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IV/ Steps of teaching: 1.Warm up and reviews: - Memory game: Write the sentences It's a tiger and It's a parrot on the board and make statements about these two animals.. Children listen[r]
Week 19 Monday, January th , 2018 Lesson Four – Period 73 I/ Aims: - Phonics - CVC words /o/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: Dog, fox, log III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15 IV/ Steps of teaching: 1.Warm up and reviews: - Revise the vowel /i/ Ask children to say the chant from page 41 to energize the class and revise the sound /i/ Presentation: Listen, point and repeat - Hold up the dog, fox, and log phonics cards, one at a time, saying the words for the class to repeat Elicit to present o - Play the first part of the recording for children to listen and point to the pictures Play the second part of the recording for children to repeat the sounds and words in the chorus Play the recording all the way through for children to point to the words and then repeat them Practice: Listen and chant - Children join in with the chant Put the three cards around the room and child’s point as they say the chant Ask questions about the pictures to establish what children can see Then play the recording for them to listen to the chant Play the recording again for children to say the chant Lesson Four – Period 74 I/ Aims: - Phonics - CVC words /o/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: Dog, fox, log III/ Teaching Aids: CD tracks 51-52, Phonics cards 13- 15 IV/ Steps of teaching: 1.Warm up and reviews: - Ask the children to join in the chant again Children then think of some actions for the count Play the chant again Children their actions as they say the words Presentation: Read the chant again.Circle the o in the middle of the words - Ask children to look at the chant again Focus attention on the circled o in the middle of dog Ask children to find and circle other examples of o in the middle of words Go through the exercise with the class Practice: Match the words that rhyme: - Ask children to look at the pictures Point to each one for children to say the word Make sure they are correctly producing and differentiating the /o/and the /i/ sounds each time Ask children to draw lines to match four pair of the rhyming words Go through the answers with the class log tin fox big - Remind children of pairs of the rhythms Children then write the words that rhyme Ask children to work in pairs and compare the answers Fox/ box Bin/ tin Log/ dog Big Fig Production: Phonics game: Play a rhyming game with the class Read out the pairs of words below, pausing between them When children hear two words that match, they clap their hands: box/fig, log/dog, bin/box, big/fig, fox/box, log/big, bin/tin V/ Extension: Thursday, January 11 st , 2018 Lesson Five – Period 75 I/ Aims: - Describing what animals can or can’t do, Reading skills II/ Language contents: 1.Structure: Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful III/ Teaching Aids: CD tracks 53 IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of Jump to revise the words for zoo animals (see page 19) Presentation: What animals can you see? What colour are they? - Ask children to look at the pictures of the animals and try to predict what the text is about (there are two descriptions of animals) Ask Do you like tigers / parrots? Encourage children to give reasons for their answers Children ask each other questions about animals they like and don't like in pairs Listen and read - Play the recording for children to listen and follow silently in their books Play the recording a second time Answer any questions children have Ask simple questions to check comprehension, e.g Has the tiger got stripes? Can it climb trees? Can the parrot sing / write? Does it like meat / fruit and nuts? Practice: - Ask children to look at the pictures again Ask What colour is the tiger / parrot? Teach the word stripes Ask Which animal has got stripes? (the tiger) Ask children to name any other animals they can think of that have (or can have) stripes, e.g zebras, cats, birds, and snakes -Lesson Five – Period 76 I/ Aims: - Describing what animals can or can’t do, Reading skills II/ Language contents: 1.Structure: Vocabulary: stripes, fruit, nuts, pet, jump, fast, very, beautiful III/ Teaching Aids: CD tracks 53 IV/ Steps of teaching: 1.Warm up and reviews: - Memory game: Write the sentences It's a tiger and It's a parrot on the board and make statements about these two animals Children listen to the teacher and chorus It's a tiger if they think the teacher is describing a tiger or It's a parrot if it’s a parrot E.g (Teacher says) It's got stripes (Children say) It’s a tiger Here are more statements: It can talk (parrot) It's blue, green, red, and yellow (parrot) It can run (tiger) It eats meat (tiger) It can be a pet (parrot) Presentation: - Explain that you are going to an exercise to see what the animals can Elicit for children to know that they will put ticks when an animal can or can’t something in the right columns Ask children to read the other statements and then read the text again They tick the box if the statement is true for that animal Give feedback Ask a different child to read each sentence The rest of the class say Yes or No Practice: - Children read the description of flamingos and then color the picture Ask some comprehension questions, e.g Can flamingos swim/ fly/stand on one leg? - Children read the description again and complete the statements They then work in pairs and compare the answers 1bird, pink, eyes, long, 5leg, 6white Production: Game: Divide the class into groups of four to six Tell children that they are going to draw a picture of their favourite zoo animal Give each child a piece of plain paper and each group a set of coloured pencils Children draw their pictures, sharing coloured pencils with the rest of the group Children take turns to describe their animals to the rest of the group Ask some of the children to show and describe their animals to the class V/ Extension: Week 20 Monday, January 15 th , 2018 Lesson Six – Period 77 I/ Aims: - Describing what animals can or can’t do, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 54 IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to name as many animals as they can If necessary, help them by saying I'm thinking of an animal It lives in a zoo It's brown / white / little / big, etc Write the names of the animals on the board Presentation: Listen and number - Ask children to talk about the tiger and the parrot from the last lesson - Ask children to name the animals on the page 41 Encourage them to describe the animals and say what they can or can’t - Tell children that they are going to hear a recording of people talking about the animals in the pictures They will number the animals in the order they hear them mentioned Play the recording through for children to number the pictures Play the recording again for them to check their answers giraffe lion snake chick monkey Practice: - Elicit the speech bubbles Model correct intonation for the class Ask children to work in pairs They take turns to ask and answer similar questions about the animals in Exercise Give feedback -Lesson Six – Period 78 I/ Aims: - Describing what animals can or can’t do, Listening and speaking skills II/ Language contents: 1.Structure: 2.Vocabulary: III/ Teaching Aids: CD tracks 54 IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to sit in groups of -6 One child describes an animal for the others to guess what it is E.g - It’s got four legs It can run It’s brown and big - Is it a lion? - Yes, it is Children take turn to describe animals Ask some of the groups to talk before the class Presentation: - Copy the example onto the board Elicit the contraction can't = can not Ask children to match the sentences with contractions to the ones with full forms Allow time for them to finish the exercise Give feedback 1b2d3a4c Practice: - Remind children of the contraction can’t Ask children to circle the n’t in these sentences Go through the answers with the whole class - Ask children to read the sentences in exercise carefully and rewrite them in full form Check the answers with a partner A giraffe cannot swim A monkey cannot fly A snake cannot run A dog cannot talk - Ask children to read the verbs and circle what they can and underline what they can’t - Ask children to draw what they can or can’t They then write sentences about themselves E.g I can swim I can ride a bike I can’t fly Ask children in work in pairs Talk about themselves Production: What’s the animal? Ask four children to come to the front of the class Give each child a different zoo flashcard but tell them to keep it hidden Ask the first child to describe their animal to the class Invite questions or guesses from individual children, until the animal has been identified Repeat with the other children V/ Extension: - Thursday, January 18 th , 2018 Period 79: Review Unit 6: Our new things Lesson One – Period 80 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: Those are , that is…, this is… 2.Vocabulary: school things: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching: 1.Warm up and reviews: - Energize the class by singing the song from Unit Ask children if they remember Billy, Rosy or Tim Presentation: - Use flashcards 54- 59 to elicit the vocabulary for this lesson Hold them up one at a time and ask What’s this? Model any words that children don't know Ask children to point to real objects in the classroom if possible Hold the flashcards up in a different order and repeat Practice: Listen, point and repeat - Ask children to look at the pictures of the different school things Play the first part of the recording for children to listen and point to the picture Play the second part of the recording for children to repeat Play the recording all the way through again for children to listen and point and then repeat the words in chorus Hold up the flashcards in a random order and ask the class to say the words Listen and chant - Play the recording for children to listen to the chant Play the chant a second time for children to say the words Repeat if necessary Production: Play a memory game with the class Ask children to close their Class Books and then ask them to recall the things in Rosy and Tim's new classroom Write the words on the board as children name them Allow children to look at the story in their Class Books again to see if they remembered everything V/ Extension: - Week 21 Monday, January 22 nd, 2018 Lesson One – Period 81 I/ Aims: - Identifying actions II/ Language contents: 1.Structure: Those are…, that is…, this is… 2.Vocabulary: school things: classroom, table, computer, peg, pencil case, board III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57; IV/ Steps of teaching: 1.Warm up and reviews: - Play a memory game with the class Ask children to close their Class Books and then ask them to recall the things in Rosy and Tim's new classroom Write the words on the board as children name them Allow children to look at the story in their Class Books again to see if they remembered everything Presentation: Listen and read Lesson Two – Period 82 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: Those are…, this is…, that is… 2.Vocabulary: Classroom objects; III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57 IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of Word chain (see Teacher's Book page 19) using flashcards 54-59, to energize the class and revise the vocabulary from the previous lesson Presentation: Listen to the story again and repeat.Act - Ask children if they can remember what happened in the story in the previous lesson Show Story poster to encourage ideas Cover the poster and ask children which school things appeared in the story - Ask children to turn to the story on page 43 of their Class Books Play the recording, pausing for children to repeat Divide the class into groups of three to play the parts of Rosy, Tim, and Miss Jones Decide on the actions for the story Children practise acting out the story Check children’s work Look and say - Ask children to look at the pictures in the Let's learn! Box Read the sentences; elicit to teach the meaning of these/ those/ this and that Give more examples, e.g This is the new classroom That is a new pencil case These are new pegs Those are new computers Children repeat the new sentences Ask them to change the school words to make new sentences Practice: - Ask the class to look at the pictures, identify the school things in each one and write the missing words Go through the answers with the class Those are bags This is a ruler These are pencils That is a computer Production: Grammar Reference: Ask children to open their Class Books to p.75 and the Unit Grammar activity to practice the target structure further V/ Extension: - Thursday, January 25 th , 2018 Lesson Two – Period 83 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: Those are…, this is…, that is… 2.Vocabulary: Classroom objects; III/ Teaching Aids: Verb flashcards 54- 59; Story Poster 6; CD tracks 55- 57 IV/ Steps of teaching: 1.Warm up and reviews: - Put the school things flashcards on the board Ask children to identify the school things around the classroom and make sentences about them, using this/ that/ these/ those Encourage them to make as many sentences as possible in a short time Presentation: Write: - Revise this/ that/ these/ those Write some sentences on the board Read the sentences again, if possible pointing to real items in your classroom to reinforce meaning Indicate some tables that are close to you to demonstrate the meaning of these, and some further away to demonstrate those, then the same with this and that Children repeat again Practice: Point and say - Ask children to work in pairs They take turns to make sentences using the structures these/ those/ this and that with the words in the word pool Ask children to talk before the class - Ask children to loot at the pictures carefully, identify if the things are close to or far away and fill in the gaps with This/ That is… These/ Those are… Ask some children to write the sentences on the board Those are pegs This is a computer That is a board Production: Game: Ask children to sit in group of – Children then to identify school things around the classroom and make sentences about them, using this/ that/ these/ those The group which can make more sentences wins the game V/ Extension: Lesson Three – Period 84 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: I can… 2.Vocabulary: Classroom objects: poster, picture, drawers, cupboard III/ Teaching Aids: CD tracks 54 - 63, Number flashcards 58- 59 IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of What's the picture? (see Teacher's Book page 21) to energize the class and practise the vocabulary that children have learnt so far in the unit Presentation: - Use flashcards 54-63 to introduce the new vocabulary Hold up the cards one at a time and say the words for children to repeat Point to real items in the classroom if possible Hold up the cards or point to the items in a different order for children to repeat again Practice: Listen, point and repeat - Ask children to look at the pictures in their Class Books Play the first part of the recording for children to point to the words Play the second part of the recording for children to repeat the words Play the recording all the way through again for children to listen and point and then repeat Hold up flashcards 54-63 one at a time for individual children to say the words Production: Game: Play A long sentence (see Teacher's Book page 21) to revise all the classroom objects children know Ask a child What's in the classroom? The child replies, e.g A computer Choose another child and repeat the question He / She should repeat the first answer and add another object, e.g A computer and a board Continue until all the objects have been named V/ Extension: Week 22 Monday, January 29 th , 2018 Lesson Three – Period 85 I/ Aims: - Identifying classroom objects II/ Language contents: 1.Structure: I can… 2.Vocabulary: Classroom objects: poster, picture, drawers, cupboard III/ Teaching Aids: CD tracks 58 - 59, Number flashcards 54-63 IV/ Steps of teaching: 1.Warm up and reviews: - Give flashcards 54- 63 to different children Play the recording When a child hears their word mentioned, they hold their card in the air Give the cards to different children and repeat Presentation: Listen and sing - Use the song worksheet (without opening the Class Book) where children listen and fill in the correct words After that ask children to sing along with the CD and then sing together without the CD audio Practice: Sing and -Ask children to look at the pictures and decide together on what the actions should be Play the recording for children to listen and their actions - What’s in the classroom? Ask children the question What’s in the classroom? Encourage them to answer the question with This/ That is…These/ Those are… and use the school things that the flashcards show Production: Word chain: Place flashcards 54- 59 and 60- 63 on the board in one of the given sequences, e.g classroom, table, computer, peg, pencil case, board/ poster, picture, drawers, cupboard Point to a child He / She says the first word in the sequence, i.e classroom Point to another child He or she says the next word in the sequence, i.e table Continue with each child saying the next word in the sequence, returning to the beginning when necessary V/ Extension: Lesson Four – Period 86 I/ Aims: - Phonics - CVC words /u/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: rug, jug, sum III/ Teaching Aids: CD tracks 60 - 62, Phonics cards 48 - 50 IV/ Steps of teaching: 1.Warm up and reviews: - Revise the vowel /o/ Ask children to say the chant from page 41 to energize the class and revise the sound /o/ Presentation: Listen, point and repeat - Hold up the rug, jug, and sum phonics cards, one at a time, saying the words for the class to repeat Elicit to present u - Play the first part of the recording for children to listen and point to the pictures Play the second part of the recording for children to repeat the sounds and words in chorus Play the recording all the way through for children to point to the words and then repeat them Practice: Listen and chant - Children join in with the chant Put the three cards around the room and children point as they say the chant Ask questions about the pictures to establish what children can see Then play the recording for them to listen to the chant Play the recording again for children to say the chant Production: Phonics activity: Write the words rug, dog, and tin on the board Ask children to work in groups and find more words with o, i and u The group who can find more words win the game V/ Extension: Thursday, February st , 2018 Lesson Four – Period 87 I/ Aims: - Phonics - CVC words /u/, Speaking and writing skills II/ Language contents: 1.Structure: 2.Vocabulary: rug, jug, sum III/ Teaching Aids: CD tracks 60 - 62, Phonics cards 48 - 50 IV/ Steps of teaching: 1.Warm up and reviews: - Ask children to join in the chant again Children then think of some actions for the chant Play the chant again Children their actions as they say the words Presentation: Read the chant again.Circle the u in the middle of the words - Ask children to look at the chant again Focus attention on the circled u in the middle of rug Ask children to find and circle other examples of u in the middle of words Go through the exercise with the class Practice: Listen to the sound and join the letter: - Ask children to look at the pictures Point to each one for children to say the words (box, tin, rug) Make sure they are correctly producing and differentiating the /o/, /i/ and the /u/ sounds each time Ask children to listen to the sounds and join the letters Go through the answers with the class Production: Phonics game: Play a rhyming game with the class Read out the pairs of words below, pausing between them When children hear two words that match, they clap their hands: box/fig, log/dog, mum/ sum, bin/box, big/fig, fox/box, log/big, bin/tin, jug/ rug V/ Extension: Lesson Five – Period 88 I/ Aims: - Describing my school, Reading skills II/ Language contents: 1.Structure: Vocabulary: bright, wall, sit, with, swimming pool III/ Teaching Aids: CD tracks 63 IV/ Steps of teaching: 1.Warm up and reviews: - Energize the class by singing What’s in the classroom? from page 44 Ask different children to tell you something about their classroom Encourage as many comments as possible, e.g There are posters There’s a computer Presentation: Point to things you can see in a school Say the words - Point to the picture of the boy at the top of the text and explain that his name is Peter Ask children to look at the pictures and guess what the text is about (Peter is describing his school) Encourage children to make predictions about Peter's school, e.g There are boys and girls in the class - Ask children to look at the pictures again They point to the different classroom objects and say the words If you wish, ask children to work in pairs, taking turns to point to the classroom objects and say the words (tables, classroom, chairs, board, pictures, posters, drawers, windows, book, pupils) Listen and read - Tell children that they are going to hear a recording Play the recording for children to listen and follow silently in their books Play the recording a second time Ask questions to check comprehension, e.g What school does Peter go to? What’s in the classroom? What else is in the school? ... through again for children to listen and point and then repeat the words in chorus Hold up the flashcards in a random order and ask the class to say the words Listen and chant - Play the recording... 54- 59; Story Poster 6; CD tracks 55- 57 IV/ Steps of teaching: 1.Warm up and reviews: - Play a game of Word chain (see Teacher''s Book page 19) using flashcards 54- 59, to energize the class and. .. teaching: 1.Warm up and reviews: - Memory game: Write the sentences It''s a tiger and It''s a parrot on the board and make statements about these two animals Children listen to the teacher and chorus It''s