Module1

Gettingtoknowyou

UnitI:HereIam!(3)

Unit2:Greetings(3)

Unit3:Intheclassroom(3)

Unit4:Sayinganddoing(4)

Unit1

HereIam!

Tasksandclustersoftasks

Greetings

Leamerssingthe^Hello''song

Learnerssingthe“Alp匕abetsong”

Languagelearningobjectives

Functions

Greetingpeople

Introducingoneself

Languagc/Vocabulary

Capitalletters:A-Z

Smallletters:a-z

Formulaicexpressions

Hello/Hi,...

Skills

Speaking

Usingmodelledphrasestocommunicatewithteachersandlearners

Openinganinteraction

Resources

Student'sBook3AP2-4

WordandPictureCards3A

Cassette3A

Photocopiablepagel

Workbook3APl

GrammarPracticeBook3API

Student'ssclf-asscssmcntsheetP57

TheFirstPeriod

Dimensiontargets:

Toestablishandmaintainrelationshipsincarryingoutclassroomactivities

DevelopanawarenessandenjoymentofthebasicsoundpatternsofEnglishthrougha

song

Languagefocus:

Usingformulaicexpressionstogreetpeople(e.g.Hello.)

Usingformulaicexpressionstointroduceoneself(e.g.I'mAlice.)

Languageskills:

Speaking:

Usemodelledphrasestocommunicatewithteachersandotherlearners.

Openaninteractionbygreetingsomeonepolitely

Openaninteractionbyintroducingoneself

Steps:

Pre-taskpreparation:

PutthelargepictureofDottyontheblackboardsothatallthestudentscanseek.

IntroduceDotty.Say:Hello,Dotty.Encouragetheclasstosay:Hello,Dotty.

Say:Hello.Thestudentsanswer:Hello.

Dividetheclassintopairs.ThestudentssayHellotoeachother.

SayHello.TmMissDoristoindividualstudentstoelicit:Hello.Tm(studentsname).

While-taskprocedure:

Ingroups,theindividualstudentsintroducethemselvestooneanother.Theysay:Hello.

Fni...Therestofthegroupresponds:Hello,...

Listentothesong:Hello.

Playthesongagain.Encouragethestudentstosingalongwiththecassette.

Inviteindividualstosingthesong,substitutingDottywiththeirownname.

Post-taskactivities:

Playarelayrace:Hello.I'm...

Playagame:Tossasofttoytoonestudentwhosays:Hello.I'm...

ExplainthecontractionI'misthesameas:Iam.

Workbookpage1

Explaintherubric:Traceandmatch.

Introduceandexplain:Woof!

Tracethelineandmatchthespeechbubblewithcorrectcharacteron(hepagewiththeir

pencils.

Explaintherubric:Slick,traceandwrite.

Sticktheirphotosordrawtheirpicturesintheframeandwritetheirnames.

Consolidation:

AtthisstageGrammarPracticeBook3Apage1couldbeusedtopractiseandconsolidate

theoralandwrittenlanguageinthissectionfurther.

TheSecondPeriod

Dimensiontargets:

Recognize...thesouncpatternsofEnglish.

Lxinguagefocus:

Learningthecapitalletters:A-Z

Learningthesmallletters:a-z

Materials:

Student'sBook3Apage3

Cassette3Aandacassetteplayer

AlphabetCards

Steps:

While-taskprocedure:

ShowthealphabetcardsA-Zonebyonewhileplayingthecassette.Studentslistentothe

namesofthe26lettersandlearntorecognizethecapitalletters.

ShowthealphabetcardsA-Zrandomlyandaskstudentstosayinchorus,groupsor

individually.

Recognizethealphabetcardsa-zin(hesameway.

Post-taskactivities:

Listenagainsothatstudentscanreviseandmemorizethealphabet.

TheThirdPeriod

Dimensiontargets:

Recognize...thesouncpatternsofEnglish.

Languagefocus:

Learningthecapitalletters:A-Z

Learningthesmallletters:a-z

Materials:

Student'sBook3Apage4

Cassette3Aandacassetteplayer

AlphabetCards

Steps:

Pre-taskpreparation:

ShowthealphabetcardsA-Zanda-zrandomlytorevisetheletters.

Askindividualstudentstopickoutpairsofcapitalandsmalllettercardsandsaythe

letters.

Readoutthelettersinconsecutiveorderandaskstudentstorepeatinchorus.

While-taskprocedure:

Playthecassettefor“Thealphabetsong”.Listentothesong.

Playthesongagainandencouragestudentstosingalong.

Studentssing“Thealphabetsong”inchorusandgroups.

Student'sself-assessment:

Ingroups,referthestudentstotheself-assessmentsheetonpage57andhavethem

discusstheiropinionabouteachtaskinthisunitanduhattheythinktheyhavelearned.

Haveeachstudentfillin(hesheetaccordinglywiththeappropriateamountofsupport

fromme,dependingonindividualstudents'ability.

Unit2

Greetings

Tasksandclustersoftasks

Greetings

Learnersidentifyanduseawiderrangeofgreetings

Learnersenactarole-play:Howarcyou?

Languagelearningobjectives

Functions

Greetingpeople

Introducingoneself

Takingleave

Formulaicexpressions

Howareyou?Fine,thanks.

Goodmorning,...

Goodbye,...

Skills

Listening

Recognizingdifferencesintheuseofintonation

Closinganinteraction

Speaking

Usingmodelledphrasestocommunicatewithteachersandlearners

Openinganinteraction

Closinganinteraction

Resources

Student'sBook3AP5-7

WordandPictureCards3A

Cassette3A

Photocopiablepages2-7

Workbook3AP2-3.P33-34

GrammarPracticeBook3AP2-4

Student'sself-assessmentsheetP57

TheFirstPeriod

Dimensiontargets:

Toestablishandmaintainrelationshipsincarryingoutclassroomactivities

Recognize...thesouncpatternsofEnglish

Languagefocus:

Usingformulaicexpressionstogreetpeople(e.g.Goodmorning,MissFang.)

Languageskills:

Listening:

Discriminatebetweenwordswithdifferentinitialsoundsa-,b-,c-,d-.

Speaking:

Usemodelledphrasestocommunicatewithteachersandotherlearners

e.g.Goodmorning.MissFang.

Pronouncecorrectlywerdsinisolationwithinitialsoundsa-,b-,c-,d-.

Materials:

Student'sBook3Apage5

Cassette3Aandacassetteplayer

AlphabetCards:Aa,Bb,Cc,Dd

WordandPictureCards3A

Workbook3Apages33and34

Preparation:

Bringanysofttoy.

Steps:

While-taskprocedure:

Useasofttoytodemonstrate:Goodmorning,(nameoftoy).

Askindividualstudentstogreetthetoyinthesameway.

SayGoodmorningtothestudents.Theyrespond:Goodmorning.

Practiceinpairs:Goodmorning.

Listentothecassetteandrepeat.

Learntheletters:

Play(hecassette:Learntheletters;A'a'apple

Thestudentslistenandpoint.

Listen,pointandrepeattheletterAand(hesound"a”.

RepeattheprocesswithB'b'bag,C'c'catandD'd'dog.

Workbookpages33and34.

TheSecondPeriod

Dimensiontargets:

Toestablishandmaintainrelationshipsincarryingoutclassroomactivities

Lxinguagefocus:

Usingformulaicexpressionstogreetpeopleandbidfarewell

e.g.Hi!Goodmorning.Goodbye.

Languageskills:

Speaking:

Usemodelledphrasestocommunicatewithteacherandotherlearners

Openaninteractionbygreetingsomeonepolitelye.g.Hello.

Openaninteractionbygreetingpeersusingappropriateformulaicphrases

e.g.Hi!

Closeaninteractionbyusingappropriateformulaicphrases

e.g.Goodbye.

Materials:

Student'sBook3Apage6

Cassette3Aandacassetteplayer

WordandPictureCards3A

Workbook3Apage2

Preparation:

Bringanysofttoy.

Steps:

Pre-taskpreparation:(forrole-playonpage7)

Useasofttoytodemonstrate:Hi,(nameoftoy).

Askindividualstudentstogreetthetoyinthesameway.

Say:Goodbye,(nameoftoy),andputthetoyaway.Makethetoywave

goodbye.

Bringoutthetoyagain.Askthestudentstosay:Hi,(hen:Goodbye,and

putthetoyaway.

Repeattheactivityuntilthestudentsarcrespondingfreely.

ExplainthatHiisinformalandforusebetweenstudents.TheymustsayHellowhenthey

greetmeandotheradults.

Play(hecassetteforthefirsttwopictures.

Readthefirsttwodialogues.

Dividetheclassintogroupsofthree.Thegroupschoosecharactersandpractise(he

conversation.

Actoutthefirsttwodialogues

Learnthenexttwopicturesinthesameway.

Groupsoffourcanpractisetherole-play.

Acithedialoguesusingtheirownnames.

Workbookpage2

Consolidation:

AtthisstageGrammarPracticeBook3Apages2and3couldbeusedtopractiseand

consolidatetheoralandwrittenlanguageinthissectionfurther.

TheThirdPeriod

Dimensiontargets:

Toestablishandmaintainrelationshipsincarryingoutclassroomactivities

Obtainandprovideinformationinsimpleclassroomsituationsthroughrole-play

Languagefocus:

Usingformulaicexpressionstogreetpeopleandtakeleave

e.g.Goodbye.

Usingformulaicexpressionstoaskhowsomeoneis,andresponding

c.g.Howarcyou?Fine,thinks.

Languageskills:

Speaking:

Openaninteractionbygreetingsomeonepolitely

Openaninteractionbyelicitingaresponse

e.g.Howareyou?

Closeaninteractionbyusingappropriateformulaicexpressions

c.g.Goodbye.

Materials:

Student'sBook3Apage7

Cassette3Aandacassetteplayer

WordandPictureCards3A

Workbook3Apage3

Photocopiablepages2-7

Steps:

Pre-taskpreparation:

Greetings

Introduce:Howareyou?Fine,thanks.(Usetwosoftlo”tomodelthedialogue)

Repeatthedialogueseveraltimes.

Chaindrillaroundtheclass.

Playthecassetteforthewholeofpage7,Listenandrepeat.

While-taskprocedure:

Practisethedialogueingroupsofsix.

Selectgroupstoactoutthedialogue.

Beforeperformingtherole-play,eachstudentmayintroducehis/herowncharacter,(e.g.

Hello.TmMrLi.)

Post-taskactivities:

Selectgroupstoactthemodifieddialogues.

Workbookpage3

Consolidation:

AtthisstageGrammarPracticeBook3Apages4couldbeusedtopractiseand

consolidate(heoralandwrittenlanguageinthissectionfurther.

Student'sself-assessment:

Ingroups,referthestudentstotheself-assessmentsheetonpage57andhavethem

discusstheiropinionabouteachtaskinthisunitandwhattheythinktheyhavelearned.

Haveeachstudentfillinthesheetaccordinglywiththeappropriateamountofsupport

fromme,dependingonindividualstudents'ability.

Unit3

In(heclassroom

Tasksandclustersoftasks

Peopleandthings

Learnersusename-cardsforintroductions

Learnersplayrecognitiongames(peopleandobjects)

Liinguagelearningobjectives

Functions

Greetingpeople

Askingapersonsname

Introducingoneself

Describingconditions

Confinn/deny

Identifyingpeopleandthings

Languagc/Vocabulary

Pronoun:You

Countablenouns:book,pencil,bag,desk,rubber,ruler

Verbtobe:are(You're...)

Indefinitearticle"a"

Wh-question:What'syourname?

Formulaicexpressions

Hello....

One,two,three,Isee...?(passive)

Ycs/No,I'm...

Skills

Listening

Locatingspecificinformationgiven

Speaking

Usingmodelledphrasestocommunicateandelicitresponses

Openinganinteractionbyelicitingaresponse

Resources

Student'sBook3AP8-I0

WordandPictureCards3A

Cassette3A

Photocopiablepages2-8

Workbook3AP4-6,P35-37

GrammarPracticeBook3AP5-6

Student'sself-assessmentsheetP58

TheFirstPeriod

Dimensiontargets:

Interpretandusesimplegiveninformationthroughfollowingsimpleinstructions

Establishandmaintainrelationshipsincarryingoutclassroomactivity

Languagefocus:

Usingformulaicexpressionstogreetpeople(c.g.Hello.)

AskingWh-questionstofindoutaperson'sidentity(What'syourname?)

Usingverbstointroduceoneself(ImDanny.)

Languageskills:

Listening:

Understandingsimpleinstructionse.g.Colouryournamecard.

Discriminatebetweenwordswithdifferentinitialsoundse-,f-,g-,h-andi-.

Speaking:

Usemodelledphrasestocommunicateandelicitresponses.(What'syourname?)

Openaninteractionbyelicitingaresponse

Pronouncecorrectlywerdsinisolationwithinitialsoundse-,f-,g-,h-andi-.

Materials:

Student'sBook3Apage8

Cassette3Aandacassetteplayer

Workbook3Apages4;35.36and37

Steps:

Pre-taskpreparation:

Introduce:What'syourname?toelicit:I'm...Thestudentsholduptheirnamecardsas

theyanswer.

Practiceinpairs.

Playthecassetteforpage8.Listenandrepeat.

Readthedialogue.

ExplainthecontractionWhat'sisthesameasWhatis.

While-taskprocedure:

Havearelayrace.

Dividetheclassintogroupsandplaythegameasillustratedonpage8.

Post-taskactivities:

Workbookpage4

Readthedialogue.Askthestudentstosupplythemissingwordsorally.

Askindividualstowritethemissingwordsontheblackboard.

Traceandwritethemissingwordsinthebook.

Leamtheletters:

Playthecassette.Listenandpointintheirbooks.

Listen,pointandrepeat(hesound.

Havethestudentsenterthevocabularyintherelevantpageoftheirpersonalvocabulary

book.

Workbookpages35,36and37

Consolidation:

AtthisstageGrammarPracticeBook3Apages5couldbeusedtopractiseand

consolidatetheoralandwrittenlanguageinthissectionfurther.

TheSecondPeriod

Dimensiontargets:

Obtaininformationthreughinteractivegames

Establishandmaintainrelationships

Languagefocus:

Usingverbstodescribeconditions(e.g.You're_.)

Usingformulaicexpressionstoconflnn/denyidentity(Yes,Pm_./No,I,m_.)

Languageskills:

Usemodelledphrasestocommunicateandelicitaresponse

Materials:

Student'sBook3Apage9

Cassette3Aandacassetteplayer

WordandPictureCards3A

Workbook3Apage5

Photocopiablepages2-6and8

Steps:

Pre-taskpreparation:

Introduce:You'reYes;No.

Playthecassetteforpage9.

Listenandrepeat.

Readthedialogue.

While-taskprocedure:

Playthegameinsmallgroupsatthefromoftheclassroom.

Post-taskactivities:

Workbookpage5

Reviewthelettersatof.Writethelettersontheblackboard.

Readthestatementsonpage5.

Writethecorrectlettersinthetable.

Consolidation:

A(thisstageGrammarPracticeBook3Apages5couldbeusedtopractiseand

consolidatetheoralandwrittenlanguageinthissectionfurther.

TheThirdPeriod

Dimensiontargets:

Obtaininformationthroughinteractivegames

Languagefocus:

Usingaformulaicrhyiringexpressiontostartaguessinggame

Usingnounstoidentifycommonclassroomobjects

Usingtheindefinitearticletorefertosomethingforthefirsttime

e.g.Iseeabook.

Usingformulaicexpressionstoaffirmanddeny(e.g.Yes/No)

Languageskills:

Speaking:

Openaninteractionbyelicitingaresponse

Listening:

Recognizedifferencesintheuseofintonation

Materials:

Student'sBook3Apage10

Cassette3Aandacassetteplayer

WordandPictureCards3A

Workbook3Apagc6

Steps:

Pre-taskpreparation:

Introducethenewvocabulary,usingclassroomrealiaandthepicturecards.

Practisethenounsbyusingflashcardsandpointingtotheitems.

Encourageindividualstudentstodothesame.

While-taskprocedure:

Playtheguessinggameinpair.

Posl-laskactivities:

Workbookpage6

Readthenounsonpage6.

Tracethewords,jointheobjectsandthewordsandcolourtheobjects.

Consolidation:

AtthisstageGrammarPracticeBook3Apages6couldbeusedtopractiseand

consolidatetheoralandwrittenlanguageinthissectionfurther.

Student'sself-assessment:

Ingroups,referthestudentstothesclf-asscssmcntsheetonpage58andhavethem

discusstheiropinionabouteachtaskinthisunitand認halthey(hink(heyhavelearned.

Haveeachstudentfillinthesheetaccordinglywiththeappropriateamountofsupport

fromme,dependingonindividualstudents'ability.

Unit4

Sayinganddoing

Tasksandclustersoftasks

Intheclassroom

Leamerssayanumberrhyme

Leamersmakenumbercards

Learnersusetheirnumbercardsinanumberrecognitiongame

Leamersfollowtheroutineoftidyingtheclassroombeforeleaving

Languagelearningobjectives

Functions

Usingsimpleimperatives

Expressing(hanks

Identifyingthings

Identifyingnumbers

Liinguage/Vocabulary

Imperative:Closc/Opcnthedoor/box.Comein.Cleantheblackboard.

Definitearticle:'the'

Nouns:blackboard,door,window,box,table

Formulaicexpressions

(Imperative),please.

Thankyou.

Skills

Listening

Locatingspecificinformation

Speaking

Usingmodelledphrasestocommunicatewithteachersandlearners

Resources

Student'sBook3API1-14

WordandPictureCards3A

Cassette3A

Photocopiablepages9-13

Workbook3AP7-9,P37-39

GrammarPracticeBook3AP8-11

Student'ssclf-asscssmcntsheetP58

TheFirstPeriod

Dimensiontargets:

DevelopanawarenessandenjoymentofthebasicsoundpatternsofEnglishthrough

participatinginsayingandenactingarhyme

Establishandmaintainrelationshipsincarryingoutclassroomactivity

Obtainandprovideobjectsinsimpleclassroomsituationsthroughplayinganinteractive

game

Interpretanduseinformationthroughmatching

Languagefocus:

Usingsimpleimperativestogiveinstructions(e.g.Comein,please.)

Usingsimpleimperativestoexpressprohibitions(e.g.Don'tbelate.)

Languageskills:

Listening:

Identifykeywordsinanutterancebyrecognizingstress

Recognizealliterativeandrhymingwords

Discriminatebetweenwordswithdifferentinitialsoundsj-,k-,1-,andm-.

Speaking:

Usemodelledphrasestocommunicatewithotherlearners

Pronouncecorrectlywordsinisolationwithinitialsoundsj-.k-.1-.andm-.

Materials:

Student'sBook3Apage11

Cassette3Aandacassetteplayer

Workbook3Apages7;37,38and39

Photocopiablepage9

Steps:

Pre-taskpreparation:

Introducenumbers1-1().Alargetoyclockwithmoveablehandsisanidealprop.Showa

setofnumbercards.

Writenumbers1-10ontheblackboardandpractisecounting.

Countinachainroundtheclass.

Displaythenumbercaids(l-lO)indisorderontheboardledge.Askstudentstocomeout

andputthenumbersinorderasquicklyastheycan.Then,countfromIto10.

While-taskprocedure:

Practise:Lookattheclock/board.Closc/Opcnthedoor.

Listentotherhymeandrepeatit.

Readtherhyme.Then,trytorecite.

Post-taskactivities:

Workbookpage7

Reviewnumbers1-10usingthenumbercards.

Traceandcolourthenumbersonpage7.

Listeningtask:

Listenandwritedownthemissingnumbers.

Learntheletters:

Playthecassette.Listenandpointintheirbooks.

Listen,pointandrepeatthesound.

Workbookpages37,38and39

Consolidation:

GrammarPracticeBook3Apages8and9givefurtherpracticeinidentifyingnumbers

1-10.

TheSecondPeriod

Dimensiontargets:

Establishandmaintainrelationshipsincarryingoutclassroomactivities

Interpretanduseinformationtofollowsimpleinstnictions

Languagefocus:

Usingimperativestogivesimpleinstructions(e.g.Cleanthetable,please.)

Usingformulaicexpressionstoexpressthanks(c.g.Thankyou.)

Usingdefinitearticletorefertospecificclassroomobjects

Usingnounstoidentifythings

Languageskills:

Listening:

Locatespecificinformationinresponsetosimpleinstructions

Speaking:

Usemodelledphrasestocommunicatewithotherlearners

Materials:

Student'sBook3Apage12

Cassette3Aandacassetteplayer

WordandPictureCards3A

Acardboardboxwithlid

Cardandscissors

Workbook3Apages8and9

Pholocopiablepage10

Seeps:

Pre-taskpreparation:

Introduce:(hedoor/table/window/blackboard/box.

Say:Lookattheblackboard/door/table/window/box.Thestudentsperformtheactions.

Introduce:Cleantheblackboard/table.Open/Closethedoor/box.

Practicetheinstructions,withthestudentsperformingtheactions.

Post-taskactivities:

PlayasimplifiedversionofSimonSaysasaclassac(ivi:y.

Workbookpage8

Review(hevocabulary.

Traceandwritethewords.

Workbookpage9

Readthedialoguesanddecideontheanswers.

Selectpairstoreadthedialogue.

Circlethecorrectverbsandtracethefaintwords.

Thepairspracticethedialogue.

Actout(hedialogue.

Consolidation:

AtthisstageGrammarPracticeBook3Apages10and11couldbeusedtopracticeand

consolidatetheoralandwrittenlanguageinthissectionfurther.

TheThirdPeriod

Dimensiontargets:

Establishandmaintainrelationshipsincarryingoutclassroomactivities

Obtainandprovideinformationinsimpleclassroomsituationsthroughrole-play

Lxinguagefocus:

Usingformulaicexpressionstogreetpeopleandtakeleave(e.g.Goodbye.)

Usingformulaicexpressionstoaskhowsomeoneis,andresponding

e.g.Howarcyou?Fine,thanks.

Languageskills:

Openaninteractionbygreetingsomeonepolitely

Openaninteractionbyelicitingaresponse(Howareyou?)

Closeaninteractionbyusingappropriateformulaicexpressions

Materials:

Student'sBook3Apage14

Cassette3Aandacassetteplayer

Paperorcardtomakenumberandwordcardsi-10

Stringsfortlicnumbersgameand10elothes-pegs

Photocopiablepage13

Steps:

Pre-taskpreparation:(1)

Usetwosofttoystomodelthedialogue.

Theclassshouldrepeatthedialogueseveraltimes

Listentothecassetteandrepeatit.

While-taskprocedure:(1)

Practisethedialogueingroupsoffour.

Selectgroupstoactthedialoguefortheclass.

Post-taskactivities:(1)

Extendthetaskbyhavingthesamegroupspracticethedialogue,substitutingtheirown

names.

Selectgroupstoactthemodifieddialogues.Checkstudents'pronunciation,andcorrectif

necessary.

Photocopiablepage13:Actastory.

Makenumbercardsandputthenumbersinorder.

Student'sself-assessment:

Ingroups,referthestudentstotheself-assessmentsheetonpage58andhavethem

discusstheiropinionabouteachtaskinthisunitandwhattheythinktheyhavelearned.

Haveeachstudentfillinthesheetaccordinglywiththeappropriateamountofsupport

fromme,dependingonindividualstudents'ability.

Assessment:

Module1:GettingtoknowyouUnits1-4

Module2

Me,myfamilyandfriends

Unit1:Myfriends(3)

Unit2:Feelings(3)

Unit3:Families(6)

Unit1

Myfriends

Tasksandclustersoftasks

Greetings

Learnersidentify(heirclassmatesintermsofsize

Learnersplayarecognitiongame

Learnersperformanactionrhymefeaturingadjectivesofsize

Languagelearningobjectives

Functions

Introducingoneself

Identifyingpeople

Meniioningsomethinglorthefirstlime

Describingpeople

Findingoutaperson,sidentity

Lxinguage/Vocabulary

Predicativeadjectives:fat,thin,big,small,tall,short

Wh-question:Whoareyou/ishe/isshe?

Whoisyourfriend?

Pronoun:he,she,Fm/You're...He's/She's...

Nouns:boys,girls,mothers,teachers,babies,friend

Definitearticle:agirl

Formulaicexpressions

Hello/Hi,...

Skills

Speaking

Usingmodelledphrasestoopenandmaintainaninteractionbyprovidinginformationin

responsetofactualquestions

Listening

Identifyingkeywordsinanutterancebyrecognizingstress

Locatespecificinformationinresponsetosimplequestions

Writing

Addpersonalideasandinformationtowritingwhenaframeworkisprovided

Resources

Student'sBook3AP15-17

Wallpictures3A

WordandPictureCards3A

Cassette3A

Photocopiablepage14

Workbook3APIO-12,P39-41

GrammarPracticeBook3AP12-14

Student'ssclf-asscssmcntsheetP59

TheFirstPeriod

Dimensiontargets:

Establishandmaintainrelationshipsincarryingoutclassroomroutines

Provideandpresentsimpleinformationonafamiliartopic

Obtaininformationthroughaninteractivegame

Languagefocus:

AskingWh-questionstofindoutaperson'sidentity(e.g.Whoareyou?)

Usingindefinitearticlestomentionsomethingorsomeoneforthefirsttime

(e.g.I'magirl.)

Usingadjectivestodescribepeople(e.g.I'mtall.)

Languageskills:

Speaking:

Usemodelledphrases(oopenandmaintainaninteractionbyprovidinginformationin

responsetofactualquestions

(e.g.Whoareyou?I'magirl.I'mtall.)

Listening:

Locatespecificinformationinresponsetosimplequestions

Writing:

Addpersonalideasandinformationtowritingwhenaframeworkisprovided

Materials:

Student'sBook3Apage15

Cassette3Aandacassetteplayer

WordandPictureCards3A

Wallpictures3A

Workbook3Apage10

Magazinesandscissors

Steps:

Pre-taskpreparation:

Selectpairsofstudentstoillustrate:lall/short.big/small,thin/fat

Introduce:tall/short,big/small,thin/fat

PlaythecassetteforLookandSay.

Practisetheadjectivesusingtheflashcards.

Introduce:Whoareyou?

AskWhoareyou?toelicit:Fm(name).Tmaboy/girl.

While-taskprocedure:

Encouragethestudents(otalkaboutthemselvesintermsofsizeandsex,usingtheAbout

youmodel.

Playaguessinggame.

Post-taskactivities:

Workbookpage10

Read1and2onpage10.Explain:Tick.

Thestudentscomplete3and4.

Selectstudentstoreadthecompletedstatementsin2,3and4.

Explainthetask.Studentsdrawtheirpictureinthepanelandcompletetheirown

description.

Askindividualstoreadoutthedescriptionofthemselves

Consolidation:

AtthisstageGrammarPracticeBook3Apage12couldbeusedtopractiseand

consolidatethelanguageinthissectionfurther.

TheSecondPeriod

Dimensiontargets:

Provideandpresentsimpleinformationonafamiliartopic

Obtaininformationinsimpleclassroomsituationsthroughrole-play

Languagefocus:

AskingWh-questionstofindoutaperson'sidentity(Whoismyfriend?)

Usingpronounstoidentifypeople(e.g.He'sEddie.)

Usingadjectivestodescribepeople(e.g.She'ssmall.)

Languageskills:

Listening:

Identifykeywordsinanutterancebyrecognizingstress

e.g.Whoishe?He'stall.

Locatespecificinformationinresponsetosimplequestions

Discriminatebetweenwordswithdifferentinitialsounds

n-,o-,p-andq-.

Speaking:

Usemodelledphrasestoopenandmaintainaninteractionbyprovidingaresponseto

factualquestions

Pronouncecorrectlywordsinisolationwithinitialsoundsn-.o-,p-andq-.

Writing:

Addpersonalinformationtowritingwhenaframeworkisprovided

Materials:

Student'sBook3Apage16

Cassette3Aandacassetteplayer

WordandPictureCards3A

Workbook3Apages11;39,40and41

Photocopiablcpage14

Steps:

Pre-taskpreparation:

Review:tall,short,thin,fat,big,small.

Introduce:Whoishe/she?;HeWShe's(name);friend.

GoaroundtheclassaskingWho'shc/shc?toelicit:He's/She's—.

Playthecassette.Listenandrepeat.

PracticeWho'shc/shc?

While-taskprocedure:

Thinkofafriendinclass.Comeoutinfrontoftheclassroomanddescribehisorher

friend.Theotherstudentmakeguessesuntiltheidentityofthefriendisguessedcorrectly.

Practiceinpairs.

Writeaboutafriendusingthemodelprovided.

Post-taskactivities:

Workbookpage11

Review(headjectivesusingflashcards

Tracethewordsandtickthecorrectboxes.

Listeningtask:

Photocopiable14

Learntheletters:

Playthecassette.Listenandpointintheirbooks.

Listen,pointandrepeatthesound.

EncouragestudentstoaddthenewwordstotheiralphabeticallyorganizedWordBook.

Workbookpages39,40and41.

Consolidation:

AtthisstageGrammarPracticeBook3Apage13couldbeusedtopractiseand

consolidatetheoralandwrittenlanguageinthissectionfurther.

TheThirdPeriod

Dimensiontargets:

Developanawarenessandenjoymentof(hebasicsoundsofEnglishthroughparticipating

inanactionrhyme.

Languagefocus:

Usingadjectivestodescribepeople(e.g.Twosmallbabies...)

Usingnounstoidentifypeople(c.g.boys,girls,babies)

Languageskills:

Speaking:

Pronouncecorrectlywordsinconne