ + /x/ = /ix/
56
[Chant]
What is the sound of short vowel ‘i’?
Say /i/ /i/ /i/ /i/ /i/ /i/.
i, t, it
i, p, ip
i, x, ix
k, it, kit, kit
z, ip, zip, zip
s, ix, six, six
Short vowel ‘i’ makes kit, zip and six!
2. Teach the Short Vowel ‘i’ words.

k + it = kit
z + ip = zip
s + ix = six

There are eggs (Point to the egg picture.) in the kit. (Point to the kit picture.)
How many eggs are there? (⇢ There are six.)
Let’s look at the sentence below. The sentence is ‘Put six eggs in the kit. Then, zip it’.
Please, repeat after me. ‘Put six eggs in the kit. Then, zip it’.
4. Teach more Short Vowel ‘i’ words.
[Short Vowel ‘i’ words]

/it/ - kit, sit, hit
/ip/ - zip, hip, lip
/ix/ - six, mix
57

5. Flashcards Game
a. Put a piece of sticky tape across the middle of the floor or draw an imaginary line
dividing the room.
b. Designate one side as ‘right’ and the other side as ‘wrong’.
Unit 01
c. Line up the students on the line, hold up a flashcard and say a word.
d. For example, when you hold up ‘zip’ card, you can say either ‘zip’ or ‘hip’ or
something that is wrong but sounds similar.
e. If the students think the word you said matches the flashcard, they should jump to
the ‘right’ side, otherwise they should jump to the ‘wrong’ side.
f. Students who make a mistake should sit out the game until the next round.
g. The one who remains in the end wins the game.
T We’re going to play the game.

I’m going to draw an imaginary line dividing the room.
This half of the room is the ‘right’ side, and this half of the room is the ‘wrong’
side.
I’m going to hold up a flashcard and say a word.
Unit 06
If you think the word that matches the flashcard, then you should jump to the
‘right’ side, otherwise jump to the ‘wrong’ side.
If you make a mistake, you should sit out the game until the next round.
Is that clear?
OK, let’s begin!
Practice
students.
Unit 03
58~59 60 61

❶ lip, lip ❷ mix, mix ❸ sit, sit ❹ zip, zip
❺ six, six ❻ hit, hit
Unit 04

❶ /it/, sit ❷ /ip/, hip ❸ /ix/, six
❶ kit, kit ❷ zip, zip ❸ hit, hit ❹ sit, sit
Unit 06 35
2. Activity - ‘Make a Word’ Materials: Index cards, A box
a. Prepare three index cards and write down /it/, /ip/, and /ix/ on each card.
b. Put them in a box.
c. Students take turns and come up to the front and pick one card from the box
without looking.
d. They have to say one word that matches the rhyming family to the card in 5 seconds.
e. For example, if she/he chose /it/ card, she/he has to say a word that ends with /it/
such as ‘kit’.
f. The teacher counts 5 seconds as soon as they pick up a card from the box.
g. Make sure every student gets a chance.
T We will play ‘Make a Word’ game now.

There are three index cards in this box and they have /it/, /ip/, and /ix/ written on
them.
You will have to come up to the front and pick one card from the box without
looking.
You have to say one word that matches the rhyming family to the card in 5
seconds.
For example, if you chose /it/ card, you have to say a word that ends with
/it/ such as ‘kit’.
Is it clear?
Let’s begin.
3. Story Time
My little sister likes cooking.

She has a kit for cooking.
She sits on the little chair.
“Let’s mix six eggs and water!”
“Where is the water?”
Uh-oh! She hits the table.
Her lips are red now.
62
1) Before Reading
T - What is she doing in the picture? (⇢ She is cooking.)

- How many eggs does she have? (⇢ She has six eggs.)
- What is she doing in third picture? (⇢ She is looking for something.)
- How does she look in fourth picture? (⇢ She looks sick.)
- Let’s find out what happens to her.

: little, like, where
2) During Reading
: kit, sit, mix, six, lip

Unit 01
3) After Reading
well.
T - What did she have for cooking? (⇢ She had a kit.)

- What did she sit on? (⇢ She sat on the little chair.)
- What did she do with the eggs? (⇢ She put the eggs into the bowl.)
- Why did she put the eggs into the bowl?
(⇢ She wanted to mix the eggs with water.)
- Did she mix the eggs and water? (⇢ No, she didn’t.)
- What happened to her?
(⇢ She hit her lips on the table for picking up the water bottle.)
- What happened to her lips? (⇢ Her lips were red.)
Unit 06

‘She has six eggs.’
That’s right.
Wrap-up
Unit 03

1. kit, kit
2. hip, hip
63

Unit 04
Unit 06 37
3. Extra Worksheet
a. Have the students fill in the flower petals to make a Word Family Flower. They can
add more petal shapes with the same rhyming words if possible.
T What sound have we learned? Can you remember?

Yes, it was /it/, /ip/, and /ix/.
There are three petal shapes for each sound.
Fill in the flower petals to make a Word Family Flower.
You can add more petal shapes with more rhyming words if possible.
Now, can you show your flowers to me?
That’s awesome.

Uni t
07 Short Vowel o og, op
Unit 01
* Students will learn how to recognize and spell sets of rhyming words /og/ and /op/.
Learning
Warm-up
Unit 02
Today’s Topic: Animals
- What kind of animals do you like? (⇢ I like elephants.)
[Other words: monkey, rabbit, tiger, lion, hippo, giraffe, turtle, etc.]

a. Have the students open their notebooks.
b. Read these sentences and ask your students to draw pictures.
There is a girl sitting on a chair.
She has red lips.
Unit 07
She is mixing six eggs with water.
c. Ask your students to hold up their pictures to check the answers.
T Let’s review Unit 6.

Open your notebook please.
I’m going to read some sentences.
Draw pictures as you hear these sentences.
There is a girl sitting on a chair.
She has red lips.
She is mixing six eggs with water.
Are you done?
Now, lift up your pictures and show them to me.
Excellent!
Unit 04
Unit 07 39
Presentation
1. Teach the Short Vowel ‘o’ sounds /og/ and /op/.
[Sounds /og/ & /op/]

/o/ + /g/ = /og/
/o/ + /p/ = /op/
64
[Chant]
What is the sound of short vowel ‘o’?
Say /o/ /o/ /o/ /o/ /o/ /o/.
o, g, og
o, p, op
l, og, log, log
h, op, hop, hop
Short vowel ‘o’ makes log and hop!
2. Teach the Short Vowel ‘o’ words.

l + og = log
h + op = hop

This is a log (Point to the log picture.) and the boy and a dog are hoping on it. (Point
to the boy and a dog picture.)
Can you hop like them? (Answers will vary.)
Let’s look at the sentence below. The sentence is ‘Can you hop on the log? Good job!’
Please, repeat after me. ‘Can you hop on the log? Good job!’
4. Teach more Short Vowel ‘o’ words.
[Short Vowel ‘o’ words]

/og/ - log, dog, fog, jog
/op/ - hop, top, mop, cop
65

5. Flashcards Game
a. Have a student come up to the front and show him/her a flashcard.
b. That student should draw it on the board.
c. Students have to put their hand up if they know what it is and come up to the front
Unit 01
and write down the word on the board. If they spell it correctly, they get a point.
d. This can also be played in teams.
T One of you will come up to the front to see the flashcard.

Then you should draw a thing on a flashcard on the board.
What the rest of you have to do is to guess what it is and put your hand up if you
know what it is.
Then you have to come up to the front and write the word on the board.
If you can spell it correctly, you get a point.
Is it clear? Who wants to volunteer for drawing a picture? Thank you.
Practice
Unit 02
students.
66~67 68 69
Unit 07

❶ log, log ❷ top, top ❸ mop, mop ❹ fog, fog
❺ hop, hop ❻ jog, jog

❶ /og/, dog ❷ /op/, cop ❸ /og/, fog
❶ top, top ❷ jog, jog ❸ hop, hop ❹ log, log
Unit 04
Unit 07 41
2. Activity - ‘Basketball Card Line-Up’
Materials: A few sets of /og/ and /op/ cards, 2 baskets, 2 balls.
a. Prepare a few index cards, 2 baskets, and 2 balls.
og og op op Basket
op og op og Basket
b. Write down either /og/ or /op/ on each card.

c. Place 2 lines of mixture of /og/ and /op/ cards and 2 baskets in the end.
d. You need 2 players and a basket far away.
e. Students have to shoot the basket to win.
f. To step forward, they have to step on the card and say the word that matches with
the card.
g. To shoot the basket from far away is hard so the players need to say the card’s
matching word and make their way closer and closer to the basket. When they feel
that they can throw and score the basket, they make their attempt.
h. The one who hit the basket wins.
T We’re going to play ‘Basketball Card Line-Up’ now.

Here are two lines of mixture of /og/ and /op/ cards and I put 2 baskets in the end.
You start from here and you have to make your attempt to hit the basket with this
ball.
To shoot the basket from far away is hard, so you need step on the card and say
the word that matches with the card.
That way, you can make your way closer and closer to the basket.
When you feel that you can throw the ball and score the basket, you can make
your attempt.
The one who scores the basket wins.
Is that clear?
Who wants to go first?
3. Story Time
Tommy likes his dog, Dodo.

He jogs with his dog.
He hops on the log with Dodo.
They play on the top of the logs.
Ouch! He and his dog fall off the logs.
70

1) Before Reading
T - What are the boy and the dog doing? (⇢ They are running/jogging.)
- What can you see in the second picture? (⇢ There is a log.)
Unit 01
- What are they doing? (⇢ They are hopping on the log.)
- What are they doing after that? (⇢ They are playing on the top of the logs.)
- Let’s find out what happens to these two.

: with, on
2) During Reading
: dog, jog, hop, log, top
Unit 02
3) After Reading
well.
T - Who did you see in the story? (⇢ We saw Tommy and Dodo.)
- What were they doing? (⇢ They were jogging.)
- What did they do when they saw a log?
(⇢ They hopped on the log and played on the top of the logs.)
- What happened to them? (⇢ They fell off the logs.)
Unit 07

‘The boy’s name is Dodo.’
Then let’s correct the sentence.
‘The boy’s name is Tommy.’
That’s right.
Unit 04
Unit 07 43
Wrap-up

1. fog fog
2. top, top
71
3. Extra Worksheet
a. Have the students fill in the missing letter.

T What sound have we learned today?

There is one letter missing in each word.
Fill in the missing letter.
Now, let’s check the answers together.
(log, dog, fog, jog, hop, top, mop, cop)

Uni t
08 Short Vowel o ox, ot, od
Unit 01
* Students will learn how to recognize and spell sets of rhyming words /ox/, /ot/, and /od/.
Learning
Focus * Students will learn that rhyming words sound the same at the ends.
Warm-up
Unit 02
Today’s Topic: Height
- How tall are you? (⇢ I am 120 centimeters tall.)

a. Write down 9 words from Unit 7 but with wrong spelling.
eg. lug, doog, pog, jeg, hup, toq, moq, cap
b. Divide the class into two.
c. Then have one of each team come up to the board and correct the wrong spelling of
each word. Whoever is faster and correct gets a point.
Unit 03
T There are words from unit 7 but they have the wrong spelling.
I’m going to divide you into two teams.
One student of each team will come up to the board and correct the wrong
spelling of each word.
Whoever is faster and correct gets a point.
Is it clear? OK, let’s get started.
Presentation
1. Teach the Short Vowel ‘o’ sounds /ox/, /ot/ and /od/. Unit 08
[Sounds /ox/, /ot/ & /od/]

/o/ + /x/ = /ox/
/o/ + /t/ = /ot/
/o/ + /d/ = /od/
72
Unit 08 45
[Chant]
What is the sound of short vowel ‘o’?
Say /o/ /o /o/ /o/ /o/ /o/.
o, x, ox
o, t, ot
o, d, od
f, ox, fox, fox
h, ot, hot, hot
g, od, god, god
Short vowel ‘o’ makes fox, hot, and god!
2. Teach the Short Vowel ‘o’ words.

f + ox = fox
h + ot = hot
g + od = god

There is a fox (Point to the fox picture.) and the sun. (Point to the sun picture.)
What’s the weather like? (⇢ It is sunny.)
Let’s look at the sentence below. The sentence is “The fox says, ‘Oh, my god. It’s too
hot.’”
Please, repeat after me, “The fox says, ‘Oh, my god. It’s too hot.’”
4. Teach more Short Vowel ‘o’ words.
[Short Vowel ‘o’ words]

/ox/ - fox, box, ox
/ot/ - hot, dot, pot
/od/ - god, rod
73
5. Flashcards Game
a. Prepare several sets of flashcards and place all the flashcards around the classroom.
b. Students have to go around the classroom and collect the flashcards as many as
they can.
c. Students come back to their place after collecting the cards.
d. Then the teacher says “Give me a (fox)”.
e. The student with the (fox) flashcard should hand in the card to the teacher.
f. The student with the most cards wins the game.

T I’m going to place several flashcards on the floor.
When I say ‘Start!’, you need to go around the room and collect as many cards as
you can.
Once you have collected the flashcards, I will say ‘Give me a (fox).’ and you have
Unit 01
to come and hand it to me if you have (fox) card.
The student with the most cards wins the game.
Is that clear?
OK, ready, start!
Practice
students.
Unit 02
74~75 76 77

❶ fox, fox ❷ god, god ❸ dot, dot ❹ rod, rod
❺ box, box ❻ pot, pot
Unit 03
❶ /ox/, box ❷ /od/, rod ❸ /ot/, hot
❶ ox, ox ❷ pot, pot ❸ god, god ❹ dot, dot
2. Activity - ‘Question Chain’

a. Have the students sit in a circle.
b. The teacher says one of the sounds from /ox/, /ot/, or /od/ to the student next to
him/her.
c. The student has to answer with the words that end with the same sound.
d. Then the student has to do the same thing to the person next to him/her.
Unit 08
e. Continue around the circle.

f. It would be more fun to use a ball to pass around while the questions are being
asked and answered.
g. Make sure every student gets a chance to participate.
Unit 08 47
T We’re going to play ‘Question Chain’ game.
I’m going to say one sound from /ox/, /ot/, or /od/ to a student next to me.
Listen carefully and say one word that ends with the same sound.
For example, if I say /ox/ you have to say one word that ends with /ox/ like fox.
And then you do the same thing to the person next to you.
We will continue around the circle.
Is that clear?
Let’s begin.
3. Story Time
Cox is an ox.
He has a long rod.
Rob is a fox.
He has a pot.
The pot has dots.
Cox and Rob, what are you doing?
“We are fishing!”
Oh, my god. The pot is full of fish.
78
1) Before Reading
T - Who is in the picture? (⇢ There is an ox and fox.)

- What does the ox have? (⇢ He has a long rod.)
- What does the fox have? (⇢ He has a pot.)
- What are the ox and the fox doing? (⇢ They are fishing.)
- Let’s find out what happens to them.

: has, what, you
2) During Reading
: cox, ox, rod, pot, dot, god
3) After Reading
well.
T - What was the name of the ox? (⇢ His name was Cox.)
- What was the name of the fox? (⇢ His name was Rob.)
- What did Cox have? (⇢ He had a long rod.)
- What did Rob have? (⇢ He had a pot.)
- What were they doing? (⇢ They were fishing.)
- Did they catch lots of fish? (⇢ Yes, the pot was full of fish.)


‘Rob is an ox.’
Unit 01
Let’s correct the sentence then.
‘Rob is a fox.’ or ‘Cox is an ox.’
That’s right.
Wrap-up
Unit 02
1. ox, ox
2. dot, dot
79
Unit 03
3. Extra Worksheet
a. Have the students find the wrong pictures that do not end with the same sound and
put an X on it.

Find the wrong pictures that do not end with the same sound and put X on it.
Unit 08
That’s awesome.
Unit 08 49
Uni t
09 Short Vowel u un, ug
* Students will learn how to recognize and spell sets of rhyming words /un/ and /ug/.
Learning
Warm-up

Today’s Topic: Weight
- How much do you weigh? (⇢ I weigh about 30 kilograms.)

a. Write down /ox/, /ot/, and /od/ on the board like this;
ox, ot, od
b. Get your students to stand at the back of the class and clear a runway to the board.
c. Say one word from page 73 and have students run to the correct ending sound.
d. You can also give students a second chance to make their minds up by shouting ‘last
chance’.
e. Try to encourage them to make individual decisions.
T Look at the board.

There are three ending sounds we learned in the last lesson.
Stand at the back of the class.
I’m going to say one word from the last unit and you have to run to the correct
ending sound and stand in front of the letter.
Is it clear?
Ok, are you ready?
‘Fox’. Run!
Last chance for you.
The next word is…
Did you all enjoy the game?

Presentation
1. Teach the Short Vowel ‘u’ sounds /un/ and /ug/.
Unit 09
[Sounds /un/ & /ug/]
/u/ + /n/ = /un/
/u/ + /g/ = /ug/
80
[Chant]
What is the sound of short vowel ‘u’?
Say /u/ /u/ /u/ /u/ /u/ /u/.
u, n, un
Unit 02
u, g, ug
b, un, bun, bun
b, ug, bug, bug
Short vowel ‘u’ makes bun and bug!
2. Teach the Short Vowel ‘u’ words.

b + un = bun
b + ug = bug
Unit 03
These are bugs (Point to the bug picture.) and they are eating a bun. (Point to the
bun picture.)
Do you think they like the bun? (⇢ Yes, I do. / No, I don’t.)
Let’s look at the sentence below. The sentence is ‘The bugs eat a bun. It’s their
favorite.’
Please, repeat after me. ‘The bugs eat a bun. It’s their favorite.’
4. Teach more Short Vowel ‘u’ words.
[Short Vowel ‘u’ words]

Unit 04
/un/ - bun, sun, fun, run

/ug/ - bug, hug, rug, mug
81
Unit 09 51
5. Flashcards Game
a. Prepare enough flashcards so that each student can get one card.
b. Do not let them know what card they get but just stick it on their back.
c. Divide the classroom and designate one side as /un/ and the other side as
/ug/.
d. When you say ‘Start!’, students have to go around the classroom and ask each other
a question: ‘What is on my back?’
e. When their friends say the word, students can find out where they belong to.
f. The students with /un/ words have to go to the /un/ side, and students with /ug/
words have to go to the /ug/ side.
g. When everyone finds out where to go, check if they went to the correct place by
taking the cards off their backs and showing them the cards.
T This half of the classroom is /un/ side, and the other side of the classroom is /ug/
side.
There will be either an /un/ or an /ug/ flashcard on your back.
You have to go around the classroom and ask your friends ‘What is on my back?’
and find out where to go.
Is that clear?
OK, please line up so that I can stick the word card on your back.
Do not look back at your card.
I think everyone is ready.
Ready? Start!
Practice
students.
82~83 84 85

❶ hug, hug ❷ sun, sun ❸ mug, mug ❹ bun, bun
❺ run, run ❻ fun, fun

❶ /un/, run ❷ /ug/, bug ❸ /un/, fun
❶ mug, mug ❷ sun, sun ❸ bun, bun ❹ rug, rug

2. Activity - ‘Spell It’
a. Line up the students.
b. The teacher says a word from page 81 and asks the first student of the line to spell it
on the board.
Unit 09
c. The game continues until someone makes a mistake—that is, someone misspells a
word or comes up with a wrong word, and then she/he is out.
d. The last one remaining in the game is the winner.
T Please line up in one line.

I will say a word and you have to spell it on the board.
Is that clear?
Now, Let’s start.
3. Story Time
Buck and Luck are bugs.
Unit 02
The two bugs are friends.
They hug every day.
They eat a bun together.
They chat on the rug.
It’s so much fun.
86
1) Before Reading
T - What can you see in the picture? (⇢ There are two bugs.)
- What are they doing? (⇢ They are hugging each other.)
- What are they eating? (⇢ They are eating a bun.)
- Where are they sitting on? (⇢ They are sitting on the rug.)
Unit 03
- Let’s find out what happens to these two.

: and, two, eat
2) During Reading
: bug, hug, bun, rug
Unit 04
3) After Reading
well.
T - Who did you see in the story? (⇢ We saw two bugs.)

- What were their names? (⇢ They were Buck and Luck.)
- What did they do every day? (⇢ They hugged each other every day.)
Unit 09 53
- What did they eat? (⇢ They ate a bun.)
- What did they do on the rug? (⇢ They chatted on the rug.)

‘Buck and Luck hug every day.’
That’s right.
Wrap-up

1. mug, mug
2. run, run
87
3. Extra Worksheet
a. Have the students match the pictures to the correct rhyming family.

There are some pictures that end with either /un/ or /ug/.
Match the pictures to the correct rhyming family.
Now, let’s check the answers together. (bun, rug, mug, sun, run, bug)
Now, let’s move on to the next unit.

Uni t
10 Short Vowel u ut, ub, ud
Unit 01
* Students will learn how to recognize and spell sets of rhyming words /ut/, /ub/ and /ud/.
Learning
Warm-up
Unit 10
Today’s Topic: Body
- How many fingers do you have? (⇢ I have 10 fingers.)
- How many feet do you have? (⇢ I have two feet.)
[Other words: head, arms, legs, toes, eyes, ears, nose, mouth, shoulder, etc.]

Materials: Flashcards from Unit 9
a. After drilling all of the vocabulary from Unit 9 using the flashcards, teacher shuffles
and places all of the flashcards on the board in one line.
Unit 03
b. Give the students 10 seconds to memorize the order of the flashcards.
c. Ask the students to close their eyes and change the order of the cards.
d. Have the students open their eyes and if they know the answer, they have to come
to the board and re-place the flashcards in the initial order.
e. The one who replaces the cards correctly first wins the game.
T Here are flashcards from the previous unit.

Let’s read the words together first.
Now, I’m going to place all of these cards on the board and you will be given 10
seconds to memorize the order of the cards.
And close your eyes.
Open your eyes, and please come to the board if you can remember the initial
order.
Unit 04
Place the flashcards in the initial order.
Is it clear?
OK, let’s get started.
Unit 10 55
Presentation
1. Teach the Short Vowel ‘u’ sounds /ut/, /ub/, and /ud/.
[Sounds /ut/, /ub/ & /ud/]

/u/ + /t/ = /ut/
/u/ + /b/ = /ub/
/u/ + /d/ = /ud/
88
[Chant]
What is the sound of short vowel ‘u’?
Say /u/ /u/ /u/ /u/ /u/ /u/.
u, t, ut’
u, b, ub
u, b, ub
h, ut, hut, hut
c, ub, cub, cub
m, ud, mud, mud
Short vowel ‘u’ makes hut, cub, and mud!
2. Teach the Short Vowel ‘u’ words.

h + ut = hut
c + ub = cub
m + ud = mud

There is a cub (Point to the cub picture.) and a hut. (Point to the hut picture.)
What is the cub doing? (⇢ The cub is running.)
Let’s look at the sentence below. The sentence is ‘The cub runs to the hut. He runs in
the mud.’
Please, repeat after me. ‘The cub runs to the hut. He runs in the mud.’
4. Teach more Short Vowel ‘u’ words.
[Short Vowel ‘u’ words]

/ut/ - hut, cut, nut
/ub/ - cub, tub, rub
/ud/ - mud, bud
89

5. Flashcards Game
a. The teacher holds a flashcard with the picture facing towards the students.
b. The teacher quickly shows it to the students for a quick peek.
c. The student who guesses what it is has to put his/her hand up and come up to the
Unit 01
front and write the word on the board.
d. If the word is correct, s/he gets a point.
T I will quickly show you the card one by one for a quick peek.
When you can guess what it is, please put your hand up.
Then come up to the front and write the word down on the board.
If the word is correct, you get a point.
Is that clear?
OK, ready?
Let’s get started.
Practice
Unit 10
students.
90~91 92 93
Unit 03

❶ cut, cut ❷ tub, tub ❸ rub, rub ❹ bud, bud
❺ nut, nut ❻ mud, mud

❶ /ut/, hut ❷ /ub/, tub ❸ /ud/, bud
❶ rub, rub ❷ cut, cut ❸ cub, cub ❹ mud, mud
Unit 04
2. Activity - ‘Jump Rope’ Materials: A rope, Flashcards, A box
a. You need a rope for this game.

b. Have students stand behind each other in a line.
c. Hold a rope at a height that the students should be able to jump over. (Have a
student hold the other end.)
d. On the other side of the rope, spread out flashcards and a box.
Unit 10 57
e. Call out the name of one of the flashcards to the first student.
f. S/he has to jump over the rope, pick up the correct flashcard and put it in the box.
g. For other rounds you can hold the rope down low, so students have to crawl or roll
under.
h. Make sure every student gets a chance.
T We’re going to play ‘Jump Rope’ game.

Please stand behind each other in a line.
(Jennifer) and I will spin this rope and there will be some flashcards and a box.
When I call out the name of one of the flashcards to you, you have to jump over
the rope, pick up the correct flashcard and put it in the box.
Is that clear? OK, let’s begin.
3. Story Time
Look at the cute cub.

He likes running.
The cub runs to the hut.
He runs under the nut tree.
Then the cub runs in the mud puddle.
Now the cub is in the tub.
He rubs his foot.
94
1) Before Reading
T - Who is in the picture? (⇢ There is a cub.)

- What is he doing? (⇢ He is running.)
- Where is he going to? (⇢ He is going to the hut.)
- Where is he in the last picture? (⇢ He is in the tub.)
- Let’s find out what happens to the cub.

: look, to, under, in
2) During Reading
: cub, hut, nut, mud, puddle, tub
3) After Reading
well.

T - Who did you see in the story? (⇢ We saw a cute cub.)
- What did he like to do? (⇢ He liked to run.)
- Where was he running to? (⇢ He was running to the hut.)
- Why was he in the tub? (⇢ He had to have a bath.)
Unit 01

‘The cub rubs in the mud.’
Let’s correct the sentence then.
‘The cub runs in the mud.’
That’s right.
Wrap-up
Unit 10

1. nut, nut
2. tub, tub
95
3. Extra Worksheet
Unit 03
a. Have the students write four words that rhyme with the given sound in the circle.
Unit 04
T Here are a worksheet for you.

Think of some words we’ve already learned.
Write down four words that rhyme with the given sound in the circle.
Now, let’s check the answers together.
Unit 10 59
Review for Unit 06-10
1. Review Activity
a. Review the words from Unit 6-10.
b. Randomly select 20-25 flashcards from Unit 6-10 and have the letters covered.
c. Spread them out on the floor.
d. When teacher says “Go!” students run and collect the cards.
e. Have each student come out to the front and hold up the card and say the word.
T Here are some flashcards from previous units.

When I say “Go!”, you have to run and collect the cards.
Are you ready?
“Go!”
Now, go back to your seat.
(Kelly), please come out to the front and read out your cards aloud.
Well done!
Who wants to go next?
2. Do the Review 2 on pages 96~97.
96~97
A. Circle the right word for the picture.

a. Look at the each picture first.
b. Read the three words under the picture.
c. Circle the word that matches the picture.
B. Fill in the blank with the given letters.

a. Say the letters in the balloon.
b. Go through the picture of each number.
c. Name of the picture, and then fill in the blank with the given letters.
C. Circle the one that rhymes with the picture.

a. Go through the picture of each number.
b. Say the three pictures’ names on the right.
c. Circle the one that rhymes with the left picture.

Review Story for Unit 06-10
Thank You, Friends
Unit 01
Ox likes running. He jogs every
day.
It’s foggy today. He runs with
Fox and Dog.
Oh, my god! Ox hits a log.
He falls in the mud. His hip
hurts.
He can’t move.
98~99 Fox and Dog make a salad
for Ox.
They mix some eggs and
apples.
They put some nuts in it.
They bake a bun, too.
“What’s next?”
“Let’s clean the house for Ox.”
Review
They clean the floor with
mops.
“Thank you, friends.”
Ox hugs Fox and Dog.
100~101
Unit 03
102~103
1. Before Reading
a. Talk about the title.
T - Can you read the title? (⇢ Thank You, Friends)

- What do you think this story is about? (Answers will vary.)
b. Talk about the picture.
T - Where are they? (⇢ They are in the field.)

- What are they doing in the field? (⇢ They are running.)
- How is the weather? (⇢ It’s sunny.)
- What happens to Ox? (⇢ He hits a log and then falls in the mud.)
- What are Fox and Dog doing on pages 100~101? (⇢ They are cooking.)
Unit 04
- What are Fox and Dog doing on page 102? (⇢ They are mopping on the floor.)
- Do they look happy? (⇢ Yes, they look happy.)
Unit 10 61
2. During Reading
: ox, jog, foggy, fox, dog, log, god, mud, hip, mix, egg, put, nut, bun, mop, hug
: like, every, day, with, in, they, next, what, clean, floor, thank, you
3. After Reading
a. Let the student repeat the sentences after the teacher.
b. Ask ‘Comprehension Questions’ to check if the students understood the story well.
T - What did Ox like to do? (⇢ He liked to run.)

- Who did Ox run with? (⇢ He ran with Fox and Dog.)
- What happened to Ox? (⇢ He hit a log and fell in the mud. His hip hurt.)
- What did Fox and Dog make for Ox? (⇢ They made a salad.)
- How did they make the salad?
(⇢ They mixed some eggs and apples and put some nuts in it.)
- What else did they do? (⇢ They baked a bun.)
- What did they do after cooking? (⇢ They cleaned the house with mops.)

M E M O

GoGoPhonics2 TG

Uploaded by

Copyright:

Available Formats

GoGoPhonics2 TG

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GoGoPhonics2 TG

Uploaded by

Copyright:

Available Formats

Uni t

01 Short Vowel a ap, am

2. Open the class with ‘Topic Questions’.

3. Review of the previous unit Materials: Flashcards

a. Remind the students what they’ve learned in the last lesson.

T Let’s review what we have learned in the last lesson.

[Sounds /ap/ & /am/]

2 Go, Go! Phonics 2

2. Teach the Short Vowel ‘a’ words.

4. Teach more Short Vowel ‘a’ words.

[Short Vowel ‘a’ words]

* Nodding their head means ‘Okay, continue.’

T Let’s divide the class into (even) teams.

Listening Power Script

Listen, match, and write.

Listen and choose. Then color.

4 Go, Go! Phonics 2

T We’re going to play the ‘Sorting’ game.

T - Who is in the picture? (⇢ The ram is in the picture.)

- Where is the ram? (⇢ The ram is in the forest. / in the mountain.)

b. Learn about Sight Words.

T - What was the ram doing? (⇢ He was going camping.)

b. Check ‘True or False’.

T Let’s read the sentence.

Let’s Check Script

A. Listen and choose.

2. Let the students do the Workbook pages 4~7.

6 Go, Go! Phonics 2

T Here is a worksheet for you.

2. Open the class with ‘Topic Questions’.

3. Review of the previous unit Materials: A die

T Let’s review what we have learned in the last lesson.

8 Go, Go! Phonics 2

2. Teach the Short Vowel ‘a’ words.

T Look at this picture.

4. Teach more Short Vowel ‘a’ words.

[Short Vowel ‘a’ words]

T I’m going to stick a word card on your back.

Listening Power Script

Listen, match, and write.

Listen and choose. Then color.

10 Go, Go! Phonics 2

T We’re going to play ‘Raise the flag’ game now.

The fat man has a van.

T - Who is in the picture? (⇢ There is a man.)

b. Learn about Sight Words.

T - What did the man have? (⇢ He had a van.)

b. Check ‘True or False’.

T Let’s read the sentence.

Let’s Check Script

A. Listen and choose.

2. Let the students do the Workbook pages 8~11.

12 Go, Go! Phonics 2

T Here is a worksheet for you.

2. Open the class with ‘Topic Questions’.

3. Review of the previous unit Materials: Flashcards from Unit2

T Let’s review what we have learned in the last lesson.

14 Go, Go! Phonics 2

2. Teach the Short Vowel ‘e’ words.

4. Teach more Short Vowel ‘e’ words.