Unit 4 My teacher About this unit This unit focuses on teachers. Pupils talk about a picture of a teacher in a classroom and respond to simple commands. They read a story and answer questions about it. They identify regular plurals and practise the -ump sound. They use auxiliary verbs in sentences and identify capital letters. Lesson one Listening and speaking: Discuss a classroom scene; read and recite the National Pledge, and respond to simple commands. Vocabulary: Learn and record new words such as, assembly, announce, weeping, informed, crack jokes, break, first aid unit. Reader Photos of yourself and photos that children bring in of themselves Words of the National Pledge on the board or a poster. 1. Show the pupils the photos of yourself and ask them to describe what you are doing, where you are and how you are dressed. 2. If pupils have photos of themselves, they can work in pairs to talk about and describe them to their partner. Listening and speaking (Pupil s Book p. 24; Reader p. 9) 1. Pupils open their PB at page 24 and look at the picture. Ask questions about the picture and let pupils describe the scene. Ask them to suggest a name for the teacher and the children she is helping. 2. Ask pupils if they know the National Pledge. Write it on the board and as the pupils recite it point to each line and word. 3. Guide pupils to Exercise 1 on page 24. Tell them that you will give an instruction that they must follow. Give the instructions a to c. Ensure the pupils understand the commands and do the actions correctly. 4. Help pupils find Unit 4 on page 9 of the Reader. Ask them to read the title Our new teacher. What do they think the story is about? Suggested answers (Reader p. 10) 1. Weeping means crying. 2. Their old class teacher was called Aunt Anita. 3. Aunt Anita went to another school. 4. Amina fell off the swing. 5. Mr Ombo carried her to the first aid unit. Write the following exercise on the board: What happened next? Write the next part of the story by finishing these sentences: Then Mr Ombo saw a bird eat his. We felt. So we. We really like our new teacher. Practise following instructions by giving fun commands to pupils who have struggled. For example, stick out your tongue, close your eyes, touch your toes. Lesson two Reading: Listen to and read a short text, and then answer questions about the text, 16
first orally and then in writing. Phonics: Revise and complete exercises about regular and irregular plurals. Vocabulary: Learn and record new words such as, complexion, day care, misbehave, angry, crops. Answers (Pupil s Book p. 26) 1. a) feet b) mice c) teeth d) oxen e) leaves f) loaves 2. Pupils complete Exercise 4 on page 12 of The words of the rhyme My baby sister on the board or a poster Flash cards of new words. 1. Teach the following rhyme. Point to the words as you read. Demonstrate the actions: My baby sister has... Ten tiny fingers (show hands and waggle fingers) And ten tiny toes (point to feet) One small round tummy (pat tummy) And a shiny little nose (touch nose). Reading (Pupil s Book p. 24 25) 1. Ask pupils to look at the picture on PB page 25 and to point out the teacher. Read the story slowly using the correct intonation. Explain difficult words. Discuss the story. Ask the class questions, for example: What is the teacher s name? What does she look like? 2. Read through the comprehension questions with the class. Let them write the answers in their note books. Phonics (Pupil s Book p. 26; p. 12) 1. Plurals: Remind pupils that they have learned about regular and irregular plurals. Ask pupils to say the singular and plural: man men; woman women; goose geese; sheep sheep. Pupils complete Exercise 1. Answers ( p. 12) shoes, cats, cups, tables, dresses Challenge pupils to find five plurals in the story My class teacher. Answer (Pupil s Book p. 24 25) teeth, children, names, things, crops, learners by asking them to look again at the rhyme My baby sister. Ask them to: a) identify the plurals in the rhyme (fingers, toes) b) form plurals of the singular nouns: (sister sisters; tummy tummies; nose noses). Lesson three Reading: Say, read and write the -ump sound. Vocabulary: Learn and record words relating to the ump sound, such as rump, bump, jump, lump, clump, thump, pump. Flashcards of -ump words. 1. Ask pupils some questions related to the classroom using the -wh words. Then 17
give pupils a chance to ask the questions about things in the classroom. Remind them to start their questions with what, when, why, where, who, how, which. 2. Pupils work in pairs and ask each other questions about the classroom. Reading; Phonics (Pupil s Book p. 27; p. 12) 1. Introduce -ump by using flashcards. Sound out words and write them on the board. Write a word, for example thump, on the board and divide it into onset (for example th) and rime (ump). Ask pupils to name the letters in the end sound. Explain that when they see the three sounds together, they must say it as one sound. Exaggerate the sound. Do the same for the first sound. Then blend the word together and let pupils repeat after you. Ensure that all the pupils pronounce the sounds clearly and confidently. Pay particular attention to the vowels 2. Pupils open their PB at page 27. Using the -ump words on the board as a guide, pupils complete the rhyme Bump in the night. Answers (Pupil s Book p. 27) thump, lump, jump, rump, clump, pump 3. Pupils open their WB at page 12 and find Exercise 5. First read through the exercise to explain words and instructions. The pupils complete the sentences by choosing the correct word from the box. Point out that crumb is an interesting word because we do not say the -b. Can they think of another word that rhymes with crumb? (thumb). Answers ( p. 12) 5. a) thump b) crumb c) hump d) pump Draw a picture of one of the -ump words. Write a caption for your picture. The caption must use the -ump word. For example: A camel with a hump In pairs, pupils who have struggled read the poem Bump in the night aloud together. They could alternate after every two lines. Listen for correct pronunciation of the -ump words and help to sound out words that are incorrectly said. Lesson four Grammar: Pronounce can and can t correctly, and identify can and may as auxiliary verbs and learn their different meanings. Vocabulary: Learn and record verbs and action phrases such as, ride a bicycle, swim, play football/netball, sew, sweep, wash dishes, count, read, run fast, climb a tree, sail a boat, catch a fish, jump high, carry a heavy box, dig the garden, sing, play the piano. Pictures or flash cards of new action words and phrases. 1. Pupils read the story My class teacher again. Lead a general discussion about school life. Ask what lessons /activities they enjoy and why? Grammar (Pupil s Book p. 27; p. 11) 1. Talk about can and can't: Draw a smiley face on the board with a speech bubble containing the words Hello! I can speak 18
English. Draw a sad face with a speech bubble containing only question marks, as if the speaker is unable to understand. Point to the smiley face and say, He can speak English. Make sure the vowel sound in can is short. Pupils repeat. Point to the sad face and say, He can t speak English. Pupils repeat. Make sure the vowel sound in can t is long. Now rub out the English words and write a greeting in the pupils language. Change the sad face to a smiley one too, and write the same greeting in that speech bubble. Say: They can speak (language). Pupils repeat. Introduce the pictures or flash cards of action phrases. Invite individuals to say whether they can or can't do the action. For example, show the picture of jumping. The pupil says: I can jump. In pairs, let pupils make sentences about the things they can and can t do. Ask pupils to say what their partner can and can t do, for example: She can t ride a motorbike. She can paint a picture. 2. Explain the difference between can and may. May means to be allowed to do something while can means to be able to do something. For example: I can eat but I may not eat in class. Ask learners to volunteer more examples. Help them to get ideas from classroom or sports rules, for example: I can run but I may not run with the ball in netball. Collect examples and compile them into a wall chart so that pupils are clear about the difference between being able to do something and having permission to do something, so that they know which word to use. 3. Remind pupils that they learned about auxiliary verbs in Unit 2. Auxiliary verbs are helping verbs and often come before the main verb. Explain that can and may are also auxiliary verbs. Guide them through the notes and examples on page 27 of the PB. Identify the auxiliary verb and the main verb in the example. Read through Exercise 1 on page 28 so that everybody understands what to do. Pupils complete the exercise in their note books. Answers (Pupil s Book p. 28) 1. a) can/may b) may c) can 4. Pupils complete Exercise 1 on page 11 of Answers ( p. 11) 1. a) you can't buy a new coat. b) he can't close the door. c) I can't drive a car. d) we can't go to Sokoto. Show the calendar of the days of the week. Invite pupils to say the rhyme Days of the week again, (PB page 12). pupils struggling with can, can't and may: 1. Pupils complete the following exercise: Choose can, can't, may to complete the following: a) I am six months old. I just sit but I. b) I am a toddler. I walk but I. c) I am 18. I vote. Answers a) can, can't walk. b) can, can't ride a bike. c) may Lesson five Writing: Identify and write capital letters. 19
showing the I am running rhyme Flash cards of common nouns and proper nouns: dog, Betty, Lagos, shoe, Tuesday, teacher, Mrs Onche Alphabet chart showing small and capital letters Reader. 1. Remind pupils of the rhyme they learned from the Teacher's Guide, Unit 2 to help them remember auxiliary verbs. I am running You are running He is running so fast We are running You are running And they are coming last. Writing (Pupil s Book p. 28; p. 11 12) 1. Pupils complete Exercise 2 on page 11 of In pairs, they use the auxiliary verbs to talk about their teacher. For example, I am listening to my teacher. etc. Answers ( p. 11) Answers will vary, but make sure that the correct form of the verb is used. 2. Introduce capital letters. Explain that we use them at the beginning of sentences and for the names of people, places, months, days of the week, etc. Use flashcards showing common nouns and proper nouns with an emphasised capital letter. This will help pupils to tell which words should have a capital letter and which words should have a small letter. Guide pupils through the notes and examples on page 28 of their PB. Let pupils point their fingers at the capital letters in the example. 3. Now read through and explain the instructions. Pupils rewrite the sentences. They should underline or use a coloured pencil to show the capital letters. Answers (Pupil s Book p. 28) My teacher is from Nigeria. She is a very nice lady. Efo thinks she is the best teacher in the world. 3. Pupils complete Exercise 3 on page 12 of In pairs, pupils rewrite this notice for parents about a school concert. Pupils add capital letters where necessary and illustrate the notice to make it look interesting. jacob mayo is singing at mount view primary school on saturday 3 june book your tickets with mrs mpho by Thursday Answer Jacob Mayo is singing at Mount View Primary School on Saturday 3 June. Book your tickets with Mrs Mpho by Thursday. While other learners are busy with their concert notices, support individuals who are struggling with their reading. Use Our new teacher on page 9 of the Reader as your text and work one-on-one to help pupils as necessary. 20