About this unit. Lesson 1
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1 Unit 2 I like playing About this unit This unit continues the theme of games. The pupils name games and read about game time. They answer questions about a story and learn about adjectives. They practise the use of I can and I can t; I like and I don't like. They enjoy playing indoor games. Lesson 1 Listening and speaking: name and talk about games; play an indoor game Reading: vocabulary (The game is called,this is how you play, games, inside, outside, win, counter). Old magazines, glue, scissors and a sheet of paper for each pupil Equipment to play Scrabble, Monopoly, Chess, Eyoand other popular games Game of Snakes and Ladders. 1. Ask pupils to tell you the names of games they know. 2. Introduce games vocabulary using flashcards and visual aids. Listening and speaking ( p. 11) 1. Discuss the games shown in the pictures in the PB. Ask them to describe what they see. Pupils point to a game they like to play. They show a friend. 2. As a class, discuss the rules for these or other children s games. 3. Ask the pupils to draw a picture of themselves playing one of these games. 4. In pairs, ask the pupils to point to their pictures and describe the games to one other. Each pupil should tell his/her partner what the game is called, how you play it, if it s an inside or outside game, and if it s played alone or in a group. 5. Make a list of games that can be played in the classroom or at school, e.g. Bingo, Scrabble, Monopoly, Chess, Table tennis, Eyoand so on. Collect what is needed and arrange for pupils to play these games they may be quiet card or board games, or outside physical games. 1. Practise phonics from previous lessons: Say these rhymes: The little red hen fed ten men. The fat cat sat on the mat. 2. Give pupils a page from a magazine and ask them to cut out as many sight words as they can find and stick them on a sheet of paper. 1. Pupils take turns to come to the mat and play Snakes and Ladders and other board games. 2. Explain the rules for Snakes and Ladders: This game is suitable for 2 6 players. Each person has a token. The game starts at block 1 and ends at block 100. Players take turns to throw the dice and to move their token forward that number of blocks. If a player lands on a ladder, he/she climbs it and carries on towards 100 from there. If the player lands on a snake s head, he/she goes down the snake and carries on to 100 from there. The first player to reach 100 is the winner. 5
2 Lesson 2 Listening and speaking: listening to and following instructions (Simon says) Reading: "Game time" with the teacher; comprehension questions; vocabulary (ball, black, white, soccer, cricket, feet, kick, flat, small, big, round, I play with, I don t play with) Grammar: adjectives. Flashcards of vocabulary and sight words Some phonics word cards and pictures Sentence strips from the reading passage on p. 11 of the PB Cards with pairs of matching pictures. 1. Play Simon says, for example: Simon says: put your hands on your head, Simon says: touch your eyes Simon says: stamp your feet, Touch your nose, etc. 2. Revise colours and shapes. Reading ( p. 11) 1. Tell the pupils to turn to p. 11 of the PB. 2. Introduce flashcards of new vocabulary and sight words. 3. Call the pupils to the mat. Put up sentence strip 1 on the board. Point to the words as you read the sentence with the pupils. Point to individual words and ask the pupils to read them. 4. Repeat with the other sentence strips. 5. Read out the story as the children listen. 6. Read it again and ask them to follow the words in their books as you read them. They should be able to read simple sentences. 7. Read the story again slowly and let them read after you. Ask them to find some of the new words in the passage. 8. Now let pupils read on their own silently. Watch for good eye and finger movement. 9. Ask the comprehension questions to be sure that pupils can answer factual questions about the story. Answers: 1. Ade's ball is black and white. 2. Game time is fun time. 3. Ade likes soccer/cricket. 4. Ade loves soccer. 5. They play cards on a flat table. Reading and writing (Workbook p. 7) 1. Pupils turn to Exercise 1 on p. 7 of the WB. Talk about words that describe things and give examples: red ball, pretty bird, high wall etc. These are adjectives. They tell us more about an object. 2. Guide pupils through the instructions, adjectives and sentences before they begin. They use words from the box to complete the sentences. Suggested Answers: 1a. good; b. tall; c. green; d. sweet and big 1. Pupils practise writing a selection of phonic words which you call out to the class, e.g. sand, basket, case, seats, rake, bake, king, blink. 2. Identify words in the reading passage on p. 11 of the PB that have /k/ sounds, e.g. black, soccer, cricket, kick. 1. Explain the rules for Matching Pairs. 2. Let pupils take turns to come and play this and other board games. This game is suitable for 6 or 8 pupils sitting in a circle. 6
3 Lesson 3 The cards are shuffled well and each one is placed face down on the mat in well-ordered rows. Each player has a turn to pick up two cards. If the two cards match, the player keeps them and plays again. If they do not match, both cards are returned to where they were picked up. (This is so that pupils can remember where a specific card is.) The player with the most pairs is the winner. Listening and speaking: saying and acting out examples of what they can and can't do Reading: a story and answering questions; vocabulary (I can, I can t, relay, inter-house sports, competition, ready, whistle, beat, sports kit, prize) Writing: sentences using I can and I can t. Workbook Reader Some phonics cards and sight words on flashcards Cards with Reader sentences. 1. Write the words can and can t on the board and ask the pupils for some examples of what they can and can t do. They can act these out. Encourage them to give some funny examples, e.g. I can roar like a lion: Grrr! 2. Introduce the reading vocabulary. Reading (Reader pp. 6 7) 1. Call the pupils to the mat. Tell them you will read them a story about running a race. 2. Put up sentence strip 1 on the board. Point to the words as you read the sentence with the pupils. Point to individual words and ask the pupils to read them. 3. Repeat with the other sentence strips. 4. Read out the story as the children listen. Use good expression and change your voice when Ako speaks. Explain difficult words and answer any queries. Use the new word feature with pupils. 5. Read the story again and ask pupils to follow in their books as you read. 6. Read it again slowly and let them read after you. 7. Ask them to read on their own silently. Look for good eye and finger movement. 8. Ask the comprehension questions to be sure that pupils can answer factual questions about the story. Answers (Reader p. 7) 1. Ako likes to play football. 2. Ako is in the Green house. 3. He started racing when he was 5 years old. 4. He hopes to win more races while he is wearing the prize. Reading and writing (Workbook p. 7) 1. Remind pupils of the things they said they can and can't do. 2. Guide them through Exercise 2 (WB p.7). Pupils write I can or I can't to complete the sentences. 3. Check for correct spelling and punctuation. (Answers will vary.) Use flashcards to revise the Reader vocabulary. 1. In pairs, pupils choose two of the words and make up a sentence for each word to show its meaning. 2. Ask a few pupils to tell you their sentences. Write them on the board, 7
4 correct grammar. 1. Draw yourself receiving a prize that you really want. 2. Write below it: I like my prize. It is a. Remind pupils to put a full stop at the end of a sentence. 3. Check punctuation. Display pictures. Praise all work. Lesson 4 Grammar: use adjectives, use degrees of comparison Reading: vocabulary(i like, I don't like, bigger, biggest, longer, longest, smaller, smallest, higher, highest, I like, I don't like...) Flashcards of new vocabulary. 1. Introduce new vocabulary: bigger, biggest, longer, longest, smaller, smallest, higher, highest 2. Talk about pupils' likes and dislikes. Help pupils to say: I like I don't like... Grammar ( p. 12) 1. Remind pupils that words that describe things are called adjectives. Ask pupils for examplesand list them on the board. 2. Teach degrees of comparison: Choose three tall children from your class and ask them to stand in front. Say the following using their names: (Ako and Ade and Tembi) are tall. Put them in order from shortest to tallest. Say: (Ade) is tall. (Tembi) is taller. (Ako) is tallest. Give more examples using big, small etc. 3. Pupils turn to the Grammar Exercise 1 on p. 12. Read the words in boxes and look at the pictures. Work through the example. Then they write the answers in their note books. Check that pupils understand the new vocabulary and the concept. Answers: ( p. 12) smaller, smallest, higher, highest. 4. Pupils turn to Grammar Exercise 2 on p. 12. Guide them through the instructions. Read the phrases and let pupils repeat them after you. Then let them draw the pictures. Writing ( p. 12) 1. Pupils turn to the Writing Exercise 1 on p. 12. They write about themselves using like or don't like. 2. Check for spelling and punctuation. (Answers will vary.) Pair students to practise using like or don't like in a conversation. Tell them to: 1. Tell your partner two things that you like. (I like riding my bike. I like flowers.) 2. Tell your partner two things that you don't like. (I don't like being late for school. I don't like lemons.) 3. Tell another friend one thing that your first partner likes: (Tembi likes lions.) Pair pupils to act out sight words without speaking. Their partners guess the word from their gestures. Lesson 5 Listening and speaking: listen to instructions (Simi says) Writing: sentences using I can and I can't; keeping a personal dictionary. 8
5 Workbook A selection of flashcards and pictures from previous lessons. 1. Play a game of Simi says (same way as Simon says). Give instructions that include plurals: your eyes, your ears, etc. Writing ( p. 13) 1. Explain that I can means you are able to do something. Be sensitive not to link this only to achievement - the children in your class can do many things that they are not rewarded for. Boost your pupils' self-esteem and try to find out what different children are good at: good with dogs, can sew, lay a fire, plait hair etc. Pupils turn to the Writing Exercise 1 on p. 13. They write about themselves using I can or I can't. Answers will vary. Check spelling and punctuation. 2. Look at the pictures and words in Exercise 2. Pupils read the word and point to the picture. Then they write the words in their note books. Check spelling and correct letter formation. Refer pupils to your alphabet wall chart if necessary. 3. In Exercise 3, pupils write a sentence about a game using I can or I can't. Help them to identify and use the games vocabulary. Monitor that pupils can write simple sentences in the present tense. 4. Let pupils practise using the sight words in Exercise 4 by completing the sentences with words from the box. 5. Pupils write new words in their personal dictionaries. Writing (Workbook p. 7) 1. Pupils turn to Exercise 3 on p Guide pupils through the instructions and examples. 3. Pupils complete the table using I can or I can't. Answers will vary, but check for correct use of I can or I can't. Practise sight words with the following activity: 1. Read and spell the sight words. 2. Let pupils come to the board and match the flashcards and pictures. 3. Sound the sight words and let pupils come and write them on the board. Let other pupils 'mark' their spelling. In groups of four, let pupils practise making classroom requests. 1. One person is the teacher. 2. Each 'child' takes a turn to ask the teacher for something. Pupils should put up their hands and say please, may I, thank you etc. (Please may I go to the bathroom? Please may I fetch my pencil? Excuse me, teacher/ma'am/sir, but I do not understand. Excuse me, I did not hear. etc.) The teacher also responds politely: Yes, you may go to the bathroom. No, not now - later.sorry, I will say it again. Allow pupils to use their home language if they do not know the English phrase. Answers: 4a. I can kick a ball. Many games are fun to play. b. She plays with her best friend. c. Can you see the red ball? d. Come and play a game with us. 9
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