lesson 1: fluency lesson 1: fluency unit 1unit 1 · pdf filefriends, sam and mobi. ... 2 show...

16

Lesson 1: Fluency Unit 1Unit 1Lesson 1: Fluency

The island of adventure

helicopter island

1

Macmillan English Level 1 © Macmillan Publishers Limited 2006

9781405017121_text.indd 1 14/05/2015 16:17

98

1 The island of adventure

Hi Hello What is your name? My name is … How old are you? I am ...

What is that in the sky?Is it a bird? Is it a plane?

Nina, Ben and Tilly are in a helicopter.Their teacher is in the helicopter too.Her name is Miss Plum.

The helicopter is on the island.

Nina, Ben and Tilly are on the island with their new friends, Sam and Mobi. It is the start of a big adventure.

Look! The island!

Wow!

See you later! Have fun!

Goodbye!

Here we are!

What’s that?Look!

Hello! I’m Mobi!

This is Sam.

Hi, Sam.

Hello.

I’m Ben.

And I’m Nina.

What’s your name?

My name’s Tilly.

How old are you, Sam?

I’m eight. How old are you?

I’m six.

Miss Plum is in the helicopter.

9781405003650_text.indd 8-9 14/05/2015 16:02

Before listening

1 Lesson 1 warm-up.

2 Show poster 1. Read the title. Ask questions.

3 Point and name new objects (helicopter, island). Children come forward; find objects on the poster.

4 Explain adventure, if necessary.

After listening

1 Practise dialogue with individuals.

2 Practise dialogue with pairs.

3 Ask about Mobi.

Shared listening

1 Play FCD track 2. Point to characters when they speak.

2 Show flashcards 1–6. Name the characters. Class repeats.

3 Ask questions about characters.

4 Play FCD track 2 and point to characters again.

Dialogue practice

1 Name characters. Children point in books (FB pp8–9). Point on poster for children to check.

2 Show flashcards 1–6. Children name.

3 Children close books. Play FCD track 3 and show flashcards 1–6. Class repeats lines in pauses.

4 Groups say lines by character.

5 (optional) Individuals act dialogue.

6 Play FCD track 2 again. Children follow text or point to main picture.

9781405013734_units1-6.indd 16 6/15/15 12:27

Unit 1 Lesson 1: FluencyUnit 1 Lesson 1: Fluency

Dialogue practice

For a detailed explanation of dialogue practice, see Introduction, p8.

After listening

Practise around the class:What’s your name?My name’s . . .How old are you?i’m . . .

Repeat the previous activity, but bring two children forward and let one of them ask the questions.

Repeat with other pairs.

Ask children where they think Mobi has come from. How do they know? Teach parachute, if necessary.

Lesson aim Fluency

Lesson targets Children:• listenforpronunciationandintonation• repeatdialogueaccurately• actoutdialoguewithexpression• introduce themselves and give their age.

Key language (words) helicopter, island; Ben, Nina, Sam, Tilly; Miss Plum (structures) What is your name? My name is . . . How old are you? I am . . .

Language for understanding adventure, bird, boy, friends, name, plane, sky, teacher; am, is, are; Look! Wow! Here we are! Hi! Hello! See you later! Have fun! Goodbye!

Materials Poster 1, Fluency Book pp8–9, Fluency CD tracks 2–3, flashcards 1–6Preparation Listen to the CD before the lesson.

Detailed teaching procedures See Introduction, p8

Lesson 1 time division:

1

1

2

3

17

Lesson 1 Warm-up

Sing the Alphabet song (LB p6, LCD1 track 1).

Before listening

Ask Can you see girls and boys?How many girls?How many boys?Can you see the teacher?What else can you see?

Let children come to the poster, point and name anything they can.

2

Shared listening

(1st small picture) Ask Who is in the helicopter?

(2nd small picture) Who is on the island?

Point to child characters in turn. AskWhat is his/her name?How old is he/she?

Point to Miss Plum. AskWhat is her name?Who is she?

Point to Mobi. AskWhat is his name?What is he?

3

After listening

Warm up

Before listening

Shared listening

Dialogue practice

9781405013734_units1-6.indd 17 6/15/15 12:27

1110 Parents: see extra material on page 166

1

Hi! I am Tim. I am six. Meet my ÌÏamily.

This is my big brother. He is ten ...…... and this is me.

This is my dad. He is really tall ...…...… and this is me.

This is my mum. She is very helpÏul ...…... and this is me.

This is my baby brother. He is little …...... and this is me.

These are my Ïriends and this is my teacher …...... and this is me.

This is my sister. She is Ïunny …......… and this is me.

And this is my grandma and my grandpa. They are very kind ... ...… and this is me.

This is my pet dog, Jack. He is a lot oÏ Ïun ...…... and this is me.

My Ïamily and me

9781405013673_text2.indd 10-11 5/14/15 14:24

18

Lesson 2: Reading Unit 1Unit 1Lesson 2: Reading

Before reading

1 Lesson 2 warm-up.

2 Teach new family member words with flashcards 10–15.

3 Children open books (LB pp10–11). Ask questions. Children point.

Reading practice

1 Give reading practice. Use some or all of the following:• Childrenreadagainasaclass.• Groupsreaddifferentsections.

• Individualsreaddifferentsections.

2 Class listens again to LCD1 track 10 and follows in LB.

After reading

1 Do the matching words and flashcards activity.

2 Ask Who is this?

Shared reading

1 Play LCD1 track 10. Children follow text in book.

2 Read line by line. Ask questions.

3 Read with the class.

9781405013734_units1-6.indd 18 6/15/15 12:27

Unit 1 Lesson 2: ReadingUnit 1 Lesson 2: Reading

Lesson aim Reading

Lesson targets Children: • followatextreadouttothem• listenforpronunciationandintonation• readthetextaloudwithaccurate

pronunciation and intonation• learnandunderstandnew

vocabulary items • understandthesenseofthetextas

a whole• answersimplecomprehensionquestions.

Key language (words) brother, father, grandmother, grandfather, mother, sister, big, funny, helpful, kind, little, tall

(structures) This is . . ., He/She is . . ., They are . . .

Words for understanding baby, fun, pet, meet, really, very

Materials Language Book pp10–11, Language CD1 track 10, flashcards 10–15, word cards

Preparation Listen to the CD before the lesson. Make family word cards for brother, father, grandmother, grandfather, mother, sister. Make adjective word cards for big, funny, helpful, kind, little, tall

Detailed teaching procedures See Introduction, pp8–9


19

1

Lesson 2 Warm-upSing the Numbers song (LB p9, LCD1 track 6).

Before reading Ask Can you see mother/a big/little brother,

etc? Point to mother/father, etc. Can you see a dog? What colour is the dog?

Shared reading Ask How many in Tim’s family?

Is Tim’s brother big? How old is he?Is Tim’s dad tall or short?Who is helpful?/funny?/little?Is Grandma kind? Is Grandpa kind?Can you see Tim’s friends? How many friends can you see? How many boys/girls?What is the dog’s name?

3

After reading

Put the six family flashcards on the board. Class names them.

Show family word cards in any order. Class reads. Shuffle and place on your desk.

Children take turns to take a word card and place it under the correct picture.

Ask the rest of the class if it is correct. If it is not, another child has a turn.

Show adjective word cards. Class reads. Shuffle and place on your desk.

In turns, children take a card and place under the correct person. Check with class.

2

1

(Extension activity) Point to family flashcards. Say Think about Tim’s family. Ask Who is helpful?Elicit tim’s mother is helpful. Ask other questions Who is kind?/ tall?/funny? etc.

teacher’s noteMum, dad, grandma and grandpa are used by children in everyday conversation to address these family members and to speak about them to other people. Mother, father, grandmother and grandfather are used in formal situations and often to talk about other children’s family members.

2

Before reading

Shared reading

After reading

Reading practice

Warm up

9781405013734_units1-6.indd 19 6/15/15 12:27

20

Lesson 3: Comprehension and sentence building Unit 1Unit 1Lesson 3: Comprehension and sentence building

Get active 1

1

13Language focus family members; capital letters and full stops 12 Comprehension focus consolidation of new language in My family and me

Reading and understanding Working with words

Write the words.

1 Look and read. Then choose and circle.

1 This is Tim’s brother.

sister.

2 This is Tim’s mother.

father.

3 This is Tim’s friend.

teacher.

Choose the word from the box.

1 Tim’s father is .

2 Tim’s mother is .

3 Tim’s grandmother and grandfather are .

4 Tim’s sister is .

2

My is big.

My is tall.

My is kind. My is kind, too.

My is helpful.My is funny.

Sentence building

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

My brother is ten.

Read the sentences. Circle the capital letters and full stops.1 T i m i s s i x .2 T h i s i s m y s i s t e r .3 J a c k i s m y p e t d o g .4 M y m u m i s h e l p f u l .5 M y g r a n d m a a n d g r a n d p a a r e k i n d .

1 2 3

4 5 6

1

A sentence ends with a full stop.

A sentence begins with a capital letter.

You can also say very before these

words.

1sister mum grandma grandpa dad brother

tall kind funny helpful

9781405013673_text2.indd 12-13 5/14/15 14:24

Get active 1

1

13Language focus family members; capital letters and full stops 12 Comprehension focus consolidation of new language in My family and me

Reading and understanding Working with words

Write the words.

1 Look and read. Then choose and circle.

1 This is Tim’s brother.

sister.

2 This is Tim’s mother.

father.

3 This is Tim’s friend.

teacher.

Choose the word from the box.

1 Tim’s father is .

2 Tim’s mother is .

3 Tim’s grandmother and grandfather are .

4 Tim’s sister is .

2

My is big.

My is tall.

My is kind. My is kind, too.

My is helpful.My is funny.

Sentence building

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

My brother is ten.

Read the sentences. Circle the capital letters and full stops.1 T i m i s s i x .2 T h i s i s m y s i s t e r .3 J a c k i s m y p e t d o g .4 M y m u m i s h e l p f u l .5 M y g r a n d m a a n d g r a n d p a a r e k i n d .

1 2 3

4 5 6

1

A sentence ends with a full stop.

A sentence begins with a capital letter.

You can also say very before these

words.

1sister mum grandma grandpa dad brother

tall kind funny helpful

9781405013673_text2.indd 12-13 5/14/15 14:24

1

2

1

1Unit

Unit 1Reading and understanding

Read and write.

Ben is six.

Ben’s big brother is ten.

Ben’s sister is funny.

Ben’s baby brother is little.

1 ________ is six.

2 Ben’s _________ _________ is ten.

3 Ben’s _____________ is funny.

4 Ben’s ____________ ____________ is little.

Read and write.

Ben’s mother is helpful.

Ben’s father is tall.

Ben’s grandfather and grandmother are kind.

1 Who is tall?

Ben’s ____________ is tall.

2 Who is helpful?

Ben’s _________ is helpful.

3 Who is kind?

Ben’s _________________ and _________________ are kind.

Sentence building

capital letter T his is the island . full stop

Circle the capital letters. Circle the full stops.

1 T his is my big brother .

2 H ere is my friend .

3 I am seven .

4 T his is my dad .

5 M y sister is six .

Write the sentences correctly.

1 the boy has a dog

____________________________________________

2 he is nine

____________________________________________

3 my brother is three

____________________________________________

4 she is my friend

____________________________________________

5 this is my mum and dad

____________________________________________

Ben

Remember capital letters and full stops.

The boy has a dog.

2

4 5

9781405017152_p001-p069.indd 4-5 5/15/15 16:07

1

2

1

1Unit

Unit 1Reading and understanding

Read and write.

Ben is six.

Ben’s big brother is ten.

Ben’s sister is funny.

Ben’s baby brother is little.

1 ________ is six.

2 Ben’s _________ _________ is ten.

3 Ben’s _____________ is funny.

4 Ben’s ____________ ____________ is little.

Read and write.

Ben’s mother is helpful.

Ben’s father is tall.

Ben’s grandfather and grandmother are kind.

1 Who is tall?

Ben’s ____________ is tall.

2 Who is helpful?

Ben’s _________ is helpful.

3 Who is kind?

Ben’s _________________ and _________________ are kind.

Sentence building

capital letter T his is the island . full stop

Circle the capital letters. Circle the full stops.

1 T his is my big brother .

2 H ere is my friend .

3 I am seven .

4 T his is my dad .

5 M y sister is six .

Write the sentences correctly.

1 the boy has a dog

____________________________________________

2 he is nine

____________________________________________

3 my brother is three

____________________________________________

4 she is my friend

____________________________________________

5 this is my mum and dad

____________________________________________

Ben

Remember capital letters and full stops.

The boy has a dog.

2

4 5

9781405017152_p001-p069.indd 4-5 5/15/15 16:07

Extension activities

1 Do the capital letter/small letter matching activity.

2 Play Scrambled names.

Sentence building

1 Read Mobi’s speech bubbles (LB p13). Read sentence.

2 Write sentence. Point and prompt it’s a capital letter/full stop.

3 Children complete Activity 1 (LB p13).

4 Prepare children for PB p5. Go through the box and check they understand the tasks. Children complete.

SESSion 1

Working with words

1 Session 2 warm-up.

2 Stick up word cards/flashcards 10–15. Ask questions. Children match flashcards. Class reads sentences.


SESSion 2

Reading and understanding

1 Session 1 warm-up.

2 Re-read My family and me (LB pp10–11).

3 Write on board This is Tim’s . . . Hold up flashcards (10–15) at end of phrase. Prompt, e.g. this is tim’s brother.


5 Hold up adjective word cards. Class reads. Ask, e.g. Who is funny? Prompt/elicit tim’s sister is funny.


7 Play the Get active! game.

8 Prepare children for PB p4. Read the passages with them and check they understand the tasks. Children complete.

9781405013734_units1-6.indd 20 6/15/15 12:27

Lesson aim Comprehension, vocabulary and sentence building

Lesson targets Children:• readandcompletesentenceschoosingfrom

given words• readandcompletesentencesfrompicture

prompts • answersimpleoralcomprehensionquestions• writeanswerstosimplecomprehension

questions• identifycapitalletters• usecorrectpunctuation:capitalletterand

full stop.

Key language(words) brother, father, grandma, grandpa, mother, sister, funny, helpful, kind, little, tall (structures) This is . . ., He/She is . . ., They are . . .

Words for understanding baby, fun, pet, meet, really, very

Materials Language Book pp12–13, Practice Book pp4–5, flashcards 10–15, word cards from Lesson 2


21

Unit 1 Lesson 3: Comprehension and sentence buildingUnit 1 Lesson 3: Comprehension and sentence building

1

Working with words

Stick adjective word cards on the board, well spaced out. Class reads.

Stick the flashcards and family member word cards underneath. Say, Think about Tim’s family. Who is helpful? Elicit tim’s mother is helpful.Ask a child to find the flashcard for mother and place it above the correct adjective. Choose another child to find the correct family word and stick it in front of the adjective. Write Tim’s and is to complete the sentence. Class reads. Repeat with the other adjectives.

2

1

Lesson 3 Session 1 Warm-up

Use flashcards/word cards to revise and read words for family members.

Sing the Rainbow song (LB p7, LCD1 track 4).


Get active!Tell the class to turn back to LB pp10–11 and look at the people.Show a child from team 1 a flashcard of a family member. The child mimes the family member doing the activity as shown in Tim’s photos, e.g. brother – skateboarding; grandma – sitting in park, etc.Other children from team 1 guess who it is: it’s tim’s brother.Ask team 2 a question about the character, e.g. How old is he? Play again, showing a team 2 child a different character to mime.

7

Extension activities

Write a column of capital letters on the left of the board. Stick small letters in scrambled order on the right. Children take turns to match correct small letter next to the capital.

Scrambled names Write the letters of a book character’s

name in scrambled order on the board, e.g. eBn. Children volunteer to write the name correctly. Continue with other names.

2

Lesson 3 Session 2 Warm-up

Write four or five pairs of capital and small letters scattered on the board. Children draw lines joining the capital and small letter in each pair. Other children circle the capital in each pair.

Class reads all the sentences in any order. Rub them off the board.

Extension

Practice book Warm

up

Working with words

Sentence building

Session 1

Session 2

Practice book

Warm up


Get active!

9781405013734_units1-6.indd 21 6/15/15 12:27

22

Lesson 4: Grammar and listening Unit 1Unit 1Lesson 4: Grammar and listening

Point and say.

Write.

He is eight. She

1

15Listening focus words relating to the family

Listening

Listen to Nina and her family. Tick 3 the box.

1 dad mum

2 sister brother

3 grandma grandpa

4 dad brother

5 grandma sister

6 grandpa mum

Listen and sing.

Father, mother, sister, brother,

Sister, brother, father, mother,

Father, sister, mother, brother,

And me.

1

2

14 Grammar focus expressing name and age

Grammar

Look at this!

1

I am Tilly. I am six. Sam is my friend.

He is eight.

Nina is my friend. She is seven.

2

2 3

This is my family.

She is three.He is nine.

24

1

9

3 10

5

1

a b c d e f g

9781405013673_text2.indd 14-15 5/14/15 14:24

Point and say.

Write.

He is eight. She

1

15Listening focus words relating to the family

Listening

Listen to Nina and her family. Tick 3 the box.

1 dad mum

2 sister brother

3 grandma grandpa

4 dad brother

5 grandma sister

6 grandpa mum

Listen and sing.

Father, mother, sister, brother,

Sister, brother, father, mother,

Father, sister, mother, brother,

And me.

1

2

14 Grammar focus expressing name and age

Grammar

Look at this!

1

I am Tilly. I am six. Sam is my friend.

He is eight.

Nina is my friend. She is seven.

2

2 3

This is my family.

She is three.He is nine.

24

1

9

3 10

5

1

a b c d e f g

9781405013673_text2.indd 14-15 5/14/15 14:24

1Unit

Grammar

Read and match.

one four three seven six

4 8 1 2 3 10 6 5 7 9

eight two ten f ive nine

Look and write.

1 Look at Freddy. He is ___________________________ .

2 Look at Lily. She ____________________________ .

3 Look at Tom. _______________________________ .

4 Look at Jane. _______________________________ .

5 Look at Dan. _______________________________ .

6 Look at Mike. _______________________________ .

7 Look at Molly. _______________________________ .

8 Look at Bill. _______________________________ .

Draw and write. ________________________

I am Dan. _______________________

I am six. ________________________

I am a boy. ________________________

Phonics

Say the sounds. Match and write. Make the words.

c ________

b at ________

m ________ ________ ________ ________

Say the sounds. Make the words.

___________ ____________ ___________

Write.

1 The _______ has a _______ .

2 The _______ has a _______ .

3 The _______ and the _______ are on the ________ .


Read and colour.Colour the at words red. Colour the ap words green.

cat mat tap map hat

This is me.

three

cat1 2 3

1 2 3

c a p

Like this:

m a p t a p

1

3

2

1

3

2

4

5

6 7

9781405017152_p001-p069.indd 6-7 5/15/15 16:07

Grammar

1 Lesson 4 warm-up.

2 Read speech bubbles (LB p14). Children follow.

3 Class reads speech bubbles.

4 Activity 1: Children speak in pairs.

5 Activity 2: Children read and complete.

6 Prepare children for PB p6 by checking they understand the tasks. Children complete.

Listening

1 Read Nina’s speech bubble (LB p15).

2 Ask Who can you see?

3 Activity 1: Play LCD1 track 11. Children listen. Play it again. Children tick.

4 Activity 2: Play LCD1 track 12 twice. Children listen and sing.

After listening

1 Play LCD1 track 12. Sing the song with flashcards.

9781405013734_units1-6.indd 22 6/15/15 12:27

Unit 1 Lesson 4: Grammar

Lesson aim Grammar and listening

Lesson targets Children:• practisetalkingaboutchildren’sagesinpairs• writetheirownageandagesofother

children• listentodialogueandidentifyfamily

members• singandlearnashortsong.

Key language (words) numbers/words 1–10, mum, dad, sister, brother, grandma, grandpa (structures) This is . . ., He/She is . . ., They are . . .

Unit 1 Lesson 4: Grammar and listening

Materials Language Book pp14–15, Practice Book p6, Language CD1 tracks 11–12, character flashcards 2, 3, 5, age balloons, family member flashcards 10–12, 15 for song

Preparation Play the CD before the lesson. Make age balloons for 6, 7, 8 (see Grammar box, LB p14)


23

The first time children listen and follow the words. Next time they join in.

After listening

Four children hold the family member flashcards. Class sings the song. Children hold up their card when their family member is named.

Write up the song. Put the class in four groups. Give each group a flashcard. Point to the words of the song. Each group says their family member. All say the last line.

Listening

Ask Can you see Nina’s mother? Point to Nina’s mother, etc.

Tell children to listen and decide which person in the family is speaking. AudioscriptPresenter 1 Nina Hi, Dad.Dad Hello, Nina.Presenter 2Sister [singing]Nina Hi, Sis!Sister Hi!Presenter 3[doorbell rings; door opens]Grandpa Hello, Nina.Nina Hello, Grandpa.Presenter 4Nina Hello, Danny.Baby [gurgles]Presenter 5 [telephone]Grandma Hello?Nina Hello, Grandma.Presenter 6[glass breaking]Mum Oh, Nina . . .Nina Sorry, Mum.

1

Lesson 4 Warm-up

Practise dialogue with individuals:

What’s your name? How old are you?

Ask the whole class: What is his/her name? How old is he/she?

Grammar

Bring three children forward. Give each a character flashcard and age balloon.

Individuals read out Tilly’s statements. Children hold up their flashcards and balloons when their character’s name and age is mentioned.

Class reads. Children show cards/balloons.

Practise first with the class. Ask How old is the baby? Elicit He is one. Ask How old is the big/small girl/boy? etc. Elicit She is ten, etc.

Children then make statements in pairs.

3

4

2

3

4

After listening

Warm up

Grammar

Listening

Practice book

Unit 1 Lesson 4: Grammar and listening

9781405013734_units1-6.indd 23 6/15/15 12:27

24

Lesson 5: Phonics Unit 1Unit 1Lesson 5: Phonics

1

17Writing focus expressing name and age 16 Phonics focus words with a short a sound

Class writingPhonics

Write about Nina and her friend.

Write in the bubbles.

1

2

m

3

4

1 2

3 4

Remember!I am …He is …She is …

Hi! I am Nina.I am seven.Sam is my friend.He is eight.

a t h a tc a t

1 2 3

Sam cat hat mat

Listen and read.

Sam has got a cat. The cat is on the mat.

The cat has got a hat. Can you see the cat?


cat

Write.

1 has got a .

2 The is on the .

Tick 3 the words you can read.

9781405013673_text2.indd 16-17 5/14/15 14:24

1Unit

Grammar

Read and match.

one four three seven six

4 8 1 2 3 10 6 5 7 9

eight two ten f ive nine

Look and write.

1 Look at Freddy. He is ___________________________ .

2 Look at Lily. She ____________________________ .

3 Look at Tom. _______________________________ .

4 Look at Jane. _______________________________ .

5 Look at Dan. _______________________________ .

6 Look at Mike. _______________________________ .

7 Look at Molly. _______________________________ .

8 Look at Bill. _______________________________ .

Draw and write. ________________________

I am Dan. _______________________

I am six. ________________________

I am a boy. ________________________

Phonics

Say the sounds. Match and write. Make the words.

c ________

b at ________

m ________ ________ ________ ________


___________ ____________ ___________

Write.

1 The _______ has a _______ .

2 The _______ has a _______ .



Read and colour.Colour the at words red. Colour the ap words green.

cat mat tap map hat

This is me.

three

cat1 2 3

1 2 3

c a p

Like this:

m a p t a p

1

3

2

1

3

2

4

5

6 7

9781405017152_p001-p069.indd 6-7 5/15/15 16:07

Activity 1

1 Lesson 5 warm-up.

2 (LB p16) Point out pictures and words with a.

3 Play rhyme twice (LCD1 track 13). Children follow in books.

4 Read rhyme.

5 Read line by line and ask questions.

6 Read with the class.

Practice Book

Children complete PB p7.

Phonics games and activities

1 Play the Letter-changing game.

2 Play Match the rhyming words.

Activity 3

1 Children look at the picture and read the words. Ask/Help a child to say the whole sentence. Class repeats.

2 Children write the word.

3 Do the same with the second sentence.

Activity 4

1 Write up words. Class/individuals read.

2 Children read in pairs. Listen to pairs.

3 Children check words and tick.

Activity 2

1 Children hold sounds cards. Say the sounds.

2 Close up gradually.

3 Say the word.

4 Children look, say and write.

9781405013734_units1-6.indd 24 6/15/15 12:27

Unit 1 Lesson 5: PhonicsUnit 1 Lesson 5: Phonics

Lesson aim Phonic recognition

Lesson targets Children: • read,pronounceandspellcvc(consonant–

vowel–consonant) words with short a• recogniseandsaytheindividualsoundsthat

make up the cvc words• writethewordsfrompictureprompts.

target words Sam, cat, hat, mat, cap, map, tap

Materials Language Book p16, Practice Book p7, Language CD1 track 13, cards for sounds

Preparation Listen to the CD before the lesson. Make large cards for the sounds/phonemes for cat, mat, hat (see p12). Make word cards for cat, hat, tap, van for the rhyming words game.

Detailed teaching procedures See Introduction, p10


25

Phonics games and activities

Letter-changing game

Write up a known word, e.g. mat. Class reads.

Replace the first letter with, e.g. c. Class reads the new word.

Then replace c with b, etc.

When appropriate initial letters have been tried, change final letters e.g. mat – map, cat – can, etc.

Match the rhyming wordsWrite on the board mat, bat, map, can.

Put the word cards you made on your desk.

Children take a word card and stick it next to the word it rhymes with on the board.

Class reads the pairs of rhyming words.

Activity 4

Write the four words on the board. Point in random order. Individuals and/or the class reads them.

Children can practise reading the words in pairs.

When you are satisfied that children can read the words, they may tick them.

Practice Book

Cap, map and tap are introduced here, so sound these out with the children and point to the pictures in the book.Children complete the five exercises.Check they can sound out all the target words before they move on to Exercise 5.

1

1

2

Lesson 5 Warm-up

Play the song from Lesson 4 (LB p15, LCD1 track 12) two or three times. Children join in. After the first time, encourage them to sing the first line without looking in their books.

Activity 1

Ask Who has got a cat? What colour is the mat? Where is the cat? What has the cat got? What colour is the hat? Where is the cat now?

Make sure all the words in the text are understood.

Activity 2

Follow the procedure for introducing the phonemes and sounding out each word which is given in detail in the Introduction (p10).

5

1

2

3

Activities

Practice book

Games/ Activities

Warm up

9781405013734_units1-6.indd 25 6/15/15 12:27

26

Lesson 6: WritingLesson 6: Writing Unit 1Unit 1

1Unit

Writing

f ive six seven eight nine ten

1 __________________________________

2 __________________________________ .

3 __________________________________

4 __________________________________

5 __________________________________

6 __________________________________

Your writing

Draw and write about you.

My name is ________________ .

I am ________________ .

Now draw and write about your friend.

_____________________________________

_____________________________________

This is Emma. She is nine.

Write about my friends.

This is He is

8 9

9781405017152_p001-p069.indd 8-9 5/15/15 16:07

1

17Writing focus expressing name and age 16 Phonics focus words with a short a sound

Class writingPhonics

Write about Nina and her friend.

Write in the bubbles.

1

2

m

3

4

1 2

3 4

Remember!I am …He is …She is …

Hi! I am Nina.I am seven.Sam is my friend.He is eight.

a t h a tc a t

1 2 3

Sam cat hat mat

Listen and read.

Sam has got a cat. The cat is on the mat.

The cat has got a hat. Can you see the cat?


cat

Write.

1 has got a .

2 The is on the .

Tick 3 the words you can read.

9781405013673_text2.indd 16-17 5/14/15 14:24

Before writing

1 Lesson 6 warm-up.

2 Ask who is speaking: Miss Plum. Read the speech bubble (LB p17).

3 Ask who is in the picture.

4 Individuals read the sentences.

5 Class reads the sentences.

After writing

Children read their work to the class.

1Unit

Writing

f ive six seven eight nine ten

1 __________________________________

2 __________________________________ .

3 __________________________________

4 __________________________________

5 __________________________________

6 __________________________________

Your writing

Draw and write about you.

My name is ________________ .

I am ________________ .

Now draw and write about your friend.

_____________________________________

_____________________________________

This is Emma. She is nine.

Write about my friends.

This is He is

8 9

9781405017152_p001-p069.indd 8-9 5/15/15 16:07

Practice Book

Writing

1 Read the boy’s speech bubble to the class (PB p8).

2 Class reads numbers in the box.

3 Ask about Emma. Child reads. Class repeats.

4 Prompt complete sentences about Tom.

5 Children write remaining sentences.

Your writing

1 Children draw/write about themselves (PB p9).

2 Children draw/write about a friend.

Shared writing

1 Children look at picture 1 (LB p17). Prompt and write sentence.

2 Children look at picture 2. Count. Prompt and write sentence.

3 Children look at Sam (picture 3). Ask Who . . .? Prompt and write sentence.

4 Continue with last picture.

5 Class reads and writes sentences.

9781405013734_units1-6.indd 26 6/15/15 12:27

Unit 1 Lesson 6: WritingUnit 1 Lesson 6: Writing

Lesson aim Writing

Lesson targets Children: • writesentencestomatchpictureprompts• completesentencesfrompictureprompts• writetwosentencesaboutthemselvesand

a friend.

Key language (words) friend, words for numbers (structures) Sam is my friend. He/She is six.

Materials Language Book p17, Practice Book pp8 and 9


27

Practice Book

Writing Children look at the picture of Emma.

Ask Who is this? How old is she?

Ask/Help another child to complete the sentences about Tom. Write them on the board. Class reads.

Your writing Children draw and write two sentences

about themselves.

Remind them of the sentences they wrote on page 8.

Shared writing

Ask who is in the picture. Elicit it is nina. Point to the empty bubble. Ask What is she saying? Prompt/Elicit i am nina. Write it on the board.

Prompt the class to count the candles: Seven. Point to the empty bubble. Ask What is she saying? Prompt/Elicit i am seven. Write it on the board.

Ask who the other person is: Sam. Ask what Nina is saying. If necessary, ask Is Sam Nina’s friend? Prompt/Elicit Sam is my friend. Write it on the board.

Elicit He is eight for the fourth picture.

Class reads the sentences on the board. Leave them on the board, if you wish. Children write the correct sentence in each bubble.

1

Lesson 6 Warm-up

Say the rhyme about Sam and his cat from LB p16.

Say the numbers chant below:One, two three! (clap, clap clap)Four, five, six! (clap, clap, clap)Seven, eight, nine! (clap, clap, clap)Ten! (clap) Ten! (clap) Ten! (clap, clap, clap)

1

2

3

4

5

3

4

1

2

Practice book

After Writing

Warm up

Before writing

Shared writing

9781405013734_units1-6.indd 27 6/15/15 12:27

lesson 1: fluency lesson 1: fluency unit 1unit 1 · pdf filefriends, sam and mobi. ... 2 show...

Documents