# Family and friends starter teacher's: Part 2

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## Family and friends starter teacher's: Part 2

Mô tả tài liệu

Tài liệu Family and Friends Starter Teacher's Book provides a structured reading and writing syllabus and a step-by-step phonics programme. The step-by-step approach of this course and motivating lessons using songs, chants, stickers and story role-playing enable children to progress quickly in English. Inviting you to refer part 2 of Tài liệu.

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## Nội dung Text: Family and friends starter teacher's: Part 2

1. Lesson One • Give the cards to six ch ildren . Children with flashcards 21 (mum), 24 (sister) and 25 (grandma) come to the WJgl~ Digital classroom · Unit 4· Words front of the class. • Ask one ch il d at th e front of the class to ho ld up the ir flashcard and say the wo rd. Th e child with the matching card ho lds up thei r flashcard and says the wo rd. • Repeat w ith the rest of the child ren. 2 Listen and chant. ~ 49 • Play the recording for chi ldren to li sten to the cha nt. Hold up your book and point to the pictures as you hear them. • Play the chant a second time for child ren to say the words. • Divide the class into g roups of six. Give each group a line Warmer from the chant. • Begin the class by playing the Hello song to introduce the • Say the chant with the class. Hold up the appropriate lesson. flashcard when you say the family word . • Play Jump with Aashcards 16-20 to revise the toy words from • Each group says their line in turn. the previous unit and to energise the class (see page 19). Transcript 49 Lead-in Listen and chant. Mum,mum,mum • Use flashcards 21 to 26 to introduce the vocabula ry for Dad,dad,dad this lesson. Brother, brother • Hold them up one at a time and say the words for children Sister, sister to repeat in chorus. Grandma, grandma • Repeat as often as necessary until children can remember Grandpa, grandpa the words. Optional activity 1 Listen, point and repeat. ~ 48 • Write mum, dad, brother, sister, grandma and grandpa on • Say Open your books and model the action for children to the board. Write the letters in dotted 'tracing' lines . . copy. Poi!'t to the fami ly pictures. • Hold up Fam ily flashcards 21 to 26 in turn. Invite • Play the first part of the recording (Listen and point) . Hold up children to come to the front of the class and trace the your book and point to the pictures in time with the audio. word on the board that matches the flashcard . Children listen and point to the appropriate pictures. • Play the second pa rt of the recording (Listen and repeat) 3 Point and say. Stick the stickers. for chi ldren to repeat the words in cho rus. • Hold up you r book and po int t o the picture. Point to each • Play the record ing all the way through for ch ildren to fami ly member in turn and say the words. point to the pictures and repeat the words. • Repeat and encourage th e chi ldren to point to the • Hold up the flashcards one at a time and ask ind ividual pictu res and say the words with you in chorus. chi ldren to say the words. • Say Lets stick the stickers. Take the grandpa sticker and ImDI From Unit 4 onwards, the first t ime through the show it to the class. Place it on th e caption box and say record ing fo llows the order of the pictures on the page; the grandpa.This wi ll require closer monitoring as students second time the order is in a different sequence. are now expected to match word stickers to the correct part of the picture. Transcript 48 • Child ren copy you and place all the stickers in the correct listen and point. caption boxes. mum, dad, brother, sister, grandpa, grandma brother, sister, grandma, mum, dad, grandpa • Go around the class and check. listen and repeat. I Further practice mum, dad, brother, sister, grandpa, grandma Workbook page 30 ~ Student MultiROM • Unit 4 • Words Optional activity • Use flashcards 21 - 26 to practise words pairs: mum / dad, sister / brother, grandma / grandpa. • Hold up the card pairs and say the wo rds. Put the card pa irs on the boa rd. 48 Unit4
2. Lesson Two ~page31 Transcript 51 listen and sing. l¥~~{~ 0 Digital classroom· Unit 4 · Grammar and song This is my mum. This is my mum. Cuddle. Cuddle. I love my mum. This is my dad. ~!h9§lgC ..- ] This is my dad. "'" 19 S ore: T0.sJ~Y Cmuml Cuddle. Cuddle. ~ecycled: mum, dad, broth_ er:...- , s_is_te_r_ _ _ _ __ I love my dad. This is my brother. This is my brother. Play. Play. ,Id 50-51; Family flashcards 21-26; photo(s) of your Play with my brother. 11. mother and family members; coloured crayons; a sheet ds. of paper for each chi ld (optional) This is my sister. e This is my sister. Warmer Play. Play. • Put the Family flashcards 21-26 on the board. Make sure Play with my sister. flashcard 26 is facing the wro ng way. Point to each one in turn and say, mum, dad, brother, sister, grandpa. Optional activity • Display the flashcards 21 - 24 in different places around • Point to the last flashcard and encourage the children to shout out the word. the room . • Play the record ing again. Children point to the correct • Shuffle the cards and repeat. This time with two cards facing t he wrong way. flashcard as they sing the verse with the word. • Continue in this way until all the cards are facing the w rong way and yo u can elicit all the words from memory. Optional activity • Divide the class into groups of four. Give each child a Lead-in sheet of paper, and each group some crayons. • Play Match with Family flashcards 21-26 to prepare for • Ask them to draw a picture of their mother, father, sister Exercise 3 (see page 20). or brother. 1 Listen and repeat. ~ 50 • Play the recording again. Chi ldren hold up their pictures as they sing the name of the fami ly member they have • Put flashcard 21 on the board. Point to th e flashcard and drawn. say mum. • Hold the photo of your mum in front of yourself. Point to yourself as you say This is my mum. Repeat so that the 3 Match the pictures to the words and say. meaning is clear. • Say Open your books and model the action for children to • Play the record ing and say the words in time with the aud io. copy. Point to the picture of mum at the top of the page. h • Play the recording again for child ren to repeat the words • Say This is my ... Then trace the path of the dott ed line in chorus. from left to right w ith your finger and continue across the page until you reach the wo rd mum. Say ... mum. • Repeat and practise with all the family cards. Use more photos of your fami ly as before, if you wis h. • Repeat and this time get the class to trace the lines with their fingers and say the words w ith you in, cho ru s. Transcript 50 • Children draw lines wi th a penc il or crayon. Listen and repeat. • Repeat the same procedure with each pictur~ '-\ This is my mum. • Go around the cla ss and check. -:-. 2 Listen and sing. ~ 51 " • Hold up the book and point to the pictures. • Play the recording all the way through. Children listen as I Further practice Workbook page 31 .~ you sing along. In verses 1 and 2 mime a cuddle when you say the line Cuddle. Cuddle. Put you r hand on your heart when you say I love my mum / dad. In verses 3 and 4 jump up and down when you say the line Play. Play. • Play the recording again. As you sing, hold up flashcards 21-24 and do the actions. • Play the recording again for the children to sing the song and do the actions. Unit4 49
3. Lesson Three CB page 32 2 Listen and chant. ~ 53 • Hold up your Class Book and point to the picture of the Pf:~{~ 0 Digital classroom · Unit 4 · Sounds and letters jug. Mime pouring some juice and say Juice ... in a .. . jug. [!iiim:2~je£!iye·t; h :' Mww :iii' '," .: ;~i:J • Point to each word and say the sentence again. Encourage the class to repeat as a chorus. To recognize the upper- and lower-case forms of the letter j and associate them with the sound /d3/ • Play the recording for ch ildren to listen to the chant. To pronounce the sound /d3/ • Put the phon ics cards juice and jug in d ifferent places around the room. Play t he cha nt again for ch ildren to point to the cards as they hear the words. • Play the chant again, pausing after each line for children to repeat. • Place the chant once more all the w ay through for . children t o repeat as they li sten . CD ~32-53; Family f1ashcards 21-26; Phonics cards Transcript 53 1?-2QOj juice, jug); coloured crayons; a sheet of paper Listen and chant. for each ch, ld (optional) Ju ice, ju ice, juice Juice in a jug. Warmer /d3/, /d3/, /d3/ • Play Snap! using Fam ily flashcards 21 - 26 to revise the Ju ice in a jug. vocabulary from the previous lesson (see page 19). Jug, jug, jug Juice in a jug. Lead-i n /d3/, /d3/, /d3/ • Draw dotted outlines of the lette r J and j on the board. Juice in a jug. • Facing the board, draw the letters in the air as you say the 3 Stick. Then circle and say. so und /d3/. Children draw the letters in the air with you. • Hold up you r Class Book and point to the picture of juice • Then join the dotted lines on the board and complete the in a jug. Po int to the lower-case j and el icit /d3/. letters J and j. • Say Lets stick the sticker. Ho ld up the j sticker and • Draw more dotted examples on the board and ask encourage ch ildren to place it on their books in the children to come and join the dots. correct position. 1 Listen, trace and point. Repeat. ~ 52 • Then point to the example circle and say Circle /d3/. Trace the circle w ith your finger as you say the word circle. Point • Say Open your books and model the action for chi ldren to and say /d3/ - jug . Children repeat in chorus. copy. • Repeat with upper-case J and Juice. • Play the first part of the reco rding for.children to listen to the letter so und /d31 . • Give children enough time to draw a circle around the letter. • Point to the J and trace the letter w ith your fin ger. Optional activity Children trace the letter with their finger in their books. • Play Point to the correct card (see page 20). Use all the • Point to the j and t race the letter w ith your finger. Ch il dren phonics cards the chi ldren know so far. trace the letter with their finger in their books (pause the track wh ile they trace, if necessary). 4 Join the letter Jj. Put the juice in the jug. • Then listen and point to the words jug and juice as you hear the words. • Point to the picture of the juice carton on the left of the page and the picture of the jug on the right. • Play t he second pa rt of the recordi ng (Listen and repeat) and have ch ildren repeat in chorus. • Point to the example line. Say Join the letter j. Trace the lin e from the juice carton to the letter j w ith your finger. Transcript 52 • Point to the next letter J in the top line and continue Listen, trace and point. Listen and repeat. tracing the line with your finger. /d3/ /d3/ • Children find t he letters J and j and join them w ith a /d3/ jug /d3/ jug continuous line until they reach the picture of the jug. /d3/ juice /d3/ juice • Go around the class and check. Optional activity Further practice I • Give two children phonics cards jug and juice. Workbook page 32 • Demonstrate an action for each word. Mime pouring Handwriting, Workbook page 70 liquid for jug and mime drinking a glass of juice for juice. Handwriting practice, PMB page 10 • M ime 'pou ring'. The chi ld w ith f1ashcard jug holds up ~ Student MultiROM • Unit 4 • Soundsand letters the card and says jug. Do t he sa me for the word juice. • Children around t he class take turns to mime the words. SO Unit4
6. Lesson Six • Continue in this way until you have practised all the fam ily words. • Point to the sentences in each frame and read them with the class. fSkOJFO~YeIO~6~ ~~ • Ask one or two ind ividual chi ld ren to read a sentence to To recognize and identify words the clas s. To develop listening skills by listening to a short story To revise and consolidate language introduced in the unit Optional activity • Give School th ings and Toys flashcards 12- 20 to nine E~!~9~~ge M " chi ld ren. Recycled : vocabulary and structures from the unit • Keep flashcard 11. Hold it up and say This is my desk. Then give your flashcard to a child . He I She stands up and says This is my desk. • Repeat in the same way, with each child sayi ng the 51,58; Family flashcards 21-26; School things sentence and then giving the flashcard to another chi ld flashcards 11 - 15: Toys flashcards 16-20 to do the same. Play the game around the class. Warmer !$l51 3 Listen again and repeat. Act. ~ 58 • Play the song from Lesson 2 to revi se th e vocabulary for • Play the recording once al l the way through. this lesson. • Play the recording again pausing after each line for ch ildren to listen and repeat. Lead-in • Divide the class into groups of five to play the parts of • Give Family flash ca rds 21-26 to six childre n. Rosy, Lu cy, Grandpa, Mum and Billy. If the cla ss doesn't • Say one of the words. The ch ild with t he card stands up, d ivide exact ly some chi ldren ca.n play more tha n one shows the card to the class and says the full structure This character. " is my (mum). The cl ass repeats in choru s. • Choose and demonstrate some actions for the sto ry. • Repeat w ith all the w ords. • Play the recording again fo r chi ldren to mime the actions. 1 Listen to the story. !$l58 • Child ren practise acting the story. Monitor and help where necessary. • Say Open your books. Play the recording. Pause after each frame for ch ildren to li sten and point to the pictures. • If you w ish, ask o ne or t w o groups to come to the front of the class to act out the story. • Play the reco rdin g again. Thi s time pause after each line for children to listen and point to the chara cters as th ey • At the end of the lesson play the Goodbye song . hear the w ords. • Children mime the actions as they sing. Story actions Transcript 58 • Picture 1: Rosy holds her arm outstretched as she listen. introduces Lucy to Grandpa. Grandpa and Lucy w ave as Frame 1 they introduce themselves. Rosy This is my grandpa. Grandpa ... t his is Lucy. • Picture 2: Rosy holds her arm out stretched as she Grandpa Hello, Lucy. introduces Lucy to Mum. Mum bends down and stretches Lucy Hello. out her arm as she introd uce s herse lf. Frame 2 Rosy This is my mum. • Pictu re 3: Lucy points to Billy as she asks the quest ion. Rosy shakes her head as she says No. Bil ly waves his hands. Mum Hel lo, Lucy. Lucy Hello. • Pictu re 4: Lucy bends tow ards Billy w ith he~ arm Frame 3 outstretched. Rosy laughs. Billy smiles and wav@'j , 4 his hands. Lucy Is this your grandma? Further practice Rosy No, it isn't. Workbook page 3S ~ ~ . Frame 4 Values worksheet, PMB page 11 Rosy This is my brother, Billy. Unit 4 test, Testing and Evaluation Book page 12' Lucy Hell o. !$l Student MultiROM • Unit 4· Grammar !$l Student MultiROM • listen at home· Track 2S (Words and 2 Read and say. phrases), Tracks 27, 29 (Songs), Tracks 28, 30 (Phonics) • Write This is my ... on the board. Place the mum picture card next to the w ord my. • Poi nt to each word and read slow ly to elicit the full sentence This is my mum . • Wri te t he fam ily w ords across the top of the board. • Say Point to 'mum'. When ch ildren point to the co rrect word, replace t he picture ca rd w ith th e writt en word t o fo rm t he full sentence. Read t he sentence w ith the class. Unit 4 53
11. I • Play the chant again, pausing after each line for chi ldren Lesson Five to repeat Pr~g{~ 0 Digita l classroom · Unit 5 · Sounds and letters • Play once more all the w ay through for children to repeat as they listen, I To recognize the upper- and lower-case forms of the Transcript 68 letters nand 0 and associate them with the sounds 1nl Listen and chant. and I'm Nellie, l'mOll ie, i' To 101 1nl, 1nl, 1nl 10/, 10/, 101 This is my nose, This is my octopus, I LaQ9!:1!9I:: :: Core: ::t'::::: : ::;:::' :::. =_ .. nose, neck, orange, octopus 1nl, 1nl, 1nl I'm Neliie, 10/, 10/, 101 l'mOllie, N7'el~~ie~,=O=/J=ie~,o:n:d=,:m:y:~~~~~~~~~~~ 1nl, 1nl, 1nl 10/, 10/, 101 :1 --~~' Extra: This is my neck, This is my o range, 1nl, 1nl, 1nl 10/, /0/, 101 CD ~67-68; Phonics cards 27-30 (Nn nose, neck, 00 ,~ I,' Phonics cards 1- 26 Optional activity , • Demonstrate action s for these words: nose (point to your nose), neck (point to your neck), orange (draw an 0 Warmer in the air w ith your finger), octopus (wave your arms and • Play a clapping game to revise numbers 1 to U Clap legs about), different numbers in turn for the children to guess, • Play the chant again, Children do the actions as they Lead-in say the chant • Draw dotted outlines of the letter Na nd n on the board, • Facing t he board draw the letters in the air for children 3 Stick and say. to copy, Then join the dotted lines on the board and • Hold up yo ur Class Book and point to the picture of the complete the letters, boy w ith the octo pus, • Repeat the procedure for the letter 0 and 0, • Say Lets stick the stickers, Hold up the 0 stickeL Say the • Draw more dotted outlines of the letter Nand n, 0 and 0 sound 10/ on the board and ask children to come and join the dots, • Put it on the letter 0 under the picture of the boy with the octopus, Say 10/ - octopus, Children copy and repeat in 1 Listen, trace and point. Repeat. ($) 67 chorus, • Say Open your books and model t he action for ch ildren to • Children put the m and n sticke rs on the correct letter copy, under each picture, Go around the class and check. • Play the first part of the recording for children to listen to the letter sound 1nl Point to the letters Nand n, Optional activity . • Trace the letters with your finger, Chi ldren trace the letters • Give a phonics sounds card to different children around w ith their fingers in their books, the class, Put one of the phonics word cards on the board and say the word,The child with the matching sound card • Then listen and point to the words neck and nose, stand s up, holds up the card and says the sound. • Repeat the process with the sound 10/, t he letters 0 and 0, and the words orange and octopus, 4 Circle the letters Nn and 00. • Play t he second part of the recording (Listen and repeat) and have chi ldren repeat in chorus, • Hold up phonics cards nand 0 and say the letter sounds f- 1nl and 101 for chi ldren to repeat B Transcript 67 • Point to the example and say Circle the letter n. Trace the R Listen, trace and point. Listen and repeat. circle with your finger as you say the word circle, I: F 1nl 1nl • Children find other examples of the letter n and draw circles, B 1nl nose 1nl nose RI • Point to the letter 0 in Ollie, Say Circle the letter 0. Trace a 1nl neck 1nl neck Bi circle again as you say the wo rd circle. Expla in t hat we use capital letters for names and point to Nellie and Ollie, Fr 101 101 Bi 101 orange 101 orange • Children find other examples of the letter 0 and draw MI 101 octopus ci rcl es. Go around the class and check. 101 octopus Tir Further practice 2 Listen and chant. ($) 68 I Workbook page 40 2 • Hold up your Class Book, Point to phonics picture 1nl neck Handwriting, Workbook page 70 • and say Nellie, Point to the picture of the boy in Exercise 3 Handwriting practice, PMB page 12 and say Ollie, Children repeat in chorus, ($) Student MultiROM • Unit S• Sounds and letters • • Play the recording for ch ildren to listen to the chant • Play the chant again , Hold up phonies cards 27-30 when you hear the words, · \ UnitS 12. • Say Point to 'happy'. When ch ildren point to the correct Lesson Six word, replace the picture ca rd with the written word to Oxford iTools 0 D'Iglta . I cIass room · Unit ' 5 · Story form the full sentence. Read the sentence with the class. • Continue in this way until you have practi sed al l the feelings words. To recognize and identify words • Point to the sentences in each frame and read them with To develop li stening skil ls by listening to a short story the class. To revise and consolidate introduced in the unit • Ask one or two individual ch ildren to read a se ntence to the class. structures from the unit Optional activity Extra: Look! Poor Billy. Come here! • Give the Feelings flashcard s 27-32 to six chi ldren. • Ask a child to come to the front of the class. When he or she holds up the flashcard encourage the class to say He's (happy). Ask another child to come and stand next to the first chi ld and do the same. Encourage the class to say both sentence. He's (happy). She's (cold). Warmer ~62 • Continue until all six chi ldren have come to the front • Play the song from Lesson 2 to revise the vocabulary for of the class and the class are saying a total of six thi s lesson. sentences. Lead-in • Give Feelings ft ashcards 27-32 to six children. 3 Listen again and repeat. Act. ~ 69 • Say one of the words. The child with the card stands up, • Play the recording once all the way through. and shows the ca rd to the class. Choose another chi ld to • Play the reco rding again pausing after each line for . say (He's) happy. The class repeats in chorus. children to listen and repeat. • Repeat wit h all the words. • Divide the class into groups of fou r to play the parts of Rosy, Tim, Billy and Mum. If the class doesn't divide exactly 1 Listen to the story. ~ 69 some children can play more than one characte r. • Say Open your books. Play the reco rding. Pau se after each • Choose and demonstrate some actions for the story. frame for children to listen and point to the pictures. • Play the recording again for children to mime t he actions. • Play the recording again. This ti me pause after each line • Children practise acting the story. Monitor and help where for chi ldren to listen and point to the characters as they necessary. hear the words. • If you wish, ask one or two groups to come to the front of Transcript 69 the class to act out the story. Listen. • At the end of the lesson play the Goodbye song. Frame 1 • Children mime the actions as they sing. Billy Look l Story actions Tim She's happy, Billy. Billy Happy. Happy. I'm happy. • Picture 1: Mum and Billy are holding hand s. Billy is waving. Rosy Good. Rosy and Tim are smiling. Frame 2 • Picture 2: Billy is rubbing his eyes because he's pretending Billy Look! to cry. Mum bends down and stretches out her arms to Mum Ahh . He's sad. him. Tim and Rosy are looking at Billy smi lin g. Billy Sad. Sad. I'm sad. • Picture 3: Mum and Billy are holding hands. Bi lly is wavin g. Rosy Poor Bil ly. • Picture 4:Tim apologizes with arms in the air as il'Y the . Frame 3 picture. Mum bends down to Bi lly. Billy has both~ands Billy Look. outstretched. Rosy is covering her mouth witR::ber hand in Rosy She's hungry. surprise. .~ , Billy Hungry. Hungry. Frame4 Further practice Workbook page 41 Billy I'm hungry. Values worksheet, PMB page 13 Mum No, Billy. Co me here l Unit 5 test, Testing and Evaluation Book page 14 Tim Sorry. ~ Student MultiROM • Unit S• Grammar 2 Read and say. ~ Student MultiROM • Listen at home· Track 31 (Words and • Write She's .. . on the board. Place the happy picture card phrases), Tracks 33, 3S (Songs), Tracks 34,36 (Phonics) next to the word She's. • Point to each word and read slowly to elicit the full sentence She's happy. • Write the feelings wo rds across the top of the board. Unit 5 S9 13. Lesson One CB page 42 2 Listen and chant. ~ 71 Oxf ord • Play the recording for children to listen to the chant. Hold iTools Digita l classroom · Unit 6 • Words up your book and po int to the pictures as you hear them. • Play the chant a second time for children to say the words. • Demonstrate an action for each word: bird (flap arm s), bear (make claws), hippo (snap teeth together), crocodile (snap arms together), tiger (do pouncing actions). • Divide the class into groups of six. Give each group a word from the chant. • Say the chant with the class and do the actio ns fo r children to copy. • Each group says the ir line in time with the audio. 01,70- 71; Zoo animals flashcards 33- 37; Phonics Transcript 71 cards 22, 23 (Kk kangaroo, Lllion); Cut and make 2 (PMB, listen and chant. page 23) materials (see Teacher's Book page 91) hippo, tiger crocodile Warmer ~01 bird, bear • Begin the class by playing the Hello song to introduce the crocod il e lesson. (Repeat) • Play Do it! with Feelings flashcards 27-32 to revise the Optional activity vocabulary from the previous unit and to energize the • Ask six children to come to the front of the class. The class (see page 20). children stand in line in the order of the chant. Lead-in • Play the chant again. The class says the chant and the • Use Zoo an imal flashcards 33- 37 to introduce the children at the front do the actions in time with the vocabulary for this lesson. audio. • Hold them up one at a time and say the words for children to repeat in chorus. Optional activity • Hide the flashcards behind you r back. Bring them out • See instructions for doing PMB Cut and make activity 2 one by one. Chi ldren guess the word and shout out on Teacher's Book page 91. suggestions. Turn the card around when they have guessed correctly. 3 Point and say. Stick the stickers. • Use phonics cards 22-23 to revise kangaroo and lion at the • Hold up your book and point to the picture. Point to the same time. tiger and say tiger. 1 Listen, point and repeat. ~ 70 • Repeat and encourage the children to point to the pictures and say the words with you in chorus. • Say Open your books and model the action for children to copy. Point to the anima l pictures. • Say Lets stick the stickers. Take the tiger sticker and show it to the class. Place it on the caption box and say tiger. • Play the first part of the record ing (Listen and point). Hold up your book and point to the pictures in time with • Children copy you and place all the stickers in the correct the audio. Chi ldren listen and point to the appropriate caption boxes. pictures. • Go around the class and check. • Play the second pa rt of the recording (Listen and repeat) Further practice for ch ild ren to repeat the words in chorus. • Play the recording all the way through for children to point to the pictures and repeat the words. • Hold up the flashcards one at a time and ask individual children to say the word s. I Workbook page 42 (ut and make 2, PMBpage 23 ~ Student MultiROM • Unit 6 • Words Transcript 70 listen and point. bird, bear, hippo, crocodi le, tiger crocodi le, tiger, bear, bird, hippo listen and repeat. bird, bear, hippo, crocodi le, tiger 60 Unit6 14. Lesson Two 2 Listen and sing. ~ 73 Oxford • Hold up your book and point to the pictures. iTools Digita l classroom· Unit 6· Grammar and song • Play t he record ing al l t he way through. Children li sten as you sing along. Repeat the sounds they learnt in the Lead-in activity. • Play the record ing again. As you sing, hold up t he appropriate Zoo anima ls flashcard, do the actions and make the sounds. • Play the recording again for the ch ild ren to sing the song, do the actions and make the sounds. Transcript 73 Listen and sing. What are they? roar, roar, roar CO ~ 72-73, Zoo animal flashcards 33-37; a sheet They're tigers. roar, roar, roar of paper for each child and some coloured crayons They're tigers. roar, roar, roar What are they? tweet, tweet, tweet Th ey're birds. tweet, tweet, tweet Warmer They're birds. tweet, tweet, tweet • Play Whispers with Zoo an imals flashcards 33- 37 to revise What are they? snap, snap, snap the vocabulary from the previous lesson (see page 19) They're hippos. snap, snap, snap Th ey're hippos. snap, snap, snap Lead-in • Use Zoo animals flashcards 33-37 to introduce some What are they? grr, grr, grr animal s 15. • Point to each word and say the sentences aga in. Lesson Three CBpage44 Encourage the class to rep eat as a chorus. Wc:gl~ 0 Dig ital classroom· Unit 6 · Sounds and letters • Play the record in g for ch il dren to listen to the chant. • Put the phonics ca rds Ipl panda and Ip/ pen in d ifferent !.Les~!>Il~ol?jec~!y~s 16. • Sing the words of the song with the class without the Lesson Four @]l2~~ music. Sing each line and ask child ren to repeat. pxford ITools 0 Digital classroom · Unit 6 • Numbers • Play the record ing again fo r the children to sing the song. fLeSsOr\!J)J&!'V:~ Transcript 77 To learn the numbers 13 and 14 Point and sing. To They're lions. They're li ons. They're lions. At the zoo. 1,2,3,4,5 6,7,8,9, 10 11,12, 13 Thirteen lions At the zoo. They're bi rds. They're birds. They're bird s. At the zoo. 1,2,3, 4,5 6,7,8,9,10 Warmer ~75 11, 12, 13,1 4 • Play the chant from Lesson 3 again to revise the /p/ sound. Fourteen birds When ch ildren hea r t he /p/ sound they st amp their feet. At the zoo. Lead-in Optional activity • Write 7 to 72 on the board. Add 73 and 74 to the list. Point • Choose 13 children and ca ll t hem lions. Choose 14 to each number and model th e words for ch ildren to children and cal l them birds. Bring them to the front of repeat. the cla ss in t wo sepa rate groups. • Practise counting 13 or 14 penc ils, desk, chai rs an d other • Play the song again. ihe birds sing verse 1 and point to classroom objects with the cl ass. th e lions as they sing. The lions sing verse 2 and poi nt to • Draw dotted outli nes of the numbers 73 and 74 on the the birds as they sin g. board and demonstrate how to write them . Ch ildren draw • Finish w ith the w hole class singi ng the com plete song. the num bers in the air. Listen, trace and repeat. ~ 76 3 Count and say. Then write the number. • Say Open your books and mod el the action for children to • Hold up your book and point to the pict ure. copy. • Point to the words in tu rn and say pandas ... bears • Play the recording and point to numbers 73 and 74 as you lions ... hippos. Use phon ics ca rd /1/ lion t o revise lion if hear the words. necessary. Encourage the class to say the words with you. • Trace the num be r 73 with your fi nger. Give child ren • Poi nt to a panda and say How many pandas? Po int to each enoug h t ime to trace th e number 73 w ith the ir finger in panda in turn and count. Encourage the chil dren to co unt the ir books. w ith you. Say 77 pandas. • En courage the ch ildren to point at the lions as they hear • Give chi ldren time to trace the exa mple number 17 in t he each growl on the audio. fi rst box. Repeat t he procedure for bears, lions and hippos. Encourage the children to count w ith you . • Trace the number 74 w it h you r finger. Give children enoug h t ime to trace the number 74 w ith their finger in • Give children enough time to w rite the numbers in t he their books. boxes. • Encourage the children to point at the birds as they hear • Go through the answe rs w ith t he class and w rite the answers on the board. each tweet on the aud io. .... • Play the record ing again. Po int to the numbers in turn and ,tw'i!mj;" say 73, 74. Children repeat in chorus. pandas 11, bears 13, lions 14, hippos 7 ". ,. Transcript 76 Optional activity , listen, trace and repeat. • Practise nu mbe rs 7 to 74. Write a number word on the 13 board and ask children to come to the board and w rite 14 the number next to it. Repeat w ith all the numbers in turn. 2 Point and sing. ~ 77 • Point to the picture of the lions. Say Lets count the lions. I Further practice Encourage the children to count with yo u. Workbook page 45 • Point to the pictu re of the bi rds. Say Lets count the birds. ~ Student MultiROM • Unit 6 • Numbers Encourage the children to count with yo u. • Play the record ing all the way through for t he ch ildren to li st en t o. En courage them to cla p and count in t ime with the audio. Unit6 63 17. • Play the chant again, pausing afte r eac h line for ch il d ren Lesson Five to repea t Digital class room · Unit 6 • Sounds and letters • Play o nce more all the way th rough for children to repeat as t hey li st en. To recognize t he upper- and lower-case for ms of the Transcript 79 letters q and r and associate them with the sounds listen and chant. Queen . The queen. Ikw/, Ikw/, Ikwl The queen has got a qUilt Ikw/, Ikw/, Ikw/ Look at the rainbow Ir/, Irl By t he river iri, Ir/, irl CO ~ 1,8-79; Phonics cards 33-36 (Qq q ueen, qui lt, Rr (Repeat) river, rainboiJv); a sheet of paper and coloured crayons for Optional activity • Play t he recording again. • Ch ild ren d raw the lower-case letter q or r in t he ai r as Warmer they hea r the sound . • Play Forwards and Backwards to revise numbers I to 14 (see page 21). 3 Stick and say. Lead-in • Hold up you r Class Book and point to t he pict ure of t he • Draw dotted outlines of the letter 0 and q on the board . queen sat by the river. • Facing the boa rd, draw the letters in t he ai r for chi ldren • Say Lets stick the stickers. Hold up the q sticker. Say the to copy. Then join the dotted lines on the board and sound Ikwl. complete t he letters. • Put it on t he letter q. Say lkwi - queen. Ch ild ren co py and • Repeat t he procedure for the letter Rand r. repeat in chorus. • Draw more dott ed o utlines of the letter 0 and q, Rand r • Chi ldren put the ra nd p stickers on the correct letters. Go on t he board and as k children to come and join t he dots. around the class and check. 1 Listen, trace and point. Repeat. ~ 78 Optional activity • Say Open your books and model the action for chi ld ren to • Give a sheet of paper to each chi ld. Ask half the class copy. to draw a queen and the other half to d raw a rainbow. • Play th e first part of the record ing for ch ildren to listen to Hand out co lou red crayo ns t o those children who need the letter sound Ikwl. Point to the letters 0 and q. them . • Trace the letters wit h your finger. Ch ildren t race the letters • Make a wall d isp lay with the pictures. with their fingers in thei r books. • Then li sten and poi nt to t he words queen and quilt. 4 Circle the letters Qq and Ry. • Repeat t he process w ith the sound /rI, the letters Rand r, • Hold up phonics cards q and r and say the letter sounds and t he wo rds river and rainbow. Ikwl and Irl for children to repeat • Play t he second pa rt of the recording (Listen and repeat) • Point to th e example circle and say Circle the letter q. Trace and have ch ildren repeat in chorus. the circle w ith your finger as you say the wo rd circle. • Chil d ren find other examp les of the letter q and draw Transcript 78 circ les. listen, trace and point. listen and repeat. Ikwl • Point to t he letter r in rainbow. Say Circle the letter r. Trace a Ikw/ circle aga in as you say the wo rd circle. Ikwl queen Ikwl queen Ikwl qu ilt Ikwl qU ilt • Chi ldren fi nd other examp les of the letter r and d raw circ les. Go arou nd th e cl ass and check. Irl IfI Further practice I Irl river Irl river Workbook page 46 Irl ra inbow Irl rainbow Handwriting, Workbook page 70 Handwriting practice, PMB page 14 2 Listen and chant. ~ 79 ~ Student MultiROM • Unit 6 · Sounds and letters • Hold up your Class Book and point to the picture. • Play the recording for child ren to listen to the chant • Play the chant again . Hold up phonics cards 33-36 (queen, qui lt, ra inbow, river) when you hear t he words. 64 Unit6 18. Lesson Six Optional activity Oxford iTools 0 D'Iglta . I cIassroom · U' nit 6 · Story • Revise the animals learnt so far. Use Zoo animals flashcards 33- 37, and animal phonics cards 5, 7, 8,10, ~~]f[diVil~pm~ -==:-~ To recognize and identify words . ':=:J 11, 16, 17,22, 23, 30 and 31. Put them in different places around the cla ss. To develop listening skills by listening to a short story • Chi ld ren take it in turns to mime an an imal for the class. To revise and introduced in the unit 2 Read and say. L!ilW~ge:- - - - 5fj~ ~ ,j • Write They're ... on the board. Place the crocodi le picture ~~ycl~_~: .voca~~!~C~~~~!C~lu re s from the unit ca rd next to it. • Point to each word and read slowly to elicit the full ',Mate'nils --::. "'n '. 0 4 ' .2'.0 i sentence They're crocodiles. CD ($)80; Zoo animals fiashcards 33- 37; Phonics cards 5, 7, • Write the Zoo animal s words across the top of the board. 8, 10, 11, 16, 17,22,23,30,31 (Cc cat, Dd dog, Dd duck, Ee • Say Point to 'crocodile'. When child ren point to the correct elephant, Ff fi sh, Hh horse, li insect, Kk kangaroo, Lllion, 00 word ca rd, replace the picture card with the written word to fo rm the full sentence. Read t he sentence with the class. • Continue in th is way until you have practised all the Warmer ($)73 an imal words. • Play the son g from Lesson 2 to revise the vocabul ary for • Point to the sentence below picture 1 and read it with the this lesson. class. Repeat with all the sentences. • Ask one or two individual children to read a sentence to Lead-in the cl ass. • Play Where was it? with Zoo anim als fl ashcards 33-37 to revise the stru cture What are they? They're (bears) (see page Optional activity 19). • Play Smiley face to revise plural forms of the Zoo animals wo rd s (see pag e 21). 1 Listen to the story. ($)80 • Say Open your books. Play the record ing. Pau se after each frame for ch ildren to listen and point to the pictures. 3 Listen again and repeat. Act. ($)80 • Play the recording again. This time pause after each line • Play the recording once all the way through. for children to listen and point to the cha racters as they • Play the record ing again pau si ng after each line for hea r the words. child ren to listen and repeat. • Divide the class into groups of three to pl ay the parts of Transcript 80 Rosy, Ti m, Mu m, and Bil ly. If the class doesn't divide exactly listen. some children can play more than one cha racter. Choose Frame 1 and demonstrate some actions for the story. Tim Loo k, Billy. What are they? • Play the recording aga in for child ren to mime the actions. Billy ga, ga Tim Th ey're crocod iles. • Children practise acting the story. Monitor and help where Rosy They're crocodi les, Billy. necessary. If you wish, ask one or two groups to come to Billy Crocodiles. Sna pl Snapl the front of the class to act out the story. Frame 2 • At the end of the lesson play the Goodbye song. Ch ildren Rosy What are they, Bi lly? mime the actions as they sing. Billy ga, ga Story actions Rosy They're birds. • Pictu re 1: Tim is poi nting to the crocodiles. Bi lly is making Tim They're birds, Billy. a snapping action with his hands. Rosy is smiling.-::- '" Billy Birds. Tweet tweet I Tweet tweet I Grandm a is push ing Bil ly's pushchair. ,-' Frame 3 • Pictu re 2: Bi lly has both arms outstretched. Ros~ ~s . Tim Bi lly. What are they? pointing to the birds. Tim and Grandma are smfling. Billy ga, ga • Pictu re 3: Billy is saying baby noises. Tim an d Rosy are Rosy They're tigers. pointing to the tigers. Grandma is laughi ng. Tim Th ey're tigers. Billy Tigers. Roar, roar l • Picture 4: Bi lly is roaring like a tiger. Rosy and Tim are Fram e 4 la ug hing and have their hands ove r th eir mouths. Billy Roar, roar, roar, roar! Grandma is pointin g to the boys. They're tigers. They're tigers. Further practice Rosy Ahl They aren't t ig ers, Billyl Workbook page 47 Tim Th ey're boys. Values worksheet, PMB page 15 Unit 6 test, Testing and Evaluation Book page 16 ($) Student MultiROM • Unit 6 • Grammar (\$) Student MultiROM • listen at home· Tracks 37-42 Unit6 65