Learning at school. About this unit

Transcription

1 Unit 3 Learning at school About this unit In this unit pupils discuss a classroom scene and classroom rules. They make up a list of their own classroom rules, using the command form. They listen to a story and answer questions about the text. They revise phonics and follow and make up simple instructions. Pupils are reminded about adjectives and the simple past, present and future tenses. They write sentences about their school days. Lesson one Reading: Discuss a picture of a classroom; read a set of classroom rules, and learn how to use simple commands, such as Do and Don t. Vocabulary: Learn basic school words such as teacher, school, desk, board, chalk, duster, pencil, etc. Workbook Flash cards of basic school vocabulary. 1. Introduce basic school vocabulary using flash cards. Sound out words and let pupils repeat them after you. 2. Pupils open the PB at page 19. Invite them to talk about what they see in the picture. Reading and comprehension (Pupil s Book p.19; Workbook p. 9) 1. Read the poster in the picture with the pupils. Explain that if you start a sentence with Do or Don't, it is a way of giving a command. A command is an instruction. 2. Pupils complete Exercise 2 on page 9 of the WB. Suggested answers: Picture A There is a dustbin next to the door. There is a girl sleeping in the back row. The door is closed. The window is closed. The teacher s table is small. There are papers on the floor. There are sums on the chalkboard. A girl is standing up. There are two boys fighting in the front row. The teacher is sitting on her chair. It is raining outside. There is an alphabet poster on the wall. Picture B There is no dustbin. The teacher s table is big. The door is open. The window is open. There are books on the floor. There are words on the chalkboard. There is a boy standing up. Two boys are fighting in the second row. There is a girl sleeping in the front row. The teacher is standing next to the table. It is sunny outside. There is a Maths/Numeracy poster on the wall. 3. Pupils do Exercise 3 by completing the sentence frames. Suggested answers (Workbook p. 9) 3. a) I chose Picture A/B. b) In my picture, the dustbin is next to the door/not there. c) The table is very small/very big. d) Two boys are fighting in the front/second row. e) The windows are open/closed. Pupils write sentences in the present tense to describe what they see in the picture on page 10

2 19 of the PB. For example, She throws the paper, They are running, etc. In groups, let pupils write up a list of four rules for your classroom in the form of Do or Don't commands. As each group reports back, write up the useful rules on the chalkboard. Take a vote to see if the majority would like to adopt these as your classroom rules. Lesson two Reading and Comprehension: Listen to and read a story, and answer questions about the story orally and in writing. Vocabulary: Learn and record new words such as, instruction, dangerous, injury, damage, ear drum, favour, waste bin. Flash cards of new vocabulary. 1. Revise new vocabulary using flash cards. 2. Tell pupils you are going to read them a story called Learning at school is fun. Let them look at the picture in the PB page 19 and say what they think the story is about. What do they enjoy learning at school? Reading and comprehension (Pupil s Book p ) 1. Read the story while pupils follow in their book. Use flash cards for new vocabulary. 2. Read the comprehension questions and explain what is required. 3. In pairs, pupils ask and answer the questions orally. They then write the answers in their note books. Suggested answers (Pupil s Book p. 20) 1. Ngozi learnt to be neat and clean, to throw paper into the waste bin, and not to run in the classroom. 2. The teacher's name is Mrs Nwokoma. 3. Waste papers should be kept/thrown in the waste bin. 4. You should not listen to loud noises because they can damage your ear drums. 1. In pairs, pupils discuss their siblings (brothers or sisters). They talk about the good things as well as things that annoy them. 2. Individually, they make a list of Do's and Don'ts for their siblings at home. Check for correct use of simple commands. Help learners who struggle to keep up, by reading Unit 3, on page 8 of the Reader to them in advance of the Lesson. Work with individuals or small groups. Help them to read aloud with you, sounding out words and explaining difficult words or ideas. Lesson three Listening and speaking: Practise saying and using words in sentences; act out and give instructions; talk about good and bad classroom behaviour, and write four sentences about that behaviour. Vocabulary: Learn how to spell words containing consonant clusters, and how to pronounce these words correctly. 11

3 Workbook. 1. Divide pupils into teams and ask them to name at least 20 objects and people in the classroom and school (no proper nouns, but common nouns such as teacher, gardener, etc.). 2. Guide pupils to Exercise 4, in the WB on page 10. Remind them how to do a word search by circling the first words with them. Demonstrate how the words can be written from left to right or from top to bottom. Words may also overlap or share letters. pupils who are unfamiliar with this kind of puzzle. Answer (Workbook p. 10) 4. b) pass is the extra word. It is in the 7th column. Listening and speaking Phonics (Pupil s Book p. 21) 1. Pupils complete the Phonics exercise on page 21 of the PB. 2. Sound out each word. Let pupils repeat it after you. 3. With the class, read the instructions in Exercise 1. Now give individual pupils the instructions. Let them mime the actions if they cannot carry them out. 4. Pupils work in pairs to do Exercise 2. Each person makes up three instructions that their partner can follow while sitting, for example, rub your head. 5. Conduct Exercise 3: Lead a class discussion about good and bad classroom behaviour. Discuss examples of good and bad behaviour in the classroom or at school, for example: I don t like it when children shout because then I can't hear the teacher. I like it when we are fair when we play games. Pupils work in pairs to write four sentences about good and bad classroom behaviour. 6. Ask pupils to read some of their sentences out to the class. Use their ideas to continue the discussion as well as to provide basic grammar revision. Divide the class into five groups. Give each group one set of instructions (a, b, c, d, or e) from Exercise 1 in the PB, page 21. Pupils must turn these mimed actions into a dance. Demonstrate how they can repeat actions, make actions bigger, or do them fast or slowly. Members of the group can make music or sounds to go with the dance. pupils who have difficulty pronouncing words. Write a word (for example bread) on the board and divide it into onset (beginning sound for example br) and rime (end sound for example ead). You can do this by drawing a line between the two (br/ead). Ask pupils to name the letters in the end sound. Explain that when they see the three sounds together, they must say it as one sound. Exaggerate the sound. Do the same for the beginning sound. Then blend the word together and let pupils repeat it after you. Lesson 2esson 3 Lesson four Grammar: Revise verbs and the past, present and future tenses; identify the verbs in sentences; revise adjectives, and 12

4 match pictures and sentences using adjectives. Ten or more different objects to describe, for example a hat, handbag, mug, soft toy, sports item. 1. Explain to pupils that some words describe objects. They are called adjectives. Hold up the objects you have brought and name them. Let pupils get a good look at them. Divide them into two teams. Tell them you are going to use words to describe each object and they should guess which object you are describing. Each correct answer gets a point. The team with the most points is the winner. 2. Invite individual pupils to come up and describe further objects to the rest of the class. The class must guess what is being described. Grammar (Pupil s Book p. 22) 1. Pupils complete Exercise 1 on page 22 of the PB. Use describing words: Ask questions that lead them to describe what is in the pictures using adjectives. Read the sentences in Exercise 1 and get them to choose which sentence applies to each picture. Answers (Pupils Book p. 22) 1. a) Jill knocked loudly on the yellow door. b) The teacher read an exciting story. c) Jamike was pleased with the easy test. d) The noisy children were standing up. 2. Revise verbs: Pupils open their PB at page 22. Guide pupils through the notes on verbs. Verbs are action or doing words. They also show whether the action happened in the past, present or future. Pupils need to be able to write three or four sentences using present and past tenses. Answers (Pupils Book p. 22) 1. a) Jill knocked loudly on the yellow door. b) The teacher read an exciting story. c) Jamike was pleased with the easy test. d) The noisy children were standing up. 3. Practise past, present and future tenses: Write the following instruction on the board, Write the date on the board. Invite a pupil to come up to the board. Read the instruction to the pupil and hand him/her the chalk. As the pupil who is writing the date, ask the class, What is (name of pupil) doing? The class should be able to respond: (Name) is writing the date. Write the sentence on the board. 4. Open at PB page 23, Exercise 3. Explain that you will be looking at pictures and captions to decide what happened in the past, what is happening now and what will happen in the future. Ask pupils to look at the pictures in a, b and c. Ask, Who is speaking in this picture? (the teacher) What does she say? (Clean the board.) Say, Mani will clean the board. Point to the second picture and ask What is Mani doing? Pupils read aloud, He is cleaning the board. In the third picture, ask What has Mani done? Pupils read aloud, He has cleaned the board. Do the same for the next example. In pairs, pupils identify whether sentences happened in the past, present or future. Answers (Pupil s Book p. 23) 3. a) future b) present c) past d) future e) present f) past 4. Pupils complete Exercise 1 on page 8 of their WB. 13

5 Answers (Workbook p. 9) 1. a) I ride my bicycle. b) The teacher will clean the blackboard. c) She walked around the field. and Pupils identify describing words by underlining the adjectives in each sentence from Exercise 1 of the PB page 22 above. Remind them that adjectives describe objects, not actions. Answers (Pupil s Book p. 22) 1. a) Jill knocked loudly on the yellow door. b) The teacher read an exciting story. c) Jamike was pleased with the easy test. d) The noisy children were standing up. Lesson five Reading: Listen to a story and answer questions about the story. Writing: Write sentences about everyday school activities. Vocabulary: Learn and record new words such as, community, clinic, raise money, speech, dust cover, assembly, anthem, pledge. Reader One A3 or poster page per group of four, coloured pencils. Play a fun instructions game: Make it funny, for example: stand on one leg, cross your arms behind your back, wink. Hold that position. Anyone who moves is out. The last person left standing wins the game. Reading and comprehension (Reader p. 8) 1. Open at Unit 3 on page 8 of the Reader. Tell the pupils you are going to read them a story called A special school day. Ask pupils what they think the story will be about. 2. Read the story while the pupils follow in their books. 3. Read the questions and make sure the pupils understand them. Now pupils ask and answer the questions in pairs. Answers (Reader p. 8) 1. A nurse from the community clinic talked to the class. 2. You should brush your teeth in the morning after breakfast and in the evening before you go to bed. 3. The chief of the town opened the new library. Writing ( p. 23) 1. Open the PB on page 23. Explain that pupils are going to write about a typical day at school. First, read through the examples in Writing Exercise 1. Discuss difficult words such as assembly, anthem, pledge. Put pupils into pairs. Together they write three sentences to describe their school day. They may use the sentences in Exercise 1 as an example. Check for correct punctuation and use of tense. 2. Join two pairs together. They read each other their sentences and ask and answer questions about their work. For example, What time do you get up in the morning? Divide the class into groups of four. Each group thinks of another thing that the community nurse might teach school children. Make a health poster with this 14

6 information. Make your poster interesting by drawing pictures, using colours and writing in letters of different sizes. Let pupils draw a picture of themselves doing something at school. They should give their pictures a caption that is a full sentence followed by a full stop. 15