Lesson: Being Happy & Preparing Our Speech
😃

5.5 Being happy

Vocabulary Introduction: The Phonics Approach

Rationale: This new section is designed to pre-teach essential vocabulary for the final presentation. Since the students are very weak, we are using a phonics-based approach inspired by their workbooks. This helps them decode words, improve pronunciation, and build confidence before they even see the main content.

Flow:

  1. Start with the 'ee/ea' sound, as 'feel' is a key word for the lesson.
  2. Move to the 'ay/ai' sound, which is crucial for words like 'play'.
  3. Finish with a simple morphology lesson on compound words.
  4. This sequence builds from basic sounds to word construction.

General Instruction: For each part, first model the sounds and words yourself. Use lots of Total Physical Response (TPR). Then, guide students through the interactive exercises. Encourage choral repetition for all new words.

Phonics Group 1: The Long /i:/ sound (ee/ea)

Objective: To teach and practice words with the 'ee' and 'ea' digraphs, which will be used to describe feelings and places (e.g., "I feel happy," "Victoria Peak," "the beach").

  1. Sound Introduction (2 mins): Start by making a big smile and saying "eeee". Write 'ee' and 'ea' on the board and explain they often make the same sound.
  2. Listen and Say (3 mins): Go through each word in the grid.
    • Model: Say the word clearly three times (e.g., "feel, feel, feel"). Do a simple action for each (hug yourself for 'feel', pretend to swim for 'beach', etc.).
    • Choral Repetition: Have the whole class repeat after you. Then have rows/groups repeat.
    • Guidance Popup: Instruct students to click the '👂' icon. Explain that it's a reminder to listen first, then speak.
  3. Sentence Practice (4 mins): Read the sentences in the list aloud, saying "blank" for the space. Ask students which word from the word bank fits. Have them come up to the board to write it or have them write it in their notebooks. This connects the vocabulary to meaningful context.

Sound Focus: The Happy 'ee' Sound! (ee / ea) 👂

feel
Peak
beach
read
eat

Let's Make Sentences! ✍️

feel
Peak
beach
read
eat
  1. I happy.
  2. I like to books.
  3. Let's go to the .
  4. Victoria is in Hong Kong.
  5. We can yummy food.

Phonics Group 2: The Long /eɪ/ sound (ay/ai)

Objective: To teach key action words and nouns for their presentation, such as 'play', 'say', and 'train' (for MTR).

  1. Sound Introduction (2 mins): Write 'ay' and 'ai' on the board. Explain they often make the sound 'A', like in the first letter of the alphabet.
  2. Listen and Say (3 mins): Follow the same modelling and choral repetition procedure as before. Use actions: pretend to play a game for 'play', use a hand puppet for 'say', and make train noises/motions for 'train'.
  3. Sentence Practice (4 mins): Use the word bank and sentences to reinforce the words in context. This helps them move from single words to simple spoken phrases for their presentation.

Sound Focus: The Play Day 'ay' Sound! (ay / ai) 👂

play
say
day
train

Let's Make Sentences! ✍️

play
say
day
train
  1. I like to with my friends.
  2. We take the in Hong Kong.
  3. Have a nice !
  4. I "thank you".

Morphology Focus: Compound Words

Objective: To demystify longer words by showing students they are often made of smaller, familiar words. This is a key skill for building vocabulary and comprehension.

  1. Introduce the Concept (2 mins): Explain that sometimes we can "glue" two small words together to make a new, bigger word. Use hand gestures to show two things coming together.
  2. Guided Practice (5 mins): Go through the examples on the page.
    • Ask "What is this?" while pointing to the 'foot' icon. Elicit "foot". Do the same for 'ball'.
    • Say "foot... ball... football!" while clapping for each part and then sliding your hands together for the final word.
    • Repeat for 'land' + 'mark' and 'home' + 'work'. This makes the concept very physical and memorable.
  3. Challenge (2 mins): Ask students if they can think of any other compound words (e.g., bedroom, classroom, basketball).

Word Building: Small Words Make Big Words! 🧩

foot
+
ball
=
football
land
+
mark
=
landmark

Lesson Integration: From Body Language to Content

Objective: To transition students from practicing non-verbal cues (like the "funny joke" FREEZE game from the PowerPoint) and the new vocabulary, to generating simple, personal content for their presentation. This page provides the 'what' to talk about, while the FREEZE game taught them 'how' to show it, and the phonics activity gave them the words.

Connection Script: "Great job with our new words! We learned 'feel', 'play', 'eat'... Now, let's use these words! What *makes* you feel happy? Let's look at some ideas. When you talk in your presentation, you can use these ideas. And when you talk about something that makes you happy, remember to show it with your face and your body!"

Are you happy?

We are happy when we feel positive, confident, relaxed and content. If we feel unhappy, then we are worried or unsettled and life is less enjoyable.

Section 1: Activities We Enjoy (5-7 mins)

Goal: To help students identify common activities that bring joy and practice simple sentence structures using the newly learned vocabulary.

  1. Brainstorm: Before showing the images, ask students, "What do you like to do?" Elicit answers using the new words: "play", "read", "eat".
  2. Introduce Vocabulary: Point to the images and the text. Read the section title "Activities we enjoy" aloud. Explain that 'activities' are things we do.
  3. Interactive Element: Guide students to click the '❓' trigger icon. When the popup appears, ask them "What is this?" for each icon. Model the sentence: "I feel happy when I play football." Have them repeat.
  4. Personalization: Ask students to point to the icon in the popup that they like the most. Encourage them to say, "I like..." This directly prepares them for their presentation content.

Activities we enjoy ❓

A girl studying at a desk
A boy playing football
A boy using a tablet

We can enjoy doing different things.

Section 2: Achievements & Helping Others (5-7 mins)

Goal: To introduce slightly more abstract concepts of happiness: achievement and altruism.

  1. Concept Check (Achievements): Ask "When you get 100 marks on a test, how do you feel?" Elicit "Happy!" Explain that this is an 'achievement'. Click the '❓' trigger. Ask them to make a "winning" pose, linking back to the body language drill.
  2. Concept Check (Helping): Ask "When you help your mum, is she happy? Are you happy?" Explain that helping others also makes us happy. Click the '❓' trigger. Ask them to do the "high-five" action.
  3. Scaffolding Language: Provide simple sentence frames on the board:
    • "I feel happy when I do well in..." (e.g., English, Music)
    • "I feel happy when I help..." (e.g., my friend, my dad)
    This gives them direct structures to use for their presentation scripts.

Achievements ❓

Boy feeling happy about an achievement

We can feel happy when we finish a job, do well in something or make something.

Helping other people ❓

Boy helping another by giving a gift

Doing something to make somebody else feel happy actually helps us to feel happy too!

The most important thing ❓

Getting on well with members of our family and with our friends is the thing that is most likely to help us feel happy.

Activity & Consolidation (10 mins)

Goal: To have students practice and verbalize their personal ideas, solidifying the content for their presentation.

  1. Activity 1 (Pair Work): Have students turn to a partner and share one thing that made them happy today. Encourage them to use the sentence frames. Monitor and assist with vocabulary.
  2. Activity 2 (Think-Pair-Share): Ask them to think of ONE thing they could do at home and ONE thing at school to make someone else happy. They think, tell their partner, and then you can ask a few pairs to share with the class. This reinforces the 'helping' concept.
  3. Understanding Check: After the activities, use the '🤔' trigger. Project the popup and ask "What does this picture mean?" or "What makes us happy here?". This is a quick, low-stress check for understanding of the key concepts covered.

Activities 🤔

  1. Make a list of things that made you feel happy today.
  2. Write three things you could do in school and at home that would make other people happy.
Study!
Play!
Games!
Point to what YOU like to do!
Winning feels great!
Show me your 'I won!' happy face!
Helping makes our hearts happy!
Give your friend a high-five!
Family and friends are important.
Wave to your friends in the class!
Let's Check! What are these?
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