概要信息：

Phonics Mentor Joy Series 
Components
Student Book (1~4)
Teacher’s Book (1~4: On-line제공)
Student Book 2CDs (1~4)
Sight Words Card (On-line 제공)
Motivation
• This series shows a new way to learn of phonics comparing to an old style of 
phonics which is in alphabet order.
• This series is to reinforce student’s phonics skill by showing the combination 
vowels and consonants.
• This series does not emphasize the repetition and memorization of same 
vocabulary.
• When students compl ete this series, they can understand from vowels and 
consonants to even sentences.
Feature
• This series includes useful ways of learning step by step for each book
• This series includes perfect ways of learning to combine vowels and 
consonant
• Students can read the word when they finished learning Units 1 and 2 of Book 
1.
• Students enhance their phonics skill with various and accurate ways of 
learning of each alphabet sound
• This series has more vocabularies that are not in other phonics books are 
included. 
• Students can distinguish the sound of alphabet by listening practice.  In 
addition, students can read the word correctly by the sound combination of 
alphabet with reading. 
• Students can comprehend for basic level from Sentence Reading.
• Students can learn how to spell from Writing Exercise.
• Students can do basic conversation from an interesting Chant.
• Students can learn vocabulary, phrases, and sentences from Story. 
• Students can read the basic reading passage from Reading Bridge.
Book1 Book2 Book3 Book4
Beginning 
Consonants
Ending Consonants
Short Vowel
Double Consonants
Long Vowel
Special Consonants
Double Vowel
Word Practice 3
(Listening/Reading)
Review Review Review
(Listening/Reading)
Spelling Practice
Chant I can read I can read Sentence Practice
(Listening/Reading)
Story I can write I can write Story Practice
 Word Practice 1 Word Practice 2
(Listening/Reading)
Chant
Chant Chant Story
Story Story Story
Components
Pictures Card (On-line 제공)
Pictures & Words Card (On-line 제공)
Sentences Card (On-line 제공)
Sentences Card (On-line 제공)
Order Contents
1 To distinguish the blended sound of consonants
2 To say the word with the long vowels
3 To read the word with double consonants and long vowels
4 To read the words with short vowels and single consonants from the previous 
lesson
5 To read the sentences with short vowels, single consonants, long vowels, double 
sound of vowels and consonants, and sight words
6 To spell the words with short vowels, single consonants, long vowels, double 
sound of vowels and consonants
7 To understand the words from Book 1 and Book 2
8 To make a dialog by learning Chant and correct intonation
9 To find the picture by listening to the story
About Joy 2
Unit Format
1 Learning Part
• Students learn the sound of blended consonants and double vowels on pages 
4, 7, 16, 28, 31, 40, 52, 55, 64, 76, 79, and 88.
2 I can Read
• Students can read the sentences with short vowels, single consonants, 
double vowels and long vowels.
• Students can review the previous lessons and Book 1 and improve their 
reading skill.
3 I can Write
• Students can spell and write the word with short vowels, single consonants, 
double vowels and long vowels.
4 Word Practice
• Students can improve the level of vocabulary. 
5 Chant
• Students can learn the word and the basic dialog by chanting.  
6 Story
• Students can learn and understand by reading the story and doing the 
comprehension checkups. 
Lesson Planning for 45 Minutes
Class Activities
Time 
(minutes) Reference 
Warm-up 5 Greetings and preparation for lesson
Review 10 Review the previous lesson
Sight Word 5 Show sight words cards
Student book 20 Do main lesson
Wrap up 
(현재 warm up으로 되어있는데 wrap up으로 수정要)
5 Wrap up
Consonants Learning Page
Learning page
1,3,5,7Unit 
Blended Double Consonants (pp. 4, 7, 28, 31, 52, 55)
• Play the audio CD. Have students repeat the double 
consonant. 
• Check that students can make the sound of the double 
consonant, especially for r and l.
• Have students write the blended double consonant what they 
heard.
• Have students do the listening practice below to check 
spelling and sound of the double consonants.
Consonant Digraph (pp. 76, 79)
• Play the audio CD. Have students repeat the consonant 
digraph.
• Consonants in Unit 7 do not have the sound upon the rules, so 
teachers should show how to make the sound of consonant 
that students can follow. 
• Say the consonant digraphs and have students write or 
distinguish them.
• Have students do the listening practice and check how much 
they understand.
• Have students say the consonant digraphs in order to check 
whether they can make sound or not.
• There are two different sound of –th, but the words with /o/ 
should be practiced for this unit.
• Make sure that students should look at the double consonants 
when they listen.
•  Cheer up students who cannot make the sound of double 
consonants.  Do not let the student repeat to make the sound 
of double consonants. 
•  Write the double consonants on a post-it. And place them 
onto the student’s hand and have students rise their hand 
what they have heard the double consonants.
Teacher Tip
• For correct pronunciation, teachers should emphasize the 
shape of lips and tongue. 
Teacher Tip
Phonics_16
Consonants Exercise Page1,3,5,7Unit 
7
• Write the double consonants on the paper. Place them on the 
table, and have two students come up front.  Have them pick 
up the paper of the word what they have just heard.
•  Make sure that students do the listening practice by listening.
• - For more practice, say the word of the picture and point to 
it in the student book after listening practice. Or point to the 
picture and have students say the word of the picture.  For 
this game, divide the class into two teams and play the game.
• Make the class fun by using some of the games mentioned 
above.
Teacher Tip
Consonant Exercise 2 (pp. 9, 32)
• Have students find the cr sound without playing the audio CD. 
Then play the audio CD and have students find the dr sound.  
Play the audio CD three times. 
• Check to see that students found the correct picture while 
they listened.
• Make sure that students find the answer by listening to the 
CD, not by looking at the picture. Tell them that they should 
find the correct picture by listening.
• Say the word, and have students draw the picture on the 
maze in the student book after the listening practice.
• Students can draw over the picture in the student book.
Teacher Tip
Consonant Exercise 1  (pp. 5, 6, 8, 29, 30, 33, 53, 54, 56, 
57, 77, 78, 80, 81)
•  This practice is to distinguish the double consonant by 
listening.
• For students who cannot distinguish the double consonant, 
check that students know the sound of each consonant. 
• If they don’t, this is why they cannot distinguish the double 
consonants.
• Have students say the double consonants.
• Say the double consonant without playing the audio CD, for 
example, /bread/ /br/ /red/ /br/ /red/ /bread/
Exercise Page
Phonics_18
Vowel Learning Page
Learning page
2,4,6,8Unit 
Long Vowel Learning Page (pp. 16, 40, 64, 88)
• The long vowels are very important part of learning phonics.
• Show the difference between short vowels and long vowels, 
for example, /ae/ for short vowel and /ai/ for long vowel.
• Play the audio CD and have students pay attention to long 
vowels.
• Write the long vowels on the whiteboard and show students 
how to make long vowels using two different letters, a + e = 
ae /ae/, a+i=ai /ai/, a+y=ay /ay/
• Say the correct sound of long vowels and have students 
repeat.
Long Vowel Listening Exercise 1 
 (pp. 17, 18, 41, 42, 65, 66, 89, 90)
• Play the audio CD and have students distinguish the long and 
short vowels.
• Have students color the words with long vowels while they 
listen.
• Write “Long” and “Short” on a piece of paper and make two 
sign boards with the paper. Give the board to students. Say 
the words with short vowels and long vowels randomly.  
Then have students show the correct board with the vowel 
they have heard. 
• Write the words with long vowels and have students read 
them.  Then Say the words with short vowels and long 
vowels randomly, and have students repeat.
Teacher Tip
• Say the word with long and short vowels without playing the 
audio CD in order to find either long or short vowels.
• Cut the pictures of each unit on the back side of the student 
book.  Show the pictures to students and have students say 
the word with long or short vowels. 
Teacher Tip
9
•  Draw a rectangle on a piece of paper to cover the picture of 
the listening practice and cut the rectangle.  Hand out the 
paper to each student. 
• Have students read the words without looking the pictures.
• Then have students cover the words and say what it is by 
looking at the pictures.
Teacher Tip
Long Vowel Reading Exercise 1 (pp. 20, 44, 68, 92)
• Have students read the word without listening. 
• Make sure that students read the words focusing the sound of 
long vowels.  Do not let them read the words all at once.
• Say, “Circle the letters that make the long vowel sound,” 
and “Circle the long vowel letters and read the word.” while 
students do the reading practice.
Long Vowel Listening Exercise 2 (pp. 19, 43, 67, 91)
• Have students do the listening practice for long vowels.
• Make sure that students can read the words in the student 
book.  If not, read the words and have students repeat. 
• Play the audio CD and say, “What letters make up the long 
vowels sound?” for every single question.
Exercise Page
Long Vowel Reading Exercise 2 (pp. 21, 45, 69, 93)
• Have students read the words without listening. 
• Make sure that students read the words focusing the sound of 
long vowels.  Do not let them read the words all at once.
• Tell students that they are not allowed to match the word and 
the picture by only looking at the pictures. Make sure that 
they read the words first.
• Say, “Circle the letters that make the long vowel sound,” 
and “Circle the long vowel letters and read the word.” while 
students do the reading practice. 
• Draw a rectangle on a piece of paper to cover the picture of 
the listening practice and cut the rectangle. Hand out the 
paper to each student. 
•  Have students read the words without looking at the pictures.
• Then have students cover the words and say what it is by 
looking the pictures.
•  Make a sentence with the words that students read. 
•  Point the pictures and ask students, “What is it?” and “What 
are they doing?” Then have students answer the questions. 
Teacher Tip
Phonics_110
Review, Chant, and Story1~8Unit 
Review (pp. 10, 12, 34, 46, 58, 70, 82, 94)
• This practice is to review what students have learned before. 
• The practice questions at for Listening and Reading, enabling 
students to check whether they can read and distinguish the 
word’s sound.
• Have students solve the problems by themselves.
• Explain the questions and play the audio CD. Adjust the audio 
CD depending on the class. Check whether students fully 
understand or not.
I Can Read (pp. 12, 24, 36, 48, 60, 72, 84, 96)
• This practice is to improve students’ writing skills and to 
remember the spelling.
• Have student spell out the words that they have already 
learned.
• Have students read the words by focusing the sound of each 
syllable.  Do not let students memorize and read the words all 
at once.
•  Read the words without playing the audio CD if students have 
a hard time spelling out the word.  Read the words by saying 
each syllable, for example, /dish/ /d/ /i/ /sh/ /di/ /sh/ /dish/.
•  For more practice, use other words not in the student book.
Teacher Tip
11
Word Practice (pp. 13, 25, 37, 49, 61, 73, 85, 97)
• This practice is to enhance for the vocabulary level of students 
so they can read and understand the reading passage from 
the comprehension checkups.  
• Play the audio CD and have students find the picture.
Chant (pp. 14, 26, 38, 50, 62, 74, 86, 98)
• This is to help to make a statement for basic dialog by chanting. 
• Play the audio CD. Then have students chant by themselves 
without listening.
• Have students do the role play.
• Use sentence pattern with other words in order to improve 
student’s reading skill.
• Say the words and have students point to the pictures.
• Use Flash Cards with only pictures.
• Prepare picture cards and words cards separately using from 
websites or the back side of student book. Say one word.  
Then have students match the picture cards and word cards.
•  Make a sentence by showing the picture and using the word 
of the picture.
• If students don’t understand, use some word pattern.
Teacher Tip
Phonics_112
Story (pp. 15, 27, 39, 51, 63, 75, 87, 99)
• Play the audio CD for the whole story. As time goes by, have 
students read the story without listening.
• Play and stop the audio CD for each sentence. Then have 
students find the picture for the sentence, or vice versa.
• For more practice, use the picture for making a hidden picture 
game to find the word of the picture.
• Write the word from the picture and have students place the 
sticker onto the picture.
• Read the sentence slowly and have students draw the picture 
as much as they can. Have student present their work and say 
the sentence. 
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