Aa to Mm & Nn to Zz – Join the Dots– Alphabet Fun Teaching ...

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Contents

Introduction ........................................................................................................... 3

Section 1: Aa to Mm Join the Dots • Resourcesheet ............................................................................................. 6

• Suggestedactivitiesusingthecards .......................................................... 8

LessonPlans: • Lesson1:Capitalletterswritingpractice ................................................... 9

• Lesson2:Missingletters ........................................................................... 10

• Lesson3:Wordandletterrecognition .................................................... 11

• Lesson4:Findthewordthatisdifferent ................................................ 12

• Lesson5:Markthecorrectsentence ......................................................... 13

• Lesson6:Simplewords .............................................................................. 14

• Lesson7:LetterAa ..................................................................................... 15

• Lesson8:LetterBb ...................................................................................... 17

• Lesson9:LetterCc ...................................................................................... 17

• Lesson10:LetterDd ................................................................................... 18

• Lesson11:LetterEe .................................................................................... 19

• Lesson12:LetterFf ..................................................................................... 21

• Lesson13:LetterGg ................................................................................... 23

• Lesson14:LetterHh ................................................................................... 26

• Lesson15:LetterIi ...................................................................................... 27

• Lesson16:LetterJj...................................................................................... 29

• Lesson17:LetterKk .................................................................................. 29

• Lesson18:LetterLl .................................................................................... 30

• Lesson19:LetterMm ................................................................................ 31

• Lesson20:Tracethelettersandwords ................................................... 32

• Lesson21:Puttingwordsinalphabeticalorder ..................................... 32

• Lesson22Vowels ....................................................................................... 34

• Lesson23:Articles ...................................................................................... 35

• Lesson24:Writewordsandidentifyvowels........................................... 36

• Lesson25:Writeaoran ........................................................................... 37

• Lesson26:Spelling ..................................................................................... 38

• Lesson27:Simplesentences ..................................................................... 39

• Lesson28:Writingpractice ....................................................................... 40

• Lesson29:Fillintheblanks ...................................................................... 41

• Lesson30:Reading .................................................................................... 42

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Section2:Nn to Zz Join the Dots • Resourcesheet ........................................................................................... 44

• Suggestedactivitiesusingthecards ........................................................ 00

LessonPlans: • Lesson1:Puttingwordsinalphabeticalorder ....................................... 46

• Lesson2:Identifythevowels ................................................................... 47

• Lesson3:Spelling ...................................................................................... 48

• Lesson4:Missingarticles .......................................................................... 49

• Lesson5:Choosetherightdescription ..................................................... 49

• Lesson6:Fillintheblanks ........................................................................ 50

• Lesson7:LetterNn ..................................................................................... 51

• Lesson8:LetterOo ..................................................................................... 52

• Lesson9:LetterPp ...................................................................................... 53

• Lesson10:LetterQq .................................................................................. 54

• Lesson11:LetterRr ................................................................................... 54

• Lesson12:LetterSs .................................................................................... 55

• Lesson13:LetterTt ..................................................................................... 56

• Lesson14:LetterUu ................................................................................... 57

• Lesson15:LetterVv .................................................................................... 58

• Lesson16:LetterWw ................................................................................. 59

• Lesson17:LetterXx .................................................................................... 60

• Lesson18:LetterYy ................................................................................... 60

• Lesson19:LetterZz .................................................................................... 61

• Lesson20:Tracethelettersandwords .................................................... 62

• Lesson21:Thisis ........................................................................................ 62

• Lesson22:Thatis....................................................................................... 63

• Lesson23:Whatisthis?/that? ................................................................ 64

• Lesson24:Iam/Youare ......................................................................... 65

• Lesson25:He/She .................................................................................... 67

• Lesson26:Reading .................................................................................... 68

• Lesson27:Matchthewordstotheboxes ............................................... 68

• Lesson28:Wordsthatrhyme ................................................................... 69

• Lesson29:Rhymingnoughtsandcrosses ................................................ 71

SongsforSection1AatoMm ........................................................................ 72

SongsforSection2NntoZz .......................................................................... 75

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IntroductionIntheKindergartenStudentBooksoftheseriesAlphabet Fun, studentsaregivenfurtherpractiseofwritingthelettersofthealphabetinbothsmallandcapitalletterform,andbegintospellfamiliarwordsandtoreadsimplesentencesandthinkabouttheirmeanings.

Familiarteachingandlearningroutinesintroducedinthepreviousteachingguideshavebeencontinuedinthesebooksbecausestudentsofthisagefeelconfidentwhentheyknowwhattoexpectandwhatisexpectedofthemaslearners.Atthesametime,songs,stories,games,andactivitieshavealsobeenincludedtoaddextrainterestandfun,andtobroadenthelearningexperience.

Nosettimesaregivenforthelessons;assessyourstudents’progressandtakeasmanyperiodsasnecessarytoensurethattheyareconfidentwiththenewmaterialbeforemovingon.

IhopethatyouwillfindthisseriesofStudentBooksandtheaccompanyingTeachingGuideseasyandenjoyabletouse.

Beforeyoubeginitmaybehelpfultoreadthesectionsbelow.

Kinaesthetic learningKinaestheticlearningislearningbydoing.Thismeansthatthebrainnotonlyremembersinformationthathasbeenlearned,italsoremembersaphysicalactionorsensationassociatedwithit,andthisreinforcesthelearningandtherecalloftheinformation.

Somesimplekinaestheticlearningtechniqueswhichcanbeappliedtolearningtowritelettersaresuggestedbelow:

1. Writetheletteraslargeaspossibleontheboardoronalargesheetofcard.

Askthestudentstotraceyourletterintheair.Itisimportantthatthisisdoneusingthe whole arm, moving from the shoulder.

2. Supplyeachstudentwitha10x10cmsquareofsandpaperandaskthemtousetheirfingertotracethetargetletteronthesurfaceofthesandpaper.

3. Supplyeachstudentwitha10x10cmsquareofvelvetandaskthemtousetheirfingertotracethetargetletteronthesurfaceofthevelvet.

4. Askthestudentstousetheirrightforefinger(ifright-handed)towritetheletterinthepalmoftheirlefthand(adaptinstructionforleft-handedstudents).

5. Iffingeranypaintisavailable,studentscanwritethetargetletterusingfingerpaintonoldsheetsofnewspaper.

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Learning to writeBadwritinghabitsaredifficulttoovercome,sopleaseensurethatthestudentsaresittingcorrectlywhentheywrite,thattheirexercisebookorsheetofpaperisstraightinfrontofthem,andthattheyareusingthecorrectpencilgrip.

correctpencilgrip

Correctsittingposition

Note:feetshouldnotbedangling

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Section 1 : Aa to MmSection 1 : Aa to Mm

Atthisstageitiseasierforthemtousethickerpencils.Ifpossible,supplythemwithtriangular(prism)shapedpencilswhichareeasiertohold,andrubberpencilgripsarealsoveryusefulinensuringthatthepencilisheldcorrectly.

Developingthefinemotorcontrolskillsneededforwritingislinkedtothedevelopmentofthegrossmotorskills,sobeforestudentsattempttowritewithpencils,givethemsheetsofoldnewspaperandwaxcrayonstopractisewritinglargeletters.

Youcanalsosupplyeachstudentwithamini-whiteboardmadebyinsertingasheetofplainwhiteA4paperintoaplasticenvelope.Eachstudentwillalsorequireaboardmarkerandanerasermadefromasmallpieceofsponge,sometissuesorkitchenroll.Thestudentcanpractisewritingthelettersontheplasticsurfaceandthenerasethem.

Making mistakesWeallmakemistakes,buttherearesomechildrenwhoareundulyworriedaboutdoingso.Tohelpthemovercomethisfear,makesome‘mistakes’yourself.Forexample,writealetterthewrongwayround,misspellawordormismatchapictureandletter.Thestudentswillenjoypointingoutyourerrorandyouwillbeabletoaskthemtohelpyoucorrectit.Seeingteachermakeamistakeandcorrectiteasilywillbereassuringforlessconfidentstudents.

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A aB bC cD dE eF fG g

Section 1 : Resource Sheet Aa to MmSection 1 : Resource Sheet Aa to Mm

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H hI iJ jK kL lM m

Section 1 : Resource Sheet Aa to MmSection 1 : Resource Sheet Aa to Mm

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Section 1: Alphabet Fun Aa to Mm

Resource Sheet• Makeacopyofthisresourcesheetforeachstudentintheclass.Sinceitwill

beusedforseveraldifferentactivities,copyitontocardratherthanpaper,or,ifresourcespermit,laminatethesheetswithclearplastic.

• Cutupthesheetstomakeacompletesetoftwenty-sixcardsforeachstudent.

• Itisusefultowritethenameorinitialsofeachstudentonthebackofeachcardinaset(bestdonebeforelaminating).Thisistime-consuminginitially,butwillhelptoidentifystraycardsandensurethatsetsremaincomplete.

• Keepeachsetofcardsinastrongenvelopeorheldtogetherwitharubberband.

Suggested activities using the cardsNote: for some of these activities it will be necessary for the teacher to select the required cards from the set before the lesson, since the whole set may not be required, particularly in the early stages.

1. Showthestudentsapictureflashcardandaskthemtoholdupthecorrectinitialletterineithercapitalorsmallletterform.

2. Studentscanworkinpairstoplaylettersnap.Usetwosetsofcards.Snapcanbesaidforanymatchingcombinationofpicture,capitalletterorsmallletter.

3. Thestudentscanworkindividuallytoarrangethecardsinalphabeticalorder.

Easy version:placethecardsfaceuponthedeskandarrangetheminthecorrectorder.

More difficult version:placethecardsfacedownonthedeskandturnthemoveroneatatime.Itwillbemoredifficulttoplacetheminorderthisway.

4. Thestudentscanplaymemorymatchinginpairs.Placetwomatchingsetsoflettercardsfacedownonthetableinrows.Thefirststudentturnsoveronecardandsayswhatitshows,andthendoesthesamewithasecondcard;bothcardsshouldbelaidflatonthetableintheirplaces.Ifthelettersonthecardsarethesame,thestudentkeepsthetwocards.Iftheyshowdifferentletters,thecardsmustbeturnedbackandthesecondstudenttakesaturn.Itisveryimportantthatthecardsarekeptinthesameplacesthroughoutthegame(evenwhengapsarecreatedbymatchingpairsbeingremoved)sincethegamereliesonrememberingthepositionsofthecards.

Thegamecanbevariedbyusingthewordandpicturecardstogethersothatamatchcouldbemadebetweenacorrespondingletterandpicture,twomatchingpicturesortwomatchingletters.

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Lesson Plans

Lesson 1 Capital letters writing practice (Student’sBookPages2–3)

Teaching objectives

• torevisecapitallettersA to Z• topractisewritingcapitallettersA to Z

Learning outcomes

Studentsshouldbeableto:

• repeatthelettersofthealphabetinthecorrectorder.• writethecapitallettersA to Z.

Materials required

asoftball;flashcardsoflettersA to Z

Introduction

• Torevisealphabeticalorder,askthestudentstostandinacircleandplaytheballgame,orsaythelettersofthealphabetroundtheclass.

• Showthestudentsaletterflashcardandaskthewholeclassorindividualstudentstotellyouthenameoftheletterandthesounditmakes.

Student activity

• Askthestudentstoopentheirbooksatpage2.Askthemtopointtoeachletterinturnandsayitsname.Askthemtodothesameforthelettersonpage3.

• Pointouthowmanylettersareoneachlineandhowtheyfitbetweenthelines.Remindstudentsofthecorrectwaytosittowrite,andthecorrectpencilgrip,andaskthemtotraceoverthelettersandthenwritetheminthelinesbelow.Asthestudentswork,walkround,praiseeffortandcarefulwork,andgiveanyhelprequired.

Recapitulation

Holdupaletterflashcardandaskthestudentstotellyouthesounditrepresentsandthenameofanyobjectsbeginningwiththatletter.Repeatthisforarangeofletters.

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Lesson 2 Missing letters (Student’sBookPage4)

Teaching objectives

• tohelpstudentsidentifyandwritethemissinginitialandfinalconsonantofaword

• tohelpstudentsidentifyandwritethevowelinaone-syllableword

Learning outcomes


• identifyandwritethemissinginitialandfinalconsonantofaword.• identifyandwritethevowelinaone-syllableword.

Materials required

6pictureflashcardsoffamiliaritemsfromtheStudentBookA to M Alphabet Fun (Nursery),e.g.panda,tent,zebra,nest,etc.Blutakorsimilaradhesivematerial;mini-whiteboards,markersanderasers

Introduction

• Fixoneofthepictureflashcards,e.g.panda,ontheboardandaskthestudentstonametheobjectshown.Writethenameoftheobjectundertheflashcard,butwithouttheinitialletter.Askthestudentstotellyouthemissingletterandwriteitinthecorrectplace.Repeatthisactivitywiththeothercardsyouhaveprepared,omittingthevowelsoundin,e.g.nest,andthefinalsoundin,e.g.tent.

Student activity

• Askthestudentstoopentheirbooksatpage4,lookateachiteminturn,nameitandidentifytheletterthatismissing.Drawthestudents’attentiontothefactthatsomewordsarewrittenwithcapitallettersandotherswithsmallletter.Givethemasetamountoftimetowritethemissingletters.

• Whiletheyareworking,writethewordsontheboardastheyappearinthebookandtochecktheirwork,askstudentvolunteerstocompletethewordsontheboard.

Recapitulation

• Giveeachstudentamini-whiteboard,markeranderaser.Explainthatyouaregoingtosayawordandaskthemtowriteeitherthesoundatthestartoftheword,attheendoftheword,orthesoundinthemiddle(thevowelsound).Theyshouldholdtheirworkupandthiswillenableyoutoidentifyanystudentwhoishavingdifficultywiththisactivityandprovideextrahelpasrequired.

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Lesson 3 Word and letter recognition (Student’sBookPage5)

Teaching objectives

• tohelpstudentsmatchinitialletters(capitalandsmall)bysight

Learning outcomes


• matchinitialletters(capitalandsmall)bysight.

Materials required

none

Introduction

• Writeabouttensimplewordsontheboardinarandomorder,e.g.grape,Green,Man,milk,Panda,pear,Sock,sit,Book,bat,etc.Pointtooneofthepairsoflettersontheposterandaskthestudentstosaythenameoftheletterandthesounditrepresents.Askastudentvolunteertocometotheboardandcirclethewordsthatbeginwiththeletteryouhaveindicated.Repeatthisfortheotherlettersandwords.

Student activity

• Askthestudentstoopentheirbooksatpage5.Askthestudentstoidentifythefirstobject(ajelly)andtheletterthatappearsonitandthenaskthemtopointtothewordsintheboxthatbeginwiththatletter.Dothesamefortheotheritems(vase,kettle,andmango).

• Givethestudentsasetamountoftimetogobackovertheworkandcirclethewordstheyhaveidentified.

Recapitulation

• PlayIspywithwordsandnames.

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Lesson 4 Find the word that is different (Student’sBookPage6)

Teaching objectives

• tohelpstudentsidentifyonewordthatisdifferentinasetoffourwords

Learning outcomes


• identifyonewordthatisdifferentinasetoffourwords.

Materials required

none

Introduction

• Writeasetoffourwordsontheboard,similartothoseshownonpage6,forexample,Hot,Hot,Hop,Hot.Askthestudentstotellyouifallthewordsarethesameandtoidentifytheonethatisdifferent;askastudenttoexplainthedifference(differentfinalletter).

• Repeatthiswithothersetsofwords.

Student activity

• Askthestudentstoopentheirbooksatpage6.Explainthatthetaskisthesameastheoneyouhavejustdoneasaclassandgivethemasetamountoftimetocompletealltheexercises.

• Whenyouchecktheiranswers,askthestudentstoexplainhowtheoddwordisdifferentfromtheothers.

• Youcouldalsoaskthestudentstosoundoutthewordsinordertohearthedifference.

Recapitulation

• Makethreeorfourteamstoplayateamgame,anddrawacolumnontheboardforeachteam.

• Explainthatyouaregoingtosayawordandwritepartofitatthetopoftheboard;thestudentsshouldcometotheboardandwritedownthemissingletter.Forexample,writePIontheboardandsaypip;thestudentshouldwritePontheboard.Nexttimeyoucouldsaypit,orpin.Themissinglettercouldbeatthestartorendoftheword,orthevowel.

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Lesson 5 Mark the correct sentence (Student’sBookPage7)

Teaching objectives

• tohelpstudentsreadsimplephrases• tohelpstudentsdecidewhetheraphraseistrueorfalse

Learning outcomes

Students should be able to:• readsimplephrases.• decidewhetheraphraseistrueorfalse.

Materials required

flashcardsofthewordsdog, boat, sad, blue, in, a, sea,the;paperandcolouredpencilsorcrayons

Introduction

• Usetheflashcardstoteachthestudentsthewords;teacha, in, sad, and dog byaskingthestudentstosoundoutthewordsphonetically;teachblue, boat, sea,andtheassightwords.Ifnecessary,givethemeaningsofthewordsinthestudents’firstlanguage.

• Makecombinationsofthewordsandaskthestudentstoreadthem,e.g.thebluesea,asaddog,inthesea,etc.

Student activity

• Askthestudentstoopentheirbooksatpage7.Talkaboutthepictureandreadthewordsinthebox.

• Explainthattheyaregoingtoreadeachphraseandlookatthepicturetodecideifitistrueorfalse,andwriteatickorcross.Readthephrasestogetherbeforegivingthestudentsasetamountoftimetocompletethetask.Checktheiranswersasaclass.

Recapitulation

• Giveeachstudentasheetofpaperandcolouredpencilsorcrayonsandexplainthattheyaregoingtodrawapictureandwriteaphrasetodescribeit.Thepicturecanshowadogoracatinsomething,e.g.hat,car,cap,pot,pan,cup,etc.Discusssomeideasbeforetheybeginandhelpthemtospelloutanynewwords.

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Lesson 6 Simple words (Student’sBookPage8)

Teaching objectives

• tohelpstudentswritecvcwordsforagivenvowel

Learning outcomes


• writecvcwordsforagivenvowel.

Materials required

flashcardsofthevowelsaeiou;flashcardsoftheconsonants;Blutakorsimilaradhesivematerial;5or6largesheetsofpaperandmarkers

Introduction

• Beginbyrevisingthevowelsoundsbyshowingeachvowelflashcardinturnandaskingthestudentstotellyouthesoundthateachrepresents(aasinant;easinegg;iasinink;oasinoctopus;uasinumpire).

• Fixoneofthevowelflashcardsontheboardandfixoneoftheconsonantsinfrontofit,e.g.m.Soundoutthetwoletters(ma)andaskthestudentstosuggestwordsthatbeginwithma,e.g.man,map,mat,mad,etc.Askavolunteertoaddafinallettertomakeoneofthewordsandwriteotherpossibilitiesontheboard.

• Repeatthisusingtheothervowels.

Student activity

• Askthestudentstoopentheirbooksatpages8and9andexplainthetask.Theintroductoryactivityshouldhavegiventhestudentsideas,someofwhichwillbeontheboardforguidance.Givethemasetamountoftimetocompletethetask.

• Attheendofthetimemakelistsontheboardofallthewordstheyhaveused.

Recapitulation

• Dividetheclassintogroupsof4or5studentsandgiveeachgroupalargesheetofpaperandamarker.

• Explainthatyouaregoingtogivethemasetamountoftimetowriteonthesheetasmanythree-letterwordsastheycanthinkof.Attheendofthesettime,asktheteamstoreadouttheirwordsandtheteamwiththemostcorrectwordswillbethewinners.Theirworkcanbedisplayedintheclassroom.

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Lessons 7–19 Join the dots with the letters Aa to Mm (Student’sBookPages10–35)

Lesson 7 Aa (Student’sBookPages10–11)

Teaching objectives

• topractisewritingtheletterAa• torevisealphabeticalorderfroma to m• topractisewritingthewordsApple,Arrow,andant

Learning outcomes


• writetheletterAa.• followthesequenceoflettersfroma to mcorrectly.• writethewordsApple,Arrow,andantcorrectly.

Materials required

enoughapplesforeachstudenttotastealittle;copyofthestoryofWilliam Tell (seebelow)

Introduction

• Torevisealphabeticalorder,beginbysingingtheAlphabet songorsayingthealphabetroundtheclass.

• WriteAandaontheboard.Askthestudentstonametheletter,sayitssoundandexplainwhyitiswrittenintwodifferentways(capitalletterandsmallletter).Revisethefactthatsmalllettersareusuallyused,butcapitallettersareusedatthebeginningofasentenceandfornamesofpeopleandplaces.

• Askthestudentstotraceyourlettersintheairusingwhole-armmovements.

Student activity

• Askthestudentstoopentheirbooksatpages10and11.Lookattheoutlinepictureandaskthestudentstoguesswhatitis.Talkaboutapplesandexplainthattheyareaveryhealthyfood.

• Askthestudentstosaythenamesofthelettersonthepictureastheytracetheminalphabeticalorderwithafinger.

• Askthemtolookatpage11andexplainthetask,teachingthewordsApple,ant,andArrow,alongwiththeirmeaningsasnecessary.

• Givethestudentsasetamountoftimetocompleteallthework,remindingthemtositcorrectly,usethecorrectpencilgripandworkslowlyandcarefullytoproduceneatwork.

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Recapitulation

• Cutuptheapplesyouhavebroughtintoenoughpiecessothateachstudentcantrysome.

• TellthestudentsthestoryofWilliam Tell inyourownwords.

William TellMany years ago, the people of Switzerland were unhappy because they were ruled by a cruel Austrian lord called Gessler, who wanted everybody to obey him. To make sure that they showed him respect, he hung his hat on the top of a tall pole in the centre of the town and said that everybody who passed by should bow to his hat as a mark of respect.

One day William Tell was walking through the town. He walked past the hat on the pole but did not bow to it. Gessler’s soldiers were watching and ordered William Tell to obey the rule, but he refused and laughed at them. When Gessler heard this, he was very angry because he thought that other people might hear about this and copy his action, so he ordered his soldiers to arrest William Tell.

William Tell lived in the mountains and was famous as a hunter. Gessler knew that nobody in the land could shoot a bow and arrow as well as Tell, so he made a cruel plan to punish him. He ordered William Tell to bring his son to the town square. An apple was placed on the boy’s head and Tell was ordered to shoot the apple with an arrow.

William Tell begged Gessler not to make him do this. If his son moved, if the wind blew, if his hand shook, the boy would be killed. Gessler only laughed and told Tell that he could only use one arrow to shoot the apple; if the arrow missed, Gessler would order his soldiers to kill the boy in front of Tell’s eyes.

Without another word, Tell took two arrows and aimed the first at the apple on his son’s head. The arrow flew through the air and the apple was split in half without harming a hair on the boy’s head. The watching crowd clapped and shouted with happiness.

As Tell was walking away, Gessler saw the second arrow and asked him what it was for.‘That,’ said Tell, ‘was for you. If I had hurt my son, I would have shot this arrow through your heart.’

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Follow the structure of lesson 7 for lessons 8 – 19, referring to any additional notes below.

Lesson 8 Bb (Student’sBookPages12–13)

Teaching objectives

• topractisewritingtheletterBb• torevisealphabeticalorderfroma to m• topractisewritingthewordsButterfly,Bee,andbird

Learning outcomes


• writetheletterBb.• followthesequenceoflettersfroma to mcorrectly.• writethewordsButterfly,Bee,andbirdcorrectly.

Materials required

picturesofdifferentbutterfliesnativetoPakistan;copyofthestoryofThe Very Hungry Caterpillar;paperandcolouredpencilsorcrayons

Introduction

• Showthestudentsthepicturesofthebutterfliesthentellthemtheirnamesandtalkaboutthecolours.Talkalittleaboutthelife-cycleofthebutterfly.

Recapitulation

• TellthestudentsthestoryofThe Very Hungry Caterpillar.Ifthisisunavailable,givethestudentsdrawingmaterialsandaskthemtodrawapictureofabeautiful,colourfulbutterfly.

Lesson 9 Cc (Student’sBookPages14–15)

Teaching objectives

• topractisewritingtheletterCc• torevisealphabeticalorderfroma to m• topractisewritingthewordsCat,Cake,andcup

Learning outcomes


• writetheletterCc.• followthesequenceoflettersfroma to mcorrectly.• writethewordsCat,Cake,andcupcorrectly.

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Materials required

picturesofdifferentbreedsofcat;tape/CD/DVD/YouTubeclipofPussy cat, Pussy cat, where have you been?and/orThree little kittens had lost their mittens (seepage72forcompletelyrics)

Introduction

Talkaboutcatsandhowtolookafterapetcat.

Recapitulation

• SingPussy Cat, Pussy Cat, where have you been? and/orthree Little kittens had lost their mittens.

Lesson 10 Dd (Student’sBookPages16–17)

Teaching objectives

• topractisewritingtheletterDd• torevisealphabeticalorderfroma to m• topractisewritingthewordsDoll,Dog,andduck

Learning outcomes


• writetheletterDd.• followthesequenceoflettersfroma to mcorrectly.• writethewordsDoll,Dog,andduckcorrectly.

Materials required

aselectionofdollsorpicturesofdollsfromdifferentcountries;tape/CD/DVD/YouTubeclipofMiss Polly had a dolly (seepage72forcompletelyrics)

Introduction

• Showthestudentsthedollsorpicturesofdollsfromdifferentcountriesandtalkabouttheclothestheyarewearing.

Recapitulation

• SingMiss Polly had a dolly withtheactions.

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Lesson 11 Ee (Student’sBookPages18–19)

Teaching objectives

• topractisewritingtheletterEe• torevisealphabeticalorderfroma to m• topractisewritingthewordsElk,Elf,andegg

Learning outcomes


• writetheletterEe.• followthesequenceoflettersfroma to mcorrectly.• writethewordsElk,Elf,andeggcorrectly.

Materials required

apictureofanelk;copyofthestoryofThe Elves and the Shoemaker (seebelow)

Introduction

• Showthestudentsthepictureoftheelkandtellthemsomethingaboutelks,forexample:theelkisoneofthelargestspeciesofdeerintheworldandoneofthelargestlandmammalsinNorthAmerica.Theyliveinforestareasandeatgrass,plants,leavesandbark.Themaleshavelargeantlersusedtowrestlewithothermales,whichareshedeachyear.ArethereanyanimalsinPakistanthathaveantlerslikethis?

Recapitulation

• TellthestudentsthestoryofThe Elves and the Shoemaker.

The Elves and the ShoemakerThere was once a shoemaker who worked very hard and was very honest, but still he could not earn enough to live upon; and at last all he had in the world was gone, except just enough leather to make one pair of shoes.Then he cut his leather out, all ready to make up the next day, meaning to rise early in the morning to do his work. His conscience was clear and his heart light amidst all his troubles; so he went peaceably to bed, left all his cares to Heaven, and soon fell asleep. In the morning after he had said his prayers, he sat himself down to his work; but, to his great wonder, there stood the shoes all ready made upon the table. The good man did not know what to say or think at such an odd thing happening. He looked at the workmanship; there was not one false stitch in the whole job; all was so neat and true, that it was quite a masterpiece.The same day a customer came in, and the shoes suited him so well that he willingly paid a price higher than usual for them; and with the money, the poor shoemaker bought enough leather to make two more pairs. In the evening he cut

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out the work, and went to bed early, so he could get up and begin work early next day; but he was saved all the trouble, for when he got up in the morning the work was already done. Soon customers came who paid him well for his goods, so that he bought enough leather for four pair more. He cut out the work again at night and found it done in the morning, as before; and so it went on for some time: what was got ready in the evening was always done by daybreak, and the good man soon became well off again.One evening, about Christmas-time, as he and his wife were sitting by the fire chatting, he said to her, ’I should like to sit up and watch tonight, to see who it is that comes and does my work for me.’ The wife liked the idea, so they left a light burning, and hid themselves in a corner of the room, behind a curtain, and watched what would happen.As soon as it was midnight, in came two little elves and they sat themselves upon the shoemaker’s bench, took up all the work that was cut out, and began stitching and rapping and tapping away at such a rate, that the shoemaker was amazed and could not take his eyes off them. And on they went, till the job was all done, and the shoes stood ready on the table. This was long before daybreak; and then the elves bustled away as quick as lightning.The next day the wife said to the shoemaker. ’These little elves have made us rich, and we ought to be thankful to them, and do them a good turn if we can. I am quite sorry to see them run about as they do; for their thin clothes will not keep them warm. I’ll tell you what, I will make each of them a shirt, and a coat and waistcoat, and a pair of trousers too, and you can make each of them a little pair of shoes.’The thought pleased the good cobbler very much; and one evening, when all the things were ready, they laid them on the table, instead of the work, and then went and hid themselves, to watch what the little elves would do.About midnight in they came, dancing and skipping, hopped round the room, and then went to sit down to their work as usual; but when they saw the clothes lying for them, they laughed and chuckled, and seemed highly delighted. They dressed themselves in the twinkling of an eye, and danced and jumped about, as merry as could be; till at last they danced out at the door, and away over the green.The good couple never saw them again, but everything went well for them from that time forward, as long as they lived.

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Lesson 12 Ff (Student’sBookPages20–21)

Teaching objectives

• topractisewritingtheletterFf• torevisealphabeticalorderfroma to m• topractisewritingthewordsFootball,Frog,andfish

Learning outcomes


• writetheletterFf.• followthesequenceoflettersfroma to mcorrectly.• writethewordsFootball,Frog,andfishcorrectly.

Materials required

afootball;copyofthestoryofThe Frog Prince; tape/CD/DVD/YouTubeclipof Five Little speckled frogs (seepage75forcompletelyrics)

Introduction

• Showthestudentsthefootballandtalkalittleabouttherulesofthegame.

Recapitulation

• SingFive Little Speckled Frogs and/ortellthestudentsthestoryofThe Frog Prince.

The Frog PrinceOne fine evening a young princess went for a walk by herself in a wood; and when she came to a cool pool she sat down to rest a while. Now she had a golden ball in her hand, which was her favourite toy; and she was always tossing it up into the air, and catching it again as it fell. After a time she threw it up so high that she missed catching it as it fell; and the ball bounced away, and rolled along upon the ground into the pool. The princess looked for her ball in the pool, but it was very deep, so deep that she could not see the bottom of it. Then she began to cry, and said, ’Alas! If I could only get my ball again, I would give all my fine clothes and jewels, and everything that I have in the world.’As she was speaking, a frog put its head out of the water, and said, ’Princess, why are you crying so bitterly?’ ’Alas!’ said she, ’what can you do for me, you nasty frog? My golden ball has fallen into the spring.’ The frog said, ’I do not want your jewels, and fine clothes; but if you will love me, and let me live with you and eat from your golden plate, and sleep upon your bed, I will bring you your ball again.’ ’What nonsense,’ ’this silly frog is talking! He can never even get out of the spring to visit me, though he may be able to get my ball for me, and so I will tell him he shall have what he asks,’ thought the princess. So she said, ’Well, if you will bring me my ball, I will do all you ask.’ Then the frog put his head down, and dived deep under the water; and after a little while he came

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up again, with the ball in his mouth, and threw it on the edge of the spring. As soon as the young princess saw her ball, she ran to pick it up; and she was so overjoyed to have it in her hand again, that she never thought of the frog, but ran home with her ball as fast as she could. The frog called after her, ’Wait, princess, and take me with you as you said.’ But she did not stop to hear a word.The next day, just as the princess had sat down to dinner, she heard a strange noise–tap, tap–plash, plash–as if something was coming up the marble staircase: and soon afterwards there was a gentle knock at the door, and a little voice cried out and said: ’Open the door, my princess dear, Open the door to your true love here! Remember the words that you and I said By the fountain cool, in the greenwood shade.’Then the princess ran to the door and opened it, and there she saw the frog, whom she had quite forgotten. At this sight, she was frightened, and shutting the door as fast as she could came back to her seat. The king, her father, seeing that something had frightened her, asked her what the matter was. ’There is a nasty frog,’ said she, ’at the door, that lifted my ball for me out of the pool this morning: I told him that he should live with me here, thinking that he could never get out of the pool; but there he is at the door, and he wants to come in.’While she was speaking the frog knocked again at the door, and said the same words.Then the king said to the young princess, ’You must keep your promise; so go and let him in.’ She did so, and the frog hopped into the room, and then straight on–tap, tap–plash, plash–from the bottom of the room to the top, till he came up close to the table where the princess sat. ’Please lift me upon the chair,’ said he to the princess, ’and let me sit next to you.’ As soon as she had done this, the frog said, ’Put your plate nearer to me, that I can eat out of it.’ This she did, and when he had eaten as much as he could, he said, ’Now I am tired; carry me upstairs, and put me into your bed.’ And the princess, though very unwilling, took him up in her hand, and put him upon the pillow of her own bed, where he slept all night long. As soon as it was light he jumped up, hopped downstairs, and went out of the house. ’Now, then,’ thought the princess, ’at last he is gone, and I shall be troubled with him no more.’But she was mistaken; for when night came again she heard the same tapping at the door; and the frog came once more, and said:’Open the door, my princess dear,Open the door to your true love here!Remember the words that you and I saidBy the fountain cool, in the greenwood shade.’And when the princess opened the door the frog came in, and slept upon her pillow as before, till the morning came. And the third night he did the same. But when the princess awoke on the following morning she was astonished to see, instead of the frog, a handsome prince, looking at her with the most beautiful eyes she had ever seen, and standing at the head of her bed.He told her that he had been enchanted by a spiteful fairy, who had changed him into a

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frog; and that he had to wait till some princess should take him out of the spring, and let him eat from her plate, and sleep upon her bed for three nights. ’You,’ said the prince, ’have broken his cruel charm, and now I have nothing to wish for but that you should go with me into my father’s kingdom, where I will marry you, and love you as long as you live.’The young princess, you may be sure, was not long in saying ’Yes’ to all this; and they set out, full of joy and merriment, for the prince’s kingdom, which they reached safely; and there they lived happily ever after.

Lesson 13 Gg (Student’sBookPages22–23)

Teaching objectives

• topractisewritingtheletterGg• torevisealphabeticalorderfroma to m• topractisewritingthewordsGoose,Gate,andgift

Learning outcomes


• writetheletterGg.• followthesequenceoflettersfroma to mcorrectly.• writethewordsGoose,Gate,andgiftcorrectly.

Materials required

apictureofagoose;tape/CD/DVD/YouTubeclipofGoosey, goosey, gander (seepage73forcompletelyrics); copyofthestoryofThe golden goose or The goose that laid golden eggs (seebelow)

Introduction

• Showthestudentsthepictureofthegooseandtellthemalittleaboutgeeseandpointoutthatformorethanonegoosewesaygeese,notgooses.Explainthat,likeduckstheyhavewebbedfeetforswimming.Theyareverylargebirdsandtheyhisstowarnpeopletokeepawayfromthem;onsomefarmstheyareusedasguarddogs.

Recapitulation

• SingGoosey, Goosey, Gander; ortellthestudentsthestoryofThe Golden Goose or The Goose that Laid Golden Eggs

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The Golden GooseThere was a man who had three sons, the youngest of whom was called Dummling (stupid), and everybody always made fun of him.One day the eldest son wanted to go into the forest to cut wood, and before he went his mother gave him a beautiful sweet cake and something cool to drink so he would not be hungry or thirsty.When he entered the forest, he met a little grey-haired old man who said good day, and asked: ’Do give me a piece of cake out of your pocket, and let me have a sip of your drink; I am so hungry and thirsty.’ But the clever son answered: ’If I give you my cake and drink, I shall have none for myself. Go away,’ and he left the little man standing and went on.But when he began to cut down a tree, the axe cut him in the arm, and he had to go home and have it bound up. And this was the little grey man’s doing.After this, the second son went into the forest, and his mother gave him, like the eldest, a cake and something cool to drink. The little old grey man met him too, and asked him for a piece of cake and a drink. But the second son also said, sensibly enough: ’What I give you will be taken away from myself; be off!’ and he left the little man standing and went on. But he was soon punished; when he had made a few cuts in the tree he struck himself in the leg, so that he had to be carried home.Then Dummling said: ’Father, do let me go and cut wood.’ The father answered: ’Your brothers have hurt themselves, leave it alone, you do not understand anything about it.’ But Dummling begged so long that at last his father said: ’Just go then, you will learn by hurting yourself.’ His mother gave him a cake made with water and baked in the cinders, and a bottle of sour juice.When he came to the forest, the little old grey man met him too, and said: ’Give me a piece of your cake and a drink out of your bottle; I am so hungry and thirsty.’ Dummling answered: ’I have only cinder-cake and sour juice; if that pleases you, we will sit down and eat.’ So they sat down, and when Dummling pulled out his cinder-cake, it was a fine sweet cake, and the sour juice had become sweet. So they ate and drank, and after that the little man said: ’Since you have a good heart, and are willing to share what you have, I will give you good luck. There is an old tree, cut it down, and you will find something at the roots.’ Then the little man said good-bye.Dummling went and cut down the tree, and when it fell there was a goose sitting in the roots with feathers of pure gold. He lifted her up, and taking her with him, went to a hotel where he thought he would stay the night. Now the owner had three daughters, who saw the goose and were curious to know what such a wonderful bird might be, and wanted to have one of its golden feathers.The eldest thought: ’I shall soon find a chance to pull out a feather,’ and as soon as Dummling had gone out, she took the goose by the wing but her finger and hand remained stuck to it.The second came soon afterwards, thinking only of how she might get a feather for herself, but she just touched her sister and she was also stuck tight.At last the third also came with the same idea, and the others screamed out: ’Keep away; for goodness’ sake keep away!’ But she did not understand why she was to keep away.

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’The others are there,’ she thought, ’I may as well be there too,’ and ran to them; but as soon as she had touched her sister, she remained stuck fast to her. So they had to spend the night with the goose.The next morning Dummling took the goose under his arm and set out, without troubling himself about the three girls who were hanging on to it. They had to run after him, now left, now right, wherever his legs took him.In the middle of the fields the preacher met them, and when he saw the procession he said: ’For shame, you good-for-nothing girls, why are you running across the fields after this young man? Is that right?’At the same time he seized the youngest by the hand in order to pull her away, but as soon as he touched her he also stuck fast, and had to run behind.Before long the servant came by and saw his master, the preacher, running behind three girls. He was astonished at this and called out: ’Sir, where are you going so quickly? Do not forget that you have work to do today!’ and running after him he took him by the sleeve, but was also held fast to it.Whilst the five were trotting like this, one behind the other, two labourers came from the fields; the preacher called out to them and begged that they would set him and his servant free. But they had scarcely touched the servant when they were held fast, and now there were seven of them running behind Dummling and the goose.Soon afterwards he came to a city, where a king ruled who had a daughter who was so serious that no one could make her laugh. So he had said that whoever could make her laugh could marry her. When Dummling heard this, he took his goose and all the people to the king’s daughter, and as soon as she saw the seven people running one behind the other, she began to laugh out loud, as if she would never stop. Dummling asked to have her for his wife. The wedding was celebrated, and they all lived happily ever after.

The Goose that laid the Golden Eggs One day a countryman going to the nest of his Goose found there an egg all yellow and glittering. When he took it up, it was as heavy as lead. He was going to throw it away, as he thought a trick had been played upon him. But he took it home on second thoughts, and soon found to his delight that it was an egg of pure gold. Every morning the same thing occurred, and he soon became rich by selling his eggs. As he grew rich he grew greedy; and thinking to get at once all the gold the Goose could give, he killed it and opened it only to find nothing. Moral: Greed often over reaches itself. (Do not be too greedy.)

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Lesson 14 Hh (Student’sBookPages24–25)

Teaching objectives

• topractisewritingtheletterHh• torevisealphabeticalorderfroma to m• topractisewritingthewordsHippopotamus,Hen,andhat

Learning outcomes


• writetheletterHh.• followthesequenceoflettersfroma – mcorrectly.• writethewordsHippopotamus,Hen,andhatcorrectly.

Materials required

apictureofahippopotamus;picturesofotherwildanimals,e.g.elephant,lion,tiger,zebra,etc.;aposter-sizedsheetofpaperdividedintocolumns,headedwiththenamesofthewildanimals;asmileyfacecircleforeachstudent;gluesticks;copyofthestoryofLittle Red Hen(seebelow)

Introduction

• Showthestudentsthepictureofthehippopotamusandtellthemalittleabouthippos,forexample:TheyareverylargeanimalsthatarefoundinAfrica.Becausetheyaresoheavy,theyspendmostofthedayinariver,justputtingtheirnostrilsabovethesurfaceofthewatersothattheycanbreathe.Atnighttheycomeoutofthewaterandeatthegrassandleavesontheriverbanks.

Recapitulation

• Giveeachstudentasmileyfacecircleandaskthemtowritetheirnameonit.

• Showthemthepicturesofwildanimalsyouhavepreparedandaskthemtodecidewhichtheirfavouritewildanimalis.Displaytheposteryouhavepreparedandaskthestudentstogluetheirstickerinthecolumnthatshowstheirfavouriteanimal.Whichanimalsaremostpopular?

• and/ortellthestudentsthestoryofLittle Red Hen.

Little Red HenOnce upon a time, a little red hen lived on a farm with her friends, the lazy dog, the sleepy cat, and the noisy duck. One day Little Red Hen saw some seeds on the ground and had an idea: she decided that she would plant the seeds.

Little Red Hen needed some help, so she asked her friends, “Who will help me plant the seeds?” “Not me,” barked the lazy dog. “Not me,” purred the sleepy cat. “Not me,”

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quacked the noisy duck. “Oh dear! Then I will have to plant them all by myself,” said Little Red Hen. And that is just what she did.When the seeds had grown, Little Red Hen asked her friends to help her harvest the wheat. “Who will help me cut the wheat?” she asked. “Not me,” barked the lazy dog. “Not me,” purred the sleepy cat. “Not me,” quacked the noisy duck. “Oh dear! Then I will have to cut it all by myself,” said Little Red Hen. And that is just what she did.When all the wheat was cut, Little Red Hen needed help to take the wheat to the mill, so she asked her friends, “Who will help me take the wheat to the mill to be ground into flour?” “Not me,” barked the lazy dog. “Not me,” purred the sleepy cat. “Not me,” quacked the noisy duck. “Oh dear! Then I will have to take it all by myself,” said Little Red Hen. And that is just what she did.The miller ground the wheat into flour and put it in a sack, and Little Red Hen carried the heavy sack back to the farm all by herself.Next day Little Red Hen asked her friends, “Who will help me bake the bread?” “Not me,” barked the lazy dog. “Not me,” purred the sleepy cat. “Not me,” quacked the noisy duck. “Oh dear! Then I will have to bake it all by myself,” said Little Red Hen. And that is just what she did.Before long, the lazy dog, the sleepy cat, and the noisy duck smelt the delicious smell of baking bread drifting across the farmyard and came to see what Little Red Hen was doing.“l have just finished,” said the tired Little Red Hen, and when she saw her friends she asked, “Who will help me eat this delicious bread?” “I will,” barked the lazy dog. “And I will,” purred the sleepy cat. “And I will,” quacked the noisy duck. “Oh no you won’t!” said Little Red Hen. “I sowed the grain all by myself; I cut the wheat all by myself; I carried the grain to the mill all by myself; I carried the flour home all by myself and I baked the bread all by myself, so now I will eat the bread all by myself.” And that is just what she did.

Lesson 15 Ii (Student’sBookPages26–27)

Teaching objectives

• topractisewritingtheletterIi• torevisealphabeticalorderfroma to m• topractisewritingthewordsInsect,Impala,andink

Learning outcomes


• writetheletterIi.• followthesequenceoflettersfroma to mcorrectly.• writethewordsInsect,impala,andinkcorrectly.

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Materials required

apictureofaladybird;acopyofthestoryofThe Bad-tempered Ladybird; 6(ormore)dice,eachinashaker;paperandpencilforeachstudent;alargecopyofthediagrambelow;Blutakorsimilaradhesivematerial

Introduction

• Showthestudentsthepictureoftheladybirdandtalkaboutitsappearance.

• Explainthattherearemanytypesofinsects,butthattheyallhavesixlegsandtwoantennae.Beetles,cockroaches,andantsarealsoinsects.

Recapitulation

• ReadthestoryofThe Bad-tempered Ladybird.• PlaythegameBeetle. Askthestudentstoworkingroupsof4or5andgive

eachgroupadiceinashaker.Explainthattheyaregoingtotaketurnstothrowthediceinordertodrawabeetle;eachnumberonthedicerelatestoadifferentbodypartandonlyonepartcanbedrawnforeachthrow.Fixthediagramontheboardandexplainthat:

• 6isthebodyandmustbedrawnbeforelegs,wingsorheadcanbeadded.• 5istheheadandthismustbedrawnbeforeantennaeoreyescanbe

added.• 4isawingandtheremustbetwo.• 3isalegandtheremustbesix.• 2isanantennaandtheremustbetwo.• 1isaneyeandtheremustbetwo.

Makeitclearthateachstudentmustthrowa6tobeginandcanthenonlyaddwingsandlegsuntila5isthrownforthehead.Afterthis,anypartcanbeaddedaccordingtothenumberonthedice.

Head before Eyes &

Antennas

(must draw body before

anything else)

11

2

5

2

33

3 3

3 3

4

6

4

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Lesson 16 Jj (Student’sBookPages28–29)

Teaching objectives

• topractisewritingtheletterJj• torevisealphabeticalorderfroma to m• topractisewritingthewordsJacket,Jeep,andjelly

Learning outcomes


• writetheletterJj.• followthesequenceoflettersfroma to mcorrectly.• writethewordsJacket,Jeep,andjellycorrectly.

Materials required

ajacket;paperandcolouredpencilsorcrayons

Introduction

• Showthestudentsthejacketandtalkaboutwhenorwhyjacketsareworn,forexample:theyareworntokeepuswarminwinter;somemenandwomenwearsuitjacketswhentheygotowork;soldierswearspecialjackets,etc.

Recapitulation

• Givethestudentspaperandcolouredpencilsorcrayonsandaskthemtodrawapictureofsomebodywearingajacket.

Lesson 17 Kk (Student’sBookPages30–31)

Teaching objectives

• topractisewritingtheletterKk• torevisealphabeticalorderfroma to m• topractisewritingthewordsKing,Kettle,andkite

Learning outcomes


• writetheletterKk.• followthesequenceoflettersfroma to mcorrectly.• writethewordsKing,Kettle,andkitecorrectly.

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Materials required

apictureofaking;atape/CD/DVD/YouTubeclipofOld King Cole (seepage74forcompletelyrics)

Introduction

• Showthestudentsthepictureofthekingandtalkalittleaboutkings;explainthatsomecountrieshavekingsandqueensbutinPakistanthereisapresidentinstead.

Recapitulation

• SingOld King Cole.

Lesson 18 Ll (Student’sBookPages32–33)

Teaching objectives

• topractisewritingtheletterLl• torevisealphabeticalorderfroma to m• topractisewritingthewordsLemon,Lion,andlamb

Learning outcomes


• writetheletterLl.• followthesequenceoflettersfroma to mcorrectly.• writethewordsLemon,Lion,andlambcorrectly.

Materials required

alemonifavailableorsomelemonjuice;plasticspoons;tape/CD/DVD/YouTubeclipofOranges and lemons (seepage73forcompletelyrics)

Introduction

• Showthestudentsthelemonandtalkaboutlemonflavouredfoodanddrinkstheyarefamiliarwith.Talkaboutthesharp/sourtasteoflemonjuiceandifsomeisavailable,leteachstudenttastealittlefromaspoon.

Note:Whenwritingthewordlamb,explainthatthebattheendofthewordisnotpronounced.

Recapitulation

• TeachthestudentsthesongOranges and Lemons.

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Lesson 19 Mm (Student’sBookPages32–33)

Teaching objectives

• topractisewritingtheletterMm• torevisealphabeticalorderfroma to m• topractisewritingthewordsMouse,Man,andmoth

Learning outcomes


• writetheletterMm.• followthesequenceoflettersfroma to mcorrectly.• writethewordsMouse,Man,andmothcorrectly.

Materials required

apictureofamouseoratoymouse;acopyofthestoryofThe Lion and the Mouse(seebelow)

Introduction

• Showthestudentsthetoymouseorthepictureofthemouse.Explainthatformorethanonemousewesaymice,notmouses.Talkalittleaboutmice.

Note:Explainthatamothislikeabutterfly,buttheyareusuallylessbrightlycolouredandtheyflyatnight,notintheday.

Recapitulation

• TellthestudentsthestoryofThe Lion and the Mouse.

The Lion and the Mouse Once, when a Lion was asleep, a little mouse began running up and down upon him; this soon wakened the lion, who placed his huge paw upon him, and opened his big jaws to swallow him.“Pardon, O King,” cried the little mouse: “forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days?” The lion was so amused at the idea of the mouse being able to help him that he lifted up his paw and let him go.

Some time after, the lion was caught in a trap, and the hunters who desired to carry him alive to the king, tied him to a tree while they went in search of a wagon to carry him on. Just then the little mouse happened to pass by, and seeing the sad situation, in which the lion was, went up to him and soon gnawed away the ropes that bound the king of the beasts and set him free. “Was I not right?” said the little mouse.Moral: Little friends may prove great friends.

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Lesson 20 Trace the letters and words (Student’sBookPages36–37)

Teaching objectives

• topractisewritingasetofwordsbeginningwiththelettersA to Mbytracing

Learning outcomes


• writeasetofwordsbeginningwiththelettersA to Mbytracing.

Materials required

pictureflashcardsforthewordsbeginningwithA to M;colouredpencilsorcrayons

Introduction

• Showthestudentsthepictureflashcards,inanyorderandaskthemtotellyouthenameoftheobjectshownandthefirstletteroftheword.

• Askthemtowriteintheairthefirstletterofthetargetword.

Student activity

• Askthestudentstoopentheirbooksatpages36and37andexplainthattheyshouldwritethelettersandwordsbytracingoverthem.Givethemasetamountoftimetocompletetheworkasneatlyandaccuratelyastheycan.Astheywork,monitortheirprogressandpraiseallcarefulworkandgoodeffort.

Recapitulation

• Askthestudentstodrawasmallpictureoftheobjectnexttoeachofthewordstheyhavewritten.

Lesson 21 Putting words in alphabetical order (Student’sBookPages38–39)

Teaching objectives

• torevisealphabeticalorderfroma to m• tohelpstudentsarrangeaseriesofthreewordsinalphabeticalorder

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Learning outcomes


• repeatthelettersa to m in the correct order.• arrangeaseriesofthreewordsinalphabeticalorder.

Materials required

asoftball;2(or3)setsof13cardseachshowingawordbeginningwiththelettersa to m,e.g.ant,bat,car,dog,egg,frog,gate,hat,ink,jam,king,lip,mop–eachsetonadifferentcolourpaperorwrittenwithadifferentcolourmarker

Introduction

• Beginbyplayingtheballgametorevisealphabeticalordera to m(ortozifstudentsareconfidentenough).

• WritethelettersAa to Mmatthetopoftheboard.Belowthemwritethreewordslikethoseshownonpages38and39,e.g.end,jam,and.Explainthatyouwanttoarrangetheminalphabeticalordersothatthewordthatbeginswiththeletterclosesttothebeginningofthealphabetshouldbewrittenfirst.Pointtothefirstletterofthealphabet(a)andelicitthatthereisaword,and,thatbeginswitha,sothatshouldcomefirst.Writeitontheboardatthestartofanewline.Askifthereisanywordbeginningwithb,c,d,etc.andelicitthatendshouldbewrittennext,andjamshouldbethelastword.

• Repeatthisforasecondsetofwords,usingcapitallettersatthestartofthethreewords,e.g.Fog,Log,andDog.

Student activity

• Askthestudentstoopentheirbooksatpages38and39andexplainthatthetaskisthesameastheoneyouhavejustdoneontheboard.Givethestudentsasetamountoftimetocompletetheworkonbothpages,andremindthemtorefertothelettersa to montheboardiftheyneedto.Checktheirworkasaclass.

Recapitulation

• Usethecardsyouhavepreparedforthisactivityanddistributeenoughcardssothateachstudenthasonecardandcertainstudentshavetwoconsecutivecardstomakeupthefullset.

• Explainthattheymustfirstfindalltheotherstudentswhohaveacardofthesamecolour/writteninthesamecolour.Whentheyhavemadeasetofthirteencards,theymustarrangethecardsonatableinalphabeticalorderandputuptheirhandssothatyoucanchecktheirwork.

• Collectthecardsattheendoftheactivityandifthereistime,redistributethemsothatthestudentscanrepeattheactivity.

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Lesson 22 Vowels (Student’sBookPages40–41)

Teaching objectives

• toidentifythewrittenvowels• topractisepronouncingtheshortvowelsounds• topractisereadingcvcwords• tohelpstudentscompletecvcwordsbywritingasuitablevowel

Learning outcomes


• identifythewrittenvowels.• pronouncetheshortvowelsoundscorrectly.• readcvcwords.• completecvcwordsbywritingasuitablevowel.

Materials required

vowelswallchart;flashcardsofthevowelsa,e,i,o,andu;differentcolouredmarkersorchalks;colouredpencilsorcrayons;tape/CD/DVD/YouTubeclipofApples and bananas(seepage75forcompletelyrics)

Introduction

• Displaythewallchartsothateachstudentcanseeitclearly.EncouragetheMtorefertoitthroughoutthelessontoreinforcethedifferencebetweenthevowelsandtheconsonants.

• Usetheflashcardstorevisethefivevowelsandtheshortvowelsoundstheyrepresent.

• Writeontheboardthefirstandlastletterofacvcword,e.g.b____ g.Withadifferentcolourmarkerorchalkwriteashortvowelinthespace,e.g.a,andaskthestudentstosoundoutthewordyouhavewritten(bag).Underneath,writethelettersagainandthistimeaddthevoweleandaskthestudentstosoundoutthenewword(beg).Repeatthisforthevowelsi (big),o(bog)andu(bug).

• Ifnecessary,repeatthisforothercvcwords.

Student activity

• Whenthestudentsareworkingconfidently,askthemtoopentheirbooksatpage40.Startingwiththeawords,askthestudentstotaketurnstoreadthewords,helpingthemtosoundthemoutifnecessary.

• Whentheyhavereadallthewords,askthemtolookatthelowerpartofthepageandexplainthetask.

• Beforethestudentsstarttowrite,lookateachwordanddiscussthepossibilities[tag,tog,tug;bad,bed,bid,bud;fan,fen,fin,fun;hip,hop;cat,cot,cut;hem,him,hum;Sam,(capitalletterforaname)sum;pat,pet,

1 35|


pit,pot,put;tan,ten,tin,ton;lag,leg,log,lug;etc.]Givethestudentsasetamountoftimetowritetheiranswersandthenchecktheirworkasaclass.

• Askthestudentstolookatpage41andexplainthetask.Remindthemofthecapitalformofthevowelsbeforetheybegin,andstresstheimportanceofworkingslowlyandcarefully.Makesuretheyallhavecolouredpencilsorcrayonsandgivethemasetamountoftimetocompletethework.

Recapitulation

• Sing Apples and bananas.

Lesson 23 Articles (Student’sBookPages42–43)

Teaching objectives

• toexplainthattheindefinitearticleaisusedwithnounsbeginningwithaconsonant

• toexplainthattheindefinitearticleanisusedwithnounsbeginningwithavowel

Learning outcomes


• usetheindefinitearticleabeforeaconsonant.• usetheindefinitearticlean beforeavowel.

Materials required

avarietyofitemswithnamesbeginningwithvowelsandconsonants,e.g.ball,cap,dice,fan,hat,jar,leaf,apple,orange,egg,umbrella,insect(picture);sheetofA4sizepaperandacrayonorcolouredpencilforeachstudent

Introduction

• Beginbyshowingthestudentssomeofthefirstgroupofitems.Asyouholdupeachofthem,say,e.g.Thisisaball.Thisisaleaf.etc.

• Whenyouhaveshownthemalltheitemsthatbeginwithconsonants,holduptheitemsandaskindividualstudents‘What’sthis?’andencouragethemtoreply‘It’sa….‘.Writeacoupleofexamplesontheboard,e.g.acap,ahat,

• Nowrepeatthiswiththesecondsetofitems,usinganinplaceofa, e.g.Thisisanumbrella.Thisisanoctopus.Etc.

• Whenthestudentsareusinga/ancorrectly,askthemiftheycansuggestwhyweuseanforwordsthatbeginwithavowel.Ifnecessary,askthemtotrysayingaeggandanegg,oraappleandanapple,sothattheywillrealisehowmucheasieritistouseanbeforeavowelsound.

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Student activity

• Askthestudentstoopentheirbooksatpage42andhelpthemtocompletethefirsttaskbyidentifyingthefivevowelsandwritingtheminthespaces.

• Askthemtolookatthepicturesandreadthecaptions.• Askthemtolookatpage43andwritetheconsonantsinthespacesand

thenlookattheillustrationsandreadthecaptions.

Recapitulation

• Giveeachstudentasheetofpaperandamarkerofcrayon/colouredpencil.Askthemtowritealargeaononesideofthepaperandalargeanon the other.

• Explainthatyouaregoingtosayaworde.g.cat,andtheymustdecidewhetheritisacatorancatandholdupthecorrectsideoftheirpapersothatyoucanseewhichtheyhavechosen.

• Repeathisforavarietyofwords.

Lesson 24 Write words and identify vowels (Student’sBookPages44–45)

Teaching objectives

• tohelpthestudentsmatchpicturesandwords• tohelpstudentswritewordsbycopying• tohelpstudentsidentifythevowelsingivenwords

Learning outcomes


• matchpicturesandwords.• writewordsbycopying.• identifythevowelsingivenwords.

Materials required

pictureflashcardsofthetenitemsonpages44and45;Blutakorsimilaradhesivematerial

Introduction

• Writethefivewordsfromthetopofpage44ontheboardsothatthecorrespondingflashcardscanbefixedabovethem(mug,ring,watch,frog,andneedle).

• Showthestudentstheflashcardsofthefiveobjectsandaskthemtoidentifyeachofthem.

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• Talkabouteachobjectandidentifytheinitialsoundsand,formug,ring,andfrogonly,thefinalsoundofeachwordandthevowelsound.

• Askastudentvolunteertofixoneofthepicturecardsunderthecorrespondingword.Explainthattheyshouldthinkabouttheinitialandfinalsoundsofthewordtohelpthemdothis.Repeatthisuntilallfivecardsarematchedwiththewords.Youwillneedtoexplainthat:

chisusedtorepresentthesoundch(asincheck,andattheendofwatchandcatch).eemakesthelongesoundasinevening.thefinale in needle is not sounded.inthewordwatch,amakesanewsound(asinwatchandwant).

• Teachthefivewordsfrompage45inthesameway.Youwillneedtoexplainthat:

the hinghostisnotsounded. the oinghostmakesthelongosound(asinoldandopen).

Student activity

• Askthestudentstoopentheirbooksatpage44.Askthemtoreadthefirstwordintheboxandpointtothecorrectillustration.Repeatthisfortheotherwordsandpicturesonthispageandonpage45.

• Returntopage44andaskthestudentstolookatthefirstpictureandfindthecorrespondingword(mug)andthenwritethewordunderneaththepicture.Givethemasetamountoftimetowritetheotherninewordsunderthepicturesinthesameway.

• Asyouchecktheirworkasaclass,askthestudentstocircleallthevowelsineachword.

Recapitulation

PlayISpy

Lesson 25 Write a or an (Student’sBookPages46–47)

Teaching objectives

• topractiseusingtheindefinitearticlesa andan

Learning outcomes


• usetheindefinitearticlesaandancorrectly.

Materials required

flashcardsofoxandbaby;Blutakorsimilaradhesivematerial;6otherflashcards(amixofwordsbeginningwithvowelsandconsonants)

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Introduction

• Beginbyusingtheflashcardstoteachthenewwordsbabyandox;fixtheflashcardsontheboardandwritethewordsbeneaththem.

• Revisethevowelsounds.• Torevisea/an,showstudentsoneoftheflashcardsandask‘’Whatisthis?’

andencouragethemtoreplywithasentence‘Itisa/an….’Whenyouhaveshownthemallthecards,askthemtoexplaintheruleforusinga or an.

• Writethequestion‘Whatisthis?’ontheboard;helpthestudentstosight-readitandexplainthatthequestionmarkisusetoshowthatweareaskingsomething.

• Teach‘Itis…’inthesameway.

Student activity

• Askthestudentstoopentheirbooksatpages46and47.Lookatthepictureofthebabyandelicitthatwesay ababy.

• Askthestudentstoreadthequestionwithyouandtoreadthereply,addingtheindefinitearticle,a.Askthemtowriteainthespaceandreadthesentenceagain.

• Givethestudentsasetamountoftimetocompletetherestoftheexercisesinthesamewayandthenchecktheiranswersasaclass.

Recapitulation

• Askthestudentstodooralworkinpairs,takingturnstoaskandanswerthequestionsonpages46and47,usinga/ancorrectly.Astheywork,walkroundandlistentochecktheiroralwork.

• Whentheyhaveaskedaboutalltheitemsshownonthetwopages,theyshouldtaketurnstoindicateobjectsontheirdeskorclosetothem(desk,table,chair,book,etc.)andaskandanswerthesamequestion.

Lesson 26 Spelling (Student’sBookPages48–49)

Teaching objectives

• tohelpstudentsbegintousephoneticstospellgivenwords• tohelpstudentswritegivenwordsbycopying

Learning outcomes


• begintousephoneticstospellgivenwords.• writegivenwordsbycopying.

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Materials required

flashcardsofthewordsaxeandowl;Blutakorsimilaradhesivematerial;pictureflashcardsof5or6wordsthatfollowregularspellingrules,e.g.cat,mug,frog,elk,lemon;setsofstudentcards

Introduction

• Usetheflashcardstoteachthewordsaxeandowlandwritethewordsontheboardbeneaththepictures.

• Pointtoeachpictureinturnandaskthestudents‘Whatisthis?’–theyshould use aninbothanswers(anowl;anaxe).

• Showthestudentsoneoftheotherflashcards,e.g.thecat.Saythewordveryclearlyandaskthemtohelpyouspelltheword,letterbyletter.

• Repeatthiswiththeotherflashcards.

Student activity

• Askthestudentstoopentheirbooksatpages48and49.Lookateachobjectinturnandaskthestudentstohelpyouwritethewordsontheboardbytellingyouwhichletterstowrite.Encouragethemtodothiswithoutlookingatthewordsintheboxes.

• Whenyouhavewrittenallthewords,givethestudentsasetamountoftimetowriteeachwordnexttothecorrectpicture;todothistheymaylookatthewordsintheboxforguidanceifnecessary.

Recapitulation

• Askthestudentstoworkinpairs.Giveeachstudentasetofstudentcardsandaskthemtoplayoneortwoofthecardgames.

Lesson 27 Simple sentences (Student’sBookPages50–51)

Teaching objectives

• torevisetheprepositions on, in, under, andbehind• tohelpstudentsreadsimplesentences

Learning outcomes


• usetheprepositions on, in, under, andbehindcorrectly.• readsimplesentences.

Materials required

prepositionswallchart;pictureflashcardsforthewordsgirl,boy,wall,bird,sofaandcar;Blutakorsimilaradhesivematerial;abox;asmalldollorsofttoy

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Introduction

• Displaythewallchartsothateachstudentcanseeitclearlyandenouragethentorefertoitthroughoutthelessontoreinforcethemeaningoftheprepositions

• Usethedoll/softtoyandboxtorevisethemeaningsoftheprepositions:placethedollontheboxandsay‘Thedollisonthebox.’Askthestudentstorepeatyoursentence.

• Dothesameforin,behindandunder.• Replacetheboxwithachairandplacethedollon,behindandunderthe

chairandaskthestudentstotellyouwherethedollisforeachnewposition.

• Askthestudentstoplacetheirhandsonthedesk,underthedesk,behindtheirhead,etc.

• Writethewordsontheboardandhelpthestudentstoreadthem.• Next,usetheflashcardstoteachthenewwords;writeeachnewwordon

theboardandaskvolunteerstofixeachflashcardunderthecorrectword.

Student activity

• Askthestudentstoopentheirbooksatpage50and51.Lookateachpictureinturnandhelpthestudentstoreadthesentences,oraskvolunteerstoreadthem.

• Askquestionsabouteachpicture,e.g.‘Isthebirdbehindthewall?’‘Isthemouseinthebed?’andencouragethestudentstoreplywithafullsentenceeachtime.

Recapitulation

• PlaySimon saysandusesomeinstructionsthatincludethetargetprepositions,e.g.Simonsaysputyourhandbehindyourback;Simonsaysputyourbagon / behind thechair;Putyourpencilin yourbag,etc.

Lesson 28 Writing practice (Student’sBookPages52–53)

Teaching objectives

• tohelpstudentswritethewordsbird, car, sofa, girl, mouse, wall, boy, bed

Learning outcomes


• writethewordsbird, car, sofa, girl, mouse, wall, boy, bed.

Materials required

flashcardsofthetargetwords;Blutakorsimilaradhesivematerial;setsofstudentcards

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Introduction

• Drawontheboard,oronalargesheetofpaper,asetoffourhorizontallineslikethoseshownonpages52and53.

• Showthestudentstheflashcardforcarandaskthemtosoundtheinitialandfinallettersoftheword.Askthestudentstohelpyouwritethewholewordbyspellingitoutand,astheydo,writeitonthelines.

• Pointouthowthelettersareplacedonthelinesandaskavolunteertocomeandwritethewordagain,nexttoyours.

• Repeatthisfortheotherwords.Itmaybenecessarytoexplainthat:the eattheendofmouseissilentandthatoutogethermakethesound‘ow’(asinnow).

the llattheendofwallmakesthesamesoundasasinglel. the iinbirdandgirlmakesadifferentsoundbecauseitisfollowedby

anr. the o inboymakesadifferentsoundbecauseitisfollowedbyay.

Student activity

• Askthestudentstoopentheirbooksatpages52and53.Askthemtotellyouwhichwordtheywillwriteineachspaceandremindthemtoplaceeachlettercorrectlyonthelines.Givethemasetamountoftimetowritethewordsandastheyworkcommentontheirpresentationandeffort.

Recapitulation

• Askthestudentstoworkinpairs.Giveeachstudentasetofstudentcardsandaskthemtoplayoneortwoofthecardgames.

Lesson 29 Fill in the blanks (Student’sBookPages54–55)

Teaching objectives

• tohelpstudentswritetheprepositionson, in, under, andbehind to completesimplesentences

Learning outcomes


• writetheprepositionson, in, under, andbehindtocompletesimplesentences.

Materials required

objectstodemonstratein,on,underandbehind;flashcardsofplate,cake,monkey,andtree;Blutakorsimilaradhesivematerial;tape/CD/DVD/YouTubeclipofsomeofthestudents’favouritesongs

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Introduction

• Usetheobjectstorevisethefourprepositions,e.g.placeapencilon/ under/behindabookandaskthestudentstotellyouwherethepencilis.

• Usetheflashcardsandwriteontheboardtoteachthewordsplate,cake,monkeyandtree.

Student activity

• Askthestudentstoopentheirbooksatpages54and55andtolookatandreadtheprepositionwordsinthebox.

• Lookateachpictureinturnandhelpthestudentstoreadthesentenceandsupplythemissingword.Explainthateachspaceisforoneletter.

• Explainthewrittentaskandgivethestudentsasetamountoftimetocompleteit.

Checktheirprogressandsupplyanyhelpastheywork.

Recapitulation

• Singoneortwoofthestudents’favouritesongs.

Lesson 30 Reading (Student’sBookPages56–57)

Teaching objectives

• tohelpstudentsreadsimplesentences• tohelpstudentsdecidewhetherastatementistrueorfalse

Learning outcomes


• readsimplesentences.• decidewhetherastatementistrueorfalse.

Materials required

flashcardsofangry,happy,sad,running,sleeping,sitting

Introduction

• Usetheflashcardstoteachthenewvocabulary.

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Student activity

• Askthestudentstoopentheirbooksatpage56.Askthemtolookatthepicturesandtalkabouttheanimals.

• Helpthemtoread,oraskvolunteerstoread,thethreesentencesnexttothefirstpictureandtodecidewhichofthemistrue;showthemhowtoplaceatickintheboxnexttothecorrectsentence.

• Askthemtocompletetheothertwotasksontheirownandthenchecktheiranswers.

• Askthemtolookatthepicturesonpage57andgivethemasetamountoftimetocompletetheworkbeforecheckingtheiranswers.Asyouchecktheiranswers,askvolunteerstoreadeachofthesentences.

Recapitulation

• Usetheflashcardstoplayagame.Explainthatyouaregoingtoholduponeoftheflashcardsandtheyshouldperformthecorrectaction,i.e.lookhappy/sad/angryorsleep,runonthespotorsitfortheothercards.Anystudentwhoperformsthewrongactionshouldsitoutforoneminutebeforerejoiningthegame.

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Section 2 : Resource Sheet Nn to ZzSection 2 : Resource Sheet Nn to Zz

N nO oP pQ qR rS sT t

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Section 2 : Resource Sheet Nn to ZzSection 2 : Resource Sheet Nn to Zz

U uV vW wX xY yZ z

146 |

Section 2 : Nn to ZzSection 2 : Nn to Zz

Section 2: Nn to Zz Join the Dots

Lesson 1 Putting words in alphabetical order (Student’sBookPages2–3)

Teaching objectives

• torevisealphabeticalorderfromn to z• tohelpstudentsarrangeaseriesofthreewordsinalphabeticalorder

Learning outcomes


• repeatthelettersn to z in the correct order.• arrangeaseriesofthreewordsinalphabeticalorder.

Materials required

asoftball;2(or3)setsof13cardseachshowingawordbeginningwiththelettersn to z,e.g.net,x-ray,zip,umbrella,mug,panda,rat,yoyo,ox,queen,sun,tap,van,wig,etc.–eachsetonadifferentcolourpaperorwrittenwithadifferentcolourmarker

Introduction

• Beginbyplayingtheballgametorevisealphabeticalordern to z.• WritethelettersNn to Zzatthetopoftheboard.Belowthemwritethree

wordslikethoseshownonpages2and3,e.g.sad,pot,andrun.Explainthatyouwanttoarrangetheminalphabeticalordersothatthewordthatbeginswiththeletterclosesttothebeginningofthealphabetshouldbewrittenfirst.

• Point to the letter Nnandelicitthatthereisnoword,thatbeginswithn. Elicitthatthefirstwordwillbepotandwritethisatthebeginningoftheline;elicitthatrunshouldbewrittennextandsadshouldbethelastword.

• Repeatthisforasecondsetofwords,usingcapitallettersatthestartofthethreewords,e.g.Win,Top,andYak.

Student activity

• Askthestudentstoopentheirbooksatpages2and3andexplainthatthetaskisthesameastheoneyouhavejustdoneontheboard.Givethestudentsasetamountoftimetocompletetheworkonbothpages,andremindthemtorefertothelettersn to zontheboardiftheyneedto.Checktheirworkasaclass.

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Recapitulation

• Usethecardsyouhavepreparedforthisactivityanddistributeenoughcardssothateachstudenthasonecardandcertainstudentshavetwoconsecutivecardstomakeupthefullset.

• Giveeachstudentacardandexplainthattheymustfirstfindalltheotherstudentswhohaveacardofthesamecolour/writteninthesamecolour.Whentheyhaveasetofthirteencards,theymustarrangethecardsonatableinalphabeticalorderandputuptheirhandssothatyoucanchecktheirwork.

• Collectthecardsattheendoftheactivityandifthereistime,redistributethemsothatthestudentscanrepeattheactivity.

Lesson 2 Identify the vowels (Student’sBookPages4–5)

Teaching objectives

• torevisethefiveshortvowelsounds• tohelpstudentsidentifyvowelsinawrittenword

Learning outcomes


• saythefiveshortvowelsounds.• identifyeachvowelsoundswithitswrittenform.• identifyvowelsinawrittenword.

Materials required

pictureflashcardsofvan,ringandtent;Blutakorsimilaradhesivematerial;tape/CD/DVD/YouTubeclipofApples and bananas(seepage75forcompletelyrics)

Introduction

• Writethelettersa,e,i,o,u,ontheboardandelicitfromthestudentsthatthesearethevowels.Askthemtosaythesoundeachletterrepresents.

• Fixoneoftheflashcardsontheboardandaskthestudentstonametheobjectitshows,e.g.van,andidentifythevowelsoundintheword.

• Askthestudentstospelltheword,andwriteitontheboardanddrawaringroundthevowel.

• Repeatthisfortheotherflashcardsandvowels.

Student activity

• Askthestudentstoopentheirbooksatpages4and5.Lookateachpictureandaskthestudentstonametheobjectshownandsoundthevowel.

• Explainthetaskandgivethestudentsasetamountoftimetocompletethetaskbeforecheckingtheirworkasaclass.

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Recapitulation

• SingApples and bananas.

Lesson 3 Spelling (Student’sBookPage6)

Teaching objectives

• tohelpstudentsmatchwordsandpictures

Learning outcomes


• matchwordsandpictures.

Materials required

twoorthreepictureflashcards;Blutakorsimilaradhesivematerial;enoughpairsofstudentpictureandwordcardsfromStudentBookN to Z Alphabet Fun(Nursery)sothateachstudenthaseitherawordorapicture

Introduction

• Writethethreewordsfortheflashcardsontheboard.Showthestudentsthefirstflashcard,identifyitsinitialandfinalsoundsandaskastudenttofixtheflashcardabovethecorrectword.

• Repeatthiswiththeotherflashcardsandwords.

Student activity

• Askthestudentstoopentheirbooksatpage6,explainthetask,andgivethemasetamountoftimetocompleteitbeforecheckingtheirworkasaclass.

Recapitulation

• Giveeachstudentonecard—eitherawordorapicture.Explainthatwhenyousay,theymustfindthestudentwhohasthewordorpicturecardthatmatchestheirown.Assoonastheyhavedoneso,theyshouldsitdown.

• Collectthecardsandredistributethemsothatthestudentscanmakenewpairs.

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Lesson 4 Missing articles (Student’sBookPage7)

Teaching objectives

• torevisetheuseofa / an

Learning outcomes


• use a or ancorrectly.

Materials required

avarietyofobjectsbeginningwithvowelsandconsonants,e.g.umbrella,eggcup,shoe,pen,atlas,book,etc.

Introduction

• Holduponeoftheobjectsandaskthestudents,‘Whatisthis?’Encouragethemtoreplyusingthewords‘Itisa/an…...’

• Repeatthisfortheotheritemsandattheendrevisetheruleforusingan beforeawordthatbeginswithavowel.

Student activity

• Askthestudentstoopentheirbooksatpage7andworkthroughtheexercisesasaclass.Askvolunteerstoaskandanswerthequestions.

Recapitulation

• Askthestudentstoworkinpairstopracticeaskingandansweringthequestion‘Whatisthis?’‘Itisa/an…...‘usingclassroomitems,e.g.

Student1:Whatisthis?

Students2:Itisapencilcase.Whatisthis?

Student1:Itisawaterbottle.Whatisthis?

Lesson 5 Choose the right description (Student’sBookPage8)

Teaching objectives

• tohelpstudentsreadsimplesentences• tohelpstudentsdecidewhetherastatementistrueorfalse

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Learning outcomes


• readsimplesentences.• decidewhetherastatementistrueorfalse.

Materials required

flashcardsforflying,hiding,sitting,andbear;tape/CD/DVD/YouTubeclipofThe Bear went over the mountain (seepages75and76forcompletelyrics)

Introduction

• Usetheflashcardstoteachthewords:flying,hiding,sitting,andbear.Thenwritethewordsontheboard.

Student activity

• Askthestudentstoopentheirbooksatpage8.Askthemtolookatthepicturesandtalkaboutthem.

• Helpthemtoread,oraskvolunteerstoread,thethreesentencesnexttothefirstpictureandtodecidewhichofthemistrue;showthemhowtoplaceatickintheboxnexttothecorrectsentence.Askthemtocompletetheothertwotasksontheirownandthenchecktheiranswers.

Recapitulation

• TeachthesongThe bear went over the mountain

Lesson 6 Fill in the blanks (Student’sBookPage9)

Teaching objectives

• torevisetheprepositionsin, on, andbehind

Learning outcomes


• usetheprepositionsin, on, andbehind.• writetheprepositions in, on, andbehind.

Materials required

atoycar;abox;pictureflashcardsforthewords:ghost,bee,stool,andjeep;Blutakorsimilaradhesivematerial

1 51|


Introduction

• Usethetoycarandboxtorevisethemeaningsoftheprepositions:placethecarintheboxandaskthestudentstotellyouwhereitis.Repeatthistoreviseonandbehind.

• Askthestudentstoplacetheirbookonthedesk,intheirhand,behindtheirchair,etc.Writethewordsontheboardandhelpthestudentstoreadthem.

• Next,usetheflashcardstoteachthenewwords;writeeachnewwordontheboardandaskvolunteerstofixtheflashcardsunderthecorrectwords.

Student activity

• Askthestudentstoopentheirbooksatpage9.Lookateachpictureinturnandhelpthestudentstoreadthesentences,oraskvolunteerstoreadthem.

• Askquestionsabouteachpicture,andencouragethestudentstoreplywithfullsentenceseachtime.

Recapitulation

• PlaySimon saysandusesomeinstructionsthatincludethetargetprepositions,e.g.Simonsays,‘Putyourbookonyourhead.’Simonsays,‘Putyourbagbehindyourpartner.’‘Putyourpencilinyourhand.’etc.

Lesson 7–19 Join the dots with the letters N to Z Pages 10–35

Lesson 7 Nn (Student’sBookPages10–11)

Teaching objectives

• topractisewritingtheletterNn• torevisealphabeticalorderfromn to z• topractisewritingthewordsNut,Net,andnail

Learning outcomes


• writetheletterNn.• followthesequenceoflettersfromn to zcorrectly.• writethewordsNut,Net,andnailcorrectly.

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Materials required

aselectionofnuts;tape/CD/DVD/YouTubeclipofI had a little nut tree (seepage76forcompletelyrics)

Note:somepeopleareallergictonutsandtheconsequencesofeventouchinganutcanbeveryserious,sodonotletstudentshandlethenuts.

Introduction

• Torevisethealphabeticalorder,beginbysingingtheAlphabet song or sayingthealphabetroundtheclass.

• WriteNandnontheboard.Askthestudentstonametheletter,sayitssoundandexplainwhyitiswrittenintwodifferentways(capitalletterandsmallletter).Revisethefactthatmostlysmalllettersareusedwhenwriting,butcapitallettersareusedatthebeginningofasentenceandfornamesofpeopleandplaces.

• Askthestudentstotraceyourlettersintheairusingwhole-armmovements.

Student activity

• Askthestudentstoopentheirbooksatpages10and11.Lookattheoutlinepictureandaskthestudentstoguesswhatitis.Talkaboutnutsandexplainthattheyareaveryhealthyfood.

• Askthestudentstosaythenamesofthelettersinthepictureastheytracetheminalphabeticalorderwithafinger.

• Askthestudentstolookatpage11andexplainthetask,teachingthewordsnut,net,andnailandtheirmeaningsasnecessary.Givethestudentsasetamountoftimetocompleteallthework,remindingthemtositcorrectly,usethecorrectpencilgripandworkslowlyandcarefullytoproduceneatwork.

Recapitulation

• SingI had a little nut tree.

Follow the structure of lesson 7 for lessons 8–19, referring to any additional notes below.

Lesson 8 Oo (Student’sBookPages12–13)

Teaching objectives

• topractisewritingtheletterOo• torevisealphabeticalorderfromn to z• topractisewritingthewordsOstrich,Onion,andorange

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Learning outcomes


• writetheletterOo.• followthesequenceoflettersfromn to zcorrectly.• writethewordsOstrich,Onion,andorangecorrectly.

Materials required

pictureofanostrich;tape/CD/DVD/YouTubeclipofOranges and lemons(seepage74forcompletelyrics)

Introduction

• Showthestudentsthepictureoftheostrichandaskthemtotellyouwhattheyknowaboutostriches.

Recapitulation

• TeachthesongOranges and lemons.

Lesson 9 Pp (Student’sBookPages14–15)

Teaching objectives

• topractisewritingtheletterPp• torevisealphabeticalorderfromn to z• topractisewritingthewordsPea,Pot,andpear

Learning outcomes


• writetheletterPp.• followthesequenceoflettersfromn to zcorrectly.• writethewordsPea,Pot,andpearcorrectly.

Materials required

avarietyofvegetables,includingfreshpeasiftheyareavailable,oratinofpeas;plasticspoons;paperandcolouredpencilsorcrayons,orpaints

Introduction

• Showthestudentstheassortmentofvegetablesandtalkaboutthem.Whichvegetablesdothestudentslikebest?Explainthatitisveryhealthytoeatlotsofvegetablesinordertogrowbigandstrong.Iffreshortinnedpeasareavailable,letthestudentstastethem.

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Recapitulation

• Makeanattractivearrangementofthevegetablesinabasketorbox.Givethestudentspaperandpaintsorcolouredpencilsandaskthemtopaintordrawapictureofthevegetables.Thepictureswillmakeacolourfulclassroomdisplay.

Lesson 10 Qq (Student’sBookPages16–17)

Teaching objectives

• topractisewritingtheletterQq• torevisealphabeticalorderfromn to z• topractisewritingthewordsQuail,Quill,andqueen

Learning outcomes


• writetheletterQq.• followthesequenceoflettersfromn to zcorrectly.• writethewordsQuail,Quill,andqueencorrectly.

Materials required

picturesofdifferentbirds,includingaquail;tape/CD/DVD/YouTubeclipof Lavender’s blue, dilly, dilly (seepages76and77forcompletelyrics)

Introduction

• Showthestudentsthepicturesofthebirds,tellthemthenamesofthebirdsandtalkaboutthedifferentbirdstheyseeintheirgardens,etc.

Recapitulation

• SingLavender’s blue, dilly, dilly.

Lesson 11 Rr (Student’sBookPages18–19)

Teaching objectives

• topractisewritingtheletterRr• torevisealphabeticalorderfromn to z• topractisewritingthewordsRocket,Radio,androbot

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Learning outcomes


• writetheletterRr.• followthesequenceoflettersfromn to zcorrectly.• writethewordsRocket,Radio,androbotcorrectly.

Materials required

apictureofaspacerocket;sugarpaperandchalksorpaperandcrayonsorcolouredpencils

Introduction

• Showthestudentsthepictureofthespacerocketandtalkalittleaboutspaceexploration.

Recapitulation

• Givethestudentsdrawingmaterialsandaskthemtodrawapictureofarocket.

Lesson 12 Ss (Student’sBookPages20–21)

Teaching objectives

• topractisewritingtheletterSs• torevisealphabeticalorderfromn to z• topractisewritingthewordsSun,Straw,andstar

Learning outcomes


• writetheletterSs.• followthesequenceoflettersfromn to zcorrectly.• writethewordsSun,Straw,andstarcorrectly.

Materials required

picturesordiagramsofoneortwoconstellations;tape/CD/DVD/YouTubeclipofTwinkle, twinkle, little star(seepage77forcompletelyrics)

Introduction

• TalkabouttheSunandexplainhowimportantitistolifeonEarth;withouttheheatandlightfromtheSunnothingwouldgrowandwewouldfreezetodeath.

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• Showthestudentsthepicturesofthestarsandexplainthatthestarscanbeseenincertainpositionsinthenightsky,andsomestarsformpatternsthatwecanrecognisecalledconstellations.Showthemthediagramsorpicturesandaskthemtotrytolookforthemonaclearnight.

Recapitulation

• SingTwinkle, twinkle, little star.

Lesson 13 Tt (Student’sBookPages22–23)

Teaching objectives

• topractisewritingtheletterTt• torevisealphabeticalorderfromn to z• topractisewritingthewordsTurtle,Tent,andtree

Learning outcomes


• writetheletterTt.• followthesequenceoflettersfromn to zcorrectly.• writethewordsTurtle,Tent,andtreecorrectly.

Materials required

pictureofaturtleandatortoise;acopyofthestoryofThe Hare and the Tortoise (seebelow)

Introduction

• ShowthestudentthepictureoftheturtleandtellthemalittleaboutthegiantseaturtlesthatliveintheseabutcomeoutontothebeachesofPakistanatnighttolaytheireggs.Theturtlescanswimveryquicklyinwater,butonland,theymoveslowlybecausetheyareveryheavyandhaveflippersinsteadoflegs.Explainthatbabyturtlesareverysmallanddonothaveahardshelltoprotectthemso,tohelpthemsurvive,theeggsarecollectedandkeptsafeuntiltheyhatchandthenthebabyturtlesarereturnedtothesea.

• Showthemapictureofatortoiseandpointoutthattheanimalsareverysimilarbutthetortoiseisalandanimalandcannotswim;ithaslegsinsteadofflippersbutmovesveryslowlybecauseitisheavy.

Recapitulation

• TellthestudentsthestoryofThe Hare and the Tortoise. Askthemtoexplainthelessonthatthestoryteachesus.

1 57|


The Hare and the Tortoise The hare was once boasting of his speed before the other animals. “I have never yet been beaten,” he said. “I challenge any one here to race with me.” The tortoise said quietly, “I accept your challenge.” “That is a good joke,” said the hare; “I could dance round you all the way.” “Keep your boasting till you’ve beaten me,” answered the tortoise. “Shall we race?” So a course was fixed and the race began. The hare darted almost out of sight at once, but soon stopped and, because he knew he would beat the tortoise, he lay down to have a nap. The tortoise plodded on and plodded on, and when the hare awoke from his nap, he saw the tortoise just near the winning-post and could not run in time to win the race.Then the tortoise said: “Slow and steady wins the race.”

Lesson 14 Uu (Student’sBookPages24–25)

Teaching objectives

• topractisewritingtheletterUu• torevisealphabeticalorderfromn to z• topractisewritingthewordsUrn,Under,andup

Learning outcomes


• writetheletterUu.• followthesequenceoflettersfromn to zcorrectly.• writethewordsUrn,Under,andupcorrectly.

Materials required

picturesofGreekurnsifavailable;anurnshapecutfromthincardorpaperforeachstudent;colouredpencilsorcrayons

Introduction

• Showthestudentsthepicturesoftheurns,oraskthemtolookatthepictureonpage24.ExplainthatmanyhundredsofyearsagothepeopleinGreecemademanyurnstostoretheirfoodandoil,anddecoratedthemwithpicturesofdailylifesuchasshopping,wrestling,fighting,etc.

Recapitulation

• Giveeachstudentacut-outurnandaskthemtodrawonitascenefromtheirdailylife,andthencolourit.Theurnscanbedisplayedintheclassroom.

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Lesson 15 Vv (Student’sBookPages26–27)

Teaching objectives

• topractisewritingtheletterVv• torevisealphabeticalorderfromn to z• topractisewritingthewordsVolcano,Vase,andvan

Learning outcomes


• writetheletterVv.• followthesequenceoflettersfromn to zcorrectly.• writethewordsVolcano,Vase,andvancorrectly.

Materials required

DVD/YouTubeclipofavolcaniceruption;materialstomakeademonstrationvolcano(seebelow);

Makingademonstrationvolcano

1. Takeanemptyplasticbottleandfixaconeofpaperorcardroundittomakeitlooklikeavolcano.

2. Almostfillthebottlewithwarmwaterandafewdropsofredfoodcolouring.

3. Add6dropsofwashing-upliquidtothebottle;thishelpstrapthebubblesproducedbythereactionsoyougetbetterlava.

4. Add2tablespoonsofbakingsodatotheliquid.5. Slowlypourvinegarintothebottle.Watchout—eruptiontime!

Notes:

Thecoolredlavaistheresultofachemicalreactionbetweenthebakingsodaandvinegar.Inthisreaction,carbondioxidegasisproduced,whichisalsopresentinrealvolcanoes.Asthecarbondioxidegasisproduced,pressurebuildsupinsidetheplasticbottle,untilthegasbubbles(thankstothedetergent)outofthe‘volcano’.Addingalittlefoodcolouringwillresultinred-orangelava.Orangeseemstoworkthebest.Addsomered,yellow,andevenpurpleforabrightdisplay.

Introduction

• Beginbyaskingthestudentstopronouncethelettervandmakesurethattheydosocorrectlybyplacingtheirupperteethoverthelowerlip.

• Ifpossible,showthemsomefilmofavolcaniceruption.ExplainthatvolcanoesoccurwhenveryhotmeltedrockescapesfromdeepundergroundthroughaholeinthesurfaceoftheEarth.Theyareverydangerousbecausewhentheyerupt,largerocks,dust,andasharethrownupintotheair,whilehotliquidrockrunsdownthesidesofthevolcano.

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Recapitulation

Showthestudentsthedemonstrationofthevolcano.

Lesson 16 Ww (Student’sBookPages28–29)

Teaching objectives

• topractisewritingtheletterWw• torevisealphabeticalorderfromn to z• topractisewritingthewordsWatch,Water,andwall

Learning outcomes


• writetheletterWw.• followthesequenceoflettersfromn to zcorrectly.• writethewordsWatch,Water,andwallcorrectly.

Materials required

avarietyofwatches(itdoesnotmatteriftheyarebroken)

Introduction

• Beginbyaskingthestudentstopronouncetheletterwandmakesurethattheydosocorrectlybypushingbothlipsforwardasiftoblowoutacandle.

• Showthestudentsthewatchesandtalkabouthowwatchesareusedtotellthetime.Revisethetermsforthefaceandhandsofthewatchandthefactthattheminutehandislongerthanthehourhand,andthatitmovesmorequickly.

• Setoneofthewatchesatdifferento’clocktimesandaskthestudentstotellyouthetime.

Recapitulation

• Playthegame:What’sthetimeMr.Wolf? OneplayerischosentobeMr.Wolfandstandsattheoppositeendoftheplaygroundfromtheotherplayers,facingawayfromthem.Acall-and-responsethentakesplace:allplayersexceptMr.Wolfchantinunison,“What’sthetime,MrWolf?”,andMrWolfwillthenanswerinoneoftwoways:

IfMr.Wolfcallsatimeendingino’clock,e.g.3o’clock,theotherplayerswillthentakethatmanystepstowardsMrWolf,countingthestepsoutloudastheygo.Theythenaskthequestionagain.

IfMr.Wolfcalls‘Dinnertime!’s/hecanturnandchasetheotherplayersbacktotheirstartingpoint.IfMr.Wolftouchesaplayer,thatplayerbecomesthenewMr.Wolfforthenextround.

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Lesson 17 Xx (Student’sBookPages30–31)

Teaching objectives

• topractisewritingtheletterXx• torevisealphabeticalorderfromn to z• topractisewritingthewordsXiasaurus,X-ray,andtaxi

Learning outcomes


• writetheletterXx.• followthesequenceoflettersfromn to zcorrectly.• writethewordsXiasaurus,X-ray,andtaxicorrectly.

Materials required

picturesormodelsofdinosaurs;setsofstudentcards

Introduction

• Showthestudentsthemodelsorpicturesofdinosaursandtalkaboutsomeofthem.Explainthatdinosaursarenowextinctandweonlyknowaboutthembecausetheirboneshavebeenfoundburiedintheearthandfossilisedinrocks.

Recapitulation

• Givethestudentssetsofcardsandaskthemtoworkinpairstoplayoneortwoofthecardgames.

Lesson 18 Yy (Student’sBookPages32–33)

Teaching objectives

• topractisewritingtheletterYy• torevisealphabeticalorderfromn to z• topractisewritingthewordsYolk,Yoyo,andyak

Learning outcomes


• writetheletterYy.• followthesequenceoflettersfromn to zcorrectly.• writethewordsYolk,Yoyo,andyakcorrectly.

Materials required

afreshegg;aplasticbowlorbasin;setsofstudentcards

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Introduction

• Askthestudentstostandroundatableandbreaktheeggintothebowl.Pointouttheyellowpartoftheeggthatiscalledtheyolk,andtheclearpartthatiscalledthewhitebecauseitbecomeswhitewhenitiscooked.

• Askthestudentsiftheyprefertoboiled,fried,poachedeggsoromelettes.Explainthateggsareusedtomakeotherfoodsincludingcakes,andthateggsareaveryhealthyfood.

Recapitulation

• Givethestudentssetsofcardsandaskthemtoworkinpairstoplayoneortwoofthecardgames.

Lesson 19 Zz (Student’sBookPages34–35)

Teaching objectives

• topractisewritingtheletterZz• torevisealphabeticalorderfromn to z• topractisewritingthewordsZebra,Zoo,andzip

Learning outcomes


• writetheletterZz.• followthesequenceoflettersfromn to zcorrectly.• writethewordsZebra,Zoo,andzipcorrectly.

Materials required

picturesofzooanimals,includingazebra;tape/CD/DVD/YouTubeclipofDaddy’s taking us to the zoo tomorrow or The animals went in two by two(seepages77,78,and79forcompletelyrics)

Introduction

• Showthestudentsthepicturesofanimalsandtalkabouttheanimals.Askifanystudenthasbeentothezooandtalkalittleabouttheneedtobekindtotheanimalsinthezooandmakesuretheyhaveenoughspaceandthecorrecttypeoffoodsothattheywillremainhealthy.

Recapitulation

• TeachthestudentsthesongDaddy’s taking us to the zoo tomorrow, orsingThe animals went in two by two.

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Lesson 20 Trace the letters and words (Student’sBookPages36–37)

Teaching objectives

• topractisewritingasetofwordsbeginningwiththelettersN to Zbytracing

Learning outcomes


• writeasetofwordsbeginningwiththelettersN to Zbytracing.

Materials required

pictureflashcardsforthewordsbeginningwithN to Z;colouredpencilsorcrayons

Introduction

• Showthestudentsthepictureflashcards,inanyorderandaskthemtotellyouthenameoftheobjectshownandthefirstletteroftheword.

• Askthemtowriteintheairthefirstletterofthetargetword.

Student activity

• Askthestudentstoopentheirbooksatpages36and37andexplainthattheyshouldwritethelettersandwordsbytracingoverthem.

• Givethemasetamountoftimetocompletetheworkasneatlyandaccuratelyastheycan.Astheywork,monitortheirprogressandpraiseallcarefulworkandgoodeffort.

Recapitulation

• Askthestudentstodrawasmallpictureoftheobjectnexttoeachofthewordstheyhavewritten.

Lesson 21 This is (Student’sBookPages38–39)

Teaching objectives

• topractiseusingandreadingtheexpressionThis is a/an ….• topractiseaskingthequestionWhat is this?• topractisetheresponse ‘It is a /an ….

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Learning outcomes


• usetheexpressionThis is a / an … .• usethequestionWhat is this?• usetheresponseIt is a / an … .

Materials required

aselectionofsmallitems

Introduction

• ToteachThis is a / an … showthestudentsvariousitemsandforeachofthemsay,e.g.Thisisapencil.Thisisaruler.Thisisaplant.etc.Askthestudentstocopyyou,e.g.theyeachtouchanobjectandsay,‘Thisisapencil/ruler/desk,etc.

• Explaintothestudentsthatwesaythiswhenwearetalkingaboutitemsthatwecantouchorareclosetous.

• ToteachWhat is this?pickupclassroomitems,askthequestion,andteachtheresponseIt is a/ an …... .

• WritethequestionWhat is this?andthephraseIt isontheboardandhelpthestudentstoreadthem.

Student activity

• Askthestudentstoopentheirbooksatpages38and39andhelpthemtoreadthequestionsandanswers.

Recapitulation

• Askthestudentstoworkinpairstousethetargetlanguagetoaskandanswerquestionsaboutdifferentclassroomobjects.Astheypractise,movearound,listen,andgiveanyhelprequired.

Lesson 22 That is (Student’sBookPages40–41)

Teaching objectives

• topractiseusingandreadingtheexpression‘That is a /an …..’

Learning outcomes


• useandreadtheexpressionThat is a/an …. .

Materials required

none

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Introduction

• Pointtothelight,andask,‘Whatisthat?’andencouragethestudentstoreply,‘Itisalight.’Pointtothedoorandotherobjectsthataresomedistanceawayfromyouandrepeatthequestionandanswerexchange.

• Explainthatweusethattoaskortalkaboutobjectsthataretoofarawayforustotouch.

• Askthemtopointto,e.g.theceiling,andaskthequestion.• Writethequestion:What is that?andthephrase:That isontheboardand

helpthestudentstoreadthem.

Student activity

• Askthestudentstoopentheirbooksatpages40and41.Lookatthepicturesandelicitthatalloftheobjectsshownaretoofarawaytotouch,sowesaythat.

• Readthroughthequestionsandanswerswiththestudents.

Recapitulation

• Askthestudentstoworkinpairstousethetargetlanguagetoaskandanswerquestionsaboutobjectstheycanseebutnottouch.Astheypractise,movearound,listenandgiveanyhelprequired.

Lesson 23 What is this?/that? (Student’sBookPages42–43)

Teaching objectives

• tohelpstudentswriteanswerstothequestionsWhat is this?andWhat is that?

• topractiseusingthisandthat correctlytoanswerquestions

Learning outcomes


• writeanswerstothequestionsWhat is this?andWhat is that?• use this andthat correctlytoanswerquestions.

Materials required

10–12smallobjectsonatray;aclothtocoverthetray

Introduction

• PractisetheuseofWhat is this/that?and It is a/That is a,byaskingquestionsaboutdifferentobjectsintheclassroomasyoutouchsomeandpointtoothers.

• Askthestudentstoexplainwhentheyshouldusethisandwhentheyshould use that.

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• WritethephrasesIt is a... andThat is a....ontheboardandhelpthestudentstoreadthem.

Student activity

• Askthestudentstoopentheirbooksatpages42and43.Lookateachpictureinturnandaskthestudentstoanswerthequestionsorally.

• Explainthewritingtasksandgivethemasetamountoftimetocompletethem.Checktheirprogressastheyworkandpraisegoodeffortandneatwork.

Recapitulation

• Placethetrayofobjectsonatableandaskthestudentstostandroundthetablesothattheycanseethem.Pickupeachiteminturnandask,‘What’sthis?’andencouragethestudentstosay,e.g.‘Itisamug/pencil/pairofscissors,etc.

• Returnalltheitemstothetray;standalittlefurtherbackandpointtoeachofthem,askingthequestion,‘Whatisthat?’,Encouragethestudentstoreply‘Thatisamarker/spoon,etc.Explainthatyouaregoingtogivethestudentstwominutestolookattheitemsandtrytorememberthemall.Aftertwominutes,coverthetraywiththeclothandaskthestudentstotellyouwhatwasonthetray.Thiscanbedoneasawholeclassactivityorthestudentscanworkinsmallgroupstocompileanorallist.

Lesson 24 I am / You are (Student’sBookPages44–47)

Teaching objectives

• topractiseusingI amtotalkaboutoneself• topractiseusingYou are torefertoasecondperson• topractisewriting I amandYou are• toexplaintheuseofmy and your

Learning outcomes


• use I amtotalkabouthim/herself.• use You are torefertoasecondperson.• write I amandYou are correctly.• use my and your correctly.

Materials required

none

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Introduction

• Pointtoyourselfandsay,‘Iam(yourname).’Askastudenttocopyyourwordsbutsubstitutetheirownnameforyours,e.g.‘IamSameena.’Askeachstudentinturntorepeatthephrasewithhis/herownname.

• Pointtoyourselfandthenastudentasyousay,‘Iam(yourname).YouareSameena.’

• AskSameenatocopyyoubutpointtoherselfandthenasecondstudent,e.g.‘IamSameena.YouareIbrahim.’Continuetodrillthephrasesroundtheclassuntilthelaststudentpointstohim/herselfandthenyouandsays,‘Iam(name).Youare(teacher’sname).’

• Nowrepeatthedrillusingthewords‘Iamateacher.Youareagirl/boy’.• WritethephrasesI am andYou are ontheboardandteachthestudentsto

readthem.• Toteachmyandyour,pickupabook,holditclosetoyou,andsay,‘Thisis

mybook.’Touchastudent’sbookandsay‘Thatisyourbook.’Repeatthephrasesmy book and your bookasyoutoucheachofthebooks.Drillmy bookandyour bookroundtheclassasstudentstouchtheirownbookandthenthebookofthepersonsittingnexttoorbehindthem.

Student activity

• Askthestudentstoopentheirbooksatpage44andhelpthemtoreadthesentences.AskthestudentstotellyouwhatUmerissayingtoHina,andhelpthemtowritethemissingwords.

• Askthestudentstolookatpage45andreadtheteacher’swords.Lookatthelowerpartofthepageandaskthestudentstotellyouwhattheboyissayingtohisteacher.Helpthemtowritethewords.

• AskthestudentstolookatthepictureoftheHaqfamilyonpage46andreadthenamesofthefamilymembers.ExplainthatMr.isthewaytowriteMisterandisthetermusedforaman;explainthatMrs.isthewaytowritemissusandisusedforamarriedwoman.Workthroughtheexercisestogether.Identifythespeakereachtimeandhelpthestudentstocompletethetasks.

Recapitulation

• PlayagametopractiseIamandYouare:Askthestudentstostandinacircleandexplainthateachstudentmustmakethreestatements:firsttheymustturntothepersonontheirrightandsay,e.g.YouareAli.Youareaboy.’thentheymustpointtothemselvesandsay,e.g.‘IamFaisal.Iamaboy.’finallytheymustturntothepersonontheirleftandsay,e.g.‘YouareFarida.Youareagirl.’

Faridathentakesaturn,beginningbyturningtoAli,whowillbeonherright,etc.

Allstudentsinthecircleshouldtakeaturntosaythethreepairsofsentences.

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Lesson 25 He / She (Student’sBookPages48–49)

Teaching objectives

• toexplaintheuseofhe andshe• topractiseusing he andshe• topractisewritinghe andshe

Learning outcomes


• use he andshecorrectly.• writehe andshe correctly.

Materials required

asetofpicturesofmenandwomen,boysandgirlstakenfrommagazines,newspapers,internet,etc.;mini-whiteboards,markersanderasers

Introduction

• Askaboystudenttostandup,pointtohimandsay‘Heis(name).Heisaboy.Heisastudent.Heisagoodboy.’Asyousaythesentencesasecondtime,askthestudentstorepeatthemoneatatime.

• Askthestudentstositdownandaskagirltostandup.Pointtoherandsay‘Sheis(name).Sheisagirl.Sheisastudent.Sheisagoodgirl.’Askthestudentstorepeatthesentencesasyousaythemasecondtime.

• Walkaroundtheclassroomandtouchorpointtoeachstudent;asyoudo,askallthestudentstosayeither,e.g.‘Ali;boy;he...’or,e.g.‘Farida;girl;she...’dependingonthegenderofthestudent.

• DrawontheboardasimpleboyandgirlandwritebelowthemthewordsHe/heandShe/she;explainthatifthewordiswrittenatthestartofthesentenceitmustbewrittenwithacapitalletter.

Student activity

• AskthestudentstolookatthepictureoftheHaqfamilyonpage46andsayeitherheorsheastheypointtoeachmemberofthefamily.

• Askthemtoturntopage48.Lookateachpictureinturnandelicitwhetherthepersonismaleorfemale.Readthesentencesandaskthestudentstosupplythemissingpronounorally,andtheninwriting.

Recapitulation

• Giveeachstudentawhiteboard,marker,anderaser.Usethepicturesyouhavecollected,andexplainthatyouaregoingtoshowthemapictureofaperson.Theymustdecidewhetherthepersonisheorshe,writethecorrectwordontheirwhiteboardandholditupforyoutosee.

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Lesson 26 Reading (Student’sBookPages50–51)

Teaching objectives

• tohelpstudentsreadtwonurseryrhymes

Learning outcomes


• readtwonurseryrhymes.

Materials required

tape/CD/DVD/YouTubeclipofIncey wincey spiderandLittle Miss Muffet

Introduction

• WriteontheboardIncey wincey spiderandexplainthatitisthetitleofasongandthatiswhythewordsallbeginwithcapitalletters.Pointoutthewordspiderandhelpthestudentstosightreadit.

Student activity

• Askthestudentstoopentheirbooksatpage50andfollowthewordsasyoureadtherhymetothem.

• Askthemiftheycanseeanywordstheyrecognize(the,up,and.sun,spider,etc.).

• Teachthemtosightreadtherhyme,onelineatatime.• TeachLittleMissMuffetinthesameway.

Recapitulation

Singthetwosongs.

Lesson 27 Match the words to the boxes (Student’sBookPages52–53)

Teaching objectives

• tohelpstudentsidentifywordsbyshapes• tohelpstudentsmatchwordstogivenshapes

Learning outcomes


• identifywordsbyshapes.• tohelpstudentsmatchwordstogivenshapes.

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Materials required

tape/CD/DVD/YouTubeclipofIncey wincey spider andLittle Miss Muffet

Introduction

• Writeontheboardawordsuchascarandaskthestudentstoreadit.Drawaboxarounditanderasetheword,leavingonlytheoutlineofthebox.Dothesameforthewordscatandcap.

• Writethethreewordsatthetopoftheboardandaskthestudentstolookatthethreeboxesandtellyouwhichwordfitsinsidewhichbox.Encouragethestudentstorefertotheshapesofthefinalletterswhentheyexplaintheir choices.

• Repeatthisactivitywiththreedifferentwordssuchasfan,man,andpan.

Student activity

• Askthestudentstoopentheirbooksatpage52.Askthemtolookatthewordsintheboxandhelpthemtoreadthem.

• Askthemtolookatthefirstcompletedshapeandelicitthatitisasetoffiveboxesandthefinaloneisforaletterthatiswrittenwithastrokebelowtheline;inceyistheonlygivenwordthatwillfitthatspace.

• ExaminethesecondexampleinthesamewayandputlinesthroughthewordsinceyandDowninthewordboxatthetopofthepage.

• Lookatthenextshapeandelicitthatitisforafour-letterwordandnoneofthelettershasstrokesaboveorbelowtheline.Askthemtofindasuitablewordfromthewordbox(rain or came)andwriteitinthebox.

• Iftheyappearconfident,givethemasetamountoftimetocompletetheworkonthepagebeforecheckingtheirworkasaclass.Provideanyassistancenecessaryonanindividualbasis.

• Askthestudentstolookatpage53andcompletetheworkinthesameway.

Recapitulation

Singthesongsagain.

Lesson 28 Words that rhyme (Student’sBookPages54–55)

Teaching objectives

• tointroducetheconceptofrhymingwords• tohelpthestudentsidentifyaurallywordsthatrhyme

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Learning outcomes


• sayawordthatrhymeswithagivenword.• identifyrhymingwordsaurally.

Materials required

colouredpencilsorcrayons;5or6largesheetsofpaperandmarkers

Introduction

• Askthestudentstolistencarefullyasyousaytwowordsthatrhyme,e.g.manandpan.

• Repeatthewordsveryclearlytwoorthreetimesandelicitthatthetwowordssoundalike.Explainthatwhentwowordssoundalike,wesaytheyrhyme.

• Writethetwowordsontheboardandaskthestudentstosuggestanyotherwordsthatrhymewithmanandpan(ran,can,tan,fan,ban,Dan,nan,van).Writealltheircorrectsuggestionsbeneaththefirsttwowordsandexplainthatallthosewordsrhymewitheachother.

• Repeatthiswithtwootherstarterwords,e.g.henandpen.

Student activity

• Askthestudentstoopentheirbooksatpages54and55andworkthroughthefirsttwoexercisestogether.

• Explainthetaskandgivethemasetamountoftimetocompletetheworkbeforecheckingtheiranswersasaclass.

Recapitulation

• Askthestudentstoworkinsmallgroupsandgiveeachgroupalargesheetofpaperandamarkerpen.Explainthatyouaregoingtosayawordandtheyshouldwritedownasmanywordsthatrhymewithitastheycanthinkof.Givethemasetamountoftimebeforecheckingtheirworktoseewhichteamhasthemostwords.(Atthisstageacceptnonsensewordsaslongastheyrhyme.)

• Repeatthiswithotherstarterwords.

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Lesson 29 Rhyming noughts and crosses (Student’sBookPages56–57)

Teaching objectives

• tohelpstudentsidentifyasetofthreerhymingwords

Learning outcomes


• identifyasetofthreerhymingwords.

Materials required

agridofwordslikethoseshownonpages56and57drawnonalargesheetofpaper;Blutakorsimilaradhesivematerial;asoftball

Introduction

• Reviserhymingwordsbysayingaword,e.g.bat,andaskingstudentstotellyouwordsthatrhymewithit(cat,fat,hat,mat,pat,rat,sat,vat).

• Fixthegridyouhavepreparedontheboardand,leavingtherhymingrowuntillast,showthestudentstolookatthehorizontal,verticalanddiagonalrowsofwordsinordertofindoneinwhichallthewordsrhyme,andthendrawalinethroughthewords.

Student activity

• Askthestudentstoopentheirbooksatpages56and57.Explainthetaskandaskthestudentstoworkinpairstocompletethetask.Givethemasetamountoftimeandchecktheirprogressastheyworkbeforecheckingtheiranswersasaclass.

Recapitulation

• Playtheballgametopractiserhymingwords;startwiththeballandsayaword.Throwtheballtoastudentwhomustcatchtheballandsayawordthatrhymeswithyourstarterwordandthenthrowtheballtoanotherstudentwhomustcatchtheballandsayanotherword.Ifanystudentdropstheball,orrepeatsawordthathasalreadybeensaid,theyshouldsitdownforoneminutebeforerejoiningthegame.Letthestudentssayfourorfiverhymingwordsbeforechangingthestarterword.

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Songs Aa to MmSongs Aa to Mm

Songs Section 1: Aa to Mm Join the Dots

1. Pussy cat, pussy cat, where have you been?

“Pussycatpussycat,wherehaveyoubeen?”“I’vebeenuptoLondontovisittheQueen.”“Pussycatpussycat,whatdidyoudare?”“Ifrightenedalittlemouseunderherchair”“MEOWW!”

2. Three little kittens had lost their mittens

Threelittlekittenshadlosttheirmittens,andtheybegantocry,“Ohmotherdear,wesadlyfearthatwehavelostourmittens.”“What!Lostyourmittens,younaughtykittens!Thenyoushallhavenopie.”“Meeow,meeow,meeow,nowweshallhavenopie.”

Thethreelittlekittenstheyfoundtheirmittens,Andtheybegantocry,“Ohmotherdear,seehere,seehereForwehavefoundourmittens.”“Putonyourmittens,yousillykittensAndyoushallhavesomepie”“Meeow,meeow,meeow,Nowletushavesomepie.”

3. Miss Polly had a dolly

MissPollyhadadollyWhowassick,sick,sick,SoshecalledforthedoctorTobequick,quick,quick;ThedoctorcameWithhisbagandhishat,AndheknockedatthedoorWitharat-a-tat-tat.

HelookedatthedollyAndheshookhishead,Andhesaid“MissPolly,Putherstraighttobed.”HewroteoutapaperForapill,pill,pill,“That’llmakeherbetter,Yesitwill,will,will!”

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4. Five little speckled frogs

FivelittlespeckledfrogsSatonaspeckledlogEatingsomemostdeliciousgrubs-yum,yumOnejumpedintothepoolWhereitwasniceandcoolNowtherearefourgreenspeckledfrogs-glub,glub.

FourlittlespeckledfrogsSatonaspeckledlogEatingsomemostdeliciousgrubs-yum,yumOnejumpedintothepoolWhereitwasniceandcoolNowtherearethreegreenspeckledfrogs-glub,glub.

ThreelittlespeckledfrogsSatonaspeckledlogEatingsomemostdeliciousgrubs-yum,yumOnejumpedintothepoolWhereitwasniceandcoolNowtherearetwogreenspeckledfrogs-glub,glub.

TwolittlespeckledfrogsSatonaspeckledlogEatingsomemostdeliciousgrubs-yum,yumOnejumpedintothepoolWhereitwasniceandcoolNowthereareonegreenspeckledfrogs-glub,glub.

OnelittlespeckledfrogSatonaspeckledlogEatingsomemostdeliciousgrubs-yum,yumOnejumpedintothepoolWhereitwasniceandcoolNowtherearenogreenspeckledfrogs-glub,glub.

5. Goosey, goosey gander

GooseyGooseyGanderwhereshallIwander,Upstairs,downstairsandinmylady’schamberThereImetanoldmanwhowouldn’tsayhisprayers,Itookhimbytheleftlegandthrewhimdownthestairs.

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6. Old King Cole

OldKingColewasamerryoldsoul,andamerryoldsoulwashe;HecalledforhispipeinthemiddleofthenightAndhecalledforhisfiddlersthree.Everyfiddlerhadafinefiddle,andaveryfinefiddlehadhe;Ohthere’snonesorareascancompareWithKingColeandhisfiddlersthree.

7. Oranges and lemons

“Orangesandlemons”saytheBellsofSt.Clement’s“Youowemefivefarthings”saytheBellsofSt.Martin’s“Whenwillyoupayme?”saytheBellsofOldBailey“WhenIgrowrich”saytheBellsofShoreditch“Whenwillthatbe?”saytheBellsofStepney“Idonotknow”saytheGreatBellsofBow

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Songs Nn to ZzSongs Nn to Zz

Songs for Nn to Zz Join the Dots

1. Apples and bananas

Iliketoeat,eat,eatapplesandbananasIliketoeat,eat,eatapplesandbananas

NowchangethevowelsoundtoA:

Iliketoate,ate,ateay-plesandba-nay-naysIliketoate,ate,ateay-plesandba-nay-nays

NowchangethevowelsoundtoE:

Iliketoeat,eat,eatee-plesandbee-nee-neesIliketoeat,eat,eatee-plesandbee-nee-nees

NowchangethevowelsoundtoI:

Iliketoite,ite,itei-plesandbi-ni-nisIliketoite,ite,itei-plesandbi-ni-nis

NowchangethevowelsoundtoO:

liketoote,ote,oteoh-plesandbo-no-nosIliketoote,ote,oteoh-plesandbo-no-nos

2. The bear went over the mountain

Thebearwentoverthemountain,Thebearwentoverthemountain,Thebearwentoverthemountain,Toseewhathecouldsee.

Andwhatdoyouthinkhesaw?Andwhatdoyouthinkhesaw?

Theothersideofthemountain,Theothersideofthemountain,Theothersideofthemountain,Wasallthathecouldsee.

Sowhatdoyouthinkhedid?Sowhatdoyouthinkhedid?

Heclimbedbackoverthemountain,Heclimbedbackoverthemountain,

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Heclimbedbackoverthemountain,Toseewhathecouldsee.

Andwhatdoyouthinkhesaw?Andwhatdoyouthinkhesaw?

Theothersideofthemountain,Theothersideofthemountain,Theothersideofthemountain,Wasallthathecouldsee.

Sowhatdoyouthinkhedid?Sowhatdoyouthinkhedid?(repeatasmanytimesasyouwish)

3. I had a little nut tree

Ihadalittlenuttree,NothingwoulditbearButasilvernutmeg,Andagoldenpear;TheKingofSpain’sdaughterCametovisitme,AndallforthesakeOfmylittlenuttree.

Herdresswasmadeofcrimson,Jetblackwasherhair,SheaskedmeformynuttreeAndmygoldenpear.Isaid,“SofairaprincessNeverdidIsee,I’llgiveyouallthefruitFrommylittlenuttree.

4. Lavender’s blue, dilly, dilly

Lavender’sblue,dillydilly,Lavender’sgreenWhenyouareking,dillydilly,Ishallbequeen

Whotoldyouso,dillydilly,Whotoldyouso?‘Twasmyownheart,dillydilly,Thattoldmeso

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Callupyourfriends,dilly,dillySetthemtoworkSometotheplough,dillydilly,Sometothefork

Sometothehay,dillydilly,SometothreshcornWhilstyouandI,dillydilly,Keepourselveswarm

Lavender’sblue,dillydilly,Lavender’sgreenWhenyouareking,dillydilly,Ishallbequeen

5. Twinkle, twinkle, little star

Twinkle,twinkle,littlestar,HowIwonderwhatyouare.Upabovetheworldsohigh,Likeadiamondinthesky.Twinkle,twinkle,littlestar,HowIwonderwhatyouare!

Whentheblazingsunisgone,Whenthere’snothingheshinesupon,Thenyoushowyourlittlelight,Twinkle,twinkle,throughthenight.Twinkle,twinkle,littlestar,HowIwonderwhatyouare!

6. Daddy’s taking us to the zoo tomorrow

Daddy’stakingustothezootomorrow,Zootomorrow,zootomorrow;Daddy’stakingustothezootomorrow,Wecanstayallday.[Chorus:]We’regoingtothezoo,zoo,zoo;Howaboutyou,you,you?Youcancometoo,too,too.We’regoingtothezoo,zoo,zoo.Seetheelephantwiththelongtrunkswingin’,Greatbigearsandlongtrunkswingin’,Snuffin’uppeanutswiththelongtrunkswingin’;Wecanstayallday.[Chorus:]

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Seeallthemonkeysscritchscritchscratchin’,Jumpin’allaroundandscritchscritchscratchin’,Hangin’bytheirlongtailsscritchscritchscratchin’;Wecanstayallday.[Chorus:]Bigblackbear,allahuffhuffa-puffin’;Coat’stooheavy,he’shuffhuffa-puffin’,Don’tgettoonearthehuffhuffa-puffin’,Oryouwon’tstayallday.[Chorus:]Sealsinthepoolallhonkhonkhonkin’,Catchin’fishandhonkhonkhonkin’,Littlesealshonkhonkhonkin’;(high pitched voice)Wecanstayallday.[Chorus:](Slowertempo)Westayedalldayandwe’regettin’sleepy,Sittin’inthecargettin’sleepsleepsleepy,Homealreadyandwe’resleepsleepsleepy,Wehavestayedallday.[Chorus:(alternate)]We’vebeentothezoo,zoo,zoo;Sohaveyou,you,you.Youcametoo,too,too,We’rebeentothezoo,zoo,zoo.

Momma’stakingustothezootomorrow,Zootomorrow,zootomorrow;Momma’stakingustothezootomorrow,Wecanstayallday.[Chorus:]

7. The animals went in two by two

Theanimalswentintwobytwo,hurrah!hurrah!Theanimalswentintwobytwo,hurrah!hurrah!Theanimalswentintwobytwo,theelephantandthekangarooAndtheyallwentintotheark,fortogetoutoftherain.

Theanimalswentinthreebythree,hurrah!hurrah!Theanimalswentinthreebythree,hurrah!hurrah!Theanimalswentinthreebythree,thewasp,theantandthebumblebeeAndtheyallwentintotheark,fortogetoutoftherain.

Theanimalswentinfourbyfour,hurrah!hurrah!Theanimalswentinfourbyfour,hurrah!hurrah!Theanimalswentinfourbyfour,thegreathippopotamusstuckinthedoorAndtheyallwentintotheark,fortogetoutoftherain.

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Theanimalswentinfivebyfive,hurrah!hurrah!Theanimalswentinfivebyfive,hurrah!hurrah!Theanimalswentinfivebyfive,theywarmedeachothertokeepaliveAndtheyallwentintotheark,fortogetoutoftherain.

Theanimalswentinsixbysix,hurrah!hurrah!Theanimalswentinsixbysix,hurrah!hurrah!Theanimalswentinsixbysix,theyturnedoutthemonkeybecauseofhistricksAndtheyallwentintotheark,fortogetoutoftherain.

Theanimalswentinsevenbyseven,hurrah!hurrah!Theanimalswentinsevenbyseven,hurrah!hurrah!

Theanimalswentinsevenbyseven,thelittlelambthoughthewasgoingtoheavenAndtheyallwentintotheark,fortogetoutoftherain.

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Notes

Aa to Mm & Nn to Zz – Join the Dots– Alphabet Fun Teaching ...

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