Let's Get Ready to Speak!

1.5a

🎯 Phonics & Vocabulary Warm-up

Goal: To pre-teach and reinforce key vocabulary students need for their "About Me" and "My City" presentations. The focus is on pronunciation and confidence.
Method: This page uses a phonics-based approach, grouping words by common sounds. This helps weak students decode words and improves their pronunciation.
Instructional Flow:
1. Introduce each 'Sound Focus' box. Drill the sound, then the words.
2. Do the 'Use Your Words!' activity together to practice spelling and context.
3. Finally, use the 'Make Your Sentences!' section to bridge the vocabulary into the final presentation script.
Key Message to Students: "Today, we will learn some special words for our presentation. When you know the sounds, the words are easy to say!"

1. Learn the Sounds and Words

Sound Drill: /eɪ/

Sound: Long 'a' sound, as in 'rain'.
Action (TPR): Pretend to write your name in the air.
Instruction: "Say it with me: /eɪ/... /eɪ/... /eɪ/. Good! Now, let's say the words. name... grade... straight."
Reinforcement: Ask students, "What is your name? What grade are you in?"

ai / a_e

name
grade
straight

💡

Sound Drill: /iː/

Sound: Long 'e' sound, as in 'tree'.
Action (TPR): Cup your hand to your mouth and pretend to speak.
Instruction: "Listen! /iː/... /iː/... /iː/. Your turn! Let's say the words. speak... speech... beach."
Reinforcement: Ask students, "Do you like the beach? We will give a speech!"

ee / ea

speak
speech
beach

💡

Sound Drill: /aɪ/

Sound: Long 'i' sound, as in 'bike'.
Action (TPR): Give a big thumbs up for 'like'. Pretend to hike with walking arms.
Instruction: "Smile and say /aɪ/... /aɪ/... /aɪ/! Great! Now the words: live... like... hike."
Clarification: "In our speech, we say 'I live in Hong Kong' with the /ɪ/ sound, but we learn 'live' with 'like' and 'hike'. Let's focus on like and hike for the /aɪ/ sound today." (A simplification for weak learners). "Let's practice: I like to hike."

i_e

live
like
hike

💡

Sound Drill: /aʊ/

Sound: 'ou' sound, as in 'house'.
Action (TPR): Pretend to shout 'OW!' because you pinched your finger.
Instruction: "Let's make a surprised sound! /aʊ/... /aʊ/... /aʊ/! Now let's use it in words: loud... proud... brown."
Reinforcement: "Speak loud and proud! Is your hair brown?"

ou / ow

loud
proud
brown

💡

2. Use Your Words! ✍️

Guided Practice: Contextualizing Vocabulary

Objective: Move from single words to simple sentences. This directly builds the foundation for their presentation script.
Method:
1. Read the first sentence aloud: "My ____ is Peter." Ask students, "Which word from our word bank fits here?". Elicit "name".
2. Complete the first one together on the board.
3. Have students try the rest in pairs. Encourage them to say the sentences out loud to their partner after writing.
4. Circulate and check for understanding and pronunciation. Help struggling students by pointing to the pictures in the sound boxes above.

1. My name is Peter.
2. I like to speak English.
3. Her hair is long and straight.
4. I feel proud of my drawing.
5. We go to the beach on Sunday.

beach proud name speak straight

3. Make Your Sentences! 🎬

Application: Script Building

Objective: This is the direct link to the final presentation. Students use the vocabulary to create their own personal sentences.
Method:
1. Model, Model, Model! Complete the sentences about yourself first. "My name is [Teacher's Name]. I live in Hong Kong. I am proud to be your teacher. I like to read."
2. Explain that these are the sentences they will say in their presentation. This gives the activity a clear purpose.
3. Give students a worksheet or have them write in their notebooks. Provide support with spelling and ideas.
4. Peer Practice: Once they have written their sentences, have them stand up and practice saying them to a partner. This is a low-stakes first rehearsal.

This is for YOUR presentation!

1. My name is ________________________ .
2. I live in _________________________ .
3. I like ___________________________ . (e.g., to hike, the beach, my brown dog)
4. I am proud of ____________________ . (e.g., my family, Hong Kong, my speech)

1.5 Everyone is different

1.5

📖 Lesson Objective & Connection

Goal: To equip students with the basic vocabulary and structure needed for a simple "About Me" presentation. This lesson serves as the content-gathering and scripting phase.
Your Role: Be a facilitator. Elicit ideas from students rather than just telling them. Connect everything back to the final goal: "This will help you in your presentation for your parents!"
Link to Previous Lesson: "We just learned some new words and sounds. Now, let's use them to talk about YOU! The main character today is YOU!"

People look different 👀

🎨 Activating Schema & Vocabulary Building

Step 1: Point to the two pictures. Ask simple questions: "Is she a boy or a girl?", "What about him?".
Step 2: Focus on differences. Use gestures. Point to your hair and ask, "What about her hair? Is it the same as my hair?". Elicit/teach words like long, short, curly, straight, black, brown. Do the same for eyes.
Step 3: Click the 👀 icon. Let the visual popup appear. Use it to reinforce the vocabulary. Get students to point to their own features and say the words. E.g., "I have short, black hair."

We all look different. We have different physical features, like our eyes and hair.

People are different 🎭

🏃‍♀️ Introducing 'Personality'

Concept Check: Explain that "different" isn't just about how we look, but also how we act. This is our 'personality'. Use simple terms: "It's about what you are like."
Total Physical Response (TPR): Read the words 'quiet, loud, calm, lively'. For each word, do an action.
- Quiet: Put a finger to your lips. 🤫
- Loud: Cup your hands around your mouth and pretend to shout. 📣
- Calm: Take a slow, deep breath. 🧘
- Lively: Jump on the spot. 🤸‍♀️
Interaction: Click the 🎭 icon. Show the emojis. Ask students, "Are you quiet or loud? Show me!" Let them do the actions. This makes the abstract concept of personality concrete and fun.

People can be quiet, loud, calm or lively.

People have different talents 🌟

🧠 Brainstorming Hobbies and Skills

Define 'Talent': Explain "talent" in simple terms: "Something you are good at. Something you like to do."
Picture Talk: Point to the images on the page (or in the popup). Ask "What is she doing? (Drawing)". "What is he doing? (Playing football)".
Personalization: Click the 🌟 icon. After discussing the icons, ask the class: "What are YOUR talents? Who likes to sing? Who likes to run?". Get them to raise their hands. This builds their confidence and gives them ideas for their presentation.

People are good at different things. We all enjoy doing different things. A mixture of people makes life interesting. Everybody is special just because of who they are.

Activities

📝 The Core Task: Building the Presentation Script

Goal: This is the most crucial part of the lesson. Students will use this "fact file" as the script for their presentation.
Step 1: Introduce the 'Fact File': Call it their "Presentation Plan" or "My Special Paper". Go through each point one by one.
Step 2: Use the Interactive Tool: Click the 📝 icon. Project this visual script builder. Explain each part clearly. Model it yourself: "Hello, my name is Mr. Chan. I have short hair and brown eyes..." etc.
Step 3: Guided Practice: Give students a worksheet that mirrors the structure in the popup. Walk around and help them fill in the blanks. Encourage them to draw pictures. For weak students, provide word banks (e.g., [drawing, singing, reading] for 'likes').
Emphasis: Remind them that this is their script. "You will read this paper for your presentation. It will help you!"

1. Work with a partner. Make a 'fact file' for yourself and present it to your class. It should include: 📝

a picture of you (you can use a photo or a drawing)
your birth date
age
height
hair colour
eye colour
three likes
one dislike

Let's Check Our Memory!

🤔

🎮 Formative Assessment

Purpose: This is a quick, low-stakes check to see if students remember the meaning of the key concepts and icons we've used. It's a review before they start practicing their presentations.
How to Use: Click the 🤔 icon. The popup will appear with all the icons. Point to an icon, for example, the 🤫 emoji. Ask the class, "What is this? What does it mean?". Students should say "quiet". Go through a few key icons like the heart (likes), thumbs down (dislike), and some talent icons. This reinforces the vocabulary they need for their presentation.
Keep it Fun: Make it a game. "Who can tell me this one?". Give points or praise.