Trainer Notes Session 2 1

TRAINER NOTES

Session No.: 3

Session Title: Sounds Wonderland

Description

This session is designed for the course participants (CPs) to practice the phonemes through
various activities.

Training outcomes The course participants will be able to sound out the phonemes correctly
with the suggested actions.

Time 120 minutes

Resources The phonetic cards,


Session outline Activity 1: Saying It
Activity 2: Practise It
Activity 3: Long Vowels

Activity 1 Saying it (30 minutes)

Procedure 1. Review the 16 phonemes done in LINUS 2.0 Literasi Bahasa
Inggeris (LBI) Book 1. (Appendix 1) Get CPs to sound out the
phonemes with the actions (as suggested by CDD).
2. Demonstrate the production of the remaining 28 phonemes.
[Refer to Appendix 2 for the production of sounds].Demonstrate
the production of the phonemes with actions. Draw CPs
attention to the position of the tongue, shape of the lips and the
air flow. [refer to the CDD KSSR Teachers Guide Year 1for the
actions]
3. After going through the remaining 28 phonemes, Trainer
continues with the steps below to allow CPs to practice sounds.
4. There are two strategies in getting the CPs to practice.



Trainer Notes Session 2 2

STRATEGY 1
1. Put on the board the chart below and project the power point
presentation on the screen:
Vowel sounds 1: Vowel sounds 2:
a
//
e
/e/
i
//
o
//
u
//
Consonant sounds 1: Consonant sounds 2:
b
/b/
c k
/k/
t
/t/
d
/d/
g
/g/

f
/f/
v
/v/
p
/p/
w
/w/
h
/h/

l
/l/
m
/m/
n
/n/
ng
//



j
//
y
/j/
q
/kw/



r
/r/
s
/s/
x
/ks/
z
/z/




2. Go through the sounds with the CPs. Remind the CPs on the
position of the tongue, shape of the lips and air flow when
making the sounds of the letter.
3. Get the CPs to practice orally based on the chart.
4. Organize the CPs into two groups
5. Group 1 sounds out the Vowel Sounds 1: // and /e/. Group 2
continues with the second part of vowel sounds (Vowel Sounds
2: i, o and u). Then the groups take turns. (Trainer can conduct
this activity in various ways. It is not necessary to follow the
steps described here).
6. Continue with the consonant sounds, as in step 5 (above).
7. Highlight that this activity can be replicated in their classroom if
the s, a, t, p, i, n etc. strategy doesnt work for their class.
Trainer Notes Session 2 3

STRATEGY 2
1. Distribute the Phonemic Chart (Appendix 3) to CPs.
2. Get CPs to sound out the sounds based on the Phonemic
Chart.
3. Trainer may devise his/her own strategy to get the CPs to
sound out the sounds in the Phonemic Chart.
Suggested
Instructional
Language

1. Lets look at the 16 phonemes which were done in LINUS 2.0
Literasi Bahasa Inggeris (LBI) Book 1.
2. Lets say the phonemes with actions which have been
suggested by CDD in the KSSR Teachers guidebook.
a. Demonstrate the production of the remaining phonemes:
h /h/, b /b/, f/ff /f/, l/ll /l/, ss /s/, j /j/, v /v/, w /w/, x /ks/, y /j/, z/zz
/z/, q /kw/, ch /t/, sh //, th //, th //, ng //, ai /e/, ee /i:/, igh /a/,
oa //, oo //, oo /u:/, ar /a:/, or /:/, ur /:/, ow /a/, oi //
[Refer to Appendix 2 for the production of sounds]. Demonstrate
the production of the remaining phonemes with actions.
3. Look at where the tongue should be at, the shape of the lips and
feel the air flow.
[Draw CPs attention to the position of the tongue, shape of the
lips and the air flow. (refer to the CDD Teachers Guide for the
actions)]
5. After going through the remaining 28 phonemes, Trainer
continues with the steps below to allow CPs to practice sounds.
6. There are two strategies in getting the CPs to practice.





Trainer Notes Session 2 4

STRATEGY 1
(Put on the board the chart below and project the power point
presentation on the screen):
Vowel sounds 1: Vowel sounds 2:
a
//
e
/e/
i
//
o
//
u
//
Consonant sounds 1: Consonant sounds 2:
b
/b/
c k
/k/
t
/t/
d
/d/
g
/g/

f
/f/
v
/v/
p
/p/
w
/w/
h
/h/

l
/l/
m
/m/
n
/n/
ng
//



j
//
y
/j/
q
/kw/



r
/r/
s
/s/
x
/ks/
z
/z/




1. Lets go through the sounds together.
2. Get into two groups group 1 and group 2.
3. Group 1 sound out phonemes for letters a and e
4. Group 2 sound out phonemes for letters i, o and u.
5. Back to you group 1 say the phonemes again.
6. Group 2, say your sounds.
(Trainer can switch groups to sound out the phonemes.
Trainer can carry this activity out in various ways. Need not
necessary follow the steps described here. Continue with the
consonant sounds, as in steps 3 to 6 (above))
7. Ladies and gentlemen, please note that this activity can be
replicated in your class if the s, a, t, p, i, n etc. strategy
doesnt work for their class.
Trainer Notes Session 2 5

STRATEGY 2
1. (Distribute the Phonemic Chart (Appendix 3) to CPs.)
2. Now here is another strategy. You have with you the Phonemic
Chart.
3. Lets go through all the sounds together.
4. Now get into two groups.
5. Group 1 you say the first 3 sounds.
6. Group 2 you say the next 2 sounds.
7. Back to you group 1 say the phonemes again.
8. Group 2, say your sounds.
(Trainer can switch groups to sound out the phonemes.
Trainer can carry this activity out in various ways. Need not
necessary follow the steps described here. Continue with the
consonant sounds, as in steps 3 to 6 (above))
For steps 4 to 8:
Trainer may devise his/her own strategy to get the CPs to sound
out the sounds in the Phonemic Chart.
Activity 2 Phoneme cards (30 minutes)

Procedure
1. Distribute phoneme cards. (Purple for consonants, yellow for
vowels and orange for diphthong).
2. Ensure that each CP gets 4 cards - different colours preferably.
3. Instruct the CPs to work in pairs.
4. As a pair, they take turns in listening to each others sounds
based on the cards that they have.
5. Once they have completed all their cards, instruct them to find
another pair and repeat step 4.
**The number of rounds depends on the time available.
Trainer Notes Session 2 6

Suggested
Instructional
Language

1. You will be getting coloured cards of various phonemes.
2. Find a friend.
3. Sound out the sounds on your partners cards. Once youre
done with saying out loud your partners cards, let your partner
say out loud your cards.
4. Once you have said each others cards, find another pair and
sound out each others phoneme cards.
**The number of rounds depends on the time available.
Activity 3 Say It and Identify ir (10 minutes)
Procedures 1. Show the ir [long vowel] card and get CPs to identify.
2. Give an example of a word with ir [e.g. shirt] and ask CPs to
give more examples.
3. Demonstrate and explain the task for Appendix 4.
4. Distribute Appendix 5 and ask CPs to work in pairs.
5. Tell the CPs to find 16 other words with the long vowel ir sound
in Appendix 5.
6. Monitor and ensure CPs are on task.
7. Check answers with the CPs.

Suggested
Instructional
Language
1. Whats the sound on this card?
2. You can find the sound in the word shirt. Say the word shirt
3. What other words have the sound ir in it?
4. Work in pairs for this activity on Appendix 5.
5. Find 16 words with the long vowel ir sound in the tasksheet.
6. Now lets check the answers.



Trainer Notes Session 2 7

Activity 4 Say It and Identify ou, ow (10 minutes)
Procedures
1. Show the ou, ow[diphthongs] card and get CPs to identify.
2. Give an example of a word with ou or ow [e.g. now] and ask
CPs to give more examples.
3. Demonstrate and explain the task for Appendix 6.
4. Distribute Appendix 5 and ask CPs to work in pairs.
5. Tell the CPs to find 18 other words with the diphthong ou and
ow sound in Appendix 6.
6. Monitor and ensure CPs are on task.
7. Check answers with the CPs. (Nominate CPs to give answers)
8. Write the phonetic script for the word if necessary. (should there
be issues)
Suggested
Instructional
Language
1. Whats the sound on this card? ou ow
2. You can find the sound in the word now. Say the word now
3. What other words have the sound ou ow in it?
4. Work in pairs for this activity on Appendix 6.
5. Find 18 words with the diphthongs ou ow in the tasksheet.
6. Now lets check the answers.
**Write the phonetic script for the word if necessary. (should
there be issues)
Activity 5 Join the Dots (15 minutes)
Procedures
1. Show the transcription for the word [bn]. Get CPs to say out
the phonemes and identify the word.
2. Show the transcription for another word [be] and get CPs to
say out the phonemes and identify the word.
3. Get CPs to form two groups.
Trainer Notes Session 2 8

4. Distribute Appendix 7.
5. Assign group 1 and group 2 to do puzzle 1 and 2 respectively.
6. Demonstrate and explain the task. [Do from the word bone to
bore and draw the connecting line.]
7. Encourage CPs to work in pairs.
8. Monitor and ensure CPs are on task.
9. Check answers with the CPs.
Suggested
Instructional
language
1. (Write the word in phonetic symbol bn) Say the phonemes,
people.
2. What word do you see written here? (Bone)
3. (Write the word in phonetic symbol b) Say the phonemes.
4. What word do you see here? (bay)
5. Form two groups.
6. Group 1, please complete puzzle 1 and group 2, complete
puzzle 2 please.
7. Transcribe the phonetic symbols into words and join the dots
according to the numbering of the words.
8. Encourage CPs to work in pairs.
9. Monitor and ensure CPs are on the task.
10. Check answers with the CPs.

Activity 6 Crossword Phonetics (15 minutes)
Procedure


1. Distribute Appendix 8 and explain the task.
2. Demonstrate for the words write (horizontal) and read
(vertical).
3. Get CPs to sound the word write and get them to notice that w
Trainer Notes Session 2 9

is silent.
4. Encourage the CPs to work in groups of threes.
5. Monitor and ensure CPs are on task.
6. Check answers with the CPs.

Suggested
Instructional
language
1. The next task is a crossword puzzle. You have to transcribe the
words into phonetic symbols and complete in the crossword
puzzle with the transcribed words.
2. For example lets look at the word writeeveryone.. say the
word write..notice that the w is silent and only the phonemes
/rat/ can be heard as oppose to the word read /ri:d/.
[Demonstrate for the words write (horizontal) and read
(vertical).]
3. Everyone knows what they are supposed to do?
4. You can work in threes to complete the task. Complete the task
in 15 minutes(Allow CPs to complete the task)
5. Now lets check the answers.

Activity 7 Whats the Name? (15 minutes)
Procedures
1. Distribute Appendix 9 and explain the task.
2. Demonstrate the process of getting the first phoneme for
mother.
a. Read the words suggest, soldier, jacket and fridge
slowly stressing of the // sound.
b. Ask the CPs to identify the common sound // and related
letter J. (repeat the pronunciation of the words if necessary)
c. Writer the letter J on the board.
3. Do the second phoneme together with the teachers (oa).
Trainer Notes Session 2 10

4. Get the CPs to do the third phoneme and check the answer (n).
5. Combine the three sounds to produce the word Joan.
6. Assign Group 1, Group 2 and Group 3 to identify the name of
the daughter, father and son respectively.

Wrap up
Refer to the phoneme chart in Activity 1(Step 3) and get the
teachers to it orally again.

Suggested
Instructional
language
1. (Distribute Appendix 9) Lets look at Appendix 9. You have to
find the names of each person. The clues are in the common
sound that you can hear from the list of words that have been
numbered.
2. For example the mothers name. The first list of words has the
words suggest, soldier, jacket and fridge (slowly stressing of
the // sound).
3. What is the common sound?
a. Can you hear the // sound? Like in the letter J. (repeat the
pronunciation of the words if necessary) (Write the letter J on
the board.)
4. Now lets look at the second list. What are the words?
5. What is the common sound?
6. Can you hear the sound //? Like in the letters oa. (repeat the
pronunciation of the words if necessary) (Write the letters oa on
the board.)
7. Now the third list. What are the words?
8. What is the common sound?
9. Can you hear the sound /n/? Like in the letter n. (repeat the
pronunciation of the words if necessary) (Write the letter n on
the board.)
10. So we have the sounds // // /n/. (Write on the board Joan)
Trainer Notes Session 2 11

11. What is name you see on the board here?
12. Now get yourselves in to 3 groups. Group 1 please look for the
daughters name, Group 2 try and identify the fathers name
while group 3 the sons name.
13. Lets hear your answer.
14. Okrecap. Take out your phoneme chart in Activity 1 and
practice the sounds.
Reflection Time



Refer to the Reflection Grid
































Trainer Notes Session 2 12

Appendix 1
Graphic phonetic chart (vowels)
Trainer Notes Session 2 13

Appendix 1
Graphic phonetic chart (consonants)

Trainer Notes Session 2 14

Appendix 2
Phoneme Pronunciation Chart












































Trainer Notes Session 2 15

Appendix 3
Phonemic Chart












































Trainer Notes Session 2 16

Appendix 4
Phoneme Cards



Trainer: cut out the vowel phonemes individually and glue onto yellow coloured paper.








































Trainer Notes Session 2 17

Appendix 4
Phoneme Cards

Trainer: cut out the diphthong phonemes individually and glue onto orange coloured paper.










































Trainer Notes Session 2 18

Appendix 4
Phoneme Cards


Trainer: cut out the diphthong phonemes individually and glue onto purple coloured paper.









































Trainer Notes Session 2 19

Appendix 4
Phoneme Cards


Trainer: cut out the diphthong phonemes individually and glue onto purple coloured paper.









































Trainer Notes Session 2 20

Appendix 5
The ir Family












































Trainer Notes Session 2 21

Appendix 6
The ou & ow Family












































Trainer Notes Session 2 22

Appendix 7
Join the Dots

Trainer Notes Session 2 23

Appendix 8
Crossword Phoneme

Trainer Notes Session 2 24

Appendix 9
Name that Family