[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-105724-en":3,"doc-seo-105724-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},105724,1374391975076,"Riley","https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051",4,"Exam","Phaq i .. phaq i - First Edition - Let's Eat","“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.","Phaq i .. phaq i  \nLet's Eat  \nTangshang  \nPhaq i .. phaq i  \nLet's Eat  \nÀvaci ti : Na Tiqwah Àkàle ti : Khawnznemx Kaongxrängx Àtàcyawriz ti : Khämlan Binkhäm  \nÀrawnz vaicngunz ti : Sai Rong  \nBawmx phan : Tangshang Hixvez Edishin : Sinkhu Edishin Àkhyingx ranaic : Vutvu, 2019  \nWritten by Na Tiqwah Translated by Khawnznemx Kaongxrängx Edited by Khämlan Binkhäm Illustrated by Sai Rong Language : Tangshang Naga Edition : First Edition  \nDate : October, 2019  \nTangshang  \nTangshang Region, Nagaland  \nCopyright © 2020, NTC Literacy team  \n[http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)  \nYou 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.  \nFor the Teacher  \nThis 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.  \nOn Monday , the teacher  \n shows everyone the cover of the book  \n reads the title, while moving a finger under it  \n turns to the first page, and discusses the picture (asks the children to predict what will happen)  \n reads the text on the first page, fluently (not slowly), and  \n asks the children what they think they will see on each page. (The teacher is the only one “reading.”) On Tuesday , the teacher  \n shows everyone the book, and  \n reads the story again, following the words with a finger, without as much discussion of the pictures.  \nOn Wednesday , the teacher  \n invites children to join in with “reading” when the story comes to parts which are familiar to them  \n shows a flashcard from the story and tells the class what the card says, and  \n 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  \n points smoothly to the words in the story and lets some volunteers “read” a page, if they can remember the story by now, and  \n lets the children match the flashcards to the words in the story.  \nOn Friday , the children  \n act out (dramatize) the story as others help the teacher “read” it.  \nYaokvi sez kä laqngiiq dfiz chiz raütä  \n\"Mi siq ha..mi siq ha!\"  \nBawqlii kaü kä kaixtu chiz raütä,\"Mi phaq ha..mi phaq ha!\"  \nKuxkux sez kä ngamriiz chiz raütä,  \n\"Mi kaq ha..mi kaq ha!\"  \nMixmix kaü kä ngiqshin chiz raütä,\"Mi phaq ha..mi phaq ha!\"  \nVuz kaü kaü kä yaongz chiz raütä,\"Mi thaüxphaq ha..mi thaüxphaq ha!\"","cbCaimBDCHZ6YOE6","https://ap.wps.com/l/cbCaimBDCHZ6YOE6","pdf",7682669,6,1,16,"English","en",105,"# For the Teacher\n## Two-week teaching routine (Monday to Friday)\n## Classroom activities: prediction, sequencing, main idea\n## Word recognition with flashcards\n## Dramatization and shared reading","[{\"question\":\"What is the purpose of this Big Book’s two-week plan?\",\"answer\":\"It supports enjoyment of storybooks and builds vocabulary while training prediction, sequencing, and main-idea understanding.\"},{\"question\":\"What happens during Monday’s session?\",\"answer\":\"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.\"},{\"question\":\"How do students practice the story during the later days?\",\"answer\":\"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.\"}]",1784424291,40,{"code":4,"msg":31,"data":32},"ok",{"site_id":25,"language":24,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"phaq-i-phaq-i-first-edition-lets-eat","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/phaq-i-phaq-i-first-edition-lets-eat/105724/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-29","2026-07-19",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What is the purpose of this Big Book’s two-week plan?","Question",{"text":75,"@type":76},"It supports enjoyment of storybooks and builds vocabulary while training prediction, sequencing, and main-idea understanding.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What happens during Monday’s session?",{"text":80,"@type":76},"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.",{"name":82,"@type":73,"acceptedAnswer":83},"How do students practice the story during the later days?",{"text":84,"@type":76},"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; 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