UNIT 5, Fever Speaking Exercise #2, Level 1-2-3. TEACHER DIRECTIONS . Listening and speaking practice should be. with the teacher or other fluent English speaker. . | UNIT 5, Fever Speaking Exercise #2, Level 1-2-3 SPEAKING EXERCISE #2 Level 1-2-3 DIRECTIONS: Practice and repeat the following sounds with the teacher. Pronunciation Guide Initial Consonant 's' , Blends, and Diagraphs Level 1 Level 2 Level 3 shots shiver seizure skin sponge sunken spots stomach stiff Pronunciation guide Initial consonant "s" (suh) soap seat belt Initial consonant blends pronounced as sk (skuh), sp (spuh), st (stuh) skateboarding sponge stomach Initial consonant diagraphs pronounced as sh (shuh) shots Short Vowel Pronunciation Chart a apple e elephant i igloo o octopus u umbrella Long Vowel Pronunciation Chart ã snake ē bee ī ice cream ō boat ū music Page 1 of 2 UNIT 5, Fever Speaking Exercise #2, Level 1-2-3 TEACHER DIRECTIONS For Level 1 proficiency, the teacher guides and models all oral work. No independent reading by the learner should be required. Listening and speaking practice should be with the teacher or other fluent English speaker. Teacher pronounces the "s" sounds, "s" blends and "s" diagraphs and gives the examples from the unit that begin with the letter “s”. Students repeat the sound with the words. For short and long vowel practice, use letter-picture association. The teacher identifies long and short vowel words in the level 1 word bank. For Level 2 proficiency, the teacher guides and models all oral work with some independent examples provided by the learner. Reading of the appropriate level can be expected (., Level 2 learners should be able to read level 1 and 2 words). Listening and speaking practice can be with teacher or peers. The teacher pronounces the "s" sounds, "s" blends and "s" diagraphs and gives the examples from the unit that begin with the letter “s”. Students generate their own examples of "s" words. Students repeat the sound with the words. For short and long vowel practice, use letter-picture association. The teacher identifies long and short vowel words in the level 1 and 2 word bank and students generate .
