Mazni Bt. Daud, a TELL2 teacher
at SK Jengka 4, developed an interesting and effective way to introduce her
target sounds in a phonics based lesson.
In her lesson plan, she wished to introduce the phonemes /air/ and /ear/ and practice the pronunciation with a few different student
centered activities. She prepared word
cards for the target words from the textbook and a set of 15 /air/ and /ear/ cards as well. She
began her class by having me practice the phonemes with the students, then
practice the word lists she provided on the blackboard. We took turns with the words, using the basic
1-2-3 method for phonics, saying ā/air/hair. Afterward, I turned the class fully back over
to Mazni. Her first activity, you can
see in the photographs below, continues with identifying the phonemes through a
two scaffold steps. But the procedure
for the steps remained the same.
- 1. Mazni made a T-chart on the blackboard with a picture card identifying the phoneme for each category (pair/fear)
- 2. She had the students make 2 queues leading to a single desk at the back of the room.
- 3. She placed two jumbled stacks of /air/ and /ear/ cards on the desk.
- 4. The first student in the queue takes a card, says the phoneme to the next student and passes the card to him/her.
- 5. The card works its way to the end of the queue, where the last student says the phoneme to me, then pastes it into one of two categories on the blackboard.
The second step in the activity
repeated the process, but with word cards in the stack and /air/ and /ear/ cards pasted at the top of the T-chart. If at any time during the activity, Mazni
noticed that students were producing the phoneme incorrectly, she actively corrected
them and continued with the activity. The
first few rounds were tough, but once the students figured out how to play,
they had a lot of fun. I am proud to
have been a part of Mazni’s activity and will be sharing it with other
teachers!
Sarah Higgs, Jempol
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