Mother s kitchen. About this unit

Transcription

1 Unit 7 Mother s kitchen About this unit This unit focuses on homes and kitchens. Pupils look for differences between pictures of kitchens. They read an advertisement and answer questions about it. Pupils practise consonant clusters and the -f and -v sounds at the beginning of words. They learn a poem, use punctuation and learn about the future tense. Lesson one Listening and speaking: Identify and pronounce consonants and consonant clusters, and identify and discuss differences in pictures. Vocabulary: Learn and record new words such as, kitchen, stove, fire, pots, pans, kettle, cupboard, water pot, gas cooker, fridge, washing machine, mop and bucket. and coloured chalk Flash cards and or pictures of the new vocabulary. (Pupils make some of these for you in Lesson one.) Teach pupils the hand poem My little house and show them how to do the actions: My little house won t stand up straight (touch fingertips of both hands to make a roof.) My little house has lost its gate (drop two little fingers.) My little house bends up and down (rock hands from side to side.) My little house is the oldest in town (continue rocking hands) Here comes the wind; it blows again. (blow through two thumbs) Down falls my little house. Oh, what a shame! (drop hands into lap) (from This little puffin) Listening and speaking ( p. 38; p. 18) 1. Pupils look at the three different pictures on page 38 in the PB. In pairs, pupils find five differences between the kitchens. They then identify the consonants and consonant clusters in the words in boxes. 2. Pupils complete Exercise 1 on page 18 of Answers ( p. 18) 1. a) spl b) sh c) pl d) sl e) c and p f) d and g g) p, r and s h) st In small groups, pupils discuss other rooms in a house, for example the bedroom or lounge. They talk about what you will find in this room. They list the words and draw pictures of each object. They add the new words to their personal dictionaries. learners who are behind with vocabulary by using the flash cards of kitchen words that your pupils made for you. Lesson two Reading: Read a newspaper advertisement and answer questions about it orally and in writing. Vocabulary: Learn and record new words such as, fridge, kettle, toaster, washing 31

2 machine, iron, stove, lounge, couch, table, television, DVD player, rug, chair, sink, armchair, plates, vase. Pictures and flash cards of new vocabulary Newspaper advertisements / specials showing household items. Ask pupils to bring them too. and stick them onto a page to 'furnish' their room. They give their picture a caption, for example, A pretty bedroom. Have a relaxed conversation with small groups of pupils who are struggling with kitchen and home vocabulary. Talk to them about their home. Allow them to use words from their home language if they don't know the English ones. Lesson three 1. Play I Spy with pupils using the advertisements on page 39 of the PB. Reading and comprehension ( p. 39; p. 19) 1. Pupils open their PB at page 39 and look at the pictures. Ask them to guess what they are going to read about. 2. In pairs, pupils ask and answer the questions orally, and then individually they write down the answers. Answers (Pupil s Book p. 39) 1. The Deedee stove is N No, the fridge is not the most expensive item. 3. Answers will vary. Lead a class discussion about the answers that pupils suggest. 3. Pupils complete Exercise 4 on page 19 of Answers ( p. 19) Kitchen: fridge, chairs, kettle, toaster, washing machine, iron, sink, plates, stove, table. Lounge: couch, TV, DVD player, armchair, vase, chairs, table, rug. Pupils choose a room in a house that they would like to furnish. They cut out pictures of household items that belong in that room Phonics: Recite a rhyme to distinguish between the initial sounds -f and -v. Reading: Read a story, learn how to read speech bubbles, and answer questions. Vocabulary: Learn and record new words such as, builder, factories, wobbles, bandages, flooded, plumber. Reader Flash cards of new vocabulary. 1. Show the pupils two household items. Ask the pupils to tell you how they are different. Phonics ( p. 39) 1. Pupils open their PB at 39. Explain that the rhyme in Exercise 1 is called a tongue twister (because it is hard to say). 2. Read the rhyme slowly and clearly, and pronounce the sounds -f and -v correctly. 3. Pupils read the rhyme in pairs and try to say the rhyme without looking at their books, as quickly as they can. 32

3 Reading (Reader p. 17) 1. Help pupils find Unit 7 on page 17 in the Reader. Let them read the title and look at the pictures. Can they say what the story is about? 2. Read the story, explaining any new or difficult words. 3. Read the comprehension questions so that pupils understand what is being asked, and they then answer the questions. Answers (Reader p. 17) 1. He wants to have it ready for his wife's birthday party. 2. He fell off the ladder. 3. The bathroom flooded because the taps were leaking. 4. The doors are too small. 5. The neighbours helped him to finish his house on time. Give pupils the following fun activity: 1. Look again at the pictures on pages of the Reader. 2. Think of a funny name for a cartoon character who is a teacher, nurse, doctor, farmer, etc. For example: the teacher could be called Miss Duster. The farmer could be Sir Hoe. 3. Draw your new character. 4. Write your character's name underneath the picture. 1. Work with pairs of readers who are struggling. Open at pages of the Reader. Show them that they should read the pictures from left to right. Lesson four Phonics: Learn and understand a poem. Grammar: Learn about the future tense using the words going to and will. Vocabulary: Learn and record new words such as, hurry, dime, maths, shower, bath, crowd, instrument, special.. 1. Ask pupils to retell the story about Mr Brick building his house. Lead a discussion about how important it is for us to help our neighbours. Phonics ( p. 40) 1. Pupils open their PB at Exercise 2 on page 40. Read the poem, Glad to be ME! slowly, with expression. Explain new words. Ask pupils what they think the poem is about. Read it again while pupils read aloud with you. 2. Discuss the poem. 3. Ask pupils to find pairs of rhyming words and write them on the board. (me, see; time, dime; loud, crowd, etc.) Grammar ( p. 23 and p ) 1. Revise the future tense on page 23 of the PB, and then turn to page Teach pupils that we can use going to or will to talk about events in the future. Read the examples. 3. Read through Grammar Exercise 1 on page 41. Explain that pupils must copy down the passage and then underline the words that show the future tense. Answer (Pupil s Book p. 23) Tomorrow, it will be my birthday. First, we are going to go and play in the park. Then we will take a taxi to the shops. It is going to be lots of fun. 33

4 Pupils write the passage below in the future tense by choosing words from the list: going to will be will learn Next year I in Primary 4. We more difficult work. I am try hard. Answer Next year I will be in Primary 4. We will learn more difficult work. I am going to try hard. Make a chart with the poem Glad to be ME! written on it with key words missing. Make word cards for these key words so that pupils can stick them onto the poem. This will help pupils to focus on the meaning of the words. Lesson five Grammar: Revise the future tense. Writing: Revise the use of punctuation, especially the use of commas in lists, by punctuating sentences. Magazines and newspapers for cutting. 1. Pupils cut out three pictures of household items from magazines and newspapers and paste them into their books. They write the name of the item below each picture. 2. In groups, they take turns to talk about their pictures, saying what their pictures are of and what the items are used for. Move around the class and listen for correct pronunciation. Grammar ( p. 18) 1. Pupils complete Exercise 3 on page 18 in their WB. Answers ( p. 18) 3. a) going to b) will c) going to d) will Writing ( p. 41; p. 18) 1. Revise punctuation and read through the notes on page 41 of the PB. 2. To punctuate a list of items, put a comma after each item to separate them. You may put a comma before and at the end of the list because it makes the meaning clear. 3. Read through the instructions and sentences in Exercise 1on page 41 to ensure everyone understands what to do. Answers (Pupil s Book p. 41) 1. a) Chika and Ako are walking to the shops to buy bread, milk, and flour. b) Mother likes to use the kitchen to cook rice, beans, and tomatoes. c) In the kitchen there are plates, knives, and spoons. 4. Pupils complete Exercise 2 on page 18 of Answers ( p. 18) 2. a) We bought soap, milk, bread, and juice. b) May I borrow a pencil, please? c) Are you going swimming today? d) Please bring your paper, pen, and books. e) Can we bake biscuits today? 1. Pupils have talked a lot about differences in this Unit. Talk about how difference makes the world beautiful and interesting. 34

5 2. Let pupils enjoy the following poem that you put up on the board. They could draw a picture of one of the things they liked most in the poem. Thinking about colours Leaves are green and grass is too, Flowers are yellow, red, white, and blue. Cows are black and white and brown A big red bus takes us to town. Green and pink, purple and grey We see different colours every day. 1. Help learners to punctuate lists by returning to Exercise 4 on page 19 of the WB. Remind them where to put commas and that the sentence should end with a full stop. 2. They write out their tabled lists using the correct punctuation. Suggested Answers ( p. 19) In mother's kitchen she has a fridge, toaster, kettle, washing machine, sink, iron, plates, and stove. In our lounge we have a table, couch, rug, chairs, DVD player, and armchair. 35