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 Patrick's Phonics L 09 Shiin Mixes 02

SUBMITTED BY: Patrick Bickford

EXAMPLE: bl / br / gr / tr / nk / ng / ld / ght / ch  

EDITED BY: まだ

DATE ADDED: Nov 2, 2009

 

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35-50 min.

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BRIEF OUTLINE: Shiin means consonant in Japanese. In lesson 8, students practiced eight consonant blends. For this lesson, they practice nine more consonant blends. 

 

MATERIALS NEEDED:

 

DETAILED EXPLANATION:

    1. PART I (Review): Students review the previous lesson. You say a consonant blend and the students must write it. Once completed, check the answers by having the class telling you the letters of each blend.
    2. INTRODUCTION OF SHIIN MIXES: Similar to the previous lesson, I write the blends on the chalkboard just like they are written on the worksheet. Instead of teaching the students what the blend sounds are, I ask them to guess the sounds. My students guessed most of the sounds correctly. The reason for this method of teaching is to build the students' confidence.
    3. PART II (Ghost Leg): I say a blend and the students must find, follow the line downward. The first student to do so raises their hand and shouts out the number, in English of course. In case you don't know how the Ghost Leg activity works, you must trace a line, always going downward, but at every horizontal line, you must go across the horizontal line and continue tracing downward until you reach a number. For example, bl=7, gr=4, etc. (NOTE: There will never be an identical final destination number.)
    4. PART III (反対 Ghost Leg): 反対 (hantai) means opposite in Japanese. This time, I say a number and the first student to figure out the blend, raises their hand and shouts out the blend, not the name of the individual letters, but the actual blend sound. (NOTE: The 'th' & 'c' sounds have to sounds. I have my students to tell me both sounds.)
    5. PART IV (Gucha-Gucha Challenge): Starting from the outside of the circle, say a blend and that becomes the starting point. From there, as you say a blend, the students must draw a line connecting the two blends. Choose 15-20 blends.  From my experience, halfway through a couple of students will start freaking out and you will lose them, but keep going until you finish. If you stop, this can cause confusion. By keeping going until the end, this sets up the 'lost' students (which are usually the weaker students) to want you to do this activity again. (NOTE: None of the blends on the outside of the circle are the same.)
    6. PART V (Your Ghost Leg): This activity is similar to the previous Ghost Leg activities, except this time students split into pairs, janken, and the winner says a number. The loser draws the line on their own worksheet and says the blend. Then, they switch roles and repeat. Give them about five minutes to complete this activity.
    7. PART VI (Shiritori Challenge): Shiritori is a Japanese game where you take the last letter of a word and use it as the first letter of the next word. However, this activity is a tad different. The before/after words have already been written. Based upon the Shiin Mixes Part 2 blends, students must write a word that contains a this lesson's target blends. There are various words they could write, but some examples include: lunch, bring, grandmother (this one is challenging for the students, so I give them the hint of "family"), train, break, think, hang, change.
    8.  

VARIATIONS:

  • For the Gucha-Gucha Challenge activity, try making a jack-o-lantern pattern: ght, bl, nt, gr, br, ld, tr, nk, ch, br, pl, bl, wr, gr, st, ld, bl, pr, ght, ng, nk, gr, bl, nk, br, pl, pr, nk, pl, wr, th, st, ch, ng, th, ch, bl, wr, nk, th, bl, wr, br, ght.
  •  

TEACHING SUGGESTIONS:

  • For the 'ght' sound, I teach this sound by simply crossing out the 'gh', which produces a T-sound.
  • For the Ghost Leg activities, you don't have to do every one, maybe choose only 10-15 blends. 
  •  

 

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