My Favourite Food Presentation

Sound Fun! Words for Our Speech

Teacher's Guide: Phonics Warm-Up

Goal: To pre-teach and practice key vocabulary and pronunciation for the "Me and My City" and "My Favourite Food" topics. These exercises are based on the phonics workbook methodology to help weak students grasp sounds systematically before they have to produce them in a speech.

  • Lesson Flow: Complete this phonics page before moving to the "My Favourite Food Presentation" planner. This builds a foundation of words and sounds they can use.
  • Methodology: For each sound group, follow this pattern:
    1. Introduce the Sound: Say the sound clearly (e.g., "long eeee"). Use the "Listen and Say" section. Drill the words.
    2. Practice Recognition: Use a simple activity like "Find and Circle" where you call out a word and they find it.
    3. Practice in Context: Complete the "Write the Sentence" activity together to ensure comprehension.
  • Connect to Presentation: Constantly remind students why they are learning these words. Say things like, "You can use the word 'beach' when you talk about nature in Hong Kong!" or "Remember the 'eat' sound when you talk about your favourite food!"

A The 'ee' Sound! ea ee

Teaching 'long e' (ee/ea)

  • Objective: Students will recognize and pronounce words with the 'ee' and 'ea' graphemes.
  • Listen and Say: Drill each word. Exaggerate the long 'eeeee' sound. Tell them to smile wide when they say it. Use the trigger icon to show them a visual of a smiling mouth.
  • Write the Sentence: Guide them through the sentences. Ask questions to check understanding, e.g., "What do we do with books? We read books." This links the word to its meaning.

Listen and say the words. They all have the same 'ee' sound! 🗣️

eat

eat

beach

beach

read

read

see

see

meet

meet

street

street

Now, write the correct word in the blank. ✏️

I like to books in my free time.
We go to the to play in the sand.

B The 'ay' Sound! ay ai

Teaching 'long a' (ay/ai)

  • Objective: Students will recognize and pronounce words with the 'ay' and 'ai' graphemes, which are very common in words about activities and transport.
  • Listen and Say: For 'train', make a "choo-choo" sound. For 'play', pretend to throw a ball. For 'say', cup your hand around your mouth. Action helps memory!
  • Write the Sentence: Connect these words directly to their presentation. "When you talk about your favourite activities, you can say 'I like to PLAY'." and "When you talk about Hong Kong, you can talk about the TRAIN (MTR)."

Listen and say the words. They all have the same 'ay' sound!

play

play

day

day

train

train

rain

rain

Now, write the correct word in the blank. ✏️

I ride the to go to school.
In my free time, I like to with my friends.

C The 'igh' Sound! igh

Teaching 'long i' (igh)

  • Objective: Students will learn the tricky 'igh' trigraph, useful for describing the city.
  • Listen and Say: When teaching 'high', have students raise their hands up high. For 'night', pretend to sleep. For 'light', pretend to switch on a light.
  • Write the Sentence: This sentence is perfect for the "My City" theme. After they complete it, ask them to draw a picture of Hong Kong at night with high buildings and bright lights.

Listen and say the words. They all have the 'igh' sound!

light

light

night

night

high

high

Now, write the correct word in the blank. ✏️

At , the city has many bright s.

My Favourite Food Presentation

Teacher's Guide: Linking Activity to Presentation

Overall Goal: To transition students from the non-verbal "Freeze" game (shown on the PowerPoint) to structuring a simple verbal presentation. This worksheet provides a clear, step-by-step scaffold for their content. Now that they have practiced some key sounds and words on the phonics page, they should feel more confident.

  • Bridge the Gap: Start by saying, "Wow! You are all great actors! You showed me your favourite food without talking. We also learned some new words and sounds. Now, let's use those words to TELL everyone about your favourite food for our presentation!"
  • Worksheet Purpose: Explain that this sheet is their "secret plan" for a super presentation. They will fill it in and practice each step. The goal is confidence and clarity.

1 Let's Start!

Teaching Step 1: The Opening (5 mins)

  • Objective: Students will learn to start their presentation with a confident greeting and introduction.
  • Instructions: Read the sentences aloud. Model how to say "Hello everyone" with a smile and good eye contact. Have students fill in their names on the line.
  • Practice: Ask students to turn to a partner and practice saying the two opening sentences. Walk around and encourage them to smile.
  • Use the Trigger: Click on the 👋 icon together as a class. Tell them, "This is our secret signal! When you see this, remember to smile and wave!"

Say hello and tell us your name.

Hello everyone! My name is . 👋

2 What is your Favourite Food?

Teaching Step 2: Naming the Food & Origin (10 mins)

  • Objective: Students will name their favourite food and its country of origin.
  • Vocabulary Building: Point to the pictures. Elicit the names of foods they know. Ask, "Where does pizza come from? (Italy!) Where does sushi come from? (Japan!)" Introduce the concept that food comes from different "cultures" or "countries".
  • Scaffolding: Help students fill in the blanks. If they don't know the origin, you can provide a list of common foods and countries on the board (e.g., Hamburgers - America, Dim Sum - Hong Kong/China, Curry - India).
  • Use the Triggers:
    • Click the 🍕 icon. Explain, "This icon reminds you to say the name of your food clearly. For example, 'My favourite food is PIZZA.'"
    • Click the 🌍 icon. Explain, "This globe reminds you to tell us where it's from. 'It is from ITALY.'"

Tell us the name of your food and where it comes from.

Middle Eastern Food Mexican Food Asian Food

My favourite food is . 🍕

It is a popular food from (country). 🌍

3 What's Inside?

Teaching Step 3: Describing Ingredients (10 mins)

  • Objective: Students will learn to name one or two simple ingredients.
  • Concept Check: Use the images to explain that food comes from plants or animals. Hold up a picture of a tomato. Ask, "Is this a plant or an animal?" (Plant!). Hold up a picture of an egg. "Plant or animal?" (Animal!).
  • Application: Ask students, "What is inside your favourite food?" Help them identify simple ingredients. For a hamburger, they could say "meat" and "bread". For pizza, "tomato" and "cheese". Connect to Phonics: Remind them of the word 'eat' from the phonics page. "What ingredients do you EAT in your pizza?"
  • Use the Trigger: Click the 🥕 icon. Say, "This reminds you to tell us what's inside! 'It is made from tomatoes and cheese.'" Mime pointing to the ingredients on an imaginary plate.

Tell us one or two things that are in your food.

Onion and Tomato plants Grains for bread Fish, meat, yoghurt, eggs

It is made from and . 🥕

4 Why do you like it?

Teaching Step 4: Giving a Reason (5 mins)

  • Objective: Students will give a simple reason why they like the food.
  • Brainstorming: Ask the class, "Why do we like food?" Elicit words like "yummy," "delicious," "sweet," "tasty." Explain that food also gives us "energy" to run and play, like a superhero's power source!
  • Sentence Practice: Model the full sentence, putting emphasis on the feeling. "I like it because it is YUMMY and it gives me ENERGY!" Have the class repeat it together.
  • Use the Trigger: Click the ❤️ icon. Explain, "This heart and lightning bolt reminds you to share your feelings and talk about energy! It's the 'why' part!"

Tell us why you like it. Does it taste good? Does it make you strong?

I like it because it is (e.g. yummy) and it gives me energy to play! ❤️

Consolidation Activity: Drawing (5-10 mins)

  • Objective: To reinforce the topic and allow for creative expression.
  • Instructions: Tell students, "Great work! Now, in this box, draw a big, beautiful picture of your favourite food! Use lots of colours."
  • Extension: While they draw, you can walk around and ask individual students to practice their presentation lines with you. This is a great, informal assessment opportunity.

5 Your Turn to Draw!

Now, draw a picture of your favourite meal in the box below.

Final Review: Understanding Check (5 mins)

Goal: To quickly assess if students remember the function of each part of the presentation using the visual cues.

  • Instructions: Gather the students' attention. Say, "Let's play a memory game! I'm going to show you our secret icons. Can you tell me what you should DO or SAY when you see them?"
  • Execution: Click the "Check Your Skills!" button. The popup will appear. Point to each icon one by one.
    • Point to 👋: "What about this one?" (Expected: Say my name, smile, wave!)
    • Point to 🍕: "And this?" (Expected: Say the food's name!)
    • Point to 🌍: "This one?" (Expected: Say the country!)
    • Point to 🥕: "This?" (Expected: Say what's inside!)
    • Point to ❤️: "Last one!" (Expected: Say why I like it!)
  • Wrap-up: Praise them for remembering the steps. This builds their confidence for the actual presentation.

Start with a big SMILE! 😊
Say your name clearly.

Point to your picture.
Say the name of the food: "PIZZA!"

Tell us the COUNTRY.
For example: "It is from Italy." 🇮🇹

What is it made from?
Say the INGREDIENTS!

Why do you like it?
Is it YUMMY?😋
Does it give you ENERGY?⚡

Memory Check!

Teacher: Point to an icon and ask students what it means!

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