G1 selective lessonplan unit8

18 47 0
G1 selective lessonplan unit8

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

Thông tin tài liệu

Family and Friends Special Edition Grade – Unit 8: I have a shirt! Lesson One Words Objectives   To learn clothes words To practice clothes words in the form of a chant Language    Language focus: listening, reading Vocabulary: sweater, shirt, jacket, hat, belt Review: blue, green, red, white, black Resources and materials       Student Book p 56 Workbook p 56 Audio Tracks 91–92 Flashcards 6–10, 43–47 Stickers Worksheet 1: Words and pictures (one copy per student) Introduction Weather report: Ask the class about today’s weather Song: Play the Hello song (Track 01) to introduce the lesson and for children to sing along Warmer: Snap    Use Flashcards 6–10 to review the color words Write one of the words on the board, e.g., red Say the word out loud Put the flashcards in a pile and hold them up so that the children can only see the facing card Reveal the cards one at a time by putting the front card to the back When children see the card for red, they shout Snap! Repeat with the rest of the color words Lead-in    Use Flashcards 43–47 to introduce the vocabulary for this lesson Hold them up one at a time and say the words for children to repeat in chorus Give the flashcards to five children They take turns standing up and showing their card for the class to shout out the word Presentation Listen, point, and repeat (Exercise 1)      Say Open your books and model the action for children to copy Point to the clothes pictures Play the first part of the recording (Track 91, Listen and point) Hold up your book and point to the pictures in time with the audio Children listen and point to the appropriate pictures Play the second part of the recording (Track 91, Listen and repeat) for children to repeat the words in chorus Play the recording all the way through for children to point to the pictures and repeat the words Hold up the flashcards one at a time and ask individual children to say the words Transcript (Track 91) Listen and point sweater, shirt, jacket, hat, belt jacket, sweater, shirt, belt, hat Listen and repeat sweater, shirt, jacket, hat, belt Listen and chant (Exercise 2)  Play the recording (Track 92) for children to listen to the chant Hold up your book and point to the pictures as you hear them © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt!      Play the chant a second time for children to say the words Demonstrate an action for each word: sweater (put on a sweater); hat (put on a hat), belt (fasten a belt); jacket (put on a jacket); shirt (button a shirt) Divide the class into groups of five Give each group a word from the chant Say the chant with the class and the actions for children to copy Each group says their line and does their action in time with the audio Transcript (Track 92) Listen and chant sweater, sweater hat and belt jacket, jacket shirt and hat (Repeat) Mime the word (Optional activity 1)  Play the recording again (Track 92) Children imagine they are wearing all the clothes named in the chant They point to each item of clothing as they say the words Development Point and say Stick the stickers (Exercise 3)       Hold up your book and point to the picture Point to the sweater and say It’s a sweater It’s red Repeat with different clothes and encourage the children to say the clothes and the colors with you Say Let’s stick the stickers Take the sweater sticker and show it to the class Say sweater and stick it on the caption box If necessary, go over the words in Exercise to remind children of how the words are spelled Children copy you and place all the stickers in the correct caption boxes Monitor and help as needed Order the letters (Optional activity 2)   Show the class a flashcard (43–47) and elicit the word Hide the card Write the scrambled letters of that word on the board, followed by the correct number of lines for the number of letters (e.g., hsrit _ _ _ _ _) Call children to come to the board to write one letter at a time to complete the word (e.g., shirt) Consolidation Eye spy! (Optional activity 3)     Hand out a color flashcard (6–10) to one child, e.g., blue The child looks around the classroom to find something that color When the child finds an object, he/she keeps it a secret and says, e.g., It’s blue The other children take turns guessing what the object is After three guesses if no one has spotted the object correctly, the first child tells or shows the class what the object is and says the color again, e.g., It’s a chair It’s blue Worksheet 1: Words and pictures    Give out the worksheet to children individually and ask them to match the words and the correct pictures Children work in pairs to check answers, taking turns pointing to a picture and saying the correct word When children have finished, they can color the pictures Exercises: Workbook p 56 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Worksheet 1: Words and pictures Draw a line to match the word with the picture sweater shirt jacket belt hat © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Lesson Two Grammar and song Objectives   To say the sentence I have (a jacket) To sing a song Language    Language focus: listening, speaking, writing Vocabulary: I have a (hat) Review: blue, green, red, white Resources and materials     Student Book p 57 Workbook p 57 Audio Tracks 92–93 Flashcards 6–10, 43–47 Introduction Weather report: Ask the class about today’s weather Song: Play the chant from Lesson (Track 92) to review the vocabulary from the previous lesson Warmer: Where is it?     Display Flashcards 6–10 (colors) on the board Give the class five seconds to look at the cards Now turn all the cards over so students can no longer see them Ask, e.g., Where’s green? The children try to remember the position of the green flashcard and point to it Give several children the opportunity to guess Ask them to say the word before they point to the card Lead-in         Use Flashcards 43–47 Hold up one card so that the class can only see the back of it Say I have… slowly and have children guess which card you are holding When the card has been guessed correctly, put it on the board Hold up a second card and repeat the procedure Continue until all the cards are on the board To make the game more exciting, limit children to three guesses If they name the card within three guesses, the class wins the card If they don’t, the teacher wins the card Put the cards the class has won and the cards the teacher has won on opposite sides of the board At the end of the game add up the scores with the class Presentation Look and say (Exercise 1)    Hold up your book and point to the Let’s learn! box Read the sentence I have a jacket Point to your jacket, or hold up the flashcard as you say the word Children repeat in chorus Read the second sentence I have a sweater Point to your sweater or hold up the flashcard as you say the word Children repeat in chorus Ask individual children to stand up and say a sentence for the class Listen and sing (Exercise 2)       Hold up your book Point to the first picture of the girl in Exercise Say I have a… and elicit hat Play the recording (Track 93) all the way through Children listen as you sing along Repeat the actions they learned in Lesson Add an action for sock (put on a sock) Note that there are only verses for four of the six pictures Play the recording again As you sing, point to the pictures in the book and the actions Play the recording again for the children to sing the song and the actions If you wish, sing verses for the pictures not included in the song: © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! I have a jacket I have a jacket It’s red It’s red I have a red jacket I have a sock I have a sock It’s white It’s white I have a white sock Transcript (Track 93) Listen and sing I have a shirt I have a shirt It’s green It’s green It’s a green shirt I have a sweater I have a sweater It’s blue It’s blue It’s a blue sweater I have a hat I have a hat It’s red It’s red It’s a red hat I have a belt I have a belt It’s white It’s white It’s a white belt Sing new words (Optional activity 1)    Tell children you are going to sing a different version of the song Explain that you are going to change some of the clothes and color words using the flashcards Sing the song again Using Flashcards 6–10 and 43–47, hold up different flashcards in place of the clothes and color words in the song, e.g., I have a [jacket] It’s a [black] It’s a [black jacket] Children sing the new words based on the flashcards they see Development Point and say (Exercise 3)    Hold up Flashcard 43 and say I have a sweater Give the flashcard to a child to the same Point to the picture of the girl with the hat Say I have a and elicit hat Point to each of the pictures in turn and model the sentence for children to repeat in chorus Ask individual children to point to a picture and say the sentence for the class Word chain      Place Flashcards 43–47 on the board in a given sequence, e.g., jacket, hat, sweater, shirt, belt Point to a child He/She says the first word in the sequence, i.e., jacket Point to another child He or she says the next word in the sequence, i.e hat Continue with each child saying the next word in the sequence, returning to the beginning when necessary To make this more challenging, remove one flashcard The class repeats the sequence, including the missing word Remove one more flashcard each time, until children are saying the whole sequence from memory Consolidation Let’s Practice!    Ask students to look at the picture and speech bubble Say I have a white shirt Have a student read the sentence Have students work in pairs to read the sentence Tell them to use other vocabulary words to describe a picture on page 57 or to describe their own clothes © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Say what you wear    Display Flashcards 43–47 Go around the room and have each child say one of the words depending on what they are wearing and point to it, e.g., sweater If they child isn’t wearing any of the items, he/she can point to someone else near them or say their classmate’s name and the item of clothing Exercises: Workbook p 57 Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Lesson Three Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letter v and associate them with the sound /v/ To pronounce the sound /v/ Language    Language focus: listening Vocabulary: violin, vase Extra vocabulary: I have a, Victor, Vicky Resources and materials       Student Book p 58 Workbook p 58 Audio Tracks 94–95 Flashcards 43–47 Phonics cards 43–44 Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer: A long sentence     Say a sentence that ends with a clothes word from Lesson 1, e.g., I have a red jacket Choose a child to continue the sentence, adding a new word to the end with and, e.g., I have a red jacket and hat This child then chooses another child, who says the sentence, adding another word to the end of it with and Continue the game until you have practiced all the words or until someone forgets the words in the chain As an extra challenge, children can add a color to the new word, e.g., I have a red jacket and a blue hat Lead-in     Draw dotted outlines of uppercase V and lowercase v on the board Facing the board, draw the letters in the air as you say the sound /v/ Children draw the letters in the air with you Then connect the dotted lines on the board and complete V and v Draw more dotted examples on the board and ask children to come to the board and connect the dots Presentation Listen, trace, and point Repeat (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 94, Listen, trace, and point) for children to listen to the letter sound /v/ Point to the V and trace the letter with your finger Children trace the letter with their finger in their books Point to the v and trace the letter with your finger Children trace the letter with their finger in their books (pause the recording while they trace, if necessary) Then listen and point to the words violin and vase as they appear on the audio Play the second part of the recording (Track 94, Listen and repeat) and have children repeat in chorus Transcript (Track 94) Listen, trace, and point /v/ /v/ violin /v/ vase Listen and repeat /v/ /v/ violin /v/ vase © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Mime it! (Optional activity 1)   Demonstrate an action for the words: violin (play the violin), vase (make the shape with both hands) Play the recording again (Track 94) Children the action when they hear the word Listen and chant (Exercise 2)      Hold up your book and point to the picture of the boy with the violin Point to yourself and say I’m (your name) Then point to the boy and say I’m Victor Point to the violin and say I have a violin Point to Vicky and the same Encourage the class to repeat in chorus Play the recording (Track 95) for children to listen to the chant Put Phonics cards 43 (/v/ violin) and 44 (/v/ vase) in different places around the room Play the chant again for children to point to the cards as they hear the words Play the chant again, pausing after each line for children to repeat Place the chant once more all the way through for children to repeat as they listen Transcript (Track 95) Listen and chant I’m Victor I have a violin /v/, /v/, /v/ I have a violin I’m Vicky I have a vase /v/, /v/, /v/ I have a vase Stick Then circle the beginning v sound and say (Exercise 3)      Hold up your book and point to the pictures of Victor with a violin, and Vicky with a vase Point to the uppercase V and elicit /v/ Say Let’s stick the sticker Hold up the V sticker and encourage children to place it in their books in the correct position Then circle the V in Victor and say Circle /v/ Point and say /v/ – Victor, Vicky Children repeat in chorus Repeat with lowercase v and violin, vase Give children enough time to draw circles around the corresponding letters in blue Guess the word (Optional activity 2)   Give Flashcards 43–47 to five different children Children look at their cards but don’t show them to the class They say I have a… and then the sound that the word begins with, e.g., /h/ (hat) Children guess the word In the case of shirt, model the sound /ʃ/ as the example Consolidation Big, big circle (Optional activity 3)    Children make a very big circle to sing and act out the chant Review the actions from the Mime it! game or teach them to students: violin (play the violin), vase (make the shape with both hands) Play the recording (Track 95) for children to sing the chant and the actions Connect the letter Vv Help Victor find the violin (Exercise 4)      Point to the picture of Victor on the left side of the page and the picture of the violin on the right Point to the example line Say Connect the letter v Trace the line from Victor to the letter v with your finger Point to the next letter v in the bottom row and draw a line with your finger Children find the letters V and v and connect them with a continuous line until they reach the picture of the violin Monitor and help as needed Answers V, v, V, v, V, v Exercises: Workbook p 58 © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Story time: A reader of your choice © Oxford University Press 2015 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Lesson Four Numbers Objectives   To learn the numbers 17 and 18 To learn the number words seventeen and eighteen Language     Language focus: listening, speaking Vocabulary: 17, 18, seventeen, eighteen Review: 1–16, one – sixteen, count, Look at, How many? belts, hats Extra vocabulary: big, small Resources and materials       Student Book p 59 Workbook p 59 Audio Tracks 95–97 Cards with numbers 1–18 and words one to eighteen Worksheet 1: Colors and clothes, lines and circles (one copy per student) Crayons for each student Introduction Weather report: Ask the class about today’s weather Song: Play the chant from Lesson (Track 95) to review the /v/ sound and to energize the class Warmer:   Play a clapping game to review numbers to 16 Clap a number for children to count Children shout out the answer in chorus Children take turns coming to the front of the class, whispering a number to you, and clapping it for the class to count Lead-in   Write to 16 on the board in random order Ask individual children to come to the board to write and say the numbers in sequence Draw dotted outlines of the numbers 17 and 18 on the board and demonstrate how to write them Children draw the numbers in the air Presentation Listen, trace, and repeat (Exercise 1)        Say Open your books and model the action for children to copy Play the recording (Track 96) and point to numbers 17 and 18 as you hear the words Trace the number 17 with your finger Give children enough time to trace the number 17 with their finger in their books Encourage the children to tap their desks in time with each chime Trace the number 18 with your finger Give children enough time to trace the number 18 with their finger in their books Encourage the children to tap their desks in time with each chime Play the recording again Point to the numbers in turn and say 17, 18 Children repeat in chorus Transcript (Track 96) Listen, trace, and repeat 17 18 Clap and stomp (Optional activity 1)  Individual children say the numbers to 18 around the class in a word chain The children saying even numbers clap © Oxford University Press 2015 10 Family and Friends Special Edition Grade – Unit 8: I have a shirt! when they say their number and those saying odd numbers stomp Development Point and sing (Exercise 2)      Point to the picture of the belts Say Let’s count the belts Encourage the children to count with you Point to the picture of the hats Say Let’s count the hats Encourage the children to count with you Play the recording (Track 97) all the way through for the children to listen Encourage them to clap and count in time with the audio Sing the words of the song with the class without the music Sing each line and ask children to repeat Play the recording again for the children to sing the song Transcript (Track 97) Point and sing Look at the belts Big and small How many belts? Count them all 1, 2, 3, 4, 6, 7, 8, 9, 10 11, 12, 13, 14, 15 16, 17 Seventeen belts Big and small Look at the hats Big and small How many hats? Count them all 1, 2, 3, 4, 6, 7, 8, 9, 10 11, 12, 13, 14, 15 16, 17, 18 Eighteen hats Big and small Match numbers and words (Optional activity 2)  Write numbers to 18 in both words and numbers in random order on the board, being sure that the words and numbers don’t line up Invite children one at a time to come to the board and draw a line matching a number (11) and a word (eleven) Circle and say 17 sweaters, 18 shirts (Exercise 3)      Hold up your book and point to the picture of the sweaters Say Circle seventeen sweaters Draw a circle around the examples as you say the word circle Give children enough time to look at the picture and draw circles around seventeen sweaters Make sure they understand that they have to count seventeen sweaters and not circle all of them Monitor and help if necessary Point to the shirts Say Circle eighteen shirts Give children enough time to look at the picture and draw circles around eighteen shirts Monitor and help if necessary Go over the answers with the class Say the numbers and words (Optional activity 3)     Make small cards before class with the numbers 1–18 on half and the words one to eighteen on the other half Give the cards to individual children around the class Ask the children with the number cards to stand up one at a time and say the numbers on their cards The children with the word cards listen If the number matches their word, they stand up, show the card to the class, and say the number If there are fewer than 36 students in your class, take out some numbers and matching words If there are more than © Oxford University Press 2015 11 Family and Friends Special Edition Grade – Unit 8: I have a shirt! 36 students in your class, you can repeat some numbers Consolidation Let’s Practice!     Ask students to look at the picture and speech bubble Say Seventeen Ask What is the boy holding? (A picture with seventeen hats) Have a student read the number Have students work in pairs and take turns saying the number Tell them to use other numbers they know You may want students to draw pictures with 17 or 18 pieces of clothing and have them share their pictures in pairs or groups, saying the numbers Alternatively, have them share Worksheet and tell their partners how many lines and circles they drew in part Worksheet 2: Colors and clothes, lines and circles     Hand out a worksheet and crayons to each child In part 1, children read the color for each item and then color the item with the appropriate color crayon In part 2, children mark the sweater or the hat with the correct number of circles or lines Demonstrate circle and line on the board for children if needed If there aren’t enough crayons with the correct colors, explain to children that they can work in any order, for example, starting with part of the worksheet Exercises: Workbook p 59 Story time: A reader of your choice © Oxford University Press 2015 12 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Worksheet 2: Colors and clothes, lines and circles Color the shirt blue Color the jacket green Draw 17 circles on the sweater Draw 18 lines on the hat © Oxford University Press 2015 13 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Lesson Five Sounds and letters Objectives   To recognize the uppercase and lowercase forms of the letters w and x and associate them with the sounds /w/ and /ks/ To pronounce the sounds /w/ and /ks/ Language    Language focus: listening, reading Vocabulary: woman, wall, box, fox Review: What’s this? Resources and materials      Student Book p 60 Workbook p 60 Audio Tracks 98–99 Phonics cards 45–48 Stickers Introduction Weather report: Ask the class about today’s weather Song: Play a warm-up song Warmer   Write some simple addition problems, e.g., + =, on the board for children to solve Children take turns coming to the front of the class to the problems and say the answers Make sure the answers are not greater than 18 Lead-in     Draw dotted outlines of uppercase W and lowercase w on the board Facing the board, draw the letters in the air for children to copy Then connect the dotted lines on the board and complete the letters Repeat the procedure for X and x Draw more dotted outlines for W, w, X, and x on the board and ask children to come to the board to connect the dots Presentation Listen, trace, and point Repeat (Exercise 1)       Say Open your books and model the action for children to copy Play the first part of the recording (Track 98, Listen, trace, and point) for children to listen to the letter sound /w/ Point to W and w Trace the letters with your finger Children trace the letters with their fingers in their books Then listen and point to the words woman and wall Repeat the process with the sound /ks/, the letter X x, and the words box and fox Tell children that the /ks/ sound and the letter x are at the end, not the beginning, of the phonics words Play the second part of the recording (Track 98, Listen and repeat) and have children repeat in chorus Transcript (Track 98) Listen, trace, and point /w/ /w/ woman /w/ wall /ks/ /ks/ box /ks/ fox © Oxford University Press 2015 14 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Listen and repeat /w/ /w/ woman /w/ wall /ks/ /ks/ box /ks/ fox Hold it up (Optional activity 1)   Two children come to the front of the class Give one student Phonics cards 45 (/w/ woman) and the other student card 48 (/x/ fox) Play the chant again Each child holds up their Phonics cards as they hear the sounds Listen and chant (Exercise 2)     Hold up your book Play the recording (Track 99) for children to listen to the chant Play the chant again Hold up phonics cards 45–48 (woman, wall, box, fox) when you hear the words Play the chant again, pausing after each line for children to repeat Play once more all the way through for children to repeat as they listen Transcript (Track 99) Listen and chant What’s this? What’s this? /w/, /w/, /w/ It’s a wall A wall A woman by a wall What’s this? What’s this? /ks/, /ks/, /ks/ It’s a box A box A fox in a box Stick and say (Exercise 3)     Hold up your book and point to the picture of the woman by the wall Say Let’s stick the stickers Hold up the w sticker Say the sound /w/ Put it in the box Say /w/ – woman Children copy and repeat in chorus Children put the x and v stickers in the correct boxes Monitor and help as needed Answers w, x, v Consolidation Circle the letters Ww and Xx (Exercise 4)      Hold up Phonics cards w and x and say the letter sounds /w/ and /x/ for children to repeat Point to the example and say Circle the letter w Trace the circle with your finger as you say the word circle Children find other examples of the letter w and draw circles Point to the letter x in box Say Circle the letter x Trace a circle again as you say the word circle Children find other examples of the letter x and draw circles Monitor and help as needed Answers Ww: w in woman, w in wall, W in What’s Xx: x in box, x in fox Sing your part (Optional activity 2)  Divide the class into two groups Give each group a verse to sing © Oxford University Press 2015 15 Family and Friends Special Edition Grade – Unit 8: I have a shirt!  Play the chant again (Track 99) Each group sings their own verse Exercises: Workbook p 60 Story time: A reader of your choice © Oxford University Press 2015 16 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Lesson Six Story Objectives To recognize and identify words To read simple sentences To develop listening skills by listening to a short story To revise and consolidate language introduced in the unit     Language   Language focus: integrated skills Vocabulary: review Resources and materials Student Book p 61 Workbook p 61 Audio Tracks 93, 100 Flashcards 43–47     Introduction Weather report: Ask the class about today’s weather Song: Play the song from Lesson (Track 93) to review the vocabulary for this lesson Warmer: Forward and backward Play this game to review numbers to 18 Make sure the children are in rows so that they can count around the class Ask the children to start counting, with each child saying the next number Before they get to ten, say Change! The children then have to start counting backward from whatever number they reached Say Change! again and the children start counting forward again      Lead     Use Flashcards 43–47 related to clothes to play Musical Cards Play some lively music Hand out the flashcards to different children around the class They pass the cards to the children next to them while the music is playing Stop the music suddenly Ask the children who are holding the flashcards, What’s this? To elicit the words Play the music again and repeat the activity Development Listen and read (Exercise 1)    Say Open your books Play the recording (Track 100) Pause after each frame for children to listen and point to the pictures Play the recording again This time pause after each line for children to point to the dialogue as they hear the words Say each line for children to repeat in chorus Encourage them to follow the words in their books Transcript (Track 100) Listen Frame Grandma: Rosy, Tim, Billy New clothes! Rosy: I have a sweater Thanks, Grandma Frame Tim: Oh! I have a jacket Thank you Rosy: And I have a hat Frame © Oxford University Press 2015 17 Family and Friends Special Edition Grade – Unit 8: I have a shirt! Billy: Look I have a hat I have a hat Rosy: A hat? Frame Mom: It isn’t a hat! It’s a shirt! All: (giggling) Guess the word (Optional activity 1)  Give Flashcards 43–47 to five children They take turns standing up with the flashcard hidden behind their backs The rest of the class asks questions using the structure Is it a (hat)? Children respond No, it isn’t a (hat) and finally Yes, it’s a (sweater) when they’ve been asked the correct question Read and say (Exercise 2)        Write I have a … on the board Place the sweater flashcard next to the words I have a Point to each word and read slowly to elicit the complete sentence I have a sweater Write the clothes words across the top of the board Say Point to “sweater.” When children point to the correct word, replace the picture card with the written word to form the complete sentence Read the sentence with the class Continue in this way until you have practiced all the clothes words Point to the sentences in each frame of the story and read them with the class Ask one or two individual children to read a sentence to the class Smiley face (Optional activity 2)         Divide the class into two teams and play this game to practice the clothes vocabulary Think of a word and draw a short line for each letter on the board, one next to the other Ask the children from the first team to guess a letter in the secret word If a child guesses a letter correctly, write the letter on the correct line If a child guesses incorrectly, write the letter on the board with an X through it, and draw a large circle to represent a face The next turn goes to the second team With each letter that is guessed incorrectly, add another feature to the face (two eyes, a nose, a smile, two ears, a neck, and hair) The game continues until either the word or the face is complete Consolidation Listen again and repeat Act (Exercise 3)        Play the recording (Track 100) once all the way through Play the recording again, pausing after each line for children to listen and repeat Divide the class into groups of five to play the parts of Rosy, Tim, Billy, Grandma, and Mom If the class doesn’t divide exactly, some children can play more than one character Choose and demonstrate some actions for the story (See below for suggestions.) Play the recording again for children to mime the actions Children practice acting the story Monitor and help where necessary If you wish, ask one or two groups to come to the front of the class to act out the story Story actions Picture 1: Grandma is holding up some bags Rosy is holding up a sweater Billy is crawling Tim is looking at the bags Picture 2: Tim is holding up a jacket Grandma and Mom are smiling Rosy is holding a hat Picture 3: Billy is putting something on his head Rosy is laughing Picture 4: Billy has his hand over his mouth Rosy and Tim are laughing Mom is holding up a shirt Sing (Optional activity 3)   Play the Goodbye song (Track 02) Children mime the actions as they sing Exercises: Workbook p 61 Story time: A reader of your choice © Oxford University Press 2015 18

Ngày đăng: 26/09/2019, 15:37

Từ khóa liên quan

Tài liệu cùng người dùng

  • Đang cập nhật ...

Tài liệu liên quan