Contentskids.liveabc.com/placementtest/teacher/B6_TG_E_n.pdf · Unit 8 ... and target sentence...

Contents Come to Live Series ....................................................................................................... 2

Curriculum Arrangement .............................................................................................. 5

Unit 1 ................................................................................................................................ 6

Unit 2 ............................................................................................................................. 19

Unit 3 ............................................................................................................................. 30

Review 1 ....................................................................................................................... 42

Unit 4 ............................................................................................................................. 45

Unit 5 ............................................................................................................................. 58

Unit 6 ............................................................................................................................. 72

Review 2 ....................................................................................................................... 85

Unit 7 ............................................................................................................................. 90

Unit 8 ........................................................................................................................... 105

Unit 9 ........................................................................................................................... 120

Review 3 ..................................................................................................................... 134

Final Review ............................................................................................................... 137

SB Listening Scripts /Answer Key ............................................................................. 139

WB Listening Scripts / Answer Key ........................................................................... 154

Test 1 (Unit 1~3) ........................................................................................................ 174

Test 2 (Unit 4~ 6) ......................................................................................................... 176

Test 3 (Unit 7~ 9) ......................................................................................................... 178

Final Test (Unit 1~9) ..................................................................................................... 180

Tests Answer Keys ...................................................................................................... 184

Phonics Story .............................................................................................................. 194

Daily Sentences ......................................................................................................... 196

Appendix of Teaching Tools .................................................................................... 197

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Come to Live Series Come to Live Books 5 ~ 8 are for intermediate students who have learned basic sentence patterns. Each level contains a text book, two workbooks (A and B), and three CDs. Teachers Books, Word Cards, Phonics Word Cards, and Activity Charts are also provided for teachers to use in class. Other related content is listed below: Students Book: Each book includes nine units, a review unit following every three

units, and a final review. Each unit contains eight parts, as follows: Lets Talk: The given real-life conversation is designed for students to practice

using the taught sentence pattern to ask or answer a question naturally. The main purpose of learning English is to enable the students to use English in their daily lives.

Lets Learn: Eight to ten vocabulary words will be taught in each unit. For each

word, students are able to replace the different vocabulary in the taught sentence patterns. Students will learn months, dates, clothes, stationery, emotional adjectives, places, places at school, and past tenses of useful verbs. These vocabulary words and topics are related to everyday life. Teachers can find the real objects, pictures, or photographs of these words easily and use them as teaching aids in class.

Lets Practice: Students can use the simple questions and answers to make a

short conversation when they move up to the intermediate level. Each sentence pattern is listed in this part; the students can use the pictures to practice the sentence patterns. When the students are familiar with the sentence patterns, they can use different vocabulary words taught in the same pattern to make a conversation. This part gives the students more opportunities to practice different vocabulary words and sentence patterns.

Lets Chant / Sing: We have found that the students who are moving up to the

intermediate level still like dancing and singing. Therefore, a simple chant is provided in each unit. The students can learn the chant easily after their teachers guide them to read and listen to the CD two to three times.

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Lets Say: In the previous phonics parts, four small pictures are collocated with a big picture. For the students who are more advanced, we eliminated the phonics word pictures but added a phonics chant to compliment the big picture. The phonics word cards will also be provided for the teachers to use in class. The teachers can ask the students questions about the big picture, guide the students to read the chant two to three times, and then use the phonics word cards to practice the chant with the students again. Also, the teachers can play the CD and have the students read the chant two to three times. We also recommend that the teachers encourage the students to rewrite the chant according to their level to make the students practice using other phonics words.

Lets Listen: This section is a listening comprehension exercise on the vocabulary and target sentence patterns in the unit. The teachers can play the CD repeatedly for the students to get used to the English tones as well as practice their listening ability.

Lets Read: Students can review the vocabulary and sentence patterns they learn in each unit as well as develop their reading ability by reading interesting stories. For the students to understand the stories, the teachers can help the students read the stories in an authentic context instead of requiring them to spell and write the new vocabulary and sentences.

Lets Write: This section reviews the grammar and sentence patterns of a

particular unit. Its a chance for the students to reflect on their progress before starting the next unit.

Workbook: There are two workbooks. Teachers can better understand how the

students are learning by correcting students workbooks. There are also listening comprehension exercises in each unit of the workbooks, so the students can also practice listening at home.

Textbook CD: The textbook CDs are for the students to review by themselves at

home. The teacher can also use the CDs as teaching tools during class.

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Teachers Guide: There are teaching plans for each unit in the teachers guide. Plenty of reference activities are provided for the teachers. At the back of the teachers guide, you will find answer keys for the students book and workbooks.

Flashcards: Use flashcards to help you teach and make your class more fun!

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Curriculum Arrangement

Class Unit Curriculum Arrangement 1. Unit 1 What date is it? 2. Unit 1 What date is it? 3. Unit 1 What date is it? 4. Unit 2 This is mine. 5. Unit 2 This is mine. 6. Unit 2 This is mine. 7. Unit 3 Whose glue is it? 8. Unit 3 Whose glue is it? 9. Unit 3 Whose glue is it? 10. Review 1 / Test 1 11. Unit 4 I was sick yesterday. 12. Unit 4 I was sick yesterday. 13. Unit 4 I was sick yesterday. 14. Unit 5 Where were you last weekend? 15. Unit 5 Where were you last weekend? 16. Unit 5 Where were you last weekend? 17. Unit 6 Were you in the classroom five minutes ago? 18. Unit 6 Were you in the classroom five minutes ago? 19. Unit 6 Were you in the classroom five minutes ago? 20. Review 2 / Test 2 21. Unit 7 What did you do yesterday? 22. Unit 7 What did you do yesterday? 23. Unit 7 What did you do yesterday? 24. Unit 8 Did you study yesterday? 25. Unit 8 Did you study yesterday? 26. Unit 8 Did you study yesterday? 27. Unit 9 You ate a slice of bread. 28. Unit 9 You ate a slice of bread. 29. Unit 9 You ate a slice of bread. 30. Review 3 / Test 3

31. Final review /

Proficiency Test

32. Review all

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Unit 1

Vocabulary: January, February, March, April, May, June, July, August, September, October, November, December

Sentence pattern:

What month is it? Its July. What date is it? Its July 31st. My birthday is in April. / My birthday is on April 15th.

Objectives:

1. To identify the names of the twelve months 2. To use the sentence patterns in this unit to ask and answer

the questions 3. To know how to sing the chant in this unit 4. To identify the pr and pl sounds

Supplementary materials:

word cards, phonics word cards, a ball, six cola cans, two toy hammers, four pieces of cardboard, a stapler, the CD, blank paper

Teaching plan

Day 1

Time Topic Steps 30 min Lets learn! Vocabulary Teaching Part One:

1. Introduce the twelve months using the word cards. 2. Guide the students to spell every word, such as

January, j-a-n-u-a-r-y, January. 3. Flash the word cards and have all the students

repeat them. Then, put the cards on the whiteboard.

4. After putting the twelve cards up, review the words with the students and write the spelling next to each card.

5. After listing all the spelling, ask all the students to pronounce and spell the words. Also, erase the letters one by one until only one letter is left.

6. Choose a student to pick one word, and write the spelling. After that, he / she can pick another student to come up and spell another month. Use

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the same steps to review with the rest of the students.

7. Practice Activities: (A) Tell me the answer! a. Divide them into two groups. Each group sends

one student to the front, then every student takes a turn.

b. Choose a number between one and twelve and write it on the board. For example, write 3, and the student who says March the fastest gets one point.

c. Let each student practice the activity at least three times.

(B) The correct order! a. Prepare two sets of word cards, one for each

hand, and raise them up. b. Divide them into two teams, and guide the

students to line up. c. Say Go! and throw the cards into the air. The two

teams of students need to retrieve the cards and place them in order, from January to December.

d. The team who finishes first has to say OK! and the other team needs to stop moving immediately. Check their ordering for mistakes. If they have made mistakes, then say No, no, no! At that time, the two teams can resume working to correctly order the cards.

e. Once a team correctly orders the cards, they must speak all the months aloud. If they make a mistake, the other team has a chance to make it right.

f. The team who finishes first wins the game.

(C) Tell me the exact month a. Put all the word cards on the whiteboard. Divide

students into two groups. Students from each team take turns coming to the front. Prepare two toy hammers and put them in front of the whiteboard.

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b. Call out two months, for example, January, March!

c. The students have to find the month that falls between the two, in this case the answer is February, and use the hammer to hit the word card.

d. The first student to hammer the word gets one point.

20 min Lets talk! Conversation Teaching Part One 1. Use the picture on page 6 to lead the students to

answer the questions. (1) Are they looking at a calendar?

(2) What number is Monica pointing at? (3) What number is Leslie pointing at?

2. Review the numbers from one to thirty-one and then review the ordinals from first to twelfth. Have all the students line up in the middle of the classroom. Then, point to the first student and say First. Point to the second student and lead the students to say second aloud. Repeat the steps to review the ordinals. (If there arent 12 students in your class, use objects instead.)

3. Keep placing the thirteenth object to see if the students know the pronunciation of thirteenth. The one who says the word correctly gets a reward. Have all students repeat the word thirteenth a couple of times and make sure their pronunciation is correct. Use the same steps to teach fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, and nineteenth.

4. Have students read the number 20 aloud. Then pronounce the word twentieth clearly, making sure to focus on the ending sound. Ask each student to repeat the word and make sure their pronunciation is correct.

5. Let students try to figure out the ordinal number 21. They might pronounce it as twenty oneth. To help prevent this, write the number 1 on the board and review first, then write 2 next to 1 (21), and pronounce the word twenty-first. Use the same steps to teach twenty-second and twenty-third.

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6. When you teach thirtieth, repeat the same steps used for twentieth.

7. Use the word cards to review the twelve months. 8. Put one word card on the whiteboard at a time. First,

choose a number between 1 and 31, such as 23. The teacher asks the students, What date is it? Focus on the ending sound of date (t sound) to distinguish it from What day is it? Guide students to answer, Its January twenty-third. Practice the sentence pattern using different word cards.

9. Have students open their books and practice the conversation several times.

10. Role play the conversation with students. 11. Divide students into different groups, giving each

group a chance to role play this conversation. 12. Other ways to ask about the date: Whats the date today? Whats todays date?

10 min Break Time 10 min Lets talk! Conversation Teaching Part Two: Activity

(A) How many days? a. Divide students into two groups. Each team has to

answer questions in turns. b. Place the word cards on the whiteboard. Ask the

class How many days are there in January? Students from each group can take turns answering. If the answer is wrong, then the other team can answer.

c. The months dont need to be put in order. For example, if the first question is about January, the second question could be about November. Try to build up students responses and common sense.

d. If the students are young learners and dont know the days of a month, have them count the days on a calendar.

e. At the end of this activity, each student should be familiar with the number of days in each month. For example, responses to the question How many days are there in February? should be There are twenty-eight / twenty-nine days in

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February. (B) Birth-date Survey a. Make copies of the following form and hand them

out to students. Ask them to write their names and birth dates in the first space.

b. Have all students circulate around the classroom and ask their classmates their birth dates. They need to record the dates on the form, too. Observe and help them when they have further questions.

Name Birth date

10 min Lets learn! Vocabulary Teaching Part Two: Student Book Exercise: Listen and number. Play the CD and demo the first one. Let the students finish the rest by themselves.

30 min Lets Practice! Review Activity: 1. Flash the word card and ask them, What month is

it? Students have to look at the word card and say Its April.

2. Pick one word card on the whiteboard and write a date next to the card. Ask students What date is it? Have students answer, Its April 15th. You can also ask them, Whats the date today? Have them answer, Its April 15th.

3. Drill the students using the different questions so they become familiar with the sentence patterns.

4. Pair them up to practice the sentence patterns in their books. They also need to write the answers in the book.

(1) Student A: What month is it? Student B: Its November. (Look at the picture

and answer it.)

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(2) Student B: What month is it? Student A: Its June. (Look at the picture and

answer it.) 5. After the class has practiced together, encourage

students to practice in pairs. They can then raise their hands to answer. (Test them on the holidays they have learned)

What date is Christmas? What month is Mothers Day in? What date is Fathers Day? What month is Halloween in? 6. Student Book Exercise: Ask and answer. a. Demo the first exercise with a student. b. The students practice asking and answering the

other exercises and then write down the answers. Go over the answers when the students are finished.

10 min Homework 1. Assign homework. 2. Study Unit 1 vocabulary and sentence patterns for

the test.

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Day 2 Time Topic Steps 30 min Lets chant! 1. Clap your hands to make the rhythm and read the

chant aloud. Reuse the same steps, but this time, stamp your feet.

A Big Day

Theres a big month in the spring. Its the fourth month of a year. Guess! What month is it? I know! Its April! And theres a big day in April. Its the fifteenth day in April. Guess! What date is it? I know! Its April 15th. Ah! I got it! Your birthday is on April 15th. Thats why April 15th is a big, big day.

Guide the students to read the chant one by one and ask students to follow when you clap your hands and stamp your feet. After practicing a couple of times, vary the speed.

2. Play the CD and ask students to read the chant along with the music.

3. Practice Activity: A Big Day a. Each student takes a turn standing at the front of

the classroom. Meanwhile, the rest of students need to guess the birth date of the student in the chant. For example, student As birthday is on June 20th. Student A: Theres a big month in the summer.

Its the sixth month of the year. Guess! What month is it?

Class: I know! Its June. Student A: And theres a big day in June.

Its the twentieth day in June. Guess! What date is it?

Class: I know! Its June twentieth. Ah! I got it!

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Your birthday is on June twentieth. Thats why June twentieth is a big, big day!

b. Let each student have a chance to practice. c. After practicing, you can choose one student to

ask, What date is Amys birthday? d. Ask the students to raise their hands if they know

the answer. 20 min Lets say! Phonics Teaching Part One:

1. Write the word play on the whiteboard, and guide the students to practice the pronunciation. It will be OK for students to pronounce it because they have learned this before. Erase the letters A and Y and let students pronounce the initial pl sound. You can teach them the correct pronunciation and ask them to repeat it one more time.

2. Use the same steps to teach the word pray. Ask students to pronounce pr. Then, pronounce the correct pronunciation and practice three to five times with students.

3. Write some words after pl, such as plus, plum, plain, plate, plan, and platform. Have students repeat these three to five times.

4. Write some words after pr, such as practice, principal, prize, and proud. Have students repeat these three to five times.

5. Write some similar words on the whiteboard to practice the different blends.

play pray please preach place praise 6. Use the phonics word cards to review the words with

the students. Copy the rhyme to the whiteboard. Choose one student to come to the board to circle any word with pl or pr. Then, he / she can choose another student to go next until all the words are circled.

I practice the violin every day. The principal gave

me first prize. My dad is very proud of me.

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One plus two is three. I put three plums onto a plain plate. I plan to sit on the platform and eat the plums.

7. Guide the students to read the rhyme slowly. Use the phonics word cards to help them pronounce and memorize the words.

8. Play the CD and ask students to read aloud. 10 min Break Time 30 min Lets say! Phonics Teaching Part Two:

1. Practice Activities (A) Phonic Hats! a. Divide students into two groups. Each group has

two pieces of paper. Use the stapler to make two cone shapes, just like two hats. Write the two blends, pr and pl, on the top.

b. Each group sends one student to play this activity. When you call out a word, such as practice, they have to put on the right hat which has the letters pr on it. Then, he / she has to run to the front and touch the whiteboard. The faster student gets one point.

c. Let each student have at least three turns to practice.

(B) Listen and Do! a. Prepare one set of phonics word cards and

spread them out at the front of the classroom. One student from each team stands at the back of the classroom.

b. After you pronounce pl, both students run to the front and pick up one word card with a pl blend. Then, they have to raise the card and pronounce the word like pl, platform. The faster one gets one point.

c. If the faster student cant pronounce the word correctly, the other has a chance to make it right. Use the same steps to review all the phonics words.

(C) Bowling a. Prepare six cola cans and a small ball. Then

arrange the cans like this.

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b. Divide students into two groups, and have everyone take turns participating. When you say a word, for example principal, the student who recognizes and answers the phonics blend pr is given a chance to bowl. From the back of the classroom, the student attempts to knock down the cans with the small ball. Award points according to the number of cans toppled If the cans are still standing, they dont get any points.

c. At the end of this activity, the group that has the most points wins.

2. Student Book Exercise: Listen and write the missing letters. Then match.

Demo the exercise and then let the students do it. Go over the answers when they are finished.

20 min Lets listen! 1. Play the CD and do one question as an example. 2. Let the students finish the rest of the activities.

10 min Homework 1. Assign homework. 2. Study Unit 1 vocabulary, pr and pl words for the

listening test.

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Day 3 Time Topic Steps 50 min Lets read! 1. Photocopy the picture on page 12 and display it on

the whiteboard. Use it to introduce the main characters, Ashley and Vanessa.

2. Put three students in a group. The students look at the picture and discuss the questions below.

(1) What date is Teacher Daisys birthday? (2) When is Mothers Day? (3) What is so special about October 7th? (4) What date is Jefferys birthday? (5) What date is Christmas? (6) What date is Vanessas birthday?

3. The students turn to page 12 and check their answers from the context. Then go over the answers with them.

4. Play the CD while the students read along. 5. Ask comprehension questions to check the students

understanding. 6. Activity:

(A) Whats Wrong? a. Divide the class into two teams. b. Read the story while the students listen.

c. Every few lines, deliberately make a mistake, such as changing a word.

d. The first student to shout Thats wrong! and say the correct word or phrase wins a point for her / his team.

(B) Messengers a. Prepare a list of comprehension questions. b. Divide the class into groups of three, then assign

the numbers one, two, and three to members of each group.

c. Have everyone change seats so that like numbers sit together. For example, number ones sit on one side of the classroom, number twos sit on another side, and number threes sit on another side.

d. Give number ones the question sheet, let number twos open their book, and give

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number threes a blank sheet of paper. e. Say Go and have number ones go to number

twos and ask them the first question without their question sheet. Then, number ones return to their seats and number twos look up the answer to the question in the story. Next, number twos go to number threes and tell them what to write.

f. Continue until all the questions are answered. 7. Student Book Exercise: Read and answer the questions.

Guide the students to do the first one and then let the students finish it. Ask the students to read the questions carefully and then read the article before they do the exercise

10 min Break Time 50 min Lets write! 1. Activity 1Double Test

a. Prepare 31 slips of paper by writing different dates, such as 5/3,12/25, etc., on one side, and the numbers 1 to 31 on the back of the paper. Put all the pieces of paper on one desk, date side down, so the students can see the numbers clearly.

b. Divide students into two groups. One student from each team draws a piece of paper. First, the student has to say the number aloud. For example, one student says, I want the thirteenth. If he / she can say thirteenth aloud, then he / she can see what the date is on the other side. For example, if its 6/21, the other team needs to ask, What date is it? together. Together the other team has to answer Its June twenty-first. They can have a reward if they are correct.

2. Student Book Exercise: Part A. Unscramble the sentences.

Let the students do the exercise and then go over the answers.

3. Activity 2Signatures a. Give each student a piece of paper. b. Write the questions on the board. c. Students must walk around the class, asking and

answering their classmates questions.

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d. For each interview, the student signs on the interviewers paper.

e. The goal is to get everyones signature by the end of the activity.

4. Student Book Exercise: Part B. Ask your friends the questions below. a. First, ask the students to choose who they want to

interview and write down their names. b. Then ask the students to walk around and ask their

classmates questions. After they answer, write the answers in the book.

c. Demo the exercise with a student before the exercise starts.

d. Go over the answers with the whole class. Encourage the students to talk about how they do the exercise.

10 min Homework 1. Assign homework. 2. Unit 1 Quiz.

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Unit 2

Vocabulary: tie, scarf, necklace, sneakers, raincoat, uniform, slippers, watch

Sentence pattern:

This is my watch. This is mine. Is it yours? No, its not mine. Its Alans.

Objectives:

1. To identify pronouns and use them in daily life. 2. To identify the vocabulary in this unit. 3. To know how to sing the chant in this unit 4. To identify the br and bl sounds


Word cards, Phonics word cards, two small balls, one sticky ball, two magnets of different colors, one die, two toy hammers, one empty box, tape, plastic banana, the CD

Teaching plan

Day 1


1. Use the word cards to teach new vocabulary. Flash each new word, and guide students to repeat the words a couple of times.

2. Put all the word cards on the whiteboard, guide students to review all the words, and write all the spelling next to the word cards..

3. Read all the spelling with students. While practicing, erase one letter at a time till there is only one letter left.

4. Divide students into two groups. Students take turns spelling and writing the words on the board. If the spelling is correct, guide all the students to read aloud.

5. Practice Activities: (A) Tell me please! a. Divide students into two groups. One student from

each group comes to the front. Give them the toy

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hammers and ask them to get ready. b. Put all the word cards on the whiteboard and hold

the sticky ball. c. Throw the sticky ball at the whiteboard and have

two students hammer the desk, saying the word card tha the stick ball landed on. The faster student gets one point.

Variation: If their ability is pretty good, you can ask them to spell the words.

(B) Find it out! a. Write the spelling of the words on the whiteboard.

Prepare two sets of word cards and spread them on the ground.

b. Divide students into two groups. One student from one group competes with one from the other group..

c. Say a word, tie! for example. The two students need to find the word card tie, place it next to the correct spelling on the whiteboard, and read it aloud. The faster student gets one point.

(C) Spelling game a. Write the eight words on paper, cut out each

letter and put them into a box. Place all the cards on the whiteboard.

b. Divide students into two groups. Two students take turns drawing a letter. Each time they draw a letter, place the letter next to a word that has the letter. For example, if a student gets the letter T, he / she can place a T next to the word card tie, watch or raincoat.

c. If he / she places the letter in the wrong place, put the letter back into the box.

d. Make sure every student spells the words correctly .

e. If one team finishes the spelling by themselves, they can get one point.

f. After the teams have finishing spelling, calculate their points. The group with the higher scores wins.

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20 min Lets talk! Conversation Teaching Part One: 1. Use the picture on page 14 to lead the students to

answer the questions. (1) What is in Leslies hand? (2) What is Alan holding? (3) Is there a uniform under the tree?

2. Take out a book and say This is my book, then point to the book and say This is mine. Touch the jacket and say This is my jacket. Wait two seconds and say This is mine. Focus on My jacket = mine. Practice using different objects from around the classroom.

3. Point to someones book bag and say to the student This is your schoolbag. This is yours. Try to focus on the pronunciation of yours. Then, point to other students objects and use the same pattern to practice with them. Let them become more familiar with the word yours and the following sentence patterns: This is your _____. This is yours.

4. Have one male student come to the front. Point to his shoes and say, Those are his shoes. Those are his. Focus on the word his.

5. Have one female student come to the front, use the same steps to teach the object pencil box. Say the following sentences: This is her pencil box. This is hers.

6. Use the same steps to present pronouns such as ours, yours, theirs, etc.

7. Write all the pronouns on the whiteboard and use different objects to make the sentences. Guide students to practice using them.

8. Teach students how to make names possessive, for example, Andy Andys, Julie Julies

9. Have students open their books to practice the conversation several times.


group a chance to role play this conversation.

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10 min Break Time 10 min Lets talk! Conversation Teaching Part Two: Activity

(A) Act it Out! a. Ask students to underline some words in the

sentences. Leslie: I cant find my watch. Where is it?

Monica: Is it your watch, Leslie? Leslie: Oh yeah, its mine. Thanks. Monica: There is a uniform under the tree. Is that

yours? Leslie: No, its not mine. Its Alans. Sharon: You guys always forget your things.

They might change the words like this. A: I cant find my book. Where is it? B: Is it your book, Amy?

A: Oh, yeah, its mine. Thanks. B: There is a schoolbag on the desk. Is that yours? A: No, its not mine. Its Emilys. B: You guys always forget your things.

b. Ask students to change some words and practice

again for about three minutes. c. Each group takes the content of their

conversation they changed and acts it out.

(B) Lucky Draw a. Prepare an empty box and give every student a

slip of paper. Have them write their names on the paper and put the slip into the box.

b. Choose an object (or use a word card), such as a schoolbag. Then ask student A, Is it your schoolbag? Student A needs to draw a slip of paper from the box. If he / she draws his / her name, he / she should answer, Yes, its mine. If he / she draws someone elses name, he / she should answer, No, its not mine. Its Jacks. After the student answers, the slip of paper goes back into the box.

c. Student A can take one object, such as a watch, and ask the person he / she draws, Is this your

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watch? The student needs to answer the question using the sentence patterns. Repeat the same steps to play this activity.

d. If a student is lucky enough to play this activity three times, you may take their paper away from the box. Let each student have the chance to practice.

10 min Lets learn! Vocabulary Teaching Part Two: Student Book Exercise: Listen and check. Guide the students to do the first one and then let them finish the rest. Go over the answers after they are finished.

30 min Lets Practice! 1. Review Activity: a. Copy page 15 from the book. Cut it out and paste

six pictures on different sides of a die. b. Divide students into two groups. Two students take

turns to roll the die. They have to make sentences according to the picture on the die. If it shows a picture of a raincoat, they have to make sentences, such as Its his raincoat. Its his.

c. Each student has two chances to roll the die. If the pictures are the same, they have to roll the die again. Give them chances to practice using different pronouns.

2. Practice Activity: Correct! a. Send one student from each group to the front. b. Read one sentence aloud and say the pronoun.

For example, These are my rulers. These are mine. Students have to go back to their seats. If you say, Those are Alans sneakers; those are hers, they have to correct the mistake to Those are his.

c. The faster student gets one point. 3. Student Book Exercise: Say and write. a. Demo the exercise. b. The students work in pairs to practice and then

write down the answer. Go over the answers when they are finished.


the test.

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Day 2 Time Topic Steps 30 min Lets chant! 1. Use a toy to present the chant.

Share with You Is it your new toy? Is it yours? Its not mine. Is it yours? Can you share with me? Its my new toy. It is mine. I like to play with it day and night. Its not yours. It is mine. But I can share with you. 2. Read the sentences and have the students repeat

after you. Guide them to practice several times. 3. Play the CD and ask students to read the chant

along with the music. 4. Practice Activity: Find the new owner

a. Everyone holds a toy in their hands. They have to memorize all the owners. After one minute, gather all the toys and put them in a box.

b. Ask a volunteer to take this challenge. Student A chooses a toy from the box and he / she has to say who the owner is. (If he / she chooses his / her own, they have to put it back and do it again.)

c. Play the CD, student A takes the toy and asks student B:

Is it your new toy? Is it yours? Its not mine. Is it yours? Can you share with me?

d. After student A finishes the first phrase, student B has to answer, No! Its not mine! (If he / she isnt the owner.) Then, student A has to sing this song again. Each one has only two chances to make it right.

e. If student A finds the right answer, then student B has to sing the second phrase:

Its my new toy. It is mine. I like to play with it day and night. Its not yours. Its mine.

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But I can share with you. f. After student B finishes the song, he / she has to

pick one toy from the box. g. Use the same steps to find all the owners.

20 min Lets say! Phonics Teaching Part One: 1. Write brown on the whiteboard and guide students

to pronounce the word. They have learned this word so that will be OK for them to pronounce. Erase the letters o-w-n and ask students to pronounce br. Make sure to pronounce the correct sound and ask the students to repeat after her / him.

2. Write the word black on the whiteboard and let them try to pronounce the word. Then, show them the correct pronunciation and erase the letters a-c-k. Ask students to pronounce bl. Then, show them the correct pronunciation and ask students to repeat it a couple of times.

3. Write example words after the letters br,--such as brave, Bruce, branch, broken, Brian, bridge, and brushand guide students to read them aloud a couple of times.

4. Write example words after the letters bl,--such as blanket, blank, blame, black, and blotand guide students to read them aloud a couple of times.

5. To practice phonics with students, write more example words--such as breeze, brake, breakfast, brunch, brace, brick, bless, block, bliss, blade, blat, blew, blight, and blindand let students distinguish the difference between br and bl.

6. Use phonics word cards to review all the words and have students read the words aloud. Then, write the rhyme on the board and ask one student to come to the front to circle a word that has br or bl. This student can also pick another student until all the words are circled.

Brave Bruce picks up the branches with a broken leg.

Brian walks across the bridge with a brush in his hand.

The cats footprints are on the blanket and my blank paper. I blamed the cat for the black blots.

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7. Guide the students to read this rhyme slowly. Use the phonics word cards to help them pronounce and memorize the words.

8. Play the CD and ask students to read aloud. 10 min Break Time 30 min Lets say! Phonics Teaching Part Two:

1. Practice Activities (A) Three makes a line! a. Divide students into two groups. b. Draw a grid (5 X 4) on the whiteboard and fill it in

with phonics words. brick brush blue broom blanket black blond blush branch blame bridge break breeze blast blown bright blind bless bring brown

c. Have students from each group play paper-scissors-stone. The one who wins chooses a word and pronounces it. If it is correct, he / she can circle the word. If it is wrong, he / she cant circle the word.

d. Three boxes in a row is one point. e. After they circle all the words, calculate their

score.

(B) Lets pass the balls! a. Write br and bl on two slips of paper and

paste the paper on two balls. Place the balls on the ground.

b. Divide students into two groups. Each group sends one student to the whiteboard. The rest of students stand in the center of classroom.

c. When you say a phonics word such as bridge, two students compete to obtain the ball with the letters br. Once they have the ball, they have to pass it to their group members. Someone from the group must catch the ball and the whole group must say, br, bridge.

d. If the group members dont catch the ball, they dont get a point.

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(C) I can get the card! a. Write the phonics words on the cardboard. Divide

students into two groups. Place a desk at the front of the classroom. Send one student from each group to stand next to the desk.

b. Flash the phonics word card and have the two students play paper-scissors-stone. The one who wins the game reads the correct phonics aloud. For example, if you flash the card brush, the correct answer is br, brush. If he / she gets it right, he / she gets one point. If he / she doesnt get it right, the other student has a chance to answer aloud and get one point.

c. To give every student more chances to practice, each card could be shown two to three times.

2. Student Book Exercise: Listen, fill in, and check if they are the same.

Demo the first one and let the students finish the rest. 20 min Lets listen! 1. Play the CD and do one question for an example.

2. Let the students finish the rest of the activities. 10 min Homework 1. Assign homework.

2. Study Unit 2 vocabulary and the br and bl phonics words for the listening test.

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the whiteboard. Use the picture to introduce the topic of this unit.


(1) What does Vanessa buy for Ashley? (2) What color is Jefferys gift box? (3) What is in the small gift box? (4) What can you say to your friend on Christmas Day? 3. The students turn to page 20 and check the answers

from the context. Go over the answers with them. 4. Play the CD while the students read along. 5. Ask comprehension questions to check the students

understanding. 6. Activity: (A) Circle reading a. Using tape, make a small circle on the floor that is

large enough to enclose a pair of feet. b. Have students stand in a big circle with their

books. c. As they read, they should walk slowly around the

classroom, making sure everyone passes over the taped circle on the floor.

d. Then, clap your hands to signal for students to stop.

e. Whoever gets caught on or nearest to the taped circle has to get into the middle of the big circle and read the next line alone.

(B) Pass the banana a. Bring a plastic banana to class.

b. The student holding the banana has to read one sentence before passing the banana to the next student.

c. Start a timer and hand the banana to the first student.

d. Have students continue passing the banana around the class as each reads one sentence in turn. Make sure they read it clearly before they

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continue passing the banana. e. When they finish reading, stop timing. Write the

time on the board. f. Now, tell them they have to beat that time by a

certain amount in order to get a point. 7. Student Book Exercise: Read and choose the answer.

The students do the exercise. Go over the answers when the students are finished.

10 min Break Time 50 min Lets write! 1. Activity :

Train for Response a. Write these words on the whiteboard.

b. Bring two toy hammers to class. Divide students into two teams. Each time, have a student with a hammer from each team to get ready.

c. Read a sentence aloud. Have students substitute the correct pronoun and use the hammer to hit the word.

d. For example, say, This is my watch. The student who says This is mine and hits the word mine gets one point.

2. Student Book Exercise: Rewrite the sentences. Let the students do the exercise and then go over the answers.


mine

its hers his

ours yours

theirs

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Unit 3

Vocabulary: glue, scissors, crayons, markers, pencil case, tape, pencil sharpener, notebook, paper, correction tape

Sentence pattern:

Whose glue is it? Its Monicas. Whose crayons are they? Theyre hers.

Objectives:

1. To identify the names of different stationery 2. To use the sentence patterns in this unit to ask and answer

the questions 3. To know how to sing the chant in this unit. 4. To identify the cr and cl sounds


Word cards, Phonics word cards, an empty box, two toy hammers, one die, one ball, pieces of cardboard, the CD

Teaching plan

Day 1


1. Try to show the students real objects. Hold up an object and guide students to repeat the vocabulary three to five times.

2. Flash the word cards and ask students to repeat after you until they are familiar with the new words.

3. Put the picture cards on the board. 4. Lead the students to say one word at a time and

write down the spelling of the words the students say. 5. Lead the students to spell out each word at least

three times. Erase some letters in each word to see if the students can spell the word correctly and completely.

6. Choose a student to come to the front. This student can choose a word and write down the spelling. Then, he / she can choose another student to continue the activity.

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7. Practice Activities: (A) Anything you wish a. Prepare two sets of word cards, so both groups

can have one set. b. One student from each group has to listen to the

teachers command. c. For example, say, I need some glue. The student

who gets the correct word card first, wins a point. d. Every student practices with one word the first

time. The second time, you may say two words, for example, I need a pair of scissors and some paper. The first one who identifies the two correct cards wins a point.

e. Increase the difficulty according to students level. The third time, ask for three. For example, I need a notebook, a pencil sharpener and some crayons.

f. This activity will increase students familiarity with these words and their reaction capacity.

g. To make this activity more interesting, count down from five. The one to identify the card in five seconds or less wins the point.

(B) The Copycat! a. Divide students into two groups. Each one should

have three points. Send one student at a time from each group.

b. Show a word card and pronounce the word. If the card and what you say are consistent with each other, the students need to repeat the word three times. For example, if you show the glue card and pronounce glue, the student needs to repeat glue, glue, glue! The faster one gets a point.

c. If they are not the same, the student needs to say the correct word three times. For example, if you show the crayons card and pronounce markers, the student needs to say crayons, crayons, crayons. If they copy what you say, subtract one point.

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d. Vary the speed and train the students reaction capacity. If one group doesnt have any points, they lose the activity.

e. If the two groups are too good to finish the activity, the group that gets more points wins.

(C) Spelling Challenge a. Divide students into two groups; number the

players on each team. b. Teacher shows a word card, for example, glue.

Everyone says the word aloud. Say a number that corresponds to members from each group. If you say the number 4, then the two number fours need to come to the whiteboard and write down the spellings of the word. The faster student gets one point.

c. You may write some letters as a hint when practicing larger words such as pencil sharpener and correction tape. Students may read the word and write the spelling by using phonics.


answer the questions. (1) Who is holding scissors? (2) What is Sharon doing? (3) What does Alan want to do?

2. Take a book and say, This is my book. This is mine. Ask one student to point to your teachers book and say, This is your book. This is yours. Then you ask, Whose book is it? Guide all the students to answer, This is your book. This is yours.

3. Use different objects to practice. For example, if Alice takes an eraser, you point to the eraser and guide the students to repeat, This is Alices eraser. This is Alices. This is hers. Then, ask them Whose eraser is this? Everyone should answer, Its Alices. Its hers.

4. Lead students to practice the patterns to become familiar with the usage of Whose.


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group a chance to role play this conversation. 10 min Break Time 10 min Lets talk! Conversation Teaching Part Two : Activity

(A) Q and A a. Divide students into two groups and draw a 65

grid. For example:

slippers tie scarf sneakers raincoat Monica and

Julia

Mr. Wang Jack Susan

b. Students from each group can choose a grid to

do Q and A, such as slippers vs. Jack: Q: Whose slippers are they?

A: They are Jacks. If they do it correctly, note it in the grid. c. Practice all of them until every space is marked. d. To give students more chances to practice,

increase the size of the grid.

(B) Lost-and-Found a. Prepare an empty box. Walk around the room

with the box. When you walk in front of a student, he / she needs to put something into the box.

b. After everyone is finished, walk around and randomly give every student something.

c. Have everyone stand up and ask each other. Q: Is it / Are they yours? A: Yes, its / theyre mine. or

No, its / theyre not mine. Its / theyre _____s. d. If the answer is No, he / she has to ask another

person until he / she finds the owner. e. When they are asking each other, check to see if

they use the correct patterns. If they make any mistakes, correct them immediately and have them practice again.

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10 min Lets learn! Vocabulary Teaching Part Two: Student Book Exercise: Listen and match. Demo the first one and guide the students to do the rest. Then go over the answers.

30 min Lets Practice! 1. Review Activity: a. Guide students to practice page 24. Point to the

first picture and ask the students to read the word notebook aloud, then, ask them, Whose notebooks are they? Students look at the book and answer the question, and fill in the answer.

b. Use the same steps to finish questions two to four. 2. Practice Activity:

a. Prepare a die, and have students take out one object. Place all of them in the middle of the classroom. For example:

Students

object

Students

object

Goal

Start

b. Divide them into two groups. A student from each

group takes a turn rolling the die. They can move forward according to the number rolled. For example, if they stop at the object, correction tape, everyone asks, Whose correction tape is it? The owner needs to raise his / her hand. The one who rolled the die needs to answer, Its ____s. If he / she cant answer it, he / she cant move forward.

c. In order to win the game, the exact number needs to be rolled. If they roll a higher number, they have to go back to the start.

d. The group who finishes first wins the activity. 3. Student Book Exercise: Ask and answer. a. Demo the exercise.

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b. The students work in pairs to practice and then write down the answer. Go over the answers when they are finished.


the test.

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Day 2 Time Topic Steps 30 min Lets chant! 1. Read the first paragraph slowly with rhythm while

clapping your hands. For the second verse stamp your feet.

Art Time Whose markers are they? Can I use them to draw a plane? Color it yellow, blue, and red. Now look at my beautiful plane. Whose colored paper is it? Can I use it to make a face? Cut and fold. Glue and paste. Come and see my lovely face.

2. Guide the students prepare to read the lyrics while

clapping their hands or stamping their feet. When they are familiar with the song, ask them to read the chant faster.

3. Play the CD and ask students to read the chant along with the music.

4. Practice Activity: Art Time a. Prepare some markers, crayons, scissors, colored

paper and glueetc. b. Have students draw a colorful airplane and make

a cute face mask. c. Play the CD when they are making their mask. d. After they finish, each student takes the mask and

airplane, stands up and chants this chant while showing their own art. Because the colors will be different, they have to change the colors in the lyrics accordingly.

e. When someone presents his / her work, others need to clap their hands or stamp their feet to the rhyme.

20 min Lets say! Phonics Teaching Part One: 1. Write clown on the whiteboard and let students try

to pronounce it. They have learned this before. Then,

37

erase the letters o-w-n, and ask students to pronounce the letters cl. Correct their pronunciation and ask them to repeat it three to five times.

2. Write cream on the whiteboard and let students try to pronounce it. They have learned this before. Then, erase the letters e-a-m, and ask students to pronounce the letters cr. Correct their pronunciation and ask them to repeat it three to five times.

3. Write several words after the letters crcrow, crown, crab, cricket, cream, crazyand lead students to pronounce them three to five times.

4. Write some words after the letters cl: clever, clay, clock, clam, clarinet, clap and lead students to pronounce these words three to five times.

5. Write several words which have the same phonics, such as the following:

clown crown clap crap class cross clean cream clip crepe Guide students to practice them. 6. Use the Phonics Word Cards to review the words with

students two to three times. Then write the phonics chant on the board. Select one student to come to the front, and ask them to circle a word which has the cl or cr sound. After that, select another student to do the same activity until all the cl and cr words are circled.

The crow took my crown. The crab wants to eat the fruit. The cricket is eating ice cream. Its really a crazy place.

A clever girl makes a clay clock, cooks clam soup,

and plays clarinet. Lets clap for her!

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7. Lead the students to read the phonics chant. When

the students read the phonics words, show them the word cards to make those words more familiar.

8. Play the CD to let the students hear the rhythm and then ask the students to practice reading along with the music.

10 min Break Time 30 min Lets say! Phonics Teaching Part Two:

1. Practice Activities: (A) Phonics a. Draw the following grid on the whiteboard:

cl cr

own ay am ub ap ick

ean

b. If you have many students in your class, you may

extend the number of columns and rows. Ask each student to try to pronounce the word by using phonics. (This activity is only designed for using phonics. Some of them might not be correct.)

c. Let students take turns pronouncing the words. If they correctly say it, check the space. Then, ask everyone to repeat the sounds one more time.

(B) Soccer Game! a. Prepare a ball and place it on the floor at the

back of the classroom. b. Drw a vertical line in the middle of the

whiteboard. On one side write cr and on the other write cl.

c. Divide students into two groups. Take turns

39

sending one student from each group. When you read a word aloud, they must answer which sound it is. The one who correctly says the answer has to kick the ball to the right side of the board (cr or cl). If he / she kicks it to the correct side of the board, they win one point.

(C) Listen & Find! a. Randomly write some phonics words on the

whiteboard. Place two toy hammers on the floor in the middle of the classroom.

b. Divide students into two groups. Send one student from each group to stand at the back of the classroom.

c. Pronounce the phonics cr. Two students run to get the toy hammers and hammer words which have the phonics cr. They must then read the word aloud. For example, cr, crow.

d. The faster student gets one point But only if he / she says the correct word. If he / she answers incorrectly, the other student has a chance to answer.

2. Student Book Exercise: Listen and check the odd one out.

Demo the first one and let the students finish the rest. 20 min Lets listen! 1. Play the CD and do one question as an example.


2. Study Unit 3 vocabulary, cr and cl words for the listening test.

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(1) Whose ball is it? (2) Whose pencil is it? (3) What does the teacher tell Vanessa? (4) What are the things on the floor? 3. The students turn to page 28 and check the answers

from the context. Review the answers. 4. Play the CD while the students read along. 5. Ask comprehension questions to check the students

understanding. 6. Activity:

(A) Circle the answer a. Have students close their books. At different

places on the board, write out the answers to the questions.

b. Divide the class into two teams and call a student from each team up to the front of the room, giving each a marker.

c. Ask a question. The first student to circle the answer on the board gets a point.

(B) Mouth it a. Have students open their books. b. Choose a beginning letter, for example, s. c. Have students read the story. Each person reads

one word. If a word begins with an s, the students should clap their hands instead of reading the word.

d. Give each student ten points to start the activity. If they make mistake or read too slowly, subtract one point from their total.

7. Student Book Exercise: Read and answer the questions. The students do the exercise. Go over the answers

41

when they are finished.

10 min Break Time 50 min Lets write! 1. Activity 1 : Lucky Draw

a. Prepare some word cards they have learned, and write all the spelling on slips of paper. Each student draws one piece of paper. Instruct them to not let others see what is written on their slips.

b. Draw one word card, for example, necklace. Ask them, Whose necklace is it? The student who has the necklace word card needs to raise his / her (Jimmys) hand. The rest of the students say, Its Jimmys.

c. Jimmy can draw a word card and ask, Whose ___ is it / are they? The student who has it needs to respond, and so on.

2. Student Book Exercise : Part A. Answer the questions. Let the students do the exercise and then go over the

answers. 3. Activity 2 : What are the questions? a. Write answers on slips of paper. b. Fold the slips of paper and put them into the paper

cup. c. Divide the class into two teams. d. Ask a student from Team A to pick one slip. The

student with the answer must ask team members a question that will elicit the exact answer written on the paper.

e. If team members can say the exact answer, then the team gets a point.

4. Student Book Exercise : Part B. Make questions. Let the students do the exercise and then go over the

answers. 10 min Homework 1. Assign homework.

2. Unit 3 Quiz.

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Review 1 (For reference only)

Vocabulary: Review Unit 1 ~ Unit 3 Vocabulary

Sentence pattern:

Review Unit 1 ~ Unit 3 Sentence Patterns

Objectives: 1. Review Unit 1 ~ Unit 3 Phonics rules and words 2. Review Unit 1 ~ Unit 3 Sentence Patterns 3. Review Unit 1 ~ Unit 3 Vocabulary


Unit 1 ~ Unit 3 Word Cards, Unit 1~ Unit 3 Phonics Word Cards, a die, a set of copy cards, a sticky ball

Teaching plan

Time Topic Steps 50 min Review

sentence patterns

1. Student Book Exercise Part A. Read and answer the questions. a. Copy page 30 from the book and cut the article

into four paragraphs. Divide students into four groups. Each group can pick one paragraph.

b. Ask one student to read the paragraph aloud to his / her group members.

c. The group discusses and trys to figure out what holiday or festival it is according to the three questions.

For example, What holiday is it? Its Christmas. What date is it? Its December 25th. What do you usually do on this day? .

f. The students do Student Book Exercise Part A. 2. Student Book Exercise Part B. Fill in the blanks. Demo the first one and let the students finish the rest. 3. Student Book Exercise Part C. Look and answer.

a. Divide the students into two teams. b. Ask students to look at the pictures in Part C. Call

out a number of a picture and let the students do the writing relay. The team that finishes the

43

sentence first gets one point.

15 min Review Vocabulary

1. Use the picture cards from Unit 1 ~ Unit 3 to review the vocabulary with students. Also lead the students to practice spelling each word.

2. Review Activities: (A) Spelling Race a. Divide students into two groups and place a toy

hammer on a desk at the back of the classroom. b. Send one student from each group. Read a word

aloud, for example, necklace. The student who correctly spells the word the fastest and runs back to hammer the desk gets a point.

c. Give everyone at least two tries to practice the vocabulary.

(B) Find the Picture a. Divide students into two groups. Send one student

to come out at a time. b. Place the picture cards on the floor in the middle

of the classroom. Write a word on a slip of paper, for example, necklace. Then, write the first letter n. After two seconds, write the rest of the letters. The two competing students can say stop at any time. Whoever says it should find the necklace picture, hold it up, and read the spelling aloud, for example, necklace, n-e-c-k-l-a-c-e. If he / she can do it correctly, he / she gets one point.

c. If he / she takes the wrong card or says the wrong spelling, the student from the other group has a chance to correct it. You can also spell the whole word and have students find the correct picture.

10min Review phonics

1. Use the Phonics Word Cards (Unit 1 ~ Unit 3) to review the phonics rules and words with students. Show the picture side and have students say each word sound.

2. Review Activities: (A) Making the sound! a. Paste the phonics rules on the sides of the dice: pr,

pl, br, bl, cr, cl

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b. Divide students into two groups. For each turn, send a student from each group.

c. You roll the dice. If it shows cl, write the letters ap. Two students will then need to pat the whiteboard and say, cl-ap-clap.

d. If he/she is correct, he / she can get one point. If its wrong, the other group has a chance to correct it.

(B) Lets Play Bricks! a. Divide students into two groups and prepare a

sticky ball for them. Draw a picture of bricks similar to the following:

b. On another piece of paper, draw the same bricks but without the words. Write 1 to 3 on each brick to show the points students can get.

c. The two groups of students take turns throwing the sticky ball. When the sticky ball hits a word, they have to read the words aloud. The one who can read it correctly gets the points.

d. Give everyone a chance to practice. If you have lots of students in your class, the number of bricks could be expanded.

30 min Test 1 Explain the exam and then the students do the exam. 5 min Homework 1. Assign homework.

2. Study Unit 1 ~ Unit 3 vocabulary and phonics words for the listening and spelling test.

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Unit 4

Vocabulary: excited, bored, sick, scared, early, late, yesterday, weekend

Sentence pattern:

I was sick yesterday. Were you bored? Yes, I was.

Objectives:

1. To learn the concept of past tense 2. To identify the vocabulary in this unit 3. To know how to sing the song in this unit 4. To identify the sound gr and gl


Word cards, Phonics word cards, an empty box or an empty bag, two dice, two toy hammers, poker cards, the CD

Teaching plan

Day 1


1. To identify more adjectives, for example, show them excited and say, I am excited. Repeat the word excited and guide them to read the word aloud to make sure everyone can pronounce it correctly.

2. Pretend you are doing something boring and say, I am bored. Repeat the word bored, and guide them to repeat the word. Use the same steps to teach sick and scared.

3. On the whiteboard, draw a clock which shows the time 6:30 and tell students, I am going to school. Tell students, I am early. Change the time on the clock to 9: 30 and tell the students, I am late. You may pretend to be nervous while saying the expression. Have students repeat the words early and late a couple of times.

4. Write the days of a week on the whiteboard. Tell students Its a week. And then circle Saturday and

46

Sunday and tell them Its the weekend. 5. Review yesterday, and remind students that

Friday= today, Thursday=? Let students try to answer it by themselves.

6. Show them a picture card and ask them to repeat the word. Then, place the card on the whiteboard.

7. Put the picture cards on the board. Lead them to say a word and write the spelling the students say.

8. Lead the students to spell out each word at least three times. Erase some letters in each word to see if the students can spell the word correctly.

9. Read a word aloud and ask students to raise their hands if they can spell the words. If they spell the words correctly, give them a reward.

10. Practice Activities: (A) Lets look for it! a. Write the six words on the whiteboard: excited,

bored, sick, scared, early, and late. b. Copy the six pictures, cut them out, and paste

them on the six sides of a die. c. Divide the students into two groups and prepare

two toy hammers. Place them in front of the whiteboard. Send one student from each group.

d. Roll the die to see which word on the whiteboard they have to look for. They have to use the toy hammers to hit the correct word and read the word aloud three times. The faster student who answers correctly wins a point.

(B) Finish the vocabulary a. Divide students into two groups and name and

number them. b. Write the vocabulary on the whiteboard but omit

letters from the words. For example, __ xc__t__d. c. After you are finished, call out a number. Number

Six! for example. Then, the two number-six students need to fill in the letters. The faster student who answers correctly gets one point.

d. The rest of the class should repeat and spell the vocabulary one more time.

47

e. Rewrite the vocabulary, but this time omit different letters to let them practice the spelling.

(C) Get the cards! a. Place the adjectives picture cards on the floor in

the middle of the classroom. There should be six cards.

b. Divide students into two groups; send one student from each group.

c. You act out the gesture or expression in front of the classroom. For example, jumping up and down shows that you are excited, so students need to identify the excited word card. The one who gets the card asks you, Were you excited? If he / she is correct, you will answer, Yes, I was excited. If he / she gets it wrong, the other group gets a chance to win.

d. Its ok to let the winner do the gesture. The others may guess which word it is.


answer the questions. (1) Was Alan OK yesterday?

(2) Is Alan OK now? (3) What happened to Alan yesterday?

2. Ask students, What day is today? They have to answer loudly, Today is Friday. Write Friday on the whiteboard and also write today next to Friday. Write some adjectives they have learned, such as happy. Then say with a smile, I am happy today. Ask students, Are you happy today? Let students answer the question one by one.

3. Then, write Thursday before Friday and ask the students again, What day is today? Guide them to answer, It is Friday today. Write yesterday next to Thursday and point to Thursday and ask them, What day was yesterday? Focus on wasand yesterday and try to guide them to answer, It was Thursday yesterday. Practice the past tense was and yesterday with students.

4. Write an adjective next to the word Thursday that students have learned, such as sad, and tell them

48

that you were sad yesterday. Then, say with a smile, But I am happy today. Use these expressions to help them understand the concept of the past tense.

yesterday today Thursday Friday

sad happy 5. After the short introduction, write two adjectives they

have learned and say, You are tired today. Why? Because you were busy yesterday. Focus on are and were. Write some adjectives and point to a student to say, He / She is nervous today. Why? Because he / she has a test today, but he / she was lazy yesterday.

6. Show them the following outline: was / were am / are / is yesterday today Thursday Friday

sad happy busy tired lazy nervous

7. Use these sentence patterns to practice simple present tense and past tense with students.

I am happy today. I was sad yesterday. You are tired today. You were busy yesterday. He is nervous now. He was lazy yesterday. She is angry today. She was lucky yesterday. The dog is sleepy now. It was hungry yesterday. 8. (Reference) More past tense adjectives:

Thursday Friday

6 am-12 am yesterday morning this morning

12 am-18 pm yesterday afternoon this afternoon

18 pm-12 pm yesterday evening

/ last night

this evening

/ tonight

When you introduce last night, you can use the (monthly) calendar.

this week / last week this weekend / last weekend

49

this Friday / last Friday this year / last year

It depends on the students age how to teach them this concept. You may teach them this in the next unit.



group a chance to role play this conversation. 10 min Break Time 10 min Lets talk! Conversation Teaching Part Two : Activity

(A) Present to Past a. Divide students into two groups and number

them. b. Write a sentence on the board, Jack is angry

today. And call out a number, for example, number 2. Then, the two number-two students need to run to the whiteboard to change the tense into past tense: Jack was angry yesterday.

c. Remind students to change adjectives into past tense. For example, Alice is lazy tonight. Then, students need to change the sentence to the following: Alice was lazy last night.

I am crazy today. I was crazy yesterday. We are busy this week. We were busy last week. They are lucky this year. They were lucky last

year. d. The one who finishes first has to raise his / her

hand. Check the answer to see if it is correct. Ask everyone to repeat the sentence together.

(B) Finish the sentence! a. Divide and number the students. Prepare two

markers on the whiteboard. b. Write some words as hints, such as he / happy/

yesterday, and call out a number Five! The two number five students need to make a complete sentence, He was happy yesterday.

c. The faster student gets one point.

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d. The questions you offer should range in difficulty. For example:

they / not busy / last week the teacher / mad / yesterday afternoon my parents / not busy / yesterday morning

10 min Lets learn! Vocabulary Teaching Part Two: Student Book Exercise: Listen, number, and match. Demo the first one and guide the students to do the rest and then go over the answers.

30 min Lets Practice! 1. Review Activity: a. Turn to page 34 and guide students to look at the

pictures and do the Q & A. 2. Practice Activity

a. Prepare a die by pasting yes and no on its sides. Three sides get yes and three sides get no. Draw the following chart on the board. Divide students into two groups and practice the sentence patterns.

b. The two groups take turns playing this activity. First,

they have to choose the space. For example, excited vs. you. Then, the whole group asks, Were you excited? You roll the die.I If it shows yes, one student from this group needs to answer, Yes, I was excited. Or Yes, we are excited. If the answer is correct, he / she may mark in the grid.

c. A row of three spaces makes a line. At the end of the activity, the group that has more lines wins the activity.

3. Student Book Exercise: Ask and answer. a. Demo the exercise. b. The students work in pairs to practice and then

excited early late scared bored sick

you

they

he

mom

grandpa

Ms. Lin

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write down the answer. Go over the answers when they are finished.


the test.

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Day 2 Time Topic Steps 30 min Lets chant! 1. Read the lyrics aloud and act it out. (Use gestures so

the students understand what it says.) 2. Guide students to repeat after you and practice it a

couple of times.

Are You OK? I was bored yesterday. Are you OK? Yes, I am happy now. He was sick last week. Is he OK? Yes, he is fine now. They were late this morning. Are they OK? No, they are nervous now.

3. Play the CD so the students know the rhythm and

then ask them to practice reading along with the music.

4. Practice Activity: Lucky Roll! a. Divide students into two groups; send one student

from each group at a time. b. Prepare two dice by pasting the six adjectives on

sides of the dice. Prepare the six word cards. c. Play the CD while everyone sings the song

together. When the music stops, hold up a word card. The two students need to roll the dice at the same time. If the die shows exactly the same word as yours, that group gets a point. If its not the same, no points are given.

d. Give everyone a chance to roll the die. After that, the group who has the most points wins the activity.

20 min Lets say! Phonics Teaching Part One: 1. Write the word grass on the whiteboard and let

students try to pronounce it. Then, erase the letters a-s-s, and ask students to pronounce gr. After that,

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say the correct pronunciation and ask students to repeat.

2. Write glass on the whiteboard and let students try to pronounce it. Then, erase the letters a-s-s and ask students to pronounce gl. After that, say the correct pronunciation and ask the students to repeat it three to five times.

3. Write some words after the letters gr: Grace, grandmother, greet, grapes, green, and grass. Then, guide students to practice these three to five times.

4. Write some words after the letters gl: Gloria, glasses, gloves, glue, globe, and glad. Then, guide students to practice these three to five times.

5. Write more words on the board and let students practice the phonics of gr and gl.

grass glass gross gloss grew glue grow glow green glean 6. Use the Phonics Word Cards to review the words with

students two to three times. And then write down the phonics chant on the board:

Graces grandmother greeted her with a hug. Graces little brother is eating grapes on the green grass.

Gloria wears her glasses and some gloves. She

wants to glue the broken globe. She is glad to do this work.

7. Select one student to come to the front. Ask the

student to circle a word which has the gr or gl sound. After that, select another student to do the same activity until all the gr and gl words are circled.

8. Lead the students to read the phonics chant. When

the students read the phonics words, show them the word cards to make those words more familiar.

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9. Play the CD to let the students know the rhythm and

then ask them to practice reading along with the music.

10 min Break Time 30 min Lets say! Phonics Teaching Part Two:

1. Practice Activities (A) Bingo! a. Prepare 20 gr and gl phonics word cards in

advance. Write the words on the cardboard and put them into an envelope or a box.

grace glove grape globe grass

glass green glum gross glance

great glam ground grew glue

grape glad graduate grow greedy

b. Prepare two 4X5 grids and fill in more than 20

words; write the words in a different order in two grids. Divide students into two groups. Each group gets a grid.

c. The two groups of students take turns to come to the front. Choose one phonics word from the envelope or box and read it aloud. The two students need to find the word on the grid and circle it.

d. Four continuous circles make a line. The group who gets four lines wins the activity.

e. Let everyone have a chance to choose a card and practice phonics.

(B) The expert! a. Move two desks to the front of the classroom and

put four cardboards on each desk. Write the phonics blends like this:

gl gr cl cr

b. Divide students into two groups; send one student from each group and ask them to stand behind

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the desks. c. Read a word. Two students need to identify the

phonics and hold up the cardboard. (Instruct the students to not let the other student peek at their answer.)If you read the word glove, guide students to count from one to three. When they say three, two students need to hold the correct phonics cardboard up. The one who does this right gets a point.

2. Student Book Exercise: Listen and write the missing letters.

Demo the first one and let the students finish the rest. 20 min Lets listen! 1. Play the CD and do one question as an example.


2. Study Unit 4 vocabulary, gr and gl words for the listening test.

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2. Read the sentences below. The students listen while looking at the picture on the whiteboard. They then tell you if the sentences are true or false.

True or False? 1. Lisa was at the Christmas party at Vanessas house. 2. There were a lot of interesting activities at church. 3. Vanessa doesnt want to join Lisa for church

activities. 4. Lisa was bored at church. 3. Play the CD and the students read along. 4. Ask comprehension questions to check the students

understanding. 5. Activity: Twenty-one a. Divide the class into two teams. b. Start with a student from each team and read a

sentence from the story. c. Let the first student throw two dice. Write the total

on the board. d. Two teams can then decide whether to stop or go. e. The team that goes over twenty-one loses. The

team closer to or on twenty-one wins the game. 6. Student Book Exercise: Read and circle True or False. The students do the exercise. Go over the answers

when they are finished. 10 min Break Time 50 min Lets write! 1. Activity 1 : Who is fast?

a. Write six different adjectives on some cardboard and place them into a box or a bag. Also, write those six adjectives on the sides of a die. For example, write happy, busy, nervous, lazy, tired, sleepy.

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b. Divide students into two groups; send one student from each group. Student A (Group A) draws an adjective, such as busy, from the box,; he / she needs to make a question in past tense. For example, Were your parents busy last week?Student B (Group B) rolls the die to see if the adjective is the same as busy. If it is the same, student B (Group B) needs to answer, Yes, they were busy last week. If it is not the same, he / she needs to answer, No, they were not busy last week. If group Bs answer is Yes, group A gets one point.

2. Student Book Exercise : Part A. Look at the pictures and answer the questions.


3. Activity 2Last card loses a. Divide the class into two teams.

b. Put a stack of cards on top of the opening of an empty bottle.

c. Tell the students if they blow off all the cards or the last card, they lose the game.

d. Ask questions of each teams. After a successful response, the student tries to blow off some cards from the top of the deck without blowing all of them off.

4. Student Book Exercise : Part B. Rewrite the sentences or questions.



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Unit 5

Vocabulary: beach, airport, farm, concert, mountain, amusement park, playground, port

Sentence pattern:

Where were you last weekend? I was at the beach last weekend. She was at the playground last weekend.

Objectives:

1. To identify more time adverbs and learn about the usage of the word where

2. To identify the names of public places 3. To know how to sing the chant in this unit 4. To identify the fr and fl sounds


Word cards, Phonics Word Cards, some magnets, a copy of the characters from the book, two dice, two small balls, a puppet, a sticky ball, the CD

Teaching plan

Day 1


1. Guide the students to identify the names of public places by using the word cards. Lead the students to practice repeating them several times.

2. Show them a word card, have students read the word out loud, and then put the card on the whiteboard.

3. Put all the word cards on the whiteboard, guide students to review all the words, and write all the spelling next to the words.

4. Read all the spelling with students. While practicing, erase one letter at a time until there is only one letter left.

5. When you read a word, the one who raises his / her hand and spells the whole word gets a stamp.

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6. Practice Activities: (A) Guess who has it a. Put the word cards on the board. Prepare two sets

of paper; write all the words on them. b. Divide students into two groups. Each group gets

one set of the paper cards. Each group member takes one card. (Dont let others peek at what the others have.)

c. A student from group A chooses a word, for example, beach. Then, choose a student from B and ask, Were you at the beach? Group Bs student needs to answer yes or no according to what the card he / she has. If he / she has the beach card, group A gets a point.

d. Then, group B gets the chance to play this activity. e. The group who has the most points wins. f. Students take turns standing up. The rest of the

students ask together, Where were you? The student who is standing gives the card back to the teacher. Remind the students to memorize all the students places. (They may not know the answers.)

g. While you get the card, write the students name on the card.

(B) Relay Competition a. Place the word cards at the back of classroom.

Divide students into two groups. Send two students from each group. One stands in front of the whiteboard and the other stands in the middle of the classroom.

b. Writes a string of letters and say, Go! The students need to run to the whiteboard and unscramble the word. For example, aechb beach. If they spell it correctly, they have to run to the other student and pat his / her hand. Then, he / she needs to find the beach card at the back of the classroom and give it to the student who spelled the word. Let this one give the card back to you. If it is correct, they get one point.

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c. The student who needs to spell the word stands in the middle this time. Another student stands in front of the whiteboard to spell the word next time. Continue the same steps to play this activity.

d. Let everyone have a chance to spell and find the word card.


answer the questions. (1) Where are they?

(2) What are they talking about? (3) Was Alan at home last weekend?

2. Use the daily conversation to review the Be verbs. For example, Are you happy today? Select one student to answer, then ask him / her, Were you happy yesterday? Ask everyone the same question and let them have a chance to answer.

3. Then, ask students, Where are you? The student answers, I am at school or I am in the classroom.

4. Ask students, Where were you this morning / this afternoon / yesterday / last night? Let everyone takes turns answering. Check that they can change the sentence pattern, I am not at home, into the past tense, I was at home.

5. Use different questions (change the subject and time adverbs), and guide students to answer the correct tense.

Where was your father yesterday? He was at the office. Where were you and your brother last night? We were at the movie theater. 6. Introduce more time adverbs to the students.

last yesterday last night yesterday morning

last weekend yesterday afternoon last week yesterday evening last Friday last month last spring last year

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group a chance to role play this conversation. 10 min Break Time 10 min Lets talk! Conversation Teaching Part Two: Activity

(A) Where was he? a. Divide students into two groups. Prepare some

magnets. Copy the characters and cut them out. Use the double side type to paste it on the magnets.

b. Draw a simple picture of different rooms in your house. For example:

bedroom yard bathroom dining room

kitchen living room garden

c. Place the characters in the different rooms. Some

roo

Contentskids.liveabc.com/placementtest/teacher/B6_TG_E_n.pdf · Unit 8 ... and target sentence...

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Transcript of Contentskids.liveabc.com/placementtest/teacher/B6_TG_E_n.pdf · Unit 8 ... and target sentence...