Review, Project and Story Units 1-2

Transcription

1 Review, Project and Story Units 1-2 Objectives Reviewing the language points from Units 1 and 2 Cultivating the ability to conduct a survey and present findings Vocabulary Units 1 and 2 Materials needed Songs for Teacher s CD, track 6 Flashcards: Vocabulary in Units 1 and 2 Actual calendar items Warm Up Choose one of the following: 1. Review It s a Trumpet! Song. Play Songs for Teachers CD, track 6. Have students listen and sing. 2. Ask students to look at page 28. Ask them to write down as many words as they can based on the pictures in section A using the sentence patterns they have learned before. Example: What time is your? and Today is. within a given time. Language Learning Say Open your books, please to the class. Show them page 28 of the book. Point to the page number at the corner of the book and say, Turn to page 28. Point to your eyes and then to the page where the title is located. Say, Look. Use your fingers as you read the title, Review. Review Patterns 1. Move your fingers following the sentences in the review patterns as you read the sentence patterns. I go to class on. It s at a.m. / p.m. My teacher is Mr. / Mrs. / Miss. He/She s very. 2. Read the sentence patterns in the review patterns again. This time, have the students repeat after you. A. Talk about your teachers and classes. 1. Point to A. Talk about your teachers and classes and read it aloud to the class. 2. Instruct the students to look at the pictures and ask them questions using the review patterns. 3. Have the students use the patterns and pictures to form sentences to make sure they have fully acquired the language. 4. Until the students are familiar with the sentence patterns, divide them into two groups. One group asks, the 1

2 other group answers. Then switch roles and have the other student ask or answer. Tip: Model with students and ask volunteers to model in front of the class as well before asking everyone to do an activity. This helps the students understand more clearly what to do. This method also helps teachers evaluate how well students comprehend the instructions. 5. Tell the students to point to the ABC on School picture. Ask, What class is it? One student should answer, It s English class. Then point to + - x =, ask, What class is it? Another student should answer, It s math class. Do the same practice as above. Ask the students to repeat the words about classes after you. 6. Have the students look at the words about weekdays and repeat them loudly after you. Lead the students to review the sentence patterns, such as, I go to music class on Saturday. or I go to Chinese class on Monday. Do the same practice as above. Ask the students to read the words by themselves. 7. Have the students look at the words under Who and how? Ask the students to read them aloud. Lead the students to review the sentence patterns, such as, Who is the man?hhe s my teacher. Ask, How s your music teacher? Ask for a volunteer to answer it using the adjectives. Do the same practice as above. Then ask the students to read words after you. 8. Part A is finished, tell the students to close their books. Have them do the corresponding ask and answer practice. Follow up before moving on to the next section. B. Ask two friends, Can you play the? (ˇ = yes, x = no) 1. Point to and read, B. Ask two friends, Can you play the? (ˇ = yes, x = no) 2. Then model a dialogue example between Student A and B with the question, Can you play the violin? and answer, Yes, I can. or No, I can t. Ask the students to repeat after you. Tip: Alter voice to suit different characters in dialogues to make the conversation more interesting and fun to attract the students attention. 3. Read each word aloud and then apply each one in the question Can you play the? Can you play the guitar? Can you play the violin? Can you play the trumpet? Can you play the recorder? Can you play the tambourine? Can you play the triangle? Can you play the piano? 2

3 Can you play the bells? 4. Point to the girl icon and say Girl. Point to a female student and say, She s a girl. She s my partner. 5. Point to the first word in the survey and say, guitar. Substitute it into the question to become Can you play the guitar? and ask the question to the female student. 6. If the student answers Yes, I can. Put a check in the girl icon below the word guitar. If the student answers No, I can t, mark an X. 7. Point to the boy icon and say Boy. Point to a male student and say He s a boy. He s my partner. Follow steps 5 and Ask several students to model in front of the class before they all do the survey. Note: The purpose of having a boy and girl icon is to force students of both genders to participate together. 10. After the whole class completes the survey, point to the star icon in the student book and read to the class, Talk about your friends. (Name) can play the and (Name) can t play any instruments. 11. Fill in the survey and pretend it was completed by two students who were questioned. Show it to the class and talk about the students. For instance, Ann can play the violin, piano and bells. and Bill can play the guitar, recorder and triangle. 12. Ask students to present findings about their friends to the class. Tip: If students have finished their surveys early, they can present their findings to the teacher rather than to the class. Language Fun 1. Hopscotch Prepare a hopscotch layout on the ground with masking tape. Place the flashcards in random order in the center of the hopscotch squares. Divide the students into two teams, one on each side of the hopscotch layout. Say a flashcard word loudly. Ask one student from each group to hop into the square that has the correct flash card. Encourage students to substitute the word from the squares they re standing on into sentence patterns. 2. May use speech contest to carry on the games. 3

4 Project My Weekly Calendar Objectives Reviewing language from Units 1 and 2 Creating and completing an art project Applying language usage through art project Solving a riddle Vocabulary Units 1 and 2 Materials needed A4 paper, Cutouts 1 and 2, scissors, glue, crayons, recycled paper Flashcards: Vocabulary in Unit 1 Warm Up Choose one of the following: 1. Divide the class into teams of three. Prepare A4 recycled paper for each team. Write a sentence on the board such as the following, What day is today? and It s. Encourage each team to fill in the blank with as many words as they can in one minute. Instruct each team member to take turns to write a word down on the paper. Have students hand in their paper and review the vocabulary they write down. 2. Place the students into two teams and assign numbers to each student. Show them a vocabulary flashcard and randomly call out a number. The students from each team who are assigned to that number rushes to the board to spell out the word displayed. The first player to spell and say the word correctly gets a point for his/her team. The team with the most points wins. Language Learning 1. Prepare the actual materials needed to make the My Weekly Calendar and display them on the table for all to see. 2. Review the items they have learned and introduce the new items: drama class science class computer class basketball practice badminton practice soccer practice Note: Drama class, science class, computer class, basketball practice, badminton practice and soccer practice are extra vocabulary items found on the cutout pages. Have the students look at 4

5 the small pictures and guess What class is it? Then make the students repeat aloud after you several times. 3. After introducing each individual item, remember to ask the students to repeat after you before applying each one into a sentence pattern such as the following: I go to science class on Saturday. I go to badminton practice on Monday. 4. Read the sentence patterns again. Encourage the students to repeat after you again. Project Ask the students to open their Student Books to page 29. Point to the top corner of the book and introduce Project. A. Make It! 1. Point to A. Make it! as you say it out loud. 2. Direct the students eyes to the art materials shown in the steps of section A. Show the items needed for My Weekly Calendar and review the language again. 3. Read the instructions out to everyone. Point to the illustrated steps as you read each of them aloud. 1) Fold an A4 paper in half. Write the weekdays. 2) Use Cutout 1.Color, then cut. 3) Fold and paste. 4) Use Cutouts 1 and 2.Color, then cut and paste. 4. Read over the steps again. This time have students read as well. 5. Follow the instructions for each step and have the class create their own My Weekly Calendar. Tip: Ring holders can be used in place of string to bind the pages of paper together. Students can add extra pages easily this way. B. Use It! 1. Once the students have completed their projects, ask them to open their books to page 29 again. Point and read the next section and its instructions. B. Use it! Use your project with a friend. 2. Read the speech bubbles aloud to the class. 1) Are you free on Mondays? 2) No, I m not. I go to baseball practice. 5

6 3) Are you free on Saturdays? 4) Yes, I am. 5) Yeah! 3. Ask the students to repeat after you as you read again. 4. Show a My Weekly Calendar to the class and elicit the WH-questions with a decorated page. 5. Invite two students to go up to the front of the class with their My English Art Book to model the sentence pattern by pointing and touching the objects on each others books. 6. Once the class is familiar with what to do, ask them to use their project in pairs. C. Riddle Me! 1. After students practice the sentence patterns with their art book, ask the students to go back to their seats and open their books to page 29 to the last section of the page. Read aloud to C. Riddle me! 2. Ask the students to read the riddle. Ask them to solve it by drawing the answer out. Answer: Four. Language Fun 1. May use 6th game in the sentence games to carry on. 2. May have a speech to carry on the games. 6

7 Early Literacy The Nightingale Objectives Recognizing and applying sentence patterns and vocabulary from previous units Pointing out main idea in a story Answering comprehension questions to a story Expressing thoughts and opinions Contents Grammar Previously learned sentence patterns interwoven with new ones Vocabulary Various vocabulary words from Units 1, 2, and Early Literacy Materials needed Student Book CD, tracks A bird robot, just like The Nightingale Warm Up Choose one of the following: 1. Prepare an animal robot; it s a bird that can sing itself. Tell the students This is a nightingale. It can sing. It can sing anytime. Can you sing like a bird? Lead the students to imitate a bird while chanting What day is today? together. Then speed up. The activity continues until any student makes a mistake and a new round begins again. 2. Look and Talk In an excited voice, ask the students to look at the beautiful illustrations on each page of the story book. Point and read aloud the title of the story. Encourage the students to repeat after you. Then, have them look at the illustrations. Ask them some basic questions about the illustrations so they can predict or interpret the story on each page using the English they have learned or in their mother tongue. Tip: Cover the text of the story while students look at the illustrations. This way, students can focus more on the details of what is happening or what will happen in the story. Language Learning 1. Clap your hands several times and say happily, It s story time! Open your books, please to the class. Show them pages 30 and 31 of the student book. Point to the page numbers at corner of the book and say, Turn to pages 30 and 31. Tip: Students can sit with you at a corner of the classroom where you define as Story Time Corner. 2. Point and introduce to the class, Early Literacy. 7

8 A. Key Words 1. Point to A. Key Words. (See below) and read it to the class. 2. <CD, track 42> Move your finger down the page and say, Key Words. Point to each word in the Key Words box and read aloud, or use Student Book CD, track 42. emperor, servant, nightingale, catch, sad, birthday, robot guest, anytime, thinks, sick, begs, come back, people 3. Go over again. This time prompt the students to repeat after you. Do it again if necessary. Note: Key Words include words that are neither nouns nor verbs. Rather, they are presented under the list to familiarize students that they are commonly used in the syntactic structure of English sentences. Our concern for these words is that as long as children can recognize and pronounce them at this early stage, they are on the right track towards improving on their reading skills. 4. Point to the words without saying them. Have the students say the words themselves. Help them pronounce the words when necessary. Note: Key Words highlights words or phrases students may have not encountered before. These words are not identified as high frequency because they do not necessarily show up frequently. They are additional language items that occur in the story. Teachers have the liberty to teach them to any level according to the time and the students ability. B. Listen, look and learn. Read 1. Point and tell the students the instructions in section B to the class, B. Listen, look, and learn. Read. Follow the instructions. 2. <CD, tracks 43 and 44> Read the story page aloud to the class or use Student Book CD, tracks 43 and Read or play the audio CD again. Encourage the students to finger-read by having their fingers run over the words as they listen to the story. 4. Read or play the CD of the story once more. This time, encourage students to do silent reading as they finger read. 5. Once students are familiar with each page of the story, have the students read aloud together. Continue the 8

9 choral reading until their reading flows smoothly. Ask the students several corresponding questions according to the sentences on pages 30 and 31. Such as, What day is today? It s Tuesday. When is the emperor s birthday? Friday. 6. <CD tracks 45and 46> Follow the same activity as action 2-5. Then say, The emperor listens to the robot nightingale every day. That nightingale is boring. It doesn t sing. And focus the students attention on reviewing the sentence pattern. Can you play the flute? No, I can t. What instrument can you play? I can t play any instruments. 7. <CD, track 47> Follow the same activity as action 2-5. Then ask, Do you see a nightingale come back? And focus the students attention on the picture of The Nightingale again. Tip: Read on a page to page basically but not always the entire story straight through. Give students time to digest and comprehend each page before moving on to the next one. The audio CD is designed for this approach as it offers separate tracks for each page. 6. Place the students in groups of 4. Each student in the groups selects a role to read: the emperor, the nightingale, the servant and the guest. When they have finished, have them change roles to play. Tip: It is a good idea to ask questions before, during and after a story is read. Language Fun 1. Stop Encourage students to read in groups of 4. Each student takes turns to read as much as they want, but must read at least one sentence each time. Shout out Stop at random. The student who is reading at the moment must stand up and do a funny face. 2. Reading It Make the students sit in a circle with their books. Assign a student to be the It. It starts to read the story, as little as or as much as he/she wants. Once the It stops, he/she must assign the next reader by saying the student s name randomly. Then the new It must continue to read where the last person left off. If the new It does not pay attention and doesn t realize it is his/her turn or that he/she does not know where to start reading, make the student give a performance. Little Story Teller 9

10 Objectives Recognizing and applying sentence patterns and vocabulary from previous units Pointing out main idea in a story Answering comprehension questions to a story Expressing thoughts and opinions Grammar Previously learned sentence patterns interwoven with new ones Vocabulary Various vocabulary words from Units 1, 2, and Early Literacy Materials needed Student Book CD, track 48 Slips of paper Warm Up Choose one of the following: 1. Who Am I? Repeat quotes from the story and ask the students to guess who said it. 2. Find It and Take It Prepare 4 sets of sentences from the story onto slips of paper and tape them around the classroom. Place the students in pairs. Read a sentence out and have one of the partners find the matching slips of paper. Once Student A finds the slip of paper, he/she reads the sentence to his/her partner. Student B then takes the slip to the teacher and reads out the sentence. The roles reverse for the next round. Language Learning Little Story Teller 1. Direct students to open their books. Show them page 35 and say, Turn to page 35. Once they are on the page, say, Look. Use your fingers as you read the title, Little Story Teller and the instructions below, C. Number, then try to retell the story. 2. Ask the students to describe the illustrations in each frame. Then explain to the students that the story is out of order. Ask the students to put each illustration back in order from start to finish by writing the numbers in the space provided as seen with number When the students finish ordering the story, they can go into pairs or small groups. Have them look at the pictures and encourage them to retell the story together using their own words. Note: Not all students may be able to retell the story. Even attempting to utter the slightest bit of sentences related to the story is an encouragement for students to move a step in the right direction towards reading comprehension. (add in every story) 10

11 Tip: Rather than standing in the front of the room observing the class, monitor and facilitate individuals in groups by walking around the classroom. D. True or False? Mark with a. 1. <CD, track 48> Place a hand beside your ear and say, Listen carefully. Play Student Book CD, track 48 or read aloud to the students. 2. Point and read to the class the section below the illustrations, True or False? Have the students circle T if the statement is correct and F if the statement is false. Model the first question and then help the students to check the right answer for each one when necessary. Answers: 1. F 2. F 3. T Language Fun 1. Hop This Way or That? Make the students stand in a line. Read a sentence that is part of the story. If it is correct, then the students hop to the front two steps. If the sentence is incorrect, then the students quickly hop to the back two steps. The slowest one sits down and the game continues until there is only one student left. Award the student and start a new round. 2. Draw and Tell Let the students draw a picture about their favorite part of the story and then explain it to the class. 11