It is sunny! It is cloudy! It is windy! It is rainy! It is snowy! It is stormy! Pages 6 7. It is rainy! It is snowy! sink. sink. refrigerator UNIT 1

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1 UNIT 1 Pages 6 7 Unit title: Weather Students will learn the words associated with weather, and expressions for asking and answering about the weather. They will learn how to make suggestions and accept them. They will also learn the auxiliary verbs will and will not. Units 1 and 2 Units 1 and 2 Learning outcome: Students will learn the words relating Let s to Do weather It! (p. 7) and will be able to use them correctly. Let s Do It! (p. 7) Language focus: Listening, Vocabulary Vocabulary: weather, sunny, rainy, cloudy, windy, snowy, stormy, foggy Materials needed for this lesson: Student Book, audio CD, CD player, stickers, Elfin flashcards (optional) 1 Let s Do It! Listen, trace, and match. It is sunny! 02 It is cloudy! Look and Learn Let s Do It! (p. 17) chair table. It is rainy! It is rainy! window It is windy! Let s 4. Do It! (p. 17) chair table wind sunny rainy cloudy sink windy stove refrigerator sink stove refrig snowy stormy foggy 5. It is snowy! It is snowy! 6. It is stormy! Let s Listen and Point 01 6 unit 1 Weather 7 Lesson Plan Warm-up (5 minutes) Ask students about today s weather. Ask students about their favorite kind of weather. Ask students about the kind of weather that they dislike. Introduce what students will learn today. How is the weather today? What kind of weather do you like best? Why? What kind of weather don t you like? Why? Today, we will learn about different kinds of weather. 6

2 Elfin 2 Teacher s Guide Look and Learn (p. 6 / 10 minutes) Ask students to look at the pictures and their words. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 6 / 10 minutes) Play Track 01 and ask students to point to the words. Play Track 01 again and have students repeat the words aloud. 4. Let s Do It! (p. 7 / 15 minutes) Play Track 02 and tell students to repeat and trace the words as they listen. Play Track 02 again and ask students to paste the stickers of the weather in the correct boxes. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 88 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about the weather and learn how to ask about the weather through a chant. Ongoing extension activity Prepare a set of flashcards from Elfin s website. Play Sketch and Guess with students. Divide the class into two groups. Ask for a volunteer from each group. Give a flashcard to each volunteer. He/She has to get his/her group members to guess the correct word by drawing on the board. Each group has one minute to guess. Award a point to the group for every word guessed correctly. Note: Flashcard games can be repeated as necessary in subsequent lessons. Look at the pictures and the words for different types of weather. Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words. Let s listen to the CD and point to the words for different kinds of weather. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Let s listen to the CD. As you listen, repeat and trace the words. Listen to the CD again and paste the stickers in the correct boxes. What did you learn today? Can you name the different types of weather? Did you answer all the questions? Let s check the answers together. Your homework is to do page 88 of your Workbook. Look at the pictures and write the words. Then practice your handwriting. In the next class, we are going to read a story about the weather. We will also learn how to ask about the weather through a chant. Let s play Sketch and Guess! Get into two groups. Can I have a student from each group to come up to the board? I will give each of you a flashcard. Take turns to draw on the board for your group. Do not speak or write the answers. Each group has one minute to guess the correct word. Raise your hands if you know the answer. Your group will get one point for every correct answer. The group with the most points wins! 7

3 UNIT 1 Pages 8 9 Learning outcomes: Students will be able to read and understand the passage about the weather. Students will know the expressions to ask about the weather and make suggestions. Language focus: Listening, Reading, Speaking Vocabulary: playground, outside, raincoats, take, umbrella, get, wet, rain boots, snowman Main expressions: How is the weather? It s. Let s. Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 1-1 Let s Listen and Read 0 04 How Is The Weather? L e t s C ha nt How is the weather? It s sunny. It s sunny. Let s go out and play! How is the weather? It s rainy. It s rainy. Let s wear raincoats! How is the weather? It s snowy. It s snowy. Let s make a snowman! Today, we will go to the playground. Look! It s rainy and windy outside. We will wear raincoats. We will take umbrellas, too. Then we will not get wet. The children do not want to get wet. What else should they wear? rain boots 8 unit 1 Weather 9 Lesson Plan Warm-up (5 minutes) Ask students about today s weather. Revise the words that students learned in the previous lesson. Ask students to look at page 6 and read the words aloud. Check students Workbook homework. Introduce what students will learn today. How is the weather today? Let s look at page 6 and read the words aloud. Did you do your homework? Let s check the answers. Today, we are going to read a story about the weather. Then we will learn how to ask about the weather through a chant. 8

4 Elfin 2 Teacher s Guide Let s Listen and Read (p. 8 / 15 minutes) Tell students to look at the picture on page 8 and ask them to describe the weather in the picture. Play Track 0 and ask students to listen. Play Track 0 again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Ask students to guess the meaning of playground, outside, and wet. Check students understanding. Ask students to look at the picture and describe what the children are wearing. Ask students what else the children can wear to not get wet. Tell students to write the answer in the blanks.. Worksheet 1-1 (10 minutes) Hand out Worksheet 1-1 to students. Tell students to complete the puzzle by using the pictures as clues. Check the answers. 4. Let s Chant: How Is The Weather? (p. 9 / 10 minutes) Ask students to look at the picture and describe the weather and the children. Play Track 04 and ask students to listen. Play Track 04 again and ask students to repeat after it. Divide the class into two and ask students to read the chant in parts. Ask students to exchange parts and chant again. Ask students to mime the actions to describe weather, if possible. 5. Closing and assignment (5 minutes) Review what students have learned. Check the students work. Instruct students to do page 89 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to ask about the weather and how to make suggestions. Let s look at page 8. How is the weather in the picture? Let s listen to the story. Listen to the story again. Now, repeat after it. Now, read the story aloud and point to the picture as you read. Can you guess what playground, outside, and wet means? Are there any words that you don t know? Let s check them together. What are the children wearing? The children do not want to get wet. What else can they wear? Fill in the blanks with your answer. Look at the Worksheet. Look at the pictures and write the correct words. Let s check the answers. How many did you get correct? Look at the picture. How is the weather? What are the children doing? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first and third verses. The second group will chant the second verse. Let s exchange parts and chant again! What did you learn today? What can you do when it s snowy? Did you answer all the questions? Let s check the answers together. Your homework is to do page 89 Section B of your Workbook. Listen to Track 49 and fill in the blanks. In the next class, we are going to learn how to ask about the weather and how to make suggestions. 9

5 UNIT 1 Pages Learning outcomes: Students will be able to use the expressions to ask and answer about the weather. Students will be able to use the expressions to make suggestions on what action to take and respond to these suggestions. Language focus: Listening, Speaking, Writing Vocabulary: home, idea, anything (WB), computer games (WB) Main expressions: How is the weather? It is. Let s. That sounds good! / That s a good idea! Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 1-2, scissors Let s Listen and Learn 05 How is the weather? That sounds good. / That s a good idea. It is stormy! It is rainy. Let s stay home and play! That s a good idea! How is the weather? Let s make a snowman! 10 Lesson Plan Warm-up (5 minutes) Ask students about today s weather and to suggest suitable activities. Ask students to read the chant on page 9 aloud. Check students Workbook homework. Introduce what students will learn today. How is the weather today? What can we do in this weather? Look at page 9. Let s chant again! Did you do your homework? Let s check the answers. Today, we are going to learn how to ask about the weather and suggest what to do. 10

6 Elfin 2 Teacher s Guide Let s Listen and Learn (p. 10 / 10 minutes) Ask students to look at picture 1 and listen to Track 05 (No. 1). Ask students to listen to Track 05 (No. 1) again and repeat after it. Pair students up and have them practice asking and answering about the weather. Ask students to look at picture 2 and listen to Track 05 (No. 2). Ask students to listen to Track 05 (No. 2) again and repeat after it. Pair students up and have them practice making and accepting a suggestion.. Let s Speak (p. 11 / 10 minutes) Ask students to look at the pictures on page 11 and describe what they see. Tell students to complete each dialogue by inserting the correct sentence in each blank. Practice speaking with the students. Pop-up activity (p. 11 / 5 minutes) Get students to pair up. Tell students to choose a picture on page 11 and role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned to talk about the actual weather. 4. Worksheet 1-2 (10 minutes) Pair students up. Hand out Worksheet 1-2 to each pair of students. Instruct students to cut the worksheet in half along the dotted line. Each partner will get one half. Tell students to fill in the blanks by taking turns to ask their partners the question How is the weather in? Check the answers. 5. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 89 Section C of the Workbook. Inform students that they will do the following activities in the next lesson: learn the usage of will and will not, and write about what to wear and do in different kinds of weather. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 1 What are the people in each picture doing? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking with your partner! Now, how is the weather today? Practice asking your partner about the weather today. Take turns to answer. Find a partner. Cut the Worksheet along the dotted line. Choose any half of the Worksheet. The other half will be your partner s. Ask questions like How is the weather in Seattle? Then your partner will answer, It is sunny. Fill in the blanks with your partner. Let s check the answers together. How many did you get correct? What did you learn today? What do you wear when it s rainy? Your homework is to do page 89 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn how to use will and will not. We will also write about the weather. 11

7 UNIT 1 Pages 12 1 Learning outcomes: Students will know how to use the modal auxiliary verbs will and will not to describe future actions. Students will be able to write about what to wear and do in different kinds of weather. Language focus: Grammar, Writing Grammar: Future tense Vocabulary: tonight, plans, exercise Main expressions: I will. / I will not. Materials needed for this lesson: Student Book, Worksheet 1-, Elfin 1 flashcards (Unit ) Let s Practice Let s Write A Look at the example. Then circle the correct words. Example I will play outside. Tomorrow... I will not play outside. Draw today s weather, what you will wear, and what you will do. Then write about them. Weather My Clothes My Plan B 12 It will rain. I ( will / will not ) take an umbrella. It will be stormy tonight. I ( will / will not ) go out.. It will be snowy. I ( will / will not ) make a snowman. Look at the table. Then fill in the blanks with willˮ or will not.ˮ Plans for tonight Exercise Watch TV Study English I x x Roy x x Marie x x I will exercise tonight. Roy will not study English tonight.. Marie and I will not watch TV tonight. Today, it is a raincoat rainy It is good to wear them on a. I will wear and rain boots. rainy day. And I will go out and play. What will you do today? Let s play together! (Accept any suitable answers.) Tell your friends about today s weather, what you will wear, and what you will do. unit 1 Weather 1 Lesson Plan Warm-up (5 minutes) Revise with students how to ask about the weather and how to make suggestions. Check students Workbook homework. Introduce what students will learn today. How is the weather today? What can we do in this weather? Did you do your homework? Let s check the answers. Today, we are going to learn about will and will not. We will also write about the weather, your clothes, and plans for the day. 12

8 Elfin 2 Teacher s Guide Let s Practice (p. 12 / 10 minutes) Section A Use the example to explain that will + infinitive is used to describe something that will happen in the future, and that will not + infinitive is used to describe something that will not happen in the future. Tell students to read each sentence and circle will or will not. Ask students to read the completed sentences aloud. Section B Tell students to look at the chart and say what I, Roy, and Marie are doing tonight. Tell students to read each sentence and write will or will not in the blank. Ask students to read the completed sentences aloud. Invite students to share their plans for tonight.. Worksheet 1- (10 minutes) Hand out Worksheet 1- to students. Explain more about will and will not. Tell students to look at the chart and say what the family members will or will not do tomorrow afternoon. Ask students to write down their answers in the blanks below the chart. 4. Let s Write (p. 1 / 15 minutes) Revise the vocabulary for clothes with students using flashcards from Elfin 1 (Unit ). Tell students to draw pictures showing the weather, their outfits, and the activities they are going to do. Tell students to fill in the blanks. Invite students to present what they wrote to the class. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 90 of the Workbook as homework. Inform students that they will do the following activity in the next lesson: Unit 1 Review. Look at the example. The boy is thinking about what he will or will not do tomorrow. Today we will learn about the future tense. We use will and a simple verb for the events that will happen in the future. We use will not and a simple verb for the events that will not happen in the future. Read the following sentences and circle the correct answers. Look at the chart. What will I, Roy, and Marie do tonight? Read the sentences and fill in the blanks with will or will not. Read the complete sentences aloud. Who wants to share your plans with the class? Look at the chart. Dad, Mom, Liz, and her dog, Bobo, are planning what to do tomorrow afternoon. What will Dad, Mom, Liz, and Bobo do? What will they not do? Write out the full sentences in the blanks. Let s recall some words to describe clothes. What is this? Draw today s weather, your clothes, and your plan for today. How is the weather today? What will you wear? What will you do? Write your answers in the blanks. Describe today s weather, your clothes, and your plan to your friends. What did you learn today? What will you do after class? Did you answer all the questions? Let s check the answers together. Your homework is to do page 90 of your Workbook. For Section D, look at the underlined words. Then write the correct words for each sentence. For Section E, look at the pictures and fill in the blanks. In the next class, we will review Unit 1

9 UNIT 1 Pages Learning outcome: Students will review what they learned in Unit Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: early, breakfast, pack (WB) Materials needed for this lesson: Student Book, audio CD, CD player C Fill in the blanks with willˮ or will not.ˮ A Listen and choose. 06 Tina s plan for tomorrow get up early play outside eat breakfast go to bed early Tina will not get up early.. 4. Tina will eat breakfast.. Tina will play outside. 4. Tina will not go to bed early. B Fill in the blanks. Practice with a partner. D Look at the word list. Write the numbers in the circles to match the words to the pictures. Word List 4 rainy 6 5 windy Jake: How is the weather? cloudy Lena: It is sunny! Jake: Let s go outside and play together! Lena: That sounds good. / That s a good idea. foggy stormy snowy unit 1 Weather 15 Lesson Plan Warm-up (5 minutes) Ask students about the weather and what their plans are after class. Check students Workbook homework. Inform students that they will review Unit 1 today. Review (p / 5 minutes) Section A (10 minutes) Ask students to look at the pictures and describe what they see. Ask students to listen to Track 06 and choose the correct answer for each question by placing a check in the correct circle. Play Track 06 again and ask the students to check the answers. How is the weather today? What will you do after class? Did you do your homework? Let s check the answers. Today, we will review Unit Let s look at the pictures. What do you see? Listen to the CD and put a check in the circle above each correct picture. Let s listen to the CD again and check the answers. 14

10 Elfin 2 Teacher s Guide Section B (10 minutes) Ask students to look at the picture and describe what they see. Tell students to fill in the blanks with the correct sentences. Pair students up and ask them to practice the conversation. Section C (5 minutes) Ask students to look at the chart and discuss Tina s plan for tomorrow. Tell students to complete the sentences and then read them aloud. Section D (10 minutes) Ask students to look at each picture and say the word for the weather that is shown. Tell students to find the words in the word list and write their corresponding numbers in the circles. Have students look at the pictures and read the words aloud one more time. Look at the picture. What are they doing? How is the weather? Fill in the blanks with the correct sentences. Practice speaking with your partner. Look at Tina s plan for tomorrow. What will she do? What will she not do? Fill in the blanks with will or will not. Read the sentences aloud. Look at the pictures and say the word for the weather. Find the word in the word list. Write the number of each word in the correct circle. Say the words aloud.. Closing and assignment (5 minutes) Check students work. Instruct students to do page 91 of the Workbook as homework. Inform students that they will start on a new unit in the next lesson: Unit 2 Home. Did you answer all the questions? Let s check the answers together. Your homework is to do page 9 Write the words in the correct order to complete the sentences. We have finished Unit In the next class, we are going to learn about our home. 15

11 Workbook Pages A Date:.. Score / 10 Write the word and practice your handwriting. sunny rainy sunny rainy sunny rainy snowy foggy cloudy windy stormy snowy foggy cloudy windy stormy snowy foggy cloudy windy stormy snowman umbrella raincoat snowman umbrella raincoat Date:.. Score 1 / B Listen and fill in the blanks. How is the weather? It s sunny. It s sunny. Let s go out and play!. How is the weather? It s rainy. 4. It s rainy. Let s 5. wear raincoats! How is the weather? 6. It s snowy. It s snowy. 7. Let s make a snowman! C Fill in the blanks. Practice with a partner. Let s stay home. It is foggy. How is the weather? Anne: How is the weather?. Jake: How is the weather? Jake: It is foggy. I can t see anything. Lena: It s sunny. Jake: Wow! I love this weather. Anne: Let s stay home. Jake: Let s play computer Let s go out and play! Lena: That s a good idea! games! Workbook 89 Workbook Pages D 1 Correct the underlined words. Date:.. Score / 10 I go on a picnic tomorrow. will go Marie will wears a jacket tonight. wear F 1 / 10 Write the words in the correct order to complete the sentences. a book tonight Date:.. Score. read will. It snows tomorrow morning. will snow I will read a book tonight. 4. Tim not will study English tonight. 5. It will not rains this Saturday. will not rain will on Sunday his school bag. pack Joe will pack his school bag on Sunday. E Look at the pictures and fill in the blanks... the supermarket tomorrow go to will ➊ On a sunny day, I play outside! Mom will go to the supermarket tomorrow. ➌ ➋ It is a rainy day. I will take an umbrella.. On a snowy day, I wear my gloves. 4. not computer games play will. 4. It is foggy. Can you see me? Kenny will not play computer games. ➎ ➍ 5. On a stormy day, I am scared. 5.. the farm go to not today will They will not go to the farm today. 90 Workbook 91 16

12 UNIT 2 Pages Elfin 2 Teacher s Guide Unit title: Home Students will learn the words relating to home and what to say when making or answering a phone call. They will also learn how to use prepositions of place. Learning outcome: Students will learn the words relating to home and will be able to use them correctly. Language focus: Listening, Vocabulary Vocabulary: home, window, kitchen, sofa, living room, garage, bed, bedroom, bathtub, bathroom, living room, sink, refrigerator, stove Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 2-1, stickers, Elfin flashcards (optional) 2 Let s Do It! Listen and stick. 08 window Look and Learn bathroom bedroom bathtub bed sink 4. refrigerator garage sofa living room window kitchen. stove 5. table 6. chair Let s Listen and Point unit 2 Home 17 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Ask students what type of home they live in. Ask students what types of rooms there are in their home. Ask students what their favorite room is and why. Introduce what students will learn today. Did you do your homework? Let s check the answers. What kind of home do you live in? Can you name the different types of rooms in your home? Which rooms do you like best? Why? Today, we will learn about our home. 17

13 Look and Learn (p. 16 / 10 minutes) Ask students to look at the picture and the words. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 16 / 5 minutes) Play Track 07 and ask students to point to the words. Play Track 07 again and have students repeat the words aloud. 4. Let s Do It! (p. 17 / 10 minutes) Ask students to look at the picture on page 17 and describe what they see. Play Track 08 and ask students to listen and point to the correct items in the picture. Play Track 08 again and ask students to paste the stickers of the words in the correct boxes. 5. Worksheet 2-1 (10 minutes) Hand out Worksheet 2-1 to students. Point out the words at the bottom of each picture to students. Tell students to match each word to the correct item in the room and write the word in the blank. Ask students to check their answers together by reading them aloud. Talk about other things that are needed in the living room, kitchen, bedroom, and bathroom. 6. Closing and assignment (5 minutes) Review what students have learned. Check the students work. Instruct students to do page 92 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about a home and learn how to make and answer phone calls through a chant. Ongoing extension activity Prepare one set of the flashcards from Elfin s website. Play Form a Sentence with students. Divide the class into two groups. Show the picture on the flashcard to the class. Get students to say out the name of the picture. Get students to raise their hand and form a sentence using the word. The group that says an appropriate sentence first gets a point. The group with the most points wins. Note: Flashcard games can be repeated as necessary in subsequent lessons. Look at the picture. What is in the kitchen/living room/ garage/bedroom/bathroom? Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words! Let s listen to the CD and point to the words for different types of rooms. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Look at the picture. Where is this? Let s listen to the CD and point to the correct items in the picture. Listen to the CD again and paste the stickers of the words in the correct boxes. Look at the pictures. There are four places. What are they? Let s read the words below each picture together. Repeat after me. Match each word to the correct item and fill in the blanks. Read the words aloud and check them together. What other things do we need in the living room/kitchen/ bedroom/bathroom? What did you learn today? Can you name the rooms in your home? Did you answer all the questions? Let s check the answers. Your homework is to do page 92 of your Workbook. Look at the pictures and write the words. Then practice your handwriting. In the next class, we are going to read a story about a home. We will also learn what to say when we make or answer a telephone call through a chant. We are going to play Form a Sentence! Let s get into two groups. I will show you a picture and you will tell me what it is. Now, if you know how to form a sentence using this word, raise your hand and tell me! The group that says the correct sentence get a point. The group with the most points wins! 18

14 UNIT 2 Pages Elfin 2 Teacher s Guide Learning outcomes: Students will be able to read and understand a passage about a home. Students will know the expressions to make or answer a phone call. Language focus: Listening, Reading, Speaking Vocabulary: sweet, sit, take showers, sleep, ring, telephone, call, speak Main expressions: May I speak to? Who s calling? It is / This is speaking. Hold on, please. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Read Who's Calling? L e t s C ha nt Ring, ring, ring! It s a telephone call! Hello! May I speak to Joan?ˮ Who s calling?ˮ It s Sam.ˮ Oh! She s not at home.ˮ Home, sweet home! My family does many things at home. My parents cook in the kitchen. We sit together in the living room. We take showers in the bathroom. We sleep in the bedroom. Where is the car? It s in the garage! Ring, ring, ring! It s a telephone call! This is Joan speaking! May I speak to Sam?ˮ Hold on, please. He is in the bathroom.ˮ Where do you eat your meals? In the kitchen 18 unit 2 Home 19 Lesson Plan Warm-up (5 minutes) Revise the words that students learned in the previous lesson. Ask student to look at the picture on page 16 and read each word aloud. Check students Workbook homework. Introduce what students will learn today. We learned about things and rooms at home in the last class. Do you remember them? Let s look at page 16 and read the words aloud. Did you do your homework? Let s check the answers. Today, we are going to read a story about a home. Then we will learn what to say when we make or answer phone calls through a chant. 19

15 Let s Listen and Read (p. 18 / 20 minutes) Ask students to look at the picture and describe what they see. Play Track 09 and ask students to listen to the passage. Play Track 09 again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Ask students to guess the meanings of sweet take showers, and sleep. Check students understanding. Ask students where they have their meals. Tell students to write their answer in the blank.. Let s Chant: Who s Calling? (p. 19 / 15 minutes) Ask students to look at the pictures and describe it. Play Track 10 and ask students to listen. Play Track 10 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to mime the actions for making and answering a phone call, if possible. 4. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 9 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: practice more on what to say when making or answering phone calls. Look at the picture. What do you see? Let s listen to the story. Listen to the CD again and repeat after it. Now, read the story aloud and point to the picture as you read. Can you guess what sweet, take showers, and sleep means? Are there any words you don t know? Let s check them together. Where do you have your meals? Write your answer in the blank. Look at the picture. What are the boy and girl doing? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first verse. The second group will chant the second verse. Exchange parts and chant again! What did you learn today? Let s revise what to say when making or answering phone calls: Ring, ring, ring! This is speaking. May I speak to? Did you answer all the questions? Let s check the answers. Your homework is to do page 9 Section B of your Workbook. Listen to Track 50 and fill in the blanks. In the next class, we are going to practice more on what to say when we make or answer a telephone call. 20

16 UNIT 2 Pages Elfin 2 Teacher s Guide Learning outcome: Students will be able to use the expressions to make or answer a phone call. Language focus: Listening, Speaking Vocabulary: hold on Main expressions: May I speak to? Who s calling? / It is / This is speaking. Hold on, please. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Learn 11 Let s Speak Hello! May I speak to Joan? Who is calling? May I speak to Sam? This is Sam speaking. Who s calling? This is Tim speaking. Sam Tim This is Sam speaking. Hi, Sam. May I speak to Jenny? Hold on, please. She is in the kitchen.. 4. May I speak to Tim? Tim is not at home. May I speak to Tina? Hold on, please. / Tina is not at home. 20 unit 2 Home 21 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 19 again and recall the words for making and answering a phone call. Check students Workbook homework. Introduce what students will learn today. Do you remember how to make and answer a telephone call? Let s turn to page 19 and chant again! Did you do your homework? Let s check the answers. Today, we are going practice more on how to make and answer a telephone call. 21

17 Let s Listen and Learn (p. 20 / 15 minutes) Ask students to look at picture 1 and listen to Track 11 (No. 1). Ask students to listen to Track 11 (No. 1) again and repeat after it. Pair students up and have them practice making and answering telephone calls. Ask students to look at picture 2 and listen to Track 11 (No. 2). Ask students to listen to Track 11 (No. 2) again and repeat after it. Pair students up and have them practice making a call and how to answer if a person is away from the phone.. Let s Speak (p. 21 / 10 minutes) Ask students to look at the pictures on page 21 and describe what they see. Tell students to complete each dialogue by inserting the correct expression in each blank. Practice speaking with students. Pop-up activity (p. 21 / 10 minutes) Get students to pair up. Tell students to choose a picture on page 21 and role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned and make a phone call to his or her partner s home. The partner will then answer the phone call. Tell students to talk after saying, Ring, ring, ring! Ask students to take turns calling and answering the phone with their partners. 4. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 9 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn the correct usage of the prepositions in, on, and under, and write about their bedroom. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 2 What are the people in each picture doing? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking with your partner! Now, you will call your partner s home. Then your partner will answer the phone call. The partner who will answer the phone call can say, This is speaking. He/she can also pretend to not be at home. Say, Ring, ring, ring! first, then ask if your partner is at home. Take turns calling and answering. What did you learn today? What do you say when you make a telephone call? What do you say when you answer a telephone call? Your homework is to do page 9 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn how to use in, on, and under. We will also write about our bedroom. 22

18 UNIT 2 Pages 22 2 Elfin 2 Teacher s Guide Learning outcomes: Students will know the correct usage of the prepositions in, on, and under. Students will be able to write about their bedroom. Language focus: Grammar, Writing Grammar: Prepositions Vocabulary: pot (WB), delicious (WB) Materials needed for this lesson: Student Book, Worksheet 2-2 A Let s Practice Look at the example. Then circle the correct words. Example Let s Write Draw and write about what is in your bedroom. in the garage on the bed under the table The ball is ( in / on / under ) the grass. Ben is ( in / on / under ) the living room.. The rug is ( in / on / under ) the table. B Look at the pictures. Then fill in the blanks with in,ˮ on,ˮ or under.ˮ. We sit on the sofa in the living room. Tim keeps his toy box under the bed. We take showers in the bathroom. This is my bedroom. I have a bed and a lamp in my bedroom. I have a desk and a chair, too. I like to sleep and study here. My bedroom is my favorite place! (Accept any suitable answers.) Describe your bedroom to your friends. 22 unit 2 Home 2 Lesson Plan Warm-up (5 minutes) Revise the expressions for making and answering phone calls that students learned in the previous lesson. Check students Workbook homework. Introduce what students will learn today. Let s revise how to make and answer telephone calls. I will pretend to call and all of you will answer. Did you do your homework? Let s check the answers. Today, we are going to learn how to use in, on, and under. We will also write about our bedroom. 2

19 Let s Practice (p. 22 / 15 minutes) Section A Use the example to explain how to use the prepositions in, on, and under. Tell students to circle the correct preposition for each sentence. Ask students to read the completed sentences aloud. Look at the pictures in the example. What are they? Today we will learn about prepositions. We use in when a person or thing is inside a place or another object. For example, The car is in the garage. You can also say that your book is in your bag. We use on when a person or thing is on a surface or on top of something. For example, The boy is sleeping on the bed. You can also say that you sit on the chair, or your books are on the table. We use under when a person or thing below an object. For example, The cat is under the table. You can also say that you are under an umbrella. Read the sentences and circle the correct answer. Read the full sentences aloud. Section B Ask students to look at the pictures and describe what they see. Tell students to complete the sentences by inserting in, on, or under in each blank. Ask students to read the completed sentences aloud. Extension activity Write out sentences on the board and ask students to use in, on, or under. Look at the pictures. What do you see? Fill in the blanks with in, on, or under. Read the full sentences aloud. I will write out some sentences on the board. Add in, on, or under to the sentences. e.g. The clothes are in the cupboard. I bathe in the bathtub. Mother put food on the table. My bag is on/under my desk.. Worksheet 2-2 (5 minutes) Hand out Worksheet 2-2 to students. Pair students up and have them complete the dialogues by inserting in, on, or under in the blanks. Ask students to read the completed sentences with their partners. 4. Let s Write (p. 2 / 15 minutes) Ask students what they have in their bedroom. Tell students to draw their room and the things inside in the space on page Ask students what they do in their bedroom. Tell students to fill in the blanks. Invite students to present what they wrote to the class. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 94 of the Workbook as homework. Inform students that they will do the following activity in the next lesson: Unit 2 Review. 24 Look at the example, and then fill in the blanks with in, on, or under with your partner. Let s check the answers. Practice speaking with your partner by reading the sentences. What do you have in your bedroom? Draw your bedroom. What do you do in your bedroom? Write your answers in the blanks. Who wants to describe your bedroom to the class? What did you learn today? Did you answer all the questions? Let s check the answers. Your homework is to do page 94 of your Workbook. For Section D, circle the correct words. For Section E, look at the pictures and fill in the blanks. In the next class, we will review Unit

20 UNIT 2 Pages Elfin 2 Teacher s Guide Learning outcome: Students will review what they learned in Unit Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 2 Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 2- C Fill in the blanks with in,ˮ on,ˮ or under.ˮ A Listen and choose. 12 Jack likes to read on the sofa. The cake is in refrigerator.. It is raining. Let s stay under the umbrella. 4. Juan cooks in the kitchen. 5. There is a lizard on the wall.. 4. D Look at the word list. Write the numbers in the circles to match the words to the pictures. 6 B Fill in the blanks. Practice with a partner. Wor List sofa 2 4 stove bathtub Joan: Hello! May I speak to Ray? Ray: Who s calling? Joan: This is Joan speaking. window refrigerator garage 1 5 Ray: Hi, Joan. 24 unit 2 Home 25 Lesson Plan Warm-up (5 minutes) Ask students to talk about the different rooms in their homes. Ask students to name the things that can be found in each room. Check students Workbook homework. Inform students that they will review Unit 2 today. Can you name the different rooms in your home? What can you find in the kitchen? What about in the living room, bathroom, bedroom, and garage? Did you do your homework? Let s check the answers. Today, we will review Unit 25

21 Review (p / 25 minutes) Section A (5 minutes) Ask students to look at the pictures and describe what they see. Ask students to listen to Track 12 and choose the correct answer for each question by placing a check in the correct circle. Play Track 12 again and ask students to check the answers. Section B (10 minutes) Ask students to look at the picture and describe what they see. Tell students to fill in the blanks with the correct sentences. Pair students up and ask them to practice the conversation. Ask students to try having the conversation where Ray s younger sibling answers the phone and says, Ray is not at home. or Hold on, please. Section C (5 minutes) Tell students to complete the sentences by inserting in, on, or under in each blank. Ask students to read the completed sentences aloud. Section D (5 minutes) Ask students to look at each picture and say the word for each picture that is shown. Tell students to find the words in the word list and write down their corresponding numbers in the circles. Have students look at the pictures and read the words aloud one more time. Let s look at the pictures. What do you see? Listen to the CD and put a check in the circle above each correct picture. Let s listen to the CD again and check the answers. Let s look at the picture. What are they doing? Fill in the blanks with the correct sentences. Practice speaking with your partner. Pretend that Ray is not at home and his sister answers the call. What will his sister say? Pretend that Ray is in the kitchen and his sister answers the call. What will his sister say? Fill in the blanks with in, on, or under. Read the full sentences aloud. Look at the pictures and say the words. Find the word in the word list. Write the number of each word in the correct circle. Read the words aloud again.. Worksheet 2- (10 minutes) Hand out Worksheet 2- to students. Tell students to draw and name the things that they can find in the living room. Ask students to describe what they do in the living room. Tell students to fill in in the blanks. Invite students to present what they wrote to the class. 4. Closing and assignment (5 minutes) Check students work. Instruct students to do page 95 of the Workbook as homework. Inform students that they start on a new unit in the next lesson: Unit Feelings. What can you find in the living room? What do you do in the living room? Draw the things you can find in the living room. Then write what you do in the living room, too. Who want to describe your living room to the class? Did answer all the questions? Let s check the answers together. Your homework is to do page 95 of your Workbook. Look at the picture. Then answer the questions. We have finished Unit In the next class, we are going to learn about our feelings. 26

22 Workbook Pages 92 9 A Date:.. Score / 10 Write the word and practice your handwriting. sofa sofa sofa sofa living room living room table table table table stove sink stove sink stove sink stove sink garage garage garage bedroom window bathtub refrigerator bedroom window bathtub refrigerator B C 2 Listen and fill in the blanks. Ring, ring, ring! It s a telephone call! Hello! May I speak to Joan?ˮ. Who s calling?ˮ It s Sam.ˮ Oh! 4. She s not at home.ˮ Ring, ring, ring! It s a telephone call! 5. This is Joan speaking! May I speak to Sam?ˮ 6. Hold on, please. He is 7. in the bathroom.ˮ Fill in the blanks. Practice with a partner. Hold on, please. Date:.. Score / Who s calling? This is Anne speaking. Jake: Hello! May I speak to Lena? Anne: This is Anne speaking. Lena: Who s calling? May I speak to Ben? Jake: It is Jake.. Jake: Hold on, please. He is in the garage. Lena: Hi, Jake. This is Lena. Anne: Oh, I see. Workbook 9 Workbook Pages D 2 Circle the correct words. Date:.. Score / 10 F 2 Date:.. Score Look at the picture. Then answer the questions. / 10 I have three pencils ( in / on ) my pencil case. Please put the book ( in / on ) the table.. Mom cooks ( in / under ) the kitchen. 4. The cat sleeps ( in / under ) the bed. 5. There is a pot ( on / under ) the stove. E Look at the pictures and fill in the blanks. Where is the girl? She is in the bathroom. 1 Welcome to my sweet home! Where is the school bag? Here is my bedroom. I sleep and study here. My bathroom has a good bathtub. I like to cook delicious food in the. kitchen. In the 4. living room, my family has a good time. Our car is in the 5. garage. The school bag is in the bedroom.. Where is the pencil case? The pencil case is on the table. 4. Where is the cat? It is on the bed. 5. Where is the pink jacket? It is under the bed. 94 Workbook 95 27

23 UNIT Pages Unit title: Time Students will learn how to tell the time. They will also learn some irregular plural nouns. Learning outcome: Students will be able to tell the time. Language focus: Listening, Speaking, Vocabulary Vocabulary: time, o clock Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet -1, Elfin flashcards (optional) Look and Learn 5 o clock 9:0 10:0 7:0 11:0 12 o clock :0 4 o clock 6 o clock Let s Do It! Listen and draw Let s Listen and Point unit Time 27 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Ask students what time it is. Get students to tell you what kind of clock or watch they have. Introduce what students will learn today. Did you do your homework? Let s check the answers. What time is it now? How do you know the time? Do you have a watch, table clock, alarm clock, or cell phone? Today, we will learn to tell the time. 28

24 Elfin 2 Teacher s Guide Look and Learn (p. 26 / 10 minutes) Ask students to look at the clocks and watches and the times shown. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud. Look at the clocks and watches in the picture on page 26. How do we read the time shown on each clock? Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words!. Let s Listen and Point (p. 26 / 5 minutes) Play Track 1 and ask students to point to the words. Play Track 1 again and have students repeat the words aloud. Let s listen to the CD and point to the different times. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. 4. Let s Do It! (p. 27 / 10 minutes) Play Track 14 and ask students to draw the hands of each clock to show the correct time. Play Track 14 again and check the answers. Look at the clocks. There are no hands on the clocks. Let s listen to the times and draw the clock-hands for each clock. Now, listen to the CD again and check the answers. 5. Worksheet -1 (10 minutes) Hand out Worksheet -1 to students. Get students to look at the world map and read the local time of each city. Explain how am and pm are used. Ask students to fill in the blanks with the correct answers and read the answers aloud. Look at the world map. The time in each city is different. What time is it in Seattle? How about New York, Paris, Beijing, Seoul, and Tokyo? We use am to show the time from twelve o clock at midnight to twelve o clock in the afternoon. We use pm to show the time from twelve o clock in the afternoon to twelve o clock at midnight. Answer the questions. Then read your answers aloud. 6. Closing and assignment (5 minutes) Review what students have learned. Ask students to tell you what time it is. Check students work. Instruct students to do page 96 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about time and learn how to ask for and tell the time through a chant. What did you learn today? What time is it now? Did you answer all the questions? Let s check the answers. Your homework is to do page 96 of your Workbook. Write the time shown on the clocks. Then practice your handwriting. In the next class, we are going to read a story about time. We will also learn how to ask for and tell the time through a chant. Ongoing extension activity Prepare one set of the flashcards from Elfin s website. Play A Story Train with students. Show students a flashcard and have a volunteer form a sentence with the word. Show the class another flashcard and ask another student to form a sentence with the word to continue from the previous sentence as a story. (Continue until all the flashcards are used.) Encourage students to use their imagination to form an interesting story. Note: Flashcard games can be repeated as necessary in subsequent lessons. Let s play A Story Train! We are going to take turns to say sentences to form a story. I am going to show you a flashcard. Who can form a sentence with this word? Good! Here is another flashcard. Can another person form a sentence with this word? Continue from the last sentence! (Continue until all the flashcards are used.) Make the story as fun as you can! 29

25 UNIT Pages Learning outcomes: Students will be able to read and understand a passage about time. Students will know the expressions to ask for and tell the time. Language focus: Listening, Reading, Speaking Vocabulary: clock, tells, ask, hurry up, late, again, mice, children, scream, tea, women, men Main expressions: What time is it? It s. / It s time for. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Read What Time Is It? L e t s C ha nt It s eight o clock. It s time for school. But there are mice in the shoes! The children scream, Ahhhhhh!ˮ It s four-thirty. It s time for tea. But there are mice on the table! The women scream, Ahhhhhh!ˮ My clock tells me the time. In the morning, I ask, What time is it?ˮ My clock says, It s time for school. Hurry up!ˮ Oh, I m late for school again. It s nine o clock. It s time for bed. But there are mice under the bed! The men scream, Ahhhhhh!ˮ What time is it? It is eight-thirty. 28 unit Time 29 Lesson Plan Warm-up (5 minutes) Ask students to look at the clocks on page 26 and say the times. Check students Workbook homework. Introduce what students will learn today. Let s look at page 26 and read the times aloud. Did you do your homework? Let s check the answers. Today, we are going to read a story about time. We will also learn to ask for and tell the time through a chant. 0

26 Elfin 2 Teacher s Guide Let s Listen and Read (p. 28 / 20 minutes) Ask students to look at the picture and describe what they see. Play Track 15 and ask students to listen to the passage. Play Track 15 again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Ask students to guess the meaning of the words hurry up and late. Check students understanding. Ask students to read the time shown on the clock in the picture. Tell students to write their answer in the blank.. Let s Chant: What Time Is It? (p. 29 / 15 minutes) Ask students to look at the picture and describe it. Play Track 16 and ask students to listen. Play Track 16 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to mime the actions for screaming, if possible. 4. Closing and assignment (5 minutes) Review what students have learned. Check that students know how to ask for the time. Check students work. Instruct students to do page 97 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn to ask for and tell the time. Look at the picture. What do you see? Let s listen to the story. Listen to the CD again and repeat after it. Now, read the story aloud and point to the picture as you read. What do you think the words hurry up and late mean? Are there any words you don t know? Let s check them together. Look at the clock in the picture. What time is it? Fill in the blank with your answer. Look at the pictures. What are the people doing? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first and third verses. The second group will chant the second verse. Exchange parts and chant again! What did you learn today? How do you ask for the time? Did you answer all the questions? Let s check the answers. Your homework is to do page 97 Section B of your Workbook. Listen to Track 51 and fill in the blanks. In the next class, we are going to learn how to ask for and tell the time. 1

27 UNIT Pages 0 1 Learning outcomes: Students will be able to use the expressions to ask for the time and answer when someone asks for the time. Students will be able to use the expressions to ask and answer about the specific time at which events occur. Language focus: Listening, Speaking Vocabulary: wake up, go to bed Main expressions: What time is it? It s. What time do you? I at. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Learn 17 Let s Speak What time is it? It s ten o clock. What time is it? What time is it now? It s twelve-thirty. It s three o clock. What time do you go to school? I go to school at eight o clock.. 4. What time do you wake up? I wake up at seven-thirty. What time do you go to bed? I go to bed at eleven o clock. 0 unit Time 1 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 29 again and recall the words for asking for and telling the time. Check students Workbook homework. Introduce what students will learn today. Do you remember the words for asking for and telling the time? Let s turn to page 29 and chant again! Did you do your homework? Let s check the answers. Today, we are going to learn how to ask about the time that we do something. 2

28 Elfin 2 Teacher s Guide Let s Listen and Learn (p. 0 / 10 minutes) Ask students to look at picture 1 and listen to Track 17 (No. 1). Ask students to listen to Track 17 (No. 1) again and repeat after it. Pair students up and have them practice asking for and telling the time. Ask students to look at picture 2 and listen to Track 17 (No. 2). Ask students to listen to Track 17 (No. 2) again and repeat after it. Pair students up and have them practice asking and answering what time they go to school.. Let s Speak (p. 1 / 15 minutes) Ask students to look at the pictures on page 1 and describe what they see. Tell students to complete each dialogue by inserting the correct expression in each blank. Practice speaking with students. Pop-up activity (p. 1 / 10 minutes) Get students to pair up. Tell students to choose a picture on page 1 and role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned to ask for the time. 4. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 97 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn some irregular plural nouns and write about their daily routine. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page What are the people in each picture doing? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking together! What time is it now? Practice asking for the time with your partner. Take turns to answer. What did you learn today? What time do you go to school? Your homework is to do page 97 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn some irregular plural nouns. We are also going to write about the things we do every day.

29 Pages 2 UNIT Learning outcomes: Students will learn some irregular plural nouns. Students will be able to write about their daily schedule. Language focus: Grammar, Writing Grammar: Irregular plural nouns Vocabulary: feet, teeth, hippo, geese, after, come home, homework, dinner, family, busy Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet -2 Let s Practice A B Let s Write Match the pictures to the words. two feet ten teeth. four mice What time do you go to school or eat dinner? Draw on the clocks. Then write about your day. My Day Look at the picture and fill in the blanks. Use the words in blue to help you. 2 1 I wake up at The children The hippo has four big. The geese are in the zoo. (child) teeth. (tooth) are on the grass. (goose) seven-thirty. I eat breakfast. After breakfast, I go to school at. eight o clock I come home from school. Then I do homework at four-thirty. At seven o clock, I have dinner with my family. My day is busy. (Accept any suitable answers.) 2 Tell your friends about your day. unit Time Lesson Plan Warm-up (5 minutes) Revise the expressions for asking for and telling the time that students learned in the previous lesson. Check students Workbook homework. Introduce what students will learn today. 4 What time is it now? What time did you go to school today? Did you do your homework? Let s check the answers. Today, we are going to learn some irregular plural nouns. We will also write about the things that we do every day.

30 Elfin 2 Teacher s Guide Let s Practice (page 2 / 10 minutes) Section A Write the singular and plural form of nouns on the board. Explain that these are irregular plural nouns. Explain that the spelling of the words change when they change from singular to plural. Give examples to the students. Ask students how many items there are in each picture. Tell students to match the pictures to the words. Section B Have students look at the picture and name and count the animals in the zoo. Tell students to fill in the blanks with the correct plural forms of the nouns. Ask students to read the completed sentences aloud. Pop-up activity (5 minutes) Teacher points to various items in the classroom and ask students to count and say their plural forms.. Worksheet -2 (10 minutes) Hand out Worksheet -2 to students. Ask students to fill in the blanks with the correct answers. Check the answers. 4. Let s Write (p. / 10 minutes) Ask students to look at the clocks in the pictures on page. Ask students to name each activity shown in the pictures. Ask students to say what time they usually do each activity, then draw the hands of each clock according to their answers. Tell students to fill in the blanks with their answers to complete the passage. Invite students to share their daily schedules with the class. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 98 of the Workbook as homework. Inform students that they will do the following activity in the next lesson: Unit Review. (Write foot and feet, tooth and teeth, mouse and mice, child and children, goose and geese on the board.) Look at the words on the board. If there is only one, we say, There is one foot. But when there are two or more we say, There are two feet. The spelling is different for these nouns when there is more than one. When there is one (Teacher points to her tooth), we say tooth. When there are two or more, we say teeth. Look at the pictures in your book and count them. Match the pictures to the words. Look at the picture. What animals are in the zoo? How many are there? Fill in the blanks with the correct plural forms of the nouns. Read the sentences aloud. I will point to something, and you will tell me the plural form of it. (Point to a child, tooth, a picture of a mouse, and a foot.) Answers: child children tooth teeth mouse mice foot feet Look at the Worksheet. Fill in the blanks with the correct answers. Use the words in the brackets to help you. Let s check the answers. Look at the pictures on page. What does each picture show? What time do you get up? What time do you go to school? What time do you do your homework? What time do you eat dinner? Draw the clock-hands to show the time in each picture. Now, fill in the blanks with your answers to complete what you do in a day. Who wants to tell the class about your day? What did you learn today? What do you say when there is more than one child/tooth/mouse/foot? Did you answer all the questions? Let s check the answers. Your homework is to do page 98 of your Workbook. For Section D, circle the correct words. For Section E, answer the questions by filling in the time. In the next class, we will review Unit. 5

31 UNIT Pages 4 5 Learning outcome: Students will review what they learned in Unit. Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet - C Fill in the blanks. Use the words in blue to help you. A Listen and choose. 18 There are two geese in the park. (goose) Mr. Smith has two children. (child). Elephants have strong feet. (foot) Rabbits have long teeth. (tooth) D Look at the word list. Write the numbers in the circles to match the words to the pictures B Fill in the blanks. Practice with a partner. Wor List late 6 5 one o'clock What time is it? It s eleven o clock. What time do you eat dinner? I eat dinner at six-thirty. wake up watch mice 2 1 geese 4 unit Time 5 Lesson Plan Warm-up (5 minutes) Ask students for the time. Ask students what their favorite time of the day is. Check students Workbook homework. Inform students that they will review Unit today. What time is it now? What is your favorite time of the day? Why? Did you do your homework? Let s check the answers. Today, we will review Unit. Review (p. 4 5 / 0 minutes) Section A (5 minutes) Ask students to look at the pictures. Ask students to listen to Track 18 and choose the correct time for each question by placing a check above the clock. Play Track 18 again and ask students to check the answers. Let s look at the pictures. What do you see? Listen to the CD and put a check in the circle above each correct clock. Let s listen to the CD again and check the answers. 6

32 Elfin 2 Teacher s Guide Section B (10 minutes) Ask students to look at the pictures and describe what they see. Tell students to fill in the blanks with the correct sentences. Pair students up and ask them to practice a conversation. Ask students to change the answer for picture 1 to It s time for lunch. Ask students to change the question in picture 2 to What time do you play computer games? Get students to practice the new dialogues. Section C (5 minutes) Ask students to read the sentences and fill in the blanks with the correct answers. Get students to read the completed sentences aloud. Section D (5 minutes) Ask students to look at each picture and say the word for each thing that is shown. Tell students to find the words in the word list and write down their corresponding numbers in the circles. Have students look at the pictures and read the words aloud one more time.. Worksheet - (10 minutes) Hand out Worksheet - to students. Tell students to draw the hands of the clocks or write the time in the blanks. Check the answers. 4. Closing and assignment (5 minutes) Check students work. Instruct students to do page 99 of the Workbook as homework. Inform students that they will start on a new unit in the next lesson: Unit 4 12 Months. Let s look at the pictures. What are they doing? Fill in the blanks with the correct sentences. Practice speaking with your partner. Now, look at picture 1 and change the answer to It s time for lunch. Look at picture 2 and change the question to What time do you play computer games? Practice speaking with your partner. Fill in the blanks with the correct answers. Let s read the sentences aloud. Look at the pictures and say the words. Find the names of the things in the word list. Write the number of each word in the correct circle. Say the words aloud again. Let s practice telling the time. Look at the four clocks. Clocks 1, 4, and 5 do not have hands on the clock. Draw them in. Write the time in the blanks for clocks 2 and. Let s check the answers. Did you answer all the questions? Let s check the answers together. Your homework is to do page 99 of your Workbook. Look at the given words. Write the plural form in the blanks. Then fill up the crossword puzzle. We have finished Unit. In the next lesson, we are going to learn about the twelve months of the year. 7

33 Workbook Pages A Date:.. Score / 10 Write the time on the clocks and practice your handwriting. B Listen and fill in the blanks. Date:.. Score 51 / 10 ten o clock ten o clock It s eight o clock. It s time for school. But there are mice in the shoes! eleven thirty twelve thirty two o clock two thirty eleven thirty twelve thirty two o clock two thirty The children scream, Ahhhhhh!ˮ It s. four-thirty. It s time for tea. But there are 4. mice on the table! The 5. women scream, Ahhhhhh!ˮ It s nine o clock. It s 6. time for bed. But 7. there are mice under the bed! The men scream, Ahhhhhh!ˮ four o clock six o clock five thirty eight thirty nine o clock four o clock six o clock five thirty eight thirty nine o clock C Daniel: What time is it? Erin: Fill in the blanks. Practice with a partner. It s 12 o clock. It s 12 o clock. Daniel: It s time for lunch. I go to school at 8 o clock. Kate: What time do you wake up? Ben: What time do you wake up? I wake up at 7 o clock. Kate: What time do you go to school?. Ben: I go to school at 8 o clock. Workbook 97 Workbook Pages D Circle the correct words. Date:.. Score / 10 F Solve the crossword puzzle. Date:.. Score / 10 The ( womans / women ) cook in the kitchen. I have two hands and two ( foot / feet ).. There are five ( children / childs ). 4. We brush our ( tooth / teeth ) every day. 5. The ( mouses / mice ) are under the table. E Answer the questions below. What time do you get up? I get up at eight o clock. 6.. w o m e n 5. i c m i 7. f e e t p a s e o n h g e e s e t g e t o m a t o e s h t e o s c h i l d r e n s d What time do you eat breakfast? I eat breakfast at eight-thirty.. What time do you go to school? I go to school at nine o clock. 4. What time do you eat dinner? I eat dinner at six o clock. 5. What time do you go to bed? I go to bed at nine o clock. 98 (Accept any suitable answers.) Across one woman two women one foot two feet. one goose ten geese 4. one tomato two tomatoes 5. one child two children Down 6. one mouse two mice 7. one tooth two teeth 8. one potato two potatoes 9. one mango two mangoes 10. one dish two dishes Workbook 99 8

34 UNIT 4 Pages 6 7 Elfin 2 Teacher s Guide Unit title: 12 Months Students will learn to read and write the 12 months of the year. They will also learn how to wish others Happy birthday, and speak and write about birthdays. They will learn to use prepositions of time. Learning outcome: Students will learn the twelve months of the year and will be able to use them correctly. Language focus: Listening, Vocabulary Vocabulary: months, January, February, March, April, May, June, July, August, September, October, November, December Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 4-1, stickers, Elfin flashcards (optional) 4 Let s Do It! Listen and stick. 20 Look and Learn November October September August July December June January February March April May January February April July October May September March June August 6 November Let s Listen and Point December 6 unit 4 12 Months 7 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Ask students to name the months they already know. Ask students which month their birthdays are in. Ask students which month is their favorite and which month they dislike the most. Introduce what students will learn today. Did you do your homework? Let s check the answers. Can you name the months of the year? When is your birthday? What is your favourite month? Why? Which month do you dislike the most? Why? Today, we are going to learn about the twelve months of the year. 9

35 Look and Learn (p. 6 / 10 minutes) Ask students to look at the picture and the names of the twelve months of the year. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 6 / 5 minutes) Play Track 19 and ask students to point to the words. Play Track 19 again and have students repeat the words aloud. 4. Let s Do It! (p. 7 / 10 minutes) Play Track 20 and ask students to listen to the names of the months. Tell students to paste the stickers in the correct boxes. Play Track 20 again and check the answers with students 5. Worksheet 4-1 (10 minutes) Hand out Worksheet 4-1 to students. Ask students to fill in the blanks with the correct answers from the boxes. Get students to read the twelve months in sequence. This means that they have to read from number 12 to number 6. Closing and assignment (5 minutes) Review what students have learned. Check students answers. Instruct students to do page 100 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about a birthday party and learn to ask when someone s birthday is through a chant. Ongoing extension activity Prepare a set of flashcards from Elfin s website. Select flashcards from different categories. For example, Weather, Home, and 12 months. Play Make a Match with students. Divide the class into two groups. Put up one flashcard from each category on the board. Hand out the rest of the flashcards to each student. Get each group to take turns and match the flashcard that is given to them to the correct category on the board. Award a point for every flashcard that is placed in the correct category. Note: Flashcard games can be repeated as necessary in subsequent lessons. Look at the picture and the words on page 6. Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words. Let s listen to the CD and point to the different months. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Listen to the CD and paste the stickers in the correct boxes. Listen to the CD again and check the answers. Fill in the blanks with the correct answers from the boxes. Now, let s read the twelve months in the correct order. What is the first month of the year? What did you learn today? Can you name the months of the year? Did you answer all the questions? Let s check the answers. Your homework is to do page 100 of your Workbook. Write the twelve months in order. In the next class, we are going to read a story about a birthday party. We will also learn how to ask someone when his or her birthday is through a chant. Let s play Make a Match! Get into two groups. Look at the board. Each flashcard belongs to a different set. Now, look at the flashcard that you have. Do you know which set your word belongs to? Each group will take turns to put your cards in the correct set. Your group will get a point for each card that is placed correctly. The group with the most points wins! 40

36 UNIT 4 Pages 8 9 Elfin 2 Teacher s Guide Learning outcomes: Students will be able to read and understand a passage about a birthday. Students will know the expressions to ask someone when his or her birthday is.. Students will know words associated with birthdays and birthday celebrations. Language focus: Listening, Reading, Speaking Vocabulary: special, birthday, party, give, presents, cards, candles Main expressions: When is your birthday? It s in. Happy birthday! Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Read L e t s C ha nt When Is Your Birthday? When is your birthday? When is your birthday? It s in May. It s in May. When is your birthday? When is your birthday? It s tomorrow. It s tomorrow. Oh! Let s have a birthday party! January is a special month for Joyce. Her birthday is on January 1st. She has a birthday party. All her family and friends give her presents. They give her birthday cards, too. Count the candles on the cake. How old is Joyce? She is nine (9) years old. 8 unit 4 12 Months 9 Lesson Plan Warm-up (5 minutes) Ask students to look at the picture on page 6 and read the months in sequence. Check students Workbook homework. Introduce what students will learn today. Look at page 6 and read the months aloud. Did you do your homework? Let s check the answers. Today, we are going to read a story about a birthday party. We will also learn how to ask someone when his or her birthday is through a chant. 41

37 Let s Listen and Read (p. 8 / 20 minutes) Ask students to look at the picture and describe what they see. Play Track 21 and ask students to listen to the passage. Play Track 21 again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Ask students to guess the meanings of the words special, party, presents, and cards in the passage. Check students understanding. Ask students to count the number of candles in the picture. Ask students how old Joyce is. Tell students to write their answer in the blank.. Let s Chant: When Is Your Birthday? (p. 9 / 15 minutes): Ask students to look at the picture and describe it. Play Track 22 and ask students to listen. Play Track 22 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to clap to the rhythm, if possible. 4. Closing and assignment (5 minutes): Review what students have learned. Check students work. Instruct students to do page 101 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: practice asking someone when his or her birthday is and learn to wish someone on his or her birthday. Look at the picture. What do you see? What are the people doing? Let s listen to the story. Listen to the CD again and repeat after it. Now, read the story aloud and point to the picture as you read. What do you think the words special, party, presents and cards mean? Are there any words you don t know? Let s check them together. How many candles are there on the birthday cake? How old is Joyce? Fill in the blank with your answer. Look at the picture. What are the children doing? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first and third verses. The second group will chant the second verse. Exchange parts and chant again! What did you learn today? Can you tell me when your birthday is? Did you answer all the questions? Let s check the answers. Your homework is to do page 101 Section B of your Workbook. Listen to Track 52 and fill in the blanks. In the next class, we are going to practice asking someone when his or her birthday is and learn how to wish someone on his or her birthday. 42

38 UNIT 4 Pages Elfin 2 Teacher s Guide Learning outcomes: Students will be able to use the expressions to ask someone when his or her birthday is. Students will be able to use the expressions to wish someone on his or her birthday.. Students will know more words associated with birthdays and birthday celebrations. Language focus: Listening, Speaking Main expressions: When is your birthday? It s in. Happy birthday! Thank you very much. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Learn 2 Let s Speak It s in Thank you When is your birthday? It s in June. When is your birthday? October. Happy birthday! very much! Happy birthday! Thank you very much!. 4. When is your birthday? My birthday is in July. Happy birthday! Thank you very much. 40 unit 4 12 Months 41 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 9 again and recall the words for asking and answering about when someone s birthday is. Check students Workbook homework. Introduce what students will learn today. When is your birthday? Let s chant again! Did you do your homework? Let s check the answers. Today, we are going to learn how to wish someone on his or her birthday. 4

39 Let s Listen and Learn (p. 40 / 10 minutes) Ask students to look at picture 1 and listen to Track 2 (No. 1). Ask students to listen to Track 2 (No. 1) again and repeat after it. Pair students up and have them practice asking and answering about when someone s birthday is. Ask students to look at picture 2 and listen to Track 2 (No. 2), and then repeat the expressions. Ask students to listen to Track 2 (No. 2) again and repeat after it. Pair students up and have them practice wishing someone on his or her birthday.. Let s Speak (p. 41 / 15 minutes) Ask students to look at the pictures on page 41 and describe what they see. Tell students to complete each dialogue by inserting the correct expression in each blank. Practice speaking with students. Pop-up activity (p. 41 / 10 minutes) Get students to pair up. Tell students to choose a picture on page 41 and role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned to ask each other when their birthdays are. 4. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 101 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to use the prepositions of time, at, on, and in, and write an invitation for their birthday party. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 4 What are the people in each picture doing? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking together! When is your birthday? Practice asking your partner when his/her birthday is. Take turns to answer. What did you learn today? What do you say when someone wishes you Happy Birthday? Your homework is to do page 101 Section C of your Workbook. Fill in the blanks with the words from the box. In the next class, we are going to learn how to use at, on, and in. We will also write an invitation for a birthday party. 44

40 UNIT 4 Pages 42 4 Elfin 2 Teacher s Guide Learning outcomes: Students will know the correct usage of prepositions at, on, and in. Students will be able to write an invitation for a birthday party. Language focus: Grammar, Writing Grammar: Prepositions of time Vocabulary: start, invitation, venue, good time Materials needed for this lesson: Student Book, Worksheet 4-2 Let s Practice Let s Write A Look, choose, and write. at on in Write an invitation for your birthday party. Then write about the party.. in April at 9 o clock on March 14th Date: Time: October 8th four o clock B Fill in the blanks with on,ˮ in,ˮ or at.ˮ Venue: Ruby s home My family eats breakfast at seven-thirty. June I am Ruby. My birthday is on October 8th. Jessica s birthday is on June 25th. I will have a birthday party that day.. Ben starts school in September. The venue is my home. The party starts at four o clock. Please come and have a good time! (Accept any suitable answers.) Tell your friends about your birthday party. 42 unit 4 12 Months 4 Lesson Plan Warm-up (5 minutes) Revise the expressions relating to birthdays that students learned in the previous lesson. Check students Workbook homework. Introduce what students will learn today. Let s Practice (p. 42 / 10 minutes) Section A Ask students to look at the pictures of the calendars and the clock and identify what each picture shows. (Answers: month, time, and date.) Explain to students how prepositions of time are used. When is your birthday? How should we wish someone on his or her birthday? Did you do your homework? Let s check the answers. Today, we are going to learn how to use in, on, and at. You will also write an invitation for your birthday party. Look at picture What does it show? What about pictures 2 and? Today, we will learn more prepositions. We use at before time and the word night. 45

41 at in on before time and night e.g. at 4 o clock, at night before months, seasons, the morning, the afternoon, and the evening e.g. in the morning, in the afternoon, in the evening, in May, in Spring before days and dates e.g. on Wednesday, on October 8th We use in before months, years, seasons, and the words the morning, the afternoon, and the evening. We use on before days and dates. Fill in the blanks with at, in, and on. Read your answers aloud. Tell students to fill in the blanks with the correct answers. Check the answers with students by asking them to read their answers aloud. Section B Ask students to fill in the blanks with the correct prepositions of time to complete the sentences. Ask students to read the completed sentences aloud.. Worksheet 4-2 (10 minutes) Revise with students how prepositions of time are used. Distribute Worksheet 4-2 to students. Ask students to fill in the blanks with the correct prepositions of time to complete the sentences. Get students to read the sentences aloud. Look at the pictures and the sentences. Do the pictures show the time, the date, or the month? Fill in the blanks with the correct answers. Read the sentences aloud. What preposition do we use before time and the word night? What preposition do we use before months, years, and seasons? What preposition do we use before days and dates? Fill in the blanks with the correct prepositions. Read the sentences aloud. 4. Let s Write (p. 4 / 15 minutes) Ask students to look at the invitation card on page 4. Get them to write the date, time, and venue of their birthday party in the blanks. Tell students to fill in the blanks in the passage based on the information they wrote on the invitation card. Ask students to read what they wrote and invite the class to their party. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 102 of the Workbook as homework. Inform students that they will do the following activity in the next lesson: Unit 4 Review. Imagine that you are going to have a birthday party. When will it be? What time? Where? Fill in the invitation card with the date, time, and place for your party. Venue means the place where the party will be. Then fill in the blanks below with what you wrote on the invitation card. Now, read out what you have written and invite your friends to your party! What did you learn today? Did you answer all the questions? Let s check the answers. Your homework is to do page 102 of your Workbook. For Section D, read the sentences and circle the correct word. For Section E, look at the picture and fill in the blanks. In the next class, we will review Unit 4. 46

42 UNIT 4 Pages Elfin 2 Teacher s Guide Learning outcome: Students will review what they learned in Unit 4. Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 4 Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 4-, scissors, colored pencils C A Listen and choose. Ray s birthday is 24 Fill in the blanks with the correct words. October 0th. on ( in / at / on ) He will have a party in October. ( in / at / on ). The party will start at seven o clock. ( in / at / on ). 4. D B Look at the word list. Write the numbers in the circles to match the words to the pictures. 2 Fill in the blanks. Practice with a partner. My birthday is When is your in March. Word List card Thank you so much! Happy birthday! birthday? February present party candle December 44 1 unit 4 12 Months 45 Lesson Plan Warm-up (5 minutes) Ask students to recite the twelve months of the year. Check students Workbook homework. Inform students that they will review Unit 4 today. How many months are there in a year? What are they? Did you do your homework? Let s check the answers. Today, we will review Unit 4. Review (p / 25 minutes) Section A (5 minutes) Ask students to look at the pictures and name the month shown in each calendar. Tell students to listen to Track 24, then choose the correct picture by placing a check in the circle. Play Track 24 again and ask students to check the answers. Let s look at the calendars. What month does each one show? Listen to the CD and put a check in the circle above each correct picture. Let s listen to the CD again and check the answers. 47

43 Section B (10 minutes) Ask students to look at the pictures and describe what they see. Tell students to fill in the blanks with the correct sentences. Pair students up and ask them to practice the conversation. Section C (5 minutes) Ask students to read the sentences and fill in the blanks with the correct answers. Get students to read the completed sentences aloud. Section D (5 minutes) Ask students to look at each picture and say the word for each thing that is shown. Tell students to find the words in the word list and write down their corresponding numbers in the circles. Have students look at the pictures and read the words aloud one more time.. Worksheet 4- (10 minutes) Pair students up. Distribute Worksheet 4- to each pair. Ask students to cut up the Worksheets. Tell students to place all the questions on their tables facing downward. Ask students to take turns to pick a paper and ask their partner the question. Remind students that their answers should begin with It s in. 4. Closing and assignment (5 minutes) Check students work. Instruct students to do page 10 of the Workbook as homework. Inform students that they will start on a new unit in the next lesson: Unit 5 Feelings. Let s look at the pictures. What are they doing? Fill in the blanks with the correct sentences. Practice speaking with your partner. Fill in the blanks with the correct answers. Let s read the sentences aloud. Look at the pictures and say the words. Find the names of the things in the word list. Write the number of each word in the correct circle. Say the words aloud again. Pair up with a partner. Cut up the Worksheet. Place all the questions face-down on your table. Take turns to pick a paper and ask your partner the question. Your partner must answer the question using It s in. Did you answer all the questions? Let s check the answers together. Your homework is to do page 10 of your Workbook. Find the months and color the boxes. Then fill in every letter that is not colored in the blanks below. After that, answer the question. We have finished Unit 4. In the next lesson, we are going to learn about feelings. 48

44 Workbook Pages A 4 Write the 12 months in order. Date:.. Score / 12 B 4 Date:.. Score Listen and fill in the blanks. 52 / 8 January 1 December When is your birthday? When is your birthday? It s in May. It s in May. When is your birthday? February 1 November. When is your It s tomorrow. 4. It s tomorrow. birthday? Oh! Let s have a 5. birthday party!. March 10. October 4. April 9. September C Fill in the blanks. Practice with a partner. It s in March. Happy birthday! When is your birthday? 5. May 8. August Kate : When is your birthday? Erin : Happy birthday to you! Daniel :. Happy birthday! 6. June 7. July Ben : My birthday is in August. When is your birthday? Kate : It s in March. Kate : Thank you so much! I m so happy. 100 Workbook 101 Workbook Pages D 4 Circle the correct word. Date:.. Score / 11 F 4 Find the months and color the boxes. Date:.. Score / 9 I do my homework ( at / in / on ) 5 o clock every day. Christmas is ( at / in / on ) December.. Good-bye! See you ( at / in / on ) Saturday. 4. Ann s birthday is ( at / in / on ) July 2rd. 5. We eat lunch ( at / in / on ) twelve o clock. 6. We go to Spain ( at / in / on ) May. E Look at the picture and fill in the blanks M A R C H W D F A O C T O B E R U H E N E B C J G I S N R Y E U U O U U U R M L S J A B I R B Y T R T H D A E Y Y J A N U A R Y Today is Jake s birthday. He blows out five candles on the cake. His friends give him birthday. presents. They say, 4. Happy birthday!ˮ Write down the letters you did not color. What is the hidden question? Question: W H E N I S Y O U R B I R T H D A Y? Answer: It s in April. (Accept any suitable answers.).. Jake says, 5. Thank you! I m so happy.ˮ 102 Workbook 10 49

45 UNIT 5 Pages Unit title: Feelings Students will learn words that describe feelings. They will also learn how to ask and answer how they or someone else is feeling, and use very as an intensifier. Learning outcome: Students will learn words that describe feelings and will be able to use them correctly. Language focus: Listening, Speaking, Vocabulary Vocabulary: feelings, happy, sad, scared, angry, thirsty, hungry, tired Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 5-1, Elfin flashcards (optional) Let s Do It! 5 26 Listen, trace, and match. scared Look and Learn happy.. I am happy hungry. You are hungry.. It a ngry. It isis angry. 4. She is tired tired.. 5. He is thirsty. thirsty. 6. scared.. We are scared tired happy hungry angry thirsty sad Let s Listen and Point unit 5 Feelings 47 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Ask students how they feel today. Ask students how they feel in certain situations. Introduce what students will learn today. 50 Did you do your homework? Let s check the answers. How do you feel today? Are you happy? Are you sad? Why? Imagine that you will go to the playground this Saturday. How will you feel? Will you feel happy? Will you feel tired? Today, we are going to learn about feelings.

46 Elfin 2 Teacher s Guide Look and Learn (p. 46 / 10 minutes) Ask students to look at the picture and the words that describe feelings. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 46 / 5 minutes) Play Track 25 and ask students to point to the words. Play Track 25 again and have students repeat the words aloud. 4. Let s Do It! (p. 47 / 15 minutes) Play Track 26 and tell students to trace the words as they listen. Ask students to read the sentences aloud. Play Track 26 again and ask students to match the sentences to the correct face. 5. Worksheet 5-1 (5 minutes) Hand out Worksheet 5-1 to students. Tell students to read the sentences below each picture and draw a face that will show the feeling. Ask students to imitate the expressions they drew and show them to their friends. 6. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 104 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about feelings and learn how to ask and answer about feelings through a chant. Ongoing extension activity Prepare a set of flashcards from Elfin s website. Play Sketch and Guess with the students. Divide the class into two groups. Ask for a volunteer from each group. Give a flashcard to each volunteer. He/She has to get his/her group members to guess the correct word by drawing on the board. Each group has one minute to guess. Award a point to the group for every word guessed correctly. Note: Flashcard games can be repeated where necessary in subsequent lessons. Look at the picture and the words. Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words. Let s listen to the CD and point to the different feelings. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Listen to the CD and trace over the words. Read the sentences aloud. Let s listen to the CD again and match the sentences to the faces. Look at the pictures on your Worksheet. Read how each child is feeling. Then draw his/her eyes, eyebrows, nose, and mouth. Read the sentences and imitate the faces that you have drawn. Show them to your friends! What did you learn today? Can you name the different types of feelings? Did you answer all the questions? Let s check the answers. Your homework is to do page 104 of your Workbook. Look at the pictures and write the words. Then practice your handwriting. In the next class, we are going to read a story about feelings. We will also learn how to ask about someone s feelings through a chant. Let s play Sketch and Guess! Get into two groups. Can I have a student from each group to come up to the board? I will give each of you a flashcard. Take turns to draw on the board for your group. Do not speak or write the answers. Each group has one minute to guess the correct word. Raise your hands if you know the answer. Your group will get one point for every correct answer. The group with the most points wins! 51

47 UNIT 5 Pages Learning outcomes: Students will be able to read and understand the passage about feelings. Students will know the expressions to ask and answer about feelings. Language focus: Listening, Reading, Speaking Vocabulary: feel, many, gym, water Main expressions: Are you? Yes, I am. / No, I m not. Is (s)he? Yes, (s)he is. / No, (s)he isn t. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Read Are You Happy? L e t s C ha nt Are you happy? Yes, I am! I feel great! Hooray! Are you hungry? No, I m not! I am full! Yum! Is she tired? Yes, she is! She works hard! Yo-ho! Are you sad? Yes, I am! Hear me cry! Boohoo! Are you thirsty? No, I m not! I have water! Aaah! Is he scared? Yes, he is! Hear him scream! Eeeee! My school day is very busy. In the morning, I play with my friends. I feel happy. Today I am sad. I have many classes. At three o clock, I go to gym. I exercise with my friends. I feel very tired. How do Iˮ feel? happy. sad. tired 48 unit 5 Feelings 49 Lesson Plan Warm-up (5 minutes) Ask students how they feel today. Ask students to look at the picture on page 46 and say the feelings of each character. Check students Workbook homework. Introduce what students will learn today. How do you feel today? Are you happy? Look at page 46. How is this person feeling? (Repeat.) Did you do your homework? Let s check the answers. Today, we are going to read a story about feelings. Then, we will learn what to say when we ask about someone s feelings through a chant. 52

48 Elfin 2 Teacher s Guide Let s Listen and Read (p. 48 / 20 minutes) Ask students to look at the picture and describe what they see. Play Track 21 and ask students to listen to the passage. Play Track 21 again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Ask students to guess the meaning of feel, many and gym. Check students' understanding. Ask students how the girl s feelings changed during the day. Tell students to write their answers in the blanks.. Let s Chant: Are You Happy? (p. 49 / 15 minutes) Ask students to look at the picture and describe it. Play Track 22 and ask students to listen. Play Track 22 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to mime the expressions of the feelings, if possible. 4. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 105 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn to ask how others are feeling and answer how they are feeling. Look at the picture. What are the children doing? Let s listen to the story. Listen to the CD again and repeat after it. Now, read the story aloud and point to the picture as you read. What do you think the words feel, many, and gym mean? Are there any words you don t know? Let s check them together. What did the girl feel today? Did she feel the same all the time? Fill in the blanks with your answers. Look at the pictures. Can you describe what the children are feeling? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first verse. The second group will chant the second verse. Exchange parts and chant again! What did you learn today? Are you happy/sad/hungry/tired? Did you answer all the questions? Let s check the answers. Your homework is to do page 105 Section B of your Workbook. Listen to Track 5 and fill in the blanks. In the next class, we are going to learn what to say when we ask about someone s feelings, and how to describe our feelings. 5

49 UNIT 5 Pages Learning outcomes: Students will be able to use the expressions to ask how others are feeling. Students will be able to use the expressions to describe their own feelings. Language focus: Listening, Speaking Main expressions: Are you? Yes, I am. / No, I m not. Is (s)he? Yes, (s)he is. / No, (s)he isn t. Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 5-2 Let s Listen and Learn 29 Let s Speak Are you happy? Yes, I am. No, I m not. I am sad. Are you scared? Are you tired? No, I'm not. I am sad. Yes, I am scared.. 4. Is she hungry? Yes, she is. Is he angry? Yes, he is. Is the dog hungry? No, it is thirsty. Is she thirsty? No, she isn t. 50 unit 5 Feelings 51 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 49 again and recall the words for asking about feelings. Check students Workbook homework. Introduce what students will learn today. We learned what to say when we ask and answer about feelings through a chant. Let s turn to page 49 to chant again! Did you do your homework? Let s check the answers. Today, we are going to learn more ways to ask and answer about feelings. 54

50 Elfin 2 Teacher s Guide Let s Listen and Learn (p. 50 / 10 minutes) Ask students to look at picture 1 and listen to Track 29 (No. 1). Ask students to listen to Track 29 (No. 1) again and repeat after it. Pair students up and have them practice asking and answering about how they are feeling. Ask students to look at picture 2 and listen to Track 29 (No. 2), and then repeat the expressions. Pair students up and have them practice asking and answering about how someone else is feeling.. Let s Speak (p. 51 / 10 minutes) Ask students to look at the pictures on page 51 and describe what they see. Tell students to complete each dialogue by inserting the correct expression in each blank. Practice speaking with students. Pop-up activity (p. 51 / 5 minutes) Get students to pair up. Tell students to choose a picture on page 51 and role-play the characters with their partner. Extension activity Get students into groups of three. Tell students to take turns in their groups asking one another about how they are feeling using the expression Are you? Tell students to choose one group member to make a face showing a feeling they learned today, while the other two group members talk about how he or she is feeling, using the expressions Is (s)he? Yes, (s)he is. / No, (s)he isn t. Instruct students to exchange roles in their groups and continue to practice speaking. 4. Worksheet 5-2 (10 minutes) Hand out Worksheet 5-2 to students. Ask students to describe the pictures. Read the words together with students. Ask students to match the words to the faces. Check the answers. 5. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 105 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to use very and write about their feelings and their friends. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 5 What are the people in each picture doing? Think about what should go into each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking together! Make a group of three. Ask how your group members are feeling by using Are you? Now, one group member will show a feeling on his or her face. The other two group members will talk about his or her feelings using Is he/she? and Yes, he/she is. or No, he/she isn t. Then exchange roles and continue to practice speaking. Look at your Worksheet. Can you describe the faces? Let s read the words aloud together. Now, match the words to the faces. Let s check the answers. What did you learn today? How do you ask someone about their feelings? Your homework is to do page 105 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn how to use very with adjectives. We will also write about your feelings and your friends feelings. 55

51 UNIT 5 Pages 52 5 Learning outcomes: Students will be able to use the intensifier very. Students will be able to write about feelings. Language focus: Grammar, Writing Vocabulary: exciting (WB), different (WB) Grammar: Intensifier very Materials needed for this lesson: Student Book, Worksheet 5- A Let s Practice Look at the example. Then circle 1, 2,, or 4 for the best place to add the word very.ˮ Example Let s Write How do your friends feel? Draw four of your friends and write about them. Jamie is happy. James is very happy. The dog is angry I am tired. I will sleep early tonight Name: Name: B. This game is exciting Rewrite the sentences by adding the word very.ˮ The children are scared. The children are very scared. Name: Name: I am very happy today. John is. It is windy today. It is very windy today. His grandmother is old. His grandmother is very old. sad. Amy feels tired. Sally is angry. Peter feels hungry. (Accept any suitable answers.) Describe your friends feelings. 52 unit 5 Feelings 5 Lesson Plan Warm-up (5 minutes) Revise the expressions for asking about and describing feelings that students learned in the previous lessons. Check students Workbook homework. Introduce what students will learn today. How do you feel today? Are you? Did you do your homework? Let s check the answers. Today, we are going to learn how to use very. You will also write about your feelings and your friends feelings. 56

52 Elfin 2 Teacher s Guide Let s Practice (p. 52 / 10 minutes) Section A Use the example to explain the meaning of very to students. Describe things in the classroom and modify the descriptions using very. Highlight to students that very emphasizes the adjective that comes after it. Ask students to read the sentences aloud. Tell students to circle the adjectives in each sentence, and then circle the spaces where very should be located. Tell students to read the completed sentences aloud. Ask students to try and explain the meaning of each completed sentence. Section B Have students look at the pictures and read the sentences. Ask students to insert very before the adjectives. Tell students to write down what they said and read the complete sentences.. Worksheet 5- (10 minutes) Hand out Worksheet 5- to students. Remind students that very emphasizes the adjective that comes after it. Ask students to identify the parts of the sentences that are wrong. Tell students to correct the sentences. Have students read the completed sentences aloud. 4. Let s Write (p. 5 / 15 minutes) Tell students to write the names of their friends below each picture and then draw their feelings on the faces. Ask students to fill in the blanks and complete the sentences. Invite students to present what they wrote to the class. 5. Closing and assignment (5 minutes) Review what students have learned. Put on a happy/ sad/angry/worried expression and ask students to guess how you are feeling. Check students work. Instruct students to do page 106 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: Unit 5 Review. Look at the example. Very comes before the adjective happy. Very is an intensifier. We use very before an adjective to make what we are describing stronger. Let s try to describe some things using very. (e.g. This eraser is very small. The sun is very bright.) Read the sentences aloud. Circle the adjective in each sentence. Circle the place where very should be. Now, read the sentences aloud again. What s the difference? Look at the pictures and read the sentences aloud. Put very in front of each adjective. Re-write the sentences with the word very. Now, read the sentences aloud again. Remember that very comes before an adjective. If we say that the dog is very fat, we make what we are describing. There are five wrong sentences here. Why are they wrong? Correct the sentences and rewrite them. Let s read the sentences aloud. Choose four friends in the classroom. Write their names below the pictures and draw their feelings. Fill in the blanks with your answers. Who would like to tell the class about your friends feelings? What did you learn today? How do I feel today? Make a guess! Did you answer all the questions? Let s check the answers. Your homework is to do page 106 of your Workbook. For Section D, correct the sentences. Then rewrite them. For Section E, look at the picture and fill in the blanks. In the next class, we will review Unit 5. 57

53 UNIT 5 Pages Learning outcome: Students will review what they learned in Unit 5. Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 5 Materials needed for this lesson: Student Book, audio CD, CD player C Complete the sentences using the words below. A Listen and choose I am very + hungry, happy, tired chicken? Sue has a busy school day. She is very very tired hungry. Can I have some. Today is Jack s birthday. He is happy. very D Choose the correct words from the boxes. B Fill in the blanks. Practice with a partner. sad happy scared thirsty. happy 4. hungry Paul: Are you hungry? Julie: Yes, I am. Are you hungry, too? 5. scared tired thirsty 6. sad Paul: No, I m not. I am thirsty. hungry tired 54 unit 5 Feelings 55 Lesson Plan Warm-up (5 minutes) Say some words that describe feelings and ask students to show the corresponding feeling on their faces. Check students Workbook homework. Inform students that they will review Unit 5 today. I will say some words that describe feelings, and you will show me the feelings on your faces. Did you do your homework? Let s check the answers. Today, we will review Unit 5. 58

54 Elfin 2 Teacher s Guide Review (p / 5 minutes) Section A (10 minutes) Ask students to look at the pictures and name the feelings. Tell students to listen to Track 0, then choose the correct picture by placing a check in the circle. Play Track 0 again and ask students to check the answers. Section B (10 minutes) Ask students to look at the picture and describe what they see. Tell students to fill in the blanks with the correct sentences. Pair students up and ask them to practice a conversation. Section C (5 minutes) Ask students to read the sentences and choose the correct word for each blank. Remind students to write very followed by the feeling. Tell students to complete the sentences and read them aloud. Section D (10 minutes) Ask students to look the pictures and name the feelings. Tell students to find the words from the boxes and write them in the blanks under the correct pictures. Have students look at the pictures again and read the words aloud. Let s look at the pictures. How do the children feel? Listen and put a check in the circle above each correct picture. Let s listen to the CD again and check the answers. Let s look at the picture. What are they doing? Fill in the blanks with the correct sentences. Practice speaking with your partner. Read the sentences and choose the correct words from the box. Write very and the feeling to complete the sentences. Let s read the sentences aloud. Look at the pictures and say the correct words. Find the words from the boxes. Write the correct word in each blank. Look at the pictures again and read the words aloud.. Closing and assignment (5 minutes) Check students work. Instruct students to do page 107 of the Workbook as homework. Inform students that they start on a new unit in the next lesson: Unit 6 Sports. Did you answer all the questions? Let s check the answers together. Your homework is to do page 107 of your Workbook. Complete the sentences with the correct words. We have finished Unit 5. In the next class, we are going to learn about sports. 59

55 Workbook Pages A 5 Date:.. Score Write the word and practice your handwriting. / 10 B 5 Date:.. Score Listen and fill in the blanks. 5 / 10 happy sad happy sad happy sad Are you happy? Yes, I am! I feel great! Hooray! Are you hungry? No, I m not! I am full! Yum!. Is she tired? Yes, she is! She works hard! angry tired hungry angry tired hungry angry tired hungry Yo-ho! Are Are Is Hear him 7. you sad you thirsty? Yes, I am! Hear me cry! Boohoo!? No, I m not! I have water! Aaah! he scared? Yes, he is! scream! Eeeee! 6. thirsty thirsty thirsty C Fill in the blanks. Practice with a partner. 7. scared scared scared I m happy, too. Yes, I am. Is she tired? 8. gym gym gym Anne: Are you happy? Jake: Yes, I am. Jake: Look at Amy.. Is she tired? exercise scream exercise scream exercise scream How about you? Anne: I m happy, too. Jake: That s nice. Lena: No, she isn t. She is sad. She has many classes today. Jake: Oh, that s too bad. 104 Workbook 105 Workbook Pages D 5 Correct and rewrite the sentences. Date:.. Score / 10 F 5 Complete the sentences. Date:.. Score / 10 The school very is big. The school is very big. Eric is a good very painter. isn't = is not aren t = are not Eric is a very good pointer.. Today is a busy day very. Today is a very busy day. 4. This story very is exciting. This story is very exciting. 5. The very children feel tired. The children feel very tired.. 5. Q: Is he happy? A: Yes, he is. Q: Is the dog hungry? A: No, it isn t Q: Are they happy? A: No, they aren t. Q: Is it snowy? A: No, it isn t. E Look at the picture and fill in the blanks. At the playground, the children have ➋ different feelings. ➎ The boy is happy ➊ ➌. The girl feels scared. The father looks. angry. His child feels 4. sad Q: Is that a notebook? A: Yes, it is. Q: Is the cap blue? A: No, it isn t. Q: Is that a cow? A: No, it isn t. 8. Q: Are those pears? A: No, those aren t ➍ Oh! The girl looks 5. tired. She needs some sleep. Q: Is this a present? A: Yes, it is. Q: Are you Tim? A: Yes, I am. Workbook

56 UNIT 6 Pages Elfin 2 Teacher s Guide Unit title: Sports Students will learn words relating to sports. They will also learn how to ask about a person s ability, give commands (imperative sentences) and how to use adverbs. Learning outcome: Students will learn the names of various sports and will be able to use them correctly. Language focus: Listening, Vocabulary Vocabulary: sports, soccer, baseball, basketball, tennis, table tennis, swimming, badminton, volleyball Materials needed for this lesson: Student Book, audio CD, CD player, Elfin flashcards (optional) Let s Do It! 6 2 Listen, trace, and match. tennis soccer soccer. baseball baseball 4. table tennis 5. basketba basketballll 6. badm inton badminton baseball badminton Look and Learn basketball soccer tennis table tennis volleyball swimming Let s Listen and Point 1 56 unit 6 Sports 57 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Ask students to name sports that they can play. Ask students to name sports that they like. Ask students to name their favorite sports player. Ask students to name sports that they dislike. Introduce what students will learn today. Did you do your homework? Let s check the answers. What sports can you play? What sports do you like? Why? Who is your favorite sports player? What sports don t you like? Why? Today, we are going to learn about sports. 61

57 Look and Learn (p. 56 / 15 minutes) Ask students to look at the picture and the words for the different sports. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 56 / 5 minutes) Play Track 1 and ask students to point to the words. Play Track 1 again and have students repeat the words aloud. 4. Let s Do It! (p. 57 / 15 minutes) Play Track 2 and tell students to trace the words as they listen. Ask students to read the words aloud. Play Track 2 again and ask students to match the words to the correct picture. 5. Closing and assignment (5 minutes) Review what students have learned. Ask students what sports they can play. Check students work. Instruct students to do page 108 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about sports and learn to ask and answer about their abilities through a chant. Ongoing extension activity Prepare one set of the flashcards from Elfin s website. Play Broken Telephone with the students. Divide the class into two groups and have each group stand in a line. Hand the last student in line a flashcard (the word only). Explain that the last student will then mime the word to the student in front of him or her. Tell students that when the word reaches the first student, he or she will say the word aloud. Award points accordingly. The group with the most points wins. Note: Flashcard games can be repeated as necessary in subsequent lessons. Look at the picture and the words for sports. Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words. Let s listen to the CD and point to the different sports. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Listen to the names of the sports and trace the words. Let s read the words aloud. Listen to the CD again and match the words to the pictures. What did you learn today? What sports can you play? Did you answer all the questions? Let s check the answers. Your homework is to do page 108 of your Workbook. Look at the pictures and write the words. Then practice your handwriting. In the next class, we are going to read a story about sports. We will also learn how to ask about what someone can do through a chant. We are going to play Broken Telephone! Let s get into two groups and stand in a line. I will give the last student a flashcard. He/She will do an action for the word and show the student in front of him/her. When the word reaches the first student, he/she will say the word aloud. The group with the most number of correct guesses wins! 62

58 UNIT 6 Pages Elfin 2 Teacher s Guide Learning outcomes: Students will be able to read and understand the passage about sports. Students will know the expressions to ask and answer questions about their abilities and give commands. Language focus: Listening, Reading, Speaking Vocabulary: player, holds, racket, quickly, hits, cheer, loudly, pass, touch, net, catch, home run Main expressions: Can you play? Yes, I can. / No, I can t. Pass me the ball. Don t touch the net. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Read 4 Can You Play Soccer? L e t s C hant Can you play soccer? Yes, I can! Yes, I can! Pass me the ball! Can you play badminton? Yes, I can! Yes, I can! Oh, don t touch the net. My brother is a very good tennis player. He holds a tennis racket. He runs quickly for the ball. Then he hits the ball with the racket. I watch the game. I cheer for my brother loudly. Can you play tennis? Let's play it together! Can you play baseball? No, I can t! No, I can t! Don t catch the ball. It s a home run! What do I need to play tennis? racket and ball 58 unit 6 Sports 59 Lesson Plan Warm-up (5 minutes) Ask students to look at the picture on page 56 and name each sport. Check students Workbook homework. Introduce what students will learn today. Look at page 56 and say the names of the sports. Did you do your homework? Let s check the answers. Today, we are going to read a story about sports. We will also learn how to ask about what someone can do through a chant. 6

59 Let s Listen and Read (p. 58 / 20 minutes) Ask students to look at the picture and describe what they see. Play Track and ask students to listen to the passage. Play Track again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Check students understanding. Ask students what sport the boy and girl are playing. Ask students whether they have played the sport before. Ask students what is needed to play tennis. Tell students to write their answers in the blanks.. Let s Chant: Can You Play Soccer? (p. 59 / 10 minutes) Ask students to look at the pictures and name the sports shown. Play Track 4 and ask students to listen. Play Track 4 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to clap to the rhythm, if possible. 4. Closing and assignment (5 minutes) Review what students have learned. Ask students which sports they can and cannot play. Check students work. Instruct students to do page 109 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to ask and answer questions about their abilities, and how to give commands. Look at the picture. What are the people doing? Let s listen to the story. Listen to the CD again and repeat after it. Now, read the story aloud and point to the picture as you read. Are there any words you don t know? Let s check them together. What sport are the boy and girl playing? Can you play that sport? What do you need to play tennis? Fill in the blanks with your answers. What sports can you see in the picture? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first and third verses. The second group will chant the second verse. Exchange parts and chant again! What did you learn today? Can you play soccer? Can you swim? Did you answer all the questions? Let s check the answers. Your homework is to do page 109 Section B of your Workbook. Listen to Track 54 and fill in the blanks. In the next class, we are going to practice how to ask what someone can and cannot do. We will also learn how to tell people to do things. 64

60 UNIT 6 Pages Elfin 2 Teacher s Guide Learning outcomes: Students will be able to use the expressions to ask and answer about their abilities. Students will be able to use the expressions to give commands. Language focus: Listening, Speaking Main expressions: Can you play? Yes, I can. / No, I can t. Catch the ball! Don t touch the ball! Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 6-1 Let s Listen and Learn 5 Let s Speak Can you play badminton? Yes, I can. No, I can t. Can you play baseball? Yes, I can! Catch the ball! Okay!. 4. Catch the ball! Don t touch the ball! Can you play soccer? Yes, I can. Don t touch the ball! 60 unit 6 Sports 61 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 59 again. Check students Workbook homework. Introduce what students will learn today. Look at page 59. Let s chant again! Did you do your homework? Let s check the answers. Today, we will practice speaking about what we can and cannot do and give commands. 65

61 Let s Listen and Learn (p. 60 / 10 minutes) Ask students to look at picture 1 and listen to Track 5 (No. 1). Ask students to listen to Track 5 (No. 1) again and repeat after it. Pair students up and have them ask and answer about their ability. Tell students to use the names of other sports and continue the conversation. Ask students to look at picture 2, listen to Track 5 (No. 2), and then repeat after it. Ask students to listen to Track 5 (No. 2) again and repeat after it. Pair students up and have them practice saying commands.. Let s Speak (p. 61 / 10 minutes) Ask students to look at the pictures on page 61 and describe what they see. Tell students to complete each dialogue by inserting the correct expression in each blank. Practice speaking with students. Pop-up activity (p. 61 / 5 minutes) Get students to pair up. Tell students to choose a picture on page 61 and then role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned to ask each other about sports. 4. Worksheet 6-1 (10 minutes) Hand out Worksheet 6-1 to students. Tell students to write the names of their friends in the blanks at the top of the chart. Tell students to ask their friends if they can play the sports listed in the chart. Ask students to write in the chart if their friends say Yes, I can and if they say No, I can t. 5. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 109 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to change an adjective to an adverb with -ly and write about a sport they can play. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 6 What are the people in each picture doing? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. Your partner will be the other character. Practice speaking together! What sport can you play? Practice asking your partner what sport they can play. Take turns to answer. Write your friends names in the boxes at the top of the chart. Ask your friends using Can you play? and names of the sports that you see in the chart. If your friend says Yes, I can, put a check in the box. If your friend says No, I can t, put a cross in the box. What did you learn today? How do you ask someone what sport they can play? Your homework is to do page 109 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn how to change an adjective to an adverb with -ly and write about a sport you can play. 66

62 UNIT 6 Pages 62 6 Elfin 2 Teacher s Guide Learning outcomes: Students will be able to use adverbs. Students will be able to write about a sport they can play. Language focus: Grammar, Writing Grammar: Adverbs Vocabulary: walk, talk, shout, score (WB), goal (WB), walk (WB), wet (WB), over (WB) Materials needed for this lesson: Student Book, Worksheet 6-2 A Let s Practice Look at the example. Then fill in the blanks. Example Tom is quick. Let s Write What ball game can you play? Draw and write about it. Tom runs quickly. The girl is sad. She walks home sadly. Abby is nice. She talks nicely.. Ben is loud. He shouts loudly. B Match the picture to the correct sentence. Mary writes nicely. Lynn shouts loudly.. Fred sleeps quietly. I can play baseball. My friends and I play baseball after school. We run quickly. When I play with my friends, I feel very happy. Can you play baseball? Let s play it together! (Accept any suitable answers.) Describe the ball game to your friends. 62 unit 6 Sports 6 Lesson Plan Warm-up (5 minutes) Revise the expressions for asking and answering about abilities, and how to give commands, that students have learned in the previous lesson. Check students Workbook homework. Introduce what students will learn today. Can you play...? What commands can you remember? Did you do your homework? Let s check the answers. Today, we are going to learn about adverbs. We will also write about a sport you can play. 67

63 Let s Practice (p. 62 / 15 minutes) Section A Use the example to explain the how to change an adjective into an adverb by adding -ly to students. Give students some adjectives to change into adverbs. Ask students to read the sentences aloud. Tell students to change the adjectives into adverbs. Have students read the completed sentences aloud. Ask students to try and explain the meaning of each completed sentence. Section B Have students look at the pictures and read the sentences. Tell students to match the sentence to the correct picture and read the sentences again.. Worksheet 6 2 (5 minutes) Hand out Worksheet 6-2 to students. Ask students to read the sentences aloud. Tell students to change the adjectives in the brackets to adverbs and fill in the blanks. Check the answers. 4. Let s Write (p. 6 / 15 minutes) Ask students to draw the sport they can play. Ask students to name the sport they have drawn and talk about how they feel when they play it. Ask students to fill in the blanks and complete the sentences. Invite students to describe the sport they can play to the rest of the class. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 110 of the Workbook as homework. Inform students that they will do the following activity in the next lesson: Unit 6 Review. Look at the example. When we add -ly to an adjective, it becomes an adverb. Circle the word quick. When we add -ly to it, the word becomes quickly. I am going to say give you some adjectives. You will change them into adverbs. (bad badly, angry angrily, happy happily, bright brightly, soft softly) Read the sentences on page 62 aloud. Change the adjectives into adverbs. Then, read the completed sentences aloud. What do the sentences mean? Look at the pictures and then read the sentences aloud. Match each sentence to the correct picture. Read the sentences aloud again. Look at your Worksheet. Let s read the sentences aloud. Change the words in the brackets to adverbs and write your answers in the blanks. Let s check the answers. What sport can you play? Draw the sport. How do you feel when you play this sport? Fill in the blanks with your answers. Who would like to describe the sport you can play to the class? What did you learn today? If you are tired, how will you walk home? (Mime tiredly.) Did you answer all the questions? Let s check the answers. Your homework is to do page 110 of your Workbook. For Section D, fill in the blanks with the correct adverbs. Use the words in blue to help you. For Section E, look at the picture and fill in the blanks. In the next class, we will review Unit 6. 68

64 UNIT 6 Pages Elfin 2 Teacher s Guide Learning outcome: Students will review what they learned in Unit 6. Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 6 Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 6- C Correct the underlined words. A Listen and choose. 6 Example Tom catches the ball quick. Tom catches the ball quickly. Bert cheers loud for his friends. loudly Ruby speaks nice to her teacher. nicely. 4.. The baby sleeps quiet in her arms. quietly D Choose the correct words from the boxes. B Fill in the blank. Practice with a partner. soccer tennis baseball swimming. tennis 4. Paul: Can you play volleyball? Julie: Yes, I can. basketball soccer badminton swimming badminton baseball basketball 64 unit 6 Sports 65 Lesson Plan Warm-up (5 minutes) Revise with students the expressions for asking and answering whether someone can play a sport. Check students Workbook homework. Inform students that they will review Unit 6 today. Do you remember how to answer when someone asks whether you can play a sport? Did you do your homework? Let s check the answers. Today, we will review Unit 6. 69

65 Review (p / 25 minutes) Section A (5 minutes) Ask students to look at the pictures and name the sports. Tell students to listen to Track 6 and choose the correct answer for each question by placing a check in the correct circle. Play Track 6 again and ask students to check the answers. Section B (10 minutes) Ask students to look at the picture and describe what they see. Tell students to fill in the blank with the correct sentence. Pair students up and ask them to practice a conversation. Tell students to change the sport in the picture to basketball or soccer and continue the conversation. Section C (5 minutes) Ask students to explain the meanings of the adjectives shown. Ask students to read the sentences and change the adjectives into adverbs. Section D (5 minutes) Ask students to look at the pictures and name the sports. Tell students to find the words from the boxes and write them in the blanks under the correct pictures.. Worksheet 6- (10 minutes) Hand out Worksheet 6- to the students. Ask students to look at the pictures and say if they have done any of the sports shown. Read through the words from the box with students. Ask students to guess which picture each word matches. Tell students to write their answers in the spaces. Go through the answers with the students and check that they understand the meaning of each word. 4. Closing and assignment (5 minutes) Check students work. Instruct students to do page 111 of the Workbook as homework. Inform students that they will start on a new unit in the next lesson: Unit 7 My Town. Let s look at the pictures. What sport is this? Listen to the CD and put a check in the circle above each correct picture. Let s listen to the CD again and check the answers. Let s look at the picture. What are they doing? Fill in the blank with the correct sentence. Practice speaking with your partner. Let s replace volleyball with basketball or soccer. Then practice the conversation. e.g. Paul: Can you play basketball/soccer? Julie: No, I can t. / Yes, I can. Look at the adjectives. What do they mean? Read the sentences and change the adjectives into adverbs. Look at the pictures and say the correct words. Find the words from the boxes. Write the correct word in each blank. Let s learn about other sports. Look at the pictures. Do you know how to play these sports? Look at the words. Let s read them together. What is rafting? What is bungee jumping? Find them in the pictures. Look at the pictures and fill in the blanks with the given words. Are there any words you don t know? Let s check them together. Did you answer all the questions? Let s check the answers together. Your homework is to do page 111 of your Workbook. Cross out the wrong pictures. Then name the sport. We have finished Unit 6. In the next lesson, we are going to learn about our town. 70

66 Workbook Pages A 6 Date:.. Score Write the word and practice your handwriting. / 10 B 6 Listen and fill in the blanks. Date:.. Score 54 / 10 soccer soccer soccer Can you play soccer? Yes, I can! Yes, I can! baseball baseball Pass me the ball! Can you. play badminton?. tennis tennis tennis Yes, I can! Yes, I can! Oh, don t touch 4. the net. 4. swimming swimming Can you 5. play baseball? No, I can t! 6. No, I can t! 5. volleyball volleyball Don t catch the ball. It s a 7. home run! 6. basketball basketball C Fill in the blanks. Practice with a partner. 7. table tennis table tennis Can you play baseball? Yes, I can. Catch this ball! 8. badminton badminton Jake: Can you swim? Lena: Yes, I can. Anne: I like to play baseball. Can you play racket ball racket ball racket ball Jake: I can swim, too. Lena: Let s go swimming this Saturday. baseball? Jake: Yes, I can. Anne:. Catch this ball! Workbook 109 Workbook Pages D 6 Date:.. Score Fill in the blanks. Use the words in blue to help you. / 10 F 6 Date:.. Score Cross out the wrong picture. Then name the sport. / 10 Jack scores a goal. Everyone cheers. loudly (loud) Walk. slowly The floor is wet. (slow). The children play quietly in the room. (quiet) 4. Kevin passes the ball quickly to Sam. (quick) 5. The game is over. Ken walks home. sadly (sad) E Look at the picture and fill in the blanks.. t e nnis b a d m i n t o n Tom Kevin/Nick Look at the playground! Kevin and Nick are playing soccer. 4. b a s e b a l l I Tom is playing baseball. Jean Jean is playing. table tennis. Tina is playing 4. volleyball. 5. s o c c e r Tina I am playing 5. tennis. We love sports! 6. t a b l e t e n n i s b a s k e t b a l l 110 Workbook

67 UNIT 7 Pages Unit title: My Town Students will learn about places in a town, how to ask and answer about places, and how to give warnings. They will also learn more prepositions of place. Learning outcome: Students will learn the names of places that are found in a town and will be able to use them correctly. Language focus: Listening, Vocabulary Vocabulary: town, bank, park, street, bus stop, hospital, restaurant, post office, police station, supermarket Materials needed for this lesson: Student Book, audio CD, CD player, Elfin flashcards (optional) 7 Let s Do It! Listen and follow. 8 Look and Learn Let s Listen and Point 7 66 unit 7 My Town 67 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Invite students to talk about the places in their town. Ask students to name the places that they often go to. Introduce what students will learn today. Did you do your homework? Let s check the answers. Where do you live? What places can you see in your town? What places do you usually go to in your town? 72

68 Elfin 2 Teacher s Guide Look and Learn (p. 66 / 15 minutes) Ask students to look at the picture and the words for the different places in a town. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 66 / 5 minutes) Play Track 7 and ask students to point to the words. Play Track 7 again and have students repeat the words aloud. 4. Let s Do It! (p. 67 / 15 minutes) Play Track 8 and tell students to follow the boy by finding the places on page 67. Tell students to draw arrows on the roads to show where the boy went. Play Track 8 again and tell students to check their answers. 5. Closing and assignment (5 minutes) Review what students have learned today. Check students work. Instruct students to do page 112 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about places in a town and learn how to ask for and give directions. Ongoing extension activity Prepare one set of the flashcards from Elfin s website. Play Form a Sentence with students. Divide the class into two groups. Show the picture on a flashcard to the class. Get students to say out the name of the picture. Get students to raise their hand and form a sentence using the word. The group that says an appropriate sentence first gets a point. The group with the most points wins. Note: Flashcard games can be repeated as necessary in subsequent lessons. Look at the picture and the words for different places in a town. Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words. Let s listen to the CD and point to the different places in a town. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Let s listen to the CD and see where the boy is going. Where did the boy go? Draw arrows on the roads to show where he went. Let s listen to the CD again and check the answers. What did you learn today? What are the places in your town? Did you answer all the questions? Let s check the answers. Your homework is to do page 112 of your Workbook. Look at the pictures and write the words. Then practice your handwriting. In the next class, we are going to read a story about the places in a town. We will also learn what to say when we ask and answer how to get to places. We are going to play Form a Sentence! Let s get into two groups. I will show you a picture and you will tell me what it is. Now, if you know how to form a sentence using this word, raise your hand and tell me! The group that says the correct sentence get a point. The group with the most points wins! 7

69 UNIT 7 Pages Learning outcomes: Students will be able to read and understand a passage about the places in a town. Students will know the expressions to ask and answer where a place is and give warnings. Language focus: Listening, Reading, Speaking Vocabulary: across from, cross, police officer, light, careful, behind, next to Main expressions: Watch out! / Be careful! Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 7-1 Let s Listen and Read 9 40 Where Is The Park? L e t s C hant Where is the park? It is behind the school! Where is the school? It is next to the bank! Where is the bank? It is across from the bus stop! Watch out! Our town is very busy! Karen and Eric go to the park. It is across from their home. They cross the street. Then the police officer says, Watch out! Wait for the green light!ˮ Oh, I m sorry,ˮ Karen says. It s okay!ˮ the police officer says. Be careful!ˮ Where is the supermarket? It is next to the park. 68 unit 7 My Town 69 Lesson Plan Warm-up (5 minutes) Ask students to look at the places on page 66 and read the words aloud. Check students Workbook homework. Introduce what students will learn today. Look at page 66 and say the names of places in the town. Did you do your homework? Let s check the answers. Today, we are going to read a story about a town. Then we will learn what to say when we ask how to get to a place through a chant. 74

70 Elfin 2 Teacher s Guide Let s Listen and Read (p. 68 / 15 minutes) Ask students to look at the picture and describe what they see. Play Track 9 and ask students to listen to the passage. Play Track 9 again and have students repeat each sentence aloud. Ask students to read the passage on their own and point to the picture as they read each sentence. Ask students to guess the meanings of across from and cross. Check students understanding. Ask students where the supermarket is. Ask students to fill in the blank with their answer.. Worksheet 7-1 (5 minutes) Hand out Worksheet 7-1 to students. Ask students to look at each picture and say the name of the place. Ask students who they can see at the different places. Tell students to find the name of the job that matches to each place from the list of helping words. 4. Let s Chant: Where Is the Park? (p. 69 / 15 minutes) Ask students to look at the picture and describe the places that they see. Play Track 40 and ask students to listen. Play Track 40 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to clap to the rhythm, if possible. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 11 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to ask and answer about the location of a place, and how to give warnings. Let s look at page 68. What places can you see in the picture? Let s listen to the story. Listen to the CD again and repeat after it. Now, read the story aloud and point to the picture as you read. Can you guess what across from and cross mean? Are there any words you don t know? Let s check them together. Where is the supermarket? Fill in the blank with your answer. Look at the Worksheet. Can you name the places? Who can you see at the school/restaurant/supermarket/ hospital/police station? Look at the helping words in the box at the top. Match the jobs to the places. Look at the picture. What places can you see? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first and second verses. The second group will chant the third and fourth verses. Exchange parts and chant again! What did you learn today? How do you ask where a place it? How do you describe where it is? Did you answer all the questions? Let s check the answers. Your homework is to do page 11 Section B of your Workbook. Listen to Track 55 and fill in the blanks. In the next class, we are going to practice what to say when we ask and answer how to get to places. We will also learn how to give a warning. 75

71 UNIT 7 Pages Learning outcomes: Students will be able to use the expressions to ask and answer about the location of a place. Students will be able to use the expressions to give warnings to others. Language focus: Listening, Speaking Main expressions: Where is? It is next to / behind / across from Watch out! / Be careful! Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Learn 41 Let s Speak Where is the post office? It is behind the bank. It is next to the Where is the supermarket. hospital? Wait for the green light. Oh, thanks. It is next to the school. It is across from the park. Watch out! Be careful! Oh, thanks.. 4. Where is the It is behind bus stop? the school. Watch out! / Be careful! 70 unit 7 My Town 71 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 69 again and recall the words for giving directions. Check students Workbook homework. Introduce what students will learn today. Do you remember how to ask and answer how to get to places? Let s turn to page 69 and chant again! Did you do your homework? Let s check the answers. Today, we are going to pactice asking how to get to a place and learn how to give warnings. 76

72 Elfin 2 Teacher s Guide Let s Listen and Learn (p. 70 / 15 minutes) Ask students to look at picture 1 and listen to Track 41 (No. 1). Ask students to listen to Track 41 (No. 1) again and repeat after it. Pair students up and have them practice asking and answering about the location of a place. Ask students to look at picture 2 and listen to Track 41 (No. 2) twice. Ask students to listen to Track 41 (No. 2) again and repeat after it. Pair students up and have them practice saying and responding to a warning.. Let s Speak (p. 71 / 15 minutes) Ask students to look at the pictures on page 71 and describe what they see. Tell students to complete each dialogue by inserting the correct sentence in each blank. Practice speaking with the students. Pop-up activity (p. 71 / 5 minutes) Get students to pair up. Tell students to choose a picture on page 71 and then role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned to talk about where their school is. 4. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 11 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn about the prepositions that indicate place and write about the places that they can see in their town. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 7 What places can you see in each picture? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking together! Where is our school? Practice asking your partner where our school is. Take turns to answer. What did you learn today? Do you remember how to give warnings? Your homework is to do page 11 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn about prepositions that tell us where places are. We will also write about our town. 77

73 UNIT 7 Pages 72 7 Learning outcomes: Students will know how to use next to, behind, and across from. Students will be able to write about the places in their town. Language focus: Grammar, Writing Grammar: Prepositions Vocabulary: welcome Materials needed for this lesson: Student Book, Worksheet 7-2 A Let s Practice Look at the pictures and write the correct number in each box.. Let s Write What can you see in your town? Draw and write about it. 1 2 The cat is behind the supermarket. The cat is across from the supermarket. The cat is next to the supermarket. B Fill in the blanks with the correct words. behind next to across from 72 Amy: Where is your school? Tim: It is behind the post office. Amy: Oh, I don't know where the post office is. Tim: The post office is the bank. It is also. next to across from the park. Welcome to my town! In my town, we have a(n) supermarket, a(n) bank, and a(n) police station. The supermarket is next to the police station. The police station is across from the bank. My town is very busy! (Accept any suitable answers.) Describe your town to your friends. unit 7 My Town 7 Lesson Plan Warm-up (5 minutes) Revise with students the words to use for asking about the location of a place. Check students Workbook homework. Introduce what students will learn today. Where is the school/restaurant/supermarket/hospital/bank/ park in our town? Did you do your homework? Let s check the answers. Today, we are going to learn about prepositions that tell us where places are. We will also write about our town. 78

74 Elfin 2 Teacher s Guide Let s Practice (p. 72 / 10 minutes) Section A Use pictures 1 to to explain the meaning of behind, next to, and across from by pointing out where the cat is in relation to the supermarket. Ask for two volunteers from the class. Arrange the students to explain how behind, next to, and across from is used. Tell students to read the sentences below the pictures and write the correct number in each box. Section B Tell students to look at the picture and talk about the buildings in the town. Tell students to read each sentence and choose the correct preposition from the boxes to fill in the blanks. Ask students to read the completed sentences aloud.. Worksheet 7-2 (10 minutes) Hand out Worksheet 7-2 to students. Ask students to look at the picture and note where each person is standing. Ask students to fill in the blanks using the words in the box. 4. Let s Write (p. 7 / 15 minutes) Tell students to draw a picture that shows the different places in their town. Ask students to fill in the blanks and complete the sentences. Invite students to present what they wrote about their town to the rest of the class. 5. Closing and assignment (5 minutes) Review what students have learned. Ask students where they will go after class and where that place is. Check students work. Instruct students to do Workbook page 114 as homework. Inform students that they will do the following activity in the next lesson: Unit 7 Review. What can you see in each picture? Where is the cat in each picture? Today, we will learn about prepositions. Can I have two students to come to the board? (Arrange one student to stand in front of the other). He/She is behind him/her. (Arrange students to stand next to each other.) Now, he/ she is standing next to him/her. Let s pretend there a road between them and the rest of the class. Now, they are across from everyone. Read the sentences and write the correct number in each box. Look at the picture. What places can you see in the picture? Read the sentences and fill in the blanks using the words in the boxes. Read the sentences aloud. Look at the picture. Can you describe where each person is standing? Fill in the blanks using the words in the box. What places can you see in your town? Draw them. Where can you find each place? Fill in the blanks and complete the sentences. Now, who would like to describe your town to the class? What did you learn today? Can you recall the prepositions that tell us where places are? Where will you go after class? Where is the place? Did you answer all the questions? Let s check the answers. Your homework is to do page 114 of your Workbook. For Sections D and E, look at the pictures and fill in the blanks. In the next class, we will review Unit 7. 79

75 UNIT 7 Pages Learning outcome: Students will review what they learned in Unit 7. Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 7 Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 7- C Complete the sentences. A Listen and choose. 42 My school is the post office. across from The post office is next to. 4. the restaurant.. The supermarket is behind the restaurant. B Fill in the blanks. Practice with a partner. D Fill in the blanks with the correct words from the boxes. BUS STOP park bus stop street hospital. bus stop 4. Lena: Where is the police station? restaurant hospital police station Jake: It is next to the supermarket. Lena: Watch out! It is a red light. restaurant police station Jake: Oh, thanks. street park 74 unit 7 My Town 75 Lesson Plan Warm-up (5 minutes) Revise with students the names of places that are near the school. Ask students to tell you the location of each place. Check students Workbook homework. Inform students that they will review Unit 7 today. What places can you see near our school? Where is the? Did you do your homework? Let s check the answers. Today, we will review Unit 7. 80

76 Elfin 2 Teacher s Guide Review (p / 25 minutes) Section A (5 minutes) Ask students to look at the pictures and describe what they see. Ask students to listen to Track 42 and choose the correct answer for each question by placing a check in the correct circle. Play Track 42 again and ask students to check the answers. Section B (10 minutes) Ask students to look at the picture and describe what they see. Tell students to fill in the blank with the correct sentence. Pair students up and ask them to practice the conversation. Section C (5 minutes) Ask students to say the names of all the places shown in the picture. Ask students to tell you where each place is located. Tell students to write down what they have said in the blanks. Ask students to read the complete sentences aloud. Section D (5 minutes) Ask students to look at each picture and name the places. Tell students to find the words from the boxes and write them in the blanks under the correct pictures.. Worksheet 7- (10 minutes) Tell students to draw a picture that shows their favorite place in town. Ask students where their favorite place is and what they can do there. Tell students to fill in the blanks and complete the sentences. Invite students to present what they wrote about their town to the rest of the class. 4. Closing and assignment (5 minutes) Check students work. Instruct students to do page 115 of the Workbook as homework. Inform students that they will start on a new unit in the next lesson: Unit 8 Shopping. Let s look at the pictures. What do you see? Listen and put a check in the circle above each correct picture. Listen to the CD again and check your answers. Let s look at the picture. What are they doing? Fill in the blanks with the correct sentences. Practice speaking with your partner. Look at the picture. What places can you see? Where is the school? Where is the post office? What about the supermarket and the restaurant? Fill in the blanks. Read the full sentences aloud. Look at the pictures and say the correct words. Find the words from the boxes. Write the correct word in each blank. What is your favorite place in town? Draw it in the box! Where is your favorite place? What can you do there? Fill in the blanks and complete the sentences. Now, who would like to describe your favorite place to the class? Did you answer all the questions? Let s check the answers. Your homework is to do page 115 of your Workbook. Complete the words by writing the correct letters in the blanks. Then match each place to the correct picture. We have finished Unit 7. In the next class, we are going to learn about shopping. 81

77 Workbook Pages A Date:.. 7 Score / 10 B Write the place and practice your handwriting.. park park park bank bank bank street 4. street school BUS STOP school Date:. Score / Listen and fill in the blanks. park Where is the It is. behind? the school. Where is the school? next It is. street 4. school 6. It is bus stop bus stop post office post office police station police station the supermarket restaurant restaurant hospital hospital bank from Watch! very 7.? the bus stop! out busy! Fill in the blanks. Practice with a partner. Where is the bus stop? supermarket the bank! is across 5. Our town is C to Where It is next to the park. Anne: Where is the hospital? Jake: John: Be careful! Where is the bus stop? It is next to the park Lena: It is across from the school. You need to cross the road. John: Thanks a lot. Anne: Thank you.. Lena: Be careful! There are many cars here. Workbook 11 Workbook Pages D Date:.. 7 Score / 10 F Look at the picture and fill in the blanks. BUS STOP Where is the school? behind It is Date:.. Score / 10 Complete the words. Then match them to the people. the bank. Where is the bank? beside It is the hospital.. Where is the hospital? across from It is the bus stop. 4. Where is the bus stop? beside It is the police station. r e s t a s c h o u o r a nt t a l l 5. Where is the police station? in front of It is the restaurant. E ➎ ➌ ➋ ➊ ➍ park p i 4. s u p e rm a r 5. b u s t o p. I like to ride my bicycle there. Let s cross the street There is a bank next to the. Can you see the post office restaurant 4. hospital k et. You can eat there. It is across from the s Look at the picture and fill in the blanks. My town has a big 114. h o?. s. Workbook 115

78 $20 UNIT 8 Pages Elfin 2 Teacher s Guide Unit title: Shopping Students will learn words relating to shopping, how to offer help, and ask about the price of an item. They will also learn how to use the present continuous tense. Learning outcome: Students will learn words relating to shopping and will be able to use them correctly. Language focus: Listening, Vocabulary Vocabulary: shopping, toy shop, toy car, robot, price tag, shopping bag, clerk, wallet, bill, coin, counter Materials needed for this lesson: Student Book, audio CD, CD player, stickers, Worksheet 8-1, Elfin flashcards (optional) 8 Let s Do It! Listen and stick. 44 price tag Look and Learn toy car $15 4. wallet $0. price tag 5. bill robot bill clerk shopping bag shopping bag wallet counter 6. coin coin robot Let s Listen and Point 4 76 unit 8 Shopping 77 Lesson Plan Warm-up (5 minutes) Check students Workbook homework. Ask students if they have bought anything recently. Discuss with students about the things and people they can see in a store. Invite students to talk about things that they want to buy. Introduce what students will learn today. Did you do your homework? Let s check the answers. What did you buy lately? Where did you buy it? What can you see in a shop? Who can you see in a shop? What do you want to buy? Where can you buy it? How much is it? Today, we are going to learn about shopping. 8

79 Look and Learn (p. 76 / 10 minutes) Ask students to look at the picture and the words for the different things in a store. If necessary, compare the words to the equivalent of the students native language. Check students understanding. Ask students to repeat after you as you point and read the words aloud.. Let s Listen and Point (p. 76 / 5 minutes) Play Track 4 and ask students to point to the words. Play Track 4 again and have students repeat the words aloud. 4. Let s Do It! (p. 77 / 10 minutes) Ask students to look at the picture and describe what they see. Play Track 44 and ask students to repeat the words and point out the corresponding object in the picture. Play Track 44 again and tell students to paste the stickers into the correct boxes. 5. Worksheet 8-1 (10 minutes) Hand out Worksheet 8-1 to students. Ask students to look at the pictures and describe what they see. Tell students to choose the name of the store from the list of words in the box. Tell students to write the correct answers in the blanks. Check the answers. 6. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 116 of the Workbook as homework. Inform students that they will do the following activities in the next lesson: read a passage about shopping and learn how to ask and answer about the price of items through a chant. Ongoing extension activity Prepare a set of flashcards from Elfin s website. Play Say Anything But This with students. Divide the class into groups of five. Ask for a volunteer from each group. Give a flashcard to each volunteer. He or she has to describe the meaning of the word without saying the actual word. Each group has one minute to guess. Award a point to the group for every word that is guessed correctly. Note: Flashcard games can be repeated as necessary in subsequent lessons. Look at the picture and the words for the different things in a store. Are there any words you don t know? Let s check them together. Now, repeat after me as I point to the words. Let s listen to the CD and point to the different places in a town. Let s listen to the CD again. This time, repeat after it while pointing to the pictures. Look at the picture. What are the mom and her son doing? What did they buy? Listen to the CD and repeat the words. Point to the things in the picture. Listen to the CD again and paste the stickers in the correct boxes. Let s look at the Worksheet. There are many things shown in the pictures. Do you know what they are? Where can you buy these things? Use the words in the box to help you. Now, write the names of the stores in the blanks. Let s check the answers together. What did you learn today? Can you remember the words for things that you can find in a store? Did you answer all the questions? Let s check the answers. Your homework is to do page 116 of your Workbook. Look at the pictures and write the words. Then practice your handwriting. In the next class, we are going to read a story about shopping. We will also learn how to ask the price of things we want to buy. Let s play Say Anything But This! Get into groups of five. Can I have a student from each group to come to the board? I will give each of you a card. Take turns to describe the word on your card to your group. You cannot say the word. Each group has one minute to guess. Raise your hands if you know the answer. Your group will get one point for every correct answer. The group with the most points wins! 84

80 UNIT 8 Pages Elfin 2 Teacher s Guide Learning outcomes: Students will be able to read and understand the passage about shopping. Students will know the expressions to ask and answer questions about the price of an item. Language focus: Listening, Reading, Speaking Vocabulary: shopping mall, shoes, fit, dollars, change Main expressions: May I help you? I want. How much is it? It is dollars. I will take it. Materials needed for this lesson: Student Book, audio CD, CD player, Worksheet 8-2 Let s Listen and Read How Much Is It? L e t s C hant How much is it? How much is it? It is five dollars. It is five dollars. Okay, I will take it. How much are they? How much are they? They are fifty dollars. They are fifty dollars. Okay, I will take them. Pete is shopping at the shopping mall! May I help you?ˮ a clerk says. I want new shoes,ˮ says Pete. Try these,ˮ the clerk says. They fit you well.ˮ How much are they?ˮ says Pete. Thirty-five dollars,ˮ says the clerk. I will take them! Here is forty dollars!ˮ How much change will the clerk give Pete? Five (5) dollars 78 unit 8 Shopping 79 Lesson Plan Warm-up (5 minutes) Ask students to look at the picture on page 76 and read the words aloud. Check students Workbook homework. Introduce what students will learn today. Let s look at page 76 and read the words aloud. Did you do your homework? Let s check the answers. Today, we are going to read a story about shopping. We will also learn how to ask the price of something through a chant. 85

81 Let s Listen and Read (p. 78 / 15 minutes) Ask students to look at the picture and describe what they see. Play Track 45 and ask students to listen to the passage. Play Track 45 again and have students repeat each sentence aloud. Ask students to guess the meaning of shoes and fit. Check students understanding. Ask students how much the shoes are. Ask students how much Pete gave the clerk. Ask students how much change the clerk will give Pete. Tell students to write the answers in the blank.. Let s Chant: How Much Is It? (p. 79 / 15 minutes) Ask students to look at the picture and describe what they see. Play Track 46 and ask students to listen. Play Track 46 again and ask students to repeat after it. Divide the class into two and have them say the chant in parts. Ask students to exchange parts and chant again. Ask students to clap to the rhythm, if possible. 4. Worksheet 8-2 (5 minutes) Hand out Worksheet 8-2 to the students. Ask students to name the pictures. Ask students how much each item costs. Tell students to count the bills, and then match them to the price of each thing. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 117 Section B of the Workbook as homework. Inform students that they will do the following activities in the next lesson: practice saying what they want in a store and then ask about its price. Let s look at page 78. What do you see? Let s listen to the story. Listen to the CD again and repeat after it. Can you guess what shoes and fit means? Are there any words you don t know? Let s check them together. How much are the shoes? How much does Pete give to the clerk? How much change will Pete receive? Fill in the blank with the answer. Let's look at the picture. What do you see? Let s listen to the chant. Let s listen to the chant again and repeat after it. I will divide the class into two groups. The first group will chant the first paragraph. The second group will chant the second paragraph. Exchange parts and chant again! Look at the pictures. Can you name them? How much are they? Look at the bills. Let s count them together. Match the price of the toys to the money. What did you learn today? What do you say when asking for the price of something? Did you answer all the questions? Let s check the answers. Your homework is to do page 117 Section B of your Workbook. Listen to Track 56 and fill in the blanks. In the next class, we are going to practice saying what we want in a store and then ask about its price. 86

82 UNIT 8 Pages Elfin 2 Teacher s Guide Learning outcomes: Students will be able to use the expressions to request for things in a store. Students will be able to use the expressions to ask and answer about the price of something. Language focus: Listening, Speaking Vocabulary: sketchbook, sale Main expressions: May I help you? I want How much is it? It is dollars. I will take it. Materials needed for this lesson: Student Book, audio CD, CD player Let s Listen and Learn 47 Let s Speak May I help you? I want a May I help you? school bag. How much is it? It is fifty dollars. I want a doll. $50 How much is it? It is ten dollars.. 4. May I help you? I want a sketchbook. How much is it? I will buy it. It is two dollars. 80 unit 8 Shopping 81 Lesson Plan Warm-up (5 minutes) Ask students to say the chant on page 79 again. Check the students Workbook homework. Introduce what students will learn today. How much is your bag? How much are your shoes? Let s turn to page 79 and chant again! Did you do your homework? Let s check the answers. Today, we are going to practice asking for the price of something. 87

83 Let s Listen and Learn (p. 80 / 15 minutes) Ask students to look at picture 1 and listen to Track 47 (No. 1). Ask students to listen to Track 47 (No. 1) again and repeat after it. Pair students up and have them practice asking and answering about items they want to buy. Ask students to look at picture 2 and listen to Track 47 (No. 2), and then repeat the expressions. Pair students up and have them practice asking and answering about the price of something in a store.. Let s Speak (p. 81 / 15 minutes) Ask students to look at the pictures on page 81 and describe what they see. Tell students to complete each dialogue by inserting the correct sentence in each blank. Practice speaking with the students. Pop-up activity (5 minutes) Get students to pair up. Tell students to choose a picture on page 81 and then role-play the characters with their partner. Extension activity Get students to pair up. Ask students to use what they learned to talk about things they want to buy. Get students to take turns and pretend to be a clerk in a shop and a customer. 4. Closing and assignment (5 minutes) Review what students have learned. Instruct students to do page 117 Section C of the Workbook as homework. Inform students that they will do the following activities in the next lesson: learn how to use the phrase be + -ing and write about the things they want to buy. Look at picture 1 and listen to the CD. Now, listen to the CD and repeat after it. Let s get into pairs and practice speaking. Look at picture 2 and listen to the CD and repeat after it. Practice speaking together! Look at the four different pictures on page 8 What are the people in each picture doing? Think about what should go in each blank. Let s practice speaking. Find a partner. Choose one character in each picture. You will be one character and your partner will be the other. Practice speaking together! What do you want to buy? Practice talking about things you want to buy with your partner. Take turns to be a clerk in a shop and a customer. What did you learn today? Your homework is to do page 117 Section C of your Workbook. Fill in the blanks with the words from the boxes. In the next class, we are going to learn about the use of be + -ing. We will also write about our shopping list. 88

84 UNIT 8 Pages 82 8 Elfin 2 Teacher s Guide Learning outcomes: Students will be able to use be + -ing. Students will be able to write about the things that they want to buy. Language focus: Grammar, Writing Grammar: Present continuous tense Vocabulary: fish, shop, sea, shopping list, total, item Materials needed for this lesson: Student Book, Worksheet 8- A Let s Practice Look at the example. Then circle the correct words. Let s Write Make a shopping list. Example Shopping List Item Price She is cooking. They are fishing. Pete ( is / are ) buying a slice of cake. Book $ 15 Mom and I ( is / are ) walking to the shopping mall.. Katie ( is / are ) wearing her new dress. pencil case $ 5 4. The children ( is / are ) looking at the toys. B Fill in the blanks. Use the words in blue to help you. Total $ 20. Jason is shopping at the shoe shop. (shop) My brother is going to school. (go) Laura is swimming in the sea. (swim) I am going to the shopping mall. I want to buy many things. I want to buy a(n) book and a(n) pencil case. The book is $ 15. The pencil case is $ 5. I will spend a total of $ 20. (Accept any suitable answers.) Tell your parents about your shopping list. 82 unit 8 Shopping 8 Lesson Plan Warm-up (5 minutes) Revise with students the expressions for asking and answering about the price of an item. Check students Workbook homework. Introduce what students will learn today Do you remember how to ask for the price of something you want to buy? We ask, How much is it? Did you do your homework? Let s check the answers. Today, we are going to learn about the use of be + -ing. You will also write about your shopping list. 89

85 Let s Practice (p. 82 / 10 minutes) Section A Use the example to explain that is or are followed by the continuous -ing form of a verb means that the action is ongoing. Ask students to read the sentences and circle the verbs in -ing form. Revise with students how to use is and are. Tell students to circle either is or are for each sentence. Ask students to read the completed sentences aloud. Section B Ask students to look at the pictures and read the sentences. Tell students to attach -ing to the verbs in the brackets and write the answers in the blanks. Ask students to read the completed sentences aloud. Look at the example. When is or are comes before an -ing verb, it means that the action is still going on. Read the sentences and circle the -ing verbs. Do you remeber how to use is and are? We use is when there is only one person or thing. We use are when there are more than one person or thing. Circle is or are. Read the sentences aloud. Look at the pictures and read the sentences. Fill in the blanks using the words in blue. Add -ing to each word. Read the sentences aloud.. Worksheet 8- (10 minutes) Hand out Worksheet 8- to students. Tell students to write the sentences again using be + -ing. Ask students to read the completed sentences aloud. 4. Let s Write (p. 8 / 15 minutes) Ask students to say the names of the things they want and write them in the Item column. Ask students to say the price of each thing and write it in the Price column. Tell students to fill in the blanks in the passage with what they have written in the columns. Invite students to present what they wrote to the rest of the class. Tell students to also present what they wrote to their parents at home. 5. Closing and assignment (5 minutes) Review what students have learned. Check students work. Instruct students to do page 118 of the Workbook as homework. Inform students that they will do the following activity in the next lesson: Unit 8 Review. Is or are followed by an -ing verb means that the action is still going on. Look at the chart and rewrite the sentences using is or are and the -ing form of each verb. Read the sentences aloud. We will make a shopping list. What do you want to buy? How much are they? Write about the items and their prices. Fill in the blanks and complete the sentences. Who wants to describe your shopping list to the class? Describe your shopping list to your parents at home. What did you learn today? Do you say, We are walking, or We is walking? Did you answer all the questions? Your homework is to do page 118 of your Workbook. For Section D, correct the underlined words. For Section E, look at the picture and fill in the blanks. In the next class, we will review Unit 8. 90

86 UNIT 8 Pages Elfin 2 Teacher s Guide Learning outcome: Students will review what they learned in Unit 8. Language focus: Listening, Speaking, Writing, Grammar, Vocabulary Vocabulary: All vocabulary of Unit 8 Materials needed for this lesson: Student Book, audio CD, CD player C Fill in the blanks. Use the words in blue to help you. A Listen and choose. 48. Bert swim Emily shop Tom study Bert is swimming in the sea.. 4. Emily is shopping at the market.. Tom is studying in the classroom. D Fill in the blanks with the correct words from the boxes. B Fill in the blanks. Practice with a partner. coin Clerk: May I help you? clerk bill coin Julie: I want a toy. How much is it? Clerk: It is fifteen dollars. Julie: Okay. I will take it.. robot 4. robot wallet clerk 5. shopping bag 6. bill shopping bag wallet 84 unit 8 Shopping 85 Lesson Plan Warm-up (5 minutes) Revise with students on how to use the present continuous tense. Check students Workbook homework. Inform students that they will review Unit 8 today. What do you say when an action is still going on? We add -ing to the verbs. For example, He is swimming. Did you do your homework? Let s check the answers. Today, we will review Unit 8. 91

87 Review (p / 0 minutes) Section A (10 minutes) Ask students to look at the pictures and describe what they see. Ask students to listen to Track 48 and choose the correct answer for each question by placing a check in the correct circle. Play Track 48 again and ask students to check the answers. Section B (5 minutes) Ask students to look at the picture and describe what they see. Tell students to fill in the blank with the correct sentence. Pair students up and ask them to practice a conversation. Section C (5 minutes) Ask students to look at the pictures and say what each person is doing. Tell students to change the verbs in blue into the be + -ing form and write the answers in the blanks. Ask students to read the completed sentences aloud. Section D (10 minutes) Ask students to look at the pictures and name the thing or person shown. Tell students to find the words from the boxes and write them in the blanks under the correct pictures. Have students look at the pictures and read the words aloud one more time. Let s look at the pictures. What are they? Listen and put a check in the circle above each correct picture. Listen to the CD again and check your answers. Let s look at the picture. What are they doing? Fill in the blank with the correct sentence. Practice speaking with your partner. Look at the pictures. What is Bert doing? What about Emily and Lily? Fill in the blanks using the words in the pictures. Add is and -ing to the verbs in blue to get the answers. Let s read the sentences aloud. Look at the pictures and say the right names of the things. Find the names in the word list. Then write the names in the blanks. Look at the pictures again and say the words aloud.. Workbook (p. 119 / 5 minutes) Ask students to turn to page 119 of the Workbook. Ask students to read the sentences aloud together. Ask students to number the sentences in the correct order. 4. Closing (5 minutes) Check students work. Encourage students to clear any doubts or questions that they have about what they have learned so far. Turn to page 119 of your Workbook. Let's read the sentences aloud together. Now, number the sentences in the correct order. Did you answer all the questions? Let s check the answers. We have finished Unit 8. Well done! Do you have any questions about what you have learned so far? 92

88 Workbook Pages Date:.. Score / 10 8 Date:.. Score / 10 A Write the word and practice your handwriting. B Listen and fill in the blanks. 56 toy car toy car toy car How much is it? It is five How much is it? dollars. It is five dollars. robot robot robot Okay. I will. take it.. doll doll doll How much are they? 4. How much are they? They are 5. fifty dollars. 4. price tag price tag 6. They are fifty dollars Okay. 7. I will take them.. 5. counter counter counter 6. cashier cashier cashier C Fill in the blanks. Practice with a partner. 7. wallet wallet wallet I will buy it. How much is it? May I help you? 8. bill bill bill Clerk: Welcome to our shop. May I help you? Jake: This is a nice toy car. How much is it? 9. coin coin coin Anne: I want a bag. Clerk: We have many bags. Clerk: It is ten dollars. Jake:. I will buy it. 10. shopping bag shopping bag 116 Workbook 117 Workbook Pages D 8 Correct the underlined words. Date:.. Score / 10 F 8 Date:.. Score Number the sentences in the correct order. / 10 Jen is look for a pink dress. looking It is twelve dollars. 2 Luke is shoping at the mall. shopping Okay. I will buy it.. Ruth is cross the street. crossing How much is this doll? 1 4. Mr. Baker is paint a picture. painting 5. Are you buy this toy car? buying Yes, we do. Here are the pencils. E Look at the picture and fill in the blanks. Welcome to our store! I will buy a green pencil. 1 4 Roy and his mom are at the toy shop. Do you sell pencils? 2 He wants a robot. The cashier says, It. Here is your change. Thank you. Please come again. 4 ➊ ➍ ➎ ➌ ➋ is thirty dollars. Mom goes to the. 4. The clerk puts the robot in the 5. counter. She takes out her wallet. shopping bag. Roy is very happy! This jacket is nice. How much is it?. This jacket is forty-three dollars. I will buy it. Here is fifty dollars Workbook 119 9

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