About this unit. Pupils turn to Exercises 1 and 2 on p. 17. They practise home vocabulary. Lesson 1

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1 Unit 10 My home About this unit This unit is about familiar places. The pupils draw a picture of a place and describe it to their partner using adjectives, prepositions and words, shape, colour, size, number etc. Their partners follow these instructions to produce a drawing based on this description. Regular and irregular plurals, possessive adjectives and modified adjectives and adverbs, are identified and used in paired and group activities. The pupils also use their phonic skills, picture clues and their understanding of rhyming words to fill in the missing words of a poem. Throughout the unit, sight words and blends are practised and revised. Lesson 1 Listening and speaking: listening to instructions; talking about pictures Reading: a short rhyme; vocabulary (seed, built, rat, chased, killed) Flashcards of rhyme vocabulary Spelling list for classroom use Personal dictionary for each pupil. Play a game of Simon says using prepositions in front of, next to, under, on top of, behind. Listening and speaking ( p. 41) 1. Revise and introduce rhyme vocabulary. Turn to p. 41. Ask pupils to look at the pictures. What do they see? What do they think the rhyme will be about? 2. Read the rhyme while the children listen. Read with rhythm, as you build on the list of things in Jack's house. Make sure everyone understands the rhyme. Use the pictures to support understanding. 3. Read the rhyme again while pupils read aloud with you. Pace your reading to match theirs. Ask them to identify rhyming words and sounds. 4. Teach the rhyme by leaving out more and more words for pupils to say. 5. Divide the class into groups. Encourage groups to role-play the rhyme, showing understanding of vocabulary and rhyming words and sounds. Practise words (Workbook p. 17) Pupils turn to Exercises 1 and 2 on p. 17. They practise home vocabulary. 1. Revise the alphabet as a class. Sing an alphabet song. 2. Tell pupils to write three words from the rhyme in their note books. They must draw a picture for each word. Scramble the letters forming sight words in a nonsense word on the board. Let pupils try to unscramble the letters and make the word. 2 Lesson 2 Read a story and answer questions about it; vocabulary from previous units about homes, new home vocabulary: fences, herd of cows, climbing trees Writing: adding new words to personal dictionaries Flashcards with sight words 44

2 Flashcards of My Home vocabulary Spelling list for classroom use Sentence strips of selected sentences (from PB p. 42) Personal dictionary for each pupil The story of the Three Little Pigs (). 1. Use known words for this exercise: Write incomplete blend (consonant cluster) words (with the initial sound missing) on the board and let pupils come and complete the words. They should then match what they have written to the list of blend word cards alongside. Reading ( pp ) 1. Look at the picture (PB p. 42) as a class. Ask pupils to describe what they see. Introduce new vocabulary. 2. Read the story. Ask individual pupils to take turns to read sections of the story. Assist where necessary. 3. Read the story again while pupils follow in their books. They should point to the people, animals and things as they are mentioned. 4. Ask wh- questions about the story. 5. Pupils find the comprehension questions on p. 43. Read through and explain the questions (vehicles means cars and trucks). Now pupils answer the questions on their own if possible, but may work in pairs if necessary. 1. There are three vehicles on the road. 2. A woman is/women are standing in front of the house. 3. There are/ I can see birds on the fence. 4. The two men are in the field. 5. The children are climbing trees and playing a skipping game. Writing Be sure you have recorded new words on the class spelling list. Now pupils add new words to their personal dictionaries. 1. Write these sentences on the board and ask pupils to complete them in their note books. Point out that they are written in the plural (there are more than one). a) People live in houses. b) Snakes live in holes. c) Birds live in nests. d) Bees live in hives. e) Pigs live in a sty. f) Dogs live in kennels. g) Caterpillars live on leaves. activity Read the story of the Three Little Pigs to the class. Talk about their houses and how they are the same or different. Teach them the wolf and the pig's rhyme so they can join in. Lesson 3 Grammar: using possessive pronouns Reading: a story and answering questions about it; vocabulary(my, mine, your, his, yours, her, hers, our, ours, their, theirs) Workbook Flashcards of possessive adjectives. Teach this rhyme about the three little pigs to introduce possessive pronouns. His house is built of straw. Your house is built of sticks. But my house is a very fine house and it is built of bricks! 45

3 Grammar ( p. 43) 1. Let the pupils work in to act out these sentences: This is my book; This is his book; This is her book; This is your book. 2. Explain that these words are possessive pronouns. They are used in the place of nouns to show that someone owns something: It is Jane's pen. It is her pen. 3. Introduce flashcards of possessive pronouns and use them in sentences: This is my classroom. The classroom is mine. That is your desk etc. 4. Ask questions that require an answer using possessive pronouns: Whose lunch box is this? etc. 5. Remind pupils to use your when we are speaking to someone. (Your can mean one person or two) and its when we talk about something belonging to an animal e.g. The dog eats its food. 6. Work through the notes and examples of possessive pronouns (Grammar p. 43). Ask pairs to complete the sentences orally. Use any opportunity to help pupils practise possessive pronouns. Answers ( p. 43) 1a) mine b) yours c) ours d) theirs Grammar (Workbook p. 17) 1. Read the possessive pronouns (Exercise 3 p.17) in boxes and explain difficult words in the sentences. 2. The pupils complete the sentences using the correct possessive pronoun. Answers (Workbook p. 17) 3 a) theirs b) hers c) mine d) ours Work orally with pairs of pupils who struggle with possessive pronouns. 1. Refer to the picture (PB p. 42). Ask pupils to complete these sentences answers using possessive pronouns: a) The skipping rope belongs to the children. It is. b) The uncle owns the sheep. The sheep are. c) The birds build nests. The nests are. d) The mother has friends. The friends are. e) The houses belong to our families. They are. 1. Pupils put the following homes in alphabetical order: kennel, stable, tent, castle, hut and nest. 2. Then let them order words that start with the same letter (according to the second letter): cat & church; pig & play etc. Lesson 4 Listening and speaking: saying consonant clusters/blends Grammar: revise regular plurals Reading: a story and answering questions; st-words; regular plural forms; vocabulary (annual, festival, crocodile, weight, tough, destroy, provide, remain, soar, penguin, region, stable, tidying, laugh) Reader Flashcards of Reader vocabulary Flashcards of known st- words. 1. Use the picture on (PB p. 42) to revise regular plurals from Unit 1: fence(s), tree(s), bird(s), house(s), goat(s), door(s), window(s), roof(s) etc. 46

4 Reading ( p. 44) 1. Revise the st- consonant cluster using flashcards of known words. Write the words on the board and ask individuals to come up and circle and say the sound. 2. Pupils turn to p. 44. Read through one line of the rhyme at a time. Let pupils repeat each line after you using good pronunciation of st- words. 3. Now read the whole rhyme together. 4. Let pupils work in pairs and take turns to read the rhyme to each other. Reading (Reader pp ) 1. Read out My home (RD p. 22) with good expression. Explain difficult words. Talk about and use new words. 2. Read the story again and ask pupils to follow in their books as you read. 3. Read again, allowing some pupils to read the parts of the animals. 4. Instruct them to read on their own silently. Make sure everyone participates. 5. Ask the comprehension questions. Answers (Reader p. 23) 1. The animals invite each other to their homes. 2. Crocodile's weight and tough skin will destroy bird's nest. 3. Mr Pig thinks that lion wants to eat him. 4. The animals think that horse is stupid. / The animals think horse has made a funny joke about people preferring his stable to their own home. and Let groups of 7 act out the story (RD p. 22). Be sure everyone gets a part to play: horse, crocodile, bird, lion, pig, eagle and penguin. Lesson 5 Writing: sentences about a picture Reading: vocabulary words Sing Old Mr Mensa from Unit 9, this time adding sheep: And on that farm he had a sheep; Hee Hi Hee Hi Ho; With a baa baa here; And a baa baa there; Here a baa, there a baa; Everywhere a baa baa. Writing ( pp. 42 and 44) 1. Refer to the picture (PB p. 42) and ask the pupils to identify different people, animals and things. Ask them for the initial sound of each word. 2. Pupils turn to Writing on p. 44. Read the instructions to Question 1 and ask them what they must do. Give pupils time to complete their drawings. Walk around and help where needed. Remind pupils to include the cars, sheep, a star and trees. Praise pupils' efforts to draw the scene. 3. For Question 2, pupils write sentences about their pictures. Refer them to the vocabulary in the spelling lists and use the speech bubble to model a sentence. Walk around and help with vocabulary and frames for weaker pupils: There is. There are In my picture, the man/dog is 4. Pairs take turn to read their sentences. 1. Write sight words and known vocabulary on the board with incorrect spellings and ask the pupils to correct them. 2. Pupils work in groups to make oral sentences with the pl- blend words. Pupils may enjoy reading quietly from the Reader or a book from the reading corner. They may also play a board or card game. 47

5 Term Assessment 1 Listening and speaking (Pupil's Book pp ) 1. Ask pupils to look at, and talk about the pictures to revise family vocabulary (PB p. 26). Talk about where in the picture different family members are. Read the story about Nike's family with them and discuss difficult words. 2. Put pupils into pairs and ask them to look at the picture on p. 45. Now they answer the questions orally together, using the text and pictures on p. 26 to help them. Ask them to speak in full sentences. 1. a) Nike's father works in a big town. b) Nike's mother likes sewing. c) Nike's cousin is standing at the front/on the left/ at the bottom/ in front of grandma/ next to Nike's brother. d) Her grandpa is the man with the white hat/ with the beard/ behind Nike's father etc. Grammar 1. Pupils identify and name the part of speech (kind of word) in blue. Write the following parts of speech on the board and remind pupils, using examples, what they are: adjectives describe things; adverbs tell you more about doing words; possessive pronouns show you that something belongs to someone. Guide them through the first question. Read through the sentences with them, emphasising the blue word and using expression to help them with meaning. 1. b) possessive pronoun c) adverb d) possessive pronoun, adjective e) possessive pronoun f) adverb Reading 1. Sound and read each word. As a class, pupils sound and read the words after you. Talk about their meaning, using the words in sentences. In pairs, pupils sound and read each group of words. Walk around the class or call pairs up to your desk, so that you can hear each pupil pronouncing the words. 2. Working alone, pupils choose one word from each group of words. They write a simple sentence using that word to show its meaning. Take in and assess sentences. Check spelling, grammar and understanding of the word. Writing 1. Guide this activity in three parts: Pupils draw a picture of their family. They tell a partner about the people in their picture. Now the partner asks them a question about their picture. Help them to ask questions that do not have yes/no answers, for example: Is your brother big or small? How old is your sister? Now they write the answer to their partner's question using a full sentence: My brother is small. My sister is Remind pupils that we put a full stop at the end of sentences. We use capital letters at the beginning of sentences and for people's names. Go through the alphabet of capital letters on p. 46. Now they rewrite the sentences adding capital letters and full stops. Ask them to copy the words carefully and not to make spelling mistakes. They may use the alphabet on the page to help them form their letters correctly. 2. a) I play with a ball. b) She can play a card game) c) He can play soccer. d) We like to play outside. e) They can skip. 48