Unit 17 Keeping healthy About this unit The theme of this unit is keeping healthy. In groups, pupils share stories and ask and answer questions in the past tense. They read a story about a friendly bear and answer questions about it. They are introduced to - ark words and practise the present perfect tense. They write sentences, correcting spelling and have fun by acting out a story, saying rhymes and guessing riddles Lesson one Listening and speaking: Tell stories, and ask and answer questions, in the past tense. Vocabulary: Revise healthy foods vocabulary. The words of the rhyme Rain, rain, go away on the board or a chart (Starting off). 1. Revise healthy food. Introduce a discussion on healthy things to do. Ask for and write up words related to exercise. 2. Teach this rhyme. Put in your own words first, then let pupils add words: Little (name of pupil) wants to play Play, play, exercise Run and (action word) every day Stay, stay, eat good food Healthy (name of food) every day. Let pupils mime action words as they say the rhyme. Listening and speaking ( p. 81) 1. Tell the pupils they will work in groups and take turns to tell each other stories. Pupils open at page 81 in their PB. 2. Introduce the topic with a class discussion about unpleasant experiences. Share a brief example from your own life. Use a format the pupils recognise with words such as: First, next, then, finally, etc. Talk about the story. Make sure pupils understand the topics before you divide them into groups. Explain that the stories happened in the past and so they must tell the stories in the past tense. They must keep their stories short. After each story they may ask the storyteller questions. 3. Allow sufficient time for this activity and go round and monitor the groups. Pupils should be able to engage in simple dialogue with their peers. Encourage shy pupils to take part and help groups to ask questions if they get stuck: What happened next? Who helped you? Did it have a happy ending? What did you learn from the story? Groups choose one story from their group and practise acting it out using dialogue. pupils who lack confidence speaking in a group. Invite them to tell you on a oneon-one basis about an experience they have had. Check for correct use of the past tense. Lesson two Reading: Read a story about Winnie-the- Pooh and answer questions about it, orally and in writing. 77
Vocabulary: Learn and record new words from the story such as, hum, hole, honey, head-over-heels, paw, greedy, push, pull, stuck. Flash cards of new vocabulary. 1. Ask pupils why it is not healthy to be too fat or too thin. Remember to be sensitive to the feelings of pupils who suffer from obesity or being underweight. 2. Teach a variation of the rhyme from Lesson one: Little (name of pupil) wants to play Come again another day. Ask pupils what weather is best for walking. Why? Ask pupils to share stories about walks they have enjoyed. They must talk in the past tense. Reading ( p. 81 84) 1. Tell pupils to turn to pages 81 83 in the PB, and to look at the pictures. What do they think the story will be about? Read the title. Does it give the same idea as the pictures? Show and discuss vocabulary on the flash cards. The class can act pushing and pulling. Draw attention to the way speaking is shown in stories (inverted comas). 2. Tell pupils that Winnie-the-Pooh is a well-known character in English children s stories. He is a very friendly bear, who loves honey. Read and explain the introductory paragraph on page 81. 3. Read the story on pages 82 and 83, while pupils follow in their books. 4. Discuss the story and explain difficult words. What does Pooh do that is greedy? All of us are probably greedy sometimes, but why is not always good? Why does Pooh get stuck? Why does he pretend he is not stuck? What has to happen before he can get out? 5. Read the story to the class again. Then pupils sit in groups and read the story aloud. Each person in a group reads a paragraph (prompt pupils as to when to change readers). Work with the weakest group, prompting the reading where necessary. Tell pupils that you are listening and want to hear how interesting they can make the story sound. 6. Read through the comprehension questions. In pairs, pupils ask and answer the questions. Let them write the answers in their note books. Answers ( p. 84) 1. Winnie visited Rabbit. 2. He ate too much (honey). 3. I learned not to eat too much. I learned that friends help each other, etc. 1. Bring a book of Winnie-the-Pooh stories to school and read them aloud to the class. 2. Tell pupils that when Pooh was finally pulled out of the hole, everyone fell over backwards, head-over-heels. Let one pupil demonstrate going head-over-heels. 3. Organise a tug-of-war in the playground. Let pupils retell the story in pairs, using the pictures as cues. Walk around to listen. 78
Lesson three Phonics: Identify ark words, and match rhyming pairs. Reading: Choose the correct sentences; guess some riddles. Vocabulary: Learn and record new words such as, straight, special, usually, wriggle. Reader Flash cards of new vocabulary Flash cards and picture cards of -ark words: bark, shark, dark, park, lark Flash cards of rhyming words. Play the game Greedy Gussie. Pupils take it in turns adding food items to Gussie s diet as follows: Pupil 1: On Monday Greedy Gussie had an egg for breakfast. Pupil 2: On Monday Greedy Gussie had an egg for breakfast and some fish for lunch. Pupil 3: On Monday Greedy Gussie had an egg for breakfast, some fish for lunch and a banana for supper. Pupil 4: On Tuesday Greedy Gussie had some rice for breakfast. The pupils continue in this way, saying what Greedy Gussie had for each meal on each day of the week until they forget an item on the list. Then they start again. Phonics ( p. 84) 1. Use flash cards of -ark words to sound, say and spell this phonic. 2. Revise the concept of rhyme using flash cards of, for example: -ain, -arm, -ate, - at words. 3. Pupils turn to Phonics Exercise 1 on page 84 of their PB. Read and sound the words in boxes. Pupils repeat after you. Now they put the words into rhyming pairs. Answers ( p. 84) tail snail, arm farm, rain train, gate plate, pay say, hat cat, star car, shark bark, Reading ( p. 38; Reader p. 45) Read about a picture: Pupils open their WB at page 38 and look at the picture in Exercise 2. Discuss the picture with the pupils and ask them to describe it. Can any of them explain why Pooh is in this position? Now pupils choose the best sentence from the pairs in Exercise 3. Answers ( p. 38) 3. A. a) B. b) C. a) D. a) Pupils turn to Guess the riddles on page 45 of their Readers. Explain that a riddle is a way of giving clues. Answers (Reader p. 45) 1. milk 2. tea/coffee/cocoa 3. sugar/rice 4. palm tree 5. spaghetti Challenge pupils to make up their own riddles about different animals. For example: I am big. You can ride me. I sometimes kick. (horse). In pairs, they each write two riddles. Let pairs share their best riddle with the class. Reinforce vocabulary by letting pupils draw the answers to their riddles and write the name of each item under it. Check spelling. 79
Lesson four Grammar: Revise the present perfect tense, and rewrite sentences in that tense. Magazines for cutting with pictures of sport and healthy activities. Write the following words on the board and ask pupils to identify what the similarity is between each of the words: dark, park, shark, lark. Pupils should identify the ark. Explain to them that because these words all have the same ending, the words rhyme with each other. Grammar ( p. 39; p. 84) 1. Revise the present perfect tense. Use flash cards to familiarise pupils with the - en forms of the verb. 2. Pupils turn to Exercises 4 and 5 on page 39 of their WB. Read through the notes and examples in Exercise 4. Let pupils complete Exercise 5 using the present perfect tense. Answers ( p. 39) 5. a). Akachi has stolen my rubber. b) She has eaten the cake. c) Uche has spoken loudly. d) His father has given him sweets. 3. Pupils turn to page 84 of the PB and complete the Grammar exercise using have/has and -en/-ed. Answers ( p. 84) a) I have eaten my dinner. b) Abisola has played football. 1. Let pupils find and cut out a picture in your magazines that shows someone being active or engaged in a healthy activity. 2. They stick it in their note books and write a caption that is a full sentence. 3. Now they find or draw a picture of someone doing something unhealthy. They stick it in their books and write a caption. ( p. 38 39) The present perfect tense is not easy. Identify pupils who are struggling and revise how to form this tense. Give them further practice by returning to Exercise 3 on pages 38 39 of the WB. Pupils rewrite the sentences in the present perfect tense. Monitor as they work and help where required. Lesson five Writing: Write the correct words from jumbled letters; write sentences to describe pictures. Vocabulary: Revise the story vocabulary from Lesson two. Sentence strips for support activity. ( p. 38) 1. Revise looking at and describing pictures by returning to the picture in Exercise 2 on page 38 of the WB. Ask individuals to 80
tell you what is happening in the picture. Encourage the use of full sentences. Writing ( p. 84; p. 38) 1. Pupils turn to Exercise 1 on page 84 of their PB. They rewrite the sentences and spell the jumbled words correctly. Answers ( p. 84) 1. a) You should drink lots of water and sleep for eight hours every night. b) You should not watch too much TV. 2. Pupils turn to Exercise 1 on page 38 of the WB. They look at the pictures on pages 81 to 83 of their PB and write down a sentence to say what is happening in each picture. Answers ( p. 38) Answers will vary, but they should be appropriate and use correct grammar and punctuation. and support 1. Take these sentences and write them on the board in a jumbled order. Winnie went to see Rabbit. He ate too much. He got stuck in the door. He did not eat for a week. His friends pulled him out when he got thinner. 2. Pupils write the sentences in the correct order. 81