to download mfea sample materials.pdf

Sample Materials

from:

Teacher's Guide

Activity Books

Practice Pages

w w w . e a d v e n t u r e . c o . i l

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End of programCelebration

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C M Y CM MY CY CMY K

Target Population

The program is designed for young learners in their first years of learning English as a Foreign

Language. It is a story based program organized around topics which are of interest and relevance to

young learners.

Why Teach a Foreign Language to Young Learners?

World globalization has sparked a growing interest in the teaching of foreign languages to young

learners all over the world. More and more countries are teaching English as a foreign language (EFL)

to children at an early age. The main arguments in favor of early foreign language (FL) instruction

focus on the following points:

Early FL instruction can promote the early understanding and appreciation of different cultures and

values.

Children are fast and efficient acquirers of a second language.

Acquiring a second language develops a child’s cognitive ability and general intelligence.

With recent developments in technology and opportunities in the new global economy, parents

understand the significance of knowing English for their child’s future.

Early exposure has the advantage of providing children with self- confidence and positive attitudes

with regards to the foreign language.

More and more research is being conducted in order to shed light on the effects of early foreign

language instruction. There is however, one point on which educators and researchers seem to agree

- that for an early foreign language instruction to be successful, the program should fulfill certain

conditions.

Conditions for Successful Early Language Learning

According to G. Richard Tucker (2001), the saying 'earlier is better' in language instruction is only

valid when the program includes:

- A set of explicit language objectives.

- Appropriate content which takes into account the cognitive and affective needs of the young

learners.

- Exemplary teaching techniques and activities supported by written materials for the teacher and

the learner.

Introduction

Introduction page 1

These were taken into account in "My First English Adventure", as illustrated below:

SUCCESSFUL LANGUAGE TEACHING AND LEARNING

Young Learners' Cognitiveand Affective Needs HOWWHAT

Objectives Content Teaching Techniques Activities

TEACHING AND LEARNING MATERIALS

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The program includes 8 units and each unit includes 7-8 lessons. The unique teaching methodology

of the program My First English Adventure, creates the connection between “WHAT” to teach in the

young learners’ EFL classroom and “HOW” to teach it. This is done by setting explicit objectives for

the program in general as well as for the units and individual lessons. The content of the program

and stories taught were chosen for their relevance to the young learner’s life and interests. The

activities were designed to meet the specific teaching objectives while keeping in mind the cognitive

demands and affective needs of the young learner.

The Storybook Approach

My First English Adventure is a story based program for young learners of English organized around

topics. The stories chosen for every unit provide an authentic contextual framework through which

the vocabulary and language elements related to the topic of the unit are illustrated and activated.

Andrew Wright (2002) emphasizes the importance of stories in teaching a foreign language to

children.

Stories are a major source of language experience for the language learner.

S tor ies serve an authent ic contextual f ramework through which chi ldren are

introduced to vocabulary and language structures.

Stories are motivating because children have a constant need for stories and are always willing to

listen to them.

Children want to find meaning in the story, so they listen with a purpose and are

motivated to develop comprehension skills, such as searching for meaning, predicting and

guessing.

Through stories children develop literacy skills which help them later in reading and writing.

Stories encourage natural communication through listening and responding to questions and

queries, through exchange of ideas and natural expression of likes and dislikes.

Developing Emergent Literacy and Beginning Reading Skills

The focus in Units 1, 2 and 3 is on developing pupils’ basic vocabulary and cognitive strategies.

These are prerequisites for understanding the stories and form the basis for the teaching of beginning

reading.

From units 4 and on, in addition to ongoing development of vocabulary and communication skills,

pupils are introduced slowly to the letters and sounds in English with emphasis on developing their

phonemic awareness. These initial stages of preparation for reading are followed by training in

decoding skills in order to make pupils’ entrance into the world of reading easier. This systematic

method of teaching reading is done through the context of the stories that have previously been dealt

with in speaking and listening. The teaching of new letters and decoding skills is based on words the

children know and have encountered in the stories and accompanying activities. Basing early reading

instruction on a broad and familiar lexical base allows the learner to approach the task of acquiring

reading in a foreign language with more confidence which makes the initial reading experience more

enjoyable and successful.

Introductionpage 2

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Main Goals of the Program

To give the children a positive first experience in learning English as a foreign language.

To enhance self confidence and foster self esteem by providing continuous positive

feedback and encouragement.

To cater to the learners’ individual learning styles and interests by providing a variety

of activities and varied techniques, i.e. singing, role - playing, story telling, games, arts

and crafts and movement.

To teach language through a natural process of communication for an authentic

purpose.

Materials

Teacher's Guide with detailed lesson plans and assessment tools

Pupils’ Activity Books and Practice Pages

16 Story Books

2 discs including 120 songs

344 Flashcards

10 Posters

Max, the English Adventure Puppet

Assessment

A number of assessment tools have been provided to help the teacher monitor pupils' progress as

they develop their language and literacy skills through their First English Adventure.

a. The Unit Assessment Activity and Summary SheetAn activity is included at the end of every unit in order to assess the vocabulary learnt and the

child's ability to understand and follow instructions.

b. The Student - Teacher Self Assessment ChecklistThis tool allows pupils and teachers to reflect on the learning and assessment process. Involving

pupils in their learning process allows them to express how they see their own learning, strengths

and weaknesses, and enables the teacher to understand the pupils’ learning process through their

perspective.

c. The Beginning Reading / Writing ChecklistThis checklist helps the teacher monitor the pupils' acquisition of the alphabet, sound system,

decoding skills, reading and writing.

d. The Storybook ChecklistSince this is a story based program, the Storybook Checklist will allow teachers to monitor pupils'

development of emergent literacy skills and acquisition of language related to the stories.

e. The Group Work ChecklistThe group work checklist focuses on positive work habits when working on group activities. It

allows pupils to reflect on how they worked together in order to achieve a common goal and

reinforces the importance of cooperation in learning.

End of Unit Certificate

The certificate summarizes all that has been learned in the unit and is filled out by the teacher for

every child to take home.

Introduction page 3

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page 5

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Preparing for the story: Goldilocks and the Three Bears(introducing the rooms in a house)

Before the LessonPrepare all materials.

Hang up the house poster.

Have equipment ready for playing songs.

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Objectives Materials and Songs

Materials

● Max the puppet

● girl and boy stick figures from theprevious lesson

● room posters: bathroom, kitchen,bedroom, living room

● small figure of Max for sticking on theposter

Songs and Chants

● How Do You Do, Everybody?(song #1.14)

● If You're Happy and You Know It(song #1.21)

● 1, 2, 3, Little Children (song #1.28)

● Knocking on the Door Chant(song #1.17)

● Max Is in the Bedroom (song #1.29)

● Building a House (song #1.27)

Language Functions

● greeting and introducing each other

● describing family members' locationin the rooms of a house

● asking and understanding questions

Vocabulary

● rooms of a house: bedroom,bathroom, living room, kitchen

Language Structures

● This is _____.She is a girl / He is a boy.

● Where is _____?● Where am I?● You are in the _____.● How many?● Who is…?

page 6 From Unit 2 - Lesson 2 - page 51

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Song

● Sing a good morning song.

● "How Do You Do, Everybody?" (song #1.14)

● Ask pupils: How do you feel today?- Have pupils make different faces and say how they feel: happy, sad,

surprised, angry.

● "If You're Happy and You Know It" (song #1.21) using facial expressions andgestures.

● Max goes around the class and introduces pupils using the sentences:This is (pupil's name). She is a girl. This is (pupil's name). He is a boy.- Now call on pupils to introduce each other.

● Hold up a few boy and girl stick figures from the previous lesson and ask: Howmany boys/girls do I have? Pupils count and respond.

● "1, 2, 3 Little Children" (song #1.28)

The Outside of a House

- Review the vocabulary learned in the previous lesson. Point to the windowand say: This is a _____. Have pupils fill in the word.

- Draw the outside of a house on the board and continue reviewing thevocabulary items.

- Cover an item with your hand and ask: What is this?Elicit from pupils: It is a (window).

Song

● "Building a House" (song #1.27) with gestures and motions

I. Introductions and Greetings

LESSON PROCEDURE

II. Vocabulary

page 7From Unit 2 - Lesson 2 - page 52

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Rooms in a House

- Use the posters to introduce the rooms in a house: bedroom, bathroom,kitchen, living room.

Game

● What's Missing? (game #9)

- Play the game with the room flashcards.

- Sing "Knocking on the Door Chant" (song #1.17) while playing the game.

Song

● Stick Max on the poster, in the bedroom.

● Sing "Max is in the Bedroom" (song #1.29).

Max is in the bedroom, the bedroom, the bedroomMax is in the bedroom, the bedroom, right now.

- Put Max in the other rooms on the poster and sing the song again until youhave sung it with all the rooms.

Game

● Where Am I? Miming Game (game #20)

- Have one pupil stand up in front of the class and ask: Where am I?- Give the pupil a room flashcard and tell him/her to act out something that

s/he would do in that room. Pupils must guess the room and say:You're in the (____ ).

- While playing the game, sing the song "Max is in the Bedroom" but this timeuse the name of the pupil who is miming the action instead of Max.

Activity Book

● Tell pupils: Open the Activity Book to page 5.- Complete page 5 according to instructions.

● Review page 4 with pupils by asking questions: Where is Mother?Is the brother in the bathroom? etc.

- Use the pictures to elicit additional information.

From Unit 2 - Lesson 2 - page 53page 8

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From Unit 2 - Lesson 2 - page 54 page 9

Song

● Sing "Where is Mother?" to the same tune as "Where is Father?" (song #1.15)but with the new vocabulary:

Where is Mother? Where is Mother?Here I am. Here I am.Mother is in the bedroom, Mother is in the bedroom,Yes, she is.

- Continue with all the family members according to the pictures on page 4of the Activity Book.

Activity Book

● Tell pupils: Open the Activity Book to page 3.- Tell pupils to color the outside of the house on page 3.

- Walk around the room and ask pupils questions while they are coloring.

- Review colors by asking: What color is the roof? What color iswindow number 1?

● Have pupils cut out the house on page 3 and glue together pages 3 and 4

(the outside and the inside of the house).

Reflection

● Ask pupils what they liked best in today's lesson.

● Ask them: Which rooms in the house do you remember? Which room inthe house do you like best?

Song

● Give pupils a choice of several songs they know and ask them to choose oneor two songs to end the lesson.

● a goodbye song

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From Activity Book Unit 2 - Lesson 2page 10

two

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page 11

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Materials● Max the puppet● classroom flashcards: teacher, pupils,

desk, chair, pencil, book, bag, glue,ruler, scissors, crayons

● pillowcase or big bag● authentic items - pencil, book, scissors,

crayon, ruler, glue, bag, book● flashcards for B (big and small letters)● ABC strip● additional flashcard pictures: brother,

boy, body, banana, ball● wordcards● black bag

Storybook● The Wheels on the Bus

Songs and Chants● Good Morning Max (song #1.31)● Days of the Week (song #1.34)● Classroom Song (song #1.41)● Preposition Chant (song #1.39)● The Wheels on the Bus (song #1.40)● ABC (song #1.42)● Balloon Chant (song #1.44)

Language Functions● describing location● understanding and answering

questions● giving and following instructions

Literacy Skills● understanding the function of book

cover and title● making predictions based on cover

and title● reading readiness

Vocabulary● classroom supplies: glue, ruler,

scissors, crayons● "Wheels on the Bus": wheels, bus,

driver, parents, up and down,wipers, horn, people, party

Language Structures● What do you see? I see .....● What is in the bag?● This is ..... These are .....

LettersPupils will be able to:● recognize the letter B● write the letter B● match the big and small letters● recognize the sound of the letter B● recognize words that start with the

sound of the letter B● identify words in the stories that start

with B and C, by sound and visually

Pupils will be exposed to the sequenceof the alphabet.

Reading the story: The Wheels on the Bus

✓

✓

✓

Before the Lesson

Prepare all materials.

Prepare equipment for playing songs.

Prepare wordcards for the pictures: brother, boy, body, banana, blackboard, ball, book,bag.

Note: Words should always be matched with a picture and never shown alone. Thewords serve only to emphasize the letter.


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Song

● "Good Morning Max" (song #1.31)

- Ask pupils to whisper their names as they sing the song.

● Do the special greeting: How are you today? Fine/So-so/Cool/thank youwith gestures.

- Ask Max: How do you feel today? Max answers with an emotion:I feel happy or sad or angry, using the appropriate intonation.

- Have Max ask you how you feel. Answer with the appropriate facialexpression for happy, sad or angry.

- Have Max ask several pupils how they feel today. Encourage pupils tomake the appropriate face to express the emotion.

Days of the Week

- Ask: What day is today?- Stick the days of the week flashcards on the board.

- Point to the days of the week and practice saying the days in order.

Song

● "Days of the Week" (song #1.34)

Classroom Vocabulary

- Review the words for objects and people in the classroom.

- Tell pupils: Point to the desk. Point to a book. Point to the teacher, etc.

- Review vocabulary by showing and saying the following items:scissors, crayons, glue, ruler.

- Hold up each item and say: This is a ruler. This is glue. These arecrayons. These are scissors.

- Emphasize the difference between These are ..... (plural) andThis is ..... (singular).



LESSON PROCEDURE

II.Vocabulary

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- Have pupils repeat after you with different objects.

- Tell pupils: Show me your scissors. Hold them up in the air. Do thiswith the new items and also review with pencil, book and bag: Show me a book. Show me glue. Show me crayons, etc.

- Tell pupils: Put the crayons in the bag. Put the scissors on the desk.Put the ruler near the glue, etc.

● Continue practicing with pupils.

Game

● What's in the Bag? (game #14)

- Place all the classroom objects in a pillowcase or big bag: scissors, ruler,glue, pencil, crayons, etc.

- Go around the room and ask: What is in the bag? Have pupils chant thequestion with you.

- Ask individual pupils to close their eyes, take out something from the bagand guess what it is. If after feeling the object, pupils do not know what itis, they may open their eyes and look, and then say the name of the object.

Song

● "Classroom Song" (song #1.41)

- Sing the song line by line and have pupils repeat after you.

- Hold up the items as you sing the song and tell pupils to do the same.

Activity Book

● Tell pupils: Open the Activity Book to page 5.- Complete the page according to instructions.

● Tell pupils: Open the Activity Book to page 6.- Complete the page according to instructions.


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Introduction

● Discuss the cover.

- Show pupils the book. Ask pupils what they see on the front and backcovers. Ask them: What do you see? Focus pupils' attention on the peoplein the bus, the balloons, the frogs, the colors, the clown, etc.

- Point to the school bus.

- Emphasize the word bus. Point out the wheels, gesturing a round turningmotion.

- Ask pupils: How do you get to school? Do you walk? Do you take aschool bus? Do you take a public bus? Do you go by car?

- Ask pupils: Have you ever seen a school bus in a movie or on TV?- Ask pupils: Do you know anyone who takes a school bus to school?- Point out the musical notes on the front cover. Tell pupils that "The Wheels

on the Bus" is also the name of a song they will sing.

● Discuss the title.

- Tell pupils the title of the book is: "The Wheels on the Bus".

- Help pupils make the connection between the pictures on the cover andthe title of the story. Ask pupils: Where are the people on the bus going?(to a birthday party). Make sure pupils notice the balloons, the clown, thebirthday cake, etc.

First Reading

● Read the story and use exaggerated gestures while reading. Do not sing thesong yet.

- Stop and point out the different characters: driver, baby, people, clown,parents (mother and father), etc.

- Emphasize the vocabulary, actions and sounds on every page.

Second Reading

● Go over the pictures again and ask pupils: Who is on the bus? Help pupilspoint to and name the parts of the bus in the pictures (wipers, wheels, horn).

- Ask: How many wheels does the bus have? What colors are thewheels? What sound do they make? What sound do the wipers make?What sound does the horn make?

III. The story: The Wheels on the Bus


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Song

● Sing "The Wheels on the Bus" (song #1.40). This time, mime all the gesturesand actions together with pupils.

Acting out

● Have pupils come with their chairs to the front of the room and sit in a line inpairs, as if they were passengers on a bus. Have one pupil, the driver, sit in front.

- Give each of the pupils a role from the song. Make sure they know thewords and motions that go with their part.

- The class sings the song while the pupils act out their role.

- If additional pupils want to act out the song, repeat this activity.

Activity Book

● Tell pupils: Open the Activity Book to page 7.

- Look at the picture of the bus together. Ask pupils: How many windows areon the bus?

- Complete page 7 according to instructions.

- Check the work together by asking questions: Who is in window #4?What color is your bus? What color are your wheels?

ABC

- Go through the storybook again, and ask pupils if they see any pictures ofwords that start with the /k/ sound they have learned.

- Point out the pictures: clown, cat, cakes and cookies.

● The Letter B

- Point to the picture of the bus. Ask: What is this? What sound does itstart with? Elicit /b/.

- Show pupils your bag. Say: This is a black bag. What is inside?The letter B! Take out the flashcards for B and b.

- Write the word bus. Circle the letter B. Write a small b and a big B on theboard.

- Tell pupils: This is the letter B and the sound is /b/. Ask them to lookat the cover of the book and find words that begin with B. Elicit bus, bird,book, baby. Emphasize the /b/ sound.

- Stick the pictures of the words that begin with /b/ on the board. Stick thewordcards below the pictures.

- Turn the page and ask pupils: Do you see any colors with the /b/ sound?Put up flashcards of the colors blue, black, brown. Stick the wordcardsbelow the pictures.

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- Ask pupils: What does the horn on the bus say? (beep beep)- Elicit other words pupils know: balloon, Bingo, brother, birthday, bears,

boy, body, banana, blackboard, ball, book, bag. Show the pictures.

- Ask a pupil to find Bb on the ABC strip. Ask pupils if the letter B is at thebeginning, the middle or the end of the alphabet.

- Ask: Does anyone's name begin with the letter B? Do you know anyonewhose name begins with B?

Song

● Sing "Balloon Chant" (song #1.44) while pointing to the letter B.

ABC

● Writing

- Draw the house on the board and write Bb in the house.

- Show pupils how to write the letter B by talking and demonstrating.Emphasize the direction of writing the letter.

- Point out the size of the small letter b. Show pupils that it is taller than thesmall c.

- Explain that some small letters stay in the house, some go down to thebasement and some go up to the roof.

- Now have pupils write the letter B with a finger, in the air and on their desks.

Activity Book

● Tell pupils: Open the Activity Book to page 8.- Ask pupils: What do you see in the picture?- Complete the page according to instructions.

● Tell pupils: Open the Activity Book to page 9.- Have pupils circle the letters in each row which match the letter in the house.

- Ask pupils: What pictures do you see? Ask pupils: Which words beginwith /b/? Circle them in blue. Which words begin with /k/? Circlethem in red.

- Complete the page according to instructions.

- While pupils are working, walk around the classroom and help them writethe letters correctly.

- During the activity, play "ABC" (song #1.42) and "Balloon Chant"(song #1.44).

ABC

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page 18 From Activity Book Unit 4 - Lesson 2

Circle all the pictures

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From Activity Book Unit 4 - Lesson 2 page 19

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From Practice Pages Book 1 - Unit 4page 20

1.

2.

3.

4.

5.

6.

7.

8.

Circle the pictures beginning with the letter.Write the letter.

Exercise 27

s

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c

b

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page 21

Clothing and Weather

UNIT 8

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Language Functions

● describing what someone is wearing

● asking and answering questions

Literacy Skills

● recognizing the /th/ sound

● predicting events in a story based onbook cover and title

● engaging in interactive reading

Vocabulary

● clothing: sweater, jacket, gloves,boots, umbrella, hat

● adjectives: cold, hot● story vocabulary: tree, branches,

outside● sight words: this, that, there

Language Structures

● What are you wearing?● What is s/he wearing today?● I am wearing .....● I see .....● This is ..... That is .....

Materials

● clothing flashcards: sweater, jacket,gloves, boots, umbrella, hat

● authentic clothing items

● wordcards: sweater, jacket, gloves,boots, umbrella, hat, this, that, there,the, is, are, a

● flashcard for th letter combination

● bag

Storybook

● Mr. McGee

Songs and Chants

● Good Morning and How Do You Do?(song #1.13)

● If You're Wearing Red Chant(song #1.10)

● Preposition Chant (song #1.39)

● ABC (song #1.42)

● The English Lesson Is Over (song #1.5)

Reading the story: Mr. McGee

✓

✓

✓

✓

✓

✓

Before the LessonPrepare all materials.

Prepare authentic clothing items to illustrate vocabulary: sweater, jacket, gloves, boots,umbrella, hat, shirt, skirt, pants, shoes, socks, sandals, shorts.

Prepare wordcards for new vocabulary.

Prepare wordcards for sight words: this, is, a, these, are.

Prepare a bag or use the emotion cube for flashcards.

Prepare equipment for playing songs.

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LESSON PROCEDURE

Song

● "Good Morning and How Do You Do?" (song #1.13)

Game

● Pass the Message (game #30)

- Play the game in groups with the question: What are you wearing today?

- While pupils are doing the activity, prepare the flashcards and wordcardsof the clothing items (shirt, skirt, pants, shoes, socks, sandals, shorts) andplace them on your desk in two piles.

- At the end of the game, the last pupil in each group asks you: What areyou wearing today? All the pupils in the group chant the question togetherthree times: What are you wearing today? Answer by pointing to an itemyou are wearing and putting the flashcard on the board. Use colors oradjectives: I am wearing a white shirt, I am wearing a big shirt, etc.

- Continue until all the items you are wearing are on the board.

- Put up flashcards of items you are not wearing, one at a time, and askpupils: Am I wearing shorts? Elicit: No, you are not wearing shorts.

- Continue until all flashcards of clothing which pupils have learned are onthe board.

- Focus on the negative structure: No, you are NOT wearing .....

ABC

● Phonemic Awareness

● SH Letter Combination

- Point to the shirt flashcard and ask: What is this? Pupils respond: a shirt.

- What sound does the word shirt begin with? Elicit: /sh/. Praise pupilsand reinforce the answer: Good! The sound is /sh/.

- What two letters make the sound /sh/? Elicit: S and H. Say: That'sright! The letters S and H together make the sound /sh/. Put the /sh/flashcard on the board.

- Ask: What other words on the board begin with the sound /sh/? Elicit:shoes, shorts and point to the flashcards on the board.

- Ask three pupils to approach your desk. Have each pupil find one of thewordcards for shirt, shorts, shoes and stick it under the correct flashcard.

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II. Vocabulary

- Say to the pupils: Tell me one thing you are wearing and one thing youare not wearing. First model the sentence: I am wearing a shirt and I amnot wearing sandals.

- Point to a pupil and ask the class: Is s/he wearing a shirt? The classanswers: Yes, s/he is wearing a shirt or No, s/he is not wearing a shirt.Repeat the sentence to reinforce positive and negative sentence structures.

- Now point to another clothing flashcard and ask what letter and sound theword begins with. Call a pupil to the board to find the wordcard and stickit under the picture. Have the pupil use the word in a sentence accordingto whether s/he is or is not wearing the item of clothing.

- Continue this activity until all the words are under the pictures.

- Praise the pupils for doing a good job!

Song

● "If You're Wearing Red Chant" (song #1.10) usingclothing items instead of colors:

If you're wearing a shirt, stand up .....If you're wearing shoes, stand up .....

New Clothing Items

● Put the sweater flashcard on the board or point to a sweater if anyone in theclassroom is wearing one and say: This is a sweater.

- Ask pupils: What is this? Answer: This is a sweater. Reinforce: Yes, thisis a sweater and put the wordcard under the flashcard on the board.

- Do you wear a sweater when it is cold outside or when it is hotoutside? Explain what the word outside means and gesture being cold(hugging your shoulders, etc.).

● Put the jacket flashcard on the board and ask: What else do we wear whenit is cold outside? Elicit: jacket.

- Now ask: Who is wearing a jacket today? Have pupils respond in fullsentences: ____ is wearing a jacket. Put the wordcard under the picture.

● Put the rest of the clothing flashcards on the board (gloves, boots, umbrella,hat) and say: These are more things we need when it is cold. Point to theflashcards as you say the words and put the wordcards under them.

- Go back to the gloves flashcard or pick up the pair of gloves and say:These are gloves.

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- Ask: What are these? Elicit: These are gloves.

- Put the gloves on, hold up your hands and ask: Where are my gloves?Elicit: on your hands.

- Ask a pupil: Do you have gloves? Elicit: Yes, I have (color) gloves or No,I don't have gloves. Focus on the negative form.

- Introduce the remaining clothing items with similar questions and answersso pupils hear and say the words a few times. Remember to put thewordcards under each picture.

ABC

● Sight words: This is a _______. These are _______.

- Point to the sweater flashcard and ask: What is this? Elicit: This is asweater.

- Put the This, is, a wordcards on the board and stick the picture of thesweater to the right of the words to complete the sentence.

- Read the sentence, pointing to each word as you say it so pupils learn torecognize the sight words.

- Do this with other clothing items in the singular, each time adding theflashcard at the end of the sentence. Have pupils repeat the sentence eachtime with the new clothing item so they get used to saying: This is a ____.

- Now do the same with clothing items in the plural: pants, shoes, socks,gloves, boots. Use the structure: These are _______. Hold up the flashcardfor shoes and ask: What are these? Elicit: These are shoes. Pupils repeatthe sentence after you. Do this question and answer exchange a few timesso pupils realize the difference between the long E sound in these asopposed to the short /i/ sound in this.

- Continue the activity with clothing items in the plural (as you did with thesingular).

Game

● What's in the Bag Competition (game #14)

- Leave the two sentences from the previous activity This is ______ and Theseare ______ on the board. Collect all the picture flashcards of clothes andput them in a bag or in the emotion cube.

- Divide the class into groups of four.

- Pupils from each group take turns picking a card out of the bag. The pupilsays: This is a _____ or These are _____.

- Tell the class that each group is responsible for making sure their teammatesays the sentence correctly. Pupils should discuss the answer togetherbefore their teammate responds.

- If the group answers correctly, pupils get a point. If they say a completesentence, pupils get two points.

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● Scrambled Sentences

- Tell pupils: Now you will make your own sentences.- Scramble the sight word cards on the board (This, is, a, These, are) and

stick singular and plural clothing flashcards on the board.

- Tell pupils to make a correct sentence by choosing word and pictureflashcards and putting them in the right order.

- Do a few examples with the class.

- Call on pairs of pupils to come to the board and make a sentence. Thepupils read their sentence to the class and the class decides if the sentenceis correct or not.

- If the sentence is correct, the class repeats it. If the sentence is not correct,the class corrects it and then reads it correctly.

- You may do this as a competition between two groups. Prepare two sets ofsight word cards and put them on either end of the blackboard along witha few plural and singular clothing flashcards. The group that first makes acorrect sentence gets a point.

● Categorizing Clothing

- Put all the clothing flashcards on the board.

- Draw two columns on the board. Write hot on top of column 1 and coldon top of column 2. Have pupils read the words with you.

- Ask pupils to come to the blackboard and sort the clothing according towhat they wear when the weather is hot and what they wear when theweather is cold. First model the activity (Note: Some items fit bothcategories).

- Pick up a clothing flashcard and say: This is a sweater. I am wearing asweater. It is cold outside. Make a "freezing" gesture. Put the card underthe column cold.

- Do the same with clothes you wear on a hot day.

- Now call on a pupil to pick up a flashcard and put it in the appropriatecolumn. Help the pupil say these three sentences:

This is (a) ______ / These are ______.I am wearing (a) ______ .It is cold/hot outside.The class repeats each sentence together with you.

- Ask: What do we wear when it is hot (with gesture) outside?Pupils repeat all the words in the column under hot using the structure: Wewear ______.

- Now ask: What do we wear when it is cold (with gesture) outside?Pupils repeat all the words in the column under cold using the structure:We wear ______.


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After Reading

● Go back through the pictures in the book and discuss what happened toMr. McGee. Ask: Where does he live? How does he feel? Is he happy?Is he sad?- Discuss the weather: Is it hot? Is it cold? How can you tell?- Ask pupils to tell you what Mr. McGee is wearing.

- Point to the pictures and discuss what Mr. McGee is doing: outside, underthe tree, in the sky.

Activity Book

● Tell pupils: Open the Activity Book to page 4.- Ask pupils: What pictures do you see?- Encourage pupils to say: I see a man, I see two gloves, I see a jacket, etc.

- Read the story again and describe what Mr. McGee is wearing.

"He put on his shirt and his pants too.Then he put on his socks that were bright, bright blue.He put on his shoes then fed the cat.He didn't forget his jacket or hat."


- Review the work with the class.

- Ask pupils to describe what the man is wearing and what he is not wearing.

Song

● "Preposition Chant" (song #1.39)

● "ABC" (song #1.42)

ABC

● Phonemic Awareness

● TH Letter Combination

- Put the boy flashcard on the board and write Sam under the card. Do thesame with the girl flashcard and write Pam under the card.

- Say: This is Sam and this is Pam. Stress the /th/ sound in the word this.

- Say: Look at my mouth when I say the word this. Try to do like me andsay this.

- Tell pupils: The sound /th/ is made up of two letters, T and H.


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- Put the th flashcard on the board. Say th and pupils repeat.

- Ask: What other words do we know with the sound /th/? Say thefollowing words, stressing the /th/ sound with pupils repeating after you: the,this, that, there, they, three, teeth, brother, mother, father, these.

- Max says and points: This is my hand and this is my head. These are myfingers and these are my legs.

- Say: Now, let's chant together with Max: This is my hand and this ismy head. These are my fingers and these are my legs.

Activity Book

● Tell pupils: Open the Activity Book to page 5.- Say the following words slowly and clearly, stressing the letter combination:

chocolate, mouth, shoes, cheese, shirt, chips, three, mother, washing,teeth, chair, shorts.

- Ask pupils: Which words have the /ch/ sound? the /sh/ sound? the/th/ sound?


- Check the work together.

● Tell pupils: Open the Activity Book to page 6.- Read the "My Body" chant together with the class.

- Call on individual pupils to take turns reading and acting out the chant.

- Remind pupils that sentences begin with capital (big) letters.


- Check the work together.

Reflection

● Tell pupils how proud you are of them and of how hard they worked today!

- What new words did we learn today? What new sound?- What story did we read? Did you like the story?- What did you like about the story or Mr. McGee?- What did you like best about today's lesson?

Was anything difficult for you?

Song

● a song of pupils' choice

● "The English Lesson Is Over" (song #1.5)

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From Activity Book Unit 8 - Lesson 2page 30

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page 31From Practice Pages Book 2 - Unit 8

I. Match the sentence to the picture.

Exercise 2

II. Put an X under Yes if it is true orunder No if it is not true.

Spot

Hi, my name is Sharon.

This is my cat.

This is my bird.

This is my dog. His name is Spot.

These are my fish.

These are my hens.

These are my horses.

They are my best friends.

Yes No

3. Sharon has two horses.

4. Sharon has many fish.

5. Sharon loves animals.

1. Sharon is a girl.

2. Spot is a boy.

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From Practice Pages Book 2 - Unit 8page 32

Exercise 70

II. Complete the sentences.Write a note for something you lostand draw a picture of it.

I. Color the clothing in the correct color.

Lost and Found

Please help mefind myblack jacket

Kate, Class B2

I aam lookingfor my bluesweeaater.

Did youseeee it?Mikee,Class G3

Help!I lost my newred shirt!

Can you help me?Jack

I lost myumbrella!It is green.

Please helpme find it.June

1. Kate lost a black jacket.

2. Mike

3.

4.

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page 33Assessment tools from Unit 8

Teacher: Date:

Question

Name

123456789

1011121314

7 8 Numberof

correctanswers

654321

shoes sleep sun rain summer # 3

9 10

School: Class:

Unit 8Summary Sheet for Assessment Activity

#10hatdogbag kitecakerose dice

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TopicMy Assessment Teacher's Assessment

Comments

1. I can ask questions and answer them

2. I can follow instructions

3. I can say what I like and don’t like

4. I can do all the activities in my activity book

5. I can describe the pictures in my activity book

6. I can describe what someone is wearing

7. I can name the seasons

8. I can describe the weather

9. I can write words

10. I can read sentences

11. I can read little stories and poems

12. I can write in English

13. I participate in “reading” the story together with the teacher

14. I enjoy learning English

The thing I enjoy most in English lessons is

The thing I don’t enjoy so much is

Teacher’s Name Date

School Class

Pupil's Name

End of UNIT 8 - Self Assessment Checklist

page 34 Assessment tools from Unit 8

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page 35Assessment tools from Unit 8

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page 36 Assessment tools from Unit 8

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Seems confident in

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Identifies ti

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Identifies w

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Identifies fa

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Participates in

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Follows storyline

Understands m

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Can read words or

sentences in

the book

Lang

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Knows story vocabulary R

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Sample Materials

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Teacher's Guide

Activity Books

Practice Pages

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