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🎯 Overall Goal: Bridging Phonics, Vocabulary, and Presentation Content

This entire lesson sheet is a step-by-step guide to help students build their presentation. It starts with the most basic building blocks (sounds and words) and moves towards creating meaningful sentences about their culture. Your role is to connect each part, showing them how learning a sound helps them say a word, and how that word helps them tell their story.

Let's Learn Our Presentation Words!

🧠 Section Goal: Foundational Phonics for Key Vocabulary

This new section is the absolute foundation. Students cannot say what they cannot pronounce. We are using a phonics-based approach to teach high-frequency words they will need for their presentation on Hong Kong. Focus on the *sound* and the physical act of producing it.

ou / ow The 'ow' sound, like a friendly ghost! "Owwww!" 👻

🎯 Teaching the /aʊ/ sound (proud, about, how, now)

  • Goal: Teach the crucial /aʊ/ sound for presentation phrases like "Now, I will talk about..." and expressing feelings "I am proud."
  • Method:
    1. Model the Sound: Open your mouth wide as if you are surprised, then round your lips. "OW!" Have students mirror your mouth shape. Use the ghost emoji as a fun visual hook.
    2. Drill the Words: Point to each word in the grid. Say it slowly, then at normal speed. "pr-OW-d... proud." Have the class repeat. Use the interactive triggers to show them fun, visual meanings.
    3. Contextualize: Read the "Practice your speech!" sentences. Have them repeat. This is a direct rehearsal. Emphasize how these are the *exact* sentences they can use.
    • "Everyone, make your mouth big like this! Say OW! Good! Now let's say 'proud'. I am PROUD of you! Let's click the little star and see what 'proud' looks like!"
proud ⭐
about ❓
how 🤔
now ⏰

Practice your speech! 🎤

Now, I will talk about Hong Kong. I am proud to live here.

I / i Important words for "I" sentences!

🎯 Teaching High-Frequency 'I' verbs (live, like, visit)

  • Goal: Equip students with the most essential verbs to talk about themselves and their city. This isn't a single phonic rule, but a thematic group of high-utility words.
  • Method:
    1. Introduce as "I" words: Explain that these words help us talk about ourselves. "I live...", "I like...", "I visit..."
    2. Word Drill with Actions: For 'live', point to yourself and then the floor (I live here). For 'like', give a thumbs up. For 'visit', make a walking motion with your fingers. Kinesthetic learning helps!
    3. Sentence Chaining: Build the sentences from the practice box one by one. Say "I live..." and have students complete it. Then "I like..." and have them complete it. This builds fluency and confidence.
    • "These are YOUR words, for talking about YOU! Let's do the actions. Show me 'like'! (Thumbs up). Show me 'visit'! (Walking fingers). Great! Now let's make a sentence... 'I like... [elicit dim sum]'."
live 🏠
like 👍
visit 🚶‍♂️
is ➡️

Tell us about you! 😊

I live in Hong Kong. I like dim sum. I visit parks.

1.6

What is our culture?

🧠 Section 1 Goal: Introduce "Culture" as a Key Presentation Concept

Here, we connect the words they just learned to bigger ideas. We want students to understand that when they talk about food, festivals, or clothes, they are talking about their culture.

  • Define "Culture" Simply: Read the first sentence aloud. Then, use the interactive trigger to reinforce the meaning visually and simply. "What is 'culture'? A very important word! Let's read. 'Culture is made up of many things...' Let's see what these things are. Click the blue question mark!"
  • Activate Prior Knowledge: After clicking the trigger and naming the items (art, music, food, clothes), ask students to give Hong Kong examples for each. E.g., "What is some music from Hong Kong?" (Cantopop). "What food is from Hong Kong?" (They will shout out answers from the warm-up and the phonics page!).

What is 'culture'? ❓
Culture is made up from many things, like art, music, dancing, food and clothes.

Food from our Culture 😋

🎯 Section 2 Goal: Develop Descriptive Language for Food

This is a core part of their presentation content. We move from naming a food to describing it using the sentence patterns they are learning.

  • Personalize the Content: We've used Hong Kong staples. Point to each one and elicit the name. "Look at these yummy foods! We see these in Hong Kong. What is this? (Point to Dim Sum). Yes! Dim Sum! And this? (Point to Egg Tart). Egg Tart! And this? (Point to Sushi). Sushi! Hong Kong has food from all over the world!"
  • Use the Interactive Trigger: Click the '😋' emoji. The pop-up provides simple sentences. Have the students repeat after you. This is direct practice for their presentation script. "Let's click the yummy face! Repeat after me: 'My favourite food is Dim Sum.'... 'It is a Chinese food.'... 'I love egg tarts.'... 'They are sweet.' Great! Now you can use these sentences in your presentation."
  • Paired Practice: Ask students to turn to a partner and use the sentence frames from the pop-up to talk about their own favourite food. E.g., "My favourite food is..."
Dim Sum

Dim Sum (點心)

Egg Tart

Egg Tarts (蛋撻)

Sushi

Japanese Food

Clothes from our Culture 👕

🧠 Section 3 Goal: Introduce the Concept of 'Old' and 'New'

This is a simple way to introduce comparative language. This skill is valuable for adding more detail to their presentation. For example, "In the past, people wore cheongsams. Now, I wear a t-shirt."

  • Visual Comparison: Use the interactive trigger to show the contrast visually. "Let's look at clothes. Click the t-shirt! We see a Cheongsam. This is an old, traditional dress. And we see modern clothes. This is what you wear now. Old... and new!"

What is the same, and what is different, about the clothes people wear?

Cheongsam

Traditional Clothes (Cheongsam 旗袍)

A modern family

Modern Clothes

1.8

What do we celebrate?

🎯 Section 4 Goal: Brainstorm and Structure Content about Festivals

This section builds directly on the "Festival" part of the warm-up. It provides a clear and relatable example (Chinese New Year) and helps them structure their thoughts on what makes a celebration special.

  • Elicit Ideas: Before reading, ask the class: "What do we celebrate in Hong Kong? When are you very happy and have a party?" (They might say birthdays, Christmas, Chinese New Year).
  • Focus on Chinese New Year: This is the most culturally significant and relatable festival for most students. Use the interactive trigger to bring it to life. "Let's look at a big festival in Hong Kong... Chinese New Year! Click the fireworks! What do we see? A dragon dance! What do we do? We watch the dragon dance. What do we get? Red packets! Yay!"
  • Connect to Presentation: Frame the final activity as direct preparation. "Okay, for your presentation, you can choose a festival you love. In Activity 1, let's write three things you do on that day. This will be your three points for your presentation! For example, for Chinese New Year, I can write: 1. I eat special food. 2. I get red packets. 3. I watch a lion dance."

Celebrations in Hong Kong

We celebrate when we feel happy, proud and excited. In Hong Kong, we have many special celebrations.

Family Celebrations 👨‍👩‍👧‍👦

Families often celebrate special occasions, like a birthday.

National Celebrations 🎆

A big celebration in Hong Kong is Chinese New Year.

Lion Dance

Lion Dance (舞獅)

Activities: Plan Your Presentation!

  1. Tell a partner about your favourite festival. What do you do?
  2. Write three things about your favourite food or festival. This can be your 3 main points for your presentation!
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