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<span class='text_page_counter'>(1)</span>Week 1: (16/08 - 22/08) SEMESTER 1 – Starter Unit – Lesson 1 - Period 1 Lesson 1 Objectives: - Giving and responding to greetings and introductions, Speaking skills Topic – Language target KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Class Book characters Greetings ADDITIONAL VOCABULARY Everyone, come, fun, class, cousin,, who, this, sorry, come on SENTENCE PATTERN What’s your name? Who’s this?. Resources and Teaching Aids Resources: CLASS BOOK p.4 WORKBOOK p.4. Teaching Aids: - CD tracks 1-3 - Story Poster Starter Unit - Hello flashcards 1-4. Key Activities Introduction  Say Hello to all the children and elicit Hello in response. Ask every child to say Hello to the other children. Say My name’s…Ask a child, What’s your name? Encourage children to ask each other’s names and respond in pairs.  Show the flashcards and say the names of the characters for children to repeat. Divide the class into two. When you show a flashcard, half of the class says, What’s your name? The other half responds with My name’s Billy, etc… Development  Recording 1: Say Open your books, and mime the action. Children point to the characters and say the names. Play the first part of the recording and model pointing to the pictures as you listen. Children then do the same. Play again and give the flashcards to four children. Get them to stand up when they hear their character’s name. Recording 2: Children listen and chant along – then do again without recording. Divide the class into four, give each group a character’s name and ask them to stand up when they hear their name. Recording 3: Use the Starter Poster and point to the characters and ask, Who’s this? Play the recording and point to the pictures. Play it again and ask children to point to the pictures. Children follow the words as they listen in their Class Books. Consolidation  Trace and Circle: Do exercise 1 in the Workbook.  Personalization: Ask individual children What’s your name? Students do Exercise 2. They then show the pictures to each other and practice the target vocabulary, pointing to the pictures and asking, What’s your name?.

<span class='text_page_counter'>(2)</span> Week 1: (16/08 - 22/08) SEMESTER 1 – Starter Unit – Lesson 2 - Period 2 Lesson 2 Objectives: - Giving and responding to greetings and introductions, Speaking skills Topic – Language Resources and Teaching Key Activities target Aids KEY LANGUAGE Resources: Introduction FOCUS: CLASS BOOK p.5  Begin the class by saying Hello to the children and encouraging them to greet each Listening – Speaking WORKBOOK p.5 other in the same way. Show the flashcards again and elicit the names of the characters. KEY VOCABULARY Show the story poster again and ask the children to repeat the story. Play recording Greetings 3 again and children can say it along with the audio. Decide on actions for the story Teaching Aids: and get the students to do the actions as they say the story. ADDITIONAL - CD tracks 3-4 VOCABULARY - Story Poster Starter Unit Development That’s my name. - Hello flashcards 1-4 Ask and answer: Say Open your books, and show children opening the Class Book to page 5. Say Look at the pictures, indicating the pictures of the boys. Read SENTENCE and model the dialogue, pausing for children to repeat. Read the dialogue with one PATTERN of the stronger students, and then put students in pairs to practice it themselves. What’s your name? Recording 4: Ask children to look at the pictures in Exercise 3 and ask what they My name’s… can see. Elicit any words they think will appear in the song. Play the song and ask How are you? children to listen. Play again and ask children to sing along, saying their own name I’m fine, thank you in the appropriate place and add actions. Consolidation  Vocabulary practice: Ask students to open their Work Books to page 5. Ask students what is happening in the story. Do exercise 1. Put students in pairs to practice the story. Students then do Exercise 2. Role play: Ask students to work with a different partner. They practice the dialogue from Exercise 2 again, but this time substituting their own names. Then they shut their books and do it from memory. Have volunteers act out the dialogue in front of the class..

<span class='text_page_counter'>(3)</span> Week 1: (16/08 - 22/08) SEMESTER 1 – Starter Unit – Lesson 3 - Period 3 Lesson 3 Objectives: - Talking about ages, Speaking and listening skills Topic – Language Resources and Teaching Key Activities target Aids KEY LANGUAGE Resources: Introduction FOCUS: CLASS BOOK p.6  Sing Hello, hello! From p.5 of the Class Book to revise the language. Listening – Speaking Use the number flashcards to elicit numbers 1-10. Give a flashcard to 10 different students in the class and get them to stand up when they hear their number. KEY VOCABULARY Numbers 1-10 Teaching Aids: Development Days of the week - CD tracks 5-7 Recording 5: Play the recording and ask students to point to the pictures as they - Numbers flashcards 5-14 hear the ages. Play the second part of the recording for children to repeat. Point to ADDITIONAL - Extra Practical Classroom different people in the pictures and ask individual children to say the numbers. VOCABULARY Activities: Days of the Week Recording 6: Look at the pictures again and point and say, Look, he’s six. Then Pair Activity point to the first boy and ask How old is he? Play recording, and do Exercise 2. SENTENCE Check answers as a class. PATTERN Recording 7: Ask children to look at the calendar and play the recording. Children How old are you? listen and point to the words in their books. Play again and children chant along. I’m….. Consolidation  Pair activity: Give half the children worksheet A and half worksheet B. Tell children not to show their partner their worksheet. They sit back to back and read their words of the week to each other listen and write down the words their partner says. Make sure children help each other by spelling the words out correctly. Then they can check together.. Week 1: (16/08 - 22/08).

<span class='text_page_counter'>(4)</span> SEMESTER 1 – Starter Unit – Lesson 3 - Period 4 Lesson 3 Objectives: - Talking about ages, Speaking and writing skills Topic – Language Resources and Teaching Key Activities target Aids KEY LANGUAGE Resources: Introduction FOCUS: WORKBOOK p.6  Look at the calendar again on p.6 of the Class Book and get students to read out the Speaking - Writing days of the week. Ask the class what day it is today? Shut the books and ask children to say all the KEY VOCABULARY days of the week. Numbers 1-10 Teaching Aids: Show numbers flashcards again and elicit the numbers 1-10. Show the flashcards Days of the week - Numbers flashcards 5-14 out of order and ask students to say the numbers together. - Extra Practical Classroom ADDITIONAL Activities: Numbers 1-10 Development VOCABULARY Memory Cards Exercise 1: Children put in the numbers and then point and say. They work in What number is this? pairs to say What number is this? They then answer. Exercise 2: Children write the numbers and then repeat activity above. SENTENCE Exercise 3: Children do the exercise, filling in the gaps PATTERN Role-play: In pairs children act out the dialogues. Some of the stronger students How old are you? read out the dialogues in front of the class. Ask students to substitute their own ages I’m….. and do the role-play again. Consolidation  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (number and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 2: (23/08 - 29/08) SEMESTER 1 – Starter Unit – Lesson 4 - Period 5.

<span class='text_page_counter'>(5)</span> Lesson 4. Objectives: - Identifying colours, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources: Introduction FOCUS: CLASS BOOK p.7  Play Word chain with class to revise the numbers one to ten. See T’s Book for Listening - Speaking details of how to play. Use colours flashcards to elicit colours and once the children have named the colour KEY VOCABULARY correctly put it on the board and write the word underneath. Take the flashcards off Colours Teaching Aids: the board, shuffle them and ask some children to come to the front and put them Days of the week - Colours flashcards 15-21 above the correct word. - CD tracks 8-10 ADDITIONAL - Extra Practical Classroom Development VOCABULARY Activities: Song worksheet Recording 10: Children listen, point and repeat. Sing Recording 11: Either use the song worksheet (without opening the Class Book) Rainbow where children listen and fill in the correct colours, or do Exercise 2 in the Class too Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. SENTENCE PATTERN Exercise 4: Children do the exercise, matching the words to colours and then check It’s (yellow)…. with their partner. Consolidation Song extension: Children close their books. Call seven children to the front of the class and give each of them a colour flashcard. The rest of the class help put the children in a line in the order the colours appear in the song. Ask children to open their Class Books to check the song and see if they were correct.. Week 2: (23/08 - 29/08) SEMESTER 1 – Starter Unit – Lesson 4 - Period 6 Lesson 4 Objectives: - Identifying colours, Listening, speaking and writing skills.

<span class='text_page_counter'>(6)</span> Topic – Language target KEY LANGUAGE FOCUS: Listening – Speaking Writing KEY VOCABULARY Colours Days of the week ADDITIONAL VOCABULARY Roll again Miss a turn Go back (2) spaces Go forward (1) space. Resources and Teaching Aids Resources: WORKBOOK p.7 & p.68 Picture Dictionary. Teaching Aids: - Colours flashcards 15-21 - Extra Practical Classroom Activities: Colours board game (in colour or black & white) - Colour pencils for each child. SENTENCE PATTERN It’s (Sunday).. Key Activities Introduction  Show the colours flashcards and elicit the different names of the colours. Revise days of the week by putting children in groups of seven and asking them to say the words of the week around their group in the correct order. Development Exercise 1: Children write the correct capital letter at the start of the days of the week. Exercise 2: Children read and colour the rainbow. Ask the class to sing the Sing a Rainbow song again together pointing to the correct words and colour in the picture as they do so. Point and say: Sing the song again and ask children to point to objects in the room that are that colour. Then follow up by showing the colours flashcards and asking children to call out other things in the room which are the same colour. Consolidation Picture dictionary: Ask children to open their Workbooks to p.108 and do the Read and Colour activity in the Starter Hello! box. Colours board game: Either use the colour version or the black & white one (with the black & white version, ask children to work in a group to colour the shapes as they like). Put children in groups of four and give each group a board game. They play the game moving around the board, and saying the colour as they land on that square.. Week 2: (23/08 - 29/08) SEMESTER 1 – Unit 1 – Lesson 1 - Period 7 Lesson 1 – Words Objectives: - Identifying objects, Speaking skills Topic – Language target Resources and Teaching. Key Activities.

<span class='text_page_counter'>(7)</span> Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY School things – rubber, pen, pencil, ruler, book. Resources: CLASS BOOK p.8 Pen Rubber Pencil Ruler Book. ADDITIONAL VOCABULARY train, OK, look at SENTENCE PATTERN What’s this? It’s a _______.. Teaching Aids: - CD tracks 10-12 - Story Poster 1 - School things flashcards 22-26 -PMB Activity 1A - Bingo. Introduction Revise the colours by singing Sing a Rainbow from Class Book p.7 Use real objects to present the vocabulary. Hold up each object (ruler, pen, rubber, pencil, and book) in turn and say the words for children to repeat. Check the vocabulary again by holding up the flashcards 22-26 and hold them up one at a time ask Is it a pen/book/rubber? The students answer Yes or No. Show two cards to the class and then put them face down on your table. Point to each card and ask, is it a…? Repeat with other pairs of cards. Development Recording 10: Play the first part of the recording while children listen and point to the school things. Play the recording again, all the way through and ask children to listen, point and then repeat the words together. Then hold up the flashcards and ask individual children to repeat the words. Recording 11: Ask children to listen to the chant once. Then play it a second time for children to say the words. If children have all of the objects, ask them to put them on the desk and pick them up when they chant each word. Read and listen: Use the Poster Story 1 to present the story. Point to the characters and ask Who’s this? Point to the different school things and ask, What’s this? Play the recording and point to the pictures. Consolidation Bingo: Ask children to cut out the cards. You will also need a set. Children choose four cards from their set and put them face up on the desk in front of them. Pick up one of your own cards at random, and say, e.g. It’s a pen. Any child with that card turns it face down. Repeat, until a child has turned over all his/her cards. He/She shouts Bingo! and is the winner.. Week 2: (23/08 - 29/08) SEMESTER 1 – Unit 1 – Lesson 1 - Period 8 Lesson 1 – Words Objectives: - Identifying objects, Speaking skills Topic – Language target Resources and Teaching. Key Activities.

<span class='text_page_counter'>(8)</span> Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY School things – rubber, pen, pencil, ruler, book. Resources: WORKBOOK p.8 Pen Rubber Pencil Ruler Book. ADDITIONAL VOCABULARY Look at SENTENCE PATTERN What’s this? It’s a _______.. Teaching Aids: - School things flashcards 22-26. Introduction Revise the vocabulary by showing the objects and asking children what they are.  Play the game ‘Jump.’ Ask students to stand up. Show them one flashcard at a time. Say a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the children jump. If the word is different, they don’t move. Development  Vocabulary check: Display the flashcards around the room. Say the chant from Class Book page 8 again and get children to point to the correct word as they do it. Do exercise 1 on p.8 of the Workbook. Spelling: Put the flashcards up on the board. Elicit the spelling and write it on the board under the picture. Cover the words. Then ask children to open their Workbooks once again and do exercise 2. Show the spelling again and ask children to check. Read out the spelling together as a class. Pronunciation: Use the flashcards again to elicit the sounds. Focus on /r/ - ruler, rubber and /p/ - pen, pencil. Consolidation  Game: Choose 5 children to come to the front. Put the flashcards on the floor, face up, in a row. Each child stands opposite another child with the flashcard in the middle. One row points to the flashcard in front of them and says What’s this? The other child replies, It’s a rubber/ruler/pen etc.. and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat. Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a ….. Week 3: (30/08 - 07/09) SEMESTER 1 – Unit 1 – Lesson 2 - Period 9 Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids.

<span class='text_page_counter'>(9)</span> KEY LANGUAGE FOCUS: Writing – Speaking. Resources Class Book p.9 & p.74 (Grammar Reference). KEY VOCABULARY School things – rubber, pen, pencil, ruler, book ADDITIONAL VOCABULARY. Teaching Aids: - School things flashcards 22-26 - CD Track 12 - Story Poster 1. SENTENCE PATTERN What’s this? It’s a _______.. Introduction Do exercise 1. Children listen again to the story and follow Story Poster 1.  Play Board slap with the children. Put the school things flashcards on the whiteboard and bring up two teams of 4 children to the front. Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first child to touch for their team wins a point. Development  Exercise 2: Look at exercise 2 and hold up different flashcards asking students What’s this? They reply It’s a (rubber). Writing: Put flashcards on the board again and write a gapped sentence like the ones in the Class Book, for example. _____a pen; _____ a rubber. Elicit the target structure and get two children to come to the front to write the missing words. Exercises 3 & 4: Children do the exercises (Exercise 4 in pairs). Pronunciation: Focus on the contractions of What’s (What is) and It’s (It is) and have children practicing the words as a class, groups and pairs. Children can play the point and ask game again, but this time substituting real class objects. Consolidation  Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 1 Grammar activity to practice the target structure further. Game: Ask volunteers to come to the front of the class. Each child can choose a flashcard. They don’t show the class. Each child takes turns standing in front of the class. The child says What’s this? And the children in the class take turns guessing..It’s a rubber, It’s a ruler etc…when they say the correct school object, the child shows the flashcard and it is the next child’s turn.. Week 3: (30/08 - 07/09) SEMESTER 1 – Unit 1 – Lesson 2 - Period 10 Lesson 2 – Grammar Objectives: - Identifying objects, Speaking and writing skills Topic – Language target Resources and Teaching Key Activities.

<span class='text_page_counter'>(10)</span> Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.9. KEY VOCABULARY School things – rubber, pen, pencil, ruler, book ADDITIONAL VOCABULARY What colour is it?. Teaching Aids: - School things flashcards 22-26 - Colour pencils for each child or each group of children. SENTENCE PATTERN What’s this? It’s a _______.. Introduction Play Snap with School things flashcards. Say one of the school objects, show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game. Development Ask and answer: Ask children to colour the school objects in Exercise 1. Then in pairs, they ask What colour is it? And answer, It’s (green). Go around the room pointing to individual pictures and asking What colour is it? The children answer individually, and the rest of the class put up their hands if their object is the same colour. Exercise 1: Children do the exercise, unscrambling and writing the words. Exercise 2: Children do the exercise. Consolidation Exercise extension: Ask children to draw three pictures as in Exercise 2 in the Workbook. They can draw pictures and hide the school object in the pictures. They then give the pictures to their partner who colours in the object. The children then take turns asking each other What’s this? and answering. Game: Stick the flashcards on the wall around the classroom. The children ask together, What’s this? And you reply It’s a (pen). The children then run and touch the correct flashcard.. Week 3: (30/08 - 07/09) SEMESTER 1 – Unit 1 – Lesson 3 - Period 11 Lesson 3 – Song Objectives: - Responding to instructions, Listening and speaking skills Topic – Language target Resources and Teaching Key Activities.

<span class='text_page_counter'>(11)</span> Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY School things Bag Door Window ADDITIONAL VOCABULARY Close Open. Resources CLASSBOOK p.10. Teaching Aids: - School things flashcards 22-29 - CD tracks 13 & 14 - Extra Practical Classroom Activities: Song worksheet. SENTENCE PATTERN What’s this? It’s a _______. Open the door Close the window Open the bag. Introduction Play Slow reveal (see Teacher’s Book for instructions) with flashcards 22-26 to revise vocabulary. Say What’s This? as you reveal each one. Use flashcards 27-29 to introduce the three new words. Hold up each one and say the words for children to repeat. Development Recording 13: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 14: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and act: Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, and then practice them as a class before doing the activity. Consolidation Point and say: Point to the door, bags and windows around the room and elicit the target vocabulary from students. Say What’s this? Children answer as a class. Children can do the same in pairs, pointing and answering. Say and mime: Say and mime, Open a book/Close the door/Open the bag/Close the window. Then say them again for the class to mime the actions as you speak. Ask children to give the same instructions to their partner to mime. They can take turns and work with different partners for further practice.. Week 3: (30/08 - 07/09) SEMESTER 1 – Unit 1 – Lesson 3 - Period 12 Lesson 3 – Words Objectives: - Responding to instructions, Listening and speaking skills Topic – Language target Resources and Teaching Key Activities.

<span class='text_page_counter'>(12)</span> Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY School things Bag Door Window ADDITIONAL VOCABULARY Close Open. Resources WORKBOOK p.10. Teaching Aids: - School things flashcards 22-29 - Extra Practical Classroom Activities: School Objects Memory Cards. SENTENCE PATTERN What’s this? It’s a _______. Open the door Close the window Open the bag. Introduction Sing the song from Class Book p.10 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (door, bag, and window) and every time they hear their word they hold the card up in the air. Development Exercise 1: Ask children to write the target vocabulary in the gaps. Elicit the spelling of each word and write it on the board for children to check. Exercise 2: Children complete the crossword, and check their answers in pairs. Point and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, It’s a (pencil). Consolidation Game: Play Simon Says, using the target sentence patterns, of Open the window, close the door etc… Explain that students just have to mime the actions. If you say ‘Simon Says,’ before the instruction, children mime it. If you don’t say Simon Says, they shouldn’t do it. If they do, they are out of the game.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 4: (10/09 - 14/09) SEMESTER 1 – Unit 1 – Lesson 3 - Period 13 Lesson 3 – Words Objectives: - Responding to instructions, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids.

<span class='text_page_counter'>(13)</span> KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY School things Bag Door Window ADDITIONAL VOCABULARY Close Open. Resources WORKBOOK p.68 (Picture Dictionary). Teaching Aids: - School things flashcards 22-29 - PMB p. 2, Extra Writing worksheet. SENTENCE PATTERN Open the door Close the window Open the bag. Introduction Put the flashcards around the room, on the walls. Ask What’s this? Show a real object or point to a real object. Children point to the corresponding flashcard and say the word. Play Simon Says again to revise the sentence structures of Open the door, close the window etc… Development Picture Dictionary: Ask children open their Workbooks to p.68. Tell them to colour in the school objects (Number 1, School things) and then tell them to point and ask and answer using the target sentence structures with their partner. Writing Exercise 1: Children do the exercise, circling the odd one out and writing the word. Elicit the spelling and ask five individual children to come up and write the words on the board. Writing Exercise 2: Students do the exercise and finish writing the words and drawing the objects. Consolidation Writing extension: Children draw three more school objects in their notebook. They then give their notebook to their partner. Their partner writes below each picture, It’s a (ruler). They then swap back again and tick the sentences if they are correct.. Week 4: (10/09 - 14/09) SEMESTER 1 – Unit 1 – Lesson 4 - Period 14 Lesson 4 – Phonics Objectives: - First letter sounds a/b/c/d, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction.

<span class='text_page_counter'>(14)</span> FOCUS: Writing – Speaking KEY VOCABULARY Apple Bird Cat Dog. CLASS BOOK p.11. Draw dotted outlines of the letters a,b,c, and d in upper-and lower-case on the board. Ask different children to come and join the letters. Point to each letter on the board and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say the sounds again and children can draw the letters in the air.. Teaching Aids: - Phonics cards 1-4 - CD Tracks 15-17. Development Vocabulary: Elicit the words on the phonics cards and say the letter names and sounds for children to repeat. Use the cards in order and then out of order to drill the first letter sounds and the words. Recording 15: Children do the exercise and point to the letters. Recording 16: Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. Recording 17: Ask children what the dog has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines. Exercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words.. ADDITIONAL VOCABULARY Here Like (v) SENTENCE PATTERN. Consolidation Phonics activity: Give the children different actions to do for the different letters (e.g. stand up for a, clap their hands for b, put their right hand in the air for c, left hand in the air for d). Then say the letters in order, and then out of order and the children do the actions as they hear the different sounds. Volunteers can come up to the front of the class and the children can run the activity themselves, either with the whole class or in smaller groups.. Week 4: (10/09 - 14/09) SEMESTER 1 – Unit 1 – Lesson 4 - Period 15 Lesson 4 – Phonics Objectives: - First letter sounds a/b/c/d, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction.

<span class='text_page_counter'>(15)</span> FOCUS: Writing – Speaking KEY VOCABULARY Apple Bird Cat Dog ADDITIONAL VOCABULARY Bag Door. WORKBOOK p.11. Teaching Aids: - Phonics cards 1-4 - Extra Practical Classroom Activities: Sounds Fun Pair Activity. SENTENCE PATTERN. Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the first letters on the board, in both upper- and lower-case. Ask the children to trace the letters in the air and say the sounds as they do so. Development Look and trace: Children do exercise 1, tracing the correct first letter sound for each picture. Exercise 2: Children do the exercise and write the words. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (dog). Exercise 3: Do the exercise. Children write the first letters of the words. Exercise 4: Ask children to match the upper- and lower-case letters. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. Consolidation Phonics game: Put children in pairs again and ask them to trace one of the letters a, b, c or d (in upper- or lower-case) on their partner’s back. Their partner must guess the correct letter and whether it is upper or lower. They can take turns and work with different partners. Model the activity first with one or two stronger students.. Week 4: (10/09 - 14/09) SEMESTER 1 – Unit 1 – Lesson 5 - Period 16 Lesson 5 – Reading Objectives: - Identifying objects, Reading skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.12 Sing Open the book! from p. 10 in the Class Book..

<span class='text_page_counter'>(16)</span> Reading – Speaking KEY VOCABULARY Colours School things ADDITIONAL VOCABULARY School bag Pencil case See. Teaching Aids: - CD Track 18 - Natasha’s Extra Activity Handouts: What’s in our bag? Pair interview. SENTENCE PATTERN My name’s… This is my….. Ask children to name all the school things they have learned in this unit – elicit them and write the words on the board. Use flashcards to remind the children if necessary. Development Exercise 1: Children do exercise 1, pointing to four school things and saying the words. Recording 18: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What’s the girl’s name? Is there a ruler/rubber/ball in the bag? Is the pencil case black? Has Emma got three pens? Describe some of the objects in the picture for students to guess. Exercise 3: Do the exercise. Children tick or cross the objects that appear in the text. Model the activity by playing and doing the first part for the children. Group activity: Put four school objects into a bag on the table in front of the class. Tell children that they have to guess which items are in the bag. Children work in small groups to make a list of four items they think are in the bag. Invite guesses from the children and take out the objects as they are guessed. Consolidation Pair interview: Put children in pairs and give each one a worksheet. They write their own name and their partner’s name on their worksheet. Then they put a cross or tick in each box to say what they have in their own bags and then interview each other to find out what their partner has. Then they compare their answers to see if they have the same things in their bag.. Week 5: (17/09 – 21/09) SEMESTER 1 – Unit 1 – Lesson 5 - Period 17 Lesson 5 – Reading Objectives: - Identifying objects, Reading and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.12 Play What’s missing? with school things flashcards. Stick them all on the board.

<span class='text_page_counter'>(17)</span> Reading – Writing. and elicit all the words to revise vocabulary. Then quickly take one flashcard off the board, and ask students to work in pairs to decide which flashcard is missing. Find out if all the class agrees before showing them the card taken off the board. Do this again with different cards.. KEY VOCABULARY Colours School things ADDITIONAL VOCABULARY School bag Pencil case See. Teaching Aids: - School things flashcards 22-29 - PMB Activity 1B Write and Draw. SENTENCE PATTERN My name’s… This is my…. And this is….. Development Exercise 1: Children do exercise 1, circling the correct word and writing the word to complete the sentence. Exercise 2: Children do the exercise and colour the school objects by following the instructions. Write and draw: Give students the PMB activity worksheet. Children complete the sentences with nouns and colours. They swap sheets with their partner, who draws and colours the pictures to match the sentences. They then check each other’s work by taking turns to read the sentences and check the pictures. Consolidation Game: Play What’s the picture? Invite a child to come to the front of the class and whisper the name of a school object that s/he has to draw. The child draws the picture on the board for the rest of the class to guess what it is. The first child to guess the object correctly comes to the front of the class to draw the next picture. Repeat until all the target vocabulary has been used.. Week 5: (17/09 – 21/09) SEMESTER 1 – Unit 1 – Lesson 6 - Period 18 Lesson 6 – Listening Objectives: - Identifying objects, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.13 Ask children what they can remember from the reading text in the previous lesson. Listening – Speaking Encourage them to name as many objects from Emma’s bag as they can..

<span class='text_page_counter'>(18)</span> KEY VOCABULARY School things Numbers ADDITIONAL VOCABULARY Roll again Miss a turn Go back (3) spaces Go forward (2) spaces SENTENCE PATTERN What’s this? It’s a….. Development Recording 19: Children do exercise 1, listening and ticking the correct picture. Check together as a class. Teaching Aids: Exercise 2: Model the activity first by showing some objects from your bag. Then - CD track 19 ask a strong student to come to the front and show what is in their bag. Ask the - Extra Practical Classroom child What’s this? The child answers, for example, It’s a ruler. Children open their Activities: My School Things bags and ask and answer about the different objects with their partner. Swap and do board game the activity again with a different partner. - Dice and counters Counting: Ask children to do the Writing box at the bottom of p.13. They count each word in the sentences. Copy the sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence. Check with the rest of the class to see if they agree. Consolidation Counting extension: Ask children to choose three of the sentences from the reading text on p.12 and count the words in each. Then ask their partner to check their answer. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the objects as they land on the squares with school object pictures. The winner is the first child to reach the finish square.. Week 5: (17/09 – 21/09) SEMESTER 1 – Unit 1 – Lesson 6 - Period 19 Lesson 6 – Listening Objectives: - Identifying objects, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.13 Spelling quiz: Put students into groups of four and give each group a spelling quiz Speaking - Writing worksheet. Tell children they cannot open their Class Books or Workbooks, and to.

<span class='text_page_counter'>(19)</span> KEY VOCABULARY School things Numbers ADDITIONAL VOCABULARY. Teaching Aids: - PMB p.3 Values worksheet - Extra Practical Classroom Activities: Spelling Quiz. SENTENCE PATTERN What’s this? It’s a…. This is a….. think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Exercise 1: Children do exercise 1; counting and writing how many words are in the sentences. Exercise 2: Students look at their own school things and write the colours next to the school objects. Model the activity first. Exercise 3: Ask children to draw some school things in the picture on p.13 and to write the words and colours, completing the sentences. Ask each child to find a partner and read the sentences to their partner. Consolidation Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and circle the good actions, eliciting some of them before they start the activity. Check the answers together as a class and then ask them to do exercise 2, colouring in some of the objects as instructed. As a follow-up activity they can colour in four more objects and then dictate the instructions to their partner.. Week 5: (17/09 – 21/09) SEMESTER 1 – Unit 2 – Lesson 1 - Period 20 Lesson 1 – Words. Objectives: - Identifying common toys, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.14 Sing Open the Book! from Class Book p.10 to revise vocabulary from the last unit. Listening – Speaking Use flashcards 30-34 to elicit the vocabulary for this lesson. Hold them up one at a.

<span class='text_page_counter'>(20)</span> time as ask What’s this? Model any vocabulary the children don’t know. KEY VOCABULARY Toys – doll, ball, teddy, puzzle, car ADDITIONAL VOCABULARY. Teaching Aids: - Toys flashcards 30-34 - Story poster 2 - CD tracks 20-22. SENTENCE PATTERN Is this your…? No, it isn’t.. Development Recording 20 & 21: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 21: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 2 to present the story. Revise the names of the characters. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the objects. Ask simple comprehension questions (Where’s the teddy? Who finds the teddy?) to check understanding. Consolidation Game: Play a guessing game with the class. Tell children they are going to guess which flashcards you are holding up, without seeing them. If they name the object within three guesses, they get one point. If they don’t, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What’s this? until the object has been guessed correctly. Keep a record of the score on the board.. Week 6: (24/09 – 28/09) SEMESTER 1 – Unit 2 – Lesson 1 - Period 21 Lesson 1 – Words Objectives: - Identifying common toys, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORK BOOK p.14 Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and Writing – Speaking then focus carefully on different sounds which may be difficult for the children (e.g. /z/ in puzzle, /l/ in doll and ball, /d/ in teddy) KEY VOCABULARY Give flashcards 30-34 to different children. Ask them to stand up, one at a time..

<span class='text_page_counter'>(21)</span> Toys – doll, ball, teddy, puzzle, car ADDITIONAL VOCABULARY Colours. They show their card for the class to shout out the word. Teaching Aids: - Toys flashcards 30-34 - PMB Activity 2A – Cut out card game Colour pencils for each child. SENTENCE PATTERN It’s a…. Development Exercise 1: Ask children to number the pictures and check their answers with a partner, before checking with the whole class. Exercise 2: Students follow the instructions to colour in the toys. Extend this activity by orally giving further instructions, for children to colour in the rest of the toys (e.g. The puzzle is yellow and purple, The doll is blue and white) Exercise 3: Before you begin the exercise, elicit the spelling of the words by sticking the flashcards on the board and writing the words underneath. Children can then use this as a model to complete the writing exercise. Consolidation Game: Children cut out the cards (from PMB worksheet) and write their name under each picture. With a partner, they mix both sets of cards into one pile and put this face down on the table. Children take turns to pick a card up and say, e.g. This is my teddy, or This is your teddy. If it has their name, s/he takes it. If it has the other child’s name they give it to their partner. Continue until all the cards have been distributed.. Week 6: (24/09 – 28/09) SEMESTER 1 – Unit 2 – Lesson 2 - Period 22 Lesson 2 – Grammar Objectives: - Identifying common toys, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.15 & p.74  Play Snap with the toys flashcards. Say one of the toys; show the flashcards one Writing – Speaking Grammar Reference by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold KEY VOCABULARY the flashcard for the rest of the game..

<span class='text_page_counter'>(22)</span> Toys – doll, ball, teddy, puzzle, car My / your ADDITIONAL VOCABULARY. Point to the Story Poster 2 again and ask children to tell you what happened in the story. Elicit the toys from the story and write them on the board. Teaching Aids: - Toys flashcards 30-34 - Story Poster 2 - CD track 22. SENTENCE PATTERN Is this your…? Yes it is / No it isn’t.. Development Listen and read: Tell children to open their books to p.14 and play the recording again as children follow in their books. Role play: Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. Exercise 2: Copy the sentences onto the board, leaving spaces where the toy words should be. Put different flashcards in the spaces to elicit the sentences and questions with the same pattern. Point to yourself to demonstrate my, and to somebody else to show that it belongs to them, your. Read the sentences together as a class. Exercise 3 & 4: Model the target language Yes, it is and No, it isn’t. Ask individual children if this is their ruler or pen (holding up the real objects) to check comprehension. Children do the exercises and check with a partner. Consolidation Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 2 Grammar activity to practice the target structure further.. Week 6: (24/09 – 28/09) SEMESTER 1 – Unit 2 – Lesson 2 - Period 23 Lesson 2 – Grammar Objectives: - Identifying common toys, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.15  Play Musical Cards. Play lively music, or the unit’s song. Hand the unit Writing – Speaking flashcards out to different students in the class. They pass the cards to children next to them around the class while the music is playing. Stop the music suddenly. Ask KEY VOCABULARY the children who are holding the cards, What’s this? to elicit the words. Play the Toys – doll, ball, teddy, music and the children keep playing the game..

<span class='text_page_counter'>(23)</span> puzzle, car My / your. Teaching Aids: - Toys flashcards 30-34. ADDITIONAL VOCABULARY SENTENCE PATTERN Is this your…? Yes it is / No it isn’t.. Elicit the target structures again by asking Is this a doll? (Pointing to the teddy and the class says, No.) Write my and your on the board and hold one flashcard and say This is my teddy. Give a flashcard to a child and say, This is your doll. Ask children to repeat the structures after you. Development Exercise 1: Children do the exercise, matching my and your with the pictures and filling in the gaps in the sentences. Model how to complete the exercise before they begin. Exercise 2: Students do the exercise. Ask the class to chorally reply to the questions after they have completed the exercise and elicit the spelling to write on the board. Consolidation Game: Call one child to the front and give him/her the doll and ball flashcards to hold up. Hold the teddy, puzzle, and car flashcards yourself. Say Is this my teddy? The class shouts Yes! Then indicate the child standing next to you and say Is this your teddy? The class calls out No! Repeat with Is this my doll? The class calls out No! Then say Is this your doll? indicating the child next to you, for the class to call out Yes! Repeat the activity with other children.. Week 6: (24/09 – 28/09) SEMESTER 1 – Unit 2 – Lesson 3 - Period 24 Lesson 3 – Song Objectives: - Identifying common toys, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.16 Use flashcards 35-37 to introduce the three new words. Hold up each one and say Listening – Speaking the words for children to repeat. Play a miming game with the class. Mime the actions of riding a bike for children KEY VOCABULARY to shout out the word. Ask a child to stand up and s/he mimes an activity using one Toys of the words from this lesson or from the other toy flashcards and the rest of the.

<span class='text_page_counter'>(24)</span> Kite Bike Train ADDITIONAL VOCABULARY Big Love (v). Teaching Aids: - Toys flashcards 30-37 - CD tracks 23 & 24 - Extra Practical Classroom Activities: Song worksheet. SENTENCE PATTERN This is my…. children guess the word. Repeat the activity with different children. Development Recording 23: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 24: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and act: Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, (flying the kite, riding the bike, pushing the train) and then practice them as a class before doing the activity. Consolidation Song extension: Use all of the other toy flashcards to elicit further song paragraphs (e.g. This is my big yellow doll…etc…) and ask children to decide in pairs what they would like to add to the song. Ask different pairs to stand up and sing their song with the class.. Week 7: (01/10 – 05/10) SEMESTER 1 – Unit 2 – Lesson 3 - Period 25 Lesson 3 – Words Objectives: - Identifying toys, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.16 Sing the song from Class Book p.16 again, with students doing the actions at the Listening – Speaking same time. Sing a second time, with students at the front holding the three flashcards (kite, train, and bike) and every time they hear their word they hold the KEY VOCABULARY card up in the air. Toys.

<span class='text_page_counter'>(25)</span> Kite Bike Train ADDITIONAL VOCABULARY. Teaching Aids: - Toys flashcards 30-37 - Extra Practical Classroom Activities: Toys Memory Cards. SENTENCE PATTERN This is my…. Development Exercise 1: Children trace the pictures and write the toys. Check together as a class. Exercise 2: Children complete the word search and check their answers in small groups. Point and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, It’s a (puzzle). Consolidation Game: Play Do It! Assign each child a toy word. So every child in the class will have a different toy word. E.g. doll, kite, train, doll, puzzle. Give instructions, for example, Kites, jump. Trains, clap your hands. Model the actions. Say the toy words in random order and the children with that word have to do their action. Ask a volunteer student to come up and run the activity for the class.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 7: (01/10 – 05/10) SEMESTER 1 – Unit 2 – Lesson 3 - Period 26 Lesson 3 – Words Objectives: - Identifying toys, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.69 (Picture Play What have I got? Hold up one card so that the class can only see the back of Writing – Speaking Dictionary) it. Ask What is it? When the card has been guessed correctly, put it on the board. Hold up a second card and repeat the procedure. Continue until all the cards are on KEY VOCABULARY the board. Toys.

<span class='text_page_counter'>(26)</span> Kite Train Bike ADDITIONAL VOCABULARY. Teaching Aids: - Toys flashcards 30-37 - PMB p. 6, Extra Writing worksheet. SENTENCE PATTERN This is my… Is this your…? Yes it is / No it isn’t.. Development Picture Dictionary: Ask children open their Workbooks to p.69. Tell them to colour in the toys (Number 2, Toys). Tell them to choose three objects which belong to them. Working with a partner, they ask (for e.g.) Is the doll yours? If it is, they say Yes, it is. If not, they say, No, it isn’t. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) matching the toy to the drawing of the child. They then write the words. Elicit the spelling and ask different children to write the words on the board. Writing Exercise 2: Students do the exercise write the questions and answers. Check as a whole class. Consolidation Writing extension: Put all the toy flashcards on the board. Ask children to write questions using the target structure, and three of the toys. For example, Is this your train? And then draw a smiley or sad face next to the sentence. They then give their notebook to their partner, who writes Yes, it is, or No, it isn’t, depending on the happy or sad face. If children struggle with the language, refer them back to the second exercise on the worksheet for guidance.. Week 7: (01/10 – 05/10) SEMESTER 1 – Unit 2 – Lesson 4 - Period 27 Lesson 4 – Phonics Objectives: - First letter sounds e/f/g/h, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.17 Ask children what letters of the alphabet they have already learned. (a,b,c,d). Ask Writing – Speaking them to name words which begin with those sounds. Write Ee, Ff, Gg and Hh on the board and point to each letter and say the letter KEY VOCABULARY name and the sound for both upper- and lower-case letters for children to repeat. Say Egg the sounds again and children can draw the letters in the air..

<span class='text_page_counter'>(27)</span> Fig Goat Hat. Teaching Aids: - Phonics cards 5-8 - CD Tracks 25-27. ADDITIONAL VOCABULARY SENTENCE PATTERN. Development Vocabulary: Write the words, egg, fig, goat and hat on the board. Circle the first letters and say the first sounds for children to repeat. Hold up the phonics cards and say the words for children to repeat. Recording 25: Children do the exercise and point to the letters. Recording 26: Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. Recording 27: Ask children what the goat has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines. Exercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words. Consolidation Extension activity: Divide the class into four groups: eggs, figs, goats and hats. Do the chant again together. Each group says their own lines. Then put students in groups of four, and give each child one of the words, and they do the chant in the group, taking turns to say their line.. Week 7: (01/10 – 05/10) SEMESTER 1 – Unit 2 – Lesson 4 - Period 28 Lesson 4 – Phonics Objectives: - First letter sounds e/f/g/h, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.17 Show the phonics cards and elicit the words again. Ask individual children to come Writing – Speaking to the front and write the first letters on the board, in both upper- and lower-case. Ask the children to trace the letters in the air and say the sounds as they do so. KEY VOCABULARY Egg Development.

<span class='text_page_counter'>(28)</span> Fig Goat Hat ADDITIONAL VOCABULARY Blue. Teaching Aids: - Phonics cards 1-4 - Extra Practical Classroom Activities: Sounds Fun Pair Activity. SENTENCE PATTERN. Exercise 1: Children do exercise 1. Before they colour the correct picture, say the words together as a class. Exercise 2: Children do the exercise and write the first letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (goat). Exercise 3: Do the exercise. Children write the first letters of the words. Exercise 4: Ask children to match the upper- and lower-case letters. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. Consolidation Phonics matching: Display the phonics sound card on the board. Place the phonics picture cards on your table. Call children to come to the front of the class to match the cards to the correct sounds on the board. Phonics game: Put the phonics picture cards on the walls of the room, in four different corners. Say the sounds of the words, without the first letter (e.g. _gg, _ig, _oat, _at). The children say the first missing letter and point to the correct card.. Week 8: (08/10 – 12/10) SEMESTER 1 – Unit 2 – Lesson 5 - Period 29 Lesson 5 – Reading Objectives: - Talking about favourite things, Reading skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.18 Put the toy flashcards around the room and say the toys. As you do, the children Reading – Listening, point to the correct flashcard and repeat the word. Speaking Introduce the concept of ‘favourite.’ Use flashcards to demonstrate. Ask different children, What’s your favourite toy / colour / animal? KEY VOCABULARY Toys Development Teaching Aids: Create interest: Ask children to look at the pictures and try to predict what the.

<span class='text_page_counter'>(29)</span> ADDITIONAL VOCABULARY Favourite Furry Fat Lovely Colour (n) Animal. - CD Track 28 - Natasha’s Extra Activity Handouts: Our favourite things Pair interview. SENTENCE PATTERN My favourite toy / colour / animal is a….. text is about. Point to the name at the bottom of the poem and establish that the poem was written by Tom. Ask How old is Tom? (He’s seven). Recording 28: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What’s Tom’s favourite toy? Is it a train? (No) Is it a ball? (Yes). Ask similar questions about Tom’s favourite colour and animal. Exercise 3: Do the exercise. Children write their own favourite toy, colour and animal. Listening: Ask children to close their books. Read the poem aloud. Pause at the key toy, colour and animal words. Encourage children to call out the ‘missing’ words. Consolidation Pair interview: Put children in pairs and give each one a worksheet. They write their own name and their partner’s name on their worksheet. Then they write their favourite animal, toy and colour in the first column and ask their partner the questions and write down their answers. When they have finished they can compare their worksheets to see if their answers are similar. Ask children to put up their hands if their answers are the same as their partner’s.. Week 8: (08/10 – 12/10) SEMESTER 1 – Unit 2 – Lesson 5 - Period 30 Lesson 5 – Reading Objectives: - Talking about favourite things, Reading skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.18 Read the poem again from Class Book p.18 and tell children to listen carefully for Reading – Speaking mistakes. Substitute other toys, colours and animals for the key vocabulary and encourage children to shout out Stop! And then to tell you the correct piece of KEY VOCABULARY vocabulary. Toys Development ADDITIONAL Teaching Aids: Exercise 1: Ask children to look at the poem again in the Work Book and to doe.

<span class='text_page_counter'>(30)</span> VOCABULARY Favourite Furry Fat Lovely Colour (n) Animal What colour is the…?. - Toys flashcards 30-37 - PMB Activity 2B Colour, Ask and answer. - Colour pencils for each child. SENTENCE PATTERN My favourite toy / colour / animal is a…. Is it a …? Yes, it is / No, it isn’t.. the exercise filling in True or False. Model the activity first (showing that True means yes, and False means no). Exercise 2: Children do the exercise and write the words in the correct box. Exercise 3: Do the exercise. Children write their own favourite toy, colour and animal. Communication: Give children a copy each of the PMB worksheet. Ask them to colour in one toy and then work with their partner to ask and answer using the target language. Consolidation Colour dictation: Dictate what colours to use to fill in the rest of the worksheet. Give instructions such as Colour the teddy brown and blue. Ask and answer: Put children in pairs and tell them to use their worksheets to ask and answer questions. Model with a strong student. Ask, What colour is the train? It’s orange. (For example). Point to different toys and say, What is it? It’s a doll. Children then do the activity together.. Week 8: (08/10 – 12/10) SEMESTER 1 – Unit 2 – Lesson 6 - Period 31 Lesson 6 – Listening Objectives: - Talking about favourite things, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.19 Play Whispers, using toy vocabulary. Organise children into large groups. Show a Listening – Speaking flashcard to the first child in each group. This child whispers the word to the child next to him/her, and this continues around the group until the word reaches the final KEY VOCABULARY child. The final child says the word aloud, and the first child holds up the flashcard Toys to see whether the word and the picture are the same. My / your Teaching Aids: Development ADDITIONAL - CD track 29 Recording 29: Children do exercise 1, listening and matching the children to the.

<span class='text_page_counter'>(31)</span> VOCABULARY Roll again Miss a turn Go back (3) spaces Go forward (2) spaces. - Extra Practical Classroom Activities: Toys board game - Dice and counters. SENTENCE PATTERN What’s your favourite…?. toys and objects. Exercise 2: Model the activity first with a strong student. Ask the child What’s your favourite toy? The child answers, for example, It’s a car. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. Counting: Ask children to do the Writing box at the bottom of p.19. They count each word in the sentences. Copy the sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence. Check with the rest of the class to see if they agree. Consolidation Counting extension: Ask children to choose three of the sentences from the reading text on p.18 and count the words in each. Then ask their partner to check their answer. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the objects as they land on the squares with toy pictures. The winner is the first child to reach the finish square.. Week 8: (08/10 – 12/10) SEMESTER 1 – Unit 2 – Lesson 6 - Period 32 Lesson 6 – Listening Objectives: - Talking about favourite things, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.19 Spelling quiz: Put students into groups of four and give each group a spelling quiz Speaking - Writing worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, KEY VOCABULARY but make sure they understand they all must help to spell. Read the words on the Toys second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a Teaching Aids: class by asking volunteers to write the words on the board. ADDITIONAL - PMB p.7 Values worksheet Development.

<span class='text_page_counter'>(32)</span> VOCABULARY Open / close. - Extra Practical Classroom Activities: Spelling Quiz. SENTENCE PATTERN This is my….. Exercise 1: Children do exercise 1, circling the words and then unscrambling and writing the sentences before matching them to the pictures. Weaker students can do this in pairs. Exercise 2: Students circle the toys and underline their favourite toy. Then they draw and write about their toys. Communication: Put students into small groups and ask them to present their pictures, reading the sentences and talking about their favourite toy (describing it, the colour, what it is etc..). Ask three stronger students to do this in front of the whole class. Encourage questions and answers. Consolidation Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and draw happy or sad faces next to each action, eliciting some of them before they start the activity. Check the answers together as a class and then ask them to do exercise 2, drawing colouring in some of the objects as instructed.. Week 9: (15/10 – 19/10) SEMESTER 1 – Unit 3 – Lesson 1 - Period 33 Lesson 1 – Words Objectives: - Identifying different parts of the body, Reading and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.20 Model and say simple instructions such as stand up, sit down, turn around, and get Reading – Speaking children to follow the directions first, and then listen and do.  Elicit the vocabulary for the lesson by pointing to different parts of your body and KEY VOCABULARY asking What’s this? Then use flashcards 38-42 to recycle the vocabulary further. Body parts – arms, nose, Development face, legs, ears Recording 30: Ask children to listen to the words. They point to the pictures as Teaching Aids: they listen. Put the flashcards around the room and as they listen one further time, ADDITIONAL - My body flashcards 38-42 they point to the correct flashcards. VOCABULARY - Story poster 3 Recording 21: Students listen and point, and then listen and chant. Let’s, put on, point to, - CD tracks 30-32 Listen and read: Use Story Poster 3 to present the story. Revise the names of the.

<span class='text_page_counter'>(33)</span> now, that’s right SENTENCE PATTERN This is… These are…. characters. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions (What’s this? Show me your arms.) to check understanding. Consolidation Vocabulary extension: Write the words arms, nose, face, legs and arms on separate pieces of paper and stick them to the board. Give flashcards 38-42 to five children. Ask them to come to the front of the class and put the flashcards next to the correct word on the board. When the flashcards are all in the correct place, take off the words and give them to five different children. They come to the front of the class and put them next to the correct flashcard. Repeat with different children.. Week 9: (15/10 – 19/10) SEMESTER 1 – Unit 3 – Lesson 1 - Period 34 Lesson 1 – Words Objectives: - Identifying different parts of the body, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORK BOOK p.20 Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and Writing – Speaking then focus carefully on different sounds which may be difficult for the children (e.g. /z/ in nose, /r/ in arm and, /s/ in face) KEY VOCABULARY Give flashcards 38-42 to different children. Ask them to stand up, one at a time. Body parts – arms, nose, They show their card for the class to shout out the word. face, legs, ears Teaching Aids: Development ADDITIONAL - My body flashcards 38-42 Exercise 1: Ask children to number the picture and check their answers with a VOCABULARY - PMB Activity 3A – What’s partner, before checking with the whole class. One, two missing? Match and draw. Exercise 2: Students follow the patterns to draw the next word. PMB Activity: Before you begin the exercise, elicit the body parts again and SENTENCE PATTERN check children’s understanding of numbers. Then children match the missing body.

<span class='text_page_counter'>(34)</span> parts to the pictures and draw the parts of the body. Consolidation Extension: Children draw three pictures of children with different parts of the body missing. They then give their notebooks to their partner. They draw the missing body parts onto the pictures and write underneath (for example, one hand, two legs…). They then swap their notebooks again and check their partner’s answers. Ask a few children to come up to the front of the class to draw their pictures (with the missing body parts) onto the board. The rest of the class can call out the missing body parts. Two more children come up to the front and one draws the missing body parts while the other child writes the words on the board.. Week 9: (15/10 – 19/10) SEMESTER 1 – Unit 3 – Lesson 2 - Period 35 Lesson 2 – Grammar Objectives: - Recognizing the difference between singular and plural nouns, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.21 & p.74  Play Simon Says to revise vocabulary from the previous lesson. Tell students to Writing – Speaking Grammar Reference stand up, sit down, turn around, point to their arms etc… Point to the Story Poster 3 again and ask children to tell you what happened in the KEY VOCABULARY story. Elicit the body parts from the story and write them on the board. Body parts Development Listen and read: Tell children to open their books to p.20 and play the recording ADDITIONAL Teaching Aids: again as children follow in their books. VOCABULARY - My body flashcards 38-42 Role play: Put students in pairs and ask them to act out the story. Elicit what - Story Poster 3 actions they will need. Get a couple of strong pairs to act it out in front of the class. SENTENCE PATTERN - CD track 32 Exercise 2: Model the language and ask children to repeat the words and This is… sentences. Focus on the pronunciation. Drill the language..

<span class='text_page_counter'>(35)</span> These are…. Exercise 3 & 4: Children write This is, These are in the correct place. They then circle the correct words in exercise 4. Check in pairs and with the whole class. Then chant the sentences from exercise 3 with the whole class once again. When children say This is, they clap their hands once. When say These are, they clap their hands twice. Ask children to suggest different actions they could do, and say the chant a few more times using those actions (stamping feet, standing up and sitting down for example) Consolidation Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 3 Grammar activity to practice the target structure further.. Week 9: (15/10 – 19/10) SEMESTER 1 – Unit 3 – Lesson 2 - Period 36 Lesson 2 – Grammar Objectives: - Recognizing the difference between singular and plural nouns, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.21  Play Word Chain. Place the flashcards on the board in a row. Point to a child and Writing – Speaking s/he says the first word in the sequence (i.e. arms). Point to another child and s/he says the next word. Continue with each child saying the next word in the sequence. KEY VOCABULARY Remove one flashcard after another while the children repeat the sequence from My body memory. Elicit the target structures again by pointing to different parts of your body. ADDITIONAL Teaching Aids: Children will say This is (my nose), These are (my legs). VOCABULARY - My body flashcards 38-42 Development SENTENCE PATTERN Exercise 1: Children do the exercise, counting and circling the body parts. They This is… check with a partner before checking as a whole class. These are…. Exercise 2: Students do the exercise. Ask the class to chorally repeat the language.

<span class='text_page_counter'>(36)</span> once the exercise is finished. Consolidation Game: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the body part s/he has to draw. The child draws the body part on the board for the rest of the class to guess what it is. The first child to correctly guess the word comes to the front of the class to draw the next picture. Continue until all the target vocabulary has been used.. Week 10: (22/10 – 26/10) SEMESTER 1 – Unit 3 – Lesson 3 - Period 37 Lesson 3 – Song Objectives: - Identifying different parts of the body, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.22 Use flashcards 43-45 to introduce the three new words. Hold up each one and say Listening – Speaking the words for children to repeat. Ask three children to come to the front of the class. Give each one a different KEY VOCABULARY flashcard and ask him/her to hold it in the air. Say the body parts one at a time (in Body parts – fingers, different orders) and the class points to the correct flashcard. hands, eyes Teaching Aids: Development ADDITIONAL - My body flashcards 43-45 Recording 33: Ask children to look at the pictures and play the first and second VOCABULARY - CD tracks 33-34 parts of the recording as children point to the words. Play again for children to All - Extra Practical Classroom repeat the words after the audio. Activities: Song worksheet Recording 34: Either use the song worksheet (without opening the Class Book) SENTENCE PATTERN where children listen and fill in the correct words, or do Exercise 2 in the Class This is….

<span class='text_page_counter'>(37)</span> These are…. Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and act: Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, (showing ten fingers, pointing to their nose and eyes) and then practice them as a class before doing the activity. Consolidation Language extension: Put all of the body parts flashcards on the board, one below the other on the left side. Point to the first flashcard for children to say the word (e.g. ears) Ask, This is or These are? Children shout out the answer. Elicit the complete sentence, These are my ears, and write it on the board. Repeat with the rest of the flashcards. Point to the sentences for the class to read them. Rub out all but the last word and ask the class to say the sentences again.. Week 10: (22/10 – 26/10) SEMESTER 1 – Unit 3 – Lesson 3 - Period 38 Lesson 3 – Song Objectives: - Identifying different parts of the body, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.22 Sing the song from Class Book p.22 again, with students doing the actions at the Listening – Speaking same time. Sing a second time, with students at the front holding the three flashcards (fingers, hands, and eyes) and every time they hear their word they hold KEY VOCABULARY the card up in the air. Body parts – fingers, hands, eyes Development Teaching Aids: Exercise 1: Children trace the pictures and follow the instructions. Check together - My body flashcards 43-45 as a class. ADDITIONAL - Extra Practical Classroom Exercise 2: Children colour in the parts of the body following the instructions. VOCABULARY Activities: Body Memory Exercise 3: Children complete the gap-fill by filling in the missing body Colours Cards vocabulary. Colour pencils.

<span class='text_page_counter'>(38)</span> Consolidation Extension: Ask each child to draw a picture of a person (either a boy or a girl). They do not colour it in. They then swap their picture with a partner and dictate the colours their partner should use to colour in their picture (the legs are blue etc…).  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. SENTENCE PATTERN. Week 10: (22/10 – 26/10) SEMESTER 1 – Unit 3 – Lesson 3 - Period 39 Lesson 3 – Song Objectives: - Identifying different parts of the body, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.69 (Picture Play What’s missing? Put all the body flashcards on the board. Point to each one Writing – Speaking Dictionary) in turn for children to say the words. Ask children to turn around or shut their eyes. Remove one card. Ask children to look again at the board and ask What’s missing? KEY VOCABULARY Children should identify the missing vocabulary item. Take the cards down, shuffle Body parts them and then repeat. ADDITIONAL VOCABULARY What’s missing? SENTENCE PATTERN This is… These are…. Teaching Aids: - My body flashcards 38-45 - PMB p. 10, Extra Writing worksheet Colour pencils. Development Picture Dictionary: Ask children open their Workbooks to p.69. Tell them to colour in the parts of the body (Number 2, My body). Tell them to work with a partner and point to different body parts and ask Is this my nose? Are these my ears? And their partner answers yes or no. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) writing the names for the parts of the body..

<span class='text_page_counter'>(39)</span> Writing Exercise 2: Students do the exercise writing This is, or These are for the singular and plural nouns Consolidation Writing extension: Do a miming dictation activity. Ask students to write six sentence starters in their notebooks (model on the board), using This is, or these are…. Then point to different parts of your body (without saying the words) and children fill in the word into the correct sentence. This is..my nose. These are…my ears. Then write all the sentence starters on the boards and ask six children to come up to the front to complete the sentences with the words that were mimed.. Week 10: (22/10 – 26/10) SEMESTER 1 – Unit 3 – Lesson 4 - Period 40 Lesson 4 – Phonics Objectives: - First letter sounds i/j/k/l, Speaking and listening skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.23 Show children phonics cards 5-8 to elicit the last phonics lesson and drill the words Speaking – Listening to recycle them. Write Ii, Jj, Kk and Ll on the board and point to each letter and say the letter name KEY VOCABULARY and the sound for both upper- and lower-case letters for children to repeat. Say the Ink sounds again and children can draw the letters in the air. Jam Kite Teaching Aids: Development Lion - Phonics cards 5-8 & 9-12 Vocabulary: Write the words, ink, jam, kite and lion on the board. Circle the first - CD Tracks 35-37 letters and say the first sounds for children to repeat. Hold up the phonics cards and ADDITIONAL say the words for children to repeat. VOCABULARY Recording 35: Children do the exercise and point to the letters. Recording 36: Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. SENTENCE PATTERN Recording 37: Ask children what the lion has got. Tell children they can find out.

<span class='text_page_counter'>(40)</span> by listening. Model the activity and then children listen and draw the lines. Exercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words. Consolidation Extension activity: Divide the class into four groups: inks, jams, kites and lions. Do the chant again together. Each group says their own lines. Then put students in groups of four, and give each child one of the words, and they do the chant in the group, taking turns to say their line.. Week 11: (29/10 – 02/11) SEMESTER 1 – Unit 3 – Lesson 4 - Period 41 Lesson 4 – Phonics Objectives: - First letter sounds i/j/k/l, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.23 Show the phonics cards and elicit the words again. Ask individual children to come Writing – Speaking to the front and write the first letters on the board, in both upper- and lower-case. Ask the children to trace the letters in the air and say the sounds as they do so. KEY VOCABULARY Ink Development Jam Exercise 1: Children do exercise 1. They match the upper and lower case letters to Kite Teaching Aids: the correct picture. Lion - Phonics cards 9-12 Exercise 2: Children do the exercise and write the first letters. Put the children in - Extra Practical Classroom pairs and ask them to point and answer about the pictures, What’s this? It’s a (lion). ADDITIONAL Activities: Sounds Fun Pair Exercise 3: Do the exercise. Children write the first letters of the words. VOCABULARY Activity Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter SENTENCE PATTERN sounds they hear. Check as a class..

<span class='text_page_counter'>(41)</span> Consolidation Phonics game: Use all the phonics cards from the first three units. Give phonics sound cards to individual children around the class. Give the corresponding phonics picture cards to different children. Ask the children with the sound cards to stand up one at a time and say the sounds on their cards. The children with the picture cards listen. If the sound is in their word they stand up, show the card to the class, and say the word. Repeat.. Week 11: (29/10 – 02/11) SEMESTER 1 – Unit 3 – Lesson 5 - Period 42 Lesson 5 – Reading Objectives: - Following instructions, Reading skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.24 Energize the class by singing Ten fingers on my hands from page 22 Reading – Listening, Slowly draw a lion on the board, one part of the body at a time, and ask children to Speaking guess what animal you are drawing. KEY VOCABULARY Body parts ADDITIONAL VOCABULARY Make Body Cut (v) Fold (v) Paper Paw Stick (v) Colour (v) Then. Teaching Aids: - CD Track 38 - Natasha’s Extra Activity Handouts: Find someone who likes...mingle activity. Development Exercise 1: Ask children to point to different parts of the body in the pictures. Elicit or pre-teach the words, paws, body and tail. Recording 38: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What does Tom do first? Does he stick the paws on the face? (No) Does he cut out the legs? (Yes) Exercise 3: Do the exercise. Children read again and number the pictures in the correct order. Listening: Ask children to close their books. Read the instructions aloud. Pause at the key body words. Encourage children to call out the ‘missing’ words. Consolidation Find someone who likes…mingle activity: Give each child a worksheet. Elicit or provide the names of all the animals. Write the words on the board to help the.

<span class='text_page_counter'>(42)</span> Tail. children. Model the sentence structure, Do you like…? Yes/No. Then give children 5 minutes to stand up and walk around the room asking other students if they like the different animals. If a child says yes, then they write their name next to that animal on the worksheet. If they say no then they don’t write their name. The idea is to finish the worksheet with as many different names as possible. Ask children to tell you who likes the different animals.. SENTENCE PATTERN Do you like..? (Yes, No). Week 11: (29/10 – 02/11) SEMESTER 1 – Unit 3 – Lesson 5 - Period 43 Lesson 5 – Reading Objectives: - Following instructions, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources WORKBOOK p.38. KEY VOCABULARY Body parts Animals ADDITIONAL VOCABULARY Make Body Cut (v) Fold (v) Paper Paw Stick (v) Colour (v) Then. Teaching Aids: - CD track 38 - PMB Activity 3B Colour and say - PMB page 40 (Cut and make 1) - Colour pencils for each child - Scissors for each child or one pair for each small group of children. Introduction Elicit all the animals that the children can remember from the previous lesson. Draw pictures of different animals on the board and ask children to guess what animal it is. Finally draw a cat, as it leads into the first activity in the Workbook. Development Exercise 1: Ask children to open their Workbook and do the first exercise, reading and numbering the pictures. Exercise 2: Children read and circle the correct word. Check as a class. Colour and say: Give each child a copy of PMB Activity 3B worksheet. Ask children to colour in the different parts of the body and ask children in the class What colour are they eyes? (The eyes are blue). What colour are the legs, etc.. Children can also point, ask and answer in pairs. Consolidation Cut and make: Play recording 38 again, and children listen to the instructions on how to make a paper lion. Then give each child a copy of the PMB Cut and make worksheet. Tell children they will use those instructions to make their own lion. If children struggle, play the recording again and elicit the instructions to write on the.

<span class='text_page_counter'>(43)</span> Tail. board. Ask children to colour in their lion.. SENTENCE PATTERN. Week 11: (29/10 – 02/11) SEMESTER 1 – Unit 3 – Lesson 6 - Period 44 Lesson 6 – Listening Objectives: - Describing an animal’s features, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.25 Play Pictionary. Model the activity first, drawing an animal on the board, slowly, Listening – Speaking asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an animal to them and tell them to draw it on the board. KEY VOCABULARY They draw and the rest of the children in the class guess what it is. The first child to Body parts guess correctly comes to the front and draws the next word you whisper. ADDITIONAL VOCABULARY Long Roll again Miss a turn Go back (3) spaces Go forward (2) spaces SENTENCE PATTERN What is it? It’s a…. Teaching Aids: - CD track 39 - Extra Practical Classroom Activities: My body board game - Dice and counters. Development Recording 39: Children do exercise 1, listening and numbering the pictures. Exercise 2: Model the activity first with a strong student. Ask the child It’s brown. The eyes are green. What is it? The child answers, for example, It’s a goat. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. Counting: Ask children to do the Writing box at the bottom of p.19. They count each word in the sentences. Copy the sentences onto the board and ask individual students to come to the front and write the amount of words in one sentence. Check with the rest of the class to see if they agree. Consolidation Counting extension: Ask children to choose three of the sentences from the.

<span class='text_page_counter'>(44)</span> reading text on p.24 and count the words in each. Then ask their partner to check their answer. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the objects as they land on the squares with body part pictures. The winner is the first child to reach the finish square.. Week 12: (05/11 – 09/11) SEMESTER 1 – Unit 3 – Lesson 6 - Period 45 Lesson 6 – Listening Objectives: - Describing my body, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.25 Spelling quiz: Put students into groups of four and give each group a spelling quiz Speaking - Writing worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, KEY VOCABULARY but make sure they understand they all must help to spell. Read the words on the Body parts second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a Teaching Aids: class by asking volunteers to write the words on the board. ADDITIONAL - PMB p.11 Values VOCABULARY worksheet Development - Extra Practical Classroom Exercise 1: Children do exercise 1, underlining the sentences and counting and Activities: Spelling Quiz writing the words. Check as a whole class. SENTENCE PATTERN Exercise 2: Students match the words to the correct sentence starter, This is or This is my…. These are. These are my… Exercise 3: Children draw themselves and then write about their body, using the structures provided in the exercise. In pairs children can show each other their pictures and read their sentences. Ask one or two children to stand up and read their sentences to the class. Consolidation.

<span class='text_page_counter'>(45)</span> Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and tick or cross next to each picture. Elicit the different words and actions and why some pictures show good behavior and others show bad behavior. Elicit other examples of good behavior and ask them to draw a picture (exercise 2) to demonstrate it. Ask individual children to stand up and share their pictures (describing them) with the class.. Week 12: (05/11 – 09/11) SEMESTER 1 – Review 1 - Period 46 Objectives: - Reviewing target language and structures, Reading and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.26 & 27 Play Order the letters. Show the class a flashcard and elicit the word. Hide the Reading – Writing card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to KEY VOCABULARY write one letter at a time to complete the word. Repeat with different vocabulary Recycled vocabulary from from the flashcards. Starter Unit to end of Unit 3 Teaching Aids: Development - All flashcards from first Review activities: Photocopy and cut up the activities on p.26 & 27 of the four units Workbook. Have a copy of each exercise for each group of 4 children. Put children ADDITIONAL into groups of four. Hand out exercise 1 and give students 3 minutes to complete VOCABULARY the activity together. When completed, ask them to pass their worksheet to another group of children to correct. Check the answers together as a class. The children then pass it back to the original group. Do this with all six exercises, children SENTENCE PATTERN completing them in groups one at a time and correcting each other’s. Consolidation Game: Play a miming game. Shuffle all of the flashcards. Ask one student to come out to the front of the class and secretly show them one flashcard. They must mime that word to the whole class. The first child to guess the word correctly can.

<span class='text_page_counter'>(46)</span> then come out and mime the next word.. Week 12: (05/11 – 09/11) SEMESTER 1 – Review 1 - Period 47 Objectives: - Reviewing target language and structures, Reading and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.26 & 27 Play Hangman. Choose a word from the last 4 units and draw lines to represent Reading – Writing each letter on the board. Tell children they can guess letters to fill in the word. If they are right you will write the letter in the correct place, if they are wrong you will KEY VOCABULARY draw a part of the hangman picture (or any picture you choose). If the picture is Recycled vocabulary from completed before they have guessed the word, they lose, if they can guess the word Starter Unit to end of Unit before the picture is finished, they win. 3 Teaching Aids: - All flashcards from first Development four units Review activities: Tell children they have 15 minutes to complete all the ADDITIONAL exercises, working in pairs. When they have finished they can change their books VOCABULARY with another pair and correct each other’s as you check the answers with the whole class. SENTENCE PATTERN. Consolidation Game: Play Bingo. Elicit as many words from all the units studied so far as possible (showing flashcards to remind students if necessary) and write up approximately 20 on the board. Ask children to draw a bingo grid in their notebooks, a square with nine boxes, three across and three down. Ask them to choose nine words and write one word in each box. Either read out the words, spell them or even describe what they are in order for children to listen and cross it off if.

<span class='text_page_counter'>(47)</span> they have it in their grid. The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct.. Week 12: (05/11 – 09/11) SEMESTER 1 – Test Practice 1 - Period 48. Week 12: (05/11 – 09/11).

<span class='text_page_counter'>(48)</span> SEMESTER 1 – Test Practice 1 - Period 48. Week 13: (12/11 – 16/11) SEMESTER 1 – Unit 4 – Lesson 1 - Period 50 Lesson 1 – Words Objectives: - Identifying jobs, Reading and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.30 Sing Ten fingers on my hand to warm up the class. Reading – Speaking Play game: Lucky numbers.

<span class='text_page_counter'>(49)</span> KEY VOCABULARY Jobs– teacher, pupil, housewife, fireman, pilot ADDITIONAL VOCABULARY Grandma Grandpa Meat Hero. Teaching Aids: - Jobs flashcards 46-50 - Story poster 4 - CD tracks 42-44. SENTENCE PATTERN Is…a…? Yes s/he is. No s/he isn’t..  Use flashcards 46-50 to elicit and introduce the vocabulary. Hold up each card in turn and say the word. Say them again, and children repeat after you. Hold up again and say What’s this? for children to say the word. Development Recording 42: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 43: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 4 to present the story. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions (What’s this? Show me Grandma) to check understanding. Consolidation Listening extension: Give each child in the class a number from one to five. Explain that each of the number ones are housewives, twos are firemen, threes are pupils, fours are teachers and fives are pilots. Tell children that you are going to play the story again. They should listen without looking at their books. Every time they hear their job word, they clap their hands. Play the story for children to listen for their words and clap at the right times.. Week 13: (12/11 – 16/11) SEMESTER 1 – Unit 4 – Lesson 1 - Period 51 Lesson 1 – Words Objectives: - Identifying jobs, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORK BOOK p.30 Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and Writing – Speaking then focus carefully on different sounds which may be difficult for the children (e.g. /p/ in pupil, /f/ in fireman and housewife and, /ch/ in teacher).

<span class='text_page_counter'>(50)</span> KEY VOCABULARY Jobs – teacher, pupil, housewife, fireman, pilot ADDITIONAL VOCABULARY Doctor Farmer SENTENCE PATTERN He’s a…. She’s a….. Teaching Aids: - Jobs flashcards 46-50 - PMB Activity 4A – Complete and say. - Scissors for each child or a pair for each small group -Glue. Give flashcards 46-50 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word. Development Exercise 1: Ask children to find and circle the words. Ask the class to call them out in the correct order. Exercise 2: Students match the parts of pictures and write the words. PMB Activity: Slowly draw a doctor on the board, and elicit the word or provide it if students don’t know. Do the same with a farmer. Drill the words and pronunciation. Give a pair of scissors to each child or group of children and some glue. Give each child a copy of the PMB extra activity worksheet. Tell them they are going to cut out the clothes and accessories and stick them on the correct person. Check as a class. Write on the board, He’s a doctor, She’s a teacher. Drill the sentences. Consolidation Extension: Ask children to follow the target sentence structure by choosing three jobs, and writing in their notebook, He’s a (fireman), She’s a (housewife). They then pass their notebook to their partner. Their partner reads the sentences and draws the corresponding picture. Then they pass back the notebooks and the pictures for the original child to check if the pictures match the sentences. Ask three children to come and draw their pictures on the board while their partner writes the correct sentence next to the picture.. Week 13: (12/11 – 16/11) SEMESTER 1 – Unit 4 – Lesson 2 - Period 52 Lesson 2 – Grammar Objectives: - Identifying what people’s jobs are, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.31  Play a miming game with the class to revise jobs words. Pretend that you are Writing – Speaking putting out a fire with a hose. Ask the class to guess your job. Repeat with other jobs. KEY VOCABULARY Point to the Story Poster 4 again and ask children to tell you what happened in the.

<span class='text_page_counter'>(51)</span> Jobs ADDITIONAL VOCABULARY Grandma Grandpa Meat Hero. story. Elicit the jobs from the story and write them on the board. Teaching Aids: - Jobs flashcards 46-50 - Story Poster 4 - CD track 44. SENTENCE PATTERN He’s a… She’s a… Is s/he a…? Yes s/he is. No s/he isn’t.. Development Listen and read: Tell children to open their books to p.30 and play the recording again as children follow in their books. Role play: Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. Exercise 2: Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language. Exercise 3: Ask children to write the correct pronouns to complete the sentences. Exercise 4: Model the activity and then put children in pairs to do it together. Change pairs and repeat. Ask two stronger children to come to the front and do the activity in front of the class. Consolidation Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 4 Grammar activity to practice the target structure further.. Week 14: (19/11 – 23/11) SEMESTER 1 – Unit 4 – Lesson 2 - Period 53 Lesson 2 – Grammar Objectives: - Identifying what people’s jobs are, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.31  Play Snap with the jobs flashcards. Say one of the jobs; show the flashcards one Writing – Speaking by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold KEY VOCABULARY the flashcard for the rest of the game..

<span class='text_page_counter'>(52)</span> Jobs ADDITIONAL VOCABULARY. Teaching Aids: - Jobs flashcards 46-50. SENTENCE PATTERN He’s a… She’s a… Is s/he a…? Yes s/he is. No s/he isn’t.. Elicit the target structures again by pointing to the different flashcards and saying He’s a (fireman). Then show all of the pictures and elicit the correct sentence for each flashcard. Development Exercise 1: Children do the exercise, matching the sentence starters to the pictures and then writing the sentence. Check as a class and ask four students to come up and write the sentences on the board. Exercise 2: Students order the words to make sentences. Ask them to check in pairs before correcting together with the class. Consolidation Game: Call one child to the front and give him/her the fireman and housewife flashcards to hold up. Hold the teacher, pupil and pilot flashcards yourself. Say Is he a pilot? The class shouts Yes! Then indicate the child standing next to you and say Is she a teacher? The class calls out No! Repeat with Is she a pilot? The class calls out No! Then say Is she a housewife? indicating the child next to you, for the class to call out Yes! Repeat the activity with other children.. Week 14: (19/11 – 23/11) SEMESTER 1 – Unit 4 – Lesson 3 - Period 54 Lesson 3 – Song Objectives: - Identifying jobs, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.32 Use flashcards 50-53 to introduce the three new words. Hold up each one and say Listening – Speaking the words for children to repeat. Stick the three flashcards on the board and elicit the spelling from the class. Write KEY VOCABULARY the words on the board under each card..

<span class='text_page_counter'>(53)</span> Jobs – doctor, policeman, farmer ADDITIONAL VOCABULARY Kind Lange Again. Teaching Aids: - Jobs flashcards 46-53 - CD tracks 45-46 - Extra Practical Classroom Activities: Song worksheet. SENTENCE PATTERN. Development Recording 45: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 46: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and act: Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, (waving hello, shaking hands etc...) and then practice them as a class before doing the activity. Consolidation  Game: Choose 5 children to come to the front. Put all the flashcards on the floor, face up, in a row. Each child stands opposite another child with the flashcard in the middle. One row points to the flashcard in front of them and says What’s this? The other child replies, It’s a policeman, farmer, housewife etc.. and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat. Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a ….. Week 14: (19/11 – 23/11) SEMESTER 1 – Unit 4 – Lesson 3 - Period 55 Lesson 3 – Words Objectives: - Identifying what people’s jobs are, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.32 Play a miming game with all the jobs vocabulary. Mime once to demonstrate the Listening – Speaking activity and ask students to guess the word. Put all the flashcards on the board. Divide the class into groups of four. Give each child in the group a number. Tell KEY VOCABULARY number ones to choose a word and to keep it secret. They then mime the word to.

<span class='text_page_counter'>(54)</span> Jobs ADDITIONAL VOCABULARY. their group. The student who guesses it firsts gets a point. Then number twos do the same thing and so on. Teaching Aids: - Jobs flashcards 46-53 - Extra Practical Classroom Activities: Jobs Memory Cards. SENTENCE PATTERN S/he’s a….. Development Exercise 1: Children read and match the pictures and words. Exercise 2: Children find and circle the words in the word search and check with a partner. Consolidation Extension: Ask each child to draw a grid of ten squares across by six down (draw one on the board first). Tell the children they are going to make their own word search. They should choose 4 or 5 jobs words and write them in the grid. Then fill the rest of the grid with other letters of the alphabet. They give their word search to a partner to complete and then swap back again to check.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 14: (19/11 – 23/11) SEMESTER 1 – Unit 4 – Lesson 3 - Period 56 Lesson 3 – Words Objectives: -Identifying what people’s jobs are, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.70 (Picture Play the game ‘Jump.’ Ask students to stand up. Show them one flashcard at a Writing – Speaking Dictionary) time. Say a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the children jump. If the KEY VOCABULARY word is different, they don’t move. Jobs.

<span class='text_page_counter'>(55)</span> ADDITIONAL VOCABULARY SENTENCE PATTERN Is he a …? Is she a…? Yes s/he is. No s/he isn’t.. Teaching Aids: - Jobs flashcards 46-53 - PMB p. 14, Extra Writing worksheet. Development Picture Dictionary: Ask children open their Workbooks to p.70. Tell them to colour in the people. (Number 4, Jobs). Tell them to work with a partner and point to the different people and ask Is he a pilot? Is she a housewife? And their partner answers yes or no. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) completing the crossword. Check the spelling by asking individual children to come out and write the words on the board. Writing Exercise 2: Students do the exercise writing She’s/He’s in the appropriate spaces. Consolidation Writing extension: Play the song from p. 32 of the Class Book again. Ask children to work in groups of four to six. Give each group a large piece of paper and a flashcard and some colour pencils. The groups write a verse of the song for the job shown on their flashcard. Children then illustrate their posters with a picture of the two people meeting. Collect in the posters and display them on the wall for revising the vocabulary in future lessons.. Week 15: (26/11 – 30/11) SEMESTER 1 – Unit 4 – Lesson 4 - Period 57 Lesson 4 – Phonics Objectives: - First letter sounds m/n/o/p, Speaking and listening skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.33 Show children phonics cards 5-8 to elicit the last phonics lesson and drill the words Speaking – Listening to recycle them. Write Mm, Nn, Oo, and Pp on the board and point to each letter and say the letter KEY VOCABULARY name and the sound for both upper- and lower-case letters for children to repeat. Say Mum the sounds again and children can draw the letters in the air..

<span class='text_page_counter'>(56)</span> Nurse Orange Pen. Teaching Aids: - Phonics cards 13-16 - CD Tracks 45-47. ADDITIONAL VOCABULARY Eat Write SENTENCE PATTERN. Development Vocabulary: Write the words, mum, nurse, orange and pen on the board. Circle the first letters and say the first sounds for children to repeat. Hold up the phonics cards and say the words for children to repeat. Recording 45: Children do the exercise and point to the letters. Recording 46: Do the exercise, and children join in with the chant. Put the four cards around the room and children point as they say the chant. Recording 47: Ask children what the nurse has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines. Exercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words. Consolidation Phonics activity: Give the children different actions to do for the different letters (e.g. stand up for m, clap their hands for n, put their right hand in the air for o, left hand in the air for p). Then say the letters in order, and then out of order and the children do the actions as they hear the different sounds. Volunteers can come up to the front of the class and the children can run the activity themselves, either with the whole class or in smaller groups.. Week 15: (26/11 – 30/11) SEMESTER 1 – Unit 4 – Lesson 4 - Period 58 Lesson 4 – Phonics Objectives: - First letter sounds m/n/o/p, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.33 Show the phonics cards and elicit the words again. Ask individual children to come Writing – Speaking to the front and write the first letters on the board, in both upper- and lower-case. Ask the children to trace the letters in the air and say the sounds as they do so. KEY VOCABULARY Mum Development.

<span class='text_page_counter'>(57)</span> Nurse Orange Pen. Teaching Aids: - Phonics cards 13-16 - Extra Practical Classroom Activities: Sounds Fun Pair Activity. ADDITIONAL VOCABULARY SENTENCE PATTERN. Exercise 1: Children do exercise 1. They trace the correct sound to match the picture. Exercise 2: Children do the exercise and write the first letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (pen). Exercise 3: Do the exercise. Children write the first letters of the words. Exercise 4: Children write the capital or small letters. Ask individual children to come up to the board to recreate the pattern in the Work book exercise. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. Consolidation Phonics game: Put children in pairs again and ask them to trace one of the letters a, b, c or d (in upper- or lower-case) on their partner’s back. Their partner must guess the correct letter and whether it is upper or lower. They can take turns and work with different partners. Model the activity first with one or two stronger students. Week 15: (26/11 – 30/11) SEMESTER 1 – Unit 4 – Lesson 5 - Period 59 Lesson 5 – Reading. Objectives: - Identifying family member’s jobs, Reading skills. Topic – Language target. Resources and Teaching Aids. Key Activities.

<span class='text_page_counter'>(58)</span> KEY LANGUAGE FOCUS: Reading – Listening, Speaking. Resources CLASS BOOK p.34. KEY VOCABULARY Jobs ADDITIONAL VOCABULARY Brother Family Happy Uncle. Teaching Aids: - CD Track 50 - Natasha’s Extra Activity Handouts: Our family’s jobs pair interview. SENTENCE PATTERN Is…a..? Yes/No. Introduction Energize the class by singing Two Kind Doctors from page 32. Ask children to look at the pictures in the story on p.34 of the Class Book and predict what the story is about. Development Exercise 1: Ask children to point to the different jobs in the pictures. Elicit the jobs and write them on the board. Recording 50: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: How old is Milly? Is her father a nurse? (No). What does her grandpa do? Exercise 3: Do the exercise. Children read again and write Yes or No next to the questions. Consolidation Pair interview: Give each child a worksheet. Ask them to write the jobs their family members do in the first column. Elicit some of the answers from the class and write the new or difficult vocabulary on the board to help the children. Put them into pairs and ask them to sit back-to-back so they cannot see each other’s worksheets. They then read out their family’s jobs and listen to their partner and write the jobs they say into that column on the worksheet. They can then turn around and check the spelling and words together.. Week 15: (26/11 – 30/11) SEMESTER 1 – Unit 4 – Lesson 5 - Period 60 Lesson 5 – Reading Objectives: - Identifying family member’s jobs, Reading skills Resources and Teaching Topic – Language target Aids KEY LANGUAGE Resources. Key Activities Introduction.

<span class='text_page_counter'>(59)</span> FOCUS: Reading – Speaking. WORKBOOK p.34. Play a memory game with the story from p.34 of the Class Book. Write the words Milly, Joe, Dad, Mum and Grandpa on the board. Give out the fireman, pupil, nurse, and doctor flashcards to four different children. The children come to the front of the class and put the cards next to the correct names on the board. Allow the rest of the class to say whether they agree or disagree.. Teaching Aids: - Jobs flashcards 46-53 - PMB Activity 4B Say, listen and point. Development Exercise 1: Ask children to open their Workbook and read the text. Read the text out loud together as a choral drill. Exercise 2: Children match the words to the picture. Check as a class. Exercise 3: Children write the words in the correct column. Put the columns on the board with the headings and ask individual children to come out the front and put the words in the correct place. Listen and point: Give each child a copy of PMB Activity 4B worksheet. Ask children to work in pairs and say the different jobs the people are doing in the pictures. They listen to each other to make sure they are right. Swap pairs and repeat. Consolidation Writing extension: Ask children to use Exercise 1 in the Workbook as a model to write about their own family. Elicit the information from one child in class and write it on the board, following the structures in the exercise. Help spell any difficult or new words. Then ask children to do it by themselves for their family. Put children in small groups when they have completed the writing to read their texts to each other. Ask two or three stronger students to read their texts to the class.. KEY VOCABULARY Jobs ADDITIONAL VOCABULARY Family Sister Grandma. SENTENCE PATTERN This is my… S/he’s a….. Week 16: (03/12 – 07/12) SEMESTER 1 – Unit 4 – Lesson 6 - Period 61 Lesson 6 – Listening Objectives: -Identifying what people’s jobs are, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.35 Play Musical Cards. Model the activity first. Then play the song from lesson 3..

<span class='text_page_counter'>(60)</span> Listening – Speaking. Hand the unit flashcards out to different children around the class. They pass the cards to children next to them while the music is playing. Stop the music suddenly and ask the children holding the cards, What is their job? The children stand up and say for example, He’s a doctor. Play the music again and repeat the activity.. KEY VOCABULARY Jobs ADDITIONAL VOCABULARY Roll again Miss a turn Go back (3) spaces Go forward (2) spaces. Teaching Aids: - Job flashcards 46-53 - CD track 51 - Extra Practical Classroom Activities: My job board game - Dice and counters. SENTENCE PATTERN What is their job? S/he’s a … Is s/he a…? Yes s/he is. No s/he isn’t.. Development Recording 51: Children do exercise 1, listening and numbering the pictures. Exercise 2: Model the activity first with a strong student. Ask the child Is he a doctor? The child answers, for example, No, he isn’t. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. Punctuation: Ask children to do the Writing box at the bottom of p.35. They circle the capital letters and full stops. Copy the sentences onto the board and ask individual students to come to the front and circle the capital letters and full stops. Consolidation Punctuation extension: Ask children to choose three of the sentences from the reading text on p.34 and circle the capital letters and full stops. Then ask their partner to check their answer. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the jobs as they land on the squares with job pictures. The winner is the first child to reach the finish square.. Week 16: (03/12 – 07/12) SEMESTER 1 – Unit 4 – Lesson 6 - Period 62 Lesson 6 – Listening Objectives: - Describing my body, Speaking and writing skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.35 Spelling quiz: Put students into groups of four and give each group a spelling quiz.

<span class='text_page_counter'>(61)</span> Speaking - Writing KEY VOCABULARY Jobs ADDITIONAL VOCABULARY. Teaching Aids: - PMB p.15 Values worksheet - Extra Practical Classroom Activities: Spelling Quiz. SENTENCE PATTERN This is my…. These are my…. worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Exercise 1: Children do exercise 1, rewriting the sentences with capital letters and full stops. Ask five children to come to the front of the class and write a sentence each on the board. Exercise 2: Students write any members of their family who have the jobs indicated in the exercise. Ask for a show of hands for each job with each family member. Exercise 3: Children draw their family and write about their jobs. In pairs children can show each other their pictures and read their sentences. Consolidation Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and circle the person we need in each picture. Ask children to draw a picture of the job they would like to do when they grow up. Put children in small groups to share their pictures. Then ask them to stand up and find all the other people that chose the same job, forming new groups. Go around the class drilling the jobs, group by group.. Week 16: (03/12 – 07/12) SEMESTER 1 – Unit 5 – Lesson 1 - Period 63 Lesson 1 – Words Objectives: - Identifying where things are, Reading and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.36 Sing Two Kind Doctors to warm up the class..

<span class='text_page_counter'>(62)</span> Reading – Speaking KEY VOCABULARY Seesaw Slide Net Swing Tree.  Use flashcards 54-58 to elicit and introduce the vocabulary. Hold up each card in turn and say the word. Say them again, and children repeat after you. Hold up again and say What’s this? for children to say the word. Teaching Aids: - The Park flashcards 54-58 - Story poster 5 - CD tracks 52-54. ADDITIONAL VOCABULARY Goal Good try Under On In Where SENTENCE PATTERN. Development Recording 52: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 53: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 5 to present the story. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions (Where’s the ball? What sport are they playing?) to check understanding. Consolidation Game: Play a guessing game with the class. Tell children they are going to guess which flashcards you are holding up, without seeing them. If they name the object within three guesses, they get one point. If they don’t, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What’s this? until the object has been guessed correctly. Keep a record of the score on the board.. Week 16: (03/12 – 07/12) SEMESTER 1 – Unit 5 – Lesson 1 - Period 64 Lesson 1 – Words Objectives: - Identifying things in a park, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORK BOOK p.36 Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and.

<span class='text_page_counter'>(63)</span> Writing – Speaking KEY VOCABULARY Seesaw Slide Net Swing Tree ADDITIONAL VOCABULARY Under On In. then focus carefully on different sounds which may be difficult for the children (e.g. /sw/ in swing, /sl/ in slide and housewife and, /tr/ in tree) Give flashcards 54-58 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word. Teaching Aids: - The Park flashcards 54-58 - PMB Activity 5A – Ask and answer - Scissors for each child or each small group of children. SENTENCE PATTERN What’s this? Where’s the…? It’s (under/in/on) the…. Development Exercise 1: Ask children to number the pictures and check their answers in small groups. Exercise 2: Students write the words under the pictures. Ask individual children to come to the front of the class and write the target structures on the board. PMB Activity: Give a PMB worksheet to each child and ask them to cut out the small pictures and place them where they like on the worksheet. They then work in pairs and ask Where’s the ball? Their partner looks at the picture and replies, (It’s under the swing). They can move the ball and ask and answer a number of times. Consolidation  Game: Choose 5 children to come to the front. Put the flashcards on the floor, face up, in a row. Each child stands opposite another child with the flashcard in the middle. One row points to the flashcard in front of them and says What’s this? The other child replies, It’s a slide/swing/tree etc.. and then each row moves one step to the left (the children at the end of the rows move around to the other side) and they repeat. Keep the children moving round the cards so they all take turns saying What’s this? And then, It’s a ….. Week 17: (10/12 – 14/12) SEMESTER 1 – Unit 5 – Lesson 2 - Period 65 Lesson 2 – Grammar Objectives: - Asking questions with Where’s…, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.37 and 74  Play Snap with the toys flashcards. Say one of the things found in a park; show Writing – Speaking (Grammar Reference) the flashcards one by one. If the word is different to the picture, the children say the.

<span class='text_page_counter'>(64)</span> word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game. Point to the Story Poster 5 again and ask children to tell you what happened in the story. Elicit the important words from the story and write them on the board.. KEY VOCABULARY Things in a park Prepositions of place ADDITIONAL VOCABULARY. Teaching Aids: - Jobs flashcards 54-58 - Story Poster 5 - CD track 54. SENTENCE PATTERN Where’s the …? It’s (on/in/under) the…. Development Listen and read: Tell children to open their books to p.36 and play the recording again as children follow in their books. Role play: Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. Exercise 2: Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language. Exercise 3: Ask children to write the correct prepositions of place to complete the sentences. Exercise 4: Model the activity and then put children in pairs to do it together. Change pairs and repeat. Ask two stronger children to come to the front and do the activity in front of the class. Consolidation Grammar Reference: Ask children to open their Class Books to p.74 and do the Unit 5 Grammar activity to practice the target structure further.. Week 17: (10/12 – 14/12) SEMESTER 1 – Unit 5 – Lesson 2 - Period 66 Lesson 2 – Grammar Objectives: - Asking questions with Where’s…?, Writing and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.37  Play Word Chain. Place the flashcards on the board in a row. Point to a child and Writing – Speaking s/he says the first word in the sequence (i.e. swing). Point to another child and s/he says the next word. Continue with each child saying the next word in the sequence..

<span class='text_page_counter'>(65)</span> KEY VOCABULARY Things in a park Prepositions of place ADDITIONAL VOCABULARY. Teaching Aids: - The Park flashcards 54-58. SENTENCE PATTERN Where’s the …? It’s (on/in/under) the…. Remove one flashcard after another while the children repeat the sequence from memory. Elicit the target structures again by keeping the flashcards on the board and drawing the ball under, on or in different pictures and asking Where’s the ball? Development Exercise 1: Children do the exercise, joining the dots and then reading and matching. Check with the class. Exercise 2: Students do the exercise. Ask the class to chorally reply to the questions after they have completed the exercise and elicit the spelling to write on the board. Consolidation Game: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the picture s/he has to draw. The child draws the picture on the board for the rest of the class to guess what it is. The first child to correctly guess the word comes to the front of the class to draw the next picture. Continue until all the target vocabulary has been used.. Week 17: (10/12 – 14/12) SEMESTER 1 – Unit 5 – Lesson 3 - Period 67 Lesson 3 – Song Objectives: - Identifying things in the park, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASSBOOK p.38 Use flashcards 59-61 to introduce the three new words. Hold up each one and say Listening – Speaking the words for children to repeat. Stick the three flashcards on the board and elicit the spelling from the class. Write KEY VOCABULARY the words on the board under each card..

<span class='text_page_counter'>(66)</span> Pool Ice-cream Frisbee ADDITIONAL VOCABULARY Cool Nice Park (n) Play (v). Teaching Aids: - The Park flashcards 54-61 - CD tracks 55-56 - Extra Practical Classroom Activities: Song worksheet. SENTENCE PATTERN. Development Recording 55: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 56: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and act: Tell children they are going to sing the song again, but this time they are going to do the actions. Elicit the actions from the pictures in the Class Book, (eating an ice-cream, throwing a frisbee etc...) and then practice them as a class before doing the activity. Consolidation  Game: Shuffle flashcards 54-61 together. Take one of the cards out and put it face-down on the table. Put the rest of the cards on the board. Explain to the class that one card is missing. The children have to guess the missing item. Take the cards down from the board, shuffle and repeat.. Week 17: (10/12 – 14/12) SEMESTER 1 – Unit 5 – Lesson 3 - Period 68 Lesson 3 –Song Objectives: - Identifying things in the park, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: WORKBOOK p.36 & 70  Play What have I got? Hold up one card so that the class can only see the back of Listening – Speaking (Picture Dictionary) it. Ask What is it? When the card has been guessed correctly, put it on the board. Hold up a second card and repeat the procedure. Continue until all the cards are on KEY VOCABULARY the board. Pool.

<span class='text_page_counter'>(67)</span> Ice-cream Frisbee ADDITIONAL VOCABULARY Prepositions of place SENTENCE PATTERN What’s in the...? Where’s the …? It’s (on/in/under) the…. Teaching Aids: - The Park flashcards 54-61 - PMB p. 18, Extra Writing worksheet - Extra Practical Classroom Activities: The Park Memory Cards. Development Exercise 1: Children write the words to complete the sentences. Exercise 2: Children complete the crossword and check answers in pairs. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) circling the odd one out and writing the words. Elicit the spelling and ask different children to write the words on the board. Writing Exercise 2: Students do the exercise and use the picture as a prompt to help them complete the sentences using prepositions of place. Picture Dictionary: Ask children to open their Work Book to p.70 and colour in the pictures in Number 5 (The park). They then point and ask and answer with a partner. Consolidation  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game..

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<span class='text_page_counter'>(69)</span> Week 19: (31/12/12 – 4/1/13) SEMESTER 1 – Unit 5 – Lesson 4 - Period 71 Lesson 4 – Phonics Objectives: - First letter sounds q/r/s/t, Speaking and listening skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.39 Show children phonics cards 17-21 to elicit the words from this lesson. Speaking – Listening Write Qq, Rr, Ss, and Tt on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say KEY VOCABULARY the sounds again and children can draw the letters in the air. Queen Rabbit Development Sofa Teaching Aids: Vocabulary: Write the words, queen, rabbit, sofa, teddy and umbrella on the Teddy - Phonics cards 17-21 board. Circle the first letters and say the first sounds for children to repeat. Hold up Umbrella - CD Tracks 57-59 the phonics cards and say the words for children to repeat. Recording 57: Children do the exercise and point to the letters. ADDITIONAL Recording 58: Do the exercise, and children join in with the chant. Put the four VOCABULARY cards around the room and children point as they say the chant. Recording 59: Ask children what the queen has got. Tell children they can find out by listening. Model the activity and then children listen and draw the lines. Exercise 4: Read the text for children to follow and model the activity first on the SENTENCE PATTERN board. Then children read and circle the sounds at the start of the words. Consolidation Extension activity: Divide the class into five groups: queens, rabbits, sofas, teddies and umbrellas. Do the chant again together. Each group says their own lines. Then put students in groups of five, and give each child one of the words, and they do the chant in the group, taking turns to say their line.. Week 19: (31/12/12 – 4/1/13).

<span class='text_page_counter'>(70)</span> SEMESTER 2 – Unit 5 – Lesson 4 - Period 72 Lesson 4 – Phonics Objectives: - First letter sounds q/r/s/t, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY Queen Rabbit Sofa Teddy Umbrella ADDITIONAL VOCABULARY. Resources WORKBOOK p.37. Teaching Aids: - Phonics cards 17-21 - Extra Practical Classroom Activities: Sounds Fun Pair Activity. SENTENCE PATTERN. Introduction Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the first letters on the board, in both upper- and lower-case. Ask the children to trace the letters in the air and say the sounds as they do so. Development Exercise 1: Children do exercise 1. They match the capital and lower case letters. Exercise 2: Children do the exercise and write the first letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (rabbit). Exercise 3: Do the exercise. Children write the first letters of the words. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. Consolidation Phonics matching: Display the phonics sound cards on the board. Place the phonics picture cards on your table. Call children to come to the front of the class to match the cards to the correct sounds on the board. Phonics game: Put the phonics picture cards on the walls of the room, in five different places. Say the sounds of the words, without the first letter (e.g. _een, _abbit, _ofa, _eddy and _mbrella). The children say the first missing letter and point to the correct card.. Week 19: (31/12/12 – 4/1/13) SEMESTER 2 – Unit 5 – Lesson 5 - Period 73 Lesson 5 – Reading Objectives: - Asking and answering about where things are, Reading skills.

<span class='text_page_counter'>(71)</span> Topic – Language target KEY LANGUAGE FOCUS: Reading – Listening, Speaking. Resources and Teaching Aids Resources CLASS BOOK p.40. KEY VOCABULARY Things in a park, Toys ADDITIONAL VOCABULARY Boy Girl Football Help (v). Teaching Aids: - CD Track 60 - Natasha’s Extra Activity Handouts: Find someone who has a … mingle activity. SENTENCE PATTERN Is…a..? Yes/No. Key Activities Introduction Energize the class by singing Toys, toys, toys, toys! from page 16 to revise toys vocabulary. Ask children to look at the picture on p.40 of the Class Book and predict what they will read. Development Exercise 1: Ask children to point to the different toys in the pictures. Elicit the toys and write them on the board. Recording 60: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: Where is Toby’s toy? (It’s under the tree). Where is the doll? (It’s under the swing). Exercise 3: Do the exercise. Children match the children to the toys. Check as a whole class. Consolidation Find someone who has…: Give each child a worksheet. Elicit or provide the names of all the toys. Write the words on the board to help the children. Model the sentence structure, Do you have a…? Yes/No. Then give children 5 minutes to stand up and walk around the room asking other students if they have the different toys. If a child says yes, then they write their name next to that toy on the worksheet. If they say no then they don’t write their name. The idea is to finish the worksheet with as many different names as possible. Ask children to tell you who has the different toys.. Week 19: (31/12/12 – 4/1/13) SEMESTER 2 – Unit 4 – Lesson 5 - Period 74 Lesson 5 – Reading Objectives: - Asking and answering about where things are, Reading skills Topic – Language Resources and Key Activities.

<span class='text_page_counter'>(72)</span> target KEY LANGUAGE FOCUS: Reading – Speaking. Teaching Aids Resources WORKBOOK p.34. KEY VOCABULARY Things in a park, Prepositions of place ADDITIONAL VOCABULARY. Teaching Aids: - The park flashcards 54-61 - PMB Activity 5B Circle the differences. SENTENCE PATTERN What is it…? It’s a…. Introduction Play Preposition Relay. Use ten flashcards from the past few units. Create two teams of five players in each team. They should form two lines. The first two students, one from each team come to the front and take a flashcard. Give instructions about where to place the flashcard such as Put the picture under a chair or Put the picture in a book and the first student to complete the instruction successfully wins a point for their team. Repeat until all the students have taken their turn. Development Exercise 1: Ask children to open their Workbook and read and write to complete the sentences. Exercise 2: Children write T or F to check comprehension. Check as a class. Listen and point: Give each child a copy of PMB Activity 5B worksheet. Ask children to circle the six differences between the pictures and then check in pairs. Then they choose a picture and ask and answer about where the toys are with a partner. Change partners and repeat. Consolidation Play a memory game: Ask students to study the picture from their workbook again for a few moments. Then tell them to close their books. Ask questions about the picture, e.g. What’s on the slide? Where’s the ball? Ask children to open their books again to see how many answers they got right.. Week 20: (07/1 – 11/1) SEMESTER 2 – Unit 5 – Lesson 6 - Period 75 Lesson 6 – Listening Objectives: - Asking and answering about where things are, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction.

<span class='text_page_counter'>(73)</span> FOCUS: Listening – Speaking. CLASS BOOK p.41. Play Whispers, using park vocabulary. Organize children into large groups. Show a flashcard to the first child in each group. This child whispers the word to the child next to him/her, and this continues around the group until the word reaches the final child. The final child says the word aloud, and the first child holds up the flashcard to see whether the word and the picture are the same.. Teaching Aids: - Toys flashcards 30-37 - The park flashcards 54-61 - CD track 61 - Extra Practical Classroom Activities: In the park board game. Development Recording 61: Children do exercise 1, listening and numbering the pictures. Exercise 2: Model the activity first with a strong student. Ask the child Where’s the girl? The child answers, for example, She’s under the tree. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. Punctuation: Ask children to do the Writing box at the bottom of p.35. They circle the capital letters at the beginning of the names. Copy the sentences onto the board and ask individual students to come to the front and circle the capital letters.. KEY VOCABULARY Toys, Park objects, Prepositions of place ADDITIONAL VOCABULARY Roll again Miss a turn Go back (3) spaces Go forward (2) spaces SENTENCE PATTERN Where’s the…?. Consolidation Punctuation extension: Ask children to choose three of the sentences from the reading text on p.34 and circle the capital letters at the beginning of the names. Then ask their partner to check their answer. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the park objects as they land on the squares with park pictures. The winner is the first child to reach the finish square.. Week 20: (07/1 – 11/1) SEMESTER 2 – Unit 5 – Lesson 6 - Period 76 Lesson 6 – Listening Objectives: - Identifying where things are, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE. Resources. Introduction.

<span class='text_page_counter'>(74)</span> FOCUS: Speaking - Writing. WORKBOOK p.39. KEY VOCABULARY Park objects, Prepositions of place ADDITIONAL VOCABULARY. Teaching Aids: - The Park flashcards 56-61 - Scissors, plain paper, large pieces of coloured paper. SENTENCE PATTERN Where’s the…?.  Play Order the letters. Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to write one letter at a time to complete the word. Repeat with different vocabulary from the flashcards. Development Exercise 1: Children do exercise 1, rewriting the sentences with capital letters. Ask four children to come to the front of the class and write a sentence each on the board. Exercise 2: Students circle the things in a park. Check together. Ask some children to come out and pick out the correct flashcard to show the class. Exercise 3: Children draw and write about themselves and their friends at the park.. In pairs children can show each other their pictures and read their sentences. Consolidation Language extension: divide the class into groups of six. Tell children that they each have to draw two pictures; a toy, and something from the park. Point out that the toy should be much smaller than the item from the park. Give each child two pieces of plain paper and give each group one large piece of coloured paper, a pair of scissors, a glue stick and a set of coloured pencils. Children draw, colour and cut out their pictures. Ask them to stick the pictures onto the large piece of paper, putting the toys in different locations in the park. Children write sentences below the pictures, e.g. The ball is in the tree. Put the completed posters up on the wall of the classroom.. Week 20: (07/1 – 11/1) SEMESTER 2 – Unit 5 – Lesson 6 - Period 77 Lesson 6 – Listening Objectives: - Identifying appropriate behavior in the park, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS:. Resources. Introduction Spelling quiz: Put students into groups of four and give each group a spelling quiz.

<span class='text_page_counter'>(75)</span> Speaking - Writing KEY VOCABULARY Objects in the park Toys Colours Prepositions of place ADDITIONAL VOCABULARY. Teaching Aids: - Toys flashcards 30-37 - The park flashcards 56-61 - PMB p.19 Values worksheet - Extra Practical Classroom Activities: Spelling Quiz. SENTENCE PATTERN The (ball) is under the…. worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Values Exercise 1: Children do exercise 1, putting a tick or cross next to the correct behavior in the park. Check with the class. Exercise 2: Children colour the different items following the instructions  Communication: Ask children to work in pairs and point to the different items in the pictures, saying where things are. For example; The ball is under the seat. Consolidation Mime the word: Show children the toys and park flashcards again to revise the vocabulary sets. Ask children to stand at their desks. Say a word or sentence, e.g. It’s a kite. The children repeat and perform a simple action (flying the kite for a few seconds). Follow this up by asking individual children to come to the front and choose a flashcards which they do not show the class. They then mime the action and the class has to guess what they are miming. The person to guess first can come to the front and choose the next flashcard to mime.. Week 20: (07/1 – 11/1) SEMESTER 2 – Unit 6 – Lesson 1 - Period 78 Lesson 1 – Words Objectives: - Identifying family members, Reading and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources CLASSBOOK p.42. Introduction Sing At the Park! to warm up the class.  Use flashcards 62-65 to elicit and introduce the vocabulary. Hold up each card in.

<span class='text_page_counter'>(76)</span> turn and say the word. Say them again, and children repeat after you. Hold up again and say Who’s this? for children to say the word.. KEY VOCABULARY Family members ADDITIONAL VOCABULARY Find The others Know They. Teaching Aids: - My family flashcards 62-65 - Hello flashcards 1-3 - Story poster 6 - CD tracks 62-64. SENTENCE PATTERN This is….. Development Recording 62: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 63: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 6 to present the story. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions (Who’s umbrella is it? It’s Grandma’s to check understanding. Consolidation  Vocabulary extension: Write the words mum, dad, grandma and grandpa on separate pieces of paper and stick them to the board. Give flashcards 62-65 to four children. Ask them to come to the front of the class and put the flashcards next to the correct word on the board. When the flashcards are all in the correct place, take off the words and give them to four different children. They come to the front of the class and put them next to the correct flashcard. Repeat with different children.. Week 21: (14/1 – 18/1) SEMESTER 2 – Unit 6 – Lesson 1 - Period 79 Lesson 1 – Words Objectives: - Identifying family members, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORK BOOK p.40. Introduction Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children (e.g. /gr/ in grandma, and, /br/ in brother).

<span class='text_page_counter'>(77)</span> KEY VOCABULARY Family members ADDITIONAL VOCABULARY. Ask six children to come to the front to be six different family members. Give each one a flashcard and ask them to introduce themselves to the class (as the family members). E.g. Hello. I’m grandma. Teaching Aids: - My family flashcards 6265, Hello flashcards 1-3 - PMB Activity 6A – Ask and answer. SENTENCE PATTERN This is my…. Development Exercise 1: Ask children to number the pictures and check their answers in small groups. Exercise 2: Students write the words to complete the sentences using the target structure, This is my…. Ask individual children to come to the front of the class and write the target structures on the board. PMB Activity: Give a PMB worksheet to each child and ask them to draw their family in the frame on the page. Then they work with a partner and point to the family members and say who they are. Swap the children and repeat with a new partner. Consolidation  Game: Play Order the Letters. Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to write one letter at a time to complete the word. Do this with each flashcard.. Week 21: (14/1 – 18/1) SEMESTER 2 – Unit 6 – Lesson 2 - Period 80 Lesson 2 – Grammar Objectives: - Identifying family members, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY. Resources CLASS BOOK p.43 and 75 (Grammar Reference). Introduction  Play Board slap with the children. Put the family flashcards on the whiteboard and bring up two teams of 4 children to the front. Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first child to touch for their team wins a point..

<span class='text_page_counter'>(78)</span> Family members ADDITIONAL VOCABULARY SENTENCE PATTERN This is (mum’s) (pen). It’s my (brother’s) (book).. Point to the Story Poster 6 again and ask children to tell you what happened in the story. Elicit the important words from the story and write them on the board. Teaching Aids: - My family flashcards 62-65 - Hello flashcards 1-3 - Story Poster 6 - CD track 64. Development Listen and read: Tell children to open their books to p.42 and play the recording again as children follow in their books. Role play: Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. Exercise 2: Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language. Exercise 3: Ask children to follow the lines and complete the sentences with the correct words. Pronunciation: Ask children to circle the ‘s’ in the sentences, highlighting the way it is connected to a person’s name. Then drill the sentences making sure children are pronouncing the ‘s’ before the noun. Consolidation Grammar Reference: Ask children to open their Class Books to p.75 and do the Unit 6 Grammar activity to practice the target structure further.. Week 21: (14/1 – 18/1). SEMESTER 2 – Unit 6 – Lesson 2 - Period 81 Lesson 2 – Grammar Objectives: - Identifying family members, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY Family members. Resources WORKBOOK p.41. Introduction  Play Smiley face. Think of a word from any of the flashcards (family or school things) and draw a short line for each letter on the board. Ask the children to guess the letters that are in the secret word, one by one. If a child guesses correctly, write the letter on the correct line. If a child guesses incorrectly, write the letter on the board with a cross through it, and draw a large circle to represent a face. With each.

<span class='text_page_counter'>(79)</span> ADDITIONAL VOCABULARY Colours SENTENCE PATTERN This is (mum’s) (pen). It’s my (brother’s) (book).. Teaching Aids: - Family members flashcards 62-65 - Hello flashcards 1-3 - School things flashcards 22-26 - Colour pencils for each child. letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile etc...) The game continues until either the word or the face is complete. If the word is completed, the class has won; if the face is completed, the teacher has won. Development Exercise 1: Children do the exercise, reading the four sentences and numbering the pictures they match. Check as a class. Exercise 2: Students do the exercise. They read the sentences and colour the pictures following the instructions. Ask children to check in groups to make sure they have followed the instructions correctly. Exercise 3: Children look at the pictures and write, using the target structure. Ask three children to come up and write the sentences on the board. Consolidation Game: Give flashcards 62-65 to four children, and flashcards 22-26 to six different children. Ask all ten children to come to the front and stand in two separate teams. Ask one child from each team to stand together and show their flashcards to the class, e.g. one shows Mum and the other shows a bag. The rest of the class have to make the sentence, It’s Mum’s bag. Repeat with the rest of the children in the teams.. Week 21: (14/1 – 18/1). SEMESTER 2 – Unit 6 – Lesson 3 - Period 82 Lesson 3 – Song Objectives: - Identifying family members, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Family members Aunt. Resources CLASSBOOK p.44. Introduction Use flashcards 66-67 to introduce the two new words, aunt and uncle. Hold up each one and say the words for children to repeat. Stick the flashcards on the board and elicit the spelling from the class. Write the words on the board under each card. Development.

<span class='text_page_counter'>(80)</span> Uncle Cousin ADDITIONAL VOCABULARY Love (n) Lots of. Teaching Aids: - My family flashcards 62-67 - Hello flashcards 1-3 - CD tracks 65-67 - Extra Practical Classroom Activities: Song worksheet. SENTENCE PATTERN. Recording 65: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 66: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and do: Tell children they are going to sing the song again, but this time they are going to do some actions as they listen and sing. Decide with the class what actions they will do (e.g. mum and dad, raise thumbs, sister and brother, raise index fingers, grandma and grandpa, raise middle fingers, aunt and uncle, raise ring fingers, and cousins, raise little fingers) Consolidation  Song extension: assign family words to different children, i.e. some boys are dads, grandpas, uncles and brothers; some girls are mums, grandmas, aunts and sisters. Play or sing the song again and children stand up when they hear their word.. Week 22: (21/1 – 24/1) SEMESTER 2 – Unit 6 – Lesson 3 - Period 83 Lesson 3 – Song Objectives: - Identifying family members, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking. Resources WORKBOOK p.42. KEY VOCABULARY Family members ADDITIONAL. Teaching Aids:. Introduction Play Slow reveal (see Teacher’s Book for instructions) with flashcards 1-3 and 62 -67 to revise vocabulary. Say Who’s this? as you reveal each one. Development Exercise 1: Children colour the different words and check together. Exercise 2: Children complete the word search and check answers in pairs..

<span class='text_page_counter'>(81)</span> VOCABULARY SENTENCE PATTERN Who’s this? This is my….. - My family flashcards 6267 - Hello flashcards 1-3 - Extra Practical Classroom Activities: Family Memory Card - Colour pencils for each child. Point and answer: Children work in pairs and point to the pictures and ask Who’s this? Their partner answers, This is my (grandmother). Consolidation Game: Play Do It! Assign each child a toy word. So every child in the class will have a different toy word. E.g. grandma, uncle, sister etc... Give instructions, for example, Grandma’s jump. Sisters, clap your hands. Model the actions. Say the family words in random order and the children with that word have to do their action. Ask a volunteer student to come up and run the activity for the class.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 22: (21/1 – 24/1) SEMESTER 2 – Unit 6 – Lesson 3 - Period 84 Lesson 3 – Song Objectives: -Identifying family members, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.71 (Picture Dictionary). KEY VOCABULARY Family members ADDITIONAL VOCABULARY. Teaching Aids:. Introduction Play the game ‘Jump.’ Ask students to stand up. Show them one flashcard at a time. Say a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the children jump. If the word is different, they don’t move. Development Picture Dictionary: Ask children open their Workbooks to p.71. Tell them to.

<span class='text_page_counter'>(82)</span> SENTENCE PATTERN This is my (grandma’s) (book).. - My family flashcards 62-67 - Hello flashcards 1-3 - PMB p. 22, Extra Writing worksheet - Colour pencils for each child. colour in the family members. (Number 6, My family). Tell them to work with a partner and point to the different people and ask Is this your sister? Is this your grandpa? And their partner answers yes or no. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) completing the words of the family members. Check as a class asking the students to spell the words out loud. Writing Exercise 2: Students do the exercise writing the words in the appropriate places. Check with the class. Consolidation Writing extension: Ask children to look at exercise 2 again on the PMB Writing worksheet. Ask them to write four more sentences, using different family members and different objects. Before starting the activity, elicit some examples from the class and write them on the board. Ask students to swap their completed sentences and correct each others. Elicit some more of the sentence examples from the class. Ask if anyone else wrote the same sentence.. Week 22: (21/1 – 24/1) SEMESTER 2 – Unit 6 – Lesson 4 - Period 85 Lesson 4 – Phonics Objectives: - First letter sounds v/w/x/y/z, Speaking and listening skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking – Listening KEY VOCABULARY Van Window Box Yo-yo Zebra. Resources CLASS BOOK p.45. Teaching Aids: - Phonics cards 22-26 - CD Tracks 67-69. Introduction Show children phonics cards 22-26 to elicit the words from this lesson. Write Vv, Ww, Xx, Yy, and Zz on the board and point to each letter and say the letter name and the sound for both upper- and lower-case letters for children to repeat. Say the sounds again and children can draw the letters in the air. Development Vocabulary: Write the words, van, window, box, yo-yo and zebra on the board. Circle the first letters and say the first sounds for children to repeat. Hold up the phonics cards and say the words for children to repeat..

<span class='text_page_counter'>(83)</span> Recording 67: Children do the exercise and point to the letters. Recording 68: Do the exercise, and children join in with the chant. Put the five cards around the room and children point as they say the chant. Recording 69: Ask children what is in the van. Tell children they can find out by listening. Model the activity and then children listen and draw the lines. Exercise 4: Read the text for children to follow and model the activity first on the board. Then children read and circle the sounds at the start of the words.. ADDITIONAL VOCABULARY Look (out of) SENTENCE PATTERN. Consolidation Extension activity: Display some phonics cards on the board, one of which contains the target sound. Say the target sound, e.g. /z/ and the children point to the flashcard that contains the sound. Elicit the words from the class chorally. Then put up some different cards. Ask one child to come to the front of the class and make the first letter sound from one of the cards and the children listen and point to the correct card. Repeat with a few different children.. Week 22: (21/1 – 24/1) SEMESTER 2 – Unit 6 – Lesson 4 - Period 86 Lesson 4 – Phonics Objectives: - First letter sounds v/w/x/y/z, Speaking and listening skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY Van Window Box Yo-yo Zebra. Resources WORKBOOK p.43. Teaching Aids: - Phonics cards 22-26 - Extra Practical Classroom Activities: Sounds Fun Pair. Introduction Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the first letters on the board, in both upper- and lower-case. Ask the children to trace the letters in the air and say the sounds as they do so. Development Exercise 1: Children do exercise 1. They colour the correct picture. Then drill the correct sounds with the class. Exercise 2: Children do the exercise and write the first letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (box). Exercise 3: Do the exercise. Children write the first letters of the words..

<span class='text_page_counter'>(84)</span> ADDITIONAL VOCABULARY. Activity - Colour pencils for each child. SENTENCE PATTERN. Exercise 4: Children do the exercise, filling in the missing upper-case and lowercase letters. Say the letters together as a class. Ask different children to come up and write the letters on the board. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. Consolidation Phonics game: Put children in pairs and ask them to trace one of the letters v, w, x, y or z (in upper- or lower-case) on their partner’s back. Their partner must guess the correct letter and whether it is upper or lower. They can take turns and work with different partners. Model the activity first with one or two stronger students.. Week 23: (28/1 – 31/1) SEMESTER 2 – Unit 6 – Lesson 5 - Period 87 Lesson 5 – Reading Objectives: - Identifying ownership, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Listening, Speaking. Resources CLASS BOOK p.46. KEY VOCABULARY Family members ADDITIONAL VOCABULARY Throw Still Photo. Teaching Aids: - CD Track 70 - Natasha’s Extra Activity Handouts: Find someone who’s… mingle activity. Introduction Energize the class by singing In my family from page 44 to revise family vocabulary. Ask children to look at the picture on p.46 of the Class Book and predict what they will read. Development Exercise 1: Ask children to point to the different family members in the pictures. Elicit the family members and write them on the board. Recording 70: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: Where is the kite? (It’s in the tree). What does the bird have? (It has the kite). Exercise 3: Do the exercise. Children read the story again and write True or False. Check as a whole class..

<span class='text_page_counter'>(85)</span> SENTENCE PATTERN Consolidation Find someone who’s…: Give each child a worksheet. Elicit or provide the names of all the objects. Write the words on the board to help the children. Model the sentence structure, Does your mother have a hat? Yes/No. Then give children 5 minutes to stand up and walk around the room asking other students if they have their family members have different things. If a child says yes, then they write their name next to that sentence on the worksheet. If they say no then they don’t write their name. The idea is to finish the worksheet with as many different names as possible. Ask children to tell you who’s family members have the different things.. Week 23: (28/1 – 31/1) SEMESTER 2 – Unit 6 – Lesson 5 - Period 88 Lesson 5 – Reading Objectives: - Asking and answering about where things are, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources WORKBOOK p.44. KEY VOCABULARY Family members ADDITIONAL VOCABULARY Prepositions of place. SENTENCE PATTERN. Teaching Aids: - My family flashcards 62-67 - Hello flashcards 1-3 - PMB Activity 6B Read, point and answer - Colour pencils for each child. Introduction Play Listen, point and say. Place the flashcards in different locations around the classroom. Call out a word, e.g. grandma. The children point to the correct flashcard. Now describe the location of the card, e.g. It’s next to the door. Who is it? And the children say, for example, It’s Mum. Development Exercise 1: Ask children to open their Workbook and read and number the pictures. Check with the class. Exercise 2: Children read and write using the words provided. Ask children to check their answers with a partner and then ask 5 children to come up the front and write the sentences on the board. Read, point and answer: Give each child a copy of PMB Activity 6B worksheet. Ask children to read and colour and then work in pairs to point, ask and answer using the prompts below the picture to help..

<span class='text_page_counter'>(86)</span> Consolidation Extension: Put children into groups of four to six at their seats. Tell them that they are going to draw a picture of themselves and their families at the park and then talk about it. Give each child a piece of paper and some pencils. Children draw their picture. Children take turns to tell the rest of the group something they can see in their picture, e.g. My dad is under the tree. Collect the pictures and display them on the wall. Point to different pictures and ask individual children to tell you something about them, e.g. The ball is in the net.. Week 23: (28/1 – 31/1) SEMESTER 2 – Unit 6 – Lesson 6 - Period 89 Lesson 6 – Listening Objectives: - Asking and answering questions, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking. Resources CLASS BOOK p.47. Introduction Play Musical Cards. Model the activity first. Then play the song from lesson 6. Hand the unit flashcards out to different children around the class. They pass the cards to children next to them while the music is playing. Stop the music suddenly and ask the children holding the cards, Who is this? The children stand up and say for example, This is my sister. Play the music again and repeat the activity.. Teaching Aids: - My family flashcards 62-67 - CD track 71 - Extra Practical Classroom Activities: My family board game - Dice and counters. Development Recording 71: Children do exercise 1, listening and numbering the pictures. Exercise 2: Model the activity first with a strong student. Ask the child Who’s this? The child answers, for example, It’s Oli’s dad. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. Punctuation: Ask children to do the Writing box at the bottom of p.47. They circle the question marks and underline the sentences. Copy the sentences onto the board and ask individual students to come to the front and underline the sentences. KEY VOCABULARY Family members ADDITIONAL VOCABULARY Roll again Miss a turn Go back (3) spaces Go forward (2) spaces.

<span class='text_page_counter'>(87)</span> SENTENCE PATTERN Who’s this? It’s…. and circle the question marks. Consolidation Punctuation extension: Ask children to choose three of the sentences from the reading text on p.46 and circle the question marks and underline the sentences. Then ask their partner to check their answer. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the family members as they land on the squares with pictures of people. The winner is the first child to reach the finish square.. Week 23: (28/1 – 31/1) SEMESTER 2 – Unit 6 – Lesson 6 - Period 90 Lesson 6 – Listening Objectives: - Identifying ownership, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking - Writing. Resources WORKBOOK p.45. KEY VOCABULARY Family members ADDITIONAL VOCABULARY SENTENCE PATTERN This is my… This is…. Teaching Aids: - PMB p.23 Values worksheet - Extra Practical Classroom Activities: Spelling Quiz. Introduction Spelling quiz: Put students into groups of four and give each group a spelling quiz worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Exercise 1: Children do exercise 1, tracing the question marks and drawing more. Exercise 2: Students unscramble the words to make sentences, including question marks and capital letters. Ask 5 students to come and write the sentences on the board and check for accuracy together with the class. Exercise 3: Children choose 4 family members and write what they have got. They then draw and write about their things using the word prompts to help them. Ask some individual children to stand up and read out their sentences..

<span class='text_page_counter'>(88)</span> Consolidation Values: Give a copy of the Values worksheet to each student. Ask them to follow the instructions and draw the appropriate sad or smiley face next to each picture.. Ask children to draw a picture of themselves and their family and to label the different members. Then put students in small groups and they can show their pictures and talk about their families.. Week 24: (18/2 – 21/2) SEMESTER 1 – Review 2 - Period 91 Review Objectives: - Reviewing target language and structures, Reading and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Writing. Resources WORKBOOK p.46 & 47. KEY VOCABULARY Recycled vocabulary from Starter Unit to end of Unit 6 Teaching Aids: - All flashcards from first seven units ADDITIONAL VOCABULARY SENTENCE PATTERN. Introduction Play Order the letters. Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to write one letter at a time to complete the word. Repeat with different vocabulary from the flashcards. Development Review activities: Photocopy and cut up the activities on p.46 & 47 of the Workbook. Have a copy of each exercise for each group of 4 children. Put children into groups of four. Hand out exercise 1 and give students 3 minutes to complete the activity together. When completed, ask them to pass their worksheet to another group of children to correct. Check the answers together as a class. The children then pass it back to the original group. Do this with all six exercises, children completing them in groups one at a time and correcting each other’s. Consolidation Play Pictionary. Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the.

<span class='text_page_counter'>(89)</span> front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper.. Week 24: (18/2 – 21/2) SEMESTER 1 – Review 2 - Period 92 Review Objectives: - Reviewing target language and structures, Reading and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Writing. Resources CLASS BOOK p.48 & 49. KEY VOCABULARY Recycled vocabulary from Starter Unit to end of Unit 6 Teaching Aids: - All flashcards from first seven units ADDITIONAL VOCABULARY SENTENCE PATTERN. Introduction Play a miming game with selected vocabulary. Show a number of flashcards to revise the words. Mime once to demonstrate the activity and ask students to guess the word. Put all the flashcards you have chosen (up to 20) on the board. Divide the class into groups of four. Give each child in the group a number. Tell number ones to choose a word and to keep it secret. They then mime the word to their group. The student who guesses it firsts gets a point. Then number twos do the same thing and so on. Development Review activities: Tell children they have 15 minutes to complete all the exercises, working in pairs. When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class. Consolidation Game: Play Bingo. Elicit as many words from all the units studied so far as possible (showing flashcards to remind students if necessary) and write up approximately 20 on the board. Ask children to draw a bingo grid in their.

<span class='text_page_counter'>(90)</span> notebooks, a square with nine boxes, three across and three down. Ask them to choose nine words and write one word in each box. Either read out the words, spell them or even describe what they are in order for children to listen and cross it off if they have it in their grid. The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct.. Week 25: (25/2 – 28/2) SEMESTER 2 – Unit 7 – Lesson 1 - Period 95 Lesson 1 – Words Objectives: - Identifying clothes, Reading and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources CLASSBOOK p.52. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Basket Clothes His Her SENTENCE PATTERN Is this….? Are these…?. Teaching Aids: - My clothes flashcards 6872 - Story poster 7 - CD tracks 72-74. Introduction Sing In My Family to warm up the class.  Use flashcards 68-72 to elicit and introduce the vocabulary. Hold up each card in turn and say the word. Say them again, and children repeat after you. Hold up again and say What’s this? for children to say the word. Development Recording 72: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 73: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 7 to present the story. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions (Is it Billy’s t-shirt? Yes, it is to check understanding. Consolidation Game: Play a guessing game with the class. Tell children they are going to guess which flashcards you are holding up, without seeing them. If they name the object.

<span class='text_page_counter'>(91)</span> within three guesses, they get one point. If they don’t, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What’s this? until the object has been guessed correctly. Keep a record of the score on the board.. Week 25: (25/2 – 28/2) SEMESTER 2 – Unit 7 – Lesson 1 - Period 96 Lesson 1 – Words Objectives: - Identifying clothes, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORK BOOK p.48. Introduction Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children (e.g. /sh/ in shorts and t-shirt and /dr/ in dress) Give flashcards 68-72 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word.. Teaching Aids: - My clothes flashcards 6872 - PMB Activity 7A – Match and say - Colour pencils for each child. Development Exercise 1: Ask children to circle the correct word and check as a class, drilling the vocabulary as you do so. Exercise 2: Students read and colour and check with a partner. Exercise 3: Children look at the picture in the previous exercise and complete the sentences. Ask individual children to stand up and say the sentences. PMB Activity: Give a PMB worksheet to each child and ask them to finish drawing the pictures of clothes. Then they draw a line between the word and the child. Put students into pairs and they point and say, using the target structure, This is his t-shirt, or these are her shoes.. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Colours SENTENCE PATTERN Tim’s (trousers) are (blue). This is his (t-shirt). These are her (shoes).. Consolidation Game: Ask five children to come to the front of the class. Tell each one that they are wearing a wonderful new dress or t-shirt or socks. They are very proud of their new clothes. Ask the class to say the chant from the course book again (page. 52)..

<span class='text_page_counter'>(92)</span> When the children hear their item of clothing mentioned, they show it off to the class (e.g. the girl with the dress might turn around and the child with the socks might point to his/her feet).. Week 25: (25/2 – 28/2) SEMESTER 2 – Unit 7 – Lesson 2 - Period 97 Lesson 2 – Grammar Objectives: - To answer questions with his and her, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources CLASS BOOK p.53 and 75 (Grammar Reference). Introduction  Play Snap with the clothes flashcards. Say one of the clothes; show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game. Point to the Story Poster 7 again and ask children to tell you what happened in the story. Elicit the important words from the story and write them on the board.. Teaching Aids: - My clothes flashcards 6872 - Story Poster 7 - CD track 74. Development Listen and read: Tell children to open their books to p.52 and play the recording again as children follow in their books. Role play: Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. Exercise 2: Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language. Exercise 3: Ask children to write his or her in the correct place in the sentences. Exercise 4: Children point, ask and answer using the four pictures and the sentence parts as prompts. Model with a strong student before they complete the exercise.. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY SENTENCE PATTERN Are these his/her (socks)? Yes, they are. No, they aren’t.. Consolidation Grammar Reference: Ask children to open their Class Books to p.75 and do the Unit 7 Grammar activity to practice the target structure further..

<span class='text_page_counter'>(93)</span> Week 25: (25/2 – 28/2) SEMESTER 2 – Unit 7 – Lesson 2 - Period 98 Lesson 2 – Grammar Objectives: - To answer questions with his and her, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.49. Introduction  Play Musical Cards. Play lively music, or the unit’s song. Hand the unit flashcards out to different students in the class. They pass the cards to children next to them around the class while the music is playing. Stop the music suddenly. Ask the children who are holding the cards, What’s this? to elicit the words. Play the music and the children keep playing the game.. Teaching Aids: - My clothes flashcards 6872 - Colour pencils for each child. Development Exercise 1: Children do the exercise, looking at the pictures and matching the words his and her before completing the sentences. Check as a class. Exercise 2: Students do the exercise. They write Yes, they are or No, they aren’t after each question. Put children in pairs and have them asking and answering the questions together. Change the pairs and repeat.. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Colours SENTENCE PATTERN These are his/her (shorts). Are these his/her (socks)? Yes, they are. No, they aren’t.. Consolidation Vocabulary extension: Using the pictures in exercise 1 in the Workbook, give instructions to the children to colour in different clothes. For example, Colour the shorts red. Colour the t-shirt yellow and pink. Children listen and colour accordingly and then check their pictures in small groups to check. Game: Stick the flashcards on the wall around the classroom. The children ask together, What’s this? And you reply It’s a (dress). The children then run and touch the correct flashcard..

<span class='text_page_counter'>(94)</span> Week 26: (04/03 – 07/03) SEMESTER 2 – Unit 7 – Lesson 3 - Period 99 Lesson 3 – Song Objectives: - Identifying clothes, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Clothes Shoes Coat Hat ADDITIONAL VOCABULARY Every Day. Resources CLASSBOOK p.54. Teaching Aids: - My clothes flashcards 6875 - CD tracks 75-76 - Extra Practical Classroom Activities: Song worksheet - PMB page 41 (Cut and make 2). SENTENCE PATTERN I put on my…. Introduction Use flashcards 73-75 to introduce the three new words, shoes, coat and hat. Hold up each one and say the words for children to repeat. Stick the flashcards on the board and elicit the spelling from the class. Write the words on the board under each card. Development Recording 75: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 76: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and do: Tell children they are going to sing the song again, but this time they are going to do some actions as they listen and sing. Decide with the class what actions they will do (e.g. putting on their socks, putting on their coats and hats etc...). Children listen, sing and do the actions. Consolidation Cut and make: Give each child a copy of the PMB Cut and make worksheet. Tell children to colour the clothes and then cut them out, as well as the doll. Show children how to fold the tables so that the clothes fit on the doll. Children show their dolls and make simple sentences such as, Her trousers are blue. Put up a long piece of string in the classroom and give children some pegs so they can hang their dolls on the clothes line and make further sentences about each other’s dolls.. Week 26: (04/03 – 07/03).

<span class='text_page_counter'>(95)</span> SEMESTER 2 – Unit 7 – Lesson 3 - Period 100 Lesson 3 – Song Objectives: - Identifying clothes, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking. Resources WORKBOOK p.50. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY SENTENCE PATTERN This is a… These are…. Teaching Aids: - My clothes flashcards 6875 - Extra Practical Classroom Activities: Clothes Memory Cards. Introduction Sing the song from Class Book p.54 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (socks, shoes, and coat) and every time they hear their word they hold the card up in the air. Development Exercise 1: Children trace the clothes and write the words. They can check with a partner. Exercise 2: Children complete the crossword using the words and pictures as prompts. Check all the answers with the whole class, drilling the language as you do so. Point and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, These are my (shoes). Consolidation Game: Play Simon Says, using the target vocabulary. Say Put on your socks, put on your coat etc... as well as using vocabulary from earlier units to recycle the words. Explain that students just have to mime the actions. If you say ‘Simon Says,’ before the instruction, children mime it. If you don’t say Simon Says, they shouldn’t do it. If they do, they are out of the game.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 26: (04/03 – 07/03) SEMESTER 2 – Unit 7 – Lesson 3 - Period 101.

<span class='text_page_counter'>(96)</span> Lesson 3 – Song Objectives: - Describing clothes, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.71 (Picture Dictionary). KEY VOCABULARY Clothes ADDITIONAL VOCABULARY SENTENCE PATTERN His/her (trousers) are (blue).. Teaching Aids: - My clothes flashcards 6875 - PMB p. 26, Extra Writing worksheet - Colour pencils for each child. Introduction Play What have I got? Hold up one flashcard so that the class can only see the back of it. Ask What is it? When the card has been guessed correctly, put it on the board. Hold up a second card and repeat the procedure. Continue until all the cards are on the board. Development Picture Dictionary: Ask children open their Workbooks to p.71. Tell them to colour in the clothes. (Number 7, My clothes). Tell them to work with a partner and point to the different clothes and ask Is this a coat? Are these socks? And their partner answers yes or no. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) filling in the missing clothes vocabulary. Check as a class asking the students to spell the words out loud. Writing Exercise 2: Students do the exercise using the pictures and sentence prompts to help them colour in the appropriate clothes. Check with the class. Consolidation Writing extension: Ask children to look at exercise 2 again on the PMB Writing worksheet. Ask them to draw a girl and a boy and colour in the clothes. Then ask them to swap their pictures with a partner. They write three or four sentences for each picture describing the colours of the clothes, for example, His hat is yellow or Her socks are pink. Then they swap their notebooks back and check each other’s sentences and read them to each other out loud. Ask a few students to read the sentences out to the class.. Week 26: (04/03 – 07/03) SEMESTER 2 – Unit 7 – Lesson 4 - Period 102.

<span class='text_page_counter'>(97)</span> Lesson 4 – Phonics Topic – Language target. Objectives: - First letter sounds – the alphabet, Speaking and listening skills Resources and Key Activities Teaching Aids. KEY LANGUAGE FOCUS: Speaking – Listening. Resources CLASS BOOK p.55. KEY VOCABULARY All words from phonics cards 1-26 ADDITIONAL VOCABULARY. Teaching Aids: - Phonics cards 1-26 - CD Track 77 - Colour pencils and a large piece of card for each group of four children. SENTENCE PATTERN. Introduction Do the chant from page 45 to energize the class and revise the sounds that v, w, x, y, and z make. Use all the phonics cards for children to practice saying the letters of the alphabet. Hold up the cards in a random order, showing only the pictures. Say the name of the animal, person or object on the front of the card. Children call out the name of the letter it begins with, e.g. Nurse? (n). Development Recording 77: Children listen, point and sing the alphabet song. Count off all the children in the class as a letter of the alphabet and sing the song again. The children stand up when they hear their letter in the song. Exercise 2: Children write the missing letters. Check by singing the alphabet song slowly together as children follow in their book. Exercise 3: Ask children to look at the two pictures and write the letters that each item in the picture starts with. Check with their partner or in small groups. Consolidation Extension activity: Put students in groups of four and give them some letters of the alphabet. Make sure that the letters of the alphabet are divided up among all the groups in the class. Give each group a large piece of card and tell the children to draw the letters of the alphabet you have given them and pictures to represent each letter. When they have finished, put the posters on the wall in the correct order to form the whole alphabet. Ask children to come out the front and read the alphabet from beginning to end and point to different pictures and ask the class to tell you the word.. Week 27: (11/03 – 14/03) SEMESTER 2 – Unit 7 – Lesson 4 - Period 103.

<span class='text_page_counter'>(98)</span> Lesson 4 – Phonics Topic – Language target. Objectives: - First letter sounds – the alphabet, Speaking and listening skills Resources and Key Activities Teaching Aids. KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.51. KEY VOCABULARY All words from phonics cards 1-26. ADDITIONAL VOCABULARY. Teaching Aids: - Phonics cards 1-26 - Extra Practical Classroom Activities: Sounds Fun Pair Activity. SENTENCE PATTERN. Week 27: (11/03 – 14/03) SEMESTER 2 – Unit 7 – Lesson 5 - Period 104. Introduction Give out the phonics cards to 26 children. Ask children to come to the front of the class in the correct order to put the cards on the board. Do not confirm whether the letters are in the correct place at this stage. If you have more than 26 children, then the children who didn’t get cards can come up and make any changes to the order that they think is necessary. Read the alphabet aloud slowly for the class to check the order of the letters on the board. Development Exercise 1: Children do exercise 1. They join the letters in the correct order to get out of the maze. Put children into pairs to check each other’s work. Exercise 2: Children do the exercise and write the letters of the alphabet in the correct order. Check as with the class. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct first letter sounds they hear. Check as a class. Consolidation Phonics relay: Put children into groups of six or eight and ask them to sit in a line with their backs to the person behind them. Ask the last child in the line from each group to come out the front. Take these children and whisper a letter to them (for example, c). They go back to their group, sit down and trace the letter on the back of the child in front of them. They then trace it on the next child’s back and it goes on until it reaches the child at the front. The first child at the front to stand up and shout out the letter correctly wins a point for their team. That child then goes to the back and the activity can be repeated..

<span class='text_page_counter'>(99)</span> Lesson 5 – Reading Topic – Language target. Objectives: - Describing clothes, Reading skills Resources and Teaching Aids. KEY LANGUAGE FOCUS: Reading – Listening, Speaking. Resources CLASS BOOK p.56. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Try on Team SENTENCE PATTERN. Teaching Aids: - CD Track 78 - Natasha’s Extra Activity Handouts: Find someone who has… mingle activity. Key Activities. Introduction Energize the class by singing Every day! from page 54 to revise clothes vocabulary. Ask children to look at the pictures on p.56 of the Class Book and predict what they will read. Development Exercise 1: Ask children to point to the different clothes members in the pictures. Elicit the clothes vocabulary and write the words on the board. Recording 78: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: What colour does Mike like? (He likes orange). Why does he like orange? (It is the colour of his football team). Exercise 3: Do the exercise. Children circle the incorrect word in the sentence and write the correct word. Check with the class. Consolidation Find someone who has…: Give each child a worksheet. Elicit or provide the names of all the clothes and colours. Write the words on the board to help the children. Model the sentence structure; Do you have a green t-shirt? Yes/No. Then give children 5 minutes to stand up and walk around the room asking other students if they have different coloured clothes. If a child says yes, then they write their name next to that sentence on the worksheet. If they say no then they don’t write their name. The idea is to finish the worksheet with as many different names as possible. Ask children to tell you who has the clothes in those colours.. Week 27: (11/03 – 14/03) SEMESTER 2 – Unit 7 – Lesson 5 - Period 105 Lesson 5 – Reading Objectives: - Describing clothes, Reading skills Topic – Language Resources and. Key Activities.

<span class='text_page_counter'>(100)</span> target KEY LANGUAGE FOCUS: Reading – Speaking. Teaching Aids Resources WORKBOOK p.52. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Colours. SENTENCE PATTERN. Teaching Aids: - My clothes flashcards 6875 - PMB Activity 7B Colour, point and answer - Colour pencils for each child. Introduction Play a miming game with all the clothes vocabulary. Mime once to demonstrate the activity and ask students to guess the word. Put all the flashcards on the board. Divide the class into groups of four. Give each child in the group a number. Tell number ones to choose a word and to keep it secret. They then mime the word to their group. The student who guesses it firsts gets a point. Then number twos do the same thing and so on. Development Exercise 1: Ask children to open their Workbook and read the story again and write the missing words using the words provided in the box. Children check with a partner and then read the story as a whole class. Role-play: Put children in pairs and ask them to act out the story. Ask two of the stronger pairs to come out the front and act it out for the class. Colour, point and answer: Give each child a copy of PMB Activity 7B worksheet. Ask children to look and colour and then work in pairs to point, ask and answer using the prompts next to the picture to help. Consolidation Extension: Put children in pairs again and ask them once again to look at the story. Elicit the clothes words and the colours and put them on the board. Ask children to re-write the story, changing those words. They can then act out their new story with the new vocabulary. Put children in groups of six and ask each pair to act out their story to the other two pairs in the group.. Week 27: (11/03 – 14/03) SEMESTER 2 – Unit 7 – Lesson 6 - Period 106 Lesson 6 – Listening Objectives: - Describing clothes, Listening and speaking skills Topic – Language Resources and Key Activities.

<span class='text_page_counter'>(101)</span> target KEY LANGUAGE FOCUS: Listening – Speaking. Teaching Aids Resources CLASS BOOK p.57. Introduction Play Whispers, using clothes vocabulary. Organize children into large groups. Show a flashcard to the first child in each group. This child whispers the word to the child next to him/her, and this continues around the group until the word reaches the final child. The final child says the word aloud, and the first child holds up the flashcard to see whether the word and the picture are the same.. Teaching Aids: - My clothes flashcards 6875 - CD track 79 - Extra Practical Classroom Activities: My clothes board game - Dice and counters. Development Recording 79: Children do exercise 1, listening and numbering the pictures. Exercise 2: Model the activity first with a strong student. Ask the child, What colour are these trousers? The child answers, for example, They’re pink. Children then ask and answer using the target structures with their partner. Swap and do the activity again with a different partner. Punctuation: Ask children to do the Writing box at the bottom of p.57. They circle the‘s’ and match the sentences. Copy the sentences onto the board and ask individual students to come to the front and circle the ‘s.’. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Roll again Miss a turn Go back (3) spaces Go forward (2) spaces SENTENCE PATTERN What colour is this? What colour are these?. Consolidation Personalisation: Ask children to work with a partner. They point to their own clothes and ask their partner, What colour is (this skirt/this t-shirt etc…) and their partner answers, for example, It’s blue. Swap partners and repeat. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the clothes as they land on the squares with pictures of clothes. The winner is the first child to reach the finish square.. Week 28: (18/03 – 21/03) SEMESTER 2 – Unit 7 – Lesson 6 - Period 107 Lesson 6 – Listening Objectives: - Describing clothes, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids.

<span class='text_page_counter'>(102)</span> KEY LANGUAGE FOCUS: Speaking - Writing. Resources WORKBOOK p.53. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY Colours Warm Cool. Teaching Aids: - PMB p.27 Values worksheet - Extra Practical Classroom Activities: Spelling Quiz. SENTENCE PATTERN This is my… These are my…. It’s… They’re….. Introduction Spelling quiz: Put students into groups of four and give each group a spelling quiz worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Exercise 1: Children do exercise 1, tracing the‘s’ and drawing more. Exercise 2: Students rewrite the sentences using the contractions. Check with a partner and ask 5 individual children to write the sentences on the board. Exercise 3 & 4: Children circle their favourite clothes and write the colours. They then draw their favourite clothes and write about them using the sentence prompts in the exercise. Ask children to work in small groups and read their sentences to each other. Consolidation Values: Give a copy of the Values worksheet to each student. Ask them to draw the different clothes in the appropriate place in the table, choosing whether the clothes are for warm or cool weather. Pre-teach warm and cool if the children don’t know the meaning of the words. Then children read and colour the pictures of the children and check together with the class.. Week 28: (18/03 – 21/03) SEMESTER 2 – Unit 8 – Lesson 1 - Period 108 Lesson 1 – Words Objectives: - Identifying different places in a home, Reading and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE. Resources. Introduction.

<span class='text_page_counter'>(103)</span> FOCUS: Reading – Speaking. CLASSBOOK p.58. KEY VOCABULARY Places in a house ADDITIONAL VOCABULARY Certificate Show (v) Surprise Good Work Well done. Teaching Aids: - My house flashcards 76-81 - Story poster 8 - CD tracks 80-82. SENTENCE PATTERN Where’s…?. Sing Every day! to warm up the class.  Use flashcards 76-81 to elicit and introduce the vocabulary. Hold up each card in turn and say the word. Say them again, and children repeat after you. Hold up again and say What’s this? for children to say the word. Development Recording 80: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 81: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 8 to present the story. Ask children to name as many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions such as, Is Grandma in the kitchen? No, she isn’t to check understanding. Consolidation Vocabulary extension: Write the words kitchen, living room, dining room, bedroom, bathroom and garden on separate pieces of paper and stick them to the board. Give flashcards 76-81 to six children. Ask them to come to the front of the class and put the flashcards next to the correct word on the board. When the flashcards are all in the correct place, take off the words and give them to six different children. They come to the front of the class and put them next to the correct flashcard. Repeat with different children.. Week 28: (18/03 – 21/03) SEMESTER 2 – Unit 8 – Lesson 1 - Period 109 Lesson 1 – Words Objectives: - Identifying different places in a home, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS:. Resources WORK BOOK p.54. Introduction Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and.

<span class='text_page_counter'>(104)</span> Writing – Speaking. then focus carefully on different sounds which may be difficult for the children (e.g. /ch/ in kitchen and /th/ in bathroom) Give flashcards 76-81 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word.. KEY VOCABULARY Places in a house ADDITIONAL VOCABULARY Colours. Teaching Aids: - My house flashcards 76-81 - PMB Activity 8A – Draw and say. SENTENCE PATTERN This is in the…. Development Exercise 1: Ask children to number the pictures and check with the class. Exercise 2: Students look at the furniture and write the sentences. Ask them to check in pairs, and then elicit the sentences and write them on the board. PMB Activity: Give a PMB worksheet to each child and ask them to draw four different rooms in the house, drawing the furniture in each. Then put them in small groups to show their pictures and point to the different rooms and name them. Consolidation Extension: Draw a large box on the board and draw a bed in the box. Then ask the students what room it is (a bedroom). Ask individual children to come up and draw the rest of the furniture in the room. Then draw another box and put in a shower. Ask children what room it is (a bathroom). Again, children can take turns coming up and completing the picture. The rest of the children can suggest what should be drawn next.. Week 28: (18/03 – 21/03) SEMESTER 2 – Unit 8 – Lesson 2 - Period 110 Lesson 2 – Grammar Objectives: - Asking and answering questions about where people are, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS:. Resources CLASS BOOK p.58 and 76. Introduction  Play Board slap with the children. Put the house flashcards on the whiteboard and.

<span class='text_page_counter'>(105)</span> Writing – Speaking. (Grammar Reference). bring up two teams of 4 children to the front. Two children from each team compete against each other to slap the correct flashcard as the teacher spells the word. The first child to touch for their team wins a point. Point to the Story Poster 8 again and ask children to tell you what happened in the story. Elicit the important words from the story and write them on the board.. Teaching Aids: - My house flashcards 76-81 - My family flashcards 62-67 - Hello flashcards 1-3 - Story Poster 8 - CD track 82. Development Listen and read: Tell children to open their books to p.58 and play the recording again as children follow in their books. Role play: Put students in pairs and ask them to act out the story. Elicit what actions they will need. Get a couple of strong pairs to act it out in front of the class. Exercise 2: Model the language and ask children to repeat the words and sentences. Focus on the pronunciation. Drill the language. Exercise 3: Ask children to write is or are in the correct place in the sentences. Exercise 4: Children point, ask and answer using the four pictures and the sentence parts as prompts. Model with a strong student before they complete the exercise.. KEY VOCABULARY Clothes ADDITIONAL VOCABULARY SENTENCE PATTERN Where’s (Grandma)? Where are…? They’re in the… Is she in the…? Are they in the...? Yes, she is. No, she isn’t.. Consolidation Grammar Reference: Ask children to open their Class Books to p.76 and do the Unit 8 Grammar activity to practice the target structure further.. Week 29: (25/03 – 28/03) SEMESTER 2 – Unit 8 – Lesson 2 - Period 111 Lesson 2 – Grammar Objectives: - Asking and answering questions about where people are, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.55. Introduction  Play Word Chain. Place the flashcards on the board in a row. Point to a child and s/he says the first word in the sequence (i.e. kitchen). Point to another child and s/he.

<span class='text_page_counter'>(106)</span> says the next word. Continue with each child saying the next word in the sequence. Remove one flashcard after another while the children repeat the sequence from memory.. KEY VOCABULARY Places in a house ADDITIONAL VOCABULARY SENTENCE PATTERN Where’s (Grandma)? Where are…? They’re in the… Is she in the…? Are they in the...? Yes, she is. No, she isn’t.. Teaching Aids: Development - My house flashcards 76-81 Exercise 1: Children do the exercise, writing and completing the sentences using - Colour pencils for each the picture prompts. Check the answers with the class. child Exercise 2: Students do the exercise. They use the target structures in the box to answer the questions. Consolidation Vocabulary extension: Ask the children verbally where the different characters from exercise 1 (Workbook) are in the house. For example, Where’s Billy? He’s in the bedroom. Ask the children to imagine where they are in the house. Choose one student and ask him/her for example, Are you in the kitchen? No. Are you in the living room? Yes. Ask children to do the same activity in pairs. When they are finished, put them in new pairs and repeat. Game: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the room in the house s/he has to draw. The child draws the room on the board for the rest of the class to guess what it is. The first child to correctly guess the word comes to the front of the class to draw the next picture. Continue until all the target vocabulary has been used.. Week 29: (25/03 – 28/03) SEMESTER 2 – Unit 8 – Lesson 3 - Period 112 Lesson 3 – Song Objectives: - Identifying different places in a home, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY. Resources CLASSBOOK p.60. Introduction Use flashcards 82-85 to introduce the four new words, upstairs, downstairs, house and flat. Hold up each one and say the words for children to repeat. Stick the flashcards on the board and elicit the spelling from the class. Write the words on the board under each card..

<span class='text_page_counter'>(107)</span> Places in a house Upstairs Downstairs House Flat ADDITIONAL VOCABULARY Follow Table Chair Go Through. Teaching Aids: - My house flashcards 76-85 - CD tracks 83-84 - Extra Practical Classroom Activities: Song worksheet. SENTENCE PATTERN What’s in my…? Come, follow me. Go…. Development Recording 83: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 84: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and do: Tell children they are going to sing the song again, but this time they are going to do some actions as they listen and sing. Decide with the class what actions they will do (e.g. waving their hand to invite someone in to their house, walking upstairs and downstairs etc...). Children listen, sing and do the actions. Consolidation Song extension: Use all of the other house flashcards to elicit further song paragraphs (e.g. Come into my kitchen, what do you see?…etc…) and ask children to decide in pairs what they would like to add to the song. Ask different pairs to stand up and sing their song with the class.. Week 29: (25/03 – 28/03) SEMESTER 2 – Unit 8 – Lesson 3 - Period 113 Lesson 3 – Words Objectives: - Identifying different places in a home, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Places in a house. Resources WORKBOOK p.56. Introduction Sing the song from Class Book p.60 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the four flashcards (upstairs, downstairs, house and flat) and every time they hear their word they hold the card up in the air. Development.

<span class='text_page_counter'>(108)</span> ADDITIONAL VOCABULARY SENTENCE PATTERN What’s this? This is the…. Exercise 1: Children number the picture of the house. Teaching Aids: Exercise 2: Children complete the word search using the words and pictures as - My house flashcards 76-85 prompts. Check all the answers with the whole class, drilling the language as you - Extra Practical Classroom do so. Activities: House Memory Point and answer: Children work in pairs and point to the pictures and ask What’s Cards this? Their partner answers, This is the garden. Consolidation Game: Play Do It! Assign each child a house word. So every child in the class will have a different toy word. E.g. living room, bedroom, upstairs, flat, house. Give instructions, for example, Living rooms, jump. Upstairs, clap your hands. Model the actions. Say the house words in random order and the children with that word have to do their action. Ask a volunteer student to come up and run the activity for the class.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 29: (25/03 – 28/03) SEMESTER 2 – Unit 8 – Lesson 3 - Period 114 Lesson 3 – Words Objectives: - Asking and answering questions about where people are, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY Places in a house. Resources WORKBOOK p.72 (Picture Dictionary). Introduction Play Listen and point. Put flashcards 76-85 in different places around the classroom. Say the words at random for children to point to the correct pictures. Extend the activity by pointing to the pictures in random order and asking children to say the words. Development.

<span class='text_page_counter'>(109)</span> ADDITIONAL VOCABULARY SENTENCE PATTERN Is she in the…? Are they in the...? Yes, she is. No, she isn’t. Yes, they are. No, they aren’t.. Teaching Aids: - My house flashcards 76-85 - PMB p. 30, Extra Writing worksheet - Colour pencils for each child. Picture Dictionary: Ask children open their Workbooks to p.72. Tell them to colour in the pictures of places in a house. (Number 8, My house). Tell them to work with a partner and point to the different rooms and ask Is this a living room? Is this a kitchen? And their partner answers yes or no. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) filling in the missing parts of the words. Ask them to check their answers in pairs and elicit the spelling to write on the board. Writing Exercise 2: Students do the exercise writing the missing words to complete the sentences. Check with the class. Consolidation Writing extension: Ask children to look at exercise 2 again on the PMB Writing worksheet. Ask them to draw a house with four different rooms and put a person (or people) in each room (a boy, a girl, mum and dad). Then they write sentences under the picture such as She is in the bathroom. He is in the living room. They are in the kitchen. Tell students to show their pictures to a partner and they can ask and answer about the location of the people in the house using the target structures.. Week 30: (01/04 – 04/04) SEMESTER 2 – Unit 8 – Lesson 4 - Period 115 Lesson 4 – Phonics Objectives: - Digraphs – /sh/, Speaking and listening skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking – Listening KEY VOCABULARY Shoes Sheep. Resources CLASS BOOK p.61. Introduction Sing the song from page 45 to energize the class and revise the sounds of the alphabet.  Write sh on the board and point to the letters and say the sound for children to repeat. Say the sound again and children can draw the letters in the air. Development.

<span class='text_page_counter'>(110)</span> Fish ADDITIONAL VOCABULARY Want. Teaching Aids: - Phonics cards 27-29 - CD Tracks 85-86. SENTENCE PATTERN. Vocabulary: Write the words, shoes, sheep and fish on the board. Circle the /sh/ sounds in the words and say the sounds again. Hold up the phonics cards and say the words for children to repeat. Recording 85: Children do the exercise and point to the letters. Recording 86: Do the exercise, and children join in with the chant. Put the three cards around the room and children point as they say the chant. Exercise 3: Ask children to read the chant again and circle the /sh/ sounds. They check with a partner. Exercise 4: Children look at the pictures and circle the correct sound. Check by drilling the vocabulary with the class and with individual students. Consolidation Extension activity: Divide the class into four different groups. Assign an action to each group. For example, group 1 jump in the air, group 2 clap their hands, group 3 wave their arms and group 4 turn around. Do the chant again with the class. The groups do their actions when they hear the /sh/ sound. Swap the actions between the groups and do the chant again.. Week 30: (01/04 – 04/04) SEMESTER 2 – Unit 8 – Lesson 4 - Period 116 Lesson 4 – Phonics Objectives: - Digraphs – /sh/, Speaking and listening skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY Shoes Sheep Fish. Resources WORKBOOK p.57. Teaching Aids:. Introduction Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the words on the board. Ask the children to trace the letters in the air to spell the words and make the sounds as they do so. Development Exercise 1: Children do exercise 1. They help Shirley find her shoes by joining.

<span class='text_page_counter'>(111)</span> ADDITIONAL VOCABULARY. - Phonics cards 27-29 - Extra Practical Classroom Activities: Sounds Fun Pair Activity - Colour pencils for each child. SENTENCE PATTERN. the letters /sh/. Ask students to check with their partner. Exercise 2: Children do the exercise and write the missing letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (fish). Exercise 3: Do the exercise. Children read and write and colour the picture. Read the text with the class and pause for students to say the words. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct letter sounds they hear. Check as a class. Consolidation Language extension: Ask children to write the text from exercise 3 again, substituting different words in the gaps. They can draw a picture to illustrate their new story and individual children can stand up and read their text to the class.. Week 30: (01/04 – 04/04) SEMESTER 2 – Unit 8 – Lesson 5 - Period 117 Lesson 5 – Reading Objectives: - Identifying different places in a home, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Listening, Speaking. Resources CLASS BOOK p.62. KEY VOCABULARY Places in a house ADDITIONAL. Teaching Aids: - CD Track 87. Introduction Energize the class by singing Come into our house from page 60 to revise places in a house vocabulary. Ask children to look at the pictures on p.62 of the Class Book and predict what they will read. Development Exercise 1: Ask children to point to the different rooms in the pictures. Elicit the vocabulary and write the words on the board..

<span class='text_page_counter'>(112)</span> VOCABULARY Balcony Little Next door. - Natasha’s Extra Activity Handouts: What is in our houses … pair interview. Recording 87: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: How many bedrooms are there? (There are three bedrooms). Is the table little or big? (It’s big). Exercise 3: Do the exercise. Children write the correct words in the gaps using the word prompts in the box. Check with the class.. SENTENCE PATTERN Consolidation Pair interview: Give each child a worksheet. Elicit some of the answers from the class and write the new or difficult vocabulary on the board to help the children. Put them into pairs and ask them to sit back-to-back so they cannot see each other’s worksheets. They then read out what they have in the different rooms and listen to their partner and write the things they have in their house into that column on the worksheet. They can then turn around and check the spelling and words together.. Week 30: (01/04 – 04/04) SEMESTER 2 – Unit 8 – Lesson 5 - Period 118 Lesson 5 – Reading Objectives: - Identifying different places in a home, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources WORKBOOK p.58. KEY VOCABULARY Places in a house ADDITIONAL VOCABULARY. Teaching Aids: - My house flashcards 76-85 - PMB Activity 8B Ask and. Introduction Play What’s missing? with the house flashcards. Stick them all on the board and elicit all the words to revise vocabulary. Then quickly take one flashcard off the board, and ask students to work in pairs to decide which flashcard is missing. Find out if all the class agrees before showing them the card taken off the board. Do this again with different cards. Development Exercise 1: Ask children to open their Workbook and read the text. As they do so.

<span class='text_page_counter'>(113)</span> answer - Scissors for each child or each small group of children SENTENCE PATTERN Where’s… S/he’s in the…. they point to the pictures as they are mentioned. Ask students to work in pairs with one child reading the text out loud, and the other pointing to the pictures. They then swap over and repeat the activity. Exercise 2: Children read the text again and circle the correct words to complete the sentences, writing them in the gaps as well. Check with the class and ask individual children to come out and write the sentences on the board. Consolidation Ask and answer: Give each child a copy of PMB Activity 8B worksheet. Ask children to cut out the people at the bottom of the worksheet and put them in different rooms in the house. Then working with a partner, they ask and answer about the location of the people. Children swap partners and repeat the activity.. Week 31: (08/04 – 11/04) SEMESTER 2 – Unit 8 – Lesson 6 - Period 119 Lesson 6 – Listening Objectives: - Asking and answering questions about where rooms are in a house, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking. Resources CLASS BOOK p.63. KEY VOCABULARY Places in a house ADDITIONAL VOCABULARY. Teaching Aids: - My house flashcards 76-85 - CD track 87. Introduction Play the game ‘Jump.’ Ask students to stand up. Show them one flashcard at a time. Say a word (sometimes the same word as the picture on the card, sometimes a different word). If the word is the same as the picture, the children jump. If the word is different, they don’t move. Development Recording 87: Children do exercise 1, listening and numbering the pictures. Exercise 2: Model the activity first with a strong student. Ask the child, Where are the bedrooms? The child answers, for example, They’re upstairs. Children then ask.

<span class='text_page_counter'>(114)</span> TV Roll again Miss a turn Go back (3) spaces Go forward (2) spaces. - Extra Practical Classroom Activities: My house board game - Dice and counters. and answer using the target structures with their partner. Swap and do the activity again with a different partner. Vowels: Ask children to do the Writing box at the bottom of p.63. Drill the vowel sounds with the class before they start. Then ask them to circle all the vowels in the words and check with a partner. Consolidation Vowel extension: Ask children to choose three of the sentences from the reading text on p.62 and circle all the vowels. Then ask their partner to check their answers. Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the rooms in the house as they land on the squares with pictures of different rooms. The winner is the first child to reach the finish square.. SENTENCE PATTERN What colour is this? What colour are these?. Week 31: (08/04 – 11/04) SEMESTER 2 – Unit 8 – Lesson 6 - Period 120 Lesson 6 – Listening Objectives: - Asking and answering questions about where rooms are in a house, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking - Writing. Resources WORKBOOK p.59. KEY VOCABULARY Places in a house ADDITIONAL VOCABULARY. Teaching Aids: - PMB p.31 Values worksheet. Introduction Spelling quiz: Put students into groups of four and give each group a spelling quiz worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Exercise 1: Children do exercise 1, saying the vowels and circling the vowels in.

<span class='text_page_counter'>(115)</span> Dangers. - Extra Practical Classroom Activities: Spelling Quiz. SENTENCE PATTERN This is the… This is… These are…. the words. Exercise 2: Ask children to write the words in the correct box. Put the vowels on the board and ask individual children to come up and write the words on the board under the correct vowel. Exercise 3 & 4: Children circle the words about their home and write the number of rooms. Ask individual children how many rooms they have in their home. Children then draw their home and write using the sentence prompts. Put children in small groups and ask them to take turns reading about their homes. Consolidation Values: Give a copy of the Values worksheet to each student. Ask them to circle the dangers in the kitchen. Elicit ideas and help children with difficult vocabulary. Children complete exercise 2 and count the items in the pictures, writing in the numbers. Ask children if they can think of other dangerous activities in the home and provide them with some of the vocabulary in English.. Week 31: (08/04 – 11/04) SEMESTER 2 – Unit 9 – Lesson 1 - Period 121 Lesson 1 – Words Objectives: - Identifying different foods, Reading and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources CLASSBOOK p.64. KEY VOCABULARY Food Lunch box ADDITIONAL VOCABULARY Lunch Lunchtime. Teaching Aids: - My lunch box flashcards 86-91 - Story poster 9 - CD tracks 89-91. Introduction Sing Come into my house to warm up the class.  Use flashcards 86-91 to elicit and introduce the vocabulary. Hold up each card in turn and say the word. Say them again, and children repeat after you. Hold up again and say What’s this? for children to say the word. Development Recording 89: Ask children to listen to the words. They point to the pictures as they listen. Put the flashcards around the room and as they listen one further time, they point to the correct flashcards. Recording 90: Students listen and point, and then listen and chant. Listen and read: Use Story Poster 9 to present the story. Ask children to name as.

<span class='text_page_counter'>(116)</span> Choose Share Get. many things in the picture as they can. Look at the story and ask children what is happening in each box. Listen to the story as children follow with the poster, then listen again as children follow in their books and point to the body parts. Ask simple comprehension questions such as, How many sandwiches has Tim got? He’s got two sandwiches to check understanding. Consolidation Game: Play a guessing game with the class. Tell children they are going to guess which flashcards you are holding up, without seeing them. If they name the object within three guesses, they get one point. If they don’t, you get one point. Hold up each flashcard in turn so that children can only see the back. Ask different children What’s this? until the object has been guessed correctly. Keep a record of the score on the board.. SENTENCE PATTERN I’ve got…. Week 31: (08/04 – 11/04) SEMESTER 2 – Unit 9 – Lesson 1 - Period 122 Lesson 1 – Words Objectives: - Identifying different foods, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORK BOOK p.60. Introduction Pronunciation: Use the flashcards to elicit the vocabulary again for revision, and then focus carefully on different sounds which may be difficult for the children (e.g. /ch/ in lunch box and sandwich and /ks/ in drinks) Give flashcards 86-91 to different children. Ask them to stand up, one at a time. They show their card for the class to shout out the word.. Teaching Aids: - My lunch box flashcards 86-91 - PMB Activity 9A – Read and draw. Development Exercise 1: Ask children to find and circle the words and check with the class. Exercise 2: Students look at the pictures and words and draw the items in the lunch box before writing the words. Ask individual children to write the words on the board, with the class spelling the words out loud. PMB Activity: Give a PMB worksheet to each child and ask them to read the four. KEY VOCABULARY Food ADDITIONAL VOCABULARY SENTENCE PATTERN.

<span class='text_page_counter'>(117)</span> This is a…. texts, drawing in the different items into the lunch boxes. Then put them in pairs to show their pictures and point to the different foods, naming them as they do so. Consolidation Extension: Ask children to take out their own lunch boxes and show other children in small groups. They should name the foods in their lunch boxes. Alternatively, ask children to draw a picture of their own lunch boxes and write the different foods under the picture, starting each line with This is a …(banana). Provide more language input if need be and write the new words on the board.. Week 32: (15/04 – 18/04) SEMESTER 2 – Unit 9 – Lesson 2 - Period 123 Lesson 2 – Grammar Objectives: - Identifying different foods, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources CLASS BOOK p.65 and 76 (Grammar Reference). Introduction  Play Snap with the food flashcards. Say one of the food items; show the flashcards one by one. If the word is different to the picture, the children say the word matching the picture. If it is the same they shout “Snap” and the first child to say it can hold the flashcard for the rest of the game. Point to the Story Poster 9 again and ask children to tell you what happened in the story. Elicit the important words from the story and write them on the board.. Teaching Aids: - My house flashcards 86-91 - Story Poster 9 - CD track 91. Development Listen and read: Tell children to open their books to p.64 and play the recording again as children follow in their books. Role play: Put students in small groups and ask them to act out the story. Elicit what actions they will need. Get some strong students to act it out in front of the class. Exercise 2: Model the language and ask children to repeat the words and. KEY VOCABULARY Food ADDITIONAL VOCABULARY SENTENCE PATTERN I’ve got… I haven’t got….

<span class='text_page_counter'>(118)</span> sentences. Focus on the pronunciation. Drill the language. Exercise 3: Ask children to write I’ve got or I haven’t got in the correct place in the sentences. Exercise 4: Children point, ask and answer using the six pictures and the sentence parts as prompts. Model with a strong student before they complete the exercise. Consolidation Grammar Reference: Ask children to open their Class Books to p.76 and do the Unit 9 Grammar activity to practice the target structure further.. Week 32: (15/04 – 18/04) SEMESTER 2 – Unit 9 – Lesson 2 - Period 124 Lesson 2 – Grammar Objectives: - Identifying foods, Writing and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.61. KEY VOCABULARY Food ADDITIONAL VOCABULARY SENTENCE PATTERN I’ve got… I haven’t got…. Teaching Aids: - My lunch box flashcards 86-91 - Colour pencils for each child. Introduction Play Smiley face. Think of a word from the food vocabulary set and draw a short line for each letter on the board. Ask the children to guess the letters that are in the secret word, one by one. If a child guesses correctly, write the letter on the correct line. If a child guesses incorrectly, write the letter on the board with a cross through it, and draw a large circle to represent a face. With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile etc...) The game continues until either the word or the face is complete. If the word is completed, the class has won; if the face is completed, the teacher has won. Development Exercise 1: Children do the exercise, reading the sentences and numbering the pictures. Check the answers with the class. Exercise 2: Students do the exercise. They circle a and underline an in the sentences. Exercise 3: Children write I’ve got and I haven’t got in the gaps in the sentences corresponding to the pictures..

<span class='text_page_counter'>(119)</span> Consolidation Game: What’s the Picture? Invite a child to come to the front of the class and whisper the name of the picture s/he has to draw. The child draws the picture on the board for the rest of the class to guess what it is. The first child to correctly guess the word comes to the front of the class to draw the next picture. Continue until all the target vocabulary has been used.. Week 32: (15/04 – 18/04) SEMESTER 2 – Unit 9 – Lesson 3 - Period 125 Lesson 3 – Song Objectives: - Identifying different foods, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking KEY VOCABULARY Food Tomato Pear Grapes ADDITIONAL VOCABULARY. SENTENCE PATTERN I’ve got…. Resources CLASSBOOK p.66. Teaching Aids: - My lunch box flashcards 86-94 - CD tracks 92-93 - Extra Practical Classroom Activities: Song worksheet. Introduction Use flashcards 92-95 to introduce the three new words, tomato, pear, and grapes. Hold up each one and say the words for children to repeat. Stick the flashcards on the board and elicit the spelling from the class. Write the words on the board under each card. Development Recording 92: Ask children to look at the pictures and play the first and second parts of the recording as children point to the words. Play again for children to repeat the words after the audio. Recording 93: Either use the song worksheet (without opening the Class Book) where children listen and fill in the correct words, or do Exercise 2 in the Class Book. After either activity, ask children to sing along with the CD and then sing together without the CD audio. Sing and do: Tell children they are going to sing the song again, but this time they are going to do some actions as they listen and sing. Decide with the class what actions they will do (e.g. opening the lunch box, pointing to eye for What can you see? etc...). Children listen, sing and do the actions..

<span class='text_page_counter'>(120)</span> Consolidation Song extension: Give the sandwich, tomato, pear, and grapes flashcards to four different children. Ask them to come to the front of the class. Sing the song again. When the four children hear their words, they hand their flashcards to a different child in the class. The four children who now have the flashcards come to the front of the class and sing the song again. Repeat twice more.. Week 32: (15/04 – 18/04) SEMESTER 2 – Unit 9 – Lesson 3 - Period 126 Lesson 3 – Words Objectives: - Identifying different foods, Listening and speaking skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Listening – Speaking. Resources WORKBOOK p.62. KEY VOCABULARY Food ADDITIONAL VOCABULARY SENTENCE PATTERN What’s this? This is a…. Teaching Aids: - My house flashcards 86-94 - Extra Practical Classroom Activities: Food Memory Cards - Colour pencils for each child. Introduction Sing the song from Class Book p.66 again, with students doing the actions at the same time. Sing a second time, with students at the front holding the three flashcards (tomato, pear and grapes) and every time they hear their word they hold the card up in the air. Development Exercise 1: Children write the words under the pictures and colour the pictures. Elicit the spelling and write the words on the board. Exercise 2: Children complete the crossword using the words and pictures as prompts. Check all the answers with the whole class, drilling the language as you do so. Point and answer: Children work in pairs and point to the pictures and ask What’s this? Their partner answers, This is a banana. Consolidation  Game: Shuffle flashcards 86-94 together. Take one of the cards out and put it face-down on the table. Put the rest of the cards on the board. Explain to the class that one card is missing. The children have to guess the missing item. Take the.

<span class='text_page_counter'>(121)</span> cards down from the board, shuffle and repeat.  Group activity: Give a set of memory cards to each group of 4-6 children. Ask them to shuffle and place the cards face down on the desk. They then take turns turning two cards over. If the cards match (picture and word) they keep the cards, if they don’t match they turn them back over and the next child takes a turn. The winner is the child with most matching cards at the end of the game.. Week 33: (22/04 – 25/04) SEMESTER 2 – Unit 9 – Lesson 3 - Period 127 Lesson 3 – Words Objectives: - Identifying foods, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking. Resources WORKBOOK p.72 (Picture Dictionary). KEY VOCABULARY Food ADDITIONAL VOCABULARY. SENTENCE PATTERN Is this a..? Are these…? I’ve got… I haven’t got…. Teaching Aids: - My lunch box flashcards 86-94 - PMB p. 34, Extra Writing worksheet - Colour pencils for each child. Introduction Play Slow Reveal. Put a flashcard on the board and cover it with a piece of paper or card. Very slowly move the paper to reveal the picture, bit by bit. Ask What’s this? The first child to guess correctly comes to the front to choose the next card. Continue the game until you have practiced all the food vocabulary from the flashcards. Development Picture Dictionary: Ask children open their Workbooks to p.72. Tell them to colour in the pictures of the food. (Number 9, My lunch box). Tell them to work with a partner and point to the different rooms and ask Is this a bisucuit? Are these grapes? And their partner answers yes or no. Writing Exercise 1: Children do the exercise, (on the PMB worksheet) looking and circling the food in the word search. Ask them to check their answers in pairs and elicit the spelling to write on the board. Writing Exercise 2: Students do the exercise writing the missing target structure, I’ve got, or I haven’t got. Check with the class. Consolidation Writing extension: Ask each child to draw a grid of ten squares across by six.

<span class='text_page_counter'>(122)</span> down (draw one on the board first). Tell the children they are going to make their own word search. They should choose 4 or 5 food words and write them in the grid. Then fill the rest of the grid with other letters of the alphabet. They give their word search to a partner to complete and then swap back again to check.. Week 33: (22/04 – 25/04) SEMESTER 2 – Unit 9 – Lesson 4 - Period 128 Lesson 4 – Phonics Objectives: - Digraphs – /ch/, Speaking and listening skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking – Listening KEY VOCABULARY Chair Teacher Chick ADDITIONAL VOCABULARY Chirp Say. SENTENCE PATTERN. Resources CLASS BOOK p.67. Teaching Aids: - Phonics cards 30-32 - CD Tracks 94-95. Introduction Sing the song from page 61 to energize the class and revise /sh/ sounds.  Write ch on the board and point to the letters and say the sound for children to repeat. Say the sound again and children can draw the letters in the air. Development Vocabulary: Write the words, chair, teacher and chick on the board. Circle the /ch/ sounds in the words and say the sounds again. Hold up the phonics cards and say the words for children to repeat. Recording 94: Children do the exercise and point to the letters. Recording 95: Do the exercise, and children join in with the chant. Put the three cards around the room and children point as they say the chant. Exercise 3: Ask children to read the chant again and circle the /ch/ sounds. They check with a partner. Exercise 4: Children look at the pictures and circle the correct sound. Check by drilling the vocabulary with the class and with individual students. Consolidation Extension activity: Put the three phonics cards on the board. Write a new chant on the board: teacher, chair, teacher, chair, chick, chick, chick! Point to the cards as you say the words for children to say them. Point to the cards more quickly so that.

<span class='text_page_counter'>(123)</span> the chant gets faster and keep repeating it until the children can’t keep up. Ask children to make their own chant using those words and individual children can come up and teach the class to say their chant.. Week 33: (22/04 – 25/04) SEMESTER 2 – Unit 9 – Lesson 4 - Period 129 Lesson 4 – Phonics Objectives: - Digraphs – /ch/, Speaking and listening skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Writing – Speaking KEY VOCABULARY Chair Teacher Chick ADDITIONAL VOCABULARY Chirp Say SENTENCE PATTERN. Resources WORKBOOK p.63. Teaching Aids: - Phonics cards 30-32 - Extra Practical Classroom Activities: Sounds Fun Pair Activity. Introduction Show the phonics cards and elicit the words again. Ask individual children to come to the front and write the words on the board. Ask the children to trace the letters in the air to spell the words and make the sounds as they do so. Development Exercise 1: Children do exercise 1. They help Charlie find the chick by joining the letters /ch/. Ask students to check with their partner. Exercise 2: Children do the exercise and write the missing letters. Put the children in pairs and ask them to point and answer about the pictures, What’s this? It’s a (chair). Exercise 3: Do the exercise. Children read and write. Read the text with the class and pause for students to say the words. Sounds Fun pair activity: Put children in pairs and give each either an A or B part of the worksheet. They do not show their worksheet to their partner and sit back to back. They read out their words in turn, and listen and tick the correct letter sounds they hear. Check as a class. Consolidation Language extension: Ask children to write the text from exercise 3 again, substituting different words in the gaps. They can draw a picture to illustrate their.

<span class='text_page_counter'>(124)</span> new story and individual children can stand up and read their text to the class.. Week 33: (22/04 – 25/04) SEMESTER 2 – Unit 9 – Lesson 5 - Period 130 Lesson 5 – Reading Objectives: - Identifying different foods, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Listening, Speaking. Resources CLASS BOOK p.68. KEY VOCABULARY Food ADDITIONAL VOCABULARY Cheese Water Today SENTENCE PATTERN I’ve got… I haven’t got…. Teaching Aids: - CD Track 96 - Natasha’s Extra Activity Handouts: I’ve got … pair interview. Introduction Energize the class by singing Open my lunch box! from page 66 to revise places in a house vocabulary. Ask children to look at the pictures on p.68 of the Class Book and predict what they will read. Development Exercise 1: Ask children to point to the different food in the pictures. Elicit the vocabulary and write the words on the board. Recording 96: Children listen to the recording and follow the words in their book. Check comprehension by asking simple questions: Who hasn’t got a drink? (Number 1). Who has got egg sandwiches? (Number 3). Exercise 3: Do the exercise. Children write either A, B or C next to the pictures of the children. Check with the class. Consolidation Pair interview: Give each child a worksheet. Elicit some of the answers from the class. Put them into pairs and ask them to sit back-to-back so they cannot see each other’s worksheets. They then read out what they have got and what they haven’t got in their lunch box and listen to their partner and tick or cross in the columns. They can then turn around and check their answers and together..

<span class='text_page_counter'>(125)</span> Week 34: SEMESTER 2 – Unit 9 – Lesson 5 - Period 131 Lesson 5 – Reading Objectives: - Identifying different places in a home, Reading skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Speaking. Resources WORKBOOK p.64. Introduction Play What’s missing? with the house flashcards. Stick them all on the board and elicit all the words to revise vocabulary. Then quickly take one flashcard off the board, and ask students to work in pairs to decide which flashcard is missing. Find out if all the class agrees before showing them the card taken off the board. Do this again with different cards.. Teaching Aids: - My lunch box flashcards 86-94 - PMB Activity 9B Say, listen and answer. Development Exercise 1: Ask children to open their Workbook and read the text. Ask one child to read it out loud for the class as everyone else reads quietly along. Exercise 2: Children read the text again and put a tick or cross against the items which are in Sally’s lunch box. Check with the class. Exercise 3: Children look at the picture of Sally and the pictures of the food in her lunch box and complete the sentences. Ask three individual children to come and write the sentences on the board.. KEY VOCABULARY Food ADDITIONAL VOCABULARY. SENTENCE PATTERN I’ve got… I haven’t got…. Consolidation Ask and answer: Give each child a copy of PMB Activity 9B worksheet. Put children in pairs, A and B. A’s chooses one of the pictures and says, for example, I’ve got a sandwich. I’ve got a tomato. I’ve got a pear. Child B identifies the picture (number 4). They swap roles and repeat. Continue until all of the pictures have been guessed..

<span class='text_page_counter'>(126)</span> Week 34: SEMESTER 2 – Unit 9 – Lesson 6 - Period 132 Lesson 6 – Listening Objectives: - Asking and answering about where things are, Listening and speaking skills Resources and Teaching Topic – Language target Key Activities Aids KEY LANGUAGE Resources Introduction FOCUS: CLASS BOOK p.69 Play Musical Cards. Model the activity first. Then play the song from lesson 3. Listening – Speaking Hand the unit flashcards out to different children around the class. They pass the cards to children next to them while the music is playing. Stop the music suddenly KEY VOCABULARY and ask the children holding the cards, What is it? The children stand up and say for Food example, It’s a pear. Play the music again and repeat the activity. ADDITIONAL VOCABULARY Inside Roll again Miss a turn Go back (3) spaces Go forward (2) spaces SENTENCE PATTERN I’ve got… I haven’t got…. Teaching Aids: - My lunch box flashcards 30-37 - CD track 97 - Extra Practical Classroom Activities: My lunch box board game. Development Recording 97: Children do exercise 1, listening and ticking the foods which are in the different lunch boxes. Check with the class. Exercise 2: Model the activity first with a strong student. Ask the child I’ve got an orange. I’ve got a pear. What colour is my lunch box? The child answers, for example, My lunch box is blue. Children then ask and answer using the target structures with their partner. Articles: Ask children to do the Writing box at the bottom of p.69. They write a or an in the appropriate gaps. Copy the sentences onto the board and ask individual students to come to the front and write the correct article. Consolidation Punctuation extension: Ask children to choose three of the sentences from the reading text on p.68 and circle articles. Then check their answers with a partner Board game: Give each group of 4-6 children a copy of the board game. (Either in colour or in black and white). They move around the board, saying the food as they land on the squares with food pictures. The winner is the first child to reach the finish square..

<span class='text_page_counter'>(127)</span> Week 34: SEMESTER 2 – Unit 9 – Lesson 6 - Period 133 Lesson 6 – Listening Objectives: - Identifying different foods, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking - Writing. Resources WORKBOOK p.65. Introduction  Play Order the letters. Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the number of letters. Call children to come to the board to write one letter at a time to complete the word. Repeat with different vocabulary from the flashcards.. Teaching Aids: - My lunch box flashcards 86-94. Development Exercise 1: Children do exercise 1, circling the correct article. Children check with a partner. Exercise 2: Students write a or an in the sentences. Ask individual children to come up and write the sentences on the board. Exercise 3: Children draw and write about themselves and their friends at the park. In pairs children can show each other their pictures and read their sentences.. KEY VOCABULARY Food Articles ADDITIONAL VOCABULARY SENTENCE PATTERN Is this a…? No, it isn’t. Yes, it is.. Week 34:. Consolidation Language extension: Children work in small groups. On the left side of the paper they write the names of the other people in the group in a vertical list. They then draw six columns next to the list of names. At the top of each column they draw a different type of food, as in the chart in exercise 1. Children take turns to tell the rest of their group what they have got in their lunch boxes. The other children put a tick in the appropriate place each time they hear a type of food mentioned..

<span class='text_page_counter'>(128)</span> SEMESTER 2 – Unit 9 – Lesson 6 - Period 134 Lesson 6 – Listening Objectives: - Identifying different foods, Speaking and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Speaking - Writing. Resources. KEY VOCABULARY Food ADDITIONAL VOCABULARY Healthy Colours SENTENCE PATTERN What’s this…? It’s a/an…. Teaching Aids: - My lunchbox flashcards 86-94 - PMB p.35 Values worksheet - Extra Practical Classroom Activities: Spelling Quiz - Colour pencils for each child - A large piece of card or paper for each small group of children. Introduction Spelling quiz: Put students into groups of four and give each group a spelling quiz worksheet. Tell children they cannot open their Class Books or Workbooks, and to think of a team name. Make one child the person responsible for writing the words, but make sure they understand they all must help to spell. Read the words on the second page (only for the teacher) one by one and students write the words. Tell each group to swap their worksheets with another group. Check the spelling as a class by asking volunteers to write the words on the board. Development Values Exercise 1: Children do exercise 1, finding and colouring the healthy food. Pre-teach the concept of healthy before they do the exercise. Check as a whole class. Exercise 2: Children read the short text and follow the instructions to draw the food in the lunch box.  Communication: Ask children to work in pairs and point to the different items in the lunch box, asking, for example; What’s this? It’s an apple. Consolidation Values extension: Put children in small groups and give them all a large piece of card. Ask them to draw a line down the middle of the card. On one side they draw and label healthy food, and on the other side they draw and label unhealthy food. Provide extra vocabulary if necessary. Ask each group to stand up and present their poster to the class, saying the healthy and unhealthy foods. Stick the posters on the classroom wall.. Week 35: (13/05-17/05) SEMESTER 1 – Review 3 - Period 135.

<span class='text_page_counter'>(129)</span> Review Objectives: - Reviewing target language and structures, Reading and writing skills Topic – Language Resources and Key Activities target Teaching Aids KEY LANGUAGE FOCUS: Reading – Writing. Resources WORKBOOK p.66 & 67. Introduction Play a miming game with a selection of the vocabulary. Mime once to demonstrate the activity and ask students to guess the word. Put all the flashcards on the board. Divide the class into groups of four. Give each child in the group a number. Tell number ones to choose a word and to keep it secret. They then mime the word to their group. The student who guesses it firsts gets a point. Then number twos do the same thing and so on.. KEY VOCABULARY Recycled vocabulary from Starter Unit to end of Unit 9 Teaching Aids: - All flashcards from first ten Development units Review activities: Photocopy and cut up the activities on p.66 & 67 of the ADDITIONAL Workbook. Have a copy of each exercise for each group of 4 children. Put children VOCABULARY into groups of four. Hand out exercise 1 and give students 3 minutes to complete the activity together. When completed, ask them to pass their worksheet to another group of children to correct. Check the answers together as a class. The children SENTENCE PATTERN then pass it back to the original group. Do this with all six exercises, children completing them in groups one at a time and correcting each other’s. Consolidation Play Pictionary. Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper.. Week 35: (13/05-17/05) SEMESTER 1 – Review 3 - Period 136 Review Objectives: - Reviewing target language and structures, Reading and writing skills.

<span class='text_page_counter'>(130)</span> Topic – Language target KEY LANGUAGE FOCUS: Reading – Writing. Resources and Teaching Aids Resources CLASS BOOK p.70 & 71. KEY VOCABULARY Recycled vocabulary from Starter Unit to end of Unit 9 Teaching Aids: - All flashcards from first ten units ADDITIONAL VOCABULARY SENTENCE PATTERN. Key Activities Introduction Play Pictionary. Model the activity first, drawing an object on the board, slowly, asking students to guess what the animal is. Then ask one student to come to the front of the class. Whisper an object to them and tell them to draw it on the board. They draw and the rest of the children in the class guess what it is. The first child to guess correctly comes to the front and draws the next word you whisper. Development Review activities: Tell children they have 15 minutes to complete all the exercises, working in pairs. When they have finished they can change their books with another pair and correct each other’s as you check the answers with the whole class. Consolidation Game: Play Bingo. Elicit as many words from all the units studied so far as possible (showing flashcards to remind students if necessary) and write up approximately 20 on the board. Ask children to draw a bingo grid in their notebooks, a square with nine boxes, three across and three down. Ask them to choose nine words and write one word in each box. Either read out the words, spell them or even describe what they are in order for children to listen and cross it off if they have it in their grid. The first child to have three words across, down or diagonally calls out Bingo! They are the winner if the words are correct..

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