introduction to oral english using the total physical response … · 2013-02-11 · using the...

Introduction to Oral English using the

Total Physical Response (TPR) method

Susan Malone for

SIL-Bench Maji MTB MLE Program, 2011

Adapted from ideas presented by Asher, J. J. (1977). Learning another language through actions: The complete teacher's guidebook. Los Gatos, CA: Sky Oaks, and Reid Wilson, Maximize Your Language Learning through TPR, Internet.

TPR for teaching children English as a foreign language Grade 1, Bench Maji MTB MLE 2

Introducing children to English using the Total Physical Response (TPR) method

In early TPR lessons students hear and see and then hear and do.

Hear and see. Students hear the teacher say a command and see the teacher demonstrate the action. They hear the command again and see the teacher and student volunteers demonstrate the action

Hear and do. They hear the command a third time and they do the actions.

Here is the “3 x 3” pattern to follow

1. TEACHER CALLS OUT THE COMMANDS AND THEN THE TEACHER DOES THE ACTIONS. DO THIS 3 TIMES.

2. TEACHER CALLS OUT THE COMMANDS AND THEN TEACHER WITH VOLUNTEERS DO THE ACTIONS. DO THIS 3 TIMES.

3. TEACHER CALLS OUT THE COMMANDS AND STUDENTS DO THE ACTIONS. DO THIS 3 TIMES.

Instructions for the teacher are in BOLD CAPITAL LETTERS. Please read them carefully the day before you do the lesson so that you know the materials you will need. Also practice reading the commands several times before the lesson so you can say them correctly and clearly.

In the NEW WORDS column, verbs are shown in italics. In the “Commands for Practice” column, new words are underlined the first time they are used. Students’ responses are written in CAPITAL LETTERS.

Use the “COMMANDS FOR 3X3 DEMONSTRATION” column for the “3 x3” demonstrations (see above). The new words for that day are underlined.

Use the COMMANDS FOR PRACTICE column to have students practice hearing, seeing and doing the commands. The commands are grouped into “sets”.

Students work in pairs or teams for many lessons but one student at a time does the actions. (Check the directions for each lesson.)

Make sure that every student gets a chance to listen and respond to the commands each day. While some students work at the chalkboard or in front of the classroom, other students work in teams or alone at their desks. Repeat the commands as often as needed so that each student on each team gets a chance to practice.

Use students’ own names, when possible. Some lessons refer to “#1”, “#2”, etc. When you do the lesson, use the students’ names rather than the numbers.

Vocabulary: At the end of this book is a list of all the vocabulary terms introduced in these lessons.


WEEK 1

New words

Commands for “3x3”

demonstration

Commands for practice

1.1

stand, sit, turn

up, down, around

Stand up. Sit down

Stand up. Turn around. Sit down.

Stand up. Sit down.

Stand up. Sit down. Stand up. Turn around. Turn around. Sit down.

1.2

walk, stop, jump

Walk. Stop.

Jump.

Stand up. Sit down. Stand up. Jump. Sit down.

Stand up. Walk. Stop. Jump. Turn around. Jump. Walk. Stop. Sit down.

Stand up. Walk. Stop Turn around. Jump. Walk. Stop. Sit down.

1. 3

point

table, door, to, the

Point to the table.

Point to the door.

Stand up. Point to the table. Walk to the table. Point to the door. Walk to the door. Stop. Walk to the table. Jump. Turn around. Walk. Sit down.

Point to the door. Walk to the door. Point to the table. Walk to the table. Stop. Turn around. Walk. Stop. Sit down.

1. 4 touch

chalk-board, desk

me

Walk to the chalkboard.

Touch the chalkboard.

Point to the desk.

Point to me.

Stand up. Walk to the chalkboard. Touch the chalkboard. Turn around. Point to me. Point to the desk. Walk to the desk. Touch the desk. Turn around. Turn around. Sit down.

Stand up. Walk to the table. Touch the table. Jump to the chalkboard. Touch the chalkboard. Point to me. Point to the desk. Walk to the desk. Touch the desk. Sit down.

Stand up. Point to the door. Walk to the door. Touch the door. Turn around. Jump to me. Jump to the desk. Touch the desk. Point to me. Sit down.

1. 5 REVIEW LESSONS FROM THIS WEEK.


WEEK 2 REMEMBER THAT ONE STUDENT AT A TIME ON EACH TEAM RESPONDS TO THE COMMANDS. REPEAT AS MANY

TIMES AS NEEDED SO THAT EVERY STUDENT ON EACH TEAM GETS A TURN TO RESPOND.

New words


demonstration


2. 1 window, floor, chair

your

Point to the window.

Point to the floor.

Point to the chair

Point to your desk.

GO TO SEVERAL STUDENTS AND POINT TO THEIR DESKS. SAY IN L1, “YOUR DESK.” EMPHASIZE THE L1 WORD

FOR “YOUR”. THEN REPEAT, ONLY IN ENGLISH: “YOUR DESK”. DO THIS SEVERAL TIMES.

Stand up. Point to the window. Walk to the window. Touch the window. Point to the floor. Touch the floor. Point to the chair. Walk to the chair. Touch the chair. Point to your desk. Touch your desk. Sit down.

Stand up. Point to the floor. Touch the floor. Walk to the window. Touch the window. Point to the table. Point to the chair. Point to me. Point to your desk. Walk to your desk. Sit down.

2. 2 pick, put

book, pencil

my

Point to your book.

Point to your pencil.

Pick up your book

Put down your book.

Point to my chair.

STUDENTS DIVIDE INTO TEAMS. TELL EACH TEAM TO TAKE OUT THEIR WRITING BOOKS. POINT TO YOUR CHAIR. TELL THEM IN L1, “THIS IS MY CHAIR.” EMPHASIZE THE L1 WORD FOR “MY”. THEN SAY IT IN ENGLISH: MY CHAIR.

Stand up. Point to your desk. Point to your book. Pick up your book. Put down your book. Point to your pencil. Pick up your pencil. Put down your pencil. Walk to my chair. Touch my chair. Walk to your desk. Touch your desk. Touch your book. Touch your pencil. Touch your chair. Sit down.

Stand up. Pick up your book. Put down your book. Pick up your pencil. Put down your pencil. Point to me. Point to my chair. Walk to the window. Walk to the door. Walk to your desk. Touch your chair. Jump. Turn around. Sit down.

2. 3 stone,

big, small

and

Point to the stone.

Point to the big stone.

Point to the small stone.

Pick up the big stone and the small stone.

STUDENTS DIVIDE INTO TEAMS OF 5. GIVE EACH TEAM ONE BIG STONE AND ONE SMALL STONE.

Stand up. Point to the stone. Point to the big stone. Pick up the big stone. Put down the big stone. Point to the small stone. Pick up the small stone. Put down the small stone. Pick up the big stone and the small stone. Put down the big stone and the small stone. Sit down.

Stand up. Point to your book. Touch your book. Point to your pencil. Touch your pencil. Point to my book. Point to the big stone. Point to the small stone. Pick up the big stone and the small stone. Put down the big stone and the small stone. Point to the window. Point to the door. Point to the chalkboard. Point to the table. Point to me. Point to my chair. Point to my book. Turn around. Jump. Turn around. Sit down.


2. 4 stones, chairs,

one, two, three

Pick up one stone.

Pick up two stones.

Pick up three stones.

Point to two chairs.

STUDENTS DIVIDE INTO TEAMS OF 3. GIVE EACH TEAM ONE BIG STONE AND ONE SMALL STONE. ONE STUDENT

ON EACH TEAM RESPONDS TO THE COMMANDS. MAKE SURE THAT EVERY STUDENT GETS A TURN TO RESPOND.

Stand up. Point to the stones. Pick up the big stone. Pick up the small stone. Put down the big and small stones.

Pick up one stone. Put down the stone. Pick up two stones. Put down the 2 stones. Pick up three stones. Put down 3 stones. Touch the big stone. Touch the small stone. Touch three stones. Sit down.

Stand up. Point to 1 desk. Point to 2 desks. Point to 3 desks. Pick up one small stone. Pick up the big stone. Sit down.

Stand up. Pick up one stone. Put down the stone. Pick up 2 stones. Put down the stones. Pick up 3 stones. Put down the stones. Pick up the big stone. Pick up the small stone. Put down the big and small stones. Sit down.

2. 5 REVIEW LESSONS FROM EACH DAY OF WEEK 2. IF TIME, ALSO REVIEW COMMANDS FROM WEEK 1.

WEEK 3

New words


demonstration


3. 1 count,

four, five

all

Pick up four stones.

Pick up five stones.

Count the stones.

Pick up all the stones.

GIVE EACH TEAM (5-6 STUDENTS) 5 STONES. STUDENTS POINT TO EACH STONE AS YOU COUNT.

Stand up. Pick up 1 stone. Put down the stone. Point to 2 stones. Count the stones: 1, 2. Point to 3 stones. Count the stones: 1, 2, 3. Pick up four stones. Put down the stones. Count the stones: 1, 2, 3, 4. Pick up five stones. Put down the stones. Count the stones: 1, 2, 3, 4, 5. Pick up all the stones. Put down all the stones.

YOU CAN ASK THE STUDENTS IF THEY WANT TO COUNT WITH YOU. IF THEY ARE NOT READY TO COUNT WITH

YOU, THEY CAN JUST POINT TO THE STONES AS YOU COUNT.


3. 2 head, nose, eye time, times

Touch your head.

Touch your nose.

Touch your eye.

Jump one time.

Jump 2 times.

Stand up. Point to your head. Touch your head. Point to your nose. Touch your nose. Point to your eye. Touch your eye. Point to my head. Point to your head. Turn around one time. Turn around 2 times. Jump one time. Jump 2 times. Sit down.

Stand up. Touch your head. Touch your eye and your nose. Point to my head. Point to my chair. Touch your head two times. Touch your head 4 times. Touch your head 5 times. Pick up your pencil. Put down your pencil. Pick up your book. Put down your book. Point to the window. Point to the door. Point to the chalkboard. Turn around 3 times. Jump 4 times. Sit down.

3. 3 ear, mouth, teeth

Touch your ear.

Point to your mouth.

Point to your teeth.

Stand up. Touch your head 2 times. Touch your ear. Touch your mouth. Point to your teeth. Touch your nose. Point to your eye. Turn around 1 time. Jump 2 times. Touch your eye and your ear. Sit down.

Stand up. Touch your ear. Point to your mouth. Point to your teeth. Turn around 2 times. Jump 3 times. Point to your eye. Touch your head. Point to the chalkboard. Point to the door. Turn around. Sit down.

3. 4 arm, hand, finger

Touch your arm.

Touch your hand.

Touch one finger.

Stand up. Touch your arm. Touch your hand. Touch one finger. Touch your head. Point to your eye and your ear. Touch your arm. Touch your hand. Touch one finger. Sit down.

Stand up. Point to your arm. Touch your hand 3 times. Touch your ear and your nose. Touch your head. Point to my head. Point to your mouth. Point to your teeth. Jump 4 times. Turn around. Sit down.

3. 5 REVIEW LESSONS FROM WEEKS 1-3. FOCUS ON 1) BODY PARTS; 2) COUNTING 1, 2, 3, 4, 5; AND 3) MY, YOUR

WEEK 4

New words


demonstration


4. 1 leg, foot, toe, toes

Touch your leg.

Touch your foot.

Touch your toes. Touch one toe

Stand up. Point to your leg. Touch your leg. Point to your foot. Touch your foot. Point to one toe. Point to all your toes. Point to your leg. Touch your leg and your foot. Touch your toes. Sit down.

Stand up. Touch your head and your foot. Point to your ear and your leg. Point to one foot. Point to 5 toes. Point to my head. Touch your head. Point to my foot. Touch your foot. Jump and sit down.


4. 2 hold, clap, shake

hands

Hold up one stone.

Hold up your hands.

Clap your hands.

Shake your hands.

GIVE EACH STUDENT A STONE.

Stand up. Pick up one stone. Hold up the stone. Hold up one hand. Hold up two hands. Clap your hands 3 times. Shake your hands. Shake your head. Shake your leg. Sit down.

Stand up. Shake your arms. Pick up the stone. Hold up the stone. Put down the stone. Hold up your hands. Shake your hands. Shake your head. Hold up your leg. Shake your leg. Clap your hands one time. Clap your hands 2 times. Clap your hands 3 times. Clap your hands 4 times. Clap your hands 5 times. Shake your head and your hands. Sit down.

4. 3 girl, girls, boy, boys,

Point to one girl.

Point to 2 girls.

Point to one boy.

Point to 2

boys.

STUDENTS DIVIDE INTO TEAMS WITH AT LEAST 3 GIRLS AND 3 BOYS ON EACH TEAM. GIRLS STAND TOGETHER

AND BOYS STAND TOGETHER. ALSO, GIVE EACH TEAM 5 STONES.

Stand up. Point to one girl. Point to 2 girls. Count 2 girls. Point to 3 girls. Count 3 girls. Point to one boy. Point to 2 boys. Point to 3 boys. Count 3 boys. Point to 4 boys. Count 4 boys. Sit down.

Stand up. Point to one boy. Point to 2 girls. Count 3 boys. Count 4 girls. Point to 1 girl and 1 boy. Clap your hands 5 times. Jump 2 times. Touch your toes 4 times. Turn around one time and sit down.

4. 4 give, take, is

from, on, it

Point to the book. The book is on the desk.

Give the book to me.

Take the book from me and put it on the chair.

FORM TEAMS WITH 5OR 6 STUDENTS ON EACH TEAM. TELL EACH TEAM TO STAND AROUND A DESK. TELL THE STUDENTS ON EACH TEAM TO COUNT THEMSELVES (#1, #2, #3, #4, #5). TELL THE TEAMS TO PUT ONE

WRITING BOOK AND ONE PENCIL ON THEIR DESK. REPEAT THE COMMANDS MANY TIMES SO THAT EACH

STUDENT FROM EACH TEAM DOES THE ACTIVITIES FOR #1, #2, AND #3.

The book is on the desk and the pencil is on the desk. #1, pick up the book. Give the book to #2. #2. Put the book on the chair. #3, take the book from the chair and put it on the desk. #2, pick up the pencil and put it on the floor. #1, take the pencil from the floor and give it to #3. #3, take the pencil from #1 and take the book from the desk. Put the book and the pencil on my table. #2, pick up the pencil and put it on your desk. #1, take the book and put it on your desk.

4. 5 REVIEW LESSONS FROM THIS WEEK. IF TIME, REVIEW EARLIER LESSONS, TOO.


WEEK 5

New words


demonstration


5. 1 stick / sticks long, short

them, a

Point to a boy.

Pick up a stick.

Pick up a long stick.

Pick up a short stick.

Pick up 2 short sticks.

Give them to the boys.

STUDENTS DIVIDE INTO TEAMS OF 3 OR 6. GIVE EACH TEAM 5 LONG STICKS AND 5 SHORT STICKS. TELL THEM

(IN L1) TO PUT THEIR STICKS ON THEIR DESK. TELL THEM TO PUT THE LONG STICKS TOGETHER IN ONE PLACE

AND THE SHORT STICKS TOGETHER IN ANOTHER PLACE.

Point to a girl. Point to a boy. Point to a stick. Point to a long stick. Point to a short stick. Point to all the sticks.

#1, pick up one long stick. Give it to #2. #2, put it on your desk.

#3, pick up 2 long sticks and 2 short sticks and give them to #1. #1, take the sticks. Put the long sticks on the floor. Put the short sticks on the desk.

#2, pick up 5 long sticks and 5 short sticks and put them on the floor. Count the short sticks: 1, 2, 3, 4, 5. Count the long sticks: 1, 2, 3, 4, 5. Pick up all the sticks and put them on the desk.

REPEAT AS MANY TIMES AS POSSIBLE SO EACH STUDENT ON THE TEAM CAN DO EACH PART (#1, #2, #3).

5. 2 chalk

her, him

with

Pick up the chalk.

Walk to a boy. Give the chalk to him.

Walk to a girl. Give the stone to her.

Walk to 2 boys. Give the sticks to them.

STUDENTS DIVIDE INTO TEAMS WITH BOYS AND GIRLS ON EACH TEAM. BOYS STAND TOGETHER AND GIRLS STAND TOGETHER. GIVE EACH TEAM A PIECE OF CHALK. ALSO GIVE EACH TEAM AT LEAST 2 LONG STICKS, 2 SHORT STICKS AND 5 STONES. TELL THEM TO PUT THE CHALK, STICKS AND STONES ON THEIR DESK.

ONE BOY, stand up. Point to the chalk. Pick up the chalk. Walk to a girl. Give the chalk to her. GIRL, put the chalk on your desk.

ONE GIRL, point to a long stick. Pick up the long stick. Walk to a boy. Give the long stick to him. BOY, take the long stick and put it on your desk with the chalk.

ONE BOY, point to 2 short sticks. Pick up the 2 short sticks and walk to 2 girls. Give them the short sticks. GIRLS, take the 2 short sticks and put them on your desk with the chalk and long sticks.

TWO GIRLS, walk to 2 boys. Walk to the door with them. Turn around and walk to your chairs. Sit down.

REPEAT MANY TIMES SO EACH GIRL AND BOY GETS TO PRACTICE EACH ACTION.


5. 3 add

six, seven,

again

Pick up 5 stones. Add one stone.

Count to six.

Add one stone. Count to seven.

Count to seven again.

STUDENTS DIVIDE INTO TEAMS OF 3. GIVE EACH TEAM 10 STONES. ONE STUDENT ON EACH TEAM DO THE

ACTIONS BUT ALL THE STUDENTS ANSWER TOGETHER. MAKE SURE EACH STUDENT ON EACH TEAM GETS A TURN

TO DO THE ACTIONS.

Pick up five stones. Count them: 1, 2, 3, 4, 5. Add one stone. Count six stones: 1, 2, 3, 4, 5, 6. Count six stones again: 1, 2, 3, 4, 5, 6. Girls count to 6 with me: 1, 2, 3, 4, 5, 6.

Point to the six stones. Add one stone. Count seven stones: 1, 2, 3, 4, 5, 6, 7. Boys, count to 7 with me: 1, 2, 3, 4, 5, 6, 7. Boys, count 7 stones again: 1, 2, 3, 4, 5, 6, 7.

WRITE NUMBERS 1, 2, 3, 4, 5, 6, 7 ON DIFFERENT PLACES ON THE CHALKBOARD. Call 3 students at a time to the chalkboard. Repeat until everyone has a turn at the chalkboard.

Three students stand up and walk to the chalkboard. Point to number 4. Point to number 7. Point to number 1. Point to number 3. Point to number 6. Point to number 2. Point to number 5. Boys, count to 7 WITH me: 1, 2, 3, 4, 5, 6, 7. Girls, count to 7 with me: 1, 2, 3, 4, 5, 6, 7. Girls count to seven again.

REPEAT MANY TIMES SO THE STUDENTS PRACTICE COUNTING TO 7.

5. 4 eight, nine, ten

every-one

Count to eight.

Count to nine.

Count to ten.

Everyone count the stones.

STUDENTS DIVIDE INTO TEAMS. GIVE EACH TEAM 10 STONES. ONE OR TWO STUDENTS AT A TIME DO THE

ACTIONS BUT ALL THE STUDENTS COUNT WITH YOU.

Put 7 stones on your desk. Count them with me: 1, 2, 3, 4, 5, 6, 7. Add one stone. Count eight stones: 1, 2, 3, 4, 5, 6, 7, 8. Everyone count to 8 with me: 1, 2, 3, 4, 5, 6, 7, 8.

Put 8 stones on your desk. Add one stone. Count nine stones: 1, 2, 3, 4, 5, 6, 7, 8, 9. Count them again: 1, 2, 3, 4, 5, 6, 7, 8, 9. Everyone count to 9 with me. 1, 2, 3, 4, 5, 6, 7, 8, 9.

Put 9 stones on your desk. Add one stone. Count ten stones: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Count them again. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Everyone count to 10 with me. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

WRITE NUMBERS 1 TO 10 ON DIFFERENT PARTS OF THE CHALKBOARD (NOT IN ORDER).

Stand up and walk to the chalkboard. Point to number 4, Point to number 7. Point to number 10. Point to number 1. Point to number 3. Point to the number 8. Point to number 6. Point to number 2. Point to number 5. Point to number 10.

Everyone count to 10 with me: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

5. 5 REVIEW LESSONS FROM THIS WEEK. FOCUS ON COUNTING TO 10.


WEEK 6

New words


demonstration


6. 1 his, her, their

Point to his stick.

Point to her stick.

Point to their stick.

STUDENTS DIVIDE INTO TEAMS (6 ON A TEAM) WITH BOTH GIRLS AND BOYS AND GIRLS ON EACH TEAM. GIVE

EACH STUDENT A STICK. MAKE SURE THAT EACH STUDENT GETS A TURN AS #1, #2, #3 AND #4.

ONE BOY, put your stick on the desk. #1, the boy put his stick on the desk. Pick up his stick and give it to him.

ONE GIRL, put your stick on the floor. #2, the girl put her stick on the floor. Pick up her stick and give it to her.

TWO GIRLS, put your sticks on the desk. #3, two girls put their sticks on the desk. Pick up their sticks and give the sticks to them.

TWO BOYS, put your sticks on the floor. #4, two boys put their sticks on the floor. Pick up their sticks and give the sticks to them.

6. 2 books

REVIEW me, my your, him, his, her, them, their

Pick up one book. Pick up 2 books.

TELL STUDENTS TO TAKE OUT THEIR WRITING BOOKS. DIVIDE INTO TEAMS WITH AT LEAST 2 GIRLS AND 2 BOYS ON EACH TEAM. GIVE EACH TEAM SOME STICKS AND STONES AND A PIECE OF CHALK . DO THIS ACTIVITY MANY

TIMES SO EVERYONE HAS A CHANCE TO PRACTICE EACH PART.

TO ALL THE STUDENTS: Stand up. Point to me. Point to my head. Point to my arm. Point to my book. Point to my chair. Walk to your desk. Point to your desk. Point to your chair. Point to your book. Point to your head. Sit down.

TO 2-3 STUDENTS TOGETHER (EACH TEAM):

Stand up. Point to a girl. Point to her head. Point to her arm. Point to her leg. Point to her book. Pick up a stick and give it to her. Sit down

Stand up. Point to a boy. Point to his head. Point to his arm. Point to his leg. Point to his foot. Pick up the chalk and give it to him. Sit down.

Stand up. Point to your book. Touch one leg. Touch one hand. Point to 2 girls. Point to their books. Point to their chairs. Pick up a stone and give it to them.

Stand up. Point to your head. Point to my head. Point to 2 boys. Point to their feet. Point to their heads. Pick up 2 sticks and give the sticks to them. Sit down.


6. 3 hair, neck, necks

Point to your hair.

Point to your neck.

Point to 2 boys. Point to their necks.

STUDENTS DIVIDE INTO TEAMS OF 5. GIVE EACH STUDENT A STICK. MAKE SURE THAT EACH STUDENT GETS A

TURN TO PRACTICE.

Stand up. Point to your head. Touch your head. Touch your hair. Point to your neck. Touch your neck. Point to a girl. Point to her head. Point to her hair. Point to her neck. Point to 2 boys. Point to their heads. Point to their hair. Point to their necks.

Pick up a stick. Touch your hair with the stick. Touch the floor with the stick. Put down the stick. Point to 5 sticks. Pick up 5 sticks. Put down 5 sticks. Sit down.

6. 4 bend

arms, hands, legs, fingers

Hold up your hands.

Hold up your arms.

Bend your arms.

Bend your legs.

Bend your fingers.

Stand up. Point to your legs. Bend your legs. Shake one leg. Hold up your arms. Bend your arms. Hold up your hands. Clap your hands. Shake your hands. Bend your fingers. Sit down.

Stand up. Point to one hand. Touch your hand. Hold up one arm. Bend one arm. Bend 2 arms. Hold up one hand. Hold up 2 hands. Shake your hands. Bend your fingers. Clap your hands 5 times. Bend your neck. Sit down.

Stand up. Point to one leg. Hold up one leg. Bend it. Point to your legs. Bend them. Hold up your arms. Bend them. Hold up your hands. Shake them. Shake your head. GIRLS, walk to a girl, Shake her hand. BOYS, walk to a boy. Shake his hand. Sit down.


WEEK 7 If the students are ready, let them practice giving commands to each other. Walk around the room to help as needed. New

words Commands for

“3x3” demonstration


7. 1 feet, tooth, teeth

Point to your feet.

Point to your teeth.

Point to one tooth.

Stand up. Point to your feet. Touch one foot. Point to your teeth. Touch one tooth. Clap your hands 5 times. Turn around 2 times. Sit down.

Stand up. Turn around 2 times. Jump 3 times. Touch your feet. Touch your neck. Bend your arms. Bend your legs. Bend your fingers. Point to your teeth. Point to one tooth. Point to one finger. Hold up your arms. Shake your hands. Shake your head. Sit down.


7. 2 eyes, ears, face, back

Point to your eyes.

Point to your ears.

Point to your face.

Touch your back.

DO THE FIRST ACTIVITY 4-5 TIMES WITH ALL THE STUDENTS.

Stand up. Point to your head. Point to your face. Point to your neck. Point to one eye. Point to 2 eyes. Point to one ear. Point to 2 ears. Touch your back.

NOW TELL THE STUDENTS TO STAND UP AND POINT TO BODY PARTS AS YOU SING. AFTER THEY LEARN THE WORDS, ENCOURAGE THEM TO SING WITH YOU.

One head, two ears one face, two eyes, one nose, one mouth, one neck.

Two arms, two legs, two hands, two feet, fingers, toes and back.

Shake your arms and bend your legs. Touch your feet and toes.

Jump three times and turn around and touch your ears and nose!

7. 3 box

in, out of

Point to the box.

Put the stone in the box.

Take the stone out of the box.

STUDENTS DIVIDE INTO TEAMS. GIVE EACH TEAM A BOX, 5 STONES AND 5 STICKS.

Stand up. Point to the box. Pick up a stone. Put the stone in the box. Take the stone out of the box.

Pick up 3 stones and put them in the box. Pick up 4 sticks and put them in the box. Take all the stones and sticks out of the box. Put the stones and the sticks on your desk. Sit down.

Pick up the box. Put down the box. Put the box on the floor. Pick it up and put it on your desk. Put 4 sticks and 3 stones on your desk. Count the sticks and stones: 1, 2, 3, 4, 5, 6, 7. Put the sticks and the stones in the box. Take them out of the box and put them on the desk. Sit down.

7. 4 boxes

under, beside

other

Point to 2 boxes.

Put one stick under the book.

Put one stick beside the book.

Put the other sticks on the floor.

STUDENTS DIVIDE INTO TEAMS. PUT 2 BOXES ON YOUR TABLE. GIVE EACH TEAM 1 BOX, 5 STICKS AND 5 STONES AND TELL THEM TO PUT EVERYTHING ON THEIR DESK. REPEAT AS OFTEN AS NEEDED SO EACH STUDENT ON EACH TEAM DOES ALL THE ACTIONS.

Stand up. Point to the table. Point to one box. Point to two boxes. Put two stones on the chair. Point to one stone. Point to the other stone.

Point to the box on your desk. Put 3 sticks in the box. Put 1 stick under the box. Put one stick beside the box. Take the 3 sticks out of the box and put them on the chair. Take the stick from under the box and put it on the desk. Take the stick from beside the box and put with the other sticks on the chair.

Pick up one stone and put it on the floor under your desk. Pick up 3 stones and put them on the floor beside your desk. Pick up 5 sticks and put them in the box. Pick up all the sticks and stones. Put them on the desk.


7. 5 REVIEW LESSONS FROM THIS WEEK. IF TIME, REVIEW EARLIER LESSONS, TOO.

WEEK 8 **TELL THE STUDENTS TO BRING THE MATERIALS THAT YOU WILL USE FOR THE ACTIVITIES THIS WEEK. AFTER STUDENTS HAVE RESPONDED TO COMMANDS SEVERAL TIMES, ASK THEM IF THEY WANT TO PRACTICE GIVING

COMMANDS TO EACH OTHER. WALK AROUND THE ROOM TO HELP AS NEEDED.

New words


demonstration


8. 1 open, close

bottle, bottles

Pick up the bottle.

Open the bottle.

Close the bottle.

Pick up 2 bottles.

STUDENTS DIVIDE INTO TEAMS. GIVE 2 BOTTLES TO EACH TEAM. TELL THEM TO PUT THE BOTTLES ON THEIR

DESK. ONE STUDENT FROM EACH TEAM DOES THE ACTIONS. REPEAT MANY TIMES SO EVERY STUDENT CAN DO

ALL THE ACTIONS.

Stand up. Pick up the bottle. Open the bottle. Close the bottle. Put the bottle on the desk. Jump one time and clap your hands 3 times. Sit down.

Stand up. Pick up 2 bottles. Shake the bottles. Open the bottles. Close the bottles. Put the bottles on the desk. Walk to the window. Walk to the door. Open the door. Close the door. Walk to your desk. Jump with one leg. Jump with two legs. Sit down.

8. 2 pour

cup, cups, water

into

Pick up the bottle. Point to the water in the bottle.

Pick up the cup.

Pour the water into the cup.

Pour the water into 2 cups.

STUDENTS DIVIDE INTO TEAMS OF 5-6. GIVE EACH TEAM 2 CUPS AND A WATER BOTTLE WITH WATER IN IT. TELL THEM TO PUT THE BOTTLE AND CUPS ON THEIR DESK. REPEAT MANY TIMES SO EVERY STUDENT CAN DO ALL

THE ACTIONS.

Stand up. Pick up the bottle. Open the bottle. Point to the water in the bottle. Pick up one cup. Pour water into the cup. Close the bottle. Point to the water in the cup. Put the cup on your desk. Put the water bottle on your desk beside the cup. Sit down.

Stand up. Pick up the bottle. Open the bottle. Pour water into 2 cups. Give one cup to a girl. Give one cup to a boy. Put the bottle on your desk. Take the cups from the girl and the boy. Put them on the desk beside the water bottle. Sit down.


8. 3 draw, erase

circle, circles, square, squares

Point to the circle.

Point to the square

Draw a circle.

Draw a square

Draw 2 circles.

Draw 2 squares.

DRAW A CIRCLE AND A SQUARE ON THE CHALKBOARD. ONE TEAM (4-5 STUDENTS) AT A TIME COMES TO THE

CHALKBOARD; OTHERS WORK AT THEIR DESKS.

Stand up and walk to the chalkboard. Point to the circle. Point to the square. Pick up the chalk. Draw one circle. Draw one square. Erase the circle. Erase the square.

Draw 2 circles and 2 squares. Count the circles. Count the squares. Erase one circle. Erase the other circle. Erase one square. Erase the other square. Draw 3 circles. Count them. Draw 5 squares. Count them. Erase all the circles and all the squares. Walk to your desk. Sit down.

8. 4 line, lines

straight, curved

Point to the line.

Point to two lines.

Draw a straight line.

Draw a curved line.

YOU AND THEN YOU AND 2 VOLUNTEERS DO THE DEMONSTRATION ON THE CHALKBOARD. THEN ONE TEAM (4-5 STUDENTS) AT A TIME COMES TO THE CHALKBOARD; OTHERS WORK AT THEIR DESKS.

Stand up. Walk to the chalkboard. Point to the line. Point to two lines. Draw a straight line. Draw a curved line. Erase the straight line. Erase the curved line. Draw 2 straight lines and 2 curved lines. Erase all your lines.

Draw a circle. Draw a square beside the circle. Draw 2 straight lines. Draw 2 curved lines. Erase the circle and the square. Erase all the lines. Draw 2 squares and 2 circles. Draw 2 straight lines. Draw one curved line. Erase the circles. Erase the curved line. Erase the squares. Erase one straight line. Erase the other straight line. Walk to your desk. Sit down.


WEEK 9 AFTER THEY HAVE PRACTICED RESPONDING TO COMMANDS SEVERAL TIMES, LET STUDENTS GIVE COMMANDS TO

EACH OTHER IN TEAMS, IF THEY ARE READY. WALK AROUND THE ROOM TO HELP AS NEEDED.

New words


demonstration


9.1 use, make,

big, small

Pick up the small stones.

Pick up the big stones.

Use 10 small

STUDENTS DIVIDE INTO TEAMS OF 4. GIVE EACH TEAM A BOX, AT LEAST 12 SMALL STONES, 4 BIG STONES AND 4 LONG STICKS (EACH ABOUT 12 CMS.) ONE STUDENT ON EACH TEAM DOES THE ACTIONS AS YOU CALL OUT THE

COMMANDS. MAKE SURE THAT EVERY STUDENT ON EACH TEAM GETS TO PRACTICE.

CONTINUE ON NEXT PAGE


stones to make a circle.

Stand up. Point to the sticks and stones on your desk. Pick up all the small stones. Put them down. Pick up all the big stones. Put them down. Use 10 small stones to make a circle on your desk. Use the 4 long sticks to make a square beside the circle. Use the 4 big stones to make a straight line beside the square. Pick up all the sticks and stones and put them in the box. Sit down.

9.2

go, come

inside, outside

Put a stick inside the circle.

Put a stick outside the circle.

Come inside.

Go outside.

STUDENTS DIVIDE INTO TEAMS OF 4. GIVE EACH TEAM A BOX, AT LEAST 12 SMALL STONES, 3 BIG STONES AND 4 LONG STICKS. ONE STUDENT AT A TIME DOES THE ACTIONS. MAKE SURE THAT EVERY STUDENT ON EACH TEAM

GETS TO PRACTICE FOLLOWING THE COMMANDS.

Stand up. Pick up all the small stones. Make a circle on the desk with the small stones. Pick up the 3 big stones. Put 2 big stones on the desk inside the circle. Put one big stone on the desk outside the circle. Pick up all the stones and put them in the box. Use the long sticks to make a square on your desk. Take 10 small stones and 2 big stones out of the box. Put 5 small stones on the desk inside the square. Put 5 small stones and 2 big stones on the desk outside the circle.

CALL 5 BOYS AND 5 GIRLS TO THE FRONT OF THE ROOM.

5 boys hold your hands and make a circle. 3 girls stand inside the circle. 2 girls stand outside the circle. 5 girls, walk to the door. Open the door and go outside. Turn around and come inside. Close the door. Walk to your desks and sit down. 5 boys walk to the door. Open the door and go outside. Turn around and come inside. Close the door. Walk to your desks and sit down.

9.3 read

number, numbers

Read the number on the chalkboard.

Read the numbers.

STUDENTS DIVIDE INTO TEAMS OF 5. GIVE EACH TEAM A BOX WITH 5 STONES INSIDE THE BOX. WRITE

NUMBERS 1, 2, 3, 4, AND 5 ON DIFFERENT PARTS OF THE CHALKBOARD. ONE STUDENT FROM EACH TEAM DOES

ONE SET OF ACTIONS. MAKE SURE THAT EACH STUDENT DOES ALL THE SETS.

Stand up. Open the box and take out one stone. Go to the chalkboard. Point to the number 1 and read the number. Go to your desk and put the stone in the box.

Open the box and take out 2 stones. Count them. 1, 2. Go the chalkboard and point to the number 2. Read the number. Go to your desk and put the 2 stones in the box.

Open the box and take out 3 stones. Count them. 1, 2, 3. Go to the chalkboard and point to the number 3. Read the number. Go to your desk and put the 3 stones in the box.

Open the box and take out 4 stones. Count them. 1, 2, 3, 4. Go to the chalkboard and point to the number 4. Read the number. Go to your desk and put the 4 stones in the box.



Open the box and take out 5 stones. Count them. 1, 2, 3, 4, 5. Go to the chalkboard and point to the number 5. Read the number. Go to your desk and put the 5 stones in the box.

Walk to the chalkboard. Point to all the numbers on the chalkboard. Read the numbers 1 to 5. Erase number 3. Erase number 4. Erase numbers 1 and 5. Erase number 3.

9.4 say, write

name

Say your name.

Write your name.

STUDENTS DIVIDE INTO TEAMS OF 4-5. ONE TEAM AT A TIME WORKS AT THE CHALKBOARD. OTHERS WORK AT

THEIR DESKS. MAKE SURE EVERY STUDENT GETS A CHANCE TO WORK AT THE CHALKBOARD.

Go to the chalkboard. Pick up the chalk. Say your name. Write your name. Erase your name. Write numbers 1, 2, 3, 4, and 5 on the chalkboard. Erase all the numbers. Sit down.

9.5 REVIEW LESSONS FROM THIS WEEK.

WEEK 10 TELL STUDENTS TO BRING THE MATERIALS FROM HOME FOR THIS WEEK’S ACTIVITIES.

AFTER STUDENTS HAVE PRACTICED RESPONDING TO THE COMMANDS SEVERAL TIMES, ENCOURAGE THEM TO GIVE

COMMANDS TO EACH OTHER IN TEAMS. WALK AROUND THE ROOM TO HELP AS NEEDED

New words


demonstration


10. 1 eat, drink

plate, food

Drink the water.

Pick up the plate.

Put food on the plate.

Eat the food.

STUDENTS DIVIDE INTO TEAMS OF 10. GIVE EACH TEAM A PLATE, CUP, AND A WATER BOTTLE WITH WATER IN IT. ALSO GIVE THEM SOME RICE OR OTHER COMMON LOCAL FOOD. LET EVERYONE HAVE A TURN DOING THE ACTIONS.

Point to the bottle. Point to the plate. Pick up the plate. Put down the plate. Pick up the bottle. Pick up the cup. Pour water into the cup. Drink the water. Put down the bottle and the cup. Put food on the plate. Eat the food.

Put the bottle on the desk. Put the plate beside the bottle. Put the cup beside the plate. Open the bottle and pour water into the cup. Put food on the plate. Drink the water. Eat the food.


10. 2 in front, behind

Stand in front of the table.

Stand behind the table.

STUDENTS DIVIDE INTO TEAMS OF 10. TEAMS DO THIS ACTIVITY AROUND THE TEACHER’S TABLE. TELL ONE GIRL AND ONE BOY TO STAND IN FRONT OF THE ROOM WITH SPACE IN FRONT AND BEHIND THEM.

Stand up. Walk to the table. Stand in front of the table. Walk to the door. Stand behind the door. Walk to the chalkboard. Stand in front of the chalkboard. Walk to a girl. Stand behind the girl. Walk to a boy. Stand in front of the boy.

3 boys stand in a straight line. 2 girls stand in front of the boys. 2 girls stand behind the boys. All the girls raise your arms and shake them. All the boys touch your toes and jump on one leg. Everyone sit down.

5 girls stand in a curved line. 2 boys stand in front of the curved line. 2 boys stand behind the curved line. Everyone raise your arms and clap your hands. Jump 3 times. Turn around. Sit down

10. 3 left, right

forward, back-ward

Turn left.

Turn right.

Walk forward.

Walk backward.

TAKE THE STUDENTS OUTSIDE AND HAVE THEM “MARCH” AS YOU CALL OUT THE COMMANDS.

Stand in a straight line. Walk. Stop. Turn left. Walk. Stop. Turn right. Walk. Stop. Jump 4 times. Turn around 2 times. Walk forward. Stop. Walk backward. Stop. Turn left. Walk. Stop. Turn right. Walk. Stop. Clap your hands 5 times.

Stand in a straight line. Jump forward 5 times. Jump backward 4 times. Hold up your right hand. Hold up your left hand. Walk forward. Stop. Turn left and jump one time. Turn right and jump 2 times. Walk backward. Stop. Clap your hands! Go to your chairs and sit down.

10. 4 are

this, that

these those

yes, no

This is a stick. That is a stone.

These are sticks. Those are stones.

Is this a stick? NO

Is this a stone? YES

PUT ONE BIG STONE AND 2 SMALL STONES ON THE LEFT SIDE OF THE TABLE. PUT A STICK ON THE RIGHT SIDE OF THE TABLE. STAND BY THE LEFT SIDE OF THE TABLE CLOSE TO THE STONES.

HOLD UP THE BIG STONE. This is a big stone. Is it a stick? NO. Is it a small stone? NO Is it a big stone? YES

HOLD UP THE 2 SMALL STONES. These are 2 small stones. Are these 2 sticks? NO. Are these two big stones? NO. Are these 2 small stones? YES

POINT TO THE STICK. That is a stick. Is that chalk? NO. Is it a stone? NO. Is it a stick? YES.

WALK TO THE OTHER SIDE OF THE TABLE. STAND CLOSE TO THE STICK.

HOLD UP THE STICK. This is a stick. Is this chalk? NO. Is this a stone? NO. Is this a stick? YES.

CONTINUE ON NEXT PAGE.


POINT TO THE BIG STONE. That is a big stone. Is that a plate? NO. Is that a cup? NO. Is that a small stone? NO. Is it a big stone? YES.

POINT TO THE SMALL STONES. Those are 2 small stones. Are those 2 big stones? NO. Are those two sticks? NO. Are those 2 small stones? YES.


WEEK 11 AFTER STUDENTS HAVE PRACTICED RESPONDING TO THE COMMANDS SEVERAL TIMES, ENCOURAGE THEM TO GIVE

COMMANDS TO EACH OTHER IN TEAMS. WALK AROUND THE ROOM TO HELP AS NEEDED

New words


demonstration


11. 1 smile, cry

happy, sad

Draw a happy face. Smile.

Draw a sad face. Cry.

☺ �

STUDENTS DIVIDE INTO TEAMS OF 4-5 TO WORK AT THE CHALKBOARD. OTHER STUDENTS WORK AT THEIR

DESKS. MAKE SURE EVERYONE GETS A CHANCE TO WORK AT THE CHALKBOARD.

Stand up. Walk to the left side of the chalkboard. Draw a happy face. Walk to the right side of the chalkboard. Draw a sad face. Erase the sad face. Erase the happy face. Point to your face. Make a sad face. Cry. Make a happy face. Smile

Stand up. Walk to the left side of the chalkboard and draw a sad face. Cry. Walk to the right side of the chalkboard and draw a happy face. Smile. Erase the happy face. Erase the sad face. Sit down.

11. 2 heavy, not heavy, light

Is it…? Yes/no

The big stone is heavy.

The small stone is not heavy.

The small stone is light.

Is it heavy? YES

Is it light? NO

PUT A BIG HEAVY STONE AND 2 SMALL, LIGHT STONES ON A TABLE IN FRONT OF THE STUDENTS. ALSO PUT SOME CHALK ON THE TABLE. MAKE SURE EVERYONE GETS A CHANCE TO DO THE ACTIONS.

Two boys stand up. Walk to the big stone. Pick up the big stone. Is it heavy? YES. Pick up a small stone. Is it heavy? NO. Is it light? YES. Point to the big stone. Is it light? NO. Is it heavy? YES.

Two girls stand up. Girl #1, pick up girl #2. Is she light? NO. Is she heavy? YES. Pick up a small stone. Is it heavy? NO. Is it light? YES.

Two boys stand up. Boy #1, pick up boy #2. Is he light? NO. Is he heavy? YES. Pick up a small stone. Is it heavy? NO. Is it light? YES. Pick up the big stone. Is it light? NO Is it heavy? YES


11. 3 picture, baby, man, woman, men, women,

Point to the picture.

Point to one woman.

Point to 2 women.

Point to one man.

Point to 2 men.

Point to the baby.

USE TPR PICTURE #1 FOR THIS LESSON. (SEE “PICTURES FOR TPR PICTURE BOOK”, BELOW. ) LET ALL THE STUDENTS ANSWER TOGETHER. THEN LET 2-3 STUDENTS ANSWER TOGETHER. THEN ASK IF ANYONE WANTS TO

ANSWER BY THEMSELVES.

Point to the picture. Point to one woman. Point to 2 women. Point to one man. Point to 2 men. Point to one girl. Point to one boy. Point to the baby. Point to 2 girls. Point to 2 boys. Point to three women. Point to 3 men.

POINT TO ONE MAN. This is a man. Is this a man? YES. Is this a woman? NO. Is this a baby? NO. Is this a girl? NO. Is this a man? YES

POINT TO 2 MEN. These are 2 men. Are they 4 men? NO. Are they 2 women? NO. Are they 2 men? YES

POINT TO 1 WOMAN. This is a woman. Is this a man? NO. Is this a girl? NO. Is this a baby? NO. Is this a woman? YES

POINT TO 2 WOMEN. These are 2 women. Are they 3 women? NO. Are these 5 women? NO. Are they two girls? NO. Are they 2 women? YES

POINT TO THE BABY. This is a baby. Is this a man? NO. Is this a woman? NO. Is this a book? NO. Is this a stick? NO. Is this a baby? YES.

11. 4 standing sitting walking doing

they

what?

What is she doing?

She is standing

He is sitting.

They are walking.

.

CALL A GIRL AND BOY TO COME TO THE FRONT OF THE CLASS. TELL THEM TO FOLLOW YOUR DIRECTIONS. AS THEY DO, POINT TO THEM AND TELL THE CLASS WHAT THEY ARE DOING.

1 girl and 1 boy stand up. POINT TO THE GIRL. She is standing. POINT TO THE BOY. He is standing.

Walk. POINT TO THE BOY. He is walking. POINT TO THE GIRL. She is walking.

Sit down. POINT TO THE GIRL. She is sitting. POINT TO THE BOY. He is sitting.

CALL UP ANOTHER GIRL AND BOY.

Stand up. Point to the girl and boy. They are standing. Are they sitting? NO. Are they walking? NO. Are they standing? YES. What are they doing? THEY ARE STANDING.

Walk. Point to the girl and boy. They are walking. Are they sitting? NO. Are they standing? NO. Are they walking? YES. What are they doing? THEY ARE WALKING



Sit down. Point to the girl and boy. They are sitting. Are they standing? NO. Are they walking? NO. Are they sitting? YES. What are they doing? THEY ARE SITTING.

POINT TO THE GIRL. Stand up. She is standing. Is she sitting? NO. Is she walking NO. Is she standing? YES.

POINT TO THE BOY. Stand up and walk. He is walking. Is he standing? NO. Is he sitting? NO. Is he walking? YES.

POINT TO THE GIRL AND THE BOY. Sit down. They are sitting. Are they standing? NO. Are they walking? NO. Are they sitting? YES.


WEEK 12 AFTER STUDENTS HAVE PRACTICED RESPONDING TO THE COMMANDS SEVERAL TIMES, ENCOURAGE THEM TO GIVE

COMMANDS TO EACH OTHER IN TEAMS. WALK AROUND THE ROOM TO HELP AS NEEDED.

New words


demonstration


12. 1 look

green, red

at

Look at the picture.

Point to the green square

Point to the red circle.

USE TPR PICTURE #2 TO REVIEW CIRCLES AND SQUARES.

Look at the picture. Point to the big circle. Point to the big square. Point to the small circle. Point to the small square.

USE TPR PICTURE #3 TO INTRODUCE GREEN AND RED.

Point to the big red circle and the big red square. Point to the small red circle and the small red square.

Point to the big green circle and the small green circle. Point to the big green square and the small green squares.

Point to 2 red squares. Point to 2 green squares. Point to 2 red circles. Point to 2 green circles.

Count all the red squares and circles: 1, 2, 3, 4. Count all the green squares and circles: 1, 2, 3, 4.

Count all the big and small squares: 1, 2, 3, 4. Count all the big and small squares: 1, 2, 3, 4.


12. 2 pictures

yellow, black

Look at the pictures.

Point to the black square

Point to the yellow circle.

USE TPR PICTURE #3 TO REVIEW RED AND GREEN.

Look at the pictures. Point to all the red squares and circles. Point to all the green squares and circles.

USE TPR PICTURE 4 TO INTRODUCE BLACK AND YELLOW.

Point to the big black circle. Point to the big black square. Point to the small black square. Point to the small black circle.

Point to the big yellow square. Point to the big yellow circle. Point to the small yellow circle. Point to the small yellow square.

Point to the small black circle. Point to the small yellow circle. Point to the big yellow square. Point to the big black square. Point to the 2 black squares. Point to 2 yellow squares. Point to the 2 yellow circles. Point to the 2 black circles.

Count all the black squares and circles: Count all the yellow squares and circles: …

12. 3 white, blue, brown

Point to the white circle.

Point to the blue square

Point to the brown circle

USE TPR PICTURES #3 AND #4 TO REVIEW RED, GREEN, BLACK AND YELLOW.

Look at the picture. Point to all the red circles and squares. Point to all the green circles and squares.

Look at the picture. Point to all the black circles and squares. Point to all the yellow circles and squares.

USE TPR PICTURE #5 TO INTRODUCE BLUE, BROWN AND WHITE.

Point to the big blue circle. Point to the big blue square. Point to the small blue circle. Point to the small blue square.

Point to the big brown circle. Point to the small brown square. Point to the small brown circle. Point to the big brown square.

Point to the big white circle. Point to the big white square. Point to the small white circle. Point to the small white square.

Point to the 2 brown circles. Point to the 2 white squares. Point to the 2 blue squares. Point to the 2 white circles. Point to the 2 brown squares. Point to the 2 blue circles.

Count the blue squares and circles. Count the brown squares and circles. Count the white squares and circles.


12. 4 cat, dog, cow, donkey chicken, tree

Point to the donkey.

Point to the cow.

Point to the chicken.

Point to the cat.

Point to the dog.

Point to the tree.

USE TPR PICTURE #6 FOR THIS LESSON. EVERYONE LISTENS AND ANSWERS QUESTIONS. TEAMS (5-6 STUDENTS) COME AND POINT TO THINGS IN THE PICTURE. MAKE SURE ALL THE STUDENTS GET A CHANCE TO

LISTEN AND POINT.

Look at the picture. Point to the tree. Point to the cow. Point to the dog. Point to the donkey. Point to the chicken. Point to the cat. Point to the cow. Point to the chicken. Point to the cat. Point to the tree. Point to the donkey. Point to the donkey.

NOW TEACHER POINTS AND ASKS QUESTIONS:

POINT TO THE DONKEY AND THE COW. The donkey is standing beside the cow. Is the donkey standing in front of the cow? NO. Is the donkey standing beside the cat? NO. Is the donkey standing behind the tree? NO. Is the donkey standing beside the cow? YES.

POINT TO THE CHICKEN AND THE COW. The chicken is standing in front of the cow. Is the chicken standing beside the donkey? NO. Is the chicken standing behind the cow? NO. Is this chicken standing in front of the cow? YES

POINT TO THE DOG AND THE CAT AND THE TREE. The dog and the cat are standing beside the tree. Are they standing beside the cow? NO. Are they standing beside the donkey? NO. Are they standing beside the tree? YES

REPEAT AS MANY TIMES AS POSSIBLE. AFTER THE 2ND TIME, YOU CAN CHANGE THE ORDER OF THE QUESTIONS.

12. 5 REVIEW LESSONS FROM THIS WEEK. FOCUS ON COLORS AND NAMES OF ANIMALS.

WEEK 13 AFTER YOU AND VOLUNTEERS DEMONSTRATE, ENCOURAGE TEAMS TO PRACTICE USING THE NEW VOCABULARY.

New words


demonstration


13. 1 moun-tain, house, bird

Draw a mountain.

Draw a house.

Draw a bird in the tree.

CALL 4-5 STUDENTS AT A TIME TO DRAW ON THE CHALKBOARD AS YOU GIVE THE COMMANDS. OTHER STUDENTS WORK AT THEIR DESKS. MAKE SURE EVERYONE GETS A TURN AT THE CHALKBOARD.

Stand up. Go to the chalkboard. Pick up the chalk. Draw a mountain. Draw a tree on the mountain. Draw a bird in the tree. Draw a house beside the mountain. Erase the bird. Erase the tree. Erase the house. Erase the mountain. Go to your desk and sit down. CONTINUE ON NEXT PAGE


Stand up. Walk to the chalkboard and pick up the chalk. Draw a mountain. Draw a house on the mountain. Draw a tree beside the mountain. Draw a bird on the house. Erase the tree. Erase the house. Erase the bird. Erase the mountain.

CHANGE THE ORDER SO THAT OTHER STUDENTS CAN DO SOMETHING DIFFERENT. ALSO, YOU CAN HAVE THEM

DRAW DOG, CAT, BOY OR GIRL, ETC.

13.2 color, colors

REVIEW red, green, yellow, black

What color is this?

What colors are these?

USE TPR PICTURES #3 AND #4 TO REVIEW RED, GREEN, BLACK AND YELLOW.

Point to the two black circles. Point to the two yellow circles. Point to the two red circles. Point to the two green circles.

Point to the two yellow squares. Point to the two black squares. Point to the two green squares. Point to the two red squares.

POINT TO THE BIG YELLOW SQUARE. This square is yellow. Is it black? NO. Is it green? NO. Is it red? NO. Is it yellow? YES. What color is this square? YELLOW

POINT TO THE BIG BLACK CIRCLE. This circle is black. Is it red? NO. Is it green? NO. Is it yellow? NO. Is it black? YES. What color is this circle? BLACK

POINT TO THE BIG GREEN CIRCLE. This circle is green. Is it red? NO. Is it black? NO. Is it yellow? NO. Is it green? YES. What color is this circle? GREEN

POINT TO THE BIG RED SQUARE. This square is red. Is it black? NO. Is it green? NO. Is it yellow? NO. Is it red? YES. What color is this square? RED

POINT TO PICTURE #3. This picture has 2 colors: red and green. What are the 2 colors? RED AND GREEN

POINT TO PICTURE #4. This picture has 2 colors: yellow and black. What are the colors? YELLOW AND BLACK

13.3 how many

REVIEW white, blue, brown

How many colors are there?

USE TPR PICTURE 5 TO REVIEW BLUE, WHITE AND BROWN.

Point to the big blue circle. Point to the big brown circle. Point to the big white circle. Point to the small brown square. Point to the small blue square. Point to the small white square. Point to the small blue circle. Point to the small brown circle. Point to the small white circle. Point to the big brown square and the big blue square. Point to the big white square.



Count all the blue squares and circles. 1, 2, 3, 4. How many blue squares and circles are there? 4. Count all the brown squares and circles. 1, 2, 3, 4. How many brown squares and circles are there?

Count all the white squares and circles. 1, 2, 3, 4. How many white squares and circles are there? 4

POINT TO THE BIG WHITE SQUARE. This square is white. Is it black? NO. Is it green? NO. Is it red? NO. Is it white? YES. What color is this square? WHITE

POINT TO THE BIG BLUE CIRCLE. This square is blue. Is it red? NO. Is it green? NO. Is it yellow? NO. Is it blue? YES. What color is this square? WHITE

POINT TO THE BIG BROWN CIRCLE. This square is brown. Is it red? NO. Is it green? NO. Is it yellow? NO. Is it brown? YES. What color is this square? BROWN

POINT TO THE SMALL BLUE CIRCLE. What color is this circle? BLUE

POINT TO THE SMALL WHITE SQUARE. What color is this square? WHITE

POINT TO THE SMALL BROWN CIRCLE. What color is this circle? BROWN

POINT TO THE WHOLE PICTURE. There are 3 colors in this picture: white, brown and blue. How many colors are there? 3. What are the 3 colors? WHITE, BROWN, BLUE

13. 4 REVIEW all the colors

No new words USE TPR PICTURE #7 TO REVIEW ALL THE COLORS.

Look at the picture. Point to the red circle. Point to the green circle. Point to the yellow circle, Point to the black circle, Point to the brown circle, Point to the blue circle, Point to the white circle. Point to the yellow square. Point to the blue square. Point to the red square. Point to the brown square. Point to the white square. Point to the green square. Point to the black square.

Count the colors: 1, 2, 3, 4, 5, 6. 7. How many colors are there? 7.

POINT TO THE RED SQUARE. This is a red square. Is it a blue circle? NO. Is it a yellow square? NO. Is it a red circle? NO. Is it a red square? YES. What is this? RED SQUARE

POINT TO THE YELLOW CIRCLE. This is a yellow circle. Is it a yellow square? NO. Is it a blue square? NO. Is it a red circle? NO. Is it a yellow circle? YES. What is this? YELLOW CIRCLE



POINT TO THE WHITE SQUARE. This is a white square. Is it a black square? NO. Is it a white circle? NO. Is it a red circle? NO. Is it a white square? YES. What is this? WHITE SQUARE

POINT TO THE GREEN CIRCLE. This is a green circle. Is it a yellow square? NO. Is it a green square? NO. Is it a red circle? NO. Is it a green circle? YES. What is this? GREEN CIRCLE

POINT TO THE BLACK CIRCLE. This is a black circle. Is it a black square? NO. Is it a red square? NO. Is it a green circle? NO. is it a black circle? YES. What is this? BLACK CIRCLE

POINT TO THE BLUE SQUARE. This is a blue square. Is it a black square? NO. is it a red square? NO. Is it a blue circle? NO. Is it a blue square? YES. What is this? BLUE SQUARE

POINT TO THE WHITE CIRCLE. This is a white circle. Is it a blue circle? NO. Is it a brown square? NO. Is it a blue circle? NO. Is it a white circle? YES. What is this? WHITE CIRCLE

POINT TO THE BROWN CIRCLE. This is a brown circle. Is it a black circle? NO. Is it a white square? NO. Is it a blue circle? NO. Is it a brown circle? YES. What is this? BROWN CIRCLE.

POINT TO EACH OF THE SHAPES IN THE PICTURE. STUDENTS CALL OUT THE NAMES OF THE COLORS


WEEK 14 After you and volunteers demonstrate, encourage teams to practice using the new vocabulary to talk about the picture. Walk around the room to help as needed.

New words


demonstration


14. 1 holding

father, mother, sister, brother

who?

Point to the father.

Point to the mother.

Point to the sister.

Point to the brother.

Who is holding

USE TPR PICTURE #8 FOR THIS LESSON. REPEAT MANY TIMES SO EVERYONE CAN ANSWER.

Point to the father. The father is a man. Is the father a boy? NO. Is the father a girl? NO. Is the father a man? YES.

Point to the mother. The mother is a woman. Is the mother a man? NO. Is the mother a boy? NO. Is the mother a girl? NO. Is the mother a woman? YES.

Point to the sister. The sister is a girl. Is the sister a boy? NO. Is the sister a woman? NO. Is the sister a man? NO. Is the sister a girl? YES



the baby?

The mother is holding the baby.

Point to the brother. The brother is a boy. Is the brother a girl? NO. Is the brother a woman? NO. is the brother a man? NO. Is the brother a boy? YES

The mother is holding the baby. Is the father holding the baby? NO. Is the sister holding the baby? NO. If the brother holding the baby? NO. Who is holding the baby? THE MOTHER.

How many fathers are there? 1. How many mothers are there? 1. How many sisters are there? 1. How many brothers are there? 1. How many babies are there? 1.

14. 2 touching

flowers

where?

Where are the flowers?

The flowers are beside the house.

The girl is touching the flowers.

USE TPR PICTURE #8 FOR THIS LESSON. AFTER THE DEMONSTRATION HAVE 4-5 STUDENTS AT A TIME COME

TO THE FRONT TO POINT AT THINGS IN THE PICTURE AS YOU READ THE COMMANDS. ALL THE STUDENTS CAN ANSWER QUESTIONS TOGETHER.

Look at the picture. Point to the tree. Point to the house. Point to the woman. Point to the man. Point to the girl. Point to the boy. Point to the dog. Point to the cat. Point to the bird. Point to the flowers. (REPEAT 1-2 TIMES)

The woman is standing beside the tree. Point to the woman. Point to the tree. Is the woman standing beside the house? NO. Is she standing beside the tree? YES. Where is the woman standing? THE WOMAN IS STANDING BESIDE THE TREE.

A man is standing in front of the house. Point to the man. Point to the house. Is the man standing beside the tree? NO. Is he standing behind the house? NO. Is he standing in front of the house? YES. Where is the man standing? THE MAN IS STANDING IN FRONT OF THE HOUSE.

A bird is sitting in the tree. Point to the bird in the tree. Is the bird on top of the house? NO. Is the bird under the tree? NO. Is the bird in the tree? YES. Where is the bird? THE BIRD IS IN THE TREE.

The flowers are beside the house. Point to the flowers. Are the flowers under the house? NO. Are the flowers under the tree? NO. Are the flowers beside the house? YES. Where are the flowers? THE FLOWERS ARE BESIDE THE HOUSE.

The cat is standing beside the dog. Point to the cat. Point to the dog. Is the cat standing beside the house? NO. Is the cat standing on top of the flowers? NO. Is the cat standing beside the dog? YES. Where is the cat standing? THE CAT IS STANDING BESIDE THE DOG.

The girl is touching a flower. Point to the girl. Point to a flower. Is the girl touching the house? NO. Is the girl touching the cat? NO. Is the girl touching a flower? YES. What is the girl doing? THE GIRL IS TOUCHING A FLOWER.



The boy and the donkey are walking to the house. Point to the boy. Point to the donkey. Are the boy and the donkey walking to the tree? NO. Are the boy and the donkey walking to the girl? NO. Are the boy and the donkey walking to the house? YES. What are the boy and the donkey doing? THE BOY AND THE DONKEY ARE WALKING TO THE HOUSE.

14. 3 like

foods, pepper, yam, peanuts, onion

Point to 2 foods in the picture.

Point to the .peppers

Point to the yam.

Point to the peanuts.

I like to eat onions.

BEFORE CLASS, SELECT GIRLS TO BE TEAM LEADERS FOR EACH TEAM OF 12 STUDENTS. SHOW THE STUDENTS

TPR PICTURE #9. TELL THEM (L1) THAT THEY WILL LEARN SOME ENGLISH NAMES FOR DIFFERENT FOODS

TODAY AND MORE NAMES IN THE NEXT LESSON.

Look at the foods in the picture. Point to the pepper. Point to the onion. Point to the yam. Point to the peanuts.

POINT TO THE YAM. This is a yam. Is “yam” a food? YES. Is it a pepper? NO. Is it a plate? NO. Is it a yam? YES. What is this food? YAM.

POINT TO THE PEPPER. This is a pepper. Is a pepper food? YES. Is it a stone? NO. Is it a cup? NO. Is it a flower? NO. Is it a pepper? YES. What is this food? PEPPER

POINT TO THE PEANUTS. These are peanuts. Are peanuts a food? YES. Are these stones? NO. Are they sticks? NO. Are they onions? NO. Are they peanuts? YES. What is this food? PEANUTS

POINT TO THE ONION. This is an onion. Are onions food? YES. Is this a pepper? NO. Is this a yam? NO. Is this a cup? NO. Is this an onion? YES. What is this food? YAM.

ASK THESE 2 QUESTIONS ABOUT THE 3 FOODS THE STUDENTS LEARNED TODAY. LET VOLUNTEERS ANSWER

POINT TO ONE OF THE FOODS. Do you like to eat ___? YES, I LIKE TO EAT ___.

POINT TO ANOTHER FOOD. Do you like to eat __? NO, I DO NOT LIKE TO EAT ___.

THEN ASK, What foods do you like to eat? I LIKE TO EAT ___ AND ___

14. 4 mango, corn, pawpaw, carrots

Point to the mango

Point to the carrots.

Point to the corn.

Point to the pawpaw.

BEFORE CLASS, SELECT BOYS TO BE TEAM LEADERS FOR EACH TEAM OF 12 STUDENTS. SHOW THE STUDENTS

TPR PICTURE #9 AGAIN. IN L1, TELL THEM THEY WILL LEARN MORE ENGLISH NAMES FOR FOOD TODAY.

REVIEW THE FOODS THE STUDENTS LEARNED IN THE LAST LESSON AND INTRODUCE THE NEW WORDS:

Point to the peanuts. Point to the carrots. Point to the pepper. Point to the onion. Point to the mango. Point to the pawpaw. Point to the yam. Point to the corn.

POINT TO THE MANGO. This is a mango. Is it a yam? NO. Is it a coconut? NO. Is it a mango? YES. What is this food? MANGO. CONTINUE ON NEXT PAGE


POINT TO THE CARROTS. These are carrots. Are these pencils? NO. Are they sticks? NO. Are they peppers? NO. Are they carrots? YES. Are carrots food? YES. What is this food? CARROTS

POINT TO THE CORN. This is corn. Is this corn? YES. Is this a mango? NO. Is it pepper? NO. Is it a yam? NO. Is it peanuts? NO. Is it corn? YES. Is corn a food? YES. What is this food? CORN

POINT TO THE PAWPAW. This is a pawpaw. Is this a mango? NO. Is it peanuts? NO. Is it corn? NO. Is this a pawpaw? YES. Is pawpaw a food? YES. What is this food? PAWPAW.

RELAY ACTIVITY. STUDENTS DIVIDE INTO TEAMS OF 12-15. EACH TEAM HAS A TEAM LEADER. TEAMS STAND

IN A CIRCLE. THE TEAM LEADER STARTS THE ACTIVITY

TEAM LEADER TO STUDENT #1: WHAT FOOD DO YOU LIKE TO EAT? STUDENT #1. I LIKE TO EAT ___. (THEY SAY ONE OF THEIR FAVORITE FOODS FROM THE PICTURE.)

STUDENT #1 TO STUDENT #3. WHAT FOOD DO YOU LIKE TO EAT? STUDENT #2. I LIKE TO EAT ___

STUDENT #2 TO STUDENT #3. WHAT FOOD DO YOU LIKE TO EAT? STUDENT #3. YES, I LIKE TO EAT ___ .

KEEP GOING AROUND THE CIRCLE LIKE THAT UNTIL EVERYONE HAS HAD A CHANCE TO ASK AND ANSWER THE

QUESTION.

WALK AROUND THE ROOM TO ENCOURAGE THE STUDENTS AND HELP THEM AS NEEDED.


WEEK 15

New words


demonstration


15.1 triangle

above, below

Draw a triangle.

Draw a circle above the triangle.

Draw a square

AFTER YOU AND VOLUNTEERS DEMONSTRATE, CALL 5-6 STUDENTS TO THE CHALKBOARD AT A TIME. OTHER

STUDENTS WORK AT THEIR DESKS. LET EVERYONE HAVE AT LEAST ONE TURN AT THE CHALKBOARD.

Draw a triangle. Draw a square below the triangle. Draw a straight line below the square. Draw a circle above the triangle. Draw a curved line above the circle. Erase the curved line. Erase the straight line. Erase the circle. Erase the square. Erase the triangle. CONTINUE ON NEXT PAGE


below the triangle.

Draw a big square. Draw a small square inside the big square. Erase the big square. Erase the small square.

Draw a circle. Draw a triangle below the circle. Draw a small square above the circle. Erase the triangle. Erase the circle. Erase the small square.

Draw a flower. Draw a square beside the flower. Draw a triangle below the flower. Erase the flower. Erase the triangle. Erase the square.

Draw a triangle. Draw a tree inside the triangle. Draw a small square inside the triangle and below the tree. Erase the tree. Erase the small square. Erase the triangle.

15.2 call

shape, shapes

same, different

Point to 2 shapes on the chalkboard.

What do we call this shape? Square.

Point to 2 shapes that are the same.

Point to 2 shapes that are different.

STUDENTS COME TO THE CHALKBOARD IN GROUPS OF 6 TO POINT AND ANSWER QUESTIONS. MAKE SURE

EVERYONE GETS A TURN AT THE CHALKBOARD.

DRAW 2 CIRCLES, 2 TRIANGLES AND 2 SQUARES IN DIFFERENT PLACES ON THE CHALKBOARD. The circle, the square and the triangle are shapes. POINT TO ONE CIRCLE: We call this shape a circle. POINT TO ONE SQUARE: We call this shape a square. POINT TO ONE TRIANGLE: We call this shape a triangle.

POINT TO THE CIRCLE. What do we call this shape? CIRCLE

POINT TO THE SQUARE. What do we call this shape? SQUARE.

POINT TO THE TRIANGLE. What do we call this shape? TRIANGLE.

Point to 2 circles. Point to 2 triangles. Point to 2 squares. Point to two shapes that are the same. What do we call those shapes? (Example: SQUARE.) Point to two shapes that are different. What do we call these shapes? (Example: SQUARE AND TRIANGLE).

POINT TO ONE TRIANGLE, ONE SQUARE AND ONE CIRCLE. Are all these shapes triangles? NO. Are they all circles? NO. Are they all squares? NO. Are these 3 shapes the same? NO. Are the shapes different? YES. What are the names of these 3 shapes? CIRCLE, TRIANGLE, SQUARE.

POINT TO TWO TRIANGLES: Are these two shapes different? NO. Are these 2 shapes the same? YES. What do we call this shape? TRIANGLE.

POINT TO TWO SQUARES: Are these two shapes different? NO. Are these 2 shapes the same? YES. What do we call this shape? SQUARE

POINT TO TWO CIRCLES: Are these two shapes different? NO. Are these 2 shapes the same? YES. What do we call this shape? CIRCLE


15.3 run

slowly, quickly

Run to the table.

Walk slowly.

Walk quickly.

STUDENTS DIVIDE INTO TEAMS OF 4. LET EACH TEAM HAVE A CHANCE TO FOLLOW ALL THE DIRECTIONS.

Stand up. Walk slowly to the table. Turn around and walk quickly to the window. Run to the chalkboard. Turn around. Walk slowly to your desk. Shake your arms quickly. Shake them slowly. Sit down.

Stand up quickly. Walk slowly to the chalkboard. Quickly write numbers 1, 2, 3, 4, and 5. Slowly write numbers 6, and 7. Quickly write numbers 8, 9 and 10. Quickly erase all the numbers. Sit down.

Stand up. Walk quickly to the door. Open the door. Run outside. Turn around. Run inside. Run to your desk. Jump 2 times. Turn around 2 times. Clap your hands slowly 4 times. Clap your hands quickly 5 times. Sit down

15.4 wash, dry

basin, soap, towel

Pour water into the basin.

Pick up the soap.

Wash your hands.

Pick up the towel.

Dry your hands.

HAVE A CONTAINER OF WATER, A BASIN, SOAP, CUP AND A TOWEL FOR EACH TEAM. AFTER YOU AND THEN VOLUNTEERS DEMONSTRATE, TWO STUDENTS PRACTICE AT A TIME. IF YOU CANNOT HAVE BASIN, SOAP AND TOWEL FOR EVERY TEAM, THE STUDENTS CAN PRETEND TO DO THE ACTIONS.

Stand up and walk to the table. Point to the basin. Pick up the bottle and pour water into the basin. Pick up the soap. Wash your hands. Pick up the towel. Dry your hands. Sit down.

15.5 REVIEW LESSONS FROM THIS WEEK.

WEEK 16 ENCOURAGE STUDENTS IN EACH TEAM TO PRACTICE GIVING THE COMMANDS TO EACH OTHER. WALK AROUND THE

ROOM TO HELP AS NEEDED.

New words


demonstration


16. 1 am, teacher student/ students I, you, we

I am a student.

You are a student.

We are students. I am a teacher.

BEFORE CLASS: ASK FOR 2 STUDENTS—A GIRL AND A BOY—TO VOLUNTEER FOR TODAY’S TPR LESSON. PRACTICE WITH THEM BEFORE CLASS SO THEY UNDERSTAND THE USES OF “I” AND “YOU” IN ENGLISH.

FOR THIS LESSON, CALL THE GIRL AND THE BOY TO THE FRONT BUT TALK TO THE WHOLE CLASS.

CONTINUE ON THE NEXT PAGE


POINT TO THE GIRL. Is this a girl? YES. This girl is a student. Is this girl a tree? NO. Is she a circle? NO. Is she a girl? YES. Is she a student? YES. What is this girl? STUDENT.

POINT TO THE BOY. Is this a boy? YES. This boy is a student. Is this boy a house? NO. Is he a triangle? NO. Is he a boy? YES. Is he a student? YES. What is this boy? STUDENT.

POINT TO THE GIRL AND THE BOY. Is this a girl and a boy? YES. This girl and this boy are students. Are they desks? NO. Are they doors? NO. Are they students? YES. What are they? STUDENTS.

POINT TO YOURSELF. I am a teacher. Am I a house? NO. Am I a tree? NO. Am I a teacher? YES. What am I? TEACHER.

TELL THE BOY AND GIRL TO STAND BY YOU IN FRONT OF THE CLASS. POINT TO YOURSELF AND THE GIRL AND BOY, BUT TALK TO THE OTHER STUDENTS: We are standing. You are sitting. What are we doing? YOU ARE STANDING. What are you doing? WE ARE SITTING

CALL 2 MORE VOLUNTEERS TO DO THIS AGAIN. DO IT MANY TIMES SO THE STUDENTS BEGIN TO UNDERSTAND

THE WAY THAT YOU, I AND WE ARE USED IN ENGLISH.

16. 2 school, store

Where are you going? I am going…

Point to the school.

Point to the house. Point to the store. Point to pump / well / river.

DRAW THE SCHOOL, HOUSE, STORE AND LOCAL WATER SOURCE ON THE CHALKBOARD.

• DRAW YOUR SCHOOL AT THE TOP ON THE LEFT SIDE.

• DRAW A HOUSE AT THE BOTTOM ON THE LEFT SIDE.

• DRAW A LOCAL STORE (OR MARKET) AT THE TOP ON THE RIGHT SIDE.

• DRAW THE LOCAL WATER SOURCE (PUMP, WELL OR RIVER) AT THE BOTTOM ON THE RIGHT SIDE.

BEFORE YOU BEGIN, PREPARE 4 VOLUNTEERS TO DO A LITTLE SKIT (ROLE PLAY) WITH YOU. YOU DO THE SKIT ALONE FIRST, TAKING ALL THE PARTS. THEN TEACH THEM WHAT TO SAY, USING THE PICTURES.

Look at the pictures. Point to the school. Point to the house. Point to the store. Point to the pump/well/water.

STUDENT 1 TURNS TO STUDENT 2: WHERE ARE YOU GOING? Student 2 points to the school: I AM GOING TO SCHOOL.

STUDENT 2 TURNS TO STUDENT 3: WHERE ARE YOU GOING? Student 3 points to the water: I AM GOING TO GET WATER.

STUDENT 3 TURNS TO STUDENT 4: WHERE ARE YOU GOING? Student 4 points to the house: I AM GOING TO MY HOUSE. CONTINUE ON NEXT PAGE


STUDENT 4 TURNS TO STUDENT 1: WHERE ARE YOU GOING? Student 1 points to the store: I AM GOING TO THE STORE.

HAVE THE VOLUNTEERS DO THIS SEVERAL TIMES (THEY CAN CHANGE THE PLACES THAT THEY USE).

STUDENTS DIVIDE INTO TEAMS OF 6 AND STAND IN A CIRCLE. EACH STUDENT ASKS THE NEXT ONE WHERE THEY

ARE GOING AND THE NEXT STUDENT NAMES ONE OF THE PLACES ON THE CHALKBOARD (OR ANOTHER PLACE IF THEY KNOW THE ENGLISH NAME). THEN THEY ASK THE NEXT STUDENT WHERE THAT STUDENT IS GOING. WALK

AROUND AND HELP THE TEAMS AS THEY PRACTICE.

STUDENT #1 ASKS STUDENT #2.. WHERE ARE YOU GOING? STUDENT #2. I AM GOING TO STUDENT #2 ASKS STUDENT #3: WHERE ARE YOU GOING? STUDENT #3. I AM GOING TO …. STUDENT #3 ASKS STUDENT #4: WHERE ARE YOU GOING? STUDENT #4: I AM GOING TO … STUDENT #4 ASKS STUDENT #5: WHERE ARE YOU GOING? STUDENT #5: I AM GOING TO … STUDENT #5 ASKS STUDENT #1: WHERE ARE YOU GOING? STUDENT #1: I AM GOING TO… …….

THEY KEEP GOING AROUND LIKE THIS UNTIL ALL THE STUDENTS HAVE A CHANCE TO SAY ALL 4 PLACES. GO

AROUND THE ROOM TO HELP THEM AS NEEDED.

16. 3 buying, selling, playing, eating drinking

coffee

This woman is selling food.

That woman is buying food.

The boys and girls are playing.

The man is eating.

The man is drinking tea.

USE TPR PICTURE __ FOR THIS ACTIVITY. LET ALL THE STUDENTS ANSWER TOGETHER. WHEN THEY ARE READY, LET SMALL GROUPS OR INDIVIDUAL STUDENTS ANSWER.

Look at the picture. Point to the woman selling food. Point to the woman buying food. Point to the girls and boys playing. Point to the man eating food. Point to the man drinking tea.

Point to the woman selling food. Is the woman playing? NO. Is she eating? NO. Is she drinking tea? NO. Is she selling food? YES. What is the woman doing? THE WOMAN IS SELLING FOOD.

Point to the woman buying food. Is the woman selling food? NO. Is she playing? NO. Is she drinking tea? NO. Is she eating? NO. Is she buying food? YES. What is this woman doing? THE WOMAN IS BUYING FOOD.



Point to the girls and boys playing. Are they buying food? NO. Are they selling food? NO. Are they eating? NO. Are they drinking? NO. Are they playing? YES. What are the girls and boys doing? THE GIRLS AND BOYS ARE PLAYING.

Point to a man drinking coffee. Is the man buying food? NO. Is he selling food? NO. Is he playing? NO. Is he running? NO. Is he walking? NO. Is he sitting? YES. Is drinking coffee? YES. What is the man doing? THE MAN IS DRINKING COFFEE.

16.4 will

hello

too,

okay

(Do the skit to introduce the new words.)

TELL THE STUDENTS THAT TODAY THEY WILL PRACTICE TALKING TO EACH OTHER IN ENGLISH. DRAW FOUR

PLACES ON THE CHALKBOARD (SCHOOL, STORE OR MARKET, RIVER, CHURCH OR MOSQUE, CLINIC, ETC.) BEFORE CLASS, ASK FOR 2 VOLUNTEERS TO DO THE SHORT SKIT BELOW. AFTER THEY DO IT SEVERAL TIMES, DIVIDE THE STUDENTS INTO TEAMS OF 2. LET THEM PRACTICE MANY TIMES SO THAT EVERY STUDENT GETS

PLENTY OF PRACTICE.

INTRODUCE THE STUDENTS TO THE NAMES OF THE PLACES YOU DREW ON THE CHALKBOARD: Point to the ___; Point to the ___, Point to the ___, etc.

VOLUNTEERS DO THE SHORT SKIRT.

STUDENT 1: HELLO! MY NAME IS ___. WHAT IS YOUR NAME?

STUDENT 2: HELLO! MY NAME IS ___. WHERE ARE YOU GOING?

STUDENT 1: I AM GOING TO SCHOOL (OR STORE, CLINIC, ETC.)

STUDENT 2: I AM GOING TO SCHOOL, TOO. I WILL WALK WITH YOU.

STUDENT 1: OKAY.



WEEK 17

New words


demonstration


17.1 climbs, reaches breaks, falls

branch

Sorry!

Kodjo climbs the tree.

He reaches for a mango.

The branch breaks.

Kodjo falls.

TPR STORY: KODJO AND THE MANGO TREE (USE A LOCAL BOY’S NAME.)

BEFORE CLASS. DRAW A BIG MANGO TREE ON THE CHALKBOARD WITH A LOT OF BIG MANGOES AT THE TOP. ALSO DRAW A BOY.

USE L1 TO ASK THE STUDENTS ABOUT “STORIES”. WHAT IS A “STORY”? WHEN THEY UNDERSTAND “STORY” IN L1, TELL THEM THAT THE WORD IN ENGLISH IS STORY. TELL THE STUDENTS THAT YOU ARE GOING TO TELL THEM A STORY ABOUT “KODJO AND THE MANGO TREE.”

POINT TO THE BIG TREE. What is it? A MANGO TREE.

POINT TO THE MANGOES ON THE TREE. What are these? MANGOES.

SHOW THE STUDENTS THE MEANING OF THE NEW ACTION WORDS (VERBS) BY SAYING THE ENGLISH VERB AND ACTING OUT THE MEANING:

CLIMB PRETEND TO CLIMB A TREE REACH PRETEND TO REACH UP HIGH FOR SOMETHING BREAK HOLD A STICK AND BREAK IT FALL PRETEND TO FALL

NOW TELL THE STORY. USE A LOT OF ACTION AS YOU TELL THE STORY SO STUDENTS CAN UNDERSTAND THE

MEANING EVEN IF THEY DON’T KNOW ALL THE WORDS YET. YOU CAN PRETEND THE MANGO TREE ON THE

CHALKBOARD IS THE REAL TREE.

KODJO AND THE MANGO TREE.

Kodjo is walking to the store. (Walk towards the chalkboard picture.)

He looks up at a mango tree with many big mangos. (Look up at mango tree on the chalkboard.)

Kodjo likes to eat mangos! (Smile and look hungry.)

Kodjo climbs the mango tree. (Pretend to climb a tree.)

He reaches for a big mango. (Stretch your arm and pretend to reach for the mango.)



The tree breaks! (Jerk your body as the branch breaks.)

Kodjo falls. (Pretend to fall from the tree..)

Kodjo cries. Sorry, Kodjo! (Hold your arm and pretend to cry.)

Ask the students questions about the story:

“Where is Kodjo going?” (TO THE STORE)

“What does Kodjo see.” A MANGO TREE WITH BIG MANGOES

“What does Kodjo do?” (Show the action.) HE CLIMBS THE TREE.

“Then what does Kodjo do?” (Show the action.) HE REACHES FOR A MANGO.

“Then what does the branch do?” (Show the action.) THE TREE BREAKS.

“Then what does Kodjo do?” (Show the action.) HE FALLS.

“What does Kodjo do then? (Show the action.) HE CRIES.

Tell the story again. This time, ask for a volunteer do the actions. Help them as necessary.

17.2 Review No new words RE-TELL KODJO AND THE MANGO TREE.

STUDENTS DIVIDE INTO TEAMS OF 6-8. EACH STUDENT TAKES A TURN. CHANGE THE NAMES TO A FAMILIAR

BOY’S NAME WHEN BOYS ACT OUT THE STORY. USE A GIRL’S NAME WHEN GIRL’S ACT OUT THE STORY. TELL THE OTHER STUDENTS TO WATCH CAREFULLY AND HELP THE STUDENT DO THE ACTIONS CORRECTLY.

17. 3 how are you.

I am fine, thank you

hello, goodbye

(do the skit)

.

2 PEOPLE TALK. MEETING ON THE ROAD. You and volunteers demonstrate the way a teacher and student talk in English when they meet on the road. First, demonstrate with one student (a girl).

Teacher: Hello, Ana! How are you?

Student: Hello, teacher! I am fine, thank you. How are you?

Teacher: I am fine, thank you. Where are you going?

Student: I am going to my house.

Teacher: Okay. Goodbye.

Student: Goodbye.



DEMONSTRATE 2-3 TIMES. THEN ASK THE STUDENTS IF THEY HAVE ANY QUESTIONS ABOUT THE CONVERSATION.

STUDENTS DIVIDE INTO PAIRS. THEY TAKE TURNS BEING THE TEACHER AND THE STUDENTS. CHANGE THE NAME

TO A BOY’S NAME WHEN BOYS TAKE THE STUDENT ROLE. WALK AROUND THE ROOM TO LISTEN AND HELP AS

NEEDED.

17.4 Review No new words REVIEW SKITS FROM 16.4 AND FROM 17.3


WEEK 18. REVIEW

New words


demonstration


18. 1

REVIEW Weeks 1-4

No new words ASK 3-4 VOLUNTEERS TO COME TO THE FRONT. GIVE THE COMMANDS TO THEM. TELL THE VOLUNTEERS TO LISTEN TO THE SERIES OF COMMANDS AND THEN DO THE ACTIONS. HERE ARE EXAMPLES OF COMMANDS YOU CAN USE:

Stand up. Hold up your hands. Shake your hands. Clap your hands. Turn around and sit down.

Stand up. Jump three times. Hold up your right arm. Hold up your left leg. Shake your hands. Sit down.

STUDENTS DIVIDE INTO TEAMS. 2 STUDENTS IN EACH TEAM PRACTICE AT A TIME. THEY CAN ALSO GIVE COMMANDS TO

EACH OTHER. HERE ARE SOME MORE EXAMPLES OF “SERIES OF COMMANDS”. GIVE TEAMS A READING BOOK (OR OTHER TEXTBOOK), STONES AND STICKS PLUS THEIR WRITING BOOKS AND PENCILS.

Walk to the chalkboard. Touch the chalkboard. Turn around. Point to your desk. Walk to your desk. Sit down.

Point to the book. Pick up the book. Put down the book. Pick up the stick. Put it beside the book.

Put your writing book on the desk. Pick up one stone. Put the stone under the writing book. Pick up a stick. Put it beside the writing book. Pick up your pencil. Put it under the writing book with the stone.

Point to your head. Touch your nose. Touch your hair. Touch your left eye. Touch your right ear. Touch your neck.


18. 2 REVIEW Weeks 5-7

No new words REVIEW COMMANDS FROM WEEKS 5-7 ASK FOR VOLUNTEERS TO COME TO THE FRONT. GIVE THEM THE SERIES OF

COMMANDS AND LET THEM RESPOND. THEN STUDENTS DIVIDE INTO TEAMS TO PRACTICE. LET THEM GIVE

COMMANDS TO EACH OTHER, IF THEY ARE READY.

HERE ARE SOME EXAMPLES OF COMMANDS. GIVE EACH TEAM STONES AND STICKS AND A BOX.

Put three sticks in the box. Pick up the box and take it to the door. Put the box under the window. Get three stones and put them in the box. Pick up the box and put it on your desk.

Point to 8 sticks. Pick up the sticks and count them. Put them in the box. Put the box on the desk.

Walk to the chalkboard. Write numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. Erase all the numbers. Sit down.

Walk to a girl. Give her a stone. Walk to a boy. Give him a stick. Sit down.

DO THE ACTIONS TO THE SONG ABOUT BODY PARTS (STUDENTS SING WITH YOU)

One head, two ears one face, two eyes, one nose, one mouth, one neck. Two arms, two legs, two hands, two feet, fingers, toes and back. Shake your arms and bend your legs. Touch your feet and toes. Jump three times and turn around and touch your ears and nose!


No new words. DO THE SAME AS FOR DAY 1 OF THIS WEEK. ASK FOR VOLUNTEERS TO COME TO THE FRONT. GIVE THEM THE SERIES

OF COMMANDS AND LET THEM RESPOND. THEN STUDENTS DIVIDE INTO TEAMS TO PRACTICE. LET THEM GIVE


HERE ARE SOME EXAMPLES OF COMMANDS. GIVE EACH TEAM WATER BOTTLE AND CUPS.

Pick up the water bottle. Pick up the cup. Pour water into the cup. Point to the water in the cup. Point to the water in the bottle. Drink the water in the cup.

Walk to the chalkboard. Pick up the chalk. Draw a circle. Draw two squares. Draw a triangle. Sit down.

Walk to the chalkboard. Draw 2 circles and a square. Draw a triangle. Draw a straight line and curved line.

Walk to the door. Open the door and go outside. Turn around and come inside. Close the door and go to your desk. Sit down.

3 boys stand in a line. 2 girls stand in front of the line. 2 girls stand behind the line.


18. 4

REVIEW Weeks 11-14

No new words. DO THE SAME AS FOR DAY 1 OF THIS WEEK. ASK FOR VOLUNTEERS TO COME TO THE FRONT. GIVE THEM THE SERIES



HERE ARE SOME EXAMPLES OF COMMANDS. GIVE EACH TEAM 1 BIG HEAVY STONE, SMALL, STONES, STICKS AND A BOX. HAVE TPR PICTURE #6 (COLORED SHAPES) READY.

Walk to the chalkboard. Draw a happy face on the left side of the chalkboard. Draw a sad face on the right side of the chalkboard. Erase the happy face. Erase the sad face. Sit down.

Pick up the big, heavy stone. Pick up the small, light stones. Put the heavy stone on the desk. Put the light stones in the box.

Point to a red circle. Point to a black circle. Point to a yellow circle. Point to a green circle. Point to the brown circle. Point to a white circle. Point to a blue circle.


No new words DO THE SAME AS FOR DAY 1 OF THIS WEEK. ASK FOR VOLUNTEERS TO COME TO THE FRONT. GIVE THEM THE SERIES



HERE ARE SOME EXAMPLES OF COMMANDS. GIVE EACH TEAM STONES AND STICKS AND A BOX.

Draw a circle. Draw a square below the circle. Draw a curved line above the circle. Draw a triangle above the curved line. Erase the curved line. Erase the circle. Erase the square. Erase the triangle.

Stand up. Walk quickly to the door. Open the door. Run outside. Turn around. Quickly come inside. Run to your desk. Jump 2 times. Turn around 2 times. Clap your hands 4 times. Sit down.

DO THE ROLE PLAY: WHERE ARE YOU GOING? FROM WEEK 16, DAY 3.

DO THE GUESSING GAME (HOW MANY STONES DO I HAVE?) FROM WEEK 17, DAY 1.


ENGLISH VOCABULARY INTRODUCED IN THESE LESSONS (verbs in bold italics)

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

stand, sit, turn, walk, stop, jump, point, touch

table, door, chalk-board, desk

me

up, down, around, to

the

pick, put,

window, floor, chair, chairs, book, pencil, stone, stones

big, small

one, two, three

your, my

and

count

head, nose, eye, ear, mouth, teeth, arm, hand, finger

four, five

time, times,

all

hold, clap, shake, give, take, is

leg, foot, toe, toes, hands, girl, girls, boy, boys

four, five, six

from, on,

it

add

stick, sticks, chalk

long, short

six, seven, eight, nine, ten

them, her, him, everyone

with, again,

a

bend,

books, hair, neck, necks, arms, hands, legs, fingers

his, her, theirs


feet, tooth, teeth, eyes, ears, face, back

box, boxes

in, out, under, beside

other

open, close, pour, draw, erase

bottle, bottles, cup, cups, water, circle, circles, square, squares, line, lines

straight, curved

into

use, make, go, come, read, say, write

number, numbers, name

big, small

inside, outside

eat, drink, are

plate, food

in front of, behind, left, right, forward, backward

this, that, these, those

yes, no

smile, cry, standing, sitting, walking, doing

picture, baby, man, men, woman, women,

happy, sad, heavy, not heavy, light

they

what?

look

pictures, cat, dog, cow, donkey, chicken, tree

green, red, yellow, black, blue, brown, white

at


mountain, house, bird, color, colors

beside

how many?

holding, touching, like

father, mother, sister, brother, flowers, foods, coconut, yam, peanuts, mango, rice, corn, pawpaw

who? where?

call, run, wash, dry

triangle, shape, shapes, basin, soap, towel

above, below, same, different, slowly, quickly

am, going, buying, selling, playing, eating, drinking

food, foods, student, students, school, store, coffee

I, you, we

climbs, reaches, breaks, falls, will

branch

sorry, thank you, hello, goodbye

how are you

I am fine

too, okay

Review

introduction to oral english using the total physical response … · 2013-02-11 · using the...

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