Prática de Shadowing: Abeka k4- day 1 PHONICS - Aprenda a falar inglês com vídeo
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I am excited because today, look who has come to school today.
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Do you see my friend right here?
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This is Amber Lamb.
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Can you say, good morning, Amber Lamb?
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Good morning, Amber Lamb.
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Amber Lamb, she likes to come to school when she brings us a letter.
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And you might say, what is a letter?
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Well, boys and girls watching, and boys and girls right here, let me show you.
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Do you see all of these letters right here?
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This is called the alphabet.
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Say that with me.
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The alphabet.
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And we are going to learn all of these letters, and these letters have sounds as well.
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And when Amber Lamb comes to school, she brings us those letters every single time.
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Listen to my song.
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Amber Lamb has come to school, come to school, come to school.
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Amber Lamb has come to school to bring us our new letter.
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So when she comes, she brings us a new letter.
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Look right here.
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She has a great big stick with a great big hat and great big shoes.
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His name is Capital I.
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What's his name, class?
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Capital I.
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Capital I.
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Boys and girls watching, his name is capital I.
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Class, Stan.
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Now, I want everybody and the boys and girls watching, get out your great big hats.
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Let me see your hat.
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Kyla, did you bring your great big hat today?
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Let me see it right here.
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And then put on your great big shoes.
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Let me see your great big shoes.
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This is capital I.
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Who is this?
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Capital I.
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Great job.
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Boys and girls watching, I love your hat.
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You may be seated.
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Now, that's capital I.
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And then this one right here, this is little I.
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Who is this one?
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Little I.
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Little I.
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Elijah, I like that hard work.
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You can go ahead and sit down.
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Little I.
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When we make little I, we're going to squat down and we're going to put a little dot on our head.
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Watch me do it again.
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We squat down and we put a little dot on our head.
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Everybody, let's do that together.
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Boys and girls, did you bring your dot today?
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Class stand.
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Let's do it together.
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Let's do little I.
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We're going to squat down and put a little dot.
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This one is little I.
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Who's this one?
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Little I.
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Little I.
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Oh, don't lay on the floor.
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Let's try it again.
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Class stand.
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We're not going to lay on the floor or we're just going to squat down.
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William and Myla and Joseph, will you join us together?
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Stand up and squat down and put a little dot on your head.
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Let me see little I.
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Okay, make capital I.
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Oh, I think the boys and girls who are watching did that so fast.
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Do you think you could be faster than the boys and girls watching?
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Make little I.
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Oh, I think the boys and girls watching did it faster.
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Make capital I.
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Luke, stand and do capital I.
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Do little I.
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Good job.
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You may be seated.
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That is capital I and little I.
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Let me show you on our cards right here.
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This is capital I.
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Capital I has a stick on the top and a stick on the bottom, which reminds of our tall hat
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and our big shoes this is capital i who is this one capital i
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and then look at this one little i Elijah's watching with his eyes
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and thinking in his brain let's see
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if i can trick you let's see i'm gonna put him behind my back eyes on the ceiling boys
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and girls watching you do it too.
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Eyes on the ceiling, eyes on the floor, eyes on Mrs. Stewart.
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Oh, Cyrus did that so fast.
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Are you ready?
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Let's see if you can tell me.
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Who's this one?
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Little I.
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Little I.
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Big I.
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Oh, we're going to say capital I.
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Capital I.
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Let's see if I can trick you.
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Are you watching, Cyrus?
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Little I.
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Little I.
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I couldn't trick Joseph.
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Okay, this one is for the boys and girls watching.
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Oh, it's for the boys and girls watching.
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It means we're not going to talk.
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We're going to let them have a chance.
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Super job.
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Boys in our classroom, this one's for you.
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Little I.
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Little I.
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Way to go, Luke.
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That was hard work.
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Good job.
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Now that we know the names of our letters, do you know that they have sounds?
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They have sounds.
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Now let's think about that for just a minute.
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Some things have sounds.
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Let's see who could help me with this right here.
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Connor Stan.
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Connor what is this?
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It's a doggie.
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What does a doggie say?
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Rough, rough, rough.
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Can you come put that on your name tag for Mrs. Stewart?
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Come put it right there.
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A doggie says rough, rough, rough.
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Put it right there.
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Good job.
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How about this one right here?
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Let's see who could help me.
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Who's been working super hard today?
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I'm gonna pick Catherine.
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Catherine has been sitting there with her eyes on the teacher and sitting with her hands in her lap.
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Catherine, stand.
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Catherine, what kind of animal is this?
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A kitty cat.
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What does the kitty cat say?
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Meow.
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Come get this one.
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And our last one.
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Oh, look at that one, boys.
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Let's see.
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Joseph, what is that?
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Stand and tell me.
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What does it say?
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Ribbit.
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Ribbit.
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Good job.
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Come and get this.
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Can you hop to Mrs. Stewart like this frog?
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Let's see.
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Boys and girls at home, can you jump up and down like a frog?
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Excellent job.
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Oh, just the boys and girls watching.
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Sit down.
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We'll give you a chance maybe later.
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Good job.
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Sit down.
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Now, those animals have sounds.
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Well, so do our letters.
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Look right here.
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We have sounds of our letters.
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Listen to this.
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Capital I.
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Oh, my turn.
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When it's the teacher's turn, I get to talk.
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Cyrus, when it's your turn, you're going to get to talk.
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So you listen to Mrs. Stewart first.
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Capital I little I.
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I says I as an inchworm.
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I says I, I, I.
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Get out your inchworm.
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Put it right here on your nose.
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Now go like this.
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I, I, I.
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Oh, good job.
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Get your inchworm out again.
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Put it right here on your nose.
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Say it again.
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I, I, I.
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Good job.
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Let's see if we can do it together.
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Class stand.
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Boys and girls watching, you join us together.
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Here we go.
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Get out your hat and your shoes.
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Joseph, stand and join us.
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Get out your big hat.
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Maybe your hat's like a cowboy hat.
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Here we go.
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Capital I, little I.
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I says it has an inchworm.
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I says it, it, it.
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Oh, that was a super good job.
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Give yourselves a great big hug.
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Oh, boys and girls watching, you give yourself a big hug too.
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You may be seated.
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Now, eyes this way.
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Let's see who could help me.
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See if you remember what table you sit at.
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Table two, stand.
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Wow, table two, you are fast.
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Table two, boys and girls, watch and remember, you're table two.
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Table two, will you do this for me?
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Kayla, eyes this way.
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Here we go.
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You do it.
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Capital I.
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Little.
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Say it real loud.
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I says I as a worm.
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I says I, I, I.
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Excellent.
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You may be seated.
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Let's see if table three could help me.
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Table three, stand.
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Wow, Jonathan, you were the fastest one.
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Joseph, you're at table three, so you stand with us.
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Are you ready?
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Table three, you do it.
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Get out your hat first.
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Here we go.
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Jonathan, you got your hat?
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Here we go.
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Capital I.
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Good.
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I says I as an inchworm.
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I says I, I, I.
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That was pretty good.
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Table three.
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I want to hear everybody next time.
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You may be seated.
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Table one, stand.
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Connor, can you bring me your puppy dog, please?
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Thank you.
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Good job.
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Table one.
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Wow, Angelina, you were so fast.
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I love it.
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Table one, stand.
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Table one, you do it.
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Johanna, stand.
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Capital I, little I.
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Oh, it's their turn.
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Capital I, little I.
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I says, eh, as an inchworm, I says, eh.
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Wow, we are learning our brand new letter.
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You may be seated.
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It is so fun to learn with Amber Lamb, our brand new letter.
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Now, listen to my poem I have for you, but I can't show you if your eyes are not on Mrs. Stewart, so show me your twinkle stars.
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Put them on your head, on your shoulders, right here in your lap.
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It's okay.
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I'll get it.
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I promise.
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It's okay.
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All right.
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Just a second.
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Right here.
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Now listen to my poem.
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Watch.
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Show me your little inchy inchworm because our poem has to do with inchy inchworm.
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Look right here.
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Bethany, go ahead and sit down and get your inchy inchworm out.
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Here we go.
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He bumps and you bump as you crawl across the ground.
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I giggle as you wriggle and you wriggle all around.
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I like to watch you pinch.
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and you stretch
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and you squirm you're a funny little inchworm inchy inchworm listen
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again are you ready get out your inchworm you do the motions as i say it
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and then you're going to say it with me boys
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and girls that are watching and the boys and girls right here
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so you you do the motions i'm going to say it okay here we go you bump
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and you bump as you crawl across the ground I giggle as you wriggle and you wriggle all around.
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I like to watch you pinch then you stretch and you squirm.
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You're a funny little caterpillar inchy inchworm.
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Now it's your turn.
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Here we go.
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Class stand. Are you ready?
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Get out your inchworm.
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Oh, I need everybody to get out your inchy inchworm.
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Joseph stand and get it out.
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Here we go, Bethany.
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You got yours?
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Here we go.
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Boys and girls watching, get your inchy inchworm.
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Luke, stand and do it with us.
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Here we go.
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I need your inchy inchworm.
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Come on.
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Here we go.
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All right.
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Did you get it out?
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Is it still in your pocket?
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Stand up and do it with me quickly, fast.
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Oh, I can see you're going to do it.
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Do it fast.
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Here we go.
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Are you ready?
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You bump and you bump as you crawl across the ground.
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I giggle as you wriggle and you wriggle all around.
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Come on Luke, join us.
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I like to watch you pinch and you stretch and you squirm.
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You're a funny little caterpillar inchy inchworm.
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Good job.
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You may be seated.
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Love that.
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Put your inchy inchworm back here and right here in your lap.
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Don't let him crawl around.
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We don't want him to get out.
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Boys and girls watching, you hold them right here in your lap as well.
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Now, let's talk about our brand new letter again.
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Which one is this one right here?
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Johanna, stand and tell me.
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This one is, is it capital or little?
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Capital.
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Capital.
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Capital.
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Capital I.
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Great job, Johanna.
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Let's see who can tell me this one.
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Cyrus, who is this one?
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Stand and tell me.
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Little I, way to go.
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Now, I'm going to ask the boys and girls watching.
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Boys and girls watching.
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Excellent.
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Great job.
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Let's see.
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Myla, who is this one?
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Stand and tell me.
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Capital I.
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Now, this time I'm going to ask you what sound does this make.
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Angelina, stand and tell me.
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What sound does this letter make?
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Did you hear her do that?
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You do it with me.
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Do it with me.
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Touch your nose.
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I, I, I.
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Way to go.
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That's our new letter.
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Do you think we could find it up here on our cards, up on our alphabet?
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Let's see if we can find it.
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Are you ready?
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Let's see.
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Now, it is fun to get out our binoculars.
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Look right here.
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We're going to pretend.
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Get out binoculars.
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Let me see them.
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Oh, Joseph has some cool ones boys
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and girls watching at home get out your binoculars let's see
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when you see our new letter it looks like this one
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when you see capital i and little i you get to stand up super fast are you ready
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if you see it you get to stand up do you see it Cyrus saw it.
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Where is it?
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Is it right here?
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Yes.
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Let's do it together.
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Everybody stand.
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Get out your hat.
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Capital I.
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Little I.
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I says it as an inch one.
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I says it, it, it.
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Wow.
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That is fun to use our binoculars in school.
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Way to go.
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You may be seated.
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Love it.
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Let's see if we can do our new poem together again.
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Class, Stan, get out your inchy inchworm.
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Here we go.
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Joseph, will you join us?
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Stan, join us.
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Here we go.
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Luke, stand and join us.
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I want everybody.
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Oh, class, be seated.
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We're going to have fun in our classroom, but I need everybody to join us.
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Class, Stan.
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Kyla, that's you.
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Lucia, that's you.
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Here we go.
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Get out your worm.
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Thank you, Angelina.
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That was fast.
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Here we go.
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You bump and you bump as you crawl across the ground.
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Say it with me.
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I giggle as you wiggle and you wiggle all around.
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I like to watch you pinch then you stretch and you squirm.
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Say it with me.
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You're a funny little caterpillar inchy inchworm.
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Oh that was pretty good but you got to say it with me.
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You may be seated.
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Thank you.
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Love that hard work.
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Now, in our next lesson, we're going to learn more about our new letter, and we're even going to learn more letters as we go on.
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Sobre esta aula
Nesta aula de fonética, você vai praticar a identificação e a pronúncia da letra "I" em inglês, tanto na forma maiúscula quanto minúscula. Através de atividades lúdicas, como cantar, usar acessórios e imitar movimentos, a lição ensina de forma divertida como reconhecer e produzir o som dessa letra, essencial para a base do alfabeto em inglês. Ideal para iniciantes, ela combina interatividade e repetição, fundamentais para fixar o conteúdo.
Vocabulário e frases chave
- Alphabet (alfabeto): conjunto de letras que compõem a língua inglesa.
- Capital I (I maiúsculo): forma maiúscula da letra "I".
- Little I (i minúsculo): forma minúscula da letra "I".
- Sound (som): a pronúncia associada a cada letra.
- Come to school (vir para a escola): expressão usada para falar sobre a chegada à instituição de ensino.
Dicas de prática
Para melhorar sua pronúncia e fluência, use a técnica de shadow speech (imitação imediata). A velocidade do vídeo é lenta e clara, perfeita para iniciantes: ouça uma frase, pause e repita imitando o tom e a entonação. Isso ajuda a treinar o ouvido e a articulação. Ao falar "Capital I" e "Little I", destaque a diferença na forma de falar (maiúscula com mais ênfase, minúscula mais suave). Além disso, use movimentos como colocar um "chapéu grande" ou "ponto na cabeça" para associar a letra a uma ação, o que facilita a memorização. Essas práticas são essenciais para a prática de conversação em inglês, pois ajudam a se sentir mais confortável com a língua. Lembre-se: repetir é a chave — assista o vídeo várias vezes e pratique o shadow speak até que a pronúncia fique natural. Aprender inglês com vídeos interativos como esse torna o processo mais eficaz e divertido.
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | is called · may be seated · be seated |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has come |
| Possibilidade com “might / may” might/may + verbo — algo possível, mas não certo | might say · may be |
| Futuro com “going to” be going to + verbo — um plano ou algo que dá para prever | are going to learn · we're going to squat · We're not going to lay |
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.