Unit 3 At school About this unit This unit covers classroom vocabulary, a child s normal day at school, including commands. The focus is on learning classroom objects and commands. Pupils also trace shapes and patterns, practise big arm movements and colouring in, in preparation for writing. They read a simple passage about a school day. Lesson 1 : Listen for information (commands); respond appropriately to simple questions with single words or formulaic phrases; name things in the classroom. Vocabulary: Learn new words related to objects in the classroom; words beginning with the letter d. Reading: Listen to words read aloud; repeat them; point to correlating pictures. Objects (pen, book, bin) Chalkboard. Starting off Put several classroom objects in the wrong place (e.g. place a pen on the floor, a reading book on top of the chalkboard and the wastepaper basket on your desk). Start by asking pupils: Show me a on (e.g. on the floor, on the shelf, on the desk) in (e.g. in the cupboard, in the bin, in the classroom) under (e.g. under a desk, under a chair) What s in the wrong place? Where does this belong? Let pairs practise asking and answering what each object is, using What s this? It s a. ( p. 14) Ask pupils to turn to page 14 in their PB. Ask them to name the things they can see in the classroom in the picture. Teach the names of classroom objects, classifying them into groups, for example: People in the classroom: teacher, pupils (boys and girls); Things we write and draw with: pen, pencil, crayon, marker, chalk; Things we read:, Reader, Workbook, story books; Things we sit on or at: chair, desk, table. Vocabulary ( p. 14) table, book, pencil, chair, desk, Dayo, Mrs Dada Reading ( p. 14) Read each label aloud and point to the words in the picture. Ask pupils to read with you. If pupils can, let them read each word and point to the picture. Teach some more classroom commands: Clean the chalkboard. Draw a line. Rub it out. Put up your hand. Empty the dustbin. Clap the names of each object with the class, with one clap for each syllable. Let pupils work in pairs. One pupil should call out an object name and they should clap it. Demonstrate with one or two pairs of pupils first. 11
Lesson 2 : Answer questions using yes and no. Vocabulary: Learn new words related to objects in the classroom; learn yes and no phrases. Reading: Read aloud. Grammar: Learn about positive and negative sentence structure. Learn to name and identify more classroom objects. Resource. ( p. 14) Work through the exercise on page 14 with the class. Point at the pairs of pictures and let them say what they see. Help them to start either with Yes, or No, Vocabulary ( p. 14) Pupils will learn the following words and expressions in this table, book, pencil, chair, desk Yes, it is No, it is not Reading ( p. 14) Read the sentences on page 14 aloud. Let pupils read after you. Let them work in pairs and read the questions to a partner. Grammar ( p. 14) Pupils learn to use positive and negative sentence structures (Yes, and No, ). Answers ( p. 14) Yes, it is a table. No. it is a book. Yes, it is a pencil. No, it is a table. No, it is a chair. Yes, it is a book. No, it is a desk. Yes, it is a chair. Lesson 3 : Learn the letter d and the sound associated with it. Vocabulary: Learn new words beginning with the letter d. Reading: Read and repeat words with the letter d. Grammar: Learn about possessive forms and practise using them. Writing: Copy the letter d. ( p. 15) 1. Explain that you are going to say some words that all start with the Ask pupils to listen to the words, and then tell you what sound they all begin with (e.g. dog, doll, duck, door, dig, dot, dam, dish). 2. Once pupils have identified the sound suggest other words that begin with the Vocabulary ( p. 15) dog, doll, duck, door, dig, dot Reading ( p. 15) 1. Ask pupils to open their PB to page 15, and draw their attention to the box at the top of the page. 2. Pronounce the sound d while you point to the letter d in the box. 12
3. Read the words below the pictures one at a time, asking pupils to listen the first time. The second time you read each word, ask pupils to repeat it. 4. Let pupils read the words on their own, in pairs. Check their ability. Grammar ( p. 15) 1. Ask pupils to return to page 15. Draw their attention to the pictures at the top of the page. Discuss the pictures with them and read the sentences. Ensure they understand the concept of possession, and the vocabulary for it. 2. Ask them to say sentences about things that belong to them. Ask questions such as, Is this your desk? 3. Go through the activities on page 15. Writing ( p. 15; Workbook p.6) 1. Let pupils copy the d words into their notebooks. Check their ability to form the letter d. 2. Ask pupils to turn to Worksheet 3 on page 6 in their WB. Explain to pupils what they need to do in order to complete the first exercise. If pupils do not have their own WB, write the exercise on the chalkboard. Answers ( p. 15; Workbook p. 6) This is my book. This is my pencil. This is my chair. Workbook 1. daddy, doll, dog Ask pupils to write more d words in their notebooks. Revise the d words with pupils who are not able to read the words on their own. Lesson 4 : Listen to a story and answer questions about it; learn the letter e and the sound associated with it; identify the beginning letters of words. Vocabulary: Learn new words beginning with the letter e. Reading: Read and repeat words with the letter e. Writing: Copy the letter e. ( p. 16) 1. Explain that you are going to read a story that contains words with the sound e. Ask pupils to listen to the story. Read the story, emphasising the words that begin with e. 2. Work through the questions about the story with the pupils. 3. Explain that you are going to say some words that all start with the Read the words below the top row of pictures on page 16 (eggs, exit, Efe). Ask pupils to listen to the words, and then tell you what sound they all begin with. 4. Once pupils have identified the sound suggest other words that begin with the 5. Repeat with the words below the bottom row of pictures on page 16 (eat, English, eagle). Ask pupils to listen to the words, and then tell you what sound they all begin with. 6. Once pupils have identified the sound 13
suggest other words that begin with the Vocabulary ( p. 16) eggs, exit, Efe, eat, English, eagle Reading ( p. 17) 1. Ask pupils to open their PB to page 17, and draw their attention to the box at the top of the page. 2. Pronounce both sounds for the letter e (point to the letter e in the box). 3. Read the words below the pictures on page 16 one at a time, asking pupils to listen the first time. The second time you read each word, ask pupils to repeat it. 4. Let pupils read the words on their own, in pairs. Check their ability. 5. Read the sentences in the box on page 17 one at a time, asking pupils to listen the first time. The second time you read each sentence, ask pupils to repeat it. Writing ( p. 16; Workbook P. 6) 1. Let pupils copy the e words into their note books. Check their ability to form the letter e. 2. Ask pupils to turn to Worksheet 3 on page 6 in their WB. Explain to pupils what they need to do in order to complete the second exercise. If pupils do not have their own WB, write the exercise on the chalkboard. Answers ( p. 16) 1. Efe is six years old. 2. Efe lives in Eket. 3. Efe loves new words. 4. Efe s best word is exit. Answers (Workbook p. 6) ear, egg, elephant Ask pupils to write more e words in their note books. Revise the e words with pupils who are not able to read the words on their own. Lesson 5 : Distinguish between different e sounds. Vocabulary: Learn new words beginning with the letter e; learn the difference between the e sound in words like pen and the e sound in words like eat. Reading: Read aloud and complete sentences where words are missing. Grammar: Use a and an correctly. Writing: Complete sentences using a and an. ( p. 17) 1. Go through the exercise below the box on page 17. Read the words and let pupils clap when they hear the correct sound. In the first exercise it is easy which sounds like eat. In the second row it is pen which sounds like ten. 2. Say the names of some classroom objects. 3. Add a or an to the objects names. Let pupils repeat after you. Vocabulary ( p. 17) 14
every, easy, extra, end, meet, eat, meat, pen, doll, duck, egg, effort Reading ( p. 16) 1. Read the text on page 16 again. Ask groups of pupils to read certain parts with you, ensuring that all pupils get a chance to read aloud. 2. Leave words like six and Eket out and ask pupils to complete the sentences to show their comprehension. Grammar ( p. 17) 1. Draw the pupils attention to the words a and an written on the chalkboard, and the names of some classroom objects written underneath them. Write the letters a, e, i, o and u in a different colour. Explain that these letters are called the vowels, and that words that begin with these letters take the word an. Words that begin with any other letter take a. 2. Ask pupils to turn to page 17 in their PB. Draw their attention to the words in the box. Talk about which words take a in front and which words take an. Practise saying the name of each object with the correct article in front. 3. Read the sentences in the exercise and let pupils complete them. Writing (Workbook p. 6) Ask pupils to turn to Worksheet 3 on page 6 in their WB. Explain to pupils what they need to do in order to complete the last exercise. If pupils do not have their own WB, write the exercise on the chalkboard. Answers ( p. 17) 1. The boy plays with a dog. 2. Efe learns an easy word. 3. He reads an English book. 4. There is a duck in the dam. Answers (Workbook p. 6) a) An ear b) An elephant c) A door. 15