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Family and Friends Special Edition Grade Intensive Program– Review Grammar Review Testing and evaluation There are four Grammar Review units These are shorter units of exercises which provide additional practice of the grammar topics presented in the three preceding units There is no new grammar material presented or practiced in these units They can therefore also be used as progress tests to check that learners remember what they have learned Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process Write the words in the correct order Then match Answers My name’s Tom This is Mary I’m fine, thank you I’m six Five books Write questions and answers Answers What’s this? It’s an ear What’s this? It’s a pen What’s this? It’s a door What’s this? It’s an eye What’s this? It’s a rubber/an eraser What’s this? It’s an arm Write the words in the correct box Answers my: doll, pencils, pens, ball your: teddy, car, plane, train Write Answers No, it isn’t Yes, it is No, it isn’t Yes, it is Write This is or These are Then match Answers These are my eyes (b) These are my ears (c) This is my nose (a) This is my face (d) These are my arms (e) © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Review Summative test Testing and evaluation There are five Summative tests These are two-page tests which cover the vocabulary, grammar, and phonics of the previous three units The phonics activities include one listening The Summative tests can be administered at the end of Units 3, 6, 9, and 12 respectively Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Summative tests in Family and Friends Special Edition Grade have a total of 30 points Grading for Summative tests is as follows: 24–30 Excellent 18–23 Very good 12–17 Good 6–11 Satisfactory 0–5 Needs further work Match Answers _/4 1c2a3e4b5d Look and write Answers _/4 fingers face nose leg arms Match Answers _/4 1c2e3a4b5d Look and write Answers _/3 These are my eyes This is your bag This is my teddy bear This is my bike © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Review Circle the correct first letter Answers _/5 1h2e3b4c5j6k Listen and check () the sound you hear Transcript (Track 24) d – dog j – jelly a – apple b – bird h – hat p – pencil Answers _/5 1d2j3a4b5h6p Total: _/25 © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Review Skills test Testing and evaluation There are five skills tests These are two-page tests which cover the content of the previous three units and evaluate the four key skills of Listening, Reading, Writing, and Speaking The Listening section of each Skills test includes two listening activities (the audio is supplied on the Teacher’s Resource Disk) The Skills tests can be administered at the end of Units 3, 6, 9, and 12 respectively Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Skills tests in Family and Friends Special Edition Grade have a total of 30 points Grading for Skills tests is as follows: 24–30 Excellent 18–23 Very good 12–17 Good 6–11 Satisfactory 0–5 Needs further work Listen and write the numbers Transcript (Track 25) How old are you? I’m 2 How old are you? I’m How old are you? I’m How old are you? I’m How old are you? I’m How old are you? I’m 10 Answers 2 10 Listen and check () Transcript (Track 26) What’s this? It’s a book What’s this? It’s a pencil What’s this? It’s a train What’s this? It’s a nose What’s this? It’s a kite Answers 1b2a3c4a5b © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Review Read and number Answers Clockwise from bottom left: 1, 4, 2, Read again and write T (true) or F (false) Answers 1F2F3T4T5F Count the words in each sentence Circle Answers 4 (Contracted forms are considered to be one word.) Complete the sentences Answers These are my hands This is my nose These are my pencils This is my kite This is my bag Ask and answer Answers I’m fine I’m (seven) No, I’m not / Yes, I am It’s / My school bag is (blue) It’s / My favorite color is (red) It’s / My favorite toy is (my kite) They’re / My eyes are (brown) © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Grammar Review Test Testing and evaluation There are four Grammar Review units These are shorter units of exercises which provide additional practice of the grammar topics presented in the three preceding units There is no new grammar material presented or practiced in these units They can therefore also be used as progress tests to check that learners remember what they have learned Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process Write She’s a or He’s a Answers She’s a vet She’s a doctor He’s a policeman She’s a housewife He’s a fireman He’s a pilot Follow and write Answers Yes, he is No, she isn’t Yes, he is No, she isn’t Yes, he is No, she isn’t Write questions Answers Where’s the ball? Where’s the teddy/teddy bear? Where’s the car? Where’s the kite? Where’s the train? Where’s the doll? Write Answers Jamie’s dad Alison’s mum Dad’s book © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Mum’s bag © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Summative test Testing and evaluation There are five Summative tests These are two-page tests which cover the vocabulary, grammar, and phonics of the previous three units The phonics activities include one listening activity The Summative tests can be administered at the end of Units 3, 6, 9, and 12 respectively Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Summative tests in Family and Friends Special Edition Grade have a total of 30 points Grading for Summative tests is as follows: 24–30 Excellent 18–23 Very good 12–17 Good 6–11 Satisfactory 0–5 Needs further work Circle the correct word Answers _/3 mom slide grandpa goal Write and match Answers _/4 brother frisbee tree grandma farmer Look and circle Answers _/6 No, she isn’t Yes, he is No, he isn’t No, she isn’t Yes, she is Yes, he is Complete the sentences with in, on, or under © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Answers _/3 The apple is in the bag The ball is under the slide My brother is in the pool The apple is in the hat Match Answers _/6 o – orange s – sofa z – zebra p – pen u – umbrella y – yo-yo x – box Listen and circle the sound you hear Answers _/4 1t2s3o4n5w Transcript (Track 47) T for teddy bear S for sofa O for orange N for nurse W for window Total: _/25 © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Skills test Testing and evaluation There are five skills tests These are two-page tests which cover the content of the previous three units and evaluate the four key skills of Listening, Reading, Writing, and Speaking The Listening section of each Skills test includes two listening activities The Skills tests can be administered at the end of Units 3, 6, 9, and 12 respectively Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Skills tests in Family and Friends Special Edition Grade have a total of 30 points Grading for Skills tests is as follows: 24–30 Excellent 18–23 Very good 12–17 Good 6–11 Satisfactory 0–5 Needs further work Listen and circle the sound you hear Transcript (Track 48) c, f, k, q, v, x Answers _/4 1c2f3k4q5v6x Listen Check () or write an  Answers _/4    45  Transcript (Track 49) The ball is in the goal The teddy bear is on the slide The doll is on the seesaw The dog is under the tree The boy is in the pool Read and write the name © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Starters tip  In the Starters Test, learners must spell words correctly Learners often lose marks because they not check their spelling Practice looking at words that are often misspelled (e.g., clock, cupboard) and correcting these with learners Make your own worksheet (Optional activity)    Give each child a sheet of paper Tell the children to draw a picture of a room in their house and then write six words with blanks (for six items in their picture) underneath it Tell them to make sure that there is one line for each missing letter in each word The children should then swap pictures with a partner and complete each other’s words Once they have completed their partner’s words, the children should swap back again and check each other’s answers and spelling © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Lesson Four Language practice Topics  Topics covered so far Functions   Listening and choosing the correct picture from multiple choice items Completing a speaking activity Grammar   Irregular plurals Prepositions of place Vocabulary  Recycled vocabulary Starters practice   Listening Part Speaking Materials    Audio track 83 Scissors Colored pencils Warmer     Play a memory game Tell the children to look at the picture of Sam’s family on page 217 for one minute and then turn the page over Ask questions about the picture to children around the class (e.g., What’s Bill doing? Where is Grandma? Is there a clock in the living room?) Encourage the children to answer from memory You can play this as a game in two teams if you like Lead-in      Review the vocabulary learned so far by playing Odd One Out Write three words from one vocabulary set and one word from a different vocabulary set on the board (in any order, using adjectives, transportation, daily activities, times of day, hobbies, sports, actions, classroom objects, parts of the body, toys, clothes, food, animal, furniture, color or number words) Ask a child to say which word is the odd one out and why Repeat with other children and other sets of words You can play this as a game in two teams if you like Listen to Lucy Circle the correct pictures Ask the children to look at the pictures Ask them to say what they see, where the people are, and what they are doing  Ask the children to identify the differences between the three pictures in each set  Tell the children that they should listen and circle the correct pictures  Play the recording (Track 83) twice for the children to complete the activity  Check the answers as a class Ask the children to point to the correct pictures and say where the people are and what they are doing Starters tip: Remind learners to look carefully at each set of three pictures in Part of the Starters Listening Test and identify the differences between the pictures They can practice with this activity  Answers 1C 2B 3A 4A © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Transcript (Track 83) Man: So Lucy, tell me about your grandparents Lucy: Well, my grandma’s old now and she’s got grey hair And that’s grandpa there He’s very funny! Tom and I laugh with him a lot Can you see him? He’s got no hair – but he’s got a hat on! Oh, and he wears glasses Man: And tell me about your Dad, Lucy Lucy: Well, he’s tall and he’s got brown hair Man: And does he wear glasses? Lucy: No, he doesn’t Man: Is he at home today? Lucy: Yes, he’s in the kitchen He’s eating his lunch Man: Oh, and is your Mum at home today Lucy? Lucy: Yes, she is Man: Is she in the kitchen, too? Lucy: No, she isn’t She’s in Tom’s bedroom She’s picking up clothes They’re on the floor She’s very angry! Man: Oh, so where’s your brother today? Lucy: Tom? Oh, he’s in the street He’s cleaning the car Man: What’s he wearing? Lucy: Er … blue jeans and an old white shirt Look – he’s very dirty now! © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Unit 12 Mini-test Reading & Writing, Part Lead-in   Point to items around the classroom and say true or false sentences, e.g., There’s a bag on my desk There are some pictures on the wall There’s a clock next to the window Ask children around the class to say Yes if the sentence is correct and No if the sentence is incorrect Starters tip  In Part of the Starters Reading and Writing Test, remind learners to read the sentences carefully and check that all parts of the sentence are true For example, the sentence The boy is standing in front of the elephant is only true if the boy is standing (not doing any other activity), and is in front of (not in any other position) the elephant (not any other object) Look and read Write yes or no There are two examples       Tell the children to look at the example sentences Point to the picture and read the sentences Ask the children to say whether each sentence is correct (Yes) or not (No) Show the class the example answers Tell the children to look at the picture, read the sentences, decide whether each sentence is correct or incorrect, and then write yes or no Allow the children time to complete the test Check answers by reading the sentences and asking children around the class to say Yes or No Ask children around the class to correct the false sentences Answers yes no yes yes no Listening, Part Lead-in   Review different question and answer forms by asking children around the class to answer questions about the picture in Exercise on page 219 Ask What’s (the baby doing)? Where (is the cat)? What’s (under the table)? Invite children around the class to look at the picture and answer Alternatively, you could play this as a game in two teams, awarding one point for each correct answer Listen and tick () the box There is one example      Ask children to look at the pictures Ask them to say what they can see, where the people/items are, and what the people are doing Focus attention on the example Play the first part of the recording (Track 84) while the children look at the example on the page Tell the children that they should listen, choose the correct picture, and then put a check in the box next to the correct picture, as in the example Play the recording for the children to complete the test Check the answers as a class Ask the questions and invite the children to answer with the correct letters Starters tip  Remind learners to listen carefully and not to choose an answer just because they have heard one word Answers Example: A 1A 2B 3C 4A Transcript (Track 84) Look at the pictures Now listen and look There is one example Which is Ben’s grandfather? Girl: Is that your grandfather there, Ben – with the grey hair? Boy: No my grandpa hasn’t got hair! © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Girl: Oh … well has he got glasses then? Boy: Yes he has Look … there he is! Can you see the tick? Now you listen and tick the box Which is Mr Green’s Car? Boy: Look there’s our teacher, Mr Green in his car! Girl: Where? Do you mean in the white car? Boy: No Look he’s in the gray car Girl: Oh yes He’s got a very clean car! Boy: No he hasn’t It’s really dirty Look again! Girl: Oh yes! I can see it now You’re right! Which is Grace’s favourite fruit? Man: So … what’s your favourite fruit, Grace? Do you like pineapples? Girl: Yes, but they’re not my favourites I really like grapes Man: Oh yes, they’re very nice, aren’t they? And what about pears? Girl: Oh no! I don’t like them! Man: Oh! What sport does Dan like playing? Woman: So Dan, you play a lot of football, then Boy: Yes I do, but I don’t really like it Woman: Oh so you like playing baseball, then? Boy: Yes that’s a really good sport Woman: Great! And you like playing basketball? Boy: Not really, no How does May go to school? Man: Do you go to school on the school bus, May? Girl: No, I don’t I like walking to school with my brother Man: That’s nice And you don’t like going on the train with your friends? Girl: No, I don’t that My house is next to the school Man: Oh, I see! Follow up questions (Optional activity)  Ask the children questions about the pictures in the Listening Test For example: Has Ben’s grandfather got glasses? Is Mr Black’s car clean? Does Grace like grapes? Does Dan like playing football? Does May go to school on the train? Invite children around the class to look at the page and answer © Oxford University Press 2015 10 Family and Friends Special Edition Grade Intensive Program – Unit 12 Unit 12 Speaking Materials    One copy of the Speaking worksheet per group of four children Colored pencils Scissors (optional) Speaking         Cut out the individual cards, or ask the children to so, but don’t cut them into smaller sections yet Ask the children to color the cards in their groups, so each item of clothing has a distinct color They look at these and try to remember if the characters are young or old and what each character is wearing Then they cut each picture into the three sections as marked, so they have 21 cards The aim is to match up the complete characters In groups, they deal out all the cards except one, which should be put face-down and not looked at until the end If there are different numbers in the group, still remove just one card It doesn’t matter if the children don’t start with the same number of cards each Children now have five cards each in front of them They take turns choosing a card from one of the other players, looking at it, and saying what it is, e.g., I’ve got some brown pants Then they put it down with their other cards Other players can pick this card up and move it when it’s their turn, or they can look at a new card When one of the children thinks they know where all three parts of a character are, they pick the three parts up on their next turn and keep this set face up If they pick three cards up and get it wrong, they have to miss a turn The winner is the person with the most complete characters matched up The loser is the person with the incomplete character, regardless of how many people they have © Oxford University Press 2015 11 Family and Friends Special Edition Grade Intensive Program – Unit 12 Grammar Unit 12 Family meal Lesson One Objectives  To ask questions Do you like ? and answer them with Yes, I or No, I don’t Language   Second person singular interrogative of like (present simple) and first person singular short answers Food vocabulary: fish, carrots, meat, oranges, bread, rice, tomatoes, bananas, juice, milk Materials  Family and Friends Flashcards 81, 83, 103–105, and 107–109 Warmer      Play a game of Listen, point, and say to review food vocabulary Place the flashcards around the classroom Call out a vocabulary word, e.g., carrots The children point to the correct flashcard Now point to the flashcard or object The children say the word Option: Describe the location of the card, e.g., It’s next to the door What is it? The children then say the word Lead-in  Say food words Children stand up if they like the food Do you like ?   Ask children to look at the story at the top of the page Draw children’s attention to Dad’s first question Ask them to read the question and guess Alison’s answer before reading it Repeat with the remaining questions Ask children to read the explanation in the box To check understanding, ask a few children Do you like ? questions to elicit Yes, I or No, I don’t Write the words in the correct order Make questions     Write you Do like meat on the board Elicit the correct question (Do you like meat?) Ask children to look at Exercise Draw their attention to the first question and show that it is the same as the example on the board Draw children’s attention to the second question Elicit the correct question (Do you like oranges?) Ask children to write the correct question Children complete the exercise individually Children take turns asking each other the questions to check their answers Children then answer the questions for themselves Answers Do you like meat? Do you like oranges? Do you like bread? Do you like rice? Do you like tomatoes? Do you like fish? Write questions      Ask children to look at Exercise Draw their attention to the pictures Divide the class into pairs and ask children to go through the pictures together saying what food they see Draw children’s attention to the first picture Elicit the question Show children the question written on the line Draw children’s attention to the second picture Elicit the question (Do you like carrots?) Ask children to read the start of the answer and elicit the missing words (like bananas) Tell children to write like bananas on the line Children complete the exercise individually Read the completed questions aloud for the class to check their answers © Oxford University Press 2015 12 Family and Friends Special Edition Grade Intensive Program – Unit 12 Answers Do you like bread? Do you like carrots? Do you like bananas? Do you like rice? Match      Ask children to look at Exercise Draw their attention to the questions and happy/sad faces Divide the class into pairs and ask children to go through the questions together saying whether the answers are Yes, I or No, I don’t Draw children’s attention to the first question and elicit the answer (No, I don’t.) Show children the line to Alison saying No, I don’t Draw children’s attention to the second question and elicit the answer (Yes, I do.) Ask children to draw a line to Alison saying Yes, I Children complete the exercise individually Children check their answers with their partners Answers No, I don’t Yes, I No, I don’t Yes, I Yes, I No, I don’t Write     Ask children to look at Exercise Draw their attention to the first question Ask them to look at the happy face and elicit the answer Show children the answer written on the lines Draw their attention to the second question Ask them to look at the sad face and elicit the answer (No, I don’t) Ask children to write the answer on the lines Children complete the exercise individually Divide the class into pairs Children take turns saying the question and the answers to check their own answers Answers Yes, I No, I don’t No, I don’t Yes, I Yes, I No, I don’t © Oxford University Press 2015 13 Family and Friends Special Edition Grade Intensive Program – Unit 12 Lesson Two Objectives  To differentiate between and use the questions Do you like ? and What you like? with the short answers Yes, I l do/No, I don’t and I like… Language    Second person singular interrogative of like (present simple) and first person singular short answers What you like? I like Food vocabulary: fish, carrots, bread, bananas, yogurt Materials  Related Flashcards from Family and Friends Grade Warmer    Play a game of Bingo to review food vocabulary Place the flashcards on the board Ask the children to draw a grid, three by three squares In each of the squares, they write a word for one of the flashcards Point to the flashcards one by one Keep a record of the words as you point, so that you don’t choose the same word twice The children cross off the words in their grids as they see them The first child to complete a line of three shouts Bingo! Lead-in  Divide the class into pairs Children ask each other Do you like ? questions using the food vocabulary What you like?   Ask children to look at the story at the top of the page Draw children’s attention to Dad’s first question Ask them to read the question and guess Alison’s answer before reading it Repeat with the second question Ask children to read the explanation in the box To check understanding, ask a few children What you like? questions to elicit different types of food Write the words in the correct order     Write What like you on the board Elicit the correct question (What you like?) Ask children to look at Exercise Draw their attention to the first question and show that it is the same as the example on the board Draw children’s attention to the second question Elicit the correct sentence (Do you like bananas?) Ask children to write the correct question Children complete the exercise individually Children take turns asking each other the questions to check their answers Children then answer the questions for themselves Answers What you like? Do you like bananas? Do you like fish? What you like? I like bread I don’t like bread What you like? I don’t like carrots Look and write    Ask children to look at Exercise Draw their attention to the pictures Divide the class into pairs and ask children to go through the pictures together saying what food they see and whether the faces show I like or I don’t like Draw children’s attention to the first dialogue Ask them to read the conversation and point to the relevant food and faces as they so Draw children’s attention to the second dialogue Ask them to read Angie’s first question and point to the picture © Oxford University Press 2015 14 Family and Friends Special Edition Grade Intensive Program – Unit 12    which will give them the answer (the picture of Dave smiling at the yogurt) Elicit the answer and write it on the board Tell children to write the answer Ask children to look at line seven and elicit the question (Do you like yogurt, Angie?) Refer them back to line three if necessary Ask children to point to the picture which will give them the answer (The picture of Angie looking unhappily at the yogurt) Elicit the answer and write it on the board Tell children to write the answer Children complete the exercise individually Children read the dialogues with their partner Answers What you like I like fish Do you like fish Yes, I What you like I like yogurt Do you like yogurt No, I don’t What you like 10 I like bananas 11 Do you like bananas 12 No, I don’t © Oxford University Press 2015 15 Family and Friends Special Edition Grade Intensive Program – Unit 12 TOEFL Primary: Speaking Look and listen Then point and say   Play the recording (Track 85) The children point to each picture and repeat the sentences chorally Transcript (Track 85) Boy: This is rice Girl: This is bread Girl: This is meat Boy: This is milk Listen and point to the picture   Play the recording (Track 86) The children listen and point to the correct item in the picture(s) Transcript (Track 86) Girl: This is my dinner Boy: This is my dinner Boy: I have carrots for dinner Girl: Me, too I like carrots Boy: I have meat I like meat Girl: I have fish I like fish Girl: I have a yogurt, too Listen and answer the questions    Play the recording (Track 87) The children listen to the question and answer each one in turn The children should answer together, chorally, but will have different answers There is time given for their answers Suggested answers: Girl: Mmm, dinnertime! I have fish, bread, and carrots for dinner Do you like fish? Yes, I / No, I don’t Girl: I see Do you like bread? Yes, I / No, I don’t Girl: I have an apple, too Do you like apples? Yes, I / No, I don’t Girl: Oh, and I have a yogurt, too I like yogurt Do you like yogurt? Yes, I / No, I don’t Girl: Right What’s your favorite food? I like [food] Transcript (Track 87) Girl: Mmm, dinnertime! I have fish, bread, and carrots for dinner Do you like fish? Girl: I see Do you like bread? Girl: I have an apple, too Do you like apples? Girl: Oh, and I have a yogurt, too I like yogurt Do you like yogurt? Girl: Right What’s your favorite food? Girl: I like it, too Thank you! Listen Then talk to your friend     Put the children into pairs Play the recording (Track 88) Children should speak to their partner to ask and answer questions in turns Some examples are given to help children if they need it Example answers: A: My favorite food is rice/ice cream/fish/meat/etc I like bread/milk/juice/water/figs/etc © Oxford University Press 2015 16 Family and Friends Special Edition Grade Intensive Program – Unit 12 Do you like …? B: Yes, I / No, I don’t Transcript (Track 88) Boy: Hello My favorite food is fish Do you like fish? Girl: Yes, I My favorite food is yogurt Do you like yogurt? Boy: No, I don’t, but I like ice cream for dessert Do you like ice cream? Girl: Yes, I Now talk to your friend about the food you like and don’t like Listen and pretend       Put children into pairs Ask the children to look at the picture Check that the children remember the word “lunch.” Play the recording (Track 89) Children should have a conversation about what they want in their bag or lunchbox for lunch Assign the role of parent to one student per pair and the role of child to the other student The parent should ask three to four questions and then the roles can be changed Each child uses as much language they are able, in order to complete the task They not need to follow the model on the recording exactly, but some examples are provided to help children if necessary Suggested answers: A: Would you like a sandwich/yogurt/an apple/etc for lunch? B: Yes, please / No, thank you/thanks Transcript (Track 89) Woman: Here’s your school bag Would you like a sandwich for lunch? Boy: Yes, please, mom Woman: OK Here’s an egg sandwich Would you like a pear? Boy: No, thanks I don’t like pears I like apples Woman: Would you like an apple, then? Boy: Yes, please Woman: And would you like juice, too? Boy: Yes, please Thank you for my lunch, mom! Now it’s your turn Ask and answer about your lunch © Oxford University Press 2015 17 Family and Friends Special Edition Grade Intensive Program – Unit 12 Worksheet: Extra writing Look and Write     Ask children to look at the pictures and say what food they can see Ask What’s this? about each picture Draw children’s attention to the first picture and elicit the word (carrots) Ask children how to spell the word and write it on the board as they so Show children the word in the crossword Children complete the exercise individually Copy the crossword grid onto the board Invite children to come to the board and fill in the words in the crossword Answers carrots bread rice yogurt water juice Write     Ask children to look at Exercise Draw their attention to the pictures Divide the class into pairs and ask children to go through the pictures together saying what food then can see Children ask each other Do you like ? questions about each type of food and answer Yes, I or No, I don’t Ask children to read the first question and answer and then draw their attention to the second question Elicit the missing word (milk) Tell children to write the word on the line Ask a few children Do you like milk? to elicit Yes, I or No, I don’t Children write their own answer on the line Children complete the exercise individually Write the food words on the board for children to check their spelling Ask different children the questions to elicit some different answers Answers Do you like fish? Yes, I / No, I don’t Do you like milk? Yes, I / No, I don’t Do you like carrots? Yes, I / No, I don’t Do you like yogurt? Yes, I / No, I don’t Do you like juice? Yes, I / No, I don’t Do you like rice? Yes, I / No, I don’t © Oxford University Press 2015 18 Family and Friends Special Edition Grade Intensive Program – Unit 12 Worksheet: Values — Good for you! Materials  Colored pencils Look and check () the healthy food Write apples, pears in one column on the board In another column, write chips, cake Elicit or tell children that the first column is for healthy food and the second is for unhealthy food Elicit some more suggestions for each column  Ask children to look at Exercise and read the rubric Ask them to point to and say some of the foods which they will check Ask them to point to and say some foods they will not check  Children complete the exercise individually  Divide the class into pairs Children check their answers with their partner Note: Leave the lists of food on the board for the next activity  Answers Check numbers 1, 3, and Draw a healthy lunch    Ask children to look at Exercise and read the rubric Ask for suggestions for foods that children could draw Add any new suggestions for healthy food to the list on the board Tell children to draw a lunch using only healthy foods, using the suggestions on the board or their own ideas When children have finished drawing, distribute colored pencils for them to color Divide the class into pairs Children tell each other about their healthy lunch Monitor to help with vocabulary and check understanding of healthy food Answers Children’s own answers © Oxford University Press 2015 19 Family and Friends Special Edition Grade Intensive Program – Unit 12 Unit test Testing and evaluation There are twelve one-page Unit tests which cover the vocabulary and grammar content presented in each core unit Each test contains vocabulary activities and grammar activities The Unit tests can be administered at the end of each unit Administering a test Testing is an important part of the teaching/learning process Students can become anxious about tests, so it is important to create a calm and supportive environment Before giving a test, have a quick warm-up session on the language to be covered in the test Explain the scoring system to the class so that they feel responsible for their own learning process All the Unit tests in Family and Friends Special Edition Grade have a total of 15 points Grading for Unit tests is as follows: 14–15 11–13 7–10 4–6 0–3 Excellent Very good Good Satisfactory Needs further work Circle the correct word Answers apple meat carrots bread Complete the words Answers egg yogurt milk rice juice fish Order the words Answers I don’t like rice? Do you like milk? What you like? I like yogurt I don’t like grapes Complete the sentences Answers Do you like bread? Yes, I Do you like fish? No, I don’t Do you like tomatoes? No, I don’t Do you like carrots? Yes, I © Oxford University Press 2015 20 ... Oxford University Press 20 15 Family and Friends Special Edition Grade Intensive Program‒ Review Mum’s bag © Oxford University Press 20 15 Family and Friends Special Edition Grade Intensive Program‒... Press 20 15 Family and Friends Special Edition Grade Intensive Program– Review Read and number Answers Clockwise from bottom left: 1, 4, 2, Read again and write T (true) or F (false) Answers 1F2F3T4T5F... Press 20 15 Family and Friends Special Edition Grade Intensive Program– Review Circle the correct first letter Answers _/5 1h2e3b4c5j6k Listen and check () the sound you hear Transcript (Track 24 )

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