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Rt® Á¤Âu§fŸ thæyhf M§»y« thÁ¤jš Âwid nk«gL¤Jjš Developing English Reading through Wall Paintings

MÁça® f£lf« 2016 - 2017

midtU¡F« fšé Ïa¡f« jäœehL

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têfh£Ljè‹go

ÂUkÂ. ó#h Fšf®å, Ï.M.g., khãy¤ £l Ïa¡Fe®, midtU¡F« fšé Ïa¡f«, br‹id- 600 006 Rt® Á¤Âu§fŸ cUth¡f« k‰W« f£lf jahç¥ò FG Jiz FG¤jiyt® Kidt®. S. ehfuh# KUf‹ Ïiz Ïa¡Fe® midtU¡F« fšé Ïa¡f«. br‹id- 600 006. xU§»iz¥ghs® Ïuh. brh.ghyKUf‹ khãy xU§»iz¥ghs® midtU¡F« fšé Ïa¡f«, br‹id- 600 006 Rt® Á¤Âu§fŸ cUth¡f« nr. kh. Ia¥g‹, kh. mHFy£Rä, jiyikahÁça®, Ïilãiy MÁçia, Cuh£Á x‹¿a bjhl¡f¥gŸë, Cuh£Á x‹¿a bjhl¡f¥gŸë, bešèF¥g«, nk£L¥ghisa«, ÂU¥ngh%® x‹¿a«, $bgU«òJh® x‹¿a«, fhŠÁòu« kht£l«. fhŠÁòu« kht£l«. f. fšgdh, Ïilãiy MÁçia, Cuh£Á x‹¿a bjhl¡f¥gŸë, ßis¥gh¡f«, $bgU«òJh® x‹¿a«, fhŠÁòu« kht£l«. Rt® Á¤Âu§fŸ totik¥ò fh. Ïuhk»UZz‹, ». Åuntš KUf‹, Xéa MÁça®, Xéa MÁça®, br‹id kfë® nkšãiy¥gŸë, M Âuhél® ey ca®ãiy¥gŸë, E§f«gh¡f«, t©Luha‹g£L, br‹id kht£l«. flYh® kht£l«.

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f£lf jahç¥ò FG Á. RnuZ Fkh®, MÁça® gæ‰We®, t£lhu ts ika«, fh£lh§Fs¤Jh® x‹¿a«, fhŠÁòu« kht£l«. ïšlh gΚ, MÁça® gæ‰We®, t£lhu ts ika«, òHš x‹¿a«, ÂUtŸq® kht£l«

». nfuè‹ bgÁ MÁça® gæ‰We®, t£lhu ts ika«, ÂU¡fG¡F‹w« x‹õ¿a«, fhŠÁòu« kht£l«. f.nr. nõhgh, kht£l xU§»iz¥ghs®, ÂUtŸq® kht£l« nr. kh. Ia¥g‹, jiyikahÁça®, Cuh£Á x‹¿a bjhl¡f¥gŸë, bešèF¥g«, ÂU¥ngh%® x‹¿a«, fhŠÁòu« kht£l«. f. fšgdh, Ïilãiy MÁçia, Cuh£Á x‹¿a bjhl¡f¥gŸë, ßis¥gh¡f«, $bgU«òJh® x‹¿a«, fhŠÁòu« kht£l«.

v. mä®jh b#Ryh, kht£l xU§»iz¥ghs®, ÂUtŸq® kht£l« kh. mHFy£Rä, Ïilãiy MÁçia, Cuh£Á x‹¿a bjhl¡f¥gŸë, nk£L¥ghisa«, $bgU«òJh® x‹¿a«, fhŠÁòu« kht£l«.

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bghUsl¡f« t.v©

gl§fë‹ bga®

g¡f« v©

1

fuo bgh«ik ( The Teddy Bear )

6

2

fhL ( The Jungle )

8

3

vG¤J FäêfŸ ( The Letter Bubbles )

10

4

nkf§fS« kiH¤JëfS« ( The Clouds and The Rain Drops )

12

5

Âdrç ãfœÎfŸ ( Every Day Routine )

14

6

xU »uhk¤J NHš ( A Village View )

16

7

fl‰fiu ( The Sea Shore )

18

8

gâ kiy ( Snow Mountain )

20

9

cæçaš ó§fh (Zoo)

23

10

beš taš ( Paddy Field )

26

11

Kfh« KoÎ xëna‰W ãfœÎ ( Camp Fire )

28

12

xU R‰Wyh¤ js« ( A tourist Spot )

30

13

nf¡ v§nf? ( Way to the Cake )

32

14

nj‹ TL ( Bee Hive )

34

15

òÂa th®¤ijfis¡ f©l¿jš ( Find out the New Words )

36

16

Xèfis¥ ga‹gL¤Â gl¤ÂYŸs bghU£fis f©l¿jš ( Find out the Names of the objects in the picture using Sounds )

38

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Developing English Reading through Wall Paintings Sarva Shiksha Abhiyan has taken various initiatives to develop the reading and writing skills of children in Elementary Education. With a view of teaching English through „phonetics‟, a training programme has been conducted for school teachers all over the State. Phonetic cards and DVD‟s to be used in the classroom have also been provided. In continuation, concept oriented colourful and attractive pictures have been painted on the walls of the classroom to reinforce the learning through phonetics. These wall paintings serve as a learning enhancement aid which familiarises children with the sounds learnt. The wall paintings provide conducive learning atmosphere in the schools. Making effective use of the wall painting would enhance children‟s reading skill in English. This module, a supplementary to the wall painting serves as a support material for the teachers to understand the aim of the wall painting and to make effective use of them. This module provides instruction for the teachers on how to use each picture for learning through sounds. Rt® Á¤Âu« thæyhf M§»y« thÁ¤jš Âwid nk«gL¤Jjš midtU¡F« fšé Ïa¡fkhdJ, bjhl¡f¡ fšéæš, FHªijfë‹ thÁ¥ò k‰W« vGJjš Âw‹fis nk«gL¤j gšntW òÂa Ka‰ÁfŸ nk‰bfh©L tU»wJ. mªj tifæš, bjhl¡f¡ fšé Jiwæ‹ _y«, xè c¢rç¥ò Kiwæš M§»y« f‰Ã¤jiy neh¡fkhf¡ bfh©L, khãy« KGtJ« gŸë MÁça®fS¡F gæ‰Á tH§f¥g£LŸsJ. nkY« tF¥giw ga‹gh£o‰fhf Phonetic Cards k‰W« DVD‟s tH§f¥g£LŸsd. mj‹ bjhl®¢Áahf xè c¢rç¥ò Kiwæš M§»y« f‰wiy tYñ£L« éjkhf, t©z Rt® Á¤Âu§fŸ gŸë tF¥giwfëš tiua¥g£LŸsd. Ï›tifahd Á¤Âu§fŸ t©zkakhfΫ, khzt®fis <®¡F« éj¤ÂY« mikªJŸsd. khzt®fŸ jh§fŸ gæ‹w xèfis e‹F m¿ªJ bfhŸs, Rt® Á¤Âu§fŸ f‰wš nk«gh£L Í¡Âfshf¥ ga‹gL»‹wd. Ϫj

t©z

Rt®

Á¤Âu§fŸ

tF¥giwæš

xU

k»œÁahd

f‰wš

NHiy

cUth¡F»‹wd. Ϫe Rt® Á¤Âu§fis Âw«gl ifahŸtj‹ _y« FHªijfë‹M§»y« thÁ¥ò¤ Âw‹ nk«gL«. Rt®Á¤Âu§fë‹ neh¡f¤Âid m¿ªJ mjid Áw¥ghf ga‹gL¤j, Ï¡f£lfkhdJ Jizòç»wJ. x›bthU gl¤ÂYŸs xèfis¥ ga‹gL¤Â MÁça®fŸ, khzt®fS¡F v›thW f‰W¡ bfhL¡f nt©L« v‹w F¿¥òfŸ bjëthf bfhL¡f¥g£LŸsd.

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Name of the Picture

:

1. The Teddy Bear

Objective:  Te enable the students pronounce consonant sounds.  To learn the voiced and voiceless consonant sounds. Description: This picture speaks of consonant sounds, where all three bears hold the consonant cards. The blue bear stands for voiced. And the pink bear stands for the voicless sounds. Each letter has its respective symbol for the sound at the bottom of the card. How to teach: Step 1: Let the students call out the sounds from the painting. Step 2: Differentiate between voiced & voiceless sounds through actions. Step 3: Help the students wherever necessary. Units Covered: 1 to 4 units Note:

Practice all the consonant sounds.

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Learning outcome: Students will be able to,  pronounce the consonant sounds.  differentiate between voiced & voiceless consonants.

1. fuo bgh«ik

gl¤Â‹ bga® neh¡f«  M§»y

bkŒbaG¤Jfë‹

(Consonants)

xèfis

FHªijfŸ

jå¤jåahf c¢rç¤jš.  Voiced k‰W« Voiceless xèfis¡ f‰wš. gl és¡f« Ï¥gl« bkŒbaG¤Jfë‹(Consonants) xèfis étç¡»‹wJ. Ïš Úy ãw fuo bgh«ik voiced xè c¢rç¥Ã‰fhfΫ, Át¥ò ãw fuo bgh«ik voiceless xè c¢rç¥Ã‰fhfΫ k‰W« kŠrŸ ãw fuo bgh«ik Ïu©L éj xè c¢rç¥Ã‰fhfΫ

k‰W«

mt‰¿‹

brašghLfis

és¡F«

éjkhfΫ

tiua¥g£LŸsJ. x›bthU

vG¤J

m£ilæ‹

ÑnHÍ«

m›btG¤J¡Fça

xè¡F¿pL«

bfhL¡f¥g£LŸsJ. f‰Ã¡F« Kiw: go 1. gl¤Âš cŸs vG¤J¡fë‹ xèfis khzt®fis c¢rç¡f¢ brhšYjš. go 2. voiced k‰W« voiceless xèfis¡ fuo bgh«ikfë‹ brašghLfis¡ fh©Ã¤J c¢rç¡f¢ brŒjš. go 3. FHªijfŸ äf¢ rçahf c¢rç¡f MÁça® cjÎjš. myFfë‹ cŸsl¡f«: 1 Kjš 4 myFfŸ tiu. F¿¥ò :

M§»y bkŒbaG¤JfS¡fhd (Consonants) xèfis¡ f‰Ã¤jš.

f‰wš milÎ: khzt®fŸ Ñœf©l Âw‹fis ts®¤J¡bfhŸs KoÍ«.  bkŒbaG¤JfS¡fhd xèfis c¢rç¤jš.  Voiced k‰W« Voiceless xèfis ntWgL¤Jjš. 7 www.tnmanavan.blogspot.com

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Name of the Picture Objective:

2. The Jungle

:

Enable the students  To learn the sound of the consonant letter that comes twice yet make a single sound. Ex. gg /g/.  To learn the sound of same sound consonant letters that come together to make a single sound. Ex. ck /k/

Description: This picture shows the cries and actions of some animals and birds which brings out the following consonant sounds. ck /k/, ss /s/, rr /r/ , mm /m/, dd /d/, tt /t/ & ff /f/ How to teach/ Teaching Method: Step 1: Let the students call out the sounds. Step 2: Help the children write the consonant clusters while teacher reads out the sound. Step 3: Elicit the sound by asking questions. Ex. Teacher : How does a snake hiss? Student: ss /s/ Teacher : How does a bird/dog/cow cry? Student: ck /k/, rr /r/ & mm /m/ Teacher: What sound does the monkey /goats /wood pecker produce? Student: ff /f/, dd /d/ & tt /t/ Units Covered: 7th Unit. Note:

Practice all the sounds

Learning outcome: The student will be able to identify and say the sounds of the consonant letters as given above. 8 www.tnmanavan.blogspot.com

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2. fhL

gl¤Â‹ bga® : neh¡f« :

 xU bkŒbaG¤J Ïu£o¤J tU«bghGJ X® xèahf c¢rç¡f¥gL»wJ. Ex. gg /g/.  xnu xèia cila ÏU ntW bkŒbaG¤JfŸ x‹W nr®ªJ X® xèahf c¢rç¡f¥gL»wJ. . Ex. ck /k/ gl és¡f«: Ï¥gl« Áy éy§FfŸ k‰W« gwitfë‹ thŒ r¥j§fŸ _y« vG¥g¥gL« xèfisÍ« k‰W« mitfë‹ brašghLfë‹ _y« vG¥g¥gL« xèfisÍ« btë¥gL¤J»wJ. ck /k/, ss /s/, rr /r/, mm /m/, dd /d/, tt /t/ & ff /f/ nk‰f©l Kiwæš Áwªj cjhuz§fis¡ bfh©L xèfis¡ f‰Ã¡F« bghGJ, khzt®fëilna òçjiy mÂf¥gL¤J»wJ. f‰Ã¡F« Kiw: go 1. gl¤Âš cŸs Consonants Cluster fS¡fhd xèfis khzt®fis c¢rç¡f¢ brhšYjš. go 2. MÁça® xèia¢ brhšy brhšy , khzt®fis mj‰fhd Consonant Cluster fis vGj it¤jš. go 3. MÁça®, édh¡fŸ _y« khzt®fël« gl¤Âš cŸs xèfis btë¡bfhz®jš. Ex. Teacher : How does a snake hiss? Student: ss /s/ Teacher : How does a bird/dog/cow cry? Student: ck /k/, rr /r/ & mm /m/ Teacher:What sound does the monkey /goats/ wood pecker produce? Student: ff /f/, dd /d/ & tt /t/ myFfë‹ cŸsl¡f«: myF 7 F¿¥ò 



nk‰f©l Consonant Cluster fë‹ xè c¢rç¥ig nghy Ïju Consonants Cluster fë‹ xèfisÍ« äf¢rçahf c¢rç¡f¡ f‰W¡ bfhL¡f nt©L«. gl¤Âš éLg£LŸs Ïju Consonant Cluster fshd pp, bb, gg, nn, ll ngh‹wt‰¿‹ xèfisÍ« f‰W¡bfhL¡f nt©L«.

f‰wš milÎ Consonant Cluster fë‹ xèfis khzt®fshš vëš f‰W¡bfhŸs KoÍ«.

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Name of the Picture

:

3. The Letter Bubbles

Objective:  To learn the pronunciation of consonant clusters. Description: This picture talks about the consonant clusters. The letter combination with corresponding phonetic symbol is given in each bubble. How to teach: Let the children call out the sounds after the teacher. Ex. „bl‟ the teacher first pronounces /b/, then /l/ and finally combines the both as /bl/. The children are given practice in this way for all consonant clusters. Units Covered: 8th Unit. Learning outcome: The children will be able to read with consonant clusters.

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3. vG¤J FäêfŸ

gl¤Â‹ bga® neh¡f«

 Consonant Cluster fS¡F cça xèfis khzt®fŸ c¢rç¡f¡ f‰W¡ bfhŸSjš. gl és¡f« Ï¥gl« Consonant Cluster fis¥ g‰¿ étç¡»‹wJ. x›bthU FäêæY« Consonants Clusters k‰W« mj‹ xè F¿pLfS« bfhL¡f¥g£LŸsJ. f‰Ã¡F« Kiw: gl¤Âš cŸs Consonant Cluster fS¡fhd xèfis x‹w‹Ã‹ x‹whf Ñœf©lthW MÁça® c¢rç¡f nt©L«, v.fh. „bl‟ ‹ xèia f‰W¡bfhL¡F« nghJ, Kjèš ‘b‟ ‹ xèiaÍ« Ëd® ‘l‟ ‹ xèiaÍ« jå¤jåahf¡ T¿ ÏWÂahf Ïu©ilÍ« nr®¤J /bl/ vd c¢rç¡f f‰W¡ bfhL¡f nt©L«. nk‰go gl¤Âš cŸs mid¤J Consonant

Cluster

fS¡fhd

xèfisÍ« khzt®fS¡F¡ f‰W¡bfhL¡f nt©L«. myFfë‹ cŸsl¡f«: myF 8

f‰wš milÎ: bt›ntW xèfis cila Consonant

Cluster

khzt®fŸ c¢rç¡f KoÍ«.

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fS¡F cça xèfis

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Name of the Picture :

4. The Clouds and the Rain Drops

Objective:  To enable the children learn different sounds of the vowels a, e, i, o, u. Description:

The picture shows the raindrops falling. Each drop depict a different sound of the vowels as given below. A

sounds as …….. /ә/, /a: /, /ӕ/, /eɪ/

E

sounds as ……… /e/, /ɪ/

ɪ

sounds as ……… /ɪ/, /aɪ/

O

souds as ………. /ɒ/, /әʊ/

U

sounds as ………/˄/, /ʊ/, /ju:/

How to teach: Step 1: Let the students call out the sound of the vowel „a‟. Step 2: Help the students relate the called out sound to the word from the “Daily activity” picture. Step 3: Help the students practice with the remaining sounds.

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Ex

„E‟

- A village view

„ɪ‟

- Beach

„O‟

- Snow Mountain

„U‟

- Zoo

Units Covered: 5th and 14th units Learning Outcome: The children will be able to use the appropriate vowel sounds in words.

4. nkf§fS« kiH¤JëfS«

gl¤Â‹ bga® : neh¡f« :

 a, e, i, o, u. M»a cæ® vG¤Jfë‹ xèfis khzt®fŸ m¿a¢ brŒjš  Ï›bthèfis khzt®fŸ rçahf c¢rç¡f¥ gæ‰Á më¤jš. gl és¡f«: kiH¤JëfŸ Úç‹ nkš éG« nghJ, Áy JëfŸ Áj¿ gy JëfŸ c©lhF«. mij¥ngh‹W x›nth® cæ® vG¤J« bt›ntW xèfis V‰gL¤J«. mjid btë¥gL¤J« éjkhf Ï¥gl« tiua¥g£LŸsJ. A

sounds as …….. /ә/, /a: /, /ӕ/, /eɪ/

E

sounds as ……… /e/, /ɪ/

ɪ

sounds as ……… /ɪ/, /aɪ/

O

souds as ………. /ɒ/, /әʊ/

U

sounds as ………/˄/, /ʊ/, /ju:/

f‰Ã¡F« Kiw: go 1. a v‹w cæ® vG¤Â‹ xèfis khzt®fis¡ Tw¢ brŒjš nt©L«. go 2. “Daily activity” v‹w gl¤Âš a v‹w cæbuG¤JFça xèfis¡ bfh©LŸs brh‰fis bjhl®ò gL¤Â¡ Tw¢ brŒjš nt©L«. go 3. Ïnj Kiwæš Ãw cæbuG¤Jfë‹ xèfisÍ« f‰f¢ brŒjš nt©L«. Ex

„E‟

- A village view

„ɪ‟

- Beach

„O‟

- Snow Mountain

„U‟

- Zoo

myFfë‹ cŸsl¡f«: 5 k‰W« 14 tJ myFfŸ f‰wš

milÎ:

khzt®fshš

cæbuG¤JfS¡F

th®¤ijfis rçahf c¢rç¡f KoÍ«. 13 www.tnmanavan.blogspot.com

cça

xèfis¡

bfh©L

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Name of the Picture

:

5. Everyday Routine

Objective:  To enable the children learn the four basic sounds of the vowel „a‟.  To give them practice to pronounce the words which have the sounds of vowel „a‟. Description: This picture illustrates the daily activity of a child. The four basic sounds of the letter „a‟ are used in the words. The sounds are /ә/, /a: /, /ӕ/, /eɪ/ How to teach: Step 1: Ask the children simple questions to explain the situation. Ex. Who wakes the child up from the bed? Step 2: Ask the children to name the objects. Step 3: Split the word into minimal sounds and read Units Covered: 5th ,6th ,11th ,12th & 13th units Note: Say, „a‟ sounds as /ӕ/ between consonants. Ex, Tap / t ӕ p / Say, When we add „e‟ in the final position „a‟ sounds as /eɪ/ Ex. t a p e / t eɪ p/ , C a ke /k eɪ k/

here „e‟ is not silent.

Learning Outcome: The children will be able to pronounce the different sounds of the vowel „a‟ and use them in the words appropriately. Additional words in this picture: 1. Land, 2. Match, 3. Black, 4. Sand, 5. Dad, 6. Glass, 7. Hand, 8. Lane. 9. Ball Please refer to the following Card No. 1,2,3,4,5,6,7,8,9,10,11,12 & 37.

pages

of

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phonetic

word

cards.

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5. Âdrç ãfœÎfŸ

gl¤Â‹ bga® : neh¡f« :

 „a‟ v‹w cæ® vG¤Â‹ 4 mo¥gil xèfis khzt®fŸ m¿a¢ brŒjš  „a‟ v‹w cæ® vG¤Â‹ mo¥gil xèfis¡ bfh©l th®¤ijfis rçahf c¢rç¡f¥ gæ‰Á më¤jš. gl és¡f«: xU ÁWtå‹ m‹whl brašfis Ï¥gl« btë¥gL¤J»wJ. ‘a‟ v‹w cæ® vG¤Â‹ 4 mo¥gil xèfis¡ bfh©l th®¤ijfŸ bfhL¡f¥g£LŸsJ. m›bthèfshtd /ә/, /a: /, /ӕ/, /eɪ/ f‰Ã¡F« Kiw: go 1. Nœãiy¡F¤ j¡fthW vëa édh¡fŸ nf£lš. v.fh. ÁWtid¥ gL¡fifæèUªJ vG¥òtJ ah® ? go 2. gl¤Âš cŸs bghUŸfë‹ bga®fis khzt®fŸ Tw¢ brŒjš. go 3.

MÁça® gl¤Âš bfhL¡f¥g£LŸs th®¤ijfis Ãç¤J Ãç¤J thÁ¤J fh£Ljš. v.fh.

“m a tch”

myFfë‹ cŸsl¡f«: 5,6,11,12 k‰W« 13 tJ myFfŸ. F¿¥ò: 1. consonant vG¤JfS¡F Ïilæš ‘a‟ tU«bghGJ bgU«ghY« /ӕ/ vd c¢rç¡f¥gL»wJ. v.fh Tap / t ӕ p / 2. th®¤ijæ‹ Koéš „e‟ tU«bghGJ a ‹ xèia /eɪ/ vd c¢rç¡f nt©L«. v.fh t a p e / t eɪ p/ , C a ke /k eɪ k/ . ÏWÂæš tU« „e‟ c¢rç¡f¥gLtšiy. f‰wš milÎ: khzt®fŸ ‘a‟ v‹w cæ® vG¤Â‹ 4 mo¥gil xèfis¡ f‰W¡bfh©L Fiwªjg£r« 500 th®¤ijfis jh§fshfnt thÁ¡f KoÍ«. Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: . Land, 2. Match, 3. Black, 4. Sand, 5. Dad, 6. Glass, 7. Hand, 8. Lane. 9. Ball nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. m£il v© : 1,2,3,4,5,6,7,8,9,10,11,12 & 37.

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Name of the Picture Objective:

6. A Village View

:

To enable the students to learn the sounds of the letter „ E‟.

Description: The picture of a village is used to introduce the sound „E‟ . The words with two basic sounds of „E‟ have also been given. The sounds are /e/, /ɪ/ Hint:

1. The letter „E‟ is pronounced as /e/ in the following    2.

Initial position egg , ebb Between consonants red, bed Between Consonant Clusters bless, fresh In disyllabic word „E‟ sounds as /ɪ/ in the 1st syllable & /e/ in the 2nd syllable. Ex. respect /r ɪ s p ek t / 3. „E‟ remains silent in the final position of the word. Ex. Come / k ˄ m/, Date /d e ɪ t / How to teach: Step 1: Let the students read out the words with the vowel sound /e/, /ɪ/ Step 2: Help the students practice the sound.  /e/  /ɪ/

- pen, hen - between

 /ɪ/ & /e/

- respect

th

Units Covered: 15 Unit Learning Outcome: The students will be able to identify and read words with /e/ and /ɪ/ sounds. Additional words in this picture: 1. Ten, 2. Leg, 3. Left, 4. Entry, 5. Exit Note: Please refer to the following pages of phonetic word cards. Card No. 13, 14, 15 & 16 16 www.tnmanavan.blogspot.com

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6. xU »uhk NHš

gl¤Â‹ bga® : neh¡f« :

 khzt®fŸ „E‟ v‹w cæbuG¤J¡Fça xèfis m¿a¢ brŒjš gl és¡f«: „E‟ v‹w cæbuG¤J¡Fça xèfis és¡f, xU »uhk¤J NHèš el¡F« ãfœÎfŸ gl¤Âš bfhL¡f¥g£LŸsJ. nkY« „E‟ ‹ ÏU mo¥gil xèfis¡ bfh©l th®¤ijfS« Ï¥gl¤Âš bfhL¡f¥g£LŸsd. m›bthèfshtd /e/, /ɪ/ és¡f¡ F¿¥ò : 1. „E‟ v‹w vG¤J /e/ vd ËtU« Ïl§fS¡nf‰g xè¡F«  brhšè‹ Kjš vG¤jhf tU«bghGJ egg , „ebb  bkŒbaG¤J¡ë‹ Ïilæš tU«bghGJ red, bed  Consonant Clusters ¡F Ïilæš tU«bghGJ bless, fresh 2. „Disyllabic‟ (
MÁça® gl¤Âš cŸs brh‰fis khzt®fŸ _y« btë¡bfhz®jš nt©L«.  /e/  /ɪ/

- pen, hen - between

 /ɪ/ & /e/

- respect

myFfë‹ cŸsl¡f«: 15 tJ myF f‰wš milÎ: khzt®fŸ „E‟ vG¤J¡Fça xèfis¡ bfh©LŸs th®¤ijfis c¢rç¡f KoÍ«. Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: 1. Ten, 2. Leg, 3. Left, 4. Entry, 5. Exit F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. g¡f« v© : 13, 14, 15 & 16

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Name of the Picture Objective:

7. The Sea Shore

:

To enable the children learn the sounds of the vowel „i‟

Description: The picture shows the sea side. The name of the objects on the sea shore have the vowel „i‟ in them. The two sounds of the letter „i‟ are /ɪ/, /aɪ/ Hint:

When the letter „i‟ is placed between consonants, it sounds as /ɪ/ as in Kit. Kit /k ɪ t/ When the letter „e‟ is added at the end, „i‟ sounds as /aɪ/ as in kite Kite /k aɪ t/ , Pipe

/p aɪ p/. Here „e‟is silent.

How to teach: Step 1: Let the students read out the words with the sounds /ɪ/ and /aɪ/ after the teacher. Step 2: Help the students practice the sounds through questions as follows. Student: bin /b ɪ n/

Ex. 1. Teacher: What hides the girl?

2. Teacher: How many kites do you see? Student: five / f aɪ v/ Units Covered: 16th & 17th units Learning Outcome:  The children will be able to identify the sounds of „i‟  The children will be able to read all the words which have the sounds /ɪ/ & /aɪ/ Additional words in this picture: 1. Five, 2. Big, 3. Trip, 4. Site, 5. Light House, 6. Waves, 7. Weight Note: Please refer to the Card No. 17, 18, 19, 20 & 21

following

pages

of

18 www.tnmanavan.blogspot.com

phonetic

word

cards.

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7. fl‰fiu

gl¤Â‹ bga® : neh¡f« :

 khzt®fŸ „i‟ v‹w cæbuG¤J¡Fça xèfis f‰wš gl és¡f«: Ï¥gl« fl‰fiu fh£Áfis btë¥gL¤J»wJ. Ï¥gl¤Âš cŸs th®¤ijfŸ mid¤ÂY« „i‟ v‹w cæbuG¤Â‹ xèfŸ bfhL¡f¥g£LŸsd. „i‟ v‹w cæbuG¤Â‹ xèfŸ /ɪ/, /aɪ/ és¡f¡ F¿¥ò :  consonant vG¤JfS¡F Ïilæš „i‟ tU«bghGJ Kit v‹w th®¤ijæš „i‟ I c¢rç¥gJnghš /ɪ/ vd c¢rç¡fnt©L« . v.fh Pit /P ɪ t/  th®¤ijæ‹ Koéš „e‟ tU«bghGJ „i‟ ‹ xèia Kite v‹w th®¤ijæš „i‟ I c¢rç¥gJnghš /aɪ/ vd c¢rç¡fnt©L«. v.fh Pipe /p aɪ p/ ÏWÂæš tU« „e‟ c¢rç¡f¥gLtšiy. f‰Ã¡F« Kiw: go 1. MÁça® The Clouds and the Rain Drops gl¤ÂèUªJ „i‟ ¡Fça xèfis¡ f‰Ã¤jš nt©L«. go

2. MÁça® gl¤Âš cŸs brh‰fis Áy khzt®fëläUªJ btë¡bfhz®jš nt©L«.

nfŸéfis¡

nf£L

v.fh MÁça®: ÁWä vj‹ Ë xëªÂU¡»whŸ? khzt‹: bin /b ɪ n/ MÁça®: Ú v¤jid g£l§fis¡ fh©»whŒ? khzt‹: five / f aɪ v/ myFfë‹ cŸsl¡f«: 16 k‰W« 17 tJ myFfŸ f‰wš milÎ:  khzt®fŸ „i‟ v‹w vG¤Â‹ xèfis¡ f‰W¡ bfhŸ»wh®fŸ.  khzt®fŸ „i‟ v‹w vG¤Â‹ xèia¡ bfh©l mid¤J th®¤ijfisÍ« c¢rç¡f KoÍ«. Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: 1. Five, 2. Big, 3. Trip, 4. Site, 5. Light House, 6. Waves, 7. Weight F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. m£il v© : 17, 18, 19, 20 & 21

19 www.tnmanavan.blogspot.com

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Name of the Picture

8. Snow Mountain

:

Objective:  To enable the students learn the sounds of the letter „O‟. Description: The picture is of a snow mountain. The words in the picture depicts the different objects that have the sounds /ɒ/, /әʊ/ of the letter „O‟ Hint:

1. The letter „O‟ sounds as /ɒ/ in the following position  

Initial position between consonants

on , off dog, box

2. „O‟ sounds as /әʊ/ when it comes between consonants and ends with the letter „e‟ Ex. Cone, nose How to teach: Step 1: Let the students read the words with /ɒ/, /әʊ/ sounds. Step 2: Help the students elicit the words for practicing the sounds of the letter „O‟. Step 3: Let the students categorize the sound of the letter „O‟ as follows /ɒ/ top, dog fog, fox

/әʊ/ role, slope, cone

Units Covered: 18th to 19th units 20 www.tnmanavan.blogspot.com

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Learning Outcome:  Children will be able to pronounce the letter „O‟ and to categorize the sounds of the letter „O‟ (ɒ/, /әʊ/ ) Note/ Exception: The letter combination „ow‟ takes the sound of „әʊ„ in a few words. Ex.

snow /sn әʊ/ low

/l әʊ/

bow

/b әʊ/

crow /kr әʊ/ The combination of letters „oa‟ is pronounced as „әʊ„ in a few words. Ex.

coat

/k әʊ t/

boat /b әʊ t/ goal

/g әʊ l/

Additional words in this picture: 1. Stone, 2. Smog, 3. Slow, 4. Grow, 5. Pole, 6. Open, 7. Close, 8. Cool, 9. Fork, 10. Wollen Shirt. Note: Please refer to the following pages of phonetic word cards. Card No. 23,24,25,26,27,28& 29

8. gå kiy

gl¤Â‹ bga®: neh¡f« :

 „O‟ v‹w cæbuG¤J¡Fça xèfis khzt®fŸ m¿a¢ brŒjš,  brhšèš „O‟ v‹w vG¤J mikÍ« Ïl¤ij bghW¤J xè ntWgh£oid òçªJ bfhŸSjš. gl és¡f«: „O‟ é‹ xè ntWghLila brh‰fis¡ bfh©L gåkiy gl¡fh£Á mik¡f¥g£LŸsJ. „O‟ v‹w cæbuG¤Â‹ xèfŸ /ɒ/, /әʊ/

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és¡f¡ F¿¥ò: 1. „O‟ é‹ xè /ɒ/ vd ËtU« Ïl§fS¡nf‰g xè¡F«  brhšè‹ Kjš vG¤jhf tU«bghGJ  bkŒbaG¤J¡ë‹ Ïilæš tU«bghGJ

„E‟

2. bkŒbaG¤J¡ë‹ ÏilæY«, tU«bghGJ /әʊ/ vd xè¡F«.

o n , „o ff d o g, b o x

v‹w

vG¤J

ÏWÂæš

v.fh. C o ne /k әʊ n/ , n o se /n әʊ s/ f‰Ã¡F« Kiw: go 1. MÁça® ‘The Clouds and the Rain Drops‟ gl¤ÂèUªJ „O‟ ¡Fça xèfis¡ f‰Ã¤jš nt©L«. go 2.

O‟ é‹ xèfisÍ« k‰W« m›bthèfŸ Ïl«bgW« th®¤ijfisÍ« gl§fë‹ _y« khzt®fëläUªJ btë¡bfhz®jš nt©L«.

go 3.

O‟ é‰fhd xèfis ËtWkhW tif¥gL¤Jjš. /ɒ/ top, dog fog, fox

/әʊ/ role, slope, cone

myFfë‹ cŸsl¡f«: myF 18 k‰W« 19 f‰wš milÎ: khzt®fŸ „O‟ v‹w vG¤Â‹ mo¥gil xèfis rçahf c¢rç¤J tif¥gL¤j KoÍ«. F¿¥ò / éÂéy¡F: ‘ow’ v‹w letter combination Áy brh‰fëš /әʊ/ vd c¢rç¡f¥gL«. v.fh

snow /sn әʊ/,

low

/l әʊ/,

bow

/b әʊ/,

crow /kr әʊ/

„O‟ v‹w letter combination Áy brh‰fëš /әʊ/ vd c¢rç¡f¥gL« v.fh coat

/k әʊ t/,

boat

/b әʊ t/,

goal

/g әʊ l

Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: Stone, 2. Smog, 3. Slow, 4. Grow, 5. Pole, 6. Open, 7. Close, 8. Cool, 9. Fork, 10. Wollen Shirt. F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. m£il v© : 23,24,25,26,27,28 & 29 22 www.tnmanavan.blogspot.com

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Name of the Picture

:

9. ZOO

Objective:  To help the children identify the sounds of the letter „U‟  To enable them to read the words with the sounds of the letter „U‟ Description: The picture is of a Zoo with animals and birds. The words in the picture has the sounds of the letter „U‟. Hints:

The letter „U‟ has three sounds /ʊ/, /˄/ & /ju:/ 1. The letter „u‟ is pronounced as /ʊ/ as in „Full‟ between consonants in some words as in pull /p ʊ l/,

bull /b ʊ l/, push / p ʊ ʃ /

2. The letter „u‟ is pronounced as /˄/ as in „tusk‟ between consonants as in cub /k ʌ b/, dust /d ʌ st/, buzz / b ʌ z/ . 3. The letter „u‟ is pronounced as / ju:/ as in „huge‟ when „e‟ is added at the end as in huge /hju:ʤ/ , cube /kju:b/ , tube /tju:b/. How to teach: Step 1: Let the students read out the words with the sound of /ʊ/ after the teacher Step 2: Help the children say the action words described in the picture. Step 3:Help the students practice on the different sounds of the letter „U‟ in the words. Units Covered: 20th unit 23 www.tnmanavan.blogspot.com

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Learning outcome: The children will be able to identify the sounds of the letter „U‟ and read the words. Note: Few examples for Exceptions in the initial positions Uniform

/ ju: n ɪ f ɔ: m/

University

/ ju: n ɪ v ә s ɪ t ɪ /

Unite

/ ju: na ɪ t /

Unity

/ ju: n ɪ t ɪ /

Until

/ ʌ n t ɪ l/

Uncle

/ ʌ n kl/

Additional words in this picture: 1. Trunk, 2. Pump, 3. Mud, 4. Bush, 5. Fun, 6. Rub, 7. Bull Note: Please refer to the following pages of phonetic word cards. Card No. 29,30,31,32,33,34 & 35

gl«

9 – cæçaš ó§fh

:

neh¡f«:  „U‟ v‹w cæbuG¤Â‹ xèfis khzt®fŸ milahs« fhQjš.  „U‟ v‹w cæbuG¤Â‹ xèfis¡ bfh©l th®¤ijfis thÁ¡f cjÎjš. gl és¡f« cæçaš ó§fhéš fh£Á¥gL¤J»wJ.

cŸs

éy§FFŸ,

gwitfŸ

k‰W«

bghU£fis¡

Ï¥gl¤Âš cŸs th®¤ijfŸ mid¤ÂY« „U‟ v‹w cæbuG¤Â‹ xèfŸ cŸsd. és¡f¡ F¿¥ò: „U‟ v‹w cæbuG¤Âw¡F /ʊ/, /˄/ & /ju:/ M»a _‹W xèfŸ cŸsd. mit 1. consonant vG¤JfS¡F Ïilæš „U‟ tU«bghGJ Full v‹w th®¤ijæš „U‟ I c¢rç¥gJnghš / ʊ / vd c¢rç¡fnt©L«. (v.L) pull /p ʊ l/,

bull /b ʊ l/, push / p ʊ ʃ / 24 www.tnmanavan.blogspot.com

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2. consonant vG¤JfS¡ Ïilæš „U‟ tU«bghGJ Tusk v‹w th®¤ijæš „U‟ I c¢rç¥gJnghš /˄/ vd c¢rç¡fnt©L«. (v.fh) cub /k ʌ b/, dust /d ʌ st/, buzz / b ʌ z/ 3. th®¤ijæ‹ Koéš ‘e‟ nr®ªJ tU«bghGJ ‘U‟ v‹w vG¤J hudge v‹w th®¤ijæš „U‟ I c¢rç¥gJnghš /ju:/ v‹W c¢rç¡f¥gL»wJ. ÏWÂæš tU« ‘e‟ v‹w vG¤J c¢rç¡fgLtšiy. (v.fh) huge /hju:ʤ/ , cube /kju:b/ , tube /tju:b/. f‰Ã¡F« Kiw: go 1. Clouds and Rain Drops f‰Ã¤jš.

v‹w gl¤Âš bfhL¡f¥g£LŸs „U‟ xèfis

go 2. gl¤jš Ïl« bg‰WŸs éid¢ brh‰fis Tw¢ brŒjš. go 3. th®ijfëš cŸs „U‟ c¢rç¤jš. myFfë‹ cŸsl¡f« :

v‹w vG¤Â‹ bt›ntW xèfis tèÍW¤Â

20 tJ myF

f‰wš milÎ: th®¤ijfëš cŸs „U‟ v‹w vG¤Â‹ xèia rçahf f©l¿ªJ th®¤ijfis c¢rç¡f KoÍ«. tÂéy¡F („U‟ v‹w vG¤J brhšè‹ Kjèš tU« bghGJ) Uniform

/ ju: n ɪ f ɔ: m/

University

/ ju: n ɪ v ә s ɪ t ɪ /

Unite

/ ju: na ɪ t /

Unity

/ ju: n ɪ t ɪ /

Until

/ ʌ n t ɪ l/

Uncle

/ ʌ n kl/

Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: . Trunk, 2. Pump, 3. Mud, 4. Bush, 5. Fun, 6. Rub, 7. Bull F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. m£il v© : 29,30,31,32,33,34 & 35

25 www.tnmanavan.blogspot.com

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Name of the Picture

10. Paddy Field

:

Objective: To enable the students learn the sound of the combined letters „ai‟, „ay‟, „oo‟, „olf‟, „oa‟ and „ow‟. Description: The picture of a paddy field is used to decipt objects with the sounds of the following combined letters. „ai‟, „ay‟, „oo‟, „olf‟, „oa‟ and „ow‟ How to teach: Step 1: Let the students name the object and action words from the painting after the teacher. Step 2: Let the students answer simple questions to produce the words from the painting. Ex.

Teacher : What is the lady holding in her left hand? Student : A root Teacher: Name the things found beside the blacksmith? Student : A bolt, A chain

Units Covered: 23rd, 26th, 27th, 28th, 30th & 31st units Learning outcome: The children will be able to identify the combined letter sounds and read the words which have the combined letters „ai‟, „ay‟, „oo‟, „olf‟, „oa‟ & „ow‟ 26 www.tnmanavan.blogspot.com

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Additional words in this picture:1. Brown, 2. Howl, 3. Growl, 4. Sound, 5. Tool, 6. Main Way, 7. Tail, 8. Nail Note: Please refer to the following pages of phonetic word cards. Card No. 43,44,45,46,47,48,49,50,51,52 & 53

10 - beš taš

gl« : neh¡f«:

„ai‟, „ay‟, „oo‟, „olf‟, „oa‟ & „ow‟ M»a T£L vG¤J¡fë‹ xèfis m¿ªJ go¤jš.

gl és¡f« : ‘beš taš’ gl¡ fh£Á ËtU« T£l vG¤J¡fë‹ xèfis c¢rç¡f ga‹gL¤j¥g£LŸsJ. „ai‟, „ay‟, „oo‟, „olf‟, „oa‟ & „ow‟ Ï¡T£blG¤J¡fŸ cila brh‰fŸ gl¤Âš bfhL¡f¥g£LŸsd. f‰Ã¤jš Kiw: go - 1 Tw¢brŒjš.

gl¤ÂYŸs bga®fŸ k‰W« éid¢ brh‰fis khzt®fis¡

go - 2 nf£lš.

gl¤ÂYŸs th®¤ijfŸ gšfshf tUkhW ÁW édh¡fis

(v.L) MÁça® khzt‹ :

gl¤Âš gh®¡F« bg© j‹ ÏlJ ifæš Ão¤ÂU¥gJ v‹d? root

MÁça® bfhšyç‹ mU»š fhz¥gLtJ v‹d? khzt‹ :

bolt, chain

myFfë‹ cŸsl¡f«: 23, 26, 27, 28, 30 k‰W« 31 tJ myFfŸ f‰wš milÎ:

„ai‟, „ay‟, „oo‟, „olf‟, „oa‟ & „ow‟ M»a T£blG¤J¡fŸ Ïl«bgW«

brh‰fis jilæ‹¿¥ go¡f KoÍ«. Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: 1. Brown, 2. Howl, 3. Growl, 4. Sound, 5. Tool, 6. Main Way, 7. Tail, 8. Nail F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. m£il v© : 43,44,45,46,47,48,49,50,51,52 & 53 27 www.tnmanavan.blogspot.com

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Name of the Picture

11.Camp Fire

:

Objective: To enable the children learn the words having the letter combinations like „ir‟, „er‟, „ur‟, „ear‟ & „or‟ Description: A scene of „camp fire‟ is shown in the picture. The words in the picture have the sounds /ɜ:/ & /ͻ: /in them Hint:

1. The combinations of letters such as „ir‟ , „er, „ur‟ & „ear‟ are pronounced as / ɜ:/ in words like bird /b ɜ: d /, Jerkin / ʤ ɜ: k ɪ n /, curl / k ɜ: l / , pearl /p ɜ: l/ 2.The combination of letters ‟or‟ is pronounced as /ͻ:/ in words like Torch /t ͻ: ʧ /, corn /k ͻ: n/

How to teach: Step 1: Let the students describe the picture and say few words given in the picture. Step 2: Help the students read the words with proper pronunciation. Step 3: Let the students practice the sounds with more words Ex. turn / t ɜ:n /, dirty / d ɜ:t ɪ /, learn /l ɜ: n / , shirt / ʃɜ:t /, perk /p ɜ: k / Units Covered: 32nd unit Learning outcome: The children will be able to say the sounds of the letter combinations „ir, „er‟, „ur‟, „ear‟ & „or‟ Additional words in this picture : 1. Girl, 2. Skirt, 3. Dirt, 4. Turn, 5. Purse Note: Please refer to the following pages of phonetic word cards. Page No. 55,56 & 57 Note: Exceptions in the sounds  „er‟ is pronounced as /a:/ in a few words like clerk / k l a: k /  „ear‟ is pronounced as /ɪ ә/ in a few words like dear / d ɪ ә /  „ear‟ is pronounced as /e ә/ in some other words like bear / b e ә (r) /. 28 www.tnmanavan.blogspot.com

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11 – Kfh« KoÎ xëna‰W ãfœÎ

gl« neh¡f«

„ir‟, „er‟, „ur‟, „ear‟ & „or‟ M»a T£L vG¤J¡fë‹ xèfis m¿ªJ go¤jš

glés¡f«

„Camp fire‟ gl¡fh£Á bfhL¡f¥g£LŸsJ. /ɜ:/ k‰W« /ͻ: / M»a xèfŸ gl¤Âš cŸs brh‰fëš Ïl« bg‰WŸsd.

„ir‟, „er‟, „ur‟, „ear‟ M»a T£blG¤J¡fŸ /ɜ:/ vd vL¤J¡fh£oš cŸsthW xè¡F«. (v.fh) bird /b ɜ: d /, Jerkin / ʤ ɜ: k ɪ n /, curl / k ɜ: l / , pearl /p ɜ: l/ 2) „or‟ v‹w T£blG¤J /ͻ:/ vd vL¤J¡fh£oš cŸsthW xè¡F« 1)

(v.fh) Torch /t ͻ: ʧ /, corn /k ͻ: n/ f‰Ã¤jš Kiw go – 1 MÁça® Tw¢brŒjš.

gl¤ÂYŸs

go – 2 m¢brh‰fis gæ‰Áaë¤jš. go – 3 -

th®¤ijfis

rçahd

brhšy,

c¢rç¥nghL

khzt®fis

thÁ¡f

ÂU«g

khzt®fS¡F¥

Ï›bthèfisÍila ntWÁy brh‰fis¡ bfhL¤J c¢rç¡f brŒjš.

(v.fh) - turn / t ɜ:n /, dirty / d ɜ:t ɪ /, learn /l ɜ: n / , shirt / ʃɜ:t /, perk /p ɜ: k / myFfë‹ cŸsl¡f« : 32 tJ myF f‰wš milÎ: „ir‟, „er‟, „ur‟, „ear‟ & „or‟ M»a T£blG¤J¡fis bfh©l brh‰fis rçahd c¢rç¥òl‹ khzt®fŸ thÁ¤jš. F¿¥ò -

éÂéy¡F

„er‟ vD« T£blG¤J Áybrh‰fëš /a:/ (v.fh) clerk / k l a: k / „ear‟ vD« T£blG¤J Áybrh‰fëš /ɪ ә/ (v.fh) dear / d ɪ ә / nkY«

vd vL¤J¡fh£oš cŸsthW xè¡F« vd vL¤J¡fh£oš cŸsthW xè¡F«

‘ear‟ vD« T£blG¤J ntWÁy brh‰fëš /e ә/ xè¡F« (v.fh) bear / b e ә (r) /

vd vL¤J¡fh£oš cŸsthW

Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: 1. Girl, 2. Skirt, 3. Dirt, 4. Turn, 5. Purse F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetics word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ. g¡f« v© : 55,56 & 57

29 www.tnmanavan.blogspot.com

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12. Tourist Spot

Name of the Picture : Objective:

To enable the children learn the sounds of the letter combinations; „ee‟, „ea‟, „ear‟ & „ead‟

Description: The picture shows a tourist spot and the words in the picture have the sounds of the letter combinations like „ee‟, „ea‟, „ea‟, „ear‟ & „ead‟ 1. The combinations of letters „ee‟ & „ea‟ sounds as / i :/ in weep /v i: p /, team / t i: m /, etc., 2. The combination of letters ‟ear‟ sound as / ɪ ә / in hear / h ɪ ә /, fear / f ɪ ә /, etc., How to teach: Step 1: Let the students point out the objects in the picture and read after the teacher. Step 2: Help the studentse read the words with appropriate sounds. Step 3: Let the children underline the words with these sounds in the text book for practice. Units Covered: 24th & 25th units Learning outcome: The children will be able to identify the sounds „ee‟, „ea‟, „ea‟, „ear‟ & „ead‟ and to read the words with proper sounds. Note: The combination of letters „eer‟ is pronounced as /ɪ ә/, when „r‟ comes at the end as in deer / d ɪ ә (r)/ 30 www.tnmanavan.blogspot.com

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Additional words in this picture:1. See, 2. Green, 3. Leaf, 4. Feet, 5. Meet, 6. Peak, 7. Cheer, 8. Dear, 9. Wheel, 10. Speak, 11. Listen Note: Please refer to the following pages of phonetic word cards Page No. 38, 39, 40, 41 & 42

gl« :

12. R‰Wyh¤ js«

neh¡f«: „ee‟, „ea‟, „ear‟ & „ead‟ M»a T£blG¤Jfëš xèfis khzt®fŸ m¿jš glés¡f«: Ï¥gl« xU R‰Wyh jy¤Â‹ mHifÍ« k‰W« th®¤ijfisÍ« bfh©LŸsJ. m¢brh‰fŸ „ee‟, „ea‟, „ear‟ T£blG¤JfS¡Fça xèfis¡ bfh©ljhF«.

mij¢ rh®ªj & „ead‟ v‹w

és¡f« F¿¥ò: 1. „ee‟, „ea‟, v‹w T£blG¤J / i :/ vd vL¤J¡fh£oš cŸsthW xè¡f¥gL« (v.L) weep /v i: p /, team / t i: m /, 2. „ear‟ v‹w T£blG¤J / ɪ ә / vd vL¤J¡fh£oš cŸsthW xè¡f¥gL« (v.L) hear / h ɪ ә /, fear / f ɪ ә / f‰Ã¡F« Kiw: gl¤Âš cŸs bghU£fis¢ R£o fh£o mt‰¿‹ bga®fis¡ Tw¢ brŒjš. khzt®fis rçahd xèfSl‹ th®¤ijfis c¢rç¡f¢ brŒjš. Ïnj xèiaÍila th®¤ijfis ò¤jf¤Âš f©l¿ªJ mo¡nfhol¢ brŒjš. myFfë‹ cŸsl¡f«: 24 k‰W« 25 tJ myFfŸ f‰wš milÎ: khzt®fŸ „ee‟, „ea‟, „ear‟ & „ead‟ xèfis rçahf c¢rç¡f KoÍ«, F¿¥ò: ‘ r „ th®¤ijæ‹ ÏWÂæš tªjhš ‘eer‟ v‹w T£blG¤J /ɪ ә/ vd vL¤J¡fh£oš cŸsthW c¢rç¡f¥gl nt©L«. (v.fh) deer / d ɪ ә (r)/ Ï¥gl¤ÂYŸs TLjyhd th®¤ijfŸ: 1. See, 2. Green, 3. Leaf, 4. Feet, 5. Meet, 6. Peak, 7. Cheer, 8. Dear, 9. Wheel, 10. Speak, 11. Listen F¿¥ò: nkY« TLjyhd th®¤ijfS¡F Phonetic word cards š cŸs Ñœf©l g¡f§fis gh®¡fΫ.

g¡f« v© : 38, 39, 40, 41 & 42

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Name of the Picture

:

13. Way to the cake

Objective:  To enable the children read the words using phonetic transcription.  To make the children learn to choose the right option according to situations. Description: This picture is a puzzle. The student has to find the way to cake by choosing the correct option given at each spot. Sounds of letter combination „ain‟ , „ch‟ , „tch‟ , „ire‟, „sure‟ & „late‟ are to be emphasized . These letter combinations are used in the words that are given in the picture. How to teach: Step 1: Let the students should recall the previous sounds. Step 2: Help the students choose the options given at each spot using the phonetic transcription and meaning. Step 3: Help the students when they pronounce the sounds of the letter combination „ain‟, „ch‟, „tch‟, „ire‟, „sure‟ & „late‟. Step 4: Help the students proceed the girl take the frog to the cake. Learning outcome:  The children will be albe to read the words with correct pronunciation and to choose the appropriate answer.  The children will be able to not only associate words in the picture with their meaning. 32 www.tnmanavan.blogspot.com

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Note: Answer for all spots in a correct order: 1. Coracle, 2. Key, 3. Bag, 4. Clear, 5. Yellow, 6. Hot air Balloon, 7. Woods, 8. Torch, 9. Fire, 10. Treasure and 11. Chocolate.

13 - nf¡ v§nf? neh¡f«  rçahd xè¡F¿pLfSl th®¤ijfis¥ go¡f¢ brŒjš.  NHY¡Fça rçahd brh‰fis¡ f©l¿jš. glés¡f« - Ï¥gl¡fh£Á ò® tifæš mikªJŸsJ. khzt® bršY« têæš Ïil Ïilana

bfhL¡f¥g£l

brh‰fëèUªJ

rçahd

brhšèid¤

nj®ªbjL¤J

nf¡»id miltnj mtdJ Ïy¡fhF«. „ain‟ , „ch‟ , „tch‟ , „ire‟, „sure‟ & „late‟ M»a T£blG¤J¡fS¡Fça xèfŸ ml§»a brh‰fŸ gl¤Âš brhL¡f¥g£LŸsd. f‰Ã¤jš Kiw go - 1 -

gæ‹w xèfis ÛŸgh®it brŒjš.

go - 2 -

x›bthU Ïl¤ÂY« rçahd th®¤ijia f©l¿ªJ mj‰Fça

bghUis MÁça® és¡Fjš. go - 3 -

„ain‟, „ch‟, „tch‟, „ire‟, „sure‟ & „late‟ M»a T£blG¤Jfë‹ xèfis

c¢rç¥gš MÁça® khzt®fS¡F cjÎjš nt©L«. go - 4 -

Mu«g ãiyæèUªJ Ïy¡»id milÍ« tiu khzt®fë‹

brašgh£oid MÁça® f©fhâ¤jš nt©L«. f‰wyilÎ

-

khzt®fŸ cça c¢rç¥òl‹ brh‰fis¥ go¡fΫ, bfhL¡f¥g£l

brh‰fëèUªJ Nœãiy¡nf‰g rçahd éilia¤ nj®ªbjL¡fΫ f‰¿U¥g®. gl¤ÂYŸs brh‰fë‹ c¢rç¥ò k£Lä‹¿ mt‰¿‹ bghUëidÍ« khzt®fŸ m¿ªÂU¥g®. éilfŸ: Ïnj g¡f¤Âš nkny bfhL¡f¥g£LŸsJ. 33 www.tnmanavan.blogspot.com

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Name of the Picture

:

14. Bee Hive

Objective:  To enable the children form the meaningful words with correct pronunciation.  To recall the sounds learnt . Description: The picture of a Beehive gives the words with missing letters in the cells. As the honey bees collect honey and store it in the hive, the students will have to fill the cell by choosing appropriate letter and form meaningful words. How to teach: Step 1: Let the students match the beehive with the cells to form the meaningful words. Step 2: Let the children write down the maximum number of words they identify. Learning outcome:  The children will be able to form meaningful words and have the ability to pronounce them properly.  The children will be able to enrich to their vocabulary. 34 www.tnmanavan.blogspot.com

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gl«

14 – nj‹ TL

:

neh¡f«:  rçahd c¢rç¥òl‹ bghUSila th®¤ijfis khzt®fŸ cUth¡Fjš.  f‰w xèfis ãidñ£lš gl és¡f« : Ï¥gl¤Âš éLg£l vG¤J¡fSl‹ Toa miwfis bfh©l nj‹TL tiua¥g£LŸsJ.

njÜ v›thW njid¢ nrfç¤J nj‹ T£oš nr®¡»wnjh

mij¥nghy khztD« x›bthU miwæš cŸs éLg£l vG¤ijÍ« rçahd vG¤ij¡ bfh©L ãu¥Ã òÂa th®ijfis cUth¡f nt©L«. f‰Ã¡F« Kiw: MÁça®

nj‹

T£oš

cŸs

éLg£l

vG¤J¡fis

bghUŸ

bfh©l

th®¤ijfshf cUth¡f rçahd vG¤ij¡ bfh©L ãu¥g khzt®fis Jh©Ljš nt©L«. khzt®fŸ j§fshš Ka‹w bghUSila th®ijfis cUth¡» vGj nt©L«. f‰wš milÎ:  bghUŸ bfh©l th®¤ijfis cUth¡fΫ mt‰iw rçahf c¢rç¡fΫ khzt®fshš KoÍ«.  khzt®fë‹ brh‰fsŠÁa« nk«g£oU¡F«.

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Name of the Picture

:

15. Find out the New Words

Objective:  To enable the children form words from the letters using pictures. Description: The circle in the painting is divided into 8 parts. Each part contains a few pictures.The boxes are provided to be filled in with a word. The children have to find out the names of the pictures. Then they have to fill in the boxes with a meaningful word by using the first letter of the pictures. Ex. One has been done for example M onkey - M,

A pple - A ,

R ain - R,

K ite - K

Hence, the new word found is MARK. Likewise the remaining should be completed How to teach: Step 1: Students need to observe the picture and form meaningful words by using the consonant sounds . Step 2: Find out as many words as they can.

Ex. MARK or ARM

Learning outcome: The children will be able to find out the meaningful words from the letters. 36 www.tnmanavan.blogspot.com

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Answer key: 1. Monkey, Apple, Rainbow, Kite 2. Snake, Hare, Earth worm, Lotus, Frog

-

MARK SHELF

3. Violet, Indigo, Blue, Green, Yellow, Orange, Red

-

VIBGYOR

4. Roast, Omelette, Child, Kettle, Ear Ring, Tea pot

-

ROCKET

5. Horse, Elephant, Ass, Rhino, Track

-

HEART

6. Yatch, Anchor, Moon

-

YAM

7. Laptop, Out put, Table, UPS, Switch

-

LOTUS

8. Chalk, Atlas, Marker, Eraser, Label

-

CAMEL

15 - òÂa th®¤ijfis¡ f©l¿jš

gl« : neh¡f«

-

gl§fis¥

ga‹gL¤Â

vG¤J¡fis¡

bfh©L

brh‰fis

totik¡F« Âwid khzt®fëilna ts®¤jš. glés¡f«

-

v£L¥gFÂfshf¥

Ãç¡f¥g£l

t£l«

tiua¥g£LŸsJ.

cŸt£l¤ÂYŸs x›bthU gFÂæY« Áy gl§fS«, mj‰F vÂçš brh‰fis totik¡f f£l§fŸ Ãç¤J¡bfhL¡f¥g£LŸsd. khz›hfŸ gl¤ÂYŸs bga®fis f©l¿a nt©L«. Ëd® x›bthU gl¤Â‹ KjbyG¤ij¡ bfh©L bghUŸ cila th®¤ijfis, cUth¡», f£l§fis ãu¥òjš. (v.L) xU gF bfhL¡f¥g£LŸsJ. M onkey - M,

A pple - A ,

R ain - R,

K ite - K

Ïj‹ _y« ‘MARK‟ vD« òÂa th®¤ij f©l¿a¥g£LŸsJ. gFÂfS¡Fça brh‰fS« ãu¥g gl nt©L«.

Ï›thW Ãw

f‰Ã¤jš Kiw go - 1 khzt®fŸ gl¤ij c‰Wneh¡», bga®fis¡ Tw¢brŒjš. go - 2 bga®fëŸ KjbyG¤ij¡ bfh©L bghUŸ bfh©l brh‰fis cUth¡f¢ brŒjš. go - 3 xU gF¡Fça mÂf¥g£r th®¤ijfis cUth¡Fjš (v.fh) MARK or ARM f‰wš milÎ: khzt®fŸ th®¤ijfis cUth¡f KoÍ«.

Kjš

vG¤J¡fis¡

éilfŸ : Ïnj g¡f¤Âš nkny bfhL¡f¥g£LŸsJ. 37 www.tnmanavan.blogspot.com

bfh©L

bghUSila

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Name of the Picture : 16.

Find out the names of the objects using the sounds

Objective:  To enable the students to recall the sounds and identify them from the given objects.  To enable the students name the objects and enrich their vocabulary. Description: The picture displays the objects found in a home. It has different objects that the children are familiar with. The phonetic sounds are listed out in the picture. How to teach: Step 1: Let the children to list out the names of the objects and relate the sounds to the words they have listed out. Ex. If they have written the word „shirt‟, the related sound is /ɜ:/ Likewise, let the students write down the objects and the transcription. Step 2: Help the students to find out the objects that are missing and write the phonetic script (use a dictionary). Learning outcome:

The children will be able to read the words by using proper

pronunciation. 38 www.tnmanavan.blogspot.com

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Answer key: Bin /ɪ/, spoon /u:/ , Bat /ӕ/ , Pot /ɒ/ , Jug /˄/ , Wall, Wool /ʊ/ , Feather /ð/, Glass /a:/, Screen /I:/ , bell /e/ , above /ә/, shirt /ɜ:/ , table /eɪ/, mobile /әɪ/, hang /ŋ/, oil /ɔɪ/, bow /әʊ/, mouse /aʊ/, deer /ɪә/, bear /eә (r)/, chair /t /, steth/ θ/, shirt / ʃ /, Note: Examples are given for the sounds except consonants. gl« :

16

xèfis ga‹gL¤Â gl¤ÂYŸs bghU£fis¡ f©l¿jš.

neh¡f«:  bfhL¡f¥g£LŸs bghU£fë‹ thæyhf xèfis milahs« f©L Û£l¿jš.  khzt®fŸ bghU£fë‹ bga®fis¡ TwΫ.

brh‰fsŠÁa¥ bgU¡f¤ij

ts®¤J¡bfhŸs cjÎjš. gl és¡f« :

Ï¥gl«

Å£L

NHiy

fh£Á¥gL¤J»wJ.

khzt®fS¡F

m¿Kfkhd éjéjkhd bghU£fŸ bfhL¡f¥g£LŸsJ. Phonetic xèfŸ gl¤Âš tçir¥gL¤j¥g£LŸsJ. f‰Ã¡F« Kiw:  gl¤Âš cŸs bghU£fë‹ bga®fis vG mj‰Fça xèfis gl¤Âš ÏUªnj f©l¿ªJ vGj¢ brŒjš (v.L) - „shirt‟ v‹w bghUis khzt‹ vGÂdhš mj‰F¿a xè /ɜ:/ F¿¥Ãl¢ brŒjš.

vd¡

 Ïij¥nghy k‰w bghU£fis¡ f©l¿aΫ phonetic script vGjΫ MÁça® cjÎjš (use dictionary)  khzt®fshš él¥g£l bghU£fis MÁça® f©l¿a cjÎjš. f‰wš milÎ rçahd c¢rç¥òl‹ th®¤ijfis thÁ¡f khzt®fshš KoÍ«. éilfŸ : Ïnj g¡f¤Âš nkny bfhL¡f¥g£LŸsJ. F¿¥ò : éilfŸ gFÂæš consonant xèfS¡F (v.fh) ju¥gléšiy. 39 www.tnmanavan.blogspot.com

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40 www.tnmanavan.blogspot.com