Phaq i .. phaq i - First Edition - Let's Eat

Jul 19, 2026

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“Let’s Eat” focuses on early language learning through a short, repeatable story about eating and related words. The teacher guidance outlines a structured two-week routine that uses cover discussion, fluent read-alouds, prediction, sequencing, main-idea prompts, and word recognition via flashcards. Learners progress from listening and predicting to joining in familiar “reading” moments, matching cards to printed words, and finally dramatizing the story to strengthen memory and vocabulary.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

For the Teacher

Two-week teaching routine (Monday to Friday)

Classroom activities: prediction, sequencing, main idea

Word recognition with flashcards

Dramatization and shared reading

Phaq i .. phaq i Let's Eat Tangshang Phaq i .. phaq i Let's Eat Àvaci ti : Na Tiqwah Àkàle ti : Khawnznemx Kaongxrängx Àtàcyawriz ti : Khämlan Binkhäm Àrawnz vaicngunz ti : Sai Rong Bawmx phan : Tangshang Hixvez Edishin : Sinkhu Edishin Àkhyingx ranaic : Vutvu, 2019 Written by Na Tiqwah Translated by Khawnznemx Kaongxrängx Edited by Khämlan Binkhäm Illustrated by Sai Rong Language : Tangshang Naga Edition : First Edition Date : October, 2019 Tangshang Tangshang Region, Nagaland Copyright © 2020, NTC Literacy team [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) You are free to make commercial use of this work. You may adapt and add to this work. You must keep the copyright and credits for authors, illustrators, etc. For the Teacher This Big Book is designed to be used for two weeks. It promotes enjoyment of storybooks, development of vocabulary, the skills of prediction, sequencing and main idea, and the understanding that books are made up of words. On Monday , the teacher shows everyone the cover of the book reads the title, while moving a finger under it turns to the first page, and discusses the picture (asks the children to predict what will happen) reads the text on the first page, fluently (not slowly), and asks the children what they think they will see on each page. (The teacher is the only one “reading.”) On Tuesday , the teacher shows everyone the book, and reads the story again, following the words with a finger, without as much discussion of the pictures. On Wednesday , the teacher invites children to join in with “reading” when the story comes to parts which are familiar to them shows a flashcard from the story and tells the class what the card says, and invites children to find the same word in the storybook (or to match the card with the word in the book to see if it is the same) On Thursday , the teacher points smoothly to the words in the story and lets some volunteers “read” a page, if they can remember the story by now, and lets the children match the flashcards to the words in the story. On Friday , the children act out (dramatize) the story as others help the teacher “read” it. Yaokvi sez kä laqngiiq dfiz chiz raütä "Mi siq ha..mi siq ha!" Bawqlii kaü kä kaixtu chiz raütä,"Mi phaq ha..mi phaq ha!" Kuxkux sez kä ngamriiz chiz raütä, "Mi kaq ha..mi kaq ha!" Mixmix kaü kä ngiqshin chiz raütä,"Mi phaq ha..mi phaq ha!" Vuz kaü kaü kä yaongz chiz raütä,"Mi thaüxphaq ha..mi thaüxphaq ha!"

FAQs

What is the purpose of this Big Book’s two-week plan?

It supports enjoyment of storybooks and builds vocabulary while training prediction, sequencing, and main-idea understanding.

What happens during Monday’s session?

The teacher shows the cover, reads the title with a finger under it, discusses the first-page picture for predictions, then reads the first page fluently.

How do students practice the story during the later days?

On Wednesday children join in with “reading” at familiar parts, match flashcards to words, and on Thursday volunteers “read” pages by memory while matching cards to text; on Friday they dramatize the story.

Jul 19, 2026

Upload by Riley