1. Download the file of the poem suggested in the MED and make copies for students. Then, have the beam projector ready to show the interactive activity on rhyming words.

2. Ask students if they have ever seen leopards on Tv or at the zoo and what they look like.

3. Spell the word 'LEOPARD' and make sure students can spell fluently.

4. Tell students they are going to read a poem about a leopard.

5. Distribute the poem and ask students to follow it with their index finger as you read.

6. Read the poem for students and ask them to circle the words that rhyme like they have been doing in the last activities.

7. Ask students if the leopard is happy or sad and how they know. It is recommended that students focus on the pronunciation and fluency of reading the poem rather than only learning words. The words used in this poem are not everyday words and the purpose of the activity is that they can 'play' with the letter L by having several words in context. You may paraphrase the poem and tell students this is a leopard that crying because he ate 12 sheep and a shepherd and they were peppered (they had a lot of pepper and pepper makes us 'cry').

8. Invite students to read the poem aloud with you.

9. Ask students to color the leopard and be as creative.

10. Give students a couple of words they know  (or the ones you prefer and know your students identify easily) , ie. house - blouse, write them on the board and read them. Then, ask students what they have in common,

11. Tell students they are going to watch a video that has a lot of words that rhyme (decide on how many words you want your students to do) and they need to draw and write in their notebooks.

12. Play the video and make pauses to give students time to do the activity. 

13. Read aloud he pairs of words for students since they are not pronounced in the video, only shown.

14. Say one word from the ones students did and elicit the pair from students.

1. Have the beam projector to show the video about rhyming words suggested in the MED  and download the file and make copies of the file for students to work on vocabulary.

2. Review the alphabet and make sure students can spell 5 words correctly.

3. Play the video and ask students to listen first to the groups of words, then, pause the video and repeat the words the way they were presented in the video, 'IG (pronunciation, not spelling) + initial letter =new words.

4. When the 18 words have been presented (or decide on how many you want your students to practice)  ask students to 'dance and review' 

5. Words are presented with the word and a picture for students to repeat.

6. Ask students to write the words and add them to their vocabulary lists.

7. Invite students to challenge other students by giving them a word from the list and ask for the rhyming word.

8. Review the names of the vowels in English, A, E, I, O, U. Then, ask students to give some words that start with those vowels or provide the examples.

9. Read the words and drive students to notice that spelling and pronunciation are different.

10. Distribute the worksheet (letter L, picked at random from file) and read the words at the bottom of the page.

11. Help with vocabulary and ask students to search the words.

12. Ask students to compare their word search activity with another student to check their answers and read the words aloud, in pairs as well.

1. Download the files suggested in the MED and make copies for students to practice 'rhyming sounds'. 

2. Review some of the rhyming words students have been practicing with, You may use the ones in the video in the previous session or use some from their textbooks.

3. Mak sure students understand the difference between pronunciation and spelling. For that purpose, you may use a word like 'tree' for students to spell and then, pronounce.

4. Distribute the worksheet and draw students' attention towards the picture of the cat and the frog. Ask them what they are, correct pronunciation as needed.

5. Ask students to repeat these sequences, CAT-CAT-CAT / FROG - FROG-FROG /  three times, then start with the first box and explain to students they are going to circle the words that sound like 'cat'.

6. Read the words in the box twice and then, give students time to identify the sound.

7. Check answers with the class and make corrections as necessary. Say the word 'cat' and then 'sat' to help students confirm their answers. You may also ask, the same or different? and let students color the pictures of the cat and the frog.

8. Repeat the same procedure for the next sound.

9. Distribute the worksheet and draw students' attention towards the first column.

10. Point at the pictures and ask what they are. Drive students to notice they need to complete the word with the missing letter.

11. Then, ask students to read the word twice.

12. Point at the second column and ask students what those words are. Help with vocabulary as needed and repeat the words twice for them to notice the sounds.

13. Students write a rhyming word in the second column. Monitor and offer help as needed.

14. Ask students to read the words in pairs, taking turns.