Curriculum Teacher’s Manualvtoro-ou-gd.com/content/uploads/2013/03/ENG-Elementary...Elementary English Curriculum Teacher’s Manual D ear teachers! We are very proud to introduce

Elementary

English Curriculum Teacher’s

Manual

Peace Corps Uzbekistan

Tbilisi 2006

�Elementary English Curriculum Teacher’s Manual

ContentsIntroduction......................................................................... 11

SamplePage......................................................................... 13

FIRST YEAR ............................................ 15SuggestedVocabulary........................................................ 16

Semester 1 ........................................................... 17

Class#1: Introductions,theAlphabet,andClassRules................... 17

Class#2: Introductions,theAlphabet(ABC)andClassRulesReview... 17

Class#3: VariationsonGreetings,theAlphabet(DEF),and‘tobe’.... 17

Class#4: VariationsonGreetings,theAlphabet(GHI),and‘tobe’.... 18

Class#5: Greetings,ColorsandAlphabet(JKL)............................ 18

Class#6: Dialogues,ColorsandAlphabet(MNO).......................... 19

Class#7: Dialogues,Colors,NumbersandAlphabet(PQR)............... 20

Class#8: Dialogues,Colors,NumbersandAlphabet(STU)................ 20

Class#9: InformalAssessmentDay.Thisisadayfortheteachertocheckandseehowwellthechildrenarelearning........................................... 21

Class#10: ClassroomCommandsandAlphabet(VWX)...................... 21

Class#11: ClassroomCommandsandAlphabet(YZ)........................ 22

Class#12: ClassroomObjects“Itisa…”...................................... 22

Class#13: ClassroomObjectsand“Whatisit?”............................ 23

Class#14: ClassroomObjects,PluralNouns................................. 23

Class#15: Wrap-up/Review.................................................... 24

Class#16: InformalAssessmentDay........................................... 24

Class#17: EndofSemesterFunDay........................................... 25

Semester 2 ........................................................... 26

Class#1: Reviewallmaterialandteach,“Whoseisit?”.................. 26

Class#2: ClassroomObjectsandPossessiveadjective“MyandYour”.. 26

�

Class#3: ClassroomObjects“Thisis…”“Thatis…”........................ 27

Class#4: ClassroomObjectsandPrepositions“Under,On,andIn”..... 28

Class#5: ClassroomObjectsandPrepositions“Under,On,andIn”..... 29

Class#6: InformalAssessment................................................. 29

Class#7: FamilyWords......................................................... 30

Class#8: FamilyWordsand“Ihavea…”.................................... 31

Class#9: FamilyWordsandtheverb‘tohave’............................. 31

Class#10: FamilyWords:Doyouhavea…?(Yes/No)........................ 32

Class#11: FamilyWords:Doyouhavea…?(Yes,Ihavea…)............... 33

Class#12: Review................................................................. 33

Class#13: Review................................................................. 34


Class#15,16:HolidayActivities................................................... 35

Semester 3 ........................................................... 36

Class#1: Reviewsemesters1&2.............................................. 36

Class#2: IntroducePartsoftheBody........................................ 36

Class#3: PartsoftheBodyusingplurals.................................... 37

Class#4: PartsoftheBodyandthePossessiveAdjectives‘my’and‘your’............................ 37

Class#5: PartsoftheBody,“Ihavea/an…”(Articleuse)................ 38

Class#6: PartsoftheBody,“Thisis…”“Thatis…”........................ 39

Class#7: PartsoftheBodyandPrepositions(OnandUnder)............ 39

Class#8: PartsoftheBodyandQuestionWords(What,Whose,WhereandWho?)................................. 40

Class#9: Review................................................................. 41


Class#11: DomesticAnimalVocabulary....................................... 42

Class#12: DomesticAnimals.................................................... 43

Class#13: AnimalswithNumbersandPrepositions......................... 43

Class#14: TalkaboutPets....................................................... 44

Class#15: Review................................................................. 45

Class#16: Review................................................................ 45

Class#17: Assessment............................................................ 46

Class#18: FunDay................................................................ 46

Class#19,20:Catch-upDayorNavruzActivities.............................. 46

Semester 4 ........................................................... 47

Class#1: WildAnimalVocabulary............................................. 47


Class#2: WildAnimals.......................................................... 47

Class#3: WildAnimals.......................................................... 48

Class#4: Review................................................................ 49


Class#6: ToysVocabulary...................................................... 50

Class#7: ToyswithPossessiveAdjectives“Itismy…”“Itisyour…”.... 50

Class#8: Toysand“Ihavea…”................................................ 51

Class#9: EndoftheYearAssessment........................................ 51

Class#10: FunDay................................................................ 52

SecondYear ........................................... 53SuggestedVocabulary....................................................... 54

Semester 1 ........................................................... 55

Class#1: Introduction,GooverClassRules,ReviewGreetings.......... 55

Class#2: ReviewGreetings,Alphabet&Numbers,ClassroomWords... 55

Class#3: ReviewToys,Alphabet&Numbers................................ 56

Class#4: ReviewPartsoftheBody,Alphabet&Numbers................. 57

Class#5: ReviewAnimals,Alphabet&Numbers............................ 58

Class#6: ReviewFamily,Alphabet&Numbers............................. 59

Class#7: GeneralReview-Alphabet,Numbers,Colors,Greetings,ClassroomWords,FamilyWords,BodyParts,AnimalsandToys..................................... 60

Class#8: ExtendedFamily.................................................... 60

Class#9: ExtendedFamily,Numbersand‘tohave’....................... 61

Class#10: ExtendedFamilyandAskingQuestions.......................... 62

Class#11: ExtendedFamily,theverb‘tolive’,andthepreposition‘in’............................................ 63

Class#12: Professions/Pronouns,theverbtobe............................ 64

Class#13: PronounsandProfessionsusingFamilyVocabulary&Articles‘a’and‘an’....................... 65

Class#14: Professions,theverbtowork,prepositionsandplacenames..................................... 66

Class#15: Review................................................................. 67

Class#16: Assessment........................................................... 68

Class#17: Halloween............................................................. 69

Semester 2 ........................................................... 70

Class#1: ReviewExtendedFamily,verbtobe.............................. 70

�

Class#2: ReviewProfessions,Prepositions,Nounsandtheverb‘towork’...................................... 71

Class#3: PhysicalAppearance,ReviewBodyParts,theverbs‘tobe’and‘tohave’..................... 72

Class#4: PhysicalAppearanceAdjectivesandtheverbtobeandtohave................................... 73

Class#5: PhysicalAppearance,DescribeSelf............................... 74

Class#6: DescribeFamilyMembersorPetswithpossessiveadjective“my”................................... 74

Class#7: Describeeachother,usepossessiveadjectives................. 75

Class#8: DescribePictures.................................................... 76

Class#9: Review................................................................. 77

Class#10: Assessment........................................................... 78

Class#11-13:Built–inCatchupdays............................................. 79

Class#14,15,16:HolidayActivities(ChristmasandNewYear)............... 79

Semester 3 ........................................................... 80

Class#1: ReviewPhysicalAppearance....................................... 80

Class#2: ReviewPossessiveAdjectives...................................... 80

Class#3: Groundhog’sDay.................................................... 80

Class#4: St.Valentine’sDay.................................................. 80

Class#5: Valentine’sDay...................................................... 81

Class#6: HobbiesVocabularyOverview..................................... 81

Class#7: HobbieswithIliketo,Ienjoy..................................... 82

Class#8: HobbiesVocabularyinGerund..................................... 83

Class#9: SportsVocabularyOverview........................................ 84

Class#10: SportsIliketo…Ienjoy….......................................... 85

Class#11: SportsandgerundIlike…ingandIenjoy….ing.................. 86

Class#12: Interestsvocabularyandverbs.................................... 87

Class#13: Interests,Ilike…orIenjoy…...................................... 88

Class#14: InterestswithgerundIenjoy/like…ingreviewpronouns..... 89

Class#15: Review................................................................. 90

Class#16: Assessment............................................................ 91

Class#17: Woman’sDayActivity............................................... 92

Class#18: StPatrick’sDayActivities.......................................... 92

Class#19,20:HolidayActivities(Navruz)........................................ 92

Semester 4 ........................................................... 93

Class#1: AprilFool’sDayandReview........................................ 93

Class#2: Review................................................................. 93


Class#3: FoodVocabularyOverview......................................... 93

Class#4: Food&Ilike.......................................................... 94

Class#5: FoodAdjectivesandPrepositions................................. 95

Class#6: FoodQuestionWords-Whatisit?................................ 96

Class#7: YearReview........................................................... 97

Class#8: YearReview........................................................... 97

Class#9: EndoftheYearAssessment........................................ 97

Class#10: FunDay................................................................ 98

ThirdYear ............................................. 99SuggestedVocabulary......................................................100

Semester 1 ......................................................... 101

Class#1: Introduction.........................................................101

Class#2: ReviewClassRules,reviewProfessionsandHobbies..........101

Class#3: ReviewBodyParts,Alphabet&Numbers.......................102

Class#4: ReviewAnimals,Alphabet&Numbers...........................103

Class#5: ReviewFoods........................................................104

Class#6: GeneralReview-Professions,Animals,Food,BodyParts....105

Class#7: ShoppingVocabularyOverview...................................106

Class#8: ShoppingVocabularywithverbsandHowmuch?/Howmany?..........................................107

Class#9: ShoppingandAdjectives...........................................108

Class#10: ShoppingandDegreesofComparison...........................109

Class#11: Shoppingdialoguesand“Which?”................................110

Class#12: ShoppingDialogues.................................................111

Class#13: Catch-upDay........................................................112

Class#14: Review................................................................112

Class#15: Assessment...........................................................113

Class#16,17:Halloween.........................................................113

Semester 2 ......................................................... 114

Class#1: ReviewShopping,BuyingandSelling............................114

Class#2: ClothingVocabularyOverview....................................114

Class#3: Clothingandtheverb“Towear”inpresentcontinuous......115

Class#4: ClothingandDescriptions.........................................116

Class#5: ThanksgivingActivitiesandClothingReview...................117

Class#6: AssessmentandThanksgiving....................................117

�

Class#7: SeasonsandMonthsoftheYear..................................118

Class#8: SeasonDescriptions................................................119

Class#9: WeatherPastTense.................................................120

Class#10: WeatherwithFutureTense........................................121

Class#11: Weatherwithpresentcontinuoustense........................122

Class#12: VerbTensesandtemperatures....................................123

Class#13: Review...............................................................124


Class#15,16:HolidayActivities(Christmas,NewYear).....................125

Semester 3 ......................................................... 126

Class#1: ReviewClothingandSeasons.....................................126

Class#2: Hourlytimeandclockbasics.....................................127

Class#3: HourlytimeinthePastandFuturetense.......................128

Class#4: HourlyTimePast&FutureTenseusingtheverbs‘tobe’and‘togo’.....................................................................129

Class#5: Valentine’sDay.....................................................130

Class#6: MyDayandVerbs...................................................130

Class#7: MyDay-HygieneLesson...........................................131

Class#8: MyDay,TimeandPresentContinuous...........................131

Class#9: Review................................................................132


Class#11: MyHouse/ApartmentVocabularyOverview...................134

Class#12: Myroom..............................................................134

Class#13: MyHouse/ApartmentAdjectives.................................135

Class#15: Review................................................................137


Class#17: Women’sDay........................................................138

Class#18: StPatrick’sDay(orNavruz)......................................138

Class#19,20:NavruzActivities...................................................138

Semester 4 ......................................................... 139

Class#1: AprilFool’sDayandReview.......................................139

Class#2: NatureandAnimalHabitatsVocabularyOverview............139

Class#3: DesertVocabulary..................................................140

Class#4: OceanVocabulary...................................................141

Class#5: ForestVocabulary...................................................142

Class#6: City/FarmVocabulary..............................................143

Class#7: YearReview..........................................................144


Class#8: YearReview..........................................................144

Class#9: EndoftheYearAssessment......................................144

Class#10: FunDay...............................................................145

FourthYear .......................................... 147SuggestedVocabulary.......................................................148

Semester 1 ......................................................... 149

Class#1: Introduction&ReviewWeather,Seasons,Months&Days....149

Class#2: ReviewFoods........................................................149

Class#3: ReviewClassroom...................................................150

Class#4: ReviewBodyPartsandClothing..................................151

Class#5: ReviewMyDay,TimeandProfessions...........................152

Class#6: ReviewAnimals......................................................152

Class#7: OurWorld(LargeGeographicFeatures)VocabularyOverview...............................................154

Class#8: OurWorld(SmallScaleEnvironment)...........................155

Class#9: Pollution.............................................................156

Class#10: OurWorldandAmounts(many,alot,few,much).............157

Class#11: EnvironmentandAdverbs.........................................158

Class#12: Environmentandpast/presentandfutureverbs.............159

Class#13: OurWorldandpast/presentandfutureverbs.................160

Class#14: Review................................................................161


Class#16,17:Halloween.........................................................163

Semester 2 ......................................................... 164

Class#1: ReviewEnvironmentandfuturetense..........................164

Class#2: MyTownVocabularyOverview....................................164

Class#3: TownwithAmounts.................................................165

Class#4: MyTownwithdirectionsandprepositions......................166

Class#5: Directions............................................................167

Class#6: Townwithdirections...............................................167

Class#7: Thanksgiving.........................................................168

Class#8: Review................................................................168


Class#10: MyCountryVocabulary.............................................169

Class#11: MyCountryandAdjectivesandPrepositions...................170

�

Class#12: UzbekistanPast/Pres./FutureVerbs.............................171

Class#13: Review................................................................172


Class#15,16:HolidayActivities(ChristmasandNewYear).................173

Semester 3 ......................................................... 174

Class#1: ReviewTownandCountryvocabulary...........................174

Class#2: TransportationOverview..........................................174

Class#3: Transportationwithdirections....................................175

Class#4: TransportationandTime...........................................175

Class#5: TransportationandQuestionWords..............................176

Class#6: St.Valentine’sDay.................................................177

Class#7: Review................................................................177


Class #9: Specific Time vocabulary overviewwithreviewofHourlyTime.......................................178

Class#10: Specific Time & Tenses.............................................179

Class #11: Specific Time and Past Continuous...............................181

Class #12: Specific Time........................................................182

Class#13: Catch-upDay........................................................183

Class #14: Specific Time Review ..............................................183

Class#15: Review................................................................183


Class#17: Women’sDayActivities...........................................185

Class#18: St.Patrick’sDayActivities-orNavruz...........................185

Class#19,20:NavruzActivities...................................................185

Semester 4 ......................................................... 186

Class#1: Review................................................................186

Class#2: HealthVocabularyOverview......................................186

Class#3: Health:How?Whattodoifyouhurtyourself..................187

Class#4: HealthandVerbs....................................................188

Class#5: FeelingsVocabularyOverview....................................189

Class#6: Feelingsandtheverb‘tofeel’...................................189

Class#7: FeelingsandBecause..............................................190

Class#8: Review................................................................192

Class#9: EndoftheYearAssessment.......................................192

Class#10: FunDay...............................................................193


Appendix A: Visual Aids ......................................... 194

Menu ........................................................................199

TashkentCentralBusStation.....................................................200

Appendix B: Review Day Activities ........................... 201

Appendix C: Holiday Activities ................................. 206

Halloween ........................................................................206

Thanksgiving........................................................................208

Christmas ........................................................................209

NewYear’sEve,NewYear’sDay.................................................209

Groundhog’sDay...................................................................211

St.Valentine’sDay.................................................................212

Women’sDay........................................................................213

St.Patrick’sDay....................................................................214

Navruz ........................................................................215

AprilFool’sDay....................................................................216

Appendix D: Fun Day Activities ................................ 217

Appendix E: Songs and Music ................................... 218

�0

��Elementary English Curriculum Teacher’s Manual

Dearteachers!WeareveryproudtointroduceourElementaryEnglishCurriculumTeacher’sManual.Wecreatedthismanualafterseeingwhatachallengingandinterestingjobit istoteachEnglish inUzbekistan.Wewanttomakeyourjob

easier by providing this book. Peace Corps volunteers have been working in primaryEnglishclassroomssince1998,andin2001TheMinistryofEducationapprovedthePeaceCorpsCurriculumasthenationalcurriculumforteachingEnglishingrades1-4.Webeganworkingtomakethecurriculumbetterin2003,anddecidedthatthebestwaytodothiswouldbesaveourlessonplans,andcompilethemintoateacher’smanual.Afterayearofworkinginlocalschoolswithlocalteachers,weputallofoureffortstogethertoproducethis manual. This is the first teacher’s manual of its kind for English primary teachers in Uzbekistan.

Byusingthisbook,youwill:

Havelessonsforeverydayoftheschoolyear.

Be using the Ministry of Education’s approved English curriculum for primaryforms.

Have lessons on 3 levels of difficulty, so you can choose which is best for your stu-dents

Nothavetoworrywhetheryourstudentshaveatextbook.Theydonotneedatextbookifyouusethisteacher’smanual.

Beusingup-date,testedmethodsforteachinginUzbekistan,withcreativeactivi-tiesthatarefunforyourstudents.

Pleasereadthefollowingpointssothatyouwillusetheteacher’smanualcorrectly.Itwas designed to be flexible, and once you understand how to use it, we hope that you willseeanimprovementintheEnglishskillsofyourstudents.

Noticethatthelessonsaredividedinto1styear,2ndyear,3rdyearand4thyear.This refers to first year of English lessons, 2nd year of lessons, etc. This means that ifyourschoolstartsteachingEnglishin2ndform,youmayusethe1styearlessonplans. You may find that your students need to work with a different year’s lesson plans.Thisisokay,becauseyouhave4yearsofEnglishlessonstoworkwith.

Eachpageofthebookhasachoiceofthreelessons;oneeasy,onemediumandoneadvanced.Youmaychoosewhichlessontogive,basedonhowadvancedyourchildrenare.Youmayuseamediumlessononeday,andaneasylessonthenext,dependingonhowwellyourchildrenunderstandatopic.

IntheFirstYearlessons,thereareonly2lessonsforeachday.Oneisforchildrenwho are in first form, and the other is for children in their first year of English les-sons. We understand that children in the first form are learning to read and write in theirnativelanguage,sowehavemadethelessonsforthemwiththatinmind.

Eachlessonisinthe4Matlessonplanformat.Thisisaveryeasyformattofollow.TheMotivationsectiongetsthechildreninvolvedoracquaintedwiththetopicoftheday.TheInformationsectionisjustthat-thewordsorgrammaryouwouldliketoteachthem.ThePracticesectionisusuallydonewhentheteacherandstudentspracticethenewwordstogether,andtheApplicationsectioninvolveslettingthechildrenusethenewwordstodoataskorassignment.Recommendedhomeworkislisted,aswellasalistofmaterialsthattheteacherwillneedduringtheclass.

Ifyoudonotunderstandoneofthegamesthatismentionedinalesson,pleasecheckAppendixBforcompleteinstructions.

YoumaynoticethatattheendofeachlessonthereisasectioncalledMaterials.This is tohelpyouprepare foryourclasses. Ifyoumake thesematerialsonce,chancesareyouwillbeabletousethemforyearstocome.Readthroughtheen-tirelessonbeforeyoupreparethematerials.Ifyouarenotsurehowtomakethe

�

�

�

�

�

�

�

�

�

�

�

��

itemlistedinthematerialssection,youcanlookinAppendixA,inthebackofthebook,whereallmaterialsarelistedandexplained.ThesematerialsandvisualaidswillhelpyourstudentsbecomeinterestedinEnglish,andiftheyareexcitedandinterestedinyourclass,theywillbewellbehavedandworkhardtolearnforyou.Pleasedon’tthinkyouneedtobeanartisttomakethesevisualaids.YourvisualaidsDONOTHAVETOBEPERFECT!

TherearemanyReviewDaysthroughouttheschoolyear.Onthesedays,youcanwork on words or grammatical structures that your children find difficult. We have givenyouwrittenexercisesthatyoucandowiththechildren,andsuggestedsomereviewactivitiesforyoutodowiththem.Inthebookyouwillseethesentence“Seereviewactivity#34,23…inAppendixBforsuggestedactivityideas.”LookinAppendixBforcompleteexplanationsoftheseactivities.Donottrytodoalloftheactivitieslisted.Theyarejustsuggestions.Pleasechooseoneortwoactivitiesfromthelisttodoinclass.

TheAssessmentsectionsofthemanualaredividedinto3levelsaswell.Usethelevelthatyourchildrenhavebeenlearningatthroughthesemester.Iftimere-mainsafterthetest,youmayeitherreviewthetestquestionsorplayareviewgamefromAppendixB.

TherearemanyEnglishsongsthroughoutthelessonplans.ThemusictothesongsislocatedinAppendixE,soyoucanlearnthetune.

We understand that some topics are difficult for students to understand, because English isverydifferentfromUzbekandRussian. If thestudentsneedtospendmoretimeonatopic,youmayusethebuilt-incatchupdaystoreviewwiththem,oryoumayuseareviewday.Itismoreimportantforthechildrenknowtheinfor-mationthanitistoteacheverylesson.

IfyourstudentshaveEnglishmoreorlessthan2timesaweek,youcanstillusethismanual.Ifyouhavemorelessons,youmayteach2lessonsfromthesameday’stopic,oryoumayuseoneofthegamesfromadifferentlesson,andchangethevocabulary.Don’tforgetthatyoumaymakeyourowninterestinglessonstoo!Ifyou teach less than 2 times a week, you may finish half of the lessons in the year, oryoumayomitsomeoftheunitsandteachthemnextyear.

There isa listofvocabularywords in thebeginningofeach section.Thesearesuggestedwords.Ifyourstudentscanhandlemoreorlesswords,youmayomitoradd.Ifyouusewordorpicturecardsinclass,thislistcanbeusefulforpreparingthem.

The holiday lesson plan suggestions will teach your children a little about ourAmerican culture. It’s fine if they don’t remember the words; we just want them tobeexposedtosomeofourtraditions.AlloftheholidayactivityideasareinAp-pendixC.Pleaselookatsuggestedactivitiesforeachgradelevel.

FunDaysaredaysforplayinggamesandspeakingEnglishatthesametime.Theyare a reward for your children for working so hard. There are someAmericangamesandactivities forFunDays listed inAppendixD.YoumayuseanyoftheReviewActivitiesinAppendixBonthesedays,oruseafungamethatthechildrenalreadyknowandenjoy.Thisway,yourpupilscanlearnandhavefunatthesametime!Youmay,ofcourseomitthesefundaysanddoreviewactivitiesinstead.

Wehaveusedthepronoun‘her’whenwritingabouttheteacherinthelessons.WerecognizethatmanymenarealsogreatEnglishteachersandweaskforgivenessforusingonlythispronoun!

ThismanualwouldnothavebeenpossiblewithoutthehelpofPeaceCorpsvolunteersJoeTinnel, Jenni Scheifer, Amanda Tuffli, Kayte Stefiuk, Laurie Rich, and Tony Salerno, their colleaguesandtheschoolsinwhichtheyhaveworkedthroughoutUzbekistan.ChirchikSchools#5,15,and24,BukharaSchool#--,ZarbdorSchool#--andJizzakhSchool#--.SomeactivitieshavebeenborrowedfromtheElementarySongbook,byUzbek14volun-teers,andthePCKazakhstanSummerCampManual.

Goodluck,andhaveagreatschoolyear!

Sincerely,

EmilyHouk,editor

�

�

�

�

�

�

�

�

�


Sample PageClass #8: Extended Family

(This is class number 8 in the semester, and today’s topic is Extended family words.)

Daily Sentence: Ihavealargefamily.Ihavemanyaunts,unclesandcousins.(Thedailysentence should be written on the board before class. When childrencomeintoclass,theyshouldsitdown,takeouttheircopybooks,andcopythesentence.Youdonothavetousethissentenceduringtheclass.)

Easy Lesson

(This lesson is for classes who learn slowly, or pupils beginning English)

Motivation:Showpicture-realordrawn-ofalargefamily;aunts,uncles,grandparents,andcousins.Askchildrentopointoutinnativelanguagewhichpeopletheysee.

Information:TeachtheEnglishwords forthesefamilymembers.Childrenshouldcopythem down- first with translation, then write1 line of each word.

Practice:Practicetranslationthewordswiththechildren.

Application:Askthemtomakesentences,“Ihavea…”or“Ihave2,3…aunts.”Makesuretheypayattentiontoplurals.

Homework: Ask children to find a picture of their extended family to bring in for next class.

Materials:Pictureofextendedfamily(Ifyouarenotsurewhatthismeans,checkAppen-dixAforalistofallvisualaidsandexplanationsofeach.)

Medium Lesson

(This lesson is for classes who learn at the regular pace.)

Motivation:Showchildrenapictureofafamily.Talkaboutwhichfamilymembersareinthepicture.

Information:Teachfamilywords:Grandfather,Grandmother,Granddaughter,Grandson,Cousin,Aunt,Uncle.

Practice:Writesmallparagraphontheboard.

Thereisafatherandamotherinmyfamily.Thereare2grandmothers,andthereis1grandfather.Thereare4cousins.Thereare3unclesand3aunts.

Askchildren if theyunderstand.Havechildren translate ifnecessary.Ask“Howmanycousins?Howmanymothers?”etc

Application:Ask children to speak in more detail about their family. Teach the form“Thereisa…inmyfamily.”and“Thereare….sinmyfamily.”Childrenshouldtelleachotherabouttheirfamilies.Useform“Inmyfamily,thereis/are…”

Homework: Children should find pictures of their extended family to bring in to class. Remindchildrentopracticespellingforthenextclassaswell.

Materials:Pictureofalargefamily

Advanced Lesson

(This lesson is for children who learn very quickly and could be considered advanced.)

Motivation:SingtheGoodMorningsong(seeAppendixD)(AppendixDhasalistofallthesongsinthismanual)

Information: Introduce vocabulary: grandson, granddaughter, niece, nephew, cousin,aunt,uncle,sonanddaughter.Introduce“Thereis/Thereare”

��

Practice:Drawafamilytreeontheboard.Startoffwith2grandparentswhohad3chil-dren(includingfatherormother)whohadvariousamountsofchildren(onebeingme).Makesurethereareuncles,aunts,cousins,niecesandnephews.Describethefamilytothechildren.Askthestudents“Howmany…areinthefamily”Appropriateresponsesare“Thereisone…inthefamily.”And,Thereare…sinthefamily.”

Application:Childrenshouldwritedownhowmanycousins,auntsandunclestheyhave.

Homework:Practicespellingthefamilywordsathome.

Materials:None


FIRST YEAR

��

Suggested Vocabulary

Greetings: Hello

Hi

my

name

is

what

your

Good Morning

Good Evening

Good Night

Goodbye

nice

to meet

how

are

fine

okay

Family: father

mother

brother

sister

dad

mom

baby

older

younger

little

big

Body: face

head

hair

eye(s)

nose

mouth

tooth

teeth

ear(s)

arm(s)

hand(s)

stomach

body

leg(s)

foot

feet

finger(s)

toe(s)

lip(s)

shoulder(s)

knee(s)

elbow(s)

back

Classroom: stand

sit

please

quiet

come here

this

that

open

close

take

give

raise your hand

door

window

pen

teacher

pupil(s)

paper

copybook

chair

desk

chalk

board

Toys: ball

doll

bicycle

car

bear

toy

teddy bear

blocks

play

Animals:

cat

dog

pig

cow

horse

hen

chick

rooster (cock)

horse

sheep

goat

duck

goose

Wild Animals: monkey

bear

crocodile

lion

tiger

giraffe

turtle (tortoise)

fish

kangaroo

snake

fox

elephant

Colors: red

orange

yellow

green

blue

purple(violet)

brown

black

white

pink

Sight words (These are the 50 most frequently used words in the English language: the

of

and

a

to

in

is

you

that

it

he

was

for

on

are

as

with

his

they

I

at

be

this

have

from

or

one

had

by

word

but

not

what

all

were

we

when

your

can

said

there

use

an

each

which

she

do

how

their

if


Semester 1Class #1: Introductions, the Alphabet, and Class Rules

1st Form and 1st Year Lesson

Motivation:GreetChildren“Hello!GoodMorning.Mynameis….”AskchildrentorepeatbothHelloandGoodMorning.

Information:Explainthatchildrenwillneedanotebook,penandcoloredpencilsforev-eryEnglishclass.Explaintheclassrulesandconsequences.TellthemthatinthenextfewweekstheywilllearnEnglishletters.SingtheAlphabetSong,andpointtotheletters.

Practice:Askchildrentotrytosingalongwithyou.Repeatthesongseveraltimes.

Application:Askthechildrentotellyouwhattheclassrulesare.Thenhandoutpiecesofpaper,andtellthemtobringthemhome,andwithsomeoneathome,writetheirnamesinbiglettersonthepaper.Practicegreetingsagain

Materials:Paperfornametags.Optional-Alphabetposter

Class #2: Introductions, the Alphabet (ABC) and Class Rules Review


Motivation:Greetchildrenagainwith“Hello!”Theyshouldpracticesayingthisword.Reviewclassruleswiththechildren.Checktoseeiftheyhavetheirnamecards.ThensingtheAlphabetSong2-3times.Childrenshouldtrytosingalong.

Information:TeacherintroducesthegreetingGoodMorning.Childrenshouldrepeatsev-eral times as a group and individually. Introduce the first 3 letters of the alphabet. Re-mindthemofthesong“A,B,C…”Writeeachupper-andlower-caseletterontheboard,andsaythem.Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowriteeachletter2-3times.Thentellchildrentowrite2linesofeachletter.Tellchildrenthatthesoundtheletteramakesis/ah/,or/aee/.Childrencanpracticemakingthesoundeachtimetheywritetheletter.TellthemthesoundfortheletterB,/buh/andagain,letthemmakethissoundeachtimetheymaketheletter.RepeatwithC.Thislettercansay/k/or/ss/.Childrenshouldpracticesayingbothastheywritethisletter

Application:Usinglettercards,mixuptheorderofthelettersandaskseveralchildrentocomeandputtheminorder.Attheendofclass,reviewthewordsHello,GoodMorningandteachGoodbye.Encouragethemtosayitwhentheyleaveclass.

Materials:Alphabetlettercards

Class #3: Variations on Greetings, the Alphabet (DEF), and ‘to be’


Motivation:AskchildreniftheyrememberhowtogreetpeopleinEnglish.Practice“Hel-lo!”and“GoodMorning!”Theyshouldpracticesayingthesewords.ThensingtheAlpha-betSong2-3times.Childrenshouldtrytosingalong.

��

Information:Teacherintroduces“Mynameis…”Childrenshouldrepeatseveraltimesasagroupandindividually.Askeverychildtosay,“Mynameis(child’sname).”Thenreviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3 lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F…”Writeeachupper-andlower-caseletterontheboard,andsaythem.Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterDmakesis/duh/.Childrencanpracticemakingthesoundeachtimetheywritetheletter.TellthemthesoundsfortheletterEare/eh/and/ee/andagain,letthemalternatesayingthenameoftheletterandmakingitssoundeachtimetheywritetheletter.RepeatwithF,/ff/.

Application:Using lettercards (A,B,C,D,E,F),mixup theorderof the lettersandaskseveralchildrentocomeandputtheminorder.Attheendofclass,reviewthewords,Hello,GoodMorning.Mynameis…andGoodbye.

Materials:Alphabetlettercards

Class #4: Variations on Greetings, the Alphabet (GHI), and ‘to be’


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.ThensingtheAlphabetSong2-3times.Childrenshouldtrytosingalong.

Information:Teacherreviews,“Whatisyourname?”and“Mynameis...”ThenintroducesTime of Day pictures. These are pictures that show morning, afternoon and eveningscenes.ReviewGoodMorningandthenteachthegreetingfordifferenttimesofday.Chil-drenshouldrepeatseveraltimesasagroupandindividually.Thenreviewthelettersofthealphabettheylearnedinthelastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I…”Writeeachnewupper-andlower-caseletterontheboard,andsay,“ItistheletterA.”“ItistheletterB.”Childrenshouldrepeat.Askchildrentocometotheboard,pointtotheletteryousayandusethisnewsentence.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterGmakesis/g/,andsometimes/j/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.TellthemthesoundfortheletterH,whichcanmakethesound/h/ornosoundatall.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithI.Thislettercansay/ih/or/eee/.Childrenshouldpracticesayingbothastheywritethisletter

Application:Usinglettercards(A,B,C,D,E,F,G,H,I),mixuptheorderofthelettersandask several children to come and put them in order.At the end of class, review thewords,Hello,Goodmorning/Afternoon/Evening.Whatisyourname?Mynameis…andGoodbye.

Materials:Alphabetlettercards,TimeofDaypictures

Class #5: Greetings, Colors and Alphabet (JKL)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.ThensingtheAlphabetSong2-3times.Childrenshouldtrytosingalong.


Information:Teacher reviews,“What is yourname?and“Myname is…”Practicewithseveralchildren.Introduce“Howareyou?”Childrenshouldrepeatseveraltimesasagroup and individually. Ask every child “How are you? They should answer: “I am fine.” Repeattogetherandindividually.Thenreviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L…”Writeeachnewupper-andlower-caseletterontheboard,andsay:“ItistheletterJ.”Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheirnotebooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterJmakesis/j/.TellthemthesoundfortheletterK,whichmakesthesound/k/.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithL.Thislettersays/l/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application:Usinglettercards(A,B,C,D,E,F,G,H,I,J,K,L),mixuptheorderofthelettersandaskseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelet-tersinorder.Introducecolors.Teachthecolors:red,blue,yellowandblack.Askchildrento find different objects in the classroom that are these colors and say, “It is red.” “It is blue.”Attheendofclass,reviewthewords,Hello,Goodmorning.Whatisyourname?Mynameis…andGoodbye.

Materials:Alphabetlettercards,colorcards

Class #6: Dialogues, Colors and Alphabet (MNO)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesegreeting words. Then sing the Alphabet Song 2-3 times. Children should try to singalong.

Information:Teacherreviewsgreetingphrases.Childrenshouldrepeatseveraltimesasagroup and individually. Ask every child “How are you?” They should answer: “I am fine.” “Iamokay.”or“Iamwell.”Repeattogetherandindividually.Thenreviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechil-drenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O…”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterM.”Childrenshouldrepeat.Askchil-drentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterMmakesis/mm/.TellthemthesoundfortheletterN,/nuh/.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithO.Thislettersays/oh/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application:Usinglettercards(A,B,C,D,E,F,G,H,I,J,K,L,M,N,O),mixuptheorderofthelettersandaskseveralchildrentocomeandput them inorder.Childrenshouldthensaythelettersinorder.Reviewcolors.Teachthecolors:orange,greenandwhite.Askchildren to find different objects in the classroom that are these colors and say: “It is green.”“Itiswhite.”Attheendofclass,askseveralchildrentocometothefrontandhaveashortdialoguewithteacher,usingthephrasestheyknow.


�0

Class #7: Dialogues, Colors, Numbers and Alphabet (PQR)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayinggreetingwords.ThensingtheAlphabetSong,reviewcolorsandhaveafewshortdialogueswiththeteacher.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R…”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterP.”Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterPmakesis/puh/.TellthemthesoundfortheletterQ,whichonlymakesasoundwiththeletterUandtogethertheymakethesound/kwuh/.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithR.Thislettersays/r/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application: Teach numbers 1-5. Children should practice on their fingers and with num-bercards(cardswiththenumberononesideandobjectsontheother-forexample,ifteaching the number 5, have a 5 on one side and five circles on the other). Use the letter cardsandmixuptheorderoftheletters.Askseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Teachthecolors,blackandwhite.Playacolorgame:Placelargepiecesofcoloredpaper(red,orange,yellow,green,blue,black and white) on the floor in the front of the class. Children take turns throwing a beanbagatthepiecesofpaper.Theyshouldsaythenameofthecoloronwhichtheythrowthebag.

Materials:Alphabetlettercards,largepiecesofcoloredpaper,beanbag(smallclothbagwithsmallbeansorricesewninside),numbercards

Class #8: Dialogues, Colors, Numbers and Alphabet (STU)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.Then sing theAlphabet Song, colors and have a few short dialogues with theteacher.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U….”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterS.”Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Childrenshouldwrite2linesofeachletterintheircopybooks.TellchildrenthatthesoundtheletterSmakesis/s/.TellthemthesoundfortheletterT,whichmakesthesound/t/.TheletterUmakesthesound/uh/or/yoo/.Childrenpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application: Review numbers 1-5, and teach 6-10. Children should practice on their fin-gersandwithnumbercards.Usingasimplepicture-suchasastar,andmakerowswithdifferentamountsofthatpicture.Childrenandteachershouldcountthemtogether(ForExample:***Childrenshouldsay,1,2,3stars).Countdifferentthingsintheclassroom(windows, doors, flowers, etc.)


Usethelettercardsandmixuptheorderoftheletters.Askseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Pointtodifferentthingsin the classroom and ask, “What color is it?” At first teacher should answer herself: “It is green”.Thenaskchildren“Whatcolorisit?”Theyshouldanswerinthecorrectform.

Materials:Alphabetlettercards,colorcards,numbercards

Class #9: Informal Assessment Day. This is a day for the teacher to check and see how well the children are learning.


Motivation:ReviewGreetingsandletchildrenhaveshortdialogueswiththeteacherandwitheachother.ReviewtheAlphabetSong.

Information:Teachthesong:10LittleKittens.Sing(tothetuneof10LittleFingers,SeeAppendixE):

1 little, 2 little, 3 little kittens4 little, 5 little, 6 little kittens7 little, 8 little, 9 little kittens10 little kittens in a row!

Practice:Teachthewordlittle,andmakeagesturesotheycanguesswhatitmeans.Thenpointtoakittenfromthepicture.Finallypointtotherowofkittensandsay“inarow”.Childrenshouldguesswhatthesewordsmean.Thensay,“1little”,andhavechildrenrepeat,say“2little”andchildrenrepeat.Continueuntiltheyhavesaidallthewordstothesong.Thensaywholelinesofthesong,andaskthemtorepeat.Finally,singthesongagain,andinvitechildrentosingalong.Childrenmaytrytosingwithouttheteacheraswell.

Application:Usecolorcardstoreviewcolors,andthenplayalphabetgame:Choose3children.Giveeachaletterfromagroup(exampleF,G,H)andthechildrenmustmakealine,sothatthealphabetcardsareinorder.Repeat.

Materials:pictureof10kittenssittinginarow

Class #10: Classroom Commands and Alphabet (VWX)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.ThensingtheAlphabetSong,reviewcolorsandhaveafewshortdialogueswiththeteacher.Singthe10LittleKittenssong.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemindifferent places on the board, and let children find them and say their names. Then in-troducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X…”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterV.”Childrenshouldrepeatwithother2letters.

Practice:Childrenshouldwrite2 linesofeachletter intheircopybooks.TellchildrenthatthesoundtheletterVmakesis/vuh/.TellthemthesoundfortheletterW,whichmakesthesound/wuh/.TheletterXmakesthesound/kss/.Childrenpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application: Teach classroom commands: Stand up. Sit down. Come here. Open yourcopybook.Closeyourcopybook.Repeat.Giveacommandtothegroupandtoindividualchildren.Whenchildrenarecomfortablewithwords,askoneofthemtogivecommandstotheclassorotherchildren.Taketurnsdoingthis.

��

Givethechildren3consecutivelettersandaskthemtoputtheminorder.Dothissev-eral times. Point to different things in the classroom and ask, “What color is it?” At first teachershouldanswerherself:“Itisgreen”.Then,begintoaskchildrenwhatcolorisit?Theyshouldanswerinthecorrectform.


Class #11: Classroom Commands and Alphabet (YZ)


Motivation:SayHelloandGoodMorningtochildren.ThensingtheAlphabetSongandaskthemiftheyknowwhichlettersarelefttolearn.Reviewcolorsandnumbersandhaveafewshortdialogueswiththeteacher.Singthe10LittleKittenssong.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemindifferent places on the board, and have children find them and say their name. Then introducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,andZ”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterY.”ChildrenshouldrepeatwithZ.

Practice:Childrenshouldwrite2linesofeachletterintheircopybooks.TellchildrenthatthesoundstheletterYmakesare/yuh/or/eee/.TheletterZmakesthesound/zz/.Childrenpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.Congratulatethechildrenonlearningalloftheletters!

Application:Practiceclassroomcommands:Standup.Sitdown.Comehere.Openyourcopybook.Closeyourcopybook.Teachnewcommands:“Giveittome.”“Takeit.”Askchildrenasagrouptodoacommandandindividually.Whenchildrenarecomfortablewithwords,Teachthewords“Please”and“Thankyou”.Teachthemthatthesewordsareveryimportanttosayandtheyshouldn’tforgettosaythemwhenwewantsomethingandwhenwegetsomething.Practice“Pleasegiveittome.”“Pleasetakeit.”Andtheanswer:“Thankyou.”Reviewallcommands.

Usingsomeorallofthelettercards,mixuptheorderofthelettersandaskseveralchil-drentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Playamatchinggameontheboard,inwhichupper-caselettersareononeside,andlower-caselettersareontheother.Childrenshoulddrawalineconnectingtheupper-andlower-caseletters.

Haveshortdialogueswiththechildren,usingallgreetingsvocabulary,commandsand“Whatcolorisit?”“Whatletterisit?”


Class #12: Classroom Objects “It is a…”


Motivation:Greetchildren.Ask,“Howareyou?”and“Whatisyourname?”SingtheAl-phabetSongandusingcards,askchildrenwhichsoundsdifferentlettersmake.Playamatchinggamewithupper-andlower-casealphabetletters.Makesurechildrentellyouwhichlettertheyarematching.

Information:Usingpicturesofclassroomobjectsorpointingtorealobjects,teachtheEnglishwordsfordesk,board,pencil,pen,copybook.Pointoutobjectsandhavechildrenpractice:“Itisadesk.Itisa…

Practice:Askchildrenwhichbeginningsoundsare ineachword.Askthemiftheycanguesswhichletterisinthebeginningofeachword.Reviewcolorswithcards.Askchil-drenwhatcolordifferentobjectsare.Pointtodifferentobjectsandsayphrases:“Abluedesk.”“Aredpen…”Letchildrensaytheirownphrases.


Application:Sing10LittleKittens,andaskthemtocountdifferentclassroomobjects.Askthechildrentocopythealphabet(itshouldbewrittensomewheretheycansee)intotheircopybooksatleastonetime.


Class #13: Classroom Objects and “What is it?”


Motivation:Writethewholealphabetontheboard.Sayeachletternameandmakeitssoundorsounds.Thenaskonechildatatimetocometothefrontandpointoutaletterandtrytomakeitssound.Choose3-4children,givethemlettercardsfromapartofthealphabet(forexample:G,H,I)andseeiftheycanputthemorder.Usethebeginninghalfofthealphabetlettersforthisgame-theywillbeabletodothetaskmoreeasily,andbe more confident)

Information:Reviewclassroomobjects:desk,board,pencil,pen,copybook.Pointoutdifferentitemsandaskchildrentonamethem.Whenchildrenseemcomfortablewiththesewords, teachnewones: chair, door, book, ruler. Practice thesewordswith thechildrenseveraltimes.

Practice:Placeanexampleofall8itemsneareachother,andpointoutobjects.Classshouldrespondinchorus.Seeiftheycanrecalltheitemsquickly,andifso,pointoutdifferentitemsquicklyandseeiftheycanstillsaythewords.

Application:Practicecounting.Childrenmaystandinacircle,andgoaroundthecircle,eachonesayinganumber,goingfrom1-10.Thenyoumaytrythiswiththealphabet.Youmaypassabeanbagorballasyougoaroundthecircle.Childrenshouldcopythealphabet(itshouldbewrittensomewheretheycansee)intotheircopybooks.

Materials:Alphabetlettercards,optionalclassroomobjectcards,beanbagorball

Class #14: Classroom Objects, Plural Nouns


Motivation:StartingwithA,goaroundtheroom,andaskeachchildtosaythenextletterofthealphabetuntilZ.

Information:Reviewallclassroomobjects,andthenholdup1pencil.Say“Onepencil.”Thenholdup2pencils.Clearlysay“2pencils.”Dothesamewitheachclassroomobject.Thenshow2pencilsagain,andaskchildrentotellyouhowmany.Makesuretheysaythe/s/sound.Explaininnativelanguagethatwhenthereare2ormorethings,inEnglishweaddthesound/s/totheend.Askwhichlettermakesthatsound.Practicewithdifferentobjects.Showseveralintheplural,thenalternatebetweenpluralandsingularformsofthewords.

Practice: Write lines of letters on the board, for example:AAA, BBBBB, FFFFFF, etc.Teacher should point to the first and say the answer: “Three A’s”. Children should prac-ticethis,andthenmaysaytheanswersontheirown.

Application:Writeseverallettersontheboard.Pointtoanobjectandsayitsname.Forexample:ItisaPen.Childshouldcometotheboardandpointtothebeginningletteroftheword.Donotusetheword‘chair’forthisexercise.Playtelephone.Childrenstandina row. Teacher tells the first child a vocabulary word or phrase, each child must whisper thatwordorphrasetothenext,untiltheendoftheline.Thenthelastpersonmustsaythewordorphraseoutloud.Sometimesthewordorphraseattheendisverydifferentfromtheoneatthebeginning.

Materials:Alphabetlettercards,optionalclassroomobjectcards

��

Class #15: Wrap-up/ Review


Motivation:Greetchildren.Childrenmaystandinacircle,andgoaroundthecircle,eachonesayinganumber,goingfrom1-10.Thendothiswiththealphabet.Childrenmaypassabeanbagorball,ortheymaytosstheballacrossthecircletooneanother.

Information:PlaygameTic-Tac-Toe (NoughtsandCrosses),using letter,color,numberandobjectcards.DrawalargeTic-Tac-Toeboardonthechalkboard.Dividetheclassinto2teams;taketurnshavingonechildfromeachteamcomeuptothefront.Teacherholdsup a card, and whoever says the letter, number or object first gets to put an x or o on the boardforhisorherteam.

Practice:Teachcolorpoem:

I see green (point to something green)I see yellow (point to something yellow)I see this funny fellow (point to a boy in the class)I see red (point to something red)I see blue (point to something blue)I see you, and you and you (point to different children)

Application:Reviewgreetings,usingTimeofDaypictures.Doshortdialogueswiththechildren.Showthemdifferenttimesofdaybeforethedialogues,sotheycanusediffer-entgreetings.

Materials:TimeofDayPictures,cardsfornumbers,colors,classroomobjects,andal-phabet

Class #16: Informal Assessment Day

On this day, the teacher can see how well the class is learning the material. Take notes to see what is difficult and easy. If certain children are having extra trouble, make a note of this so you can give them extra help in future classes.


Motivation:Greetchildren.Reviewtheclassrules.

Information:Onebyone,askchildrentocomeupandwritealetterofthealphabet.GoinorderfromA-Z.Playmatchinggameontheboardwithupperandlowercaseletters.Thendrawletters(andperhapsnumbersalso)indifferentplacesontheboardandaskchildren to come up and find a certain letter or number.

Practice:Childrenmaystandinacircleandpracticesayingthenumbersto10.Trytodoitquicklyaroundthecircle,andthenuseaballtotossbackandforthacrossthecircle.

Application:Makedialogueswith thechildren.Reviewcolorsbyasking,“What is it?”Childrenshouldtrytoanswer,“Itisaredpen.”“Itisabluebook.”Etc.Reviewthisformwiththembeforeaskingthemtosayitontheirown.

Materials:allobjectandwordcards,ballorbeanbag


Class #17: End of Semester Fun Day

See Appendix – for Fun Activities.

With the first 4-5 letters of the alphabet, for example: A- apple, B- ball, C- cat D- dog E-egg.LetchildrendrawalargeCapitalandsmallletterforeachA-E,andthendrawtheitemthatbeginswiththeletter

��

Semester 2

Class #1: Review all material and teach, “Whose is it?”

1st Form lesson

Motivation:Reviewgreetings,colorsandnumbers.

Information:Reviewclassroomobjects.Takeapenciloffachild’sdeskandsay“Whosepencilisit?”answerthequestion,“ItisTimur’spencil.”Dothis2-3moretimes,andthenaskchildrentoanswer.Askchildrenwhatthetranslationofthisquestionis.ThenPlayTranslationgame.Teachershouldsay,“Whosecopybookisit?”Andchildshouldtranslate.Use“Itis(child’sname)’scopybook.”sentencesaswell.

Practice:Sing“10littleKittens”.Writelettersofthealphabetindifferentplacesontheboard.Askchildrentocometotheboardandcircletheletterthattheteachersays.

Application:Reviewcommands,andteachseveralnewclassroomcommands.PracticebyplayingSimonSays.

Materials:None

1st Year Lesson

Motivation:Greetclass,quicklyreviewcolorsandnumbers:“Whatcolorisit?”“Whatnumberisit?”Review“Whatisit?”afewtimes,andthenaskchildren“Whosebookisit?”Teacherusespupil’sbookandsays,“ItisTimur’sbook.”Practiceseveraltimes,childrenshouldrepeatandtryontheirown.

Information:Askchildrentocopydownthealphabetonetime.Whentheyaredone,spendtimeaskingchildrenwhatsoundsthatthelettersmake.Ontheboard,write“pen”.Askchildrentoreadtheletters,andthentellyouthesounds.Thenaskchildrentotrytoputthesoundsinthewordtogether.Dothiswith‘desk’and‘book’.

Practice:Writethefollowingwordsontheboard: I, the,a,an,and,you, is.Teachersayswords,andchildrenrepeatseveraltimes.Childrenshouldwritethesewordsintheircopybooks,thenclosetheircopybooks,andpracticereadingthewords.(Thesewordsareamongthe25mostfrequentlyusedwordsintheEnglishlanguage.Childrenshouldlearntorecognizethesewordsbysight,makingthem‘sightwords’-thatis,wordsthattheydon’tread,butratherrecognize.Youmaywanttomakewordcardswiththesewordstodrillstudents.)Childrenshouldpracticesayingthelettersinthesewords,andthenreadthewords.Taketurnslettingchildrenreadthewords.

Application:Childrenshouldwritedownallofthewords.

Materials:None-optionalclassroomobjectcards.

Class #2: Classroom Objects and Possessive adjective “My and Your”

1st Form lesson

Motivation:TeachGoodMorningSong(TothetuneofBrotherJohn.SeeAppendixE):

Good Morning, Good Morning, How are you, How are you?Very Well, I thank youVery Well, I thank youHow are you, How are you?


Information:Reviewquestion,“Whoseisit?”andanswer“Itis….’s.”Teachershouldgiveherpentoachild,andchildshouldask,“Whoseisit?”Teacheranswers,“It’smypen!”Practicewithanotherobject,andthenaskchildrenwhattheythinkteacherhassaid.Thenteacherandstudentsshouldpracticetogether.

Practice:Childshouldchooseanobjectfromanotherchild’sdeskandsay,“Whose---isit?”Teachershouldanswer,It’sMY(object)!Anotherchildshouldsay,“No,it’s(child’sname)’s(object)!”Afterpracticingforawhile,teachercan introduce‘your’.Teachershouldpickupanobjectandaskachild,“Isityourpen?”Childshouldansweryesorno.Dothisseveraltimesuntilchildrencantellyouwhat“Isityourpen?”meansinnativelanguage.

Application:Practicemakingplurals:Teachersaysawordinsingular,andchildrenshouldsaythepluralform.PlaySimonSays(Youmayteach2-3moreverbswithwhichtoplay).SingGoodMorningSongagain.

Materials:None

1st Year Lesson

Motivation:Greetchildren,andplayagame:Tossabeanbagorballtoachild,andaskhim to say the first letter of the alphabet. He says it, tosses it back, and then the teacher tossestheballtothenextchild,whosaysthenextletter.Continue.Repeatusingnum-bers1-10.

Information:Reviewquestion,“Whoseisit?”andanswer“Itis….’s.”Teachershouldgiveherpentoachild,andchildshouldask,“Whoseisit?”Teacheranswers,“It’smypen!”Dothesame,anduse“It’syourpen.”Practicewithanotherobject,andthenaskchildrenwhattheythinkteacherhassaid.Thenteacherandchildrenshouldpracticetogether.

Practice:Writethefollowingwordsontheboard:of, to, in, that, it.Childrenshouldpracticesayingthelettersandsoundsofthewords,andthenletchildrenpracticeread-ingthewords.Writeallof theclassroomobjectwordsontheboard.Childrenshouldpracticesayingallofthe letters inthewords.Theyshouldthentrytosoundoutthewords.Teachershouldpointtoeachwordandpronounce.Childrenshouldrepeat.Thenpracticepointingtotheword,andthechildrenshouldsayitwithoutprompting.

Application:Childrenshouldwritedownallclassroomobjectwords.Thenewsightwordsare:of,to,in,this,that.Practicesayingthelettersandthesoundsofthesewords.Chil-drenmaypracticereadingthewords,andthenwritethemItheircopybooks.

Materials:Ballorbeanbag

Class #3: Classroom Objects “This is…” “That is…”

1st Form lesson

Motivation:Greetchildren.Singalphabetsongand“10LittleKittens”.

Information:Teach“this”and“that”.Placeonepenonadesk,andholdonepen.Say,“Thispen.”(Pointtothepeninyourhand).Thensay“Thatpen.”Pointtothepenonthedesk.Dothisseveraltimes,andhavechildrenrepeatwords.

Practice: Make false statements- hold up a pen and say, “This is a pencil.” Childrenshouldsay,“No,thatisa…”Saysometruestatementsaswell.Childrenshouldanswerthesebysaying,“Yesthatisa…”Askchildrentosaysentenceswith“Thisis…”andhaveotherchildrenanswerwith“Yes/Nothatis…”

Application:Practicedialogueswithchildren,usingallvocabularyincluding,“Whose(ob-ject)isit?”sentencessuchas:“Thisisapencil.”“Whatisthat?”“Thatisapencil.”

Materials:None

1st Year Lesson

Motivation:TeachGoodMorningSong(TothetuneofBrotherJohn.SeeAppendixE):

��

Good Morning, Good Morning, How are you, How are you?Very Well, I thank youVery Well, I thank youHow are you, How are you?

Information:Teach“this”and“that”.Placeonepenonadesk,andholdonepen.Say,“Thispen.”(Pointtothepeninyourhand).Thensay“Thatpen.”Pointtothepenonthedesk.Dothisseveraltimes,andhavechildrenrepeatwords.

Practice:Writedownthefollowingwords:he,was,for,on,are.Teachershouldsayeachword,andchildrenshouldrepeat.Practicespellingandsayingthesewords.Drillwithchildrenuntiltheycansayallofthewordseasily.Childrenshouldwritethewords.

Application:PlaySimonSayswithclassroomcommands.

Materials:None.Optionalsightwordcards

Class #4: Classroom Objects and Prepositions “Under, On, and In”

1st Form Lesson

Motivation:Reviewnumbers1-10.Writenumbersontheboard,andchildrenshouldpointoutthenumbertheteachersays.Practicecounting1-10andthentrycountingdownfrom10to1.

Information:Reviewclassroomobjects.Teachseveralmore:eraser,window,girlandboy.Reviewallobjectstogether.Thenpracticenamingthecolorandnumberofobjects.Usethequestion,“Whatisit?”Dothisuntileverychildgetstospeak.Thenplaceapenonabook.Say“On”.Holdthepenunderthebooksandsay“Under”.Thenopenthebookandplacethepeninside.Closethebookandsay“In”.Repeat,andhavechildrensaythenewwordswithyou.

Practice:Blindfoldachildandgivethemaclassroomobject.Seeiftheycansay“Itisa…”Dothisseveraltimes,andrepeatwithseveralchildren.

Application: Practice dialogues. Teacher should say the first two with children, and then askthechildrentodothenextonestogether.Iftimeallows,SingGoodMorningSong,andreplaceGoodMorningwithGoodEvening.

Materials:blindfold

1st Year Lesson

Motivation: Greet children, and have short dialogues. Then drill them with the sightwordsformlastclass.

Information:Reviewclassroomobjects.Teachseveralmore:eraser,window, girlandboy.Reviewallobjectstogether.Thenpracticenamingthecolorandnumberofobjects.Usethequestion,“Whatisit?”Dothisuntileverychildgetstospeak.Thenplaceapenonabook.Say“on”.Holdthepenunderthebooksandsay“under”.Thenopenthebookandplacethepeninside.Closethebookandsay“in”.Repeat,andhavechildrensaythenewwordswithyou.

Practice:Blindfoldachildandgivethemaclassroomobject.Seeiftheycansay“Itisa…”Dothisseveraltimes,andrepeatwithseveralchildren.

Application:Newsightwords:as,with,his,they,at.Practicesayingthelettersandthesoundsofthesewords.Childrenmaypracticereadingthewords,andthenwritethemintheircopybooks.Thenwriteallsightwordsontheboard,andchildrenmaypracticespellingandpointingoutthewords.

Materials:None-optionalsightwordscards


Class #5: Classroom Objects and Prepositions “Under, On, and In”

1st Form Lesson

Motivation: Place alphabet cards around the room, and let children find them as you reviewthealphabet.

Information:Reviewthequestions“Whoseisit?”“Whatisit?”andthenteach,“Whereisit?”“Itison,under,inthe…”

Practice:Play“Ispy”.Teachersays,forexample:“Ispywithmylittleeye,somethingUNDER the desk. Children should look in that place, and try to find the object that the teacher isspeakingabout.Thenpracticenumbers.Writeanumberontheboard,andchildrenshouldwritethenumberbeforeandafterit.

Application:PlayAroundtheWorldwithclassroomobjects.Startonthefrontrighthandside of the room. Ask the first 2 children to stand, and show a classroom object, color, or number picture. Children should try to be the first to answer. The first child to say “It is a…”forclassroomobjectsorsimply“Itis…”forcolorsandnumbers,movestothenextchild,andtheyareshownanothercard.Thechildwhoanswersquicklymovesontothenext child. The other child, who doesn’t answer first, must sit down in the place his turn ends.(Thisway,youcanseewhomovedthefarthest)Playuntileverychildhasaturn,oruntilonechildgoesallthewayaroundtheroom,dependingontimeandifthechildrenareinterested.

Materials:Allwordandobjectcards

1st Year Lesson

Motivation:Sing10LittleKittens,andtheAlphabetSong.Drillsightwords.

Information:Reviewclassroomobjects.Teachseveralmore:eraser,window,girlandboy.Reviewallobjectstogether.Thenpracticenamingthecolorandnumberofobjects.Usethequestion,“Whatisit?”Dothisuntileverychildgetstospeak.Thenplaceapenonabook.Say“On”.Holdthepenunderthebooksandsay“Under”.Thenopenthebookandplacethepeninside.Closethebookandsay“In”.Repeat,andhavechildrensaythenewwordswithyou.

Practice:Writeallofthesightwordsandclassroomobjectwords1timeeachonbothsidesoftheboard.Dividetheclassintoteams,andhave1childfromeachteamcometotheboard.Sayaword,andwhoeverputstheirhandonthecorrectwordgetsapointfortheirteam.

Application:SingtheGoodMorningsong,andreviewcolorsandnumbers.

Materials:None-optionalsightwordscards

Class #6: Informal Assessment

On this day, the teacher can see how well the children are learning the material. Take notes to see what is difficult and easy. If certain children are having extra trouble, make a note of this so you can give them extra help in future classes.

1st Form Lesson

Motivation:Havedialogueswithseveralofthechildren.Useallquestionwordsandvo-cabularytheyhavelearnedsofar.

Information:PlaySimonSayswithclassroomcommands.

Practice: Play Ispywithcolors,numbersandprepositionson, inandunder.Childrenshould listen to the teacher, look around to find the object or objects, and then raise handtopointthemout.

�0

Application:Playblindfoldguessinggame.Useseveralitemsandchildmustfeelthemandnamethemall.Ifyougive3pens,childmustsay,“Itis3pens.”Withremainingtime,singsongs:AlphabetSongand10LittleKittens

Materials:blindfold

1st Year Lesson

Motivation:Havedialogueswithseveralofthechildren.Useallquestionwordsandvo-cabularytheyhavelearnedsofar.

Information:PlaySimonSayswithclassroomcommands.Writesightwordsandclassroomobjectwordsontheboard,andaskeachchildtopointoutaword.

Practice: Play Ispywithcolors,numbersandprepositionson, inandunder.Childrenshould listen to the teacher, look around to find the object or objects, and then raise handtopointthemout.

Application:Playblindfoldguessinggame.Useseveralitemsandchildmustfeelthemandnamethemall.Ifyougive3pens,childmustsay,“itis3pens.”Withremainingtime,singsongs:AlphabetSongand10LittleKittens

Materials:blindfold

Class #7: Family Words

1st Form Lesson

Motivation:GreetChildren.SingtheGoodMorningSong.

Information:Usepicturesoffamilymemberstoteachfamilywords,using“Itisa…”

Practice:Teachershouldshowapictureofherfamily,andsay,“Thisismy…Thisismy…Childrenshoulddrawapictureoftheirfamilyintheircopybooksandtaketurnsshowingtheirfamily,saying“Thisismy…Thisismy…Showpicturesoffamilymembers.

Application:Reviewthealphabet.Teachvowels,A,E,I,O,U.Tellchildrenthatthesearespeciallettersandtheyshouldrememberthattheyaredifferentfromtherestoftheletters.Practicesayingthem,andthenwrite3ofthemontheboard,andhavechildrennamethemissingvowels.Repeatseveraltimes.PlayagameofISpy.

Materials:Familymemberpictures,pictureofteacher’sfamily(mother,father,sistersandbrothersonly)

1st Year Lesson

Motivation:GreetChildren.SingtheGoodMorningSong.

Information:Usepicturesoffamilymemberstoteachfamilywords,using“Itisa…”

Practice:Teachershouldshowapictureofherfamily,andsay,“Thisismy…Thisismy…Childrenshoulddrawapictureoftheirfamilyintheircopybooksandtaketurnsshowingtheirfamily,saying“Thisismy…Thisismy…Showpicturesoffamilymembers.

Application:Writethewords:Mother,father,sister,brotherontheboard.Practicesayingthesewords,andpointoutthe–th-sound.Practicesayingthissound.Childrenshouldcopyallwords,andthenreviewsightwordsandclassroomobjectwords.

Materials:Familymemberpictures,pictureofteacher’sfamily(mother,father,sistersandbrothersonly)


Class #8: Family Words and “I have a…”

1st form lesson

Motivation: Write every other letter of the alphabet on the board, and let children fill in therest

Information:Drawapictureofafamilyontheboard.Teachersaysafamilyword,andchildcirclesthepictureofthatfamilymember.Teachershowsapictureofhermother,father,brothersandsisters,andsays,“Ihavea…Foreach,remindchildrenofthenativelanguageformofthis.Childrenshouldpointtothepicturestheydrewoftheirfamily,andsay“Ihavea…”

Practice:Childrenmayusetheform“Ihave…”withotherthingsaswellasfamily.Teach-ershouldmodelthesentences,“Thisisacopybook.Itismycopybook.Ihaveacopy-book.”Dothisseveraltimes.Askchildrentodothesame.Teachershouldsayaword,andchildrenshouldtrytosaythesame3sentences.

Application: PlayTic-Tac-Toewith familywords.Youmayprepare cardswith 1,2 and3brothersandsisteronthem(atotalof6cards)sothatchildrenmustusethepluralforms.

Materials:familycards

1st Year Lesson

Motivation: Write every other letter of the alphabet on the board, and let children fill in therest

Information:Drawapictureofafamilyontheboard.Teachersaysafamilyword,andchildcirclesthepictureofthatfamilymember.Teachershowsapictureofhermother,father,brothersandsisters,andsays,“Ihavea…Foreach,remindchildrenofthenativelanguageformofthis.Childrenshouldpointtothepicturestheydrewoftheirfamily,andsay“Ihavea…”

Practice:Childrenmayusetheform“Ihave…”withotherthingsaswellasfamily.Teach-ershouldmodelthesentences,“Thisisacopybook.Itismycopybook.Ihaveacopy-book.”Dothisseveraltimes.Askchildrentodothesame.Teachershouldsayaword,andchildrenshouldtrytosaythesame3sentences.

Application:Newsightwords:yes,no,be,this,havefrom.Practicesayingeach,andthenwriteallofthesightwordsontheboard.Askchildrentocometothefront,pointoneout,andreadit.Thendothesamewithclassroomobjectwords.

Materials:Familypicturecards,optionalsightwordcards

Class #9: Family Words and the verb ‘to have’

1st Form Lesson

Motivation:Writethealphabetontheboardwithmanylettersmissing.Childrenshouldfill it in. Write the numbers with several missing as well and have children orally tell you whicharemissing.

Information: Teachchildren thatusing theword ‘a’ is like saying ‘one’.Examples:amother,afather.Teach“Youhavea…”Childrenshouldsay,“Yes,Ihavea...”“Youhave3brothers.”“No,Ihave2brothers.”Afterrepeatingthismanytimestogether,practiceas a chain drill. Go around the room and have first child say to second, “You have…” The secondchildmustanswer,“Yes/No,Ihave…”andturntothenextchildtomakeasen-tence.Remembertouse‘a’for1thing,andputan‘s’ontheendofwordsforplurals.

Practice:Teach,“Howoldareyou?”“Iam(5,6).”Childrenshouldpracticesayingthisandthen teacher should ask several children how old they are. Then do a chain drill. The first

��

childasksthesecond,“Howoldareyou?”Secondanswersandasksthesamequestiontothethirdchild.Repeatwitheverychild.

Application:Moredialogueswithnewwords.

Materials:None

1st Year Lesson

Motivation:Writethealphabetontheboardwithmanylettersmissing.Childrenshouldfill it in. Write the numbers with several missing as well and have children orally tell you whicharemissing.

Information: Teachchildren thatusing theword ‘a’ is like saying ‘one’.Examples:amother,afather.Teach“Youhavea…”Childrenmustsay,“Yes,Ihavea...”“Youhave3brothers.”“No,Ihave2brothers.”Afterrepeatingthismanytimestogether,practiceas a chain drill. Go around the room and have first child say to second, “You have…” The secondchildmustanswer,“Yes/No,Ihave…”andturntothenextchildtomakeasen-tence.Remembertouse‘a’for1thing,andputan‘s’ontheendofwordsforplurals.

Practice:Teach,“Howoldareyou?”“Iam(5,6).”Childrenshouldpracticesayingthisandthen teacher should ask several children how old they are. Then do a chain drill. The first childasksthesecond,“Howoldareyou?”Secondanswersandasksthesamequestiontothethirdchild.Repeatwitheverychild.

Application:Practicewritingthefamilywords:mother,father,sisterandbrother.Chil-drenmaycometotheboardandwritethewords.Then,usingcardsorwritingontheboard,askchildrentoreadsightwords.Askthemiftheyknowwhatanyofthewordsmean.(Theyshouldknowyes,no,in,you,have,I,it,on,thisandthat)

Materials:None,optionalsightwordcards

Class #10: Family Words: Do you have a…? (Yes/No)

1st Form Lesson

Motivation:Greetchildren.Reviewfamilywordswithpictures.Reviewthepluralformofeachofthefamilywords.

Information:Askthequestion:Doyouhaveamother?Answer:“Yes,Ihaveamother.”

Practice:Childrenshouldmakedialoguestogether,andaskeachotheraboutfamilies.Teacher should ask the first few questions, but tell children to pay attention, so they can alsoaskthesequestions.Useallquestionsfrompreviouslessons.

Application:Usethe“Doyouhavea…?”formwithclassroomobjects.Childrenshouldpracticemanytimes,andeachchildshouldspeakat leastonce.ThenplayTelephone(Linechildrenup.Whisperawordorphrasetoonechild,whowhispersittothenext,downthelineofchildren.Thelastchildmustsaywhatheorsheheard.withanyofthenewquestionsorstatementsfromthepastfewclasses.Withextratimesingsongs.

Materials:Familycardsandpictures

1st Year Lesson

Motivation:Greetchildren.Reviewfamilywordswithpictures.Reviewthepluralformofeachofthefamilywords.

Information:Askthequestion:“Doyouhaveamother?”Teacheranswerherself:“Yes,Ihaveamother.”

Practice:Childrenshouldmakedialoguestogether,andaskeachotheraboutfamilies.Teacher should ask the first few questions, but tell children to pay attention, so they can alsoaskthesequestions.Useallquestionsfrompreviouslessons.Ask“Doyouhave…”questionsaboutclassroomobjectsaswell.


Application:Vowelsoundpractice:/e/asinme:meet,feet,seen,sleep,read,bean,seat.Teachchildrenthattheletteremakesthesound/ee/asinmewhenitiswritten–ee,and–ea.Childrenshouldpracticesayingthesewords,andwritingthem.

Materials:Familycardsandpictures,optionalvowelsoundwordcardsandsightwordcards

Class #11: Family Words: Do you have a…? (Yes, I have a…)

1st Form Lesson

Motivation:SingtheAlphabetsong,TenLittleKittens,andTheGoodMorningSong.

Information:Teachtheform“Ihavenosisters/nobrothers.”

Practice:Playagame:Sayaword2ways,oncepronouncingitcorrectly,onceincorrectly.If the first word was correct, children should hold up one finger, if the second word was correct, hold up two finger. Example: Teacher says, “Mahver, Mother” Children should hold up 2 fingers because the second word was correct. Teacher should prepare the words thatshewillsaybeforehandsoactivitymovesquickly.

Application:Invitethechildrentoaskeachotherforthings.Tellthemtheform“Douyouhavea…?”Iftheansweris“YesIhavea…”Thenthechildshouldsay,“Givemea…please.”Goaroundtheroom,asinachaindrill,anduseallclassroomobjectwords.

Materials:None

1st Year Lesson

Motivation:SingtheAlphabetsong,TenLittleKittens,andTheGoodMorningSong.

Information:Teachtheform“Ihavenosisters/nobrothers.”

Practice:Invitethechildrentoaskeachotherforthings.Tellthemtousetheform“Douyouhavea…?”Iftheansweris“YesIhavea…”Thenthechildshouldsay,“Givemea…please.”Eachchildshouldpracticesayingthesephrases.

Application:Quicklyplayagame:Sayaword2ways,oncepronouncingitcorrectly,onceincorrectly. If the first word was correct, children should hold up one finger, if the second word was correct, hold up two finger. Example: Teacher says, “Mahver, Mother.” Children should hold up 2 fingers because the second word was correct. Teacher should prepare thesewordspairsbeforeclasssotheactivitymovesquickly.Thenpracticesightwordsand/e/vowelsoundwords.Introduceseveralwordswiththesound/i/asinhit:hit,mitt,sit,pin,bin,did.Childrenshouldpracticespellingandreadingthesewords,andwritethem.

Materials:None-optionalvowelsoundwordcardsandsightwordcards

Class #12: Review

1st Form Lesson

Motivation:Reviewcolorsusingcards,andthenshowonlysomeofthecards.Childrenmust figure out which colors are missing. Repeat several times.

Information: Where’s My Desk? Song (see first year lesson, below)

Practice:Learnthissongwell,thenaddgestures.Writeallupper-andlower-caselettersin different placed on the board. Ask children to find the upper and lower case for each letter. Introduce the Alphabet Folder. This is a folder with small window flaps cut in 5 placesonthefront.Numbereachwindow1-5.Insidearepiecesofpaperwithalargelet-terdrawnoneach.Makeoneforeachletterofthealphabet.Placeonepagewithaletter

��

inthefolder.Openonewindow,andchildrenmayguesswhichletterisinside.Iftheyneedto,teachermayopenanotherwindow.Seehowquicklytheycanguesstheletter.

Application:BallTossTranslation.Tossaballorbeanbagtoachild,andsayavocabularyword.Childrenshouldtranslatetheword,andthrowtheballback.Repeatmanytimes.

Materials:Ball,AlphabetFolder

1st Year Lesson

Motivation:Reviewcolorsusingcards,andthenshowonlysomeofthecards.Childrenmust figure out which colors are missing. Repeat several times.

Information:Where’sMyDesk?Song(tothetuneofBrotherJohn,seeAppendixE):

Where’s my desk? Where’s my desk?Here it is! Here it is!I can touch the desk, I can touch the desk,With my hand, With my hand.

Thiscanbedonewithotherclassroomobjectsaswell:

Where’s my chair(2), Near my desk!(2) I will sit in my chair(2) Quietly(2)Where’s my pencil(2), On my desk(2)I can hold my pencil(2) In my hand(2)Where’s the window(2) Over there(2), I can see the outside (2) Of my school(2)

Practice:Learnthissongwell,thenaddgestures.Writeallupper-andlower-caselettersin different placed on the board. Ask children to find the upper and lower case for each letter. Introduce the Alphabet Folder. This is a folder with small window flaps cut in 5 placesonthefront.Numbereachwindow1-5.Insidearepiecesofpaperwithalargelet-terdrawnoneach.Makeoneforeachletterofthealphabet.Placeonepagewithaletterinthefolder.Openonewindow,andchildrenmayguesswhichletterisinside.Iftheyneedto,teachermayopenanotherwindow.Seehowquicklytheycanguesstheletter.

Application:Writeallsightwordsontheboard.Childrenshouldpracticereadingthem.Thenwritethevowelsoundwordsontheboard.Askchildrentopointoutandsaywordswiththe/e/sound.Thenaskthemtopointoutandsaywordswiththe/i/sound.

Materials:Alphabetfolder

Class #13: Review

1st Form Lesson

Motivation:Review“Where’sMyDesk?”song,thentheAlphabetsong,andthen10LittleKittens.

Information:Childrenshouldpracticequestions“Whatisit?”“Whose….isit?”“Whereisit?”“Howareyou?”“Doyouhave…?”andanswerstoallofthese.Teachersaysaques-tion,childrenrepeat,and1answers.

Practice/Application:PlayAroundtheWorldandTic-Tac-Toe,withnouns,andifthisiseasy for them, perhaps try asking questions, to see who answers first. Also play game wherechildisblindfoldedandmusttouchtheobject,andsaywhatitis.

Materials:Blindfold

1st Year Lesson

Motivation:Review“Where’sMyDesk?”song,thentheAlphabetsong,andthen10LittleKittens.

Information:Childrenshouldpracticequestions“Whatisit?”“Whose….isit?”“Whereisit?”“Howareyou?”“Doyouhave…?”andanswerstoallofthese.Teachersaysaques-tion,childrenrepeatquestion,and1childanswers.


Practice:PlayAroundtheWorldandTic-Tac-Toe,withnouns,andifthisiseasyforthem,perhaps try asking questions, to see who answers first. Also play game where child is blindfoldedandmusttouchtheobject,andsaywhatitis.

Application: Have short dialogues with the children. If time remains, practice sightwords.

Materials:Blindfold

Class #14 Informal Assessment

Use this time to see what your pupils know. If you know that they need to practice a certain topic, you may do different revision exercises than the ones written here. Make notes of children who are having trouble and work to make them more comfortable saying English words.

1st Form Lesson

Motivation:PlaySimonSayswithclassroomcommands.

Information:PracticeusingtheAlphabetFolder.Reviewchildren’snamesandaskthemwhichlettercomesinthebeginningoftheirname.Childrenshouldstand,thensingAl-phabet Song, and when they sing the first letter of a child’s name, that child should sit down.

Practice:Teacherwritesaletterontheboard.Childmustwritetheletterthatcomesbeforeandafter it.Callout2colorsandhavechildrenwhoarewearingthosecolorsstandup.

Application:Singallsongs.

Materials:AlphabetFolder

1st Year Lesson

Motivation:PlaySimonSayswithclassroomcommands.

Information:PracticeusingtheAlphabetFolder.Reviewchildren’snamesandaskthemwhichlettercomesinthebeginningoftheirname.Childrenshouldstand,thensingAl-phabet Song, and when they sing the first letter of a child’s name, that child should sit down.

Practice:Teacherwritesaletterontheboard.Childmustwritetheletterthatcomesbeforeandafterit.Writeallsightwords,andvowelsoundwordsontheboard.Askchil-drentocometotheboardandpointthemoutasyousaythem.Callout2colorsandhavechildrenwhoarewearingthosecolorsstandup.

Application:Singsongswithremainingtime.

Materials:AlphabetFolder

Class #15, 16: Holiday Activities

Please see Appendix C for holiday Activity ideas.

��

Semester 3

Class #1: Review semesters 1&2

1st Year Lesson and 1st Form Lesson

Motivation:BegintowritetheGreetings:GoodMorning/Afternoon/Evening/Hello/Good-bye

Information: Children may point out the different letters they see. Take the first word, good, and sound it outwith the children. Point out eachplacewhere teacherwrote‘good’ontheboard.Moveonwiththenextwords.

Practice:Childrenshouldwritedownthesephrases.

Application:TeachDaysoftheWeekSong:Firstsaythewords,andthenhavechildrenrepeatthewords,thentrytosingtogether.(tothetuneofAlouette,SeeAppendixE)

Sunday, Monday, Tuesday Wednesday, Thursday, Friday, Saturday, Then we start again

(Startthesongagain,butonthedayoftheweekyouarecurrentlyon,don’tsaythatday,andinsteadclap.ExplainthatinAmerica,theystarttheirweekonSunday,notMondayaswedoinUzbekistan.)

Materials:None

Class #2: Introduce Parts of the Body


Motivation:SingDaysoftheWeekSong,andclaponthecurrentdayoftheweek

Information:Teacherpointstonose,andasks,“Whatisthis?”Childrenanswerinnativelanguage.Thenteacherwrites thewordnoseontheboard-anddrawsapictureofanosenexttoit.Childrenshoulddothesameintheircopybooks.Repeatthiswithotherpartsoftheface:Eyes,mouth,ears,hair,head.After,soundoutthewordstogether.Askchildren,oneatatime,topracticesayingthelettersthatareinthewords.Teachthemthatmanytimes,ifitisattheendoftheword,-emakesnosound.Alsopracticethe/th/sound.Childrenshouldputtheirtonguesinbetweentheirteethandblowoutgently.Thisisthe/th/sound.Makesureeveryoneintheclasscanmakethissound,asinmouth.

Practice:Childrenshouldclosetheircopybooks.Eraseallwordsfromtheboard.Childrenshouldclosetheireyesandlistenastheteachersaysaword.Teacherasksthechildrenwhatthebeginningsound/letteris,andwhattheendsoundis.Repeatthisforeachnewword.

Application:Childrenshouldwriteeachword5timesintheircopybooks.Singsongswithextratime.

Materials:None


Class #3: Parts of the Body using plurals

1st Form Lesson

Motivation:SingtheDaysoftheWeekSong,reviewthealphabet,colorsandnumbers.Usetheform,“Whatisit?”“Itis…”and“Itisa…”

Information:Teach the restof thepartsof thebody,writing thewordsdown,withapicture. Arm, hand, finger, body, leg, foot, toe. Children should copy the word and pic-turefromtheboard.After,soundoutthewordstogether.Askchildren,oneatatime,topracticesayingthelettersthatareinthewords.

Practice:Makealistofallthebodypartwordsontheboard,andletchildrenpointthemoutasyousaythem.Then,discusswhichbodypartsofwhichwehave2.Childrenshouldpickoutallofthesewords,andpracticedrawingthe‘–s’ontheendofthewordsontheboard.

Application:Childrenshouldwriteeachpluralwordintheircopybooks,andthenwriteeachword5timesintheirnotebooks.

Materials:None

1st Year Lesson

Motivation:SingtheDaysoftheWeekSong,reviewthealphabet,colorsandnumbers.Usetheform,“Whatisit?”“Itis…”and“Itisa…”

Information:Teach the restof thepartsof thebody,writing thewordsdown,withapicture. Arm, hand, finger, body, leg, foot, toe. Children should copy the word and pic-turefromtheboard.After,soundoutthewordstogether.Askchildren,oneatatime,topracticesayingthelettersthatareinthewords.

Practice:Makealistofallthebodypartwordsontheboard,andletchildrenpointthemoutasyousaythem.Then,discusswhichbodypartsofwhichwehave2.Childrenshouldpickoutallofthesewords,andpracticedrawingthe‘–s’ontheendofthewordsontheboard.

Application:Quicklyreviewsightwords,andthenwritethesentence“Itisahead.”ontheboard.Drawaheadnexttothepicture.Askchildrentoreadthesentence.Showan-otherbodypartontheboard,andaskchildrentosay“Itisa…”Thenaskachildtocometo the board and write the sentence. Remind them that the first letter is a capital, and a periodgoesattheendofthesentence.Repeatthisastimeallows,andletthechildrencopythesentencesintotheircopybooks.

Materials:None

Class #4: Parts of the Body and the Possessive Adjectives ‘my’ and ‘your’

1st Form Lesson

Motivation:SingDaysoftheWeeksong,andthendosomeshortdialogues.Ask“Howareyou?”“Howoldareyou?”“Doyouhave(familymembers)?”Thenreview“Itismy…”and“Isityour?”Childrenshouldremembertheanswer,“Yes,itismy…”“No,itisyour…”Teachershouldpointtodifferentobjectsandaskthesequestions.Trywithclassroomobjectsandthenwithbodyparts.(Childrenmaythinkthisisfunny.)

Information:Review“Thisismy…”“Thisisyour…”Childrenshouldstandinline,anddoachaindrill.Firstchildsayspointstohimselfandsays,“Thisismy…”Thenheshouldpointtoabodypartofthenextchildandsay,“Thisisyour…”Thischildsays,“Thisismy…”andturntothenext.Repeatthroughtheline.

Practice:TeachtheChant:

1,2,3,4

��

Point your right hand to the door1,2,3,4Point your left hand to the door

Application:Childrenshoulddrawseveraldifferentbodyparts,thenwritethewordnexttoeach.

Materials:None

1st Year Lesson

Motivation:SingDaysoftheWeeksong,andthendosomeshortdialogues.Ask“Howareyou?”“Howoldareyou?”“Doyouhave(familymembers)?”Thenreview“Itismy…”and“Isityour?”Childrenshouldremembertheanswer,“Yes,itismy…”“No,itisyour…”Teachershouldpointtodifferentobjectsandaskthesequestions.Trywithclassroomobjectsandthenwithbodyparts.(Childrenmaythinkthisisfunny.)

Information:Review“Thisismy…”“Thisisyour…”Writethese2phrasesontheboard.Childrenshouldstandinline,anddoachaindrill.Firstchildsayspointstohimselfandsays,“Thisismy…”Thenheshouldpointtoabodypartofthenextchildandsay,“Thisisyour…”Thischildsays,“Thisismy…”andturntothenext.Repeatthroughtheline.

Practice: Children should copy the sentences, “This is my leg.” “That is your nose.”Teachermaywriteseveral sentences likethisontheboardandchildrencanpracticereadingthem.

TeachtheChant:

1,2,3,4 Point your right hand to the door1,2,3,4Point your left hand to the door

Application:Introducenewsightwords:or,one,had,by,word.Practicespellingandsay-ingthesewords.Childrenshouldwritethem.

Materials:None

Class #5: Parts of the Body, “I have a/an…” (Article use)

1st Form Lesson

Motivation:Reviewalphabetandvowels.Askdifferentchildrentocometotheboardandcirclethevowelsasyousaythem.

Information:Thenwriteafewbodypartsontheboard:leg,eye,ear,arm,head.Tellchildrenthatwhenawordstartswithavowel,youcannotsay,“Itisaear.”Youmustsay“Itisanear.”Writeseveralnounsontheboard(itdoesn’tmatterwhetherchildrenknowthewordsornot)andaskchildrentocometotheboardtowrite‘a’or‘an.’

Practice:Askchildrentocopythesentences:Ihaveahead.Ihaveanose.Teachthemwhatsoundeachwordmakes.

Application:Teachthedifferentpronouns(I,you,he,she,weandthey).Childrenshouldpracticesayingandpointingtodifferentpeopleandsayingthepronouns.Theyshouldwriteallpronouns,andtranslateintheircopybooks.

Materials:None

1st Year Lesson

Motivation:Reviewalphabetandvowels.Askdifferentchildrentocometotheboardandcirclethevowelsasyousaythem.

Information:Thenwriteafewbodypartsontheboard:leg,eye,ear,arm,head.Tellchildrenthatwhenawordstartswithavowel,youcannotsay,“Itisaear.”Youmustsay


“Itisanear.”Writeseveralnounsontheboard(itdoesn’tmatterwhetherchildrenknowthewordsornot)andaskchildrentocometotheboardtowrite‘a’or‘an.’

Practice:Askchildrentocopythesentences:Ihaveahead.Ihaveanose.Teachthemwhatsoundeachwordmakes.

Application:Teachthedifferentpronouns(I,you,he,she,weandthey).Childrenshouldpracticesayingandpointingtodifferentpeopleandsayingthepronouns.Theyshouldwriteallpronouns,andtranslateintheircopybooks.Teachnewsightwords:but,not,what,all,were.Childrenshouldpracticesayingthesewordswiththeteacher,andthenontheirown.Thentheyshouldreviewallsitewordstogether.

Materials:None,optionalsightwordcards

Class #6: Parts of the Body, “This is…” “That is…”

1st Form Lesson

Motivation: Review Pronouns. Sing Alphabet song, and fill in alphabet, which has been writtenontheboardwithlettersmissing.

Information:Teacherpointstoownbodypartsorachild’sbodyparts.Childrenmustsaywhattheyare,intheform“Itisa/an…”

Practice:Makesmallpiecesofpaperwithbodypartwordsonthem.Onechildshouldcometothefront,andotherchildrenshouldtaketurnstapingthebodypartwordstothecorrectbodypartsofthechild.

Application: Review dialogue words. Write, “How are you? And the answer “I am fine.” Childrenshouldpracticereadingthistogether,andthenwriteitintheircopybooks.

Materials:Smallpiecesofpaperwithbodypartwordswrittenonthem,tape

1st Year Lesson

Motivation:Teacherpointstoownbodypartsorachild’sbodyparts.Childrenmustsaywhattheyare,intheform“Itisa/an…”

Information:Makesmallpiecesofpaperwithbodypartwordsonthem.Onechildshouldcometothefront,andotherchildrenshouldtaketurnstapingthebodypartwordstothecorrectbodypartsofthechild.

Practice: Review dialogue words. Write, “How are you? And the answer “I am fine.” Chil-drenshouldpracticereadingthistogether,andthenwriteitintheircopybooks.

Application:Teachnewsightwords:we,when,your,can,said.Askthechildrenwhichwords they recognize (we, your). Children should practice spelling and saying thesewords.Theyshouldwritethemintheirbooks,andthenpracticerecognizingandsayingallsightwords.

Materials:Smallpiecesofpaperwithbodypartwordswrittenonthem,tape,optionalsightwordcards

Class #7: Parts of the Body and Prepositions (On and Under)

1st Form Lesson

Motivation:Teachsong:Head,ShouldersKneesandToes(SeeAppendixE)

Head, Shoulders Knees and Toes, Knees and ToesHead, Shoulders Knees and Toes, Knees and ToesEyes and ears and mouth and nose,Head, Shoulders Knees and Toes, Knees and Toes

�0

Information:PlaySimonSayswithcommandsandthenewcommand“Touchyour…”

Practice:Reviewprepositionsin,onandunder.Say“MynoseisONmyhead.Whatelseisonmyhead?”Repeatwitheyes.Thenaskchildrentorepeatwithyou,andthengivemoreexamples.Afterallheadpartshavebeenused,pointtoleg.“Mylegisundermyhead.”“Myarmisundermyhead.”Askchildrenwhatelseisundertheirheads.Useasmanybodypartsasyoucan.

Application:Reviewcolorsandnumbers.Writetheminlistformontheboardandhavechildrencopythem.Askthemtoreadthesewordsbacktoyouasyoupointtothem.Singsongswithextratime.

Materials:None

1st Year Lesson

Motivation:Teachsong:Head,ShouldersKneesandToes(SeeAppendixE)

Head, Shoulders Knees and Toes, Knees and ToesHead, Shoulders Knees and Toes, Knees and ToesEyes and ears and mouth and nose,Head, Shoulders Knees and Toes, Knees and Toes

Information:PlaySimonSayswithcommandsandthenewcommand“Touchyour…”

Practice:Reviewprepositionsin,onandunder.Say“MynoseisONmyhead.Whatelseisonmyhead?”Repeatwitheyes.Thenaskchildrentorepeatwithyou,andthengivemoreexamples.Afterallheadpartshavebeenused,pointtoleg.“Mylegisundermyhead.”“Myarmisundermyhead.”Askchildrenwhatelseisundertheirheads.Useasmanybodypartsasyoucan.

Application:Reviewcolorsandnumbers.Writetheminlistformontheboardandhavechildrencopythem.Askthemtoreadthesewordsbacktoyouasyoupointtothem.Teachnewsightwords:there,use,an,each,which.Childrenshouldspell,sayandwritethewords.Practicereadingallsitewords,andvowelsoundwords.

Materials:None–optionalsightwordandvowelsoundwordcards

Class #8: Parts of the Body and Question Words (What, Whose, Where and Who?)

1st Form Lesson

Motivation:Childrensing,Where’sMyDesk?andpracticewritingthealphabet.Eachchildcomestothefrontandwritesthenextletterofthealphabet.

Information:Reviewall question sentenceswhilepointing tobodyparts. “What is it?Whoseisit?Whereisit?”Introduce“Whoisit?”Giveananswertoeachoftheseques-tionsandplayagame.Dividetheclass intotwoteams.Childrentaketurnansweringquestionsyougivethem.Askoneteamaquestion,andthenasktheotherteam.Ifthechildanswersthequestioncorrectly,givetheirteam1point.Iftheydonotanswercor-rectly,askthesamequestiontotheotherteam.

Practice: Play Simon Says with classroom commands. Teach the command “Touchyour…”

Application:Writing:Teacherwritesallofthequestionwordsontheboard.Teachchil-dren that the combination of letter ‘wh-’ says /wuh/ Children practice saying thesewords,andwritethemdown5timeseach.

Materials:None

1st Year Lesson

Motivation:Childrensing,Where’sMyDesk?andpracticewritingthealphabet.Eachchildcomestothefrontandwritesthenextletterofthealphabet.


Information:Reviewall question sentenceswhilepointing tobodyparts. “What is it?Whoseisit?Whereisit?”Introduce“Whoisit?”Giveananswertoeachoftheseques-tionsandplayagame.Dividetheclass intotwoteams.Childrentaketurnansweringquestionsyougivethem.Askoneteamaquestion,andthenasktheotherteam.Ifthechildanswersthequestioncorrectly,givetheirteam1point.Iftheydonotanswercor-rectly,askthesamequestiontotheotherteam.

Practice: Play Simon Says with classroom commands. Teach the command “Touchyour…”

Application:Writing:Teacherwritesallofthequestionwordsontheboard.Teachchil-dren that the combination of letter ‘wh-’ says /wuh/ Children practice saying thesewords,andwritethemdown.Thenteachnewsightwords:she,do,how,there,if.Chil-drenshouldpracticesayingeachofthesewords,andwritethemintheircopybooks.

Materials:None–optionalsightwordandvowelsoundwordcards

Class #9: Review

1st Form Lesson

Motivation:SingDaysoftheWeekSong.

Information: Play Days of the Week Snake. Go around the room, starting with the first day of the week, each child must say the next day. Keep going even after you have finished allthedays,untilallofthechildrenhavesaidaday.

Practice:Writethenamesoffamilymembersontheboard.Childrenshouldcopythemandpracticesayingthem.

Application:PlayTic-Tac-Toewithbodyparts,classroomobjectsandfamilymembers.Point to an object or a picture. The first child to say what it is gets to draw an x or o for hisorherteam.

Materials:Allwordandobjectcards

1st Year Lesson

Motivation:SingDaysoftheWeekSong.

Information: Play Days of the Week Snake. Go around the room, starting with the first day of the week, each child must say the next day. Keep going even after you have finished allthedays,untilallofthechildrenhavesaidaday.

Practice:Teachershouldwritethedaysoftheweekontheboard,practicereadingthewordswiththechildren,andthenthechildrenshouldcopythewords.

Application:PlayAroundtheWorldwithsightwordcards.(seeAppendixDforAroundtheWorldrules)

Materials:Sightwordscards



Motivation:SingtheDaysoftheWeeksongandtheGoodMorningSong.

Information:Writewordsthatchildrenhavelearnedontheboard.(Teachershouldin-cluseallsightwordsfor1styearstudents.)Askthemtotrytoreadthewordyoupoint.Keeptrackofwhichchildrencanandcannotreadthewords.Ifnoneofthechildrencanreadthewords,theycanpracticesayingthenamesandsoundsofthelettersinthewordsyoupointto.

��

Practice:PrettyColorsSong(tothetuneofClementine,SeeAppendixE):

Red and Orange,Yellow, Green, Blue,Purple, Brown, Pink and Gray,Pretty colors all around me, And I know each one by name.

Introducethenewcolorswithcards(brown,pink,purple,andgray)andpointtothemeachtimeyousingthesong.Havedifferentchildrenpointtothemaswellwhenyousingthesong.

Application:Practicethesong,thenstandinacircleandtossabeanbagorball,eachchildsayinganumberastheytossit.

Materials:Beanbagorball

Class #11: Domestic Animal Vocabulary

1st Form Lesson

Motivation:Lookataposterwithdomesticanimals.Askchildrentonameanimalsthattheysee.

Information:Teachthewordsforthefollowing:Cat,dog,pig,sheep,chick,andhen.

Information:Writeeachanimalnameon theboardandpractice spellingand readingtogether.

Practice:Childrenshouldwritedownthesenewwords.Childrenshouldpracticemakingtheanimalsintheplural.Teachthemthatsheepisusedforthesingularandplural.

Application:Childrenshouldmakeapictureintheirnotebooksforeachanimalwordtheywrote.

Materials:Posterorpicturesofdomesticanimals

1st Year Lesson

Motivation:Lookataposterwithdomesticanimals.Askchildrentonameanimalsthattheysee.

Information:Teachthewordsforthefollowing:Cat,dog,pig,sheep,chick,andhen.

Information:Writeeachanimalnameon theboardandpractice spellingand readingtogether.

Practice:Childrenshouldwritedownthesenewwords.Childrenshouldpracticemakingtheanimalsintheplural.Teachthemthatsheepisusedforthesingularandplural.

Application:Children shouldmakeapicture in their notebooks foreachanimalwordtheywrote.Thenteacher shouldwrite the followingwordswith the/a/ sound:bait,raid,wait,wade,fate,gate.Tellchildrenthatoftentheletter–eattheendofthewordmakesnosound.Childrenshouldpracticespellingthewords,andsoundingthemout.Concentrateonthe–aisound.Childrenshouldwritethesewords,



Class #12: Domestic Animals

1st Form Lesson

Motivation:ReviewDaysoftheWeekwithoutthesong.Writethewordsandsaythem.Thensayadayoftheweekinnativelanguage,andaskthechildrentopointtotheEng-lish word for it. This will probably be difficult at first. If so, sing the song again.

Information:Teachtherestofthedomesticanimals:Horse,cow,goat,rooster(cock),duck,goose.Practice readingand saying thesewords,andwrite themdown incopy-books.

Practice/Application:SingOldMacDonaldhadaFarm(SeeAppendixE)

Old MacDonald had a farm, E-I-E-I-OAnd on this Farm he had a (animal)E-I-E-I-OWith a (animal sound) here and a (animal sound) there,Here a (animal sound), there a(animal sound), everywhere a (animal sound),Old MacDonald had a farm, E-I-E-I-O

Hereisalistofanimalsandtheirsounds:Cat-meowmeow,dog-barkbark,cow-moomoo,sheep-baabaa,horse-neigh/naynay/hen-cluckcluck,pig-oinkoink.


1st Year Lesson

Motivation:SingtheDaysoftheWeeksong.

Information:Teachtherestofthedomesticanimals:Horse,cow,goat,rooster(cock),duck,goose.Practice readingand saying thesewords,andwrite themdown incopy-books.

PracticeSingOldMacDonaldhadaFarm(SeeAppendixE)

Old MacDonald had a farm, E-I-E-I-OAnd on this Farm he had a (animal)E-I-E-I-OWith a (animal sound) here and a (animal sound) there,Here a (animal sound), there a(animal sound), everywhere a (animal sound),Old MacDonald had a farm, E-I-E-I-O

Hereisalistofanimalsandtheirsounds:Cat-meowmeow,dog-barkbark,cow-moomoo,sheep-baabaa,horse-neigh/naynay/hen-cluckcluck,pig-oinkoink.

Application:Teach thenewvowel soundwords:/eh/ sound: set,met,pen, sell,get,less.Childrenshouldpracticespellingandreadingthesewords,thenwritethem.Writeallvowelsoundwordsontheboard,andaskchildrentocometotheboardandreadthewordtheteacherpointsto.

Materials:None,optionalvowelsoundcards

Class #13: Animals with Numbers and Prepositions

1st Form Lesson

Motivation:Reviewanimalnames,writealistofanimalnamesontheboard,andchildrencanpracticereadingthem.

��

Information:Reviewtheplural,andplaypluralsgame:Teacherwritesanumberontheboard,andtapes,orplaces,apictureofananimalnexttoit.Childmustsaythenumberandtheanimalinthepluralform.Forexample:7cows.

Practice:Childrenplayagame.Onechildactsoutananimal(theymayusesounds),andotherchildrenmustsaythenameoftheanimalinEnglish.

Application:Writethenamesoftheanimalsontheboard,anddrawapictureoftheanimal,orusepicturecardswithtape.Letthechildrendrawalinefromtheanimal’snametothepicture.

Materials:Animalpicturecardswithtape

1st Year Lesson

Motivation:Reviewanimalnames,writealistofanimalnamesontheboard,andchildrencanpracticereadingthem.

Information:Reviewtheplural,andplaypluralsgame:Teacherwritesanumberontheboard,andtapes,orplaces,apictureofananimalnexttoit.Childmustsaythenumberandtheanimalinthepluralform.Forexample:7cows.

Practice:Childrenplayagame.Onechildactsoutananimal(theymayusesounds),andotherchildrenmustsaythenameoftheanimalinEnglish.

Application:Writethefollowingwordswiththe/ah/sound:cat,clam,dad,fat,man,pan.Childrenshouldpracticespellingandreadingthesewords.Theyshouldwritethem,and then play Tic-Tac-Toe with vowel sound words. Divide the class into 2 teams.Achildfromeachteamcomestothefront,andtheteachershowsthemavowelsoundword card. Whichever child says the word correctly first may put an x or o on the game board.

Materials:Animalpicturecardswithtape,vowelsoundwordcards.

Class #14: Talk about Pets

1st Form Lesson

Motivation:Askchildreniftheyhaveanypetsthatliveintheirhouse.Asktheysaywhichanimalstheyhave,teachtheEnglishversions.

Information: Review cat, dog, and teach mouse, bird, and fish. Teach the plurals of these,andletchildrenwriteallwords.Reviewwithcards.

Practice:TeachSong“IlikeMice”(totuneofBrotherJohn,seeAppendixE):

I like mice, I like miceSqueak, squeak, squeakSqueak, squeak, squeakNose and eyes and whiskers, nose and eyes and whiskersI like mice, I like mice

Application:Childrenmaypointtonose,eyesandmakewhiskersastheysingthesong.Practicesong,andteachtheterm“Ihaveapet.Ihavea(nameofanimal).”Teach,“Ihavenopets.”aswell.Thenreviewcolors,numbersanddialoguesiftimeallows.

Materials:Animalpicturecardsofpets

1st Year Lesson

Motivation:Askchildreniftheyhaveanypetsthatliveintheirhouse.Asktheysaywhichanimalstheyhave,teachtheEnglishversions.

Information: Review cat, dog, and teach mouse, bird, and fish. Teach the plurals of these,andletchildrenwriteallwords.Reviewwithcards.

Practice:TeachSong“IlikeMice”(totuneofBrotherJohn,seeAppendixE):


I like mice, I like miceSqueak, squeak, squeakSqueak, squeak, squeakNose and eyes and whiskers, nose and eyes and whiskersI like mice, I like mice.

Childrenmaypointtonose,eyesandmakewhiskersastheysingthesong.

Application:Teachwordswith the /oh/ sound: hot, cot, ox, cod, bog, hog. Childrenshouldpracticespellingandreadingthesewords.Theyshouldwritethem,andpracticesayingvowelsoundwordsthattheyhavelearned.

Materials:Animalpicturecardsofpets,vowelsoundwordcards

Class #15: Review

1st Year Lesson and 1st Form lesson

Motivation:Havedialogueswithseveralchildren.Askabouttheirfamilies.SingIlikeMiceandDaysoftheWeeksongs.

Information:Reviewallbodyparts.Childrenshouldusetheform“Itisa…”

Practice:Learn“TheGoodMorningSong”(tothetuneDoYourEarsHanglow?seeAp-pendixE)

Oh, the duck says quackAnd the cow says moo,The old red rooster says Cock-a-doodle-do.The sheep says baa, And the cat says meowBut I say good morning When I see you!

Application:playAroundtheWorldwithallvocabulary.RemindchildrenthattheyhavealreadylearnedALOTofwords!Congratulatethemontheirgoodwork.

Materials:allwordcards,includingpicturesofanimals

Class #16: Review

1stYearLessonand1stFormLesson

Motivation:Teachermayhavedialogueswiththechildren.

Information: Sing all songs that children have learned.(1st year only: review sightwords)

Practice:Writewordsfromatopic(suchasbodyparts)indifferentplacesontheboardandaskchildrentopointoutdifferentwords.Thiscanbedonewithanimalsandbodyparts.Thenplayagameinwhichonechildisblindfoldedandhastosaythenameofaclassroomobjectthathetouches.Youmayalsoblindfoldachildandaskthemtowritealetterontheboard.

Application:Askchildrentospeakabouttheirfamily.Reviewtheform,“Ihavea….”PlayballTossTranslationgamewithcolorsandnumbers.

Materials:Blindfold,ballorbeanbag,sightwordcards

��

Class #17: Assessment

Teacher should collect copybooks after class today, and see how the children are writing, and if they are doing their work.

1st Form Lesson

Motivation:SingOldMacDonald,ILikeMiceandtheGoodMorningSong.

Information:Askchildrentoopentheircopybooks,andcopythefollowingwordsinthem.Tell them to write just as they see the words on the board: Cat, Dog, Monkey, Leg,Head.

Afterthechildrenhavewrittenthewords,askthemtodrawapicturenexttoeachword,showingwhatthewordmeans.Tellthemnottolookattheirfriends’papers.Aftertheyaredone,collectthenotebooks.

Practice/Application:Reviewpronouns,plurals,dialogues,colors,numbers,andtheal-phabetastimeallows.

Materials:None

1st Year Lesson

Motivation:SingOldMacDonald,ILikeMiceandtheGoodMorningSong.

Information:Askchildrentoopentheircopybooks,andcopythefollowingwordsinthem.Tellthemtowritejustastheyseethewordsontheboard.

Cat,dog,monkey,leg,head

Afterthechildrenhavewrittenthewords,askthemtodrawapicturenexttoeachword,showingwhatthewordmeans.Tellthemnottolookattheirfriends’papers.Aftertheyaredone,collectthenotebooks.

Practice/Application:Reviewpronouns,plurals,dialogues,colors,numbers,andtheal-phabetastimeallows.Writesightwordsontheboard,andaskchildrentocometotheboardandpointoutthewordyousay.

Materials:None

Class #18: Fun Day

Please See Appendix D for Fun Day activities

Class #19, 20: Catch-up Day or Navruz Activities

Pease see Appendix C for holiday activity suggestions


Semester 4Class #1: Wild Animal Vocabulary

1st Form Lesson

Motivation:Lookataposterorpicturesofwildanimals.Askchildrenwhattheysee.

Information: Teach wild animals: elephant, tiger, lion, bear, snake and monkey. Theteachershouldpracticesayingthewordswiththechildren

Practice:Childrenshouldreadandwritewords.Afterchildrenhavecopiedwordsintotheircopybooks,askseveralchildrentocometotheboardandpracticewritingoneoftheanimalnamesontheboard.

Application: Children should draw a picture of the animal next to each vocabularyword.

Materials:Posterorpicturesofwildanimals

1st Year Lesson

Motivation:Lookataposterorpicturesofwildanimals.Askchildrenwhattheysee.

Information: Teach wild animals: elephant, tiger, lion, bear, snake and monkey. Theteachershouldpracticesayingthewordswiththechildren

Practice:Childrenshouldreadandwritewords.Afterchildrenhavecopiedwordsintotheircopybooks,askseveralchildrentocometotheboardandpracticewritingoneoftheanimalnamesontheboard.

Application:Childrenshoulddrawapictureoftheanimalnexttoeachvocabularyword.Thenintroducethefollowingwordswiththe/oh/sound:road,goat,soak,robe,hope,tote.Practicespellingandreadingthesewords.Remindthechildrenthatoften–edoesn’tmakeasoundwhenit’sattheendoftheword.


Class #2: Wild Animals

1st Form Lesson

Motivation:Lookatposterorpicturesofwildanimals.Askchildrenwhichwordstheyknow,andthendiscusswhichonestheyhaven’tlearnedyet.

Information: Teach more wild animals: giraffe, kangaroo, fish, crocodile and fox.

Practice:Readandwritewords.Afterchildrenhavecopiedwordsintotheircopybooks.Reviewwordsagain.

Application:Childrenshoulddrawapictureoftheanimalnexttoeachvocabularyword.Thenaskonechildatatimetocometothefrontandpretendtobeoneoftheanimals.Don’tsaythenameoftheanimal-lettheotherchildrentrytoguesswhichonethechildisactingout.


1st Year Lesson

Motivation:GreetChildren,haveshortdialogues,andreviewquestions,“Howoldareyou?Howareyou?Whatisyourname?Whatisit?Whoseisit?Doyouhavea…?”

��

Information: Look at pictures of animals, review those learned in the last class, andteach more wild animals: giraffe, kangaroo, fish, crocodile and fox. Practice saying these words.

Practice:Childrenshouldwriteeachwordanddrawapictureintheirnotebooks.

Application:Writethefollowingwordswiththe/uh/soundontheboard:sun,bud,bun,fun,mutt,bud.Childrenshouldpracticespellingandreadingthesewords.Theyshouldcopythemintheircopybooks.Iftimeremains,singOldMacDonaldhadaFarm.(SeeAp-pendixE)

Materials:Posterorpicturesofwildanimals,vowelsoundwordcards

Class #3: Wild Animals

1st Form Lesson

Motivation:SingDaysoftheWeeksong.Askchildren“Whatdayisit?Theymayanswer,“Itis…”

Information:Reviewallwildanimals.Writethewordsontheboard,andchildrenmaypractice reading them.Then reviewdomestic andwild animals.Write all the animalnames,domesticandwild,ontheboardindifferentplaces.Childrenshouldcircleallofthedomesticanimalwordstheysee.

Practice:5LittleElephantsPoem:

Five Little Elephants, (five children stand in a row, using their arms as ‘trunks’)Standing in a row.Five little trunks,Waving Hello! (Children wave hello with their ‘trunks’)Oh! said an elephant,Time to go (first child looks at his/her watch, makes a surprised face, and sits down)Four little Elephants standing in a row

Repeatthisuntiltherearenolittleelephants.(Donotwriteinstructionsinparenthe-ses)

Application:Practicethispoem.Iftimeallows,sing“OldMacDonald”.

Materials:Picturesofwildanimals

1st Year Lesson

Motivation:SingDaysoftheWeeksong.Askchildren“Whatdayisit?Theymayanswer,“Itis…”

Information:Reviewallwildanimals.Writethewordsontheboard,andchildrenmaypractice reading them.Then reviewdomestic andwild animals.Write all the animalnames,domesticandwild,ontheboardindifferentplaces.Childrenshouldcircleallofthedomesticanimalwordstheysee.

Practice:5LittleElephantsPoem:

Five Little Elephants, (five children stand in a row, using their arms as ‘trunks’)

Standing in a row.Five little trunks,Waving Hello! (Children wave hello with their ‘trunks’)Oh! said an elephant,Time to go (first child looks at his/her watch, makes a surprised face, and sits down)Four little Elephants standing in a row


Repeatthisuntiltherearenolittleelephants.(Donotwriteinstructionsinparenthe-ses.)

Application:Writethefollowingwordswiththe/aw/soundontheboard:dawn,claw,paw,call,fall.Childrenshouldspellandreadthewords,thenwritethemintheircopy-books.Practicereadingallvowelsoundwords.

Materials:Picturesofwildanimals,vowelsoundwordcards

Class #4: Review


Motivation:Saythepoem,FiveLittleElephants.

Information:Reviewwildanimalnames,thendomesticanimalnames.Askchildren:“Doyouhaveapet?”“Yes/No,Ihavea/no….”

Practice:SingtheGoodMorningSong,andOldMacDonald

Application/Practice:DaysoftheWeekSnake,thenplayBallTossTranslationgamewithallvocabulary.Iftimeremains,practicedialogues.

Materials:Ballorbeanbag


You will test the children’s listening and reading skills as they perform different tasks

1st Form Lesson

Motivation:Sing“GoodMorningSong”withthechildren.

Information:Writewordsfromclassroomobjectsvocabularyontheboard.Readthemtogetherwithchildren.Thenerase,andwritevocabularyfromclassroomobject,bodyparts,family,andanimaltopicsindifferentplacesontheboard.Givechildrenoneofthetopics- for example, body part, and ask them to find and circle all of the words they can thatarebodyparts.Repeatwithdifferenttopicsuntilallwordsarecircled.

Practice/Application:PlaySimon sayswithclassroomcommands.Havedialogueswithsomeofthechildrenwhoneedtopracticedialogues,andthensingseveralsongs.Sug-gestedsongs:GoodMorningSong,PrettyColors,and10LittleKittens.

Materials:None

1st Year Lesson

Motivation:Sing“GoodMorningSong”withthechildren.

Information:Writewordsfromclassroomobjectsvocabularyontheboard.Readthemtogetherwithchildren.Thenerase,andwritevocabularyfromclassroomobject,bodyparts,family,andanimaltopicsindifferentplacesontheboard.Givechildrenoneofthetopics- for example, body part, and ask them to find and circle all of the words they can thatarebodyparts.Repeatwithdifferenttopicsuntilallwordsarecircled.

Practice:PlaySimonSayswithclassroomcommands.Havedialogueswithsomeofthechildrenwhoneedtopracticedialogues,andthenaskchildrentoreadsightandvowelsoundwords.

Application:Singseveralsongs.Suggestedsongs:GoodMorningSong,PrettyColors,and10LittleKittens.

Materials:None,optionalvowelsoundandsightwordcards

�0

Class #6: Toys Vocabulary

1st Form Lesson

Motivation:Askchildrenwhattheyliketoplaywith.Answerswillvary.

Information: Teach the toy words: toy, ball, doll, games, airplane, boat, and teddybear.

Practice:Children shouldpractice saying thesewordswith you, and translating themaftersayingthem.Theteacherwriteswordsontheboard,andthechildrenshouldwritethewordsintheircopybooksanddrawapicturetogowitheach.

Application:Pointtodifferentwords,andletchildrenpracticereadingthem.SingtheDaysoftheWeeksong,OldMacDonaldandthePrettyColorssongiftimeremains.

Materials:Picturesoftoysoractualtoys

1st Year Lesson

Motivation:Askchildrenwhattheyliketoplaywith.Answerswillvary.

Information: Teach the toy words: toy, ball, doll, games, airplane, boat, and teddybear.

Practice:Children shouldpractice saying thesewordswith you, and translating themaftersayingthem.Theteacherwriteswordsontheboard,andthechildrenshouldwritethewordsintheircopybooksanddrawapicturetogowitheach.

Application: Write the following words with the /I/ sound: kite, dime, like, fine, bike, dine..Childrenshouldspellandreadthewords,thenwritethemintheircopybooks.Practicereadingallvowelsoundwords.

Materials:Vowelsoundwordcards.Picturesoftoysoractualtoys

Class #7: Toys with Possessive Adjectives “It is my…” “It is your…”

1st Form Lesson

Motivation:Sing“OldMacDonaldhadaFarm”and“ILikeMice”.

Information:Reviewclassroomobjectswiththeform“Itismy…”

Practice:Askeverychildtodrawapictureoftheirfavoritetoy.Thengoaroundtheroomandletchildrenshowpictures.Firstchildsays“Itismy(nametoy)”Thensecondchildsays“Itismy(toyname)anditisyour(toyname)”Repeatasachaindrill,eachchildsayingasentencewith“Itismy…”and“Itisyour…”

Application:PlayBallTossTranslationandusetheAlphabetFolderwithwindows.

Materials:Toypicturecardsortoys,ballorbeanbag,alphabetfolderwithwindows.

1st Year Lesson

Motivation:Sing“OldMacDonaldhadaFarm”and“IlikeMice”.

Information:Reviewclassroomobjectswiththeform“Itismy…”

Practice:Askeverychildtodrawapictureoftheirfavoritetoy.Thengoaroundtheroomandletchildrenshowpictures.Firstchildsays“Itismy(nametoy)”Thensecondchildsays“Itismy(toyname)anditisyour(toyname)”Repeatasachaindrill,eachchildsayingasentencewith“Itismy…”and“Itisyour…”

Application:Writethefollowingwordswiththesound/th/ontheboard:than,their,lather, thin, both, three. Practice sayingboth sounds of /th/ and remind children tomakethesoundbyputtingtheirtonguesbetweentheirteethandblowinggently.The


other/th/soundismadebyputtingthetongueinthesameplace,butinsteadofblow-ing,say‘uh’.Childrenshouldpracticesayingandreadingallwords,andthencopythemintotheirnotebooks.

Materials:vowelsoundwordcards

Class #8: Toys and “I have a…”

1st Form Lesson

Motivation:Reviewtheform“Ihavea…”withfamilywordsandagainwithclassroomobjects.Askchildren“Doyouhavea…?”Goaroundtheroom,andaskeachchildiftheyhavesomething.Theyshouldanswer“Yes/No,Ihavea….”

Information:Reviewtoyvocabularyandteachtheform“Ihavea…”Eachchildshouldsayasentenceaboutatoythattheyhave.

Practice:TeddyBear,TeddyBearSong(seeappendixE):

Teddy Bear, Teddy Bear turn aroundTeddy Bear, Teddy Bear touch the groundTeddy Bear, Teddy Bear show your shoeTeddy Bear, Teddy Bear that will do!

Application: Play Tic-Tac-Toe with all vocabulary using flashcards.

Materials:Allpicturewordcards

1st Year Lesson

Motivation:Reviewtheform“Ihavea…”withfamilywordsandagainwithclassroomobjects.Askchildren“Doyouhavea…?”Goaroundtheroom,andaskeachchildiftheyhavesomething.Theyshouldanswer“Yes/No,Ihavea….”

Information:Reviewtoyvocabularyandteachtheform“Ihavea…”Eachchildshouldsayasentenceaboutatoythattheyhave.

Practice:TeddyBear,TeddyBearSong(seeappendixE):

Teddy Bear, Teddy Bear turn aroundTeddy Bear, Teddy Bear touch the groundTeddy Bear, Teddy Bear show your shoeTeddy Bear, Teddy Bear that will do!

Application:Writethefollowingwordswiththesound/sh/ontheboard:shake,shame,sheet,shift.Practicespellingthelettersandsayingthewords,andwritethewordsincopybooks.Reviewallvowelsoundwordsandsightwords.

Materials:Allpictureandwordcards

Class #9: End of the Year Assessment

Collect copybooks at the end of class.

1st Form Lesson

Motivation:Askchildrentowritethealphabetintheircopybooksonablankpage.

Information:Writeanimalnames:tiger,elephant,monkey,andchickonboard.Askchil-drentocopydownthewordsandwriteapictureoftheanimalnexttoit.Teacherusestheform:“It isa…)”usingobjects intheroom.Saysomecorrectandsomeincorrectsentences(writedownwhicharecorrectandwhicharen’t).Astheteachersaysthesen-

��

tences,thechildrenshouldwriteaYforatruesentences,oranNforafalsesentence.Thentellthemtheyshoulddrawwhatyoutellthem.Say“Afatherandasister.”Whenthey are finished, collect copybooks.

Practice/Application:Practicesingingfavoritesongs

Materials:None

1st Year Lesson

Motivation:Askchildrentowritethealphabetintheircopybooksonablankpage.

Information:Writeanimalnames:tiger,elephant,monkey,andchickonboard.Askchil-drentocopydownthewordsandwriteapictureoftheanimalnexttoit.Teacherusestheform:“It isa…)”usingobjects intheroom.Saysomecorrectandsomeincorrectsentences(writedownwhicharecorrectandwhicharen’t).Astheteachersaysthesen-tences,thechildrenshouldwriteaYforatruesentences,oranNforafalsesentence.Thentellthemtheyshoulddrawwhatyoutellthem.Say“Afatherandasister.”Whenthey are finished, collect copybooks.

Practice:Showchildrensightwordcardsandvowelsoundcards.Theyshouldbeabletosayorreadallwords.

Application:Practicesingingfavoritesongs.

Materials:Sightwordcardsandvowelsoundcards

Class #10: Fun Day

Please see Appendix D for fun activities.


Second Year

��


Sports/ Interests/Hobbies:

soccer

American football

baseball

hockey

boxing

golf

basketball

to read

to play

to travel

to run

to watching televi-sion

Physical Appearance:

tall

short

fat

thin

old

young

long

short

ugly

beautiful

big

small

strong

good

bad

smart

friendly

soft

furry

curly

straight

man

woman

child

person

Food: rice

meat

carrot

onion

pumpkin

potato

bread

soup

tea

sugar

salt

cabbage

cheese

apple

orange

grape

pomegranate

garlic

tomato

cucumber

pizza

spaghetti

hamburger

hot dog

Extended Family: grandfather

grandmother

granddaughter

grandson

cousin

niece

nephew

aunt

uncle

village

city

town

house

apartment (flat)

to live

Professions: doctor

driver

cook

engineer

economist

teacher

manager

retired

seller

military

police

farmer

builder

Months/Days: January

February

March

April

May

June

July

August

September

October

November

December

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

today


Semester 1Class #1: Introduction, Go over Class Rules, Review Greetings

Daily Sentence: Welcomebacktoschool!

Easy Lesson

Motivation:GreetChildrenandwelcomethembacktoschool.

Information:Describeclassroomrules,rewards,andpenaltiestochildren.Describedailyroutineofcomingtoclass,gettingtheirnametagout,sittingdownandwritingthesen-tencethatisontheboard.

Practice:Askstudentsaboutdifferentsituationsandwhattheproperbehavioris.Prac-ticedaily routineonceor twice.Handeach studentapieceofpaper foranametag.InstructchildrenhowtowritetheirnamesinEnglish.

Application:Childrenshouldwritetheirnamesinpencilonthenametagpaper.

Homework:Childrenshoulddecoratetheirnametags.

Materials:Paperfornametags

Medium Lesson /Advanced Lesson

Motivation:Teacherintroducesherself,andchildrenshoulddothesame.Encouragethemtousedifferentgreetings,suchasGoodMorning,Hello,Mynameis…etc.

Information:Talkaboutclassrulesandconsequences,andhomeworkpolicy.

Practice:Usethistimetoreviewgreetings,colors,numbers,andalphabetusingcards.

Application:Childrenshouldstarttomakenametags.Tellthemthattheywillusetheseeveryday,sotheyshouldmakethemcarefully,inEnglish.

Homework:Childrenshoulddecoratenametags.

Materials:Paperfornametags,color,numberandalphabetlettercards

Class #2: Review Greetings, Alphabet & Numbers, Classroom Words

Daily Sentence: (Writealphabetontheboardforchildrentocopy.)

Easy Lesson

Motivation:Singalphabetsongtogether.

Information:Reviewgreeting:“Hello,mynameis…Howareyou?”Reviewalphabetandnumbers.

Practice:Practicegreetingswithstudents.Orallypractice“Itisa…”withclassroomob-jects.

Application:Childrenshouldcopythealphabetagainintheircopybooks.SingtheDaysoftheWeeksongtogether.

Materials:None

Medium Lesson

Motivation:Reviewgreetingsandanswersto“Howareyou?”

Information:Reviewalphabet,colors,numbersanddaysoftheweek.Writeallofthesewordsontheboardforthestudentstocopy,thenSingtheDaysoftheWeeksong.

��

Practice:Childrenstandinacircle,andtossaballbackandforth,asking,“Howareyou?”andanswering.Eachchildshouldgetaturn.

Application:Childrenshouldstandinacircle,withrighthandpalm-down(overneigh-bor’spalm-uphand)andlefthandpalmup(underneighbor’spalm-downhand),sothatasyoumovearoundacircle,sayingthealphabet,numbers,etc.thechildrencanslaptheirneighbortotheleft’srighthand(facingdown)withtheirlefthand.Theslapmovesaroundthecircle.Dothiswithdaysoftheweek,alphabet,andnumbers.Thisisavaria-tiononachaindrill.

Homework:practicethesewordsathomeforthenextclass.

Materials:ball

Advanced Lesson

Motivation:SingtheAlphabetsong;goovergreetings,colors,numbersandclassrules.Childrenshouldshowtheirnametags.

Information: Review classroomobjects, and teach a fewnewones. Include girl, boy,pencil,paper,pen,notebook,desk,chair,board,chalk,childrenshouldmatchwordstopicturesonboard.

Practice:Afterthis,theyshouldwritethewordsintheirnotebooks.Thenplaceagameinwhichtheshapesofthelettersinthewordsarerepresentedbyboxes.Tallboxesforthetallletterssuchasd,f,h,k…squareboxesforshortletterssuchasa,s,r,e…andlowboxes for low letters such as j,g,q…Children should figure out the words, thinking about the shapes of the letters. Show the children an example first. Use all of the words.

Application:Childrenshouldpracticeusingtheform,“Itisa…”Theyshouldwrite6sen-tencesintheirnotebooksusingthisform.

Homework:Childrenshoulddrawapicturenexttothesentencestheywrote,showingwhat“Itis.”

Materials:classroomobjectcards.

Class #3: Review Toys, Alphabet & Numbers

Daily Sentence: Weliketoplaywiththeball.

Easy Lesson

Motivation:SingAlphabetSong.(SeeAppendixE)

Information:Reviewalphabetandnumbers.Reviewtoyvocabulary:ball,doll,andteddybear.Introduceverbs:tolikeandtoplay.

Practice:Writenumbersandlettersindifferentplacesontheboard.Letstudentscircleanumberorletterthattheteachercallsoutfromalistofthemontheboard.Reviewtheverb‘tolike’andpracticesayingsentenceswithtoys.Eachchildshouldsay1sentence.

Application:Write3sentencesusingthevocabularythatwaslearnedduringthelesson.

Materials:toypicturesoractualtoys

Medium Lesson

Motivation:Singandthenwritethealphabet.Writebothupper-andlower-caseletters.

Information:Teachorreviewseveraltoywords.Teachtoys,ball,doll,game,airplane,etc.Useactualtoysorpicturecards,anddrillchildrenuntiltheyarecomfortablewiththewords.Reviewtheverb‘tolike’and‘toplay’.

Practice:Askchildrentomakesentencesusing“Ilike”withanoun(remindthemthatanounisaperson,placeorathing).Childrenshouldpracticewritingwordstoday,focusingonspelling.Practicewritingtheseverbsandtoywords.Childrenshouldwrite2linesofeachword,repeatingthewordsoftlyastheywrite.


Application:Childrenmaycometotheboardandwritesentencesusingthevocabulary.

Homework:Write3sentencesforhomeworkusing‘tolike’and‘toplay’.

Materials:Toycardsortoys,

Advanced Lesson

Motivation:Greetchildren.Checkhomework.SingtheAlphabetSong,reviewnumbers.

Information:Goovertheverbs ‘tobe’and‘to like’.Childrenshouldpointtoobjectstheyknowandsay,“Itisa…”Introducetoy,ball,doll,game,airplane.Practicemakingsentenceswith“Itisa…”

Practice:Childrenshouldplayagame:GuessWhatisintheBox.”Putanobjectorobjectcardinaboxorbag,andchildrenmustask,“Isita…?Teacheranswers,“Yes,itisa…”or“No,itisnota…”

Application:Teachchildren“Youlike…”Practicethisform.Remindchildrenthattheycansaytheylikeanything.Ex:“IlikeNatalyaSergeevna.IlikeEnglish.IlikeUzbekistan.”Childrenshouldcopydownallnewwordswithtranslations.

Homework:Write2sentences,1with“Ilike…and1with“Itis…

Materials:Numbercards,Toysortoycards,boxorbagforgame

Class #4: Review Parts of the Body, Alphabet & Numbers

Daily Sentence: Icantouchmytoes,canyou?

Easy Lesson

Motivation:Sing“Head,Shoulders,KneesandToes”(seeAppendixE).

Information:SingAlphabetSongtogether.Reviewalphabetandnumbers.Introducevo-cabulary: face, eye, nose, mouth, ear, hair, arm, leg, hand, finger, foot, toe and all of theirplurals.Teach“Thisismy…”Writeallwords.

Practice:Drawapictureofapersonontheboardandlabeltheparts.Letstudentsprac-ticeshowingtheirbodypartsandsaying,“Thisismy…”“Ihave2…s.”

Application:Writedown3bodypartsthattheyhave1ofand3bodypartsthattheyhave2of.Makesuretheyusethepluralcorrectly.

Homework:Make4sentencesusingthesentenceformstheyreviewedtoday.

Materials:None

Medium Lesson

Motivation:Checkhomework,singAlphabetSong,reviewnumbers:Childrenshouldbegivennumbers,andtheymustgotothefrontoftheclassandputthemselvesinorder.

Information:Starttoreviewbodypartsonavolunteer.Whentheyaresomewhatcom-fortable,bringoutbabyJoey,piecebypiece.

Practice:ChildrentaketurnsputtingBabyJoeytogether.

Application:Remindchildrenaboutplurals.Childrenshouldwritedownallpartsthattheyhave2of,makingsuretoputan‘-s’ontheendoftheappropriatewords.

Homework:Write5bodypartsontheboard.Childrencopythese,andwriteasentenceforeachword.

Materials:BabyJoeyDoll

Advanced Lesson

Motivation:CheckHomework,singAlphabetSong,reviewnumbers.

��

Information:Reviewbodypartswiththechildren,pointingtoyourselforachildvolun-teer.Drillforafewminutesuntiltheyarecomfortable.

Practice:Writebodypartwordsontheboard,andletstudentscopythem,sayingthewordsoftlyastheywrite.Quicklyreviewplurals.

Application:BlindfoldedDrawing:Blindfoldonechild,anddictateapictureofapersonforhimtodrawontheboard.(Drawahead.Draw2eyes.Etc.)Otherchildrenshouldbequiet,sothechilddoesn’thavehelpdrawing.Thepictureswillbefunny.

Homework: Make a list of all body parts of which there are two.(eyes, ears, arms,legs…)

Materials:blindfold

Class #5: Review Animals, Alphabet & Numbers

Daily Sentence: WhenIgotothezooIseealotofanimals.

Easy Lesson

Motivation:GreetChildren,checkhomework.SingAlphabetSong.

Information: Showdomestic animalsposter.Childrencan speakaboutwhichanimalstheyremember.Writethenamesoftheanimalsontheboard.Thenexplaintheuseofarticles.Aisusedwithwordsbeginningwithconsonants,anwithwordsbeginningwithvowels.Writethevowelsontheboard.Thenchildrenshoulddecidewhicharticlegoeswitheachbarnyardanimal.

Practice:PlayGame:GuesswhatIam.Childrenmustactoutbarnyardanimal,andothermustguessbysaying“Youarea/n….”ChildmustanswerYes,Iama…

Application:Childrenshouldwritedownallbarnyardanimals,andwritethevowels,withtheappropriatearticle.Explainthatplaces,thingsandsometimespeoplegetarticles.

Homework.Givethefollowingwords:egg,boat,doll,ocean,icecube,apple.Childrenmustcopyandputtheappropriatearticleinfront.

Materials:Domesticanimalsposter

Medium Lesson

Motivation:SingTheItsy,BitsySpider(SeeAppendixE)

The Itsy Bitsy Spider crawled up the water spout.

Down came the rain and washed the spider out.

Out came the sun that dried up all the rain,

And the itsy bitsy spider crawled up the spout again.

Information:Reviewalphabetandnumbers.Reviewwildanddomesticanimalvocabularyusingpictures.

Practice:Childrentaketurnsmakinganimalnoisesandhavetheothersdecidewhichani-maltheyare.Next,saythenameofananimalandhavethestudentsmakethenoises.

Application:Havethestudentswrite4sentences.“Ilikethe___”and“Idon’tlikethe___”usinganimalvocabulary.Iftimeremains,singOldMacDonaldhadaFarm(SeeAp-pendixE)

Materials:Picturesofanimals.

Advanced Lesson

Motivation:Showdomesticandwildanimalposters.AskchildrentopointoutanimalsinEnglish.

Information:Writethepoem:


Hop, hop, hop like a bunnyRun, run, run like a dogSwim, swim, swim like a turtleJump, jump, jump like a frogTromp, tromp, tromp like and elephantFly, fly, fly like a birdNow sit right down and fold your handDon’t say a single word.

Practice:Translatepoemwithchildren.Theyshouldwriteitintheirnotebooks.

Application:Practice reading thepoem.Whenchildrenarecomfortable,addactions-hop,swim,tromp(towalkloudly)…

Homework:Childrenshouldtrytolearnthepoem.

Materials:domesticandwildanimalpostersorpictures

Class #6: Review Family, Alphabet & Numbers

Daily Sentence: Didyouallremembertobringyournametagstoclass?

Easy Lesson

Motivation:Singalphabetsongtogether.Playnumbergame.Teachersaysanumber(1-10) and children make the number with their fingers behind their backs. Then, when teachertellsthem,theyshouldholduptheirhands.Seewhohasthecorrectnumberoffingers up.

Information: Review alphabet and colors. Review family vocabulary: father, mother,brother,sister,grandmother,grandfatherandbaby.Teach“Thisismy…”Childrenshouldwritedownallwords.

Practice:Drawafamilyontheboard.Labelthefamilymembers.Saytothestudents:“Thisismy…”Practicereadingthewordsanddescribingthefamily.

Application:Childrenshoulddrawandlabelapictureoftheirfamily.

Homework:Write3sentences:“Thisismy…”

Materials:None

Medium Lesson

Motivation:Showapictureofyourfamily,ordrawoneontheboard.Tellthestudentswhoisinthepicture.

Information:Writedownthetwoforms,Thisismy…andIhavea….Discussthedifferencebetweenthetwo.Thenreviewthefamilynamesontheboard.

Practice:Childrenshouldpracticespellingthesefamilywords.Theyshouldwrite2linesofeachfamilyword.

Application:Childrenmaydrawapictureoftheirfamily,andlabeleachpart-“Thisismymother.”“Thisismysister.”

Homework:Finishthisforhomeworkandaddunderneathasasmalltext(inadditiontothelabels)“Ihaveamother,Ihave2sisters…

Materials:pictureoffamily

Advanced Lesson

Motivation:Teachershouldbringapictureofmyfamilytoclass.Saytochildren,“Thisismyfamily.Ihaveamother,afather,andabrother.Iamasister.”Showpicture.

Information:Reviewwords-mother,father,sister,brother,son,daughter,younger,andolder.Writeallofthesewordsontheboard.TeachformIhavea…Youhavea…Remind

�0

childrenaboutusing‘a’and‘an’.Askwhichwordthiswillapplytofromourvocabularywords.(older)Model“Ihaveanolderbrother.Reviewpronounsandtheverb‘tohave’.

Practice:Childrenshouldorallypracticetellingtheteacherwhoisintheirfamily.

Application:Childrenshoulddrawapictureoftheirfamilyandlabelthepeople.

Childrenmayshowthepicture.Usepronounsinthelabels.Heismybrother.Sheismysister.

Homework:Childrenshouldwrite4sentences,tellingwhotheyhaveintheirfamily.1ofthemshouldbeIama(n)older/younger/sister/brother/son/daughter.

Materials:Picturesofteacher’sfamily

Class #7: General Review- Alphabet, Numbers, Colors, Greetings, Classroom Words , Family Words, Body Parts, Animals and Toys

Daily Sentence: Wealreadyknowmanywords.

See Review Activities # 4,9,22, 47,52, 56,64 in Appendix B for activity ideas.

Class #8: Extended Family

Daily Sentence: Ihavealargefamily.Ihavemanyaunts,unclesandcousins.

Easy Lesson

Motivation:Showpicture-realordrawn-ofalargefamily;aunts,uncles,grandparents,andcousins.Askchildrentopointoutinnativelanguagewhichpeopletheysee.

Information:TeachtheEnglishwords forthesefamilymembers.Childrenshouldcopythem down- first with translation, then write1 line of each word.

Practice:Practicetranslationthewordswiththechildren.

Application:Askthemtomakesentences,“Ihavea…”or“Ihave2,3…aunts.”Makesuretheypayattentiontoplurals.

Homework: Ask children to find a picture of their extended family to bring in for next class.

Materials:Pictureofextendedfamily

Medium Lesson

Motivation:Showchildrenapictureofafamily.Talkaboutwhichfamilymembersareinthepicture.

Information:Teachfamilywords:Grandfather,Grandmother,Granddaughter,Grandson,Cousin,Aunt,Uncle.

Practice:Writesmallparagraphontheboard.

Thereisafatherandamotherinmyfamily.Thereare2grandmothers,andthereis1grandfather.Thereare4cousins.Thereare3unclesand3aunts.

Askchildren if theyunderstand.Havechildren translate ifnecessary.Ask“Howmanycousins?Howmanymothers?”etc

Application:Ask children to speak in more detail about their family. Teach the form“Thereisa…inmyfamily.”and“Thereare….sinmyfamily.”Childrenshouldtelleachotherabouttheirfamilies.Useform“Inmyfamily,thereis/are…”


Homework: Children should find pictures of their extended family to bring in to class. Remindchildrentopracticespellingforthenextclassaswell.

Materials:Pictureofalargefamily

Advanced Lesson

Motivation:SingtheGoodMorningsong(seeAppendixE)

Information: Introduce vocabulary: grandson, granddaughter, niece, nephew, cousin,aunt,uncle,sonanddaughter.Introduce“Thereis/Thereare”

Practice:Drawafamilytreeontheboard.Startoffwith2grandparentswhohad3chil-dren(includingfatherormother)whohadvariousamountsofchildren(onebeingme).Makesurethereareuncles,aunts,cousins,niecesandnephews.Describethefamilytothechildren.Askthestudents“Howmany…areinthefamily”Appropriateresponsesare“Thereisone…inthefamily.”And,Thereare…sinthefamily.”

Application:Childrenshouldwritedownhowmanycousins,auntsandunclestheyhave.

Homework:Practicespellingthefamilywordsathome.

Materials:None

Class #9: Extended Family, Numbers and ‘to have’

Daily Sentence: Ihavethreeauntsandtheyhavetwochildreneach.

Easy Lesson

Motivation:Childrenshouldshowtheirpicturestotheclass,andsayatleastthreesen-tences-“Thisismy…”

Information:Practicewordsagain together.Thendiscuss thewordsolder,middleandyounger.Askchildren topoint to theirpicturesanduse thesewords.Children shouldwritethesenewwords.3childrenmaycometothefrontandsaywhentheirbirthdaysare.Lettheclasslabelthemolder,middleandyoungest.

Practice:Playgameonboardwhereteacherdrawsaboxforeachletterinaword(atallboxfortallletters(l,k,t,h),asquareboxforlettersliker,e,s,cetc.andalowboxforletterslikej,g,p,y.Childrenshouldguessfromtheshapeoftheboxeswhichworditis,then fill in the boxes.

Application:Practicespeakingindialogues.Childrenshouldtalkabouttheirfamiliesinresponsetoquestion-“Doyouhaveafamily?”“Yes,Ihave…”

Homework:Childrenmaywriteabouttheirextendedfamily-Ihavea…Tellstudentsthatthenextclasstherewillbeaspellingtest,sotheyshouldprepare.

Materials:None

Medium Lesson

Motivation:Greetchildren,haveseveralshortdialogues.

Information:Tellstudentsthattherewillbeaspellingtesttoday,butwewillreviewallthe words first.

Practice:Playhangmanfor15minuteswithspellingwords

Application:Givequickspellingtest.Remindstudentsthattheyshouldnotcopyfromanotherchild’spaper,andshouldbecarefulthatnooneislookingattheirpaper.Givethewordsorally.Spellallthewordstogetherwhenthetestisover.Useimmediateandextendedfamilywords.

Homework:None

Materials:None

��

Advanced Lesson

Motivation:Showafamilytree.Talkaboutwhoeachpersonis.

Information:Reviewnumberswiththechildren.Thismighttakeafewminutes.Reviewtheverb‘tohave’.Reviewpronounswiththisverb.(1columnsingular,1plural)Tellstu-dentsthattheverbcomesafteranameorpronoun.Practicemakingsentences.

Practice:Goovernumbers.Writenumbers1-10ontheboardandaskchildrentopointoutthenumberyouaskfor.Thentalkaboutthefamilytree.Askchildrentosaywhoeachpersonhas.Forexample,pointtoacousin.Askstudents“Howmanybrothersdoeshehave?”Answer:“Hehas…cousins.”Dothiswithseveralpeopleinthefamilytree.

Application:Childrencanmaketheirownfamilytree.Tellthemtostartwiththeirgrand-parents,andmovedowntothemselves.Tellthemtodividethepaperinto3parts,top,middleandbottom,anddraw ineachgeneration.Grandparents areon top,parents,auntsandunclesinthemiddle,andchildrenandcousinsonthebottom.

Homework:Labelallthepartsofthefamilytreewiththeirnames-cousin,grandmother,etc.

Materials:FamilyTreeposter

Class #10: Extended Family and Asking Questions

Daily Sentence: Doyouhaveasister?Ihavetwosisters.

Easy Lesson

Motivation:Givequickspellingtestwithimmediateandextendedfamilywords.

Information:Reviewthequestion:“Doyouhave…?”Ontheboard,writesentence:“Youhaveamother”andthenwritethequestion“Doyouhaveamother?”.Askchildrentopoint out the differences. Children should practice saying these words as they writethemintheircopybooks.Theyshouldwritethestatementformaswellasthequestiontocomparethem.

Practice:Teacherasksquestionstochildren.Theyshouldanswerandthentrytoaskaquestionback.Usefamilywords.

Application: Stand in a circle, and go around, asking each other questions: “Do youhave…”.Childrencanusedifferentwordstoo.Tryclassroomobjects,animals,etc.

Homework:Write3questionstoasktheteacherforthenextclass.

Materials:None

Medium Lesson

Motivation:Greetchildrenanddosomeshort“Howareyou?”dialogues.

Information:Teachthe“Doyouhave…?”and“Isthisyour…?”questions.Showtheminrelationtothestatements“Youhavea…”and“Thisisyour…”Askwhatthedifferencesare.Childrenshouldwritethesequestionformsintheircopybooks

Practice:Standinacircle,andgoaround,askingeachotherquestions.Childrencanuseanywordsthattheyknow.Tryclassroomobjects,animals,etc.

Application:Lookatapictureofalargefamily.Askchildrenquestionsaboutit.Tellthemtopretenditistheirfamily,andsay,forexample,“Thisismysister.”

Homework:Write3questionstoaskeachotherinthenextclass.

Materials:Pictureoflargefamily

Advanced Lesson

Motivation:CheckHomework.Childrenshouldshowtheclasstheirfamilytree.


Information:Askwhichquestionschildrenknow.Writedownandteach:Doyouhaveafamily?Yes,Ihaveafamily.Tellthemthatthisform,“Doyouhave…?”isgoodforask-ingifapersonhasanything.Thenteach“Isthisyour…?”inthesameway.Pointoutthatquestionsusuallyhavealittlechangeinthebeginningofthesentence.

Practice:Askchildrentopracticethisform,anduseobjectcardstoprompttheminwhattoask.Thenspeakaboutfamily.Haveashortdialoguewithachild.Greet,askname,andask,“Doyouhaveafamily?Thenpointtoachildandask:“Isthisyoursister?”Childrenpracticethesedialogues.

Application:Childrenshouldworkwithpartnerstoprepareadialogueorwithpuppetsiftheywish,andthenpresentthedialoguetotheclass.

Homework:Childrenshouldmakealistofwhoisintheirfamily.Beginthelistwith“Ihavea…”

Materials:Puppetsandbackgrounds,objectcards.

Class #11: Extended Family, the verb ‘to live’, and the preposition ‘in’

Daily Sentence: Myfamilylivesinthevillage.Iliveinthecity.

Easy Lesson

Motivation:ReviewHomework

Information:Writeontheboard,“Wheredoyoulive?”AnswerIlivein(nametown).Askchildrenwhattheythinkthismeans.Tellthemandthengothroughthewordsandtrans-lateeach.Talkabouttheverb‘tolive’.Showtheconjugationswitheachpronoun,andexplainthatwhenyousayaperson’snameinplaceofapronoun,youneedtousethehe/sheform.Childrenshouldwritethis.

Practice:Practiceconjugatingtolive.Askchildrenthequestion“Wheredoesyourmoth-erlive?”Teachchildrentheanswer“Mymotherlivesin(town)”.Childrenshouldwritequestionsandanswersdown.

Application:Thechildren shouldpractice speakingaboutwhere they live, andwheretheirimmediateandextendedfamilylives.

Homework:Childrenshouldwriteaboutwheretheyand2peopleintheirfamilylive.

Materials:None

Medium Lesson

Motivation:Takeafewminutestoreviewhomework.Showpicturesofplaces:Acity,asmalltown,ahouse,anapartment.Askchildreniftheyknowwhatthesepicturesare.

Information:Teachquestionswithvariouspronounsandtheverbtolive.Forexample:“DoyouliveinNavoi?”Repeatwithseveralpronounsandcities.Thenask:“Wheredoyoulive?”Havechildrenrepeatseveraltimes.Writeallinformationintheirnotebooks.

Practice:Childrenshouldwritethisintheirnotebooksastheyseeitontheboard.Afterthey have finished, check for understanding. Ask children questions about their family, andletthemaskeachother.

Application:PlayTic-Tac-Toe.Writevocabularyinthesquares.Onechildfromeachteamcomestotheblackboardandmakesasentencewithoneofthewords.Iftheyarecor-rect,theirteamgetsthesquareforthatword.Theotherteamgetsthenextchoice.

Materials:picturesofplaces

Advanced Lesson

Motivation:Write thequestion“Wheredoyou live?”and theanswer“I live in (nametown).”ontheboard.

Information:Ask children what they think this means. Translate if necessary and gothroughthewordsandtranslateeach.Talkabouttheverb‘tolive’.Showtheconjuga-

��

tionswitheachpronoun,andexplainthatwhenyousayaperson’snameinplaceofapronoun,youneedtousethehe/sheform.Childrenshouldwritethis.Addthatyoucananswer not with a town name, but with: a city, a town, a house, or an apartment (flat). Childrenshouldwritenewwordsandsentencestructures.

Practice:Ask studentswhere they liveand“Wheredoesyouraunt live?”“She (orMyaunt)livesin…”Goaroundtheroomandaskeachchildatleastonequestion.Useaballtotosstostudentsasyouaskquestions.

Application:Playgame:Whereisit?Teacheraskswhereanitemis,andstudentsmustpointandsay,“Thereitis!”Youcanalsodothiswithpeopleandchildrenmustremembertosay,“Therehe/sheis.”

Homework:Writeaboutwherethepeopleinthechildren’sfamilieslive.

Materials:Ball

Class #12: Professions/Pronouns, the verb to be

Daily Sentence: Iamateacher.Mybrotherisacook.

Easy Lesson

Motivation:Gooverthehomework

Information: Introducevocabulary:doctor,driver,cook,engineer,economist, teacher,manager,retired,seller,soldier,policeman,farmer&builder.Reviewpronouns.

Practice:Practicesayingwordsasteachershowspictures.“Sheisa…”“Heisa…”

Application:Teacherwritesontheboard“Myfatherisasoldier”.Reviewthesentencewiththechildren.Doachaindrillwiththechildrenusingthesamestructureasthesen-tenceontheboard.

Materials: Write five sentences: “My ___ is a ___”

Medium Lesson

Motivation.Showprofessionpictures(peopledoingtheirjobs),andtalkaboutwhichjobsthechildrenknow:student,teacher,banker,seller,farmer,driver,businessman,builder,etc.

Information:Teachnamesofdifferentprofessions.Thenreviewtheformsof“tobe”.Afterthis,youcantellchildrenthattheformforsayingwhatprofessionsomeoneistosay,“Iama/an…”or“Sheisa/an…”childrenshouldcopyandtranslatethis.

Practice:Childrenshouldpracticetalkingabouttheirfamilymembersandthejobsthattheyhave.“Ihaveafather,heisadriver.”“Ihaveabrother,heisastudent.”

Application:Playgame.Childrenshouldactoutprofessionsandtheothersshouldguesswhattheprofessionis.

Homework: Children should write 3 sentences about their family members and theirjobs.

Materials:Picturesofprofessions

Advanced Lesson

Motivation:Askseveralchildrenwhatprofessiontheirparentsare.Writeanswersinna-tivelanguageontheboard.

Information:Introduceprofessionwords.Childrenshouldwritethemintheircopybookswith translation.With preparedpictures, drill childrenwith newwords.Then reviewpronouns,andtheformsoftheverbtobe.Tellchildrenwhenyouaskaboutaperson’sprofession,youask,“Whatdoyoudo?(Whatdoeshe/shedo?)andtheanswerisIama…(youarea..).Childrenshouldcopythisdown.


Practice:Practiceaskingeachother“Whatdoeshedo?”usingpictures.Theyanswer:“Heisa/an…”

Application:AskchildrentotellyouwhattheirparentsareinEnglish.Askchildrenwhattheyare.Teach,“Iamapupil”.

Homework:Writeaboutthreefamilymembers:“Ihaveamother,sheisaseller.”“Ihaveabrother,heisastudent.”


Class #13: Pronouns and Professions using Family Vocabulary & Articles ‘a’ and ‘an’.

Daily Sentence: Myfatherisamanagerandmymotherisanengineer.

Easy Lesson

Motivation:ReviewPronouns,professionsandarticleusage

Information:Tellchildrenthatwhenyouaskaboutaperson’sprofession,youask,“Whatdoyoudo?”(“Whatdoeshe/shedo?”)andtheansweris“Iama…”(“He/Sheisa…)Chil-drenshouldcopythisdown.

Practice:Practicespeakingtogether.Askchildrenwhattheyare.Invitethemtoanswerwithdifferentprofessions.Make sure theyuse thecorrectarticle.Then reviewusingfamilymembers:Mymotherisacook.Myfatherisanengineer.

Application:Writeseveralquestionsontheboard.Howareyou?Whatdoyoudo?Doyouhaveamother?Whatdoesshedo?Whatdoesyourfatherdo?Childrenshouldcopydownthesequestions.Aftertheyhavecopiedthem,theyshouldstarttowritetheanswers.Ifthey finish, children should read their answers.

Homework:Finishansweringquestions.


Medium Lesson

Motivation:Playmatchingpronounsgameonboard.Writeallthepronounsinnativelan-guageandEnglishandhavethechildrencometotheboardandmatchthem.

Information:Reviewpronounswithclass.Translate.Goovertheprofessionvocabulary.Reviewvowelsandarticlesaandan.Reviewtheverb‘tobe’.

Practice:Write the followingwordson theboard:Doctor,Engineer,Cook,Economist,Driver,Teacher,Arm,Face,Eye,Nose,Ear,Leg,Ball,Cat&Dog.Havethechildrencometotheboardandwriteifanaoranshouldcomebeforetheword.

Application:Practiceusingpronouns,professionsandtheverb“tobe”.Makepronounand verb cards that are attached to strings and fit them around the children’s necks. If thechildhas“I”aroundhisneck,hemustusethecorrectformoftheverb“tobe”.Next,the teacher will show a picture of a profession. The child must first say what the profes-sionis,thensayif‘a’or‘an’goesbeforetheword.Heorshewillthenputthesentencetogether.“Iamateacher”

Homework:Childrenshouldwritedownsixsentencesusingdifferentpronounsbutthesameprofession.

Materials:Picturesofprofessions.Cardswithpronouns,differentformsoftheverb“tobe”andcardswithaandan.Stringtomake“necklaces”.

Advanced Lesson

Motivation:Checkhomework.Goovergreetings,alphabet,numbers,colors.

��

Information:Reviewprofessions,andreviewquestionsforaskingaboutprofessions“Doyouhaveabrother?Whatdoeshedo?”“Heisa….”Orthechildrencansay,“Mybrotherisa…”Childrencopybothformsintheircopybooks.

Practice:Childrenshouldwritewhateachoftheirfamilymembersdoes,using“My…isa…”

Application:Discussotherprofessions.Askchildrentothinkaboutwhattheywanttobewhen theygrowup.Translateandpractice saying thesewords.Children shouldwritethemintheirnotebooks.

Homework:Childrendrawapictureoftheprofessiontheywanttobewhentheygrowup.Tellthemtheycanbewhatevertheywant,don’tworryifit’snotoneoftheoneswe’velearned.Tellthemiftheydon’tknowwhattheywanttodo,tothinkofonetheydonotwanttodo.

Materials:None

Class #14: Professions, the verb to work, prepositions and place names

Daily Sentence: Mymotherisaseller.Sheworksinabazaar.

Easy Lesson

Motivation:ReviewProfessions.Askchildrentotellyouwherethesepeoplework.Writealistontheboard.

Information:Translatetheplacenamesandpracticewiththechildren.Teachtheverb‘towork’withallpronouns.Introduce“Wheredoyouwork?”“Wheredoeshe/shework?”Translate,andpractice.Teachresponses:“Iworkina…”“He/Sheworksina…”Childrenshouldwriteallofthisdown.

Practice:Practicesayingsentencesusingworkplaces.

Application:Teachershouldgivesentencesinnativelanguageandchildrenshouldprac-ticetranslatingthem.Splittheclassintoteamsandgiveeachteamachancetosaythecorrecttranslation.Giveonepointforeachcorrecttranslation.

Homework:Write3sentencepairs.Forexample:Mymotherisaseller.Sheworksinabazaar.

Materials:Professionpictures

Medium Lesson

Motivation:Reviewprofessions.

Information:Teachtheverbtoworkwithallpronouns.Childrenshouldcopythisdown.Thenwritethesentences:“Adriverworksinacar.Abankerworksinabank.”Etc.Chil-drenmustguesswhattheplacesare.

Practice:Showchildrendifferentpicturesandpromptthemtosay,“Sheworksinaba-zaar,Heworksinaschool.”Copyplacenames.

Application:Goaroundtheclassinachaindrill.Onechildsaysaprofession;thenextchildsays,“Acookworksinakitchen”.Thenthatchildsaysanotherprofessionandthenextchildanswers.

Homework:Choosefourprofessionsandwritewheretheywork.


Advanced Lesson

Motivation:Lookathomeworkpictures.Teachercanwritedifferentprofessionsontheboard.

Information: Translate and speak about each of the professions.Ask children to talkaboutwherethesepeoplework.Writeandtranslatethesewordsaswell.Iftheydidn’t


dotheirhomework,haveasetofprofessionsandplacestotalkabout.Introducetheverb‘towork’.Writethesentences:“Afarmerworksonafarm.Abankerworksinabank.”Etc.Writeaplaceforeachprofession.

Practice:Childrenshouldwritethis information intheirbooks,thenwriteasentenceforthejobtheywanted.Somechildrenmayreadsentences.“Iamacook.Iworkinakitchen.”

Application:Ifsomeofthechildrenwrotewhattheydidn’twanttobe,talkaboutthenegative.“Abankerworksinabank.Idonotlikebanks.”“Abusinessmanworksinanoffice. I do like offices.” Write both of these on the board one under the other, then com-pare.Talkabouttheplacementofthewordnotandwhatitmeans.

Homework:Write3thingsyoudonotlike.Remembertomakethemplural.


Class #15: Review

Daily Sentence: Let’sreviewournewwords.

See Review Activities # 24, 28, 29, 55, and 65 in Appendix B for suggested activities.

Labeleachmemberofanextendedfamilyinapicturewitha,b,c,etc.Writethefollow-ing questions on the board. Children should copy the sentences and fill in the correct familymember.

Thisismy_a_.(aunt)

Heismy_b_.(uncle)

Theyaremy_c_.(cousins)

Thisismy____d__andmy_e_.(grandmother,grandfather)

Theyaremy_f_.(grandparents)

Thatmanandwomanaremy_g.(parents)

Sheismy_h_.(sister)

Sheismyother__i_.(sister)

Ihaveone_j_.(brother)

Thatis_k_!(me)

Matchthefollowingprofessionswithnativelanguagetranslation:

Doctor,banker,seller,farmer,cook,driver,worker,builder,teacher,pupil,engineer.

Copythesentencesontotheboard.Childrenshouldcirclethecorrectanswer.Correctanswersareunderlined.

Adoctorworksina(hospital/bank).

Asellerworksina(kitchen/bazaar).

Adriverworksina(car/boat).

Acookworksina(kitchen/school).

Afarmerworksona(farm/school).

Teachersworkin(schools/school).

Doctorsworkin(hospitals/kitchen).

Pupilsworkin(banks/schools).

Cooksworkin(libraries/kitchens).

Bankersworkin(bazaars/banks).

��

Businessmen work in (offices/ hospitals).


Easy Lesson

1. Whatnumberisthis?(Calloutanumberandthechildrenwillwriteit)

2. Whatletteristhis?(Calloutaletterandhavethechildrenwriteit)

3. Whatisthis?Aballoradoll?(Showeitheraballordollandwritebothwordsontheboard.Thechildrenmustwritedownwhatitis.)

4. Whatpartofthebodyisthis?(Drawabodyontheboard;writedownallofthewordsandthenpointtoabodypart.Thechildrenchoosefromthelisttosaywhichpartofthebodyyouarepointingat.)

5. Drawthispartofthebody.(Calloutabodypartandthechildrenwilldrawit.)

6. Whatpartofthebodyisthis?(Drawabodyontheboard;writedownallofthewordsandthenpointtoabodypart.Thechildrenchoosefromthelisttosaywhichpartofthebodyyouarepointingat.)

7. Drawthispartofthebody.(Calloutabodypartandthechildrenwilldrawit.)

8. Whichanimalisthis?(Drawseveralanimalsontheboardandwritetheirnamesontheboardaswell.Pointtooneoftheanimalsontheboardandthechildrenwillwriteitsname.)

9. Drawthisanimal.(Calloutananimalandthechildrenwilldrawit.)

10. Whichfamilymemberisthis?(Drawafamilyontheboardwithallofthefamilynamesalsowritten(notinthesameorder)andpointtoamemberofthefamily.Thechildrenwillwritedownthefamilymember’sname.)

Medium Lesson

1-7. Teachershoulddrawpicturesontheboardandgivea/b/cmultiple-choiceanswersfortheanswer:(Pictureofacat)

a.horse

b.dog

c.cat

Drawthefollowingandmakemultiple-choiceanswersfor:1.cat2.dog3.eyes4.leg5.hand6.hen7.cow

8-10. Dictatethefollowingletterstochildren.Theyshouldwritedowntheletteryousay.M,A,L

11-13.Choose3professions(teacher,engineer,driver).Showtheteachertothechildrenandsay“Thisisabanker”Childrenshouldwritenooryesontheirpaper.(Showengineer)Thisisanengineer.(Showdriver)thisisapupil.

Advanced Lesson

1-5. Translatethefollowing:seller,mymother,horse,eye,leg,uncle

6. Writeouttheformsofthe‘tobe’verb

7-10. My brother is a (pupil/engineer). He works in an office.

Yoursisterisateacher.Sheworksina(bazaar/school).

Hismotherisa(cook/banker).Sheworksinakitchen.

Myfather(is/are)abusinessman.


Class #17: Halloween

Please see Appendix C for suggested holiday activities

�0

Semester 2

Class #1: Review Extended Family, verb to be

Daily Sentence: YourfamilylivesinUzbekistan.MyfamilylivesinEurope.

Easy Lesson

Motivation:Greetchildren,talkabouttest.

Information:Quicklyreviewallvocabularyandverbswithchildren.

Practice:PlayAroundtheWorldwithallvocabulary.

Application:Practicecompletedialoguesusingallpreviousvocabularywords,withtheteacherandeachother

Homework:none

Materials:Wordcardsandpictures

Medium Lesson

Motivation:Handbackchildren’stests;askiftheyhadagoodbreak.

Information:Reviewextendedfamilynames,lookingatfamilytreetodiscussrelation-ships.Makesuretoremindchildrentomakecompletesentences.Writethesentenceforms: There is, There are, He has, I have. Discuss plurals briefly and article use.

Practice:Childrenwillplay familyTic-Tac-Toe.Writevocabularywords in thesquaresoftheTic-Tac-Toeboard.Childrenmustdivideintoteamsandmakesentenceswiththewordtoputtheirmarkinthesquare.

Application:SpellingBee.Childrenstandinline,andonebyone,mustspellthewordtheteachersays.Iftheyspellcorrectly,theygototheendoftheline.Iftheyspellincor-rectly,theymustsitdown.Continueuntilonechildisleft.

Homework:Answer the questions: Who is in your family? How many mothers do youhave?

Howmanysistersdoyouhave?Givechildrenenoughtimetowritethequestionsintheirbooks.

Materials:FamilyTreepicture

Advanced Lesson

Motivation:Reviewdaysoftheweek.Uselargepiecesofpaperwiththedayswrittenonthem.Giveoneeachto7studentsandtheymustputthemselvesinorder.Trywithdif-ferentgroupsofstudents.Reviewalphabet,colorsandnumbers.

Information:Reviewallverbsandconjugate.

Practice:Givestudentsalonglistofwordsandtellthemtoputwordsincategoriesnounorverboradjective.

Application: Play hangman using family words, and all words that the children havelearnedsofar.Givecategories.

Homework:None

Materials:Piecesofpaperwithdaysoftheweekwrittenonthem


Class #2: Review Professions, Prepositions, Nouns and the verb ‘to work’

Daily Sentence: Todaywewillspeakaboutwherepeopleworkeveryday.

Easy Lesson

Motivation:Dotimedalphabettest:Givethechildren2minutestoowritethealphabet.See who can finish. If this is too easy, have children do a timed test with family words.

Information:Reviewverbtowork,tobeandtheprepositionin.

Practice:Writesentencesontheboard-usingextendedfamilywordsandprofessions.Childrenshouldchangethefamilywordstopronouns.

Application:Playgame.Oneteamcallsoutaword,andtheotherteamhastomakeasentencewithit.Seewhocangetthemostpointsforcorrectsentences.

Homework:Childrenshouldreviewbodypartsathome

Materials:None

Medium Lesson

Motivation:Dotimedalphabettest:Givethechildren2minutestoowritethealphabet.See who can finish. If this is too easy, have children do a timed test with family words.

Information/Practice:Askchildrentotellyouwhattheirmother/fatherdoes.Remindchildrenof the two forms:Mymother is a…Mymotherworksat a…Several childrenshouldanswerthisquestion.Reviewthequestionwords“Where?”and“What?”RemindchildrenthatinEnglishwesay“Whatisyourmother?”or“Whatdoesyourmotherdo?”

Application:Writethefollowingquestionsontheboard.Whatdoesyourfatherdo?Whatisyourmother?Doyouhaveanuncle?Whatdoeshedo?”Childrenshouldanswerthequestions in their notebooks. They may work together to find the answers, but remind themthattheiranswersshouldnotbethesamebecausetheyareonlytalkingabouttheirownfamilies.Checkwork.Somechildrenshouldreadtheiranswersoutloud.

Homework:Childrenshouldlookbackintheirnotebooksandreviewbodyparts.


Advanced Lesson

Motivation:Greetchildren.Haveseveral“Howareyou?”dialogues.

Information:Teachchildrensomeadditionalvocabularyforworkplacesandprofessions.Ask children to list more professions and work places. Write them on the board andtranslate.

Practice:Childrenshouldcopytheseandpracticemakingsentences.

Application: Give children 10-12 sentences with missing words. Children should copydown sentences and fill in the missing word. Use sentences such as “A hairdresser works ina…(salon)Sentencesvarydependingonwhichnewprofessionsaretaught.

Homework:Childrenshouldreviewbodypartsforthenextclass.

Materials:None

��

Class #3: Physical Appearance, Review Body Parts, the verbs ‘to be’ and ‘to have’

Daily Sentence: Ioncesawatall,beautiful,yellowgiraffeatthezoo.

Easy Lesson

Motivation:SingHead,Shoulders,KneesandToes.Haveastudentleadthesong.Reviewcolors.

Information:Drawapersonon theboardand labelbodyparts.Children shouldknowthesewell.Use“Thisis…”Remindchildrenthatifthereisoneofsomethingwesaytheworda/an,andifthereismorethanonewedonot,butweadd‘s’.Talkabouttheques-tionWhereisthe…?andWhatisthis?Remindthemthattheanswersareformedfromthequestions.Writethisclearlyontheboardandchildrenshouldcopyincopybooks.Quicklyreviewcolorsagain,andencouragechildrentosaysentenceslike“This isbrownhair.Thisisaredmouth.”Tellchildrenthatwhenweuseadjectives,theygoinfrontofthenoun.

Practice:Erasethelabels,andchildrenshouldtaketurnswritingthelabelwithacoloradjectiveifpossibleontheboardnexttotheappropriatepicture.

Application:DotheHokeyPokeysong

Homework:Childrenshouldpick4bodyparts,andwritesentences,usingcolors.

Materials:HokeypokeySongposter

Medium Lesson

Motivation:SingHead,Shoulders,KneesandToes

Information:Quicklyreviewbodyparts.Showsomepicturesthatrepresentadjectivessuch as beautiful, ugly, fat, thin, tall, short, big, small, and review colors. Childrenshouldwriteallofthesenewwordsintheirbooks.Review“Iam…“Iamnot…”

Practice:Practice recognizing thesewords inwritten formand inpictures.Write thewordsontheboardwithnotranslation,andeitherpointtoawordorshowthepicture.Eitherway,theyshouldsaytheadjective.Trywritingthewordsinnativelanguageontheboardandaskthemtotranslateaswell.

Application: Tell the children to draw an animal in their notebooks. After they have fin-ished,thechildrenshouldwritewhattheanimalis,andwhattheanimalisn’t.Example:Thecatisfat.Thecatisnotthin.Thecatisnotuglyetc.

Homework:Practicethenewwordsathome,andlearnthespelling.

Materials:picturesofadjectives

Advanced Lesson

Motivation:Quicklyreviewbodyparts.

Information:Showsomepicturesthatrepresentadjectivessuchasbeautiful,ugly,fat,thin,tall,short,big,small,andreviewcolors.Childrenshouldwriteallofthesenewwordsintheirbooks.Review“Iam…”“Iamnot…”andreviewthetobeverbinnegativeandpositivewithallpronouns.

Practice:Teachershoulddrillstudentswithnewwords.Giveasentenceinnativelan-guage;seeifthechildrencantranslate.

Application:Childrenshouldwrite4sentencesaboutthemselves-3trueandonefalse.1childshouldreadthemandotherstudentsdecidewhichisthefalsesentence.

Homework:learnthespellingofthenewwordsforthenextclass.

Materials:picturesofadjectives


Class #4: Physical Appearance Adjectives and the verb to be and to have

Daily Sentence: Iamtall,bigandhappy,howareyoutoday?

Easy Lesson

Motivation:Reviewgreetings,colors,numbersanddaysoftheweek

Information:Goovervocabulary:big,small,short,tall,happy,sad,good,bad.

Practice:Teachpoem:Iambig,Iamsmall,Iamshort,Iamtall.Iamhappy,Iamsad,Iamgood,Iambad.

Application:Drawpicturesofallthedescriptivewords.

Homework:Write3descriptivesentencesaboutself.

Materials:None

Medium Lesson

Motivation:Orallyreviewtheverbs‘tobe’and‘tohave.’

Information:Writetwosentences-“Ihavebrownhair.”and“Iamshort.”ontheboard.Askstudentstotranslateandaskwhatthedifferenceis.Explainthatweusethesamekindofdescribingsentencesthattheydointheirlanguage.Whentheyaredescribingonepartoftheirbody,theysay,“Ihave(adjective)(noun)…”Butwhentheyaredescribingthemselves,theyshoulduse“Iam(adjective)”

Practice:Goaroundtheroom,andeachchild shouldsaya sentence,1childusing“Iam…”andthenextusing“Ihave…”

Application: Students should trace their hands onto a piece of paper. In each finger they shouldwriteasentenceaboutthemselves.Somechildrenmayreadtheirsentences.

Homework:Studentsshoulddrawpicturesofthemselves.Theyshouldalsoprepareforquickspellingtestnextclassonadjectives.

Materials:None

Advanced Lesson

Motivation:SingTheHokeyPokeySong(seeAppendixE)

You put your (left foot) in,You put your (left foot) out,You put your (left foot) in,And you shake it all aboutYou do the Hokey Pokey And you turn yourself around,That’s what it’s all about.

Information:ShowPictureofteacher-drawn.Teachertellschildrenaboutherself.

Stresstheform“Ihavebrownhair.Iamtall.Ihave2legs.Ihavebrowneyes.

Practice:Studentsshouldpracticethisformat.Givethemseveralchoicesandtheymustchoosewhethertowrite Iamor Ihave…Writedifferentadjectivesontheboardandtranslatethem.

Application:Childrenwrite5sentencesdescribingthemselves.

Homework:Write3sentenceswith“Ihave…”and3sentenceswith“Iam…”

Materials:HokeyPokeyPoster,Pictureofteacher

��

Class #5: Physical Appearance, Describe Self

Daily Sentence: Mynoseissmallandmyfeetarebig.Whatismyhairlike?

Easy Lesson

Motivation:Gooverpoem“I’mbig,I’msmall”and“Head,Shoulders,KneesandToes”

Information: Go over words from descriptive poem, and then describe parts of thebody.

Practice:Describeteacher’sbodyparts.Havethechildrendescribethemselves.Usepro-nounsandtheverb‘tobe’todescribeselfandothers.

Application:Childrenshouldwrite5sentencesaboutthemselves.

Homework:Childrenshoulddrawapictureofthemselvestogowiththeirsentences.

Materials:None

Medium Lesson

Motivation:Letstudentssharetheirpictures.Iftheyhavenotdonethematthispoint,theyshoulddothemnow.

Information:Reviewwhentouse“Ihave…”or“Iam…”Tellchildrenyouaregoingtocol-lecttheirpicturesandmakeapostertoputupinclass.

Practice:Haveaspellingtest:Dividethechildreninto2teams.1childfromeachteamcomestotheboardandspellsanadjective.Seewhichteamspellsthemostwordscor-rectly.

Application:Iftimeremains,reviewfamilywords.

Homework:

Materials:None

Note:Teacher shouldmakeaposterwithall of the children’sdrawings toput in theclass.

Advanced Lesson

Motivation:Greetchildren,askthemwhatdayoftheweekitis,andhowtheyaretoday.SingDaysoftheWeekSong.(SeeAppendix--)

Information:Addtodescriptivewords.Addwordssuchasstraight,curly,long,short(forhair),round,oval(forface),strong,good,bad,andsmart.

Practice:Drillwithwords-playaquickgameofAroundtheWorldwithadjectives.

Application:Childrenshouldwriteadescriptionofthemselves,andpracticereadingit.

Homework:Thinkofdescriptivewords.Write3downinnativelanguagethattheclasshasn’tlearnedyet.

Materials:None

Class #6: Describe Family Members or Pets with possessive adjective “my”

Daily Sentence: Ihaveagreatpetdog.Itisbig,happyandgood.Myfriendhasacat.Itissmall,happyandbad.

Easy Lesson

Motivation:Gooverpoem“I’mbig,I’msmall”


Information:Gooverwordsfromdescriptivepoem,reviewanimals.

Practice:Showtheclasspicturesofdifferentanimals.Makesurethechildrenknowwhatthe names of the animals are first, and then ask the students to describe them. Use ani-malnamesandusethepronoun“it”.Usepronounsandtheverbs‘tobe’and‘tohave’todescribeselfandothers.

Application:Write4sentences.2eachdescribingtwodifferentanimals.

Materials:None

Medium Lesson

Motivation:Reviewadjectives,familymembers,animals,pronounsandtheverbstobeandtohave.

Information:Teachafewnewadjectives,includingthoseappropriateforanimals:furry,softandfriendly.Reviewcolorsandnumbers.

Practice:Practicesayingandspellingthesenewadjectives.Playspellinggameonboard.Write words with letters missing. Children must fill in blank spaces.

Application:Describeafamilymemberorpet.Remindchildrenthattheycandescribethingslikeearsandhowmanylegsforanimalsandpeople.

Homework:Pickananimal,anddescribeit.

Materials:None

Advanced Lesson

Motivation:Reviewadjectives,familymembers,animals,pronounsandtheverbstobeandtohave.

Information:Teachafewnewadjectives,includingthoseappropriateforanimals:furry,soft,friendly,(colors,numberoflegs)

Practice:Showseveralpicturesofpeopleandanimals.Askthechildrenforyes/noan-swers.Ishetall?Isitfurry?

Application:Childrendescribea familymemberoranimal.Firstdrawapicture, thenwrite5-6sentencesdescribingthepersonoranimal.Childrenshouldonlyusepronounsintheform“Itis…”“Shehas…”Childrenwillthenpracticereadingdescriptions.Otherchildrenmustguessifdescriptionisofananimalorperson.

Homework:Pickonepersonoranimalfromhomeanddescribehimorher.

Materials:Picturesofanimalsandpeople

Class #7: Describe each other, use possessive adjectives

Daily Sentence: Ihaveblackhairandbrowneyes.Iamnottall.

Easy Lesson

Motivation:Teacherdescribesherselforally.

Information:Tellstudentsthattodaytheywilldescribeeachother.Onechildwillcometothefrontoftheroom,andtheteacherwilldescribehimorher.Dothisseveraltimesandthenletchildrencomeupanddescribeeachother.

Practice:Goaroundtheroom,eachchildshouldsayonesentencedescribingthenextchild.Encouragethemtousedifferentkindsofdescriptions.

Application:Write5-8mixedupsentencesontheboard.Theymayworkinpairstowritethesentencesinproperwordorder.Example:He/tall/and/is/has/hair/brown.=Heistallandhasbrownhair.

Homework:Bringinapicture(fromabookormagazine)ofapersonoranimalforthenextclass.

��

Materials:None

Medium Lesson

Motivation:Teacherdescribesherselforally.

Information:Reviewpronouns,and thenuseanobject todemonstratepossessivead-jectives.Itisyourball.Itismyball.Itishisball,ourball,etc.Talkabout2waystodescribesomething.“Youreyesaregreen.”“Youhavegreeneyes.”Translate,andmakesurechildrenunderstand thedifference.Writeall possessiveadjectiveson theboardnexttothecorrectpronouns.ForexampleI,myyou,your…

Practice:Childrenshouldwritethisinfointheirnotebooks.

Application:Writeseveraldifferentsentenceslikethisontheboard.Writetheformwith‘tohave’inonecolumnandtheformwith‘tobe’intheother.Letchildrenmatchthemwitheachother.

Homework:Havechildrencopythepossessiveadjectivesandthepronouns2times.Bringinapicturefromabookormagazineofapersonoranimalforthenextclass.

Materials:None

Advanced Lesson

Motivation:Teachergivesariddle.“Iamnottall,Iamagirl.Ihavelongblackhair.Ihavebrowneyes.Iamapupil.WhoamI?”Childrenmustguesswhichpupilteacherisspeakingabout.Theymustanswer:“Areyou(name)?”

Information: Tell children that they will describe each other today, but first they are go-ingtopracticelistening.Give1-2moreriddles,andthenaskseveralchildrentocomeupandgiveadescriptionriddleaswell.Teachpossessiveadjectives.Talkabout2waystodescribesomething.“Youreyesaregreen.”“Youhavegreeneyes.”Translate,andmakesurechildrenunderstand thedifference.Writeall possessiveadjectiveson theboardnexttothecorrectpronouns.ForexampleI,my,you,your…Childrenshouldwritetheseadjectivesandexamplesintheircopybooks.Theyshouldtrytousethesepossessivead-jectivesintheirriddles.Forexample:“Hishairisblack.”

Practice:Pairupchildrenandletthemwritedescriptionsofeachother.Encouragethemtowritesomesentencesthatarenottrue,andtelltheclassthattheymustpaycloseattentionsothattheycanpointoutafalsedescription.

Application:Childrenwillcometothefrontoftheroominpairstodescribeeachother.Otherchildrenpayattentiontocatchfalsesentences.

Homework:Bringinapicturefromabookormagazineofapersonoranimalforthenextclass.

Materials:None

Class #8: Describe Pictures

Daily Sentence: Iseeapictureofacatandagirl.Theyarehappy.

Easy Lesson

Motivation:Collectpicturesfromstudents.Iftheyhaveforgotten,takeoutpicturesthatyouhavecollected.

Information:Reviewdescriptivewords,andremindthechildrenthattheycanusecolors,numbersandprofessionwordstodescribetheirpictures.Giveanexampleofacomplete(4-5sentence)descriptionofoneofthepictures.Writeitontheboardsostudentscanreadaswellashear.Addtheadjectivesstraight,curly,round,short,long,round,oval(todescribefaceshape),strong,good,bad,smart.

Practice:Handout2-3picturestoeachchild(useteacher’scollectedpicturesaswell,orworkingroupsiftherearenotenoughpictures)andletthemwriteadescriptionofeach.


Application:Childrenshouldshowtheirpicturesandreadtheirdescriptions.

Homework:Reviewwords;paycarefulattentiontospelling,becausetherewillbeatestsoon.

Materials:Picturesfrombooksormagazines,enoughsothateachchildlookat2-3.

Medium Lesson


Information:Together,writealistofadjectivesontheboard.Letchildrenleadashortdiscussionofwhatanadjectiveis.Letchildrenwritethewordsontheboard,andcheckforspelling.

Practice:Handoutpictures,2-3toeachstudentorpairofstudents,andletthemwritedescriptivesentences(5-6)foreachpicture.Tellthemtobeascreativeastheywant,perhapsnametheirpersonoranimalpicture,decidewhatjobtheydo,etc.

Application:Childrenshouldsharethesedescriptionsinclass.



Advanced Lesson


Information:Quicklyreviewadjectives,colors,pronouns,andverbs.Teachadjectives:old,young.

Practice: Children are given 2-3 pictures.They should describe the people andwriteabouttheirfamily,job,etc.Childrenshouldwritetheseandthenpresentthem.Encour-agethemtomakeupawholestoryabouttheirpictures,usingthetoworkandtoliveverbs.

Application:collectdescriptionsandpictures.Choose3-4ofthebest,andtapethepic-turestoheboard.Thenreadthedescriptionsandthechildrenmustguesswhichpictureyouaredescribing.



Class #9: Review

Daily Sentence: YouarelearningalotofEnglish.Iamproudofyou!

See review Activities # 21, 29, 33, 46, 56, in Appendix B for activity ideas.

Givespellingtestforadjectives.

Copysentencesontotheboard.ChildrenshouldtranslatethewordsinparenthesesintoEnglish.

Shehas_____hair(long)

Theyare______.(tall)

Theboyhas_______hair.(black)

Wehave_______eyes.(blue)

Iam_______.(fat)

��

Youare________.(thin)

Thedogis______.(white)

Thereisa_______cat.(small)

Heisa_______man.(short)

Sheisa______girl.(big)

Pronouns-matchtolocallanguageequivalent.

ToBe

(It/She)isagirl.

(We/I)arehappy.

(He/She)isaboy.

(They/You)aredoctors.

(I/ It) am fine.

I(am/are)yourfriend.

You(are/am)mysister.

He(is/are)okaytoday.

She(is/am)9yearsold.

It(is/are)abook.

We(are/am)brothers.

They(is/are)tallboys.

PossessiveAdjectives-translateintoEnglish

(our)book

(your)pencil

(My)mother

(His)notebook

(Her)chair

Pleasegivehim(he)pen.

Shehas(she)doll.

Wehave(we)ball.

Take(your)seats,children.

(Their)motherishereforthem


Easy Lesson

1. I(am/have)blackhair.

2. She(has/is)beautiful.

3. He(has/is)aboy.

4. This(is/an)atallgirl.

5. You(has/are)smart.

6. We(are/have)tall.

7. They(are/have)amother.


8. Thatis(a/an)orangeball.

Unscramblethesentences.

9. He/tall/is.

10. We/black/have/eyes.

Medium Lesson



3. He(has/is)aboy.

4. She(is/isnot)aboy.

5. Thedogis(furry/tall).




9. Alyona(is/arenot)apupil.

10. Thecatis(blue/soft).

Advanced Lesson





5. He(has/is)aboy.


7. Thefatheris(strong/arm).

8. Wehave(brown/orange)eyes.

9. Thisis(an/a)friendlycat.

10. I(have/am)asmartpupil.

Class #11-13: Built–in Catch up days

Thesedaysmayhavebeenusedalready,butifnot,pleaseusethemtoreviewatopicthatthechildrenarehavingtroublewith.Youcanalsotryalessonfromadifferentdif-ficulty level to reinforce the topic on these days.

Class #14, 15, 16: Holiday Activities (Christmas and New Year)

Please see Appendix C for suggested Christmas and New Year’s Activities

�0

Semester 3

Class #1: Review Physical Appearance

Daily Sentence: Wewilltalkabouthowpeoplelooktoday.

See Review Activities #1,2,3,6,20, 31, 35, 41, 48, 52, 53, 58, 60 in Appendix B for activity suggestions.

Class #2: Review Possessive Adjectives

Daily Sentence: Iwanttogiveyoumybook.Itisagoodbook.

See Review Activities #1,2,3,6,20, 31, 35, 41, 48, 52, 53, 58, 60 in Appendix B for activity suggestions.

Changetheunderlinednounorpronountoapossessiveadjective

1. ThatisDilafruz’sbook.(her)

2. Youhaveabook.Itis______book.(your)

3. Timur’shairisbrown.(his)

4. Ihave3pencils.Theyare_______pencils.(my)

5. ThosecatsareAnn’s,James’andBill’scats.(their)

6. YouandIhaveahouse.Itis______house.(our)

7. Thedoghasaball.Itis________ball.(it)

8. Whatistheboy’sname?(his)

9. Ihaveamother.Whereis____mother?(my)

10. Wewillgotothecircus.Wewillgoin______car.(our)

Class #3 Groundhog’s Day

Daily Sentence: HappyGroundhog’sDay!Didthegroundhogseehisshadow?

See Appendix C for suggested activities for today’s holiday

Class #4: St. Valentine’s Day

Daily Sentence: HappyValentine’sDay.Willyoubemyvalentine?



Class #5: Valentine’s Day

Daily Sentence: Let’slearnsomemoreaboutSt.Valentine’sDaytoday.


Optional lesson for advanced pupils only:

Motivation:ChildrenshouldreviewwithteachertraditionsandcustomsforValentine’sDay.

Information:Write2sentencesontheboard.“Bemine.”and“Bemyvalentine.”Havechildrenreadthemoutloud.Askwhatthesimilaritiesanddifferencesare.Discusstheuseofmyandmine.Tellthemthat‘mine’isusedalonetotalkaboutsomethingthatbelongstoyou,and‘my’isusedwithanounafterit.Teachtheotherformsofthisusingotherpronouns.My-Mine,Your-Yours,His-His,Her-Hers,Our-Ours,Their-Theirs.Childrenshouldcopythese.

Practice:Writesentences.Thecandyismine.Itismycandy.Thisismymother.Sheismine.

Thatismybook.Thebookismine.Sitinmychair.Sitinmine.Childrenshouldreadtheseandcopythemintheirnotebooks.

Application:Writeseveralsentencesontheboard.Childrenshouldcopythemintheirnotebooksanddecidewhichword-mineormythattheyshoulduse.

Hereis____mother.Thedogis_______.Thatis____pen.Thatpencilis_____.Thenaskchildrentowritetheirownsentences,usingthepossessiveadjectiveform.Thentheywillwritethemontheboard,andchangethemtogether.

Homework:Write2sentenceswithmyormine,andpracticesayingthem,soyoucanreadtheminclass.

Materials:None

Class #6: Hobbies Vocabulary Overview

Daily Sentence: AthomeIliketoread,writeandplaygames.

Easy Lesson

Motivation:Askchildreniftheyhavehobbies.Writealistofhobbiesontheboard.

Information:Translatethelist,andinclude:toread,towrite,toplay,tosing,andtowatchtelevision,toswim,todance,tosleepandtorun.

Practice:After students have written the words and an accompanying picture in thebooks,actoutthehobbiestoseeifthestudentscanguesswhatsportyouaredoing.Drawthedifferentkindsofthingsontheboardthatthehobbiesinclude.Havethestu-dentstrytorememberwhichthinggoeswitheachhobby.

Application:StudythevocabularyforH.W.

Materials:None

Medium Lesson

Motivation:Askchildrenwhattheyliketodoforfun.Answersvary.

Information:Explainthatwearestartinganewthemeandchildrenwilllearnaboutdif-ferenthobbies.Todaywewilltalkaboutvocabularywords-becausewearegoingtostartspeakingmoreinclass.Introducethewords:hobby-hobbies,toread,towrite,toplay,tocollect,towatch,andtolisten.

��

Practice:Tell children that thesewordsareactions,andask them if theycan telluswhatyouread,whatyouwrite,etc.Writealistandtranslate.Childrenshouldwritethisvocabularydown.

Application:Playagame:matchnounstonewhobbyverbsontheboard.Iftimeremains,useAlphabetfolder.

Materials:Alphabetfolder

Advanced Lesson

Motivation:makealist(innativelanguage)ofhobbiesthatthechildrenhave.

Information:translatethesewordsontheboard.Childrenshouldcopydownthewords.

Practice:havechildrenreadthelistofwords,oncewithyou,thenontheirown.Chil-drenshouldclosetheireyesasyoueraseoneofthewords.Childrenshouldtrytosawthelistofwords,andrememberthewordyouerased.Repeat,untiltheycansaythelistofwordsfrommemory.

Application:Playhangmanwiththesenewwords.Ifyouincludeotherwords,tellchil-drenwhattopicthewordisfrom.

Homework:Usingtheverbtolike,write5hobbiesthatyoulike.Usemorethan1pro-noun.

Materials:None

Class #7: Hobbies with I like to, I enjoy

Daily Sentence: IliketoplaygolfandIenjoybooks.Idonotlikeboxingordancing.

Easy Lesson

Motivation:ReviewHobbiesvocabularyfrompreviousday.

Information:Writedownthesentence“Iliketoplay.”Teachtheverbtolike,andconju-gatewithpronounstogether.Childrenshouldwritethisintheircopybooks.Writethesen-tences“Ienjoybooks.”“Ilikebooks.”Translateandconjugatewithdifferentpronouns.Teachthatifyouwriteaboutanactionyoulike,youmustputtheword‘to’inthesen-tence.Ifyoulikeathing,youmayuseIlikeorIenjoy.Showseveralmoreexampleswithverbs. Show several sentences with I enjoy (sports, books, flowers, animals, music).

Practice:Removethewords“liketo”and“enjoy”fromthesentencesontheboard.Askchildrenwhichwordtheythinkgoesinthespaces.Childrenshouldpracticereadingthesentences.

Application:Tossaballaroundtheroom,andaskthechildwhocatchesittosayasen-tencewithIliketo,IenjoyorIlike.

Homework:Write2sentencesforeachbeginning:“Iliketo…”“Ienjoy…”and“Ilike…”

Materials:Ball

Medium Lesson

Motivation:Shortdialoguewrittenontheboard1.Whatdoyouliketodo?

2.IliketoplayandIenjoysports1.Oh,metoo!Ialsoliketowatchtelevision.

Childrenshouldreadthedialoguetogether.

Information:Askchildrenhowmuchtheyunderstood.Tellthemthatweoftenask:“Whatdoyouliketodo?”Theanswerusuallystartswith“Iliketo…”or“Ienjoy.”Explainthatifyouaretalkingaboutthenameofasportorathing–asportorforexample,books,wesaythewordafterIlikeorIenjoy.Ifyouaretalkingaboutanaction-forexample,towatch,wesay,“Iliketo…”

Practice:Childrenshouldwritethisinfodown.Writeontheboard(youmaywritemoreverbsduringtheexercise):


I

You

He

She

We

They

enjoy

enjoys

like

likes

toplay

toread

books

dogs

cats

tosing

Childrenshouldpracticereadingsentencesfromthesewords.

Application:Makeawordwebintheirnotebooks.Awordwebismadebywritingonegen-eralwordinthecenterofapageorboard.Thenwritemorewordsaroundthemainword,whichdescribeorexplainit.Drawalinetoconnectthemainwordwitheachotherword.Forexample,wordsconnectedtothecentralwords“I like”may includebooks,cats,dogs,friends,etc.Explainontheboard,andhavechildrendotheirownwordwebsintheirbooks.Haveatleast4linesconnectingwordstothecentral“Ilike”or“Ienjoy.”

Homework:Fromwordweb,makesentences.

Materials:None

Advanced Lesson

Motivation:Withpicturesofthedifferentsportsandhobbies,playagamewiththechil-dren.Seewhichchildrencanidentifythehobbythequickest.

Information:Weoftenask:“Whatdoyouliketodo?”Theanswerusuallystartswith“Iliketo…”or“Ienjoy…”Explainthatifyouaretalkingaboutthenameofathing–forexample,books,wesaythewordafterIlikeorIenjoy.“Ilikebooks.”Ifyouaretalkingaboutanaction-forexample,towatch,wesay“Iliketowatch…”

Practice:Gooverthenewverbsandhavethestudentsconjugatethemintheircopy-books.Practicesayingpronounsandhavingthestudentssayingthecorrectformoftheverb.Startputtingtogethersentencesusingtheseverbsandthenewvocabulary.

Application:Havethechildrenwritefoursentences.2usingtheverb“tolike”and2us-ingtheverb“toenjoy”.Allfourshouldusenewvocabulary.

Materials:Picturesofhobbies

Class #8: Hobbies Vocabulary in Gerund

Daily Sentence: Reading,swimming,writingandplayingbaseballaresomeofmyfavoriteactivities.

Easy Lesson

Motivation:Withpicturesofthedifferenthobbies,playagamewiththestudents.Seewhocanidentifythehobbythequickest.

Information:Reviewhobbiesvocabulary,theverbs“tolike”and“toenjoy”andintro-ducethegerundformoftheverbs.Usetheverbs“tolike”and“toenjoy”usingthenewform.Showthestudentsthespellingchangewhenyouswitchtothegerundform.“Ilikeplaying.”“IenjoywatchingTV.”

Practice:Showthechildrenhowtoputverbsintothegerundandhavethemtrytowritetherestoftheverbsinthisform.

Application:Childrenshouldwrite4sentences.Twousingtheverb“tolike”andtwous-ingtheverb“toenjoy”,andallfourshouldusethegerundformoftheverbs.

Homework:Givethechildren4moreverbs,jumpsing,walk,andeat.Theyshouldwritesentencesinthisformforeachverb.

Materials:Picturesofhobbies

��

Medium Lesson

Motivation:Checkhomework.

Information:Explainthattherearedifferentwaysofsayingthesamething inEnglishjustlikethereareintheirnativelanguage.Forexample,inEnglish,wecansayIliketoplay,andalsoIlikeplaying.Wedothisforactionwordsonly.Lookatthetwosentencesandseewhat thesimilaritiesanddifferencesare.Showanother. I liketo read. I likereading.

Practice:Tellchildrenthatwhenwetalkabouthobbieswealsousethisform,andtheyshould orally practice saying what they like. At first teacher will say the sentence in one form,andthestudentwillsayittheotherform.Athirdchildmaytranslate.Example:I like toplay, I likeplaying, translation.Children shouldcopyall information in theirnotebooks.Makesurethatsymbolssuchasequalssignareusedsochildrenknowthesentencesmeanthesamething.Childrenmaywriteanative languageexplanation intheirbooks.

Application:Children shoulddrawthemselvesdoingahobby,and thenwrite the sen-tencesbothwaysunderneath.

Homework:Finishthisdrawing.

Materials:None

Advanced Lesson

Motivation:Askchildrentocometotheboardandwriteseveralsentencesaboutwhattheylike.

Information:TellchildrenthatthereisadifferentwayofsayingthisinEnglish.Teach,“Iliketoread.”and“Ilikereadinghavethesamemeaning.”Wesimplytakeouttheword‘to’andputan-ingontheendoftheverb.Writeseveralexamplesofthisontheboard.Childrencopythenewinformation.“Ienjoyreading.”isalsocorrect.Theword‘enjoy’canbeusedthesamewasas‘like’inthegerundform.

Practice:Askchildrentochangethesentencesontheboardtothegerundform.Theclassshoulddothistogether.

Application:Write20-30vocabularywordsontheboard,includingsomepronouns,verbsandnouns.Quicklychecktomakesuretheyunderstandallofthewords.Askchildrentomakeasmanysentencesastheycanwiththesewords.Youmayusethefollowingwordsorwriteyourown.Play,walk,run,I,he,they,to,books,she,collect,eat,hamburgers,like, enjoy, watch, films, stamps, likes, sing, dance, write, (-ing ending). See who can writethemostsentences.

Homework:Uselastnight’shomework,andchangesentencestothegerundform.

Materials:None

Class #9: Sports Vocabulary Overview

Daily Sentence: InAmericaIliketoplaysoccer,Americanfootballandhockey.

Easy Lesson

Motivation:Checkhomework.Lookatpicturesofdifferentsports.

Information:Introducevocabulary:baseball,Americanfootball,soccer,hockey,basket-ball,bowling,tennis,boxing,andgolf,swimming.

Practice:After children have written the words and an accompanying picture in thebooks,actoutthesportstoseeifthechildrencanguesswhatsportyouareplaying.Letthemactoutsportsaswell.Drawthedifferentkindsofequipmentontheboardthatthesportsuse.Childrenshouldtrytorememberwhichgamegoeswitheachsport.

Application:Learnwordsfornextclass.


Materials:PicturesofSports

Medium Lesson

Motivation:Talkaboutsports.Askchildrenwhatsportstheyknowandwritetheminna-tivelanguageontheboard.

Information:Makealistofsports,andtranslateforchildren.Stresspronunciation.Goaroundroomandaskchildrentopronouncewords.Thenaskthemwhattheymustdowhentheyplaythesports.Generaterun,jump,throw,hit,kick.Ball isan importantwordforthislesson.

Practice:Childrenshouldwriteallwordsintheirnotebooks.

Application: Play miming game with verbs. Children should guess the verb and thesport.

Homework:Learnwordsfornextclass.

Materials:None

Advanced Lesson

Motivation:Askchildrenwhichsportstheyenjoy.

Information:TeachtheEnglishwordsforthesports,payingcarefulattentiontopronun-ciation:baseball,Americanfootball,soccer,hockey,basketball,bowling,tennis,boxing,andgolf,andswimming.Teachseveralverbsthatareinvolvedwiththesesports:torun,tojump,tothrow,tohit,tokick.Orallyconjugatethem.

Practice:Playwordshapegame-usingboxesto indicatetheshapeoftheletters inaword.Tall boxes for tall letters(l,k,t…), lowboxes for low letters (j,q,g…)and squareboxesforshortletters(s,a,o,u…).Childrenmustguesstheword.

Application:Playmiminggamewiththenewwords.Run,jump,throw,hit,andkickmaybeincluded.

Homework:Learnwordsfornextclass.

Materials:None

Class #10: Sports I like to… I enjoy…

Daily Sentence: Idon‘tliketoplaysports,butIdoliketowatchthem.

Easy Lesson

Motivation:Reviewnewsportsvocabulary.

Information:Reviewtheverbtolike.Writethesentences“Iliketoplayvolleyball.Helikestoplaybasketball.”ontheboard.Askchildrentopointouttheverbs.Tellthemthat when they are using 2 verbs next to each other, only the first one gets an ‘s’ if the pronounishe,sheorit,andtheword‘to’goesinbetweenthewords.Childrenshouldwritethisdown2-3examplesofthis,andunderlinetheword‘to’whentheydo.Again,‘enjoy’isonlytobeusedfornounsinthiscase.

Practice:Practicethisformorally.Goaroundtheroom,andeachchildshouldsayonesentencewith“Iliketoplay…”andonewithIenjoy…”

Application:PlayTic-Tac-Toe,usingpronounsineachsquare.Splittheclassinto2teams.EachteammaychooseawordfromtheTic-Tac-Toeboard,andtheymustsayacorrectsentencewiththatword.

Homework:Childrenshouldwrite5sentenceswith“Iliketoplay.”andthenewsportswords.

Materials:None

��

Medium Lesson

Motivation:Tellchildren“Ilikefootball.Whatdoyoulike?”Childrenshouldusetheform“Iliketoplay…”talkaboutthesportstheylike.

Information:Remindchildrenofthesportswordstheylearnedinthelastclass.Thenre-mindthemofthesentencestructureforIlike,andIliketoplay….Discussthedifference.Introducethenegativestructure.Idonotlike…Idonotliketoplay….

Practice:Childrenshouldorallypracticethisstructureandthenwriteallthesentencesandstructuresintheirnotebooks.

Application:Playcharades:Onechildmustactoutawordorphrasesothattheotherchildren can guess it. Usually, in the beginning of the child’s turn, he will use his fingers totelltheothershowmanywordsareinthesentenceorphrase,andalsoindicatewhichwordheisactingout.Remindstudentsoftheotherpronouns,andthentellthemthatyouwillactoutasentence.Eachteamwillgetachancetoguessthesentence.Sen-tencesshouldinclude‘like’and‘play’.Thenhavechildrentryit.

Homework:Write5sentenceswithIliketoplay…orIenjoy…

Materials:None

Advanced Lesson

Motivation:Reviewsportsvocabularybymimingthesports.

Information:Reviewtheverbtolike.Writethesentence“Iliketoplayvolleyball.”ontheboard.Askchildrentopointouttheverbs.Teachtherulethatwhen2verbsareinthe same sentence next to each other, the first verb will be conjugated and the second verb will be in the infinitive form. Teach the negative form of this: I do not like to play/ Shedoesnotliketoplay.Studentsshouldwritealltheconjugationsofthenegativeformintheirnotebooks.Reviewtheform“Ienjoy”,andteachthenegativeIdon’tenjoy…

Practice:Practiceachaindrill.Onestudentsays,“Iliketoplaybaseball”.Thenextsays,“Idon’tliketoplaybaseball.Ienjoybasketball”.Etc.

Application:Studentsshouldwrite3sentenceswith“toliketoplay,and3sentenceswith“donot/doesn’tliketoplay”Practicereadingthesentencesinclass.

Homework:Write3sentenceswithIliketoplay…orIenjoy…And3sentences1don’tliketoplay…Idon’tenjoy…

Materials:None

Class #11: Sports and gerund I like…ing and I enjoy….ing

Daily Sentence: Ilikewalkinganddancingandsingingsongs.Doyou?

Easy Lesson

Motivation:Reviewcolors,numbers,daysoftheweek,andgreetings.

Information:Studentsguessthesportthattheteachermimes.Reviewthegerundform,andteachtheformsIlikeplaying…andIenjoyplaying…

Practice:Practicewritingsentencesontheboard,usingthisformat.

Application:Playtranslationgame.Throwaballtoastudentandsayasentenceinonelanguage.Thestudentmusttranslatethewordandtosstheballback.

Homework:Studentsshoulddraw3sportstheylikeandwriteIlike(orenjoy)playing…foreach.

Materials:ball

Medium Lesson

Motivation:Reviewsportswords,payingspecialattentiontopronunciation.


Information:Remindchildrenofaformof“Iliketo”,and“Ilike…ing.”Explainthatthewordenjoyisusedinthesamewayaslike,butitisusuallyusedwiththegerundformIenjoy…ing.YoucansayIenjoyplayingbasketballorIliketoplaybasketball.Showsev-eralexamplesofthisandpracticetheword.

Practice:Children shouldwrite thisnew information in theirnotebooks,andpracticewritingsentencesthemselves.After5minutes,askthemtoshare.Youcanalsoprovideasentenceinoneformandaskthechildrentochangeittotheotherform.

Application:Childrenshouldmakewordwebsagain,usingIenjoy…asthemiddleword.Childrenwritedifferentthingstheyenjoyaroundthemiddleword,andconnectthemtoitwithlines.

Homework:Prepareforasmallspellingtestatthebeginningofnextclass.

Materials:None

Advanced Lesson

Motivation:Write2sentencesontheboard:Ilikeplayingfootball.Heenjoyswatchingtelevision.Askchildrentoreadtogetherandtranslate.

Information:Reviewsportswordsandthegerundformof‘toplay’.Introducethenega-tiveformofthisstructure.Idon’tlikeplaying/Hedoesn’tlikeplaying,Idon’tenjoyplaying,Shedoesn’tenjoyplaying.Childrenshouldcopydownthisform.

Practice:Teachersaysasentence,“Ienjoyplayinghockey”.Astudentreplies,“Idon’tenjoyplayinghockey.”Athirdstudenttranslatesbothofthesentences.Repeat.

Application:Dialogues.Childrenworkinpairstomakeshortdialogues.Includegreetings,professionquestionsandaskabouthobbies.Writeoneexampleontheboard.Severalchildrenmaydotheirdialogueinfrontoftheclass.Teachershouldmakesurethatthedialogueusescorrectspeech.

Homework:Memorizedialogue.

Materials:None

Class #12: Interests vocabulary and verbs

Daily Sentence: Iaminterestedinmanythings.IamveryinterestedinEnglish.

Easy Lesson


Information:TeachtheformIaminterestedin…Teachvocabulary:sports,America,ani-mals, toys, playing games, learning English, films (movies)… Ask children what they are interestedin

Practice:Goaroundthe room,askchildren to sayonesentenceaboutwhat theyareinterestedin.

Application:Childrenshoulddrawapictureoftheirfavoritething.Theteachercancol-lectthemandmakealargeposterentitled“OurFavoriteThings”.Childrenmaylabeltheirdrawings.

Homework:Finishpictureathome.Colorandmakeitlooknice.

Materials:None

Medium Lesson

Motivation:Spellingtest.Reviewdaysoftheweek.

Information: Tell children that we are finishing up our unit on what we like, and today we aregoingtotalkaboutotherthingswelike.WhenweliketodosomethingwesaythenameoftheactionafterIlikeorIenjoy.Ifwelikeathing,wesayIlike____s.Ifitis,

��

forexample,adog,wesayIlikedogs.Iliketomatoes.Thisisbecausewedon’tjustlike1ofthem,welikethemingeneral.

Practice:Do thiswith severalexamples.dog,cat, tree,car,play, run, television,myfriends,mymother,mybrother.

Afterseveralexamples,childrenshouldwritethisdownintheirbooks.

Application/Homework:Forhomework,writeabout5thingsyoulike.Rememberthatifitisathingingeneral,usesattheend.

Materials:None

Advanced Lesson

Motivation:Askchildrentomakealistofthingsthattheyareinterestedin.

Information:TeachtheformIaminterestedin…Translatethelist,andteachvocabulary:sports, America, animals, toys, playing games, learning English, films (movies)… Ask chil-drenwhattheyareinterestedin.

Practice: Play charadesusing interests vocabulary:One childmust act out awordorphrasesothattheotherchildrencanguessit.Usually, inthebeginningofthechild’sturn, he will use his fingers to tell the others how many words are in the sentence or phrase,andalsoindicateswhichwordheisactingout.

Application:Tossballbackandforthwithstudents,andplaytranslationgame.Teachersaysawordorphrasein1languageandchildtranslates.

Homework:Forhomework,writeabout5thingsyoulike.Rememberthatifitisathingingeneral,use-sattheend.

Materials:None

Class #13: Interests, I like… or I enjoy…

Daily Sentence: When I go to the movies, I always enjoy the film.

Easy Lesson

Motivation:Reviewgreeting,pronouns,daysoftheweek,numbersto30andcolors.

Information:Teachnegativeformoftolikeandtoenjoy.Childrenshouldwriteallpro-nounsintheircopybooks.Reviewhobbies,interestsandsportsvocabulary.Writeallvo-cabularyontheboard.Teachthequestionform.“Doyoulike…?”“Doyouenjoy…?”Writeallformsofthequestionontheboardandletchildrencopy.

Practice: Practice asking each other questions. Chain drill: the first child says, “Do you likesanimals?”Secondchildsays,“Idon’tlikeanimals,IlikeAmerica…”Repeatwithallchildren.

Application:Writevocabularywordsontheboard,butleaveoutseveralletters.Childrenshould figure out what the missing letters are. Complete words on the board together.

Homework:Write2sentenceswithIlike..and2withIdon’tlike.

Materials:None

Medium Lesson

Motivation:Severalchildrenshouldsharetheirhomework.Reviewnumbersto30

Information: Review pronouns and the verb to like in with each. Ask children to find list ofpronounsintheircopybooks.Thenaskchildrentosaysentenceswith“tolike.”Makealonglist.Writeexamplesentences“Ilike…Idonotlike…IenjoyandIdonotenjoy…”ontheboard.“Doyoulike…?”“Doyouenjoy…?”Writeallformsofthequestionontheboardandletchildrencopy.

Practice:Childrenshouldcopylistofwordsintheircopybooks.Thenontheboard,prac-ticeaskingquestions.


Application:RemovesomelettersfromthelistofEnglishwordsontheboardandaskchildrento:1.Putinthemissingletters,and2.Writeasentencewith‘Ienjoy+thegerund’or‘Ilike’.Iftheydonotlikethisthing,childrenshouldsay,“Idonotlike…”or“Idonotenjoy…”

Homework:Write3sentencesaboutthingsyoudon’tlike,anddrawpicturesofyourselfdoingthemanyway.

Materials:None

Advanced Lesson

Motivation:Reviewdaysoftheweek,colorsandnumbersto30.ReviewtheformIaminterestedin,aswellasIlikeandIenjoy.Reviewtopicsthatchildrenareinterestedin:sports, America, animals, toys, playing games, learning English, films (movies)…

Information:Teachverbsthataccompanyinterestsvocabulary:playingsports,learningaboutAmerica,playingwithanimals,collectingtoys,playinggames, learningEnglish,watching movies/films, going to the movies…Teach the question form: “Do you like…?” “Doyouenjoy…?”Writeallformsofthequestionontheboardandletchildrencopy.

Practice:Childrenshouldmake3questionsfortheseinterests.Theyshouldusedifferentpronouns,andpracticeaskingeachotherquestions.

Application: Spelling:Teacher and children should spell words together, then play agameofspellingbaseball.(SeeAppendixBforexplanationofthisgame.)

Homework:Write3sentencesaboutthingsyoudon’tlike,anddrawpicturesofyourselfdoingthemanyway.Write1don’tlike….Idon’tenjoy…

Materials:None

Class #14: Interests with gerund I enjoy/ like…ing review pronouns

Daily Sentence: Ienjoygoingtothepark.Iliketositandwatchthebirds.

Easy Lesson

Motivation:Childrenshouldreadtheirhomeworksentences.

Information:Reviewthegerundformsof‘tolike’and‘toenjoy.’Makeseveralsentencesforthechildrentocopy.Thenreviewthenegative:“Idonotlike/enjoy…ing.”“Hedoesnotlike/enjoy…ing.”Childrenshouldcopythesetoo.

Practice:Childrenshouldpracticesayingsentencesinthenegativeform.Teachersaysasentence:“Welikeplayinggames.”andchildshouldreply:“Wedonot likeplayinggames.”Practicewithallpronounsandvocabulary.

Application:Studentsshoulddrawapictureof1thingthattheylike,and1thingthattheydon’tlike.Labelpictureswithsentences.

Homework:Write4sentencesaboutthingsthatyoudonotenjoy.

Materials:None

Medium Lesson

Motivation:Reviewthe listofwords fromthe lastclass.Seewhoremembers transla-tions

Information: Review pronouns. Then review different kinds of sentences that can bemadewiththeverb‘tolike’andtheverb‘toenjoy’.Reviewnegativeandpositivestruc-tureforwritingaboutthingsyoulikeanddislike.

Practice/Application:Game:Withwordsonsmallpiecesofpaper,childrenmustmakesentences.Dividethechildrenintosmallgroups.Prepare1bagforeachgroupwith6sentencesinit.Thesesentenceswillbecutupintoindividualwords.Thechildrenmustworktogethertoputthesentencesinproperwordorder.Make3positive,3negative,usingallpronounsand3enjoy,3like.

�0

Homework:Starttoprepareforthetest.

Materials:Bagswith6scrambledsentencesineach

Advanced Lesson

Motivation:PlayAroundtheWorldwithinterests,sportsandhobbiesvocabulary

Information:Reviewthegerundformoftolike…ingandtoenjoy…ing.Ienjoygoingtothemovies.Ienjoyplayingwithanimals.Ilikeplayingsports.

Practice:Readtext:

Hello, my name is Jenny. I live in America. I am 8. I am a pupil. I like to play with dolls and I like to go swimming. I have a brother. He is 12 years old. His name is Adam. Adam likes playing sports. Adam enjoys football, badminton, and volleyball. I also like going to the movies, and learning about Uzbekistan.

Application:Childrenshouldcopytext.Practicereadingtextinchorusandindividually.Translatetextincopybooks.Iftimeallows,childrenmaywritealetterbacktoJenny.

Homework:Finishtranslationoftextorwritingletter.

Materials:None

Class #15: Review

Daily Sentence: Wow,youchildrenareveryclever.Youarespeakingverywell.

See Review Activities #13, 32, 33 40, 53, 55, 60 for suggested activity ideas.

Children should copy all questions and answer. All answers should be in the affirmative, unlessachoiceisgiveninparentheses.

Ishethinorfat?(thin) Aretheysmall?

Issheaverybeautifulgirl? Arewebigorsmall?(big)

Isitatalltree? Doesshehavebrowneyes?

Dowehaveblackeyes? Dotheyhaveblueeyes?

Doeshehaveblondhair? DoIhaveshorthair?

AnswerthequestionsortranslatewordsinparenthesestoEnglish.

Doyoulikevolleyball? Doesheliketoplayfootball?

Doesheplaytennis?

Doyoulikebasketball? Iliketoplay(badminton).

Weliketoplay(hockey. Josephlikesto(box).

Marylikesto(kick)theball. Weliketo(swim)inthewater.

Shelikestoplay(tabletennis). You(throw)theballtome.

Copyallquestionsandwriteanswers.

DoyouliketowatchTV? Doesheliketoplayoutside?

Doyouliketodoyourhomework? DoIliketowatchsports?

Areyouinterestedinmathematics? Issheinterestedinreading?

Doesheliketosew? Dowelikewritingpoems?

Areweinterestedinhistory? Areyouinterestedinanimals?


Copyallquestionsandwriteintheanswers.

Svetalikesto___television.(watch) Sheenjoys____volleyball.(playing)

Helikes___stamps.(collect) Welike____themovies.(going)

Iliketo___withmyfriends.(talk/play) Ienjoy____tomusic.(listening)

Weenjoy___sportsonTV.(watching) Theyenjoy___food.(eating)

Youliketo___sports.(play) Doyouliketo___songs?(sing)

Writetheappropriateformtotheverb‘tolike’.

We___dolls.(like) They_______towatchTV.(like)

He_______books.(likes) I_____dogs.(like)

She______toread.(likes) You_______towrite.(like)

She_______television.(likes) Jenya________cats.(like)

Doeshe_______toplayoutside?(like) DoesMadina_____toswim?(like)

Writethesentencesontheboard.Childrenwritetheverbinparenthesesinthegerund.

Weenjoy(read). Doyouenjoy(write).

Doesheenjoy(play)volleyball? Dotheyenjoy(swim)?

Ienjoy(jump). Sheenjoys(run).

Katyaenjoys(cook). Timurenjoys(listen)tomusic.

DoesVikaenjoy(play)piano? Theyenjoy(play)computergames.


Easy Lesson

1-5. Translate:toread,towatchtelevision,toplay,toplayfootball,toplaygames

6. I(like/enjoys)playingvolleyball.

7. We(likes/like)toplayhockey.

8. She(enjoy/enjoys)reading.

9. You(toplay/enjoy)watchingtelevision.

10. Heenjoys(eating/listening)tomusic.

Medium Lesson

1-5. Translate:toread,towatchtelevision,toplay,toplayfootball,toplaygames

6. Iliketo(dog/run).

7. Ienjoy(books/watch).

8. Ienjoy(playing/sit)games.

9. (I/She)enjoysplayingtennis.

10. Ienjoy(learning/eating)English.

Advanced Lesson

1-5. translatethesportswords:ball,tennis,football,volleyball,basketball

6-10. Fillintheblanks:I___toplaytennis.(like)We____watchingtelevision.(like)Shedoes____likehomework.(notlike)He________running.(likes)Theyliketo________basketball.(play)

��

11-15.Spellingw/translation:enjoy,friend,reading,they,like

16-20.Unscramblethesentences.

He/toplay/likes/baseball.Helikestoplaybaseball.

enjoy/television/I/watching.Ienjoywatchingtelevision.

like/You/games/playing.Youlikeplayinggames.

To/likes/read/She.Shelikestoread.

Class #17: Woman’s Day Activity

Daily Sentence: HappyWomen’sDay.Wishyourmomsandgrandmomsawonderfulday!

Class #18: St Patrick’s Day Activities

Daily Sentence: AreyoufeelingIrishtoday?

Class #19, 20: Holiday Activities (Navruz)

Daily Sentence: HappyNewYear-CentralAsianNewYear,thatis.

Daily Sentence: Doyoulikesumalak?Ido-yummy!

Please see Appendix C for suggested activities for these 3 holidays


Semester 4Class #1: April Fool’s Day and Review

Daily Sentence: HappyAprilFool’sDay!

See Appendix C for suggested holiday activities and Review Activities #4,9,22,13, 33 40, 47,52, 53, 55, 56,60, 64 for suggested activity ideas.

Class #2: Review

Daily Sentence: Let’sreviewsowecangetbacktowork.

See Review Activities #4,9,22,13, 33 40, 47,52, 53, 55, 56,60, 64 for suggested activity ideas.

ChildrenshouldcopythesentencesandtranslatethewordinparenthesesintoEnglish.

Ilike(play)tennis.

Doyoulike(swim)inthepool?

Helikes(study)English.

Doesshelike(eat)apples?

Welike(drink)cola.

Theylike(learn)Uzbek.

Thegirlslike(watch)television.

Catslike(sleep)allday.

Mybrotherslike(run)tothestore.

Myfatherlikes(read)thenewspaper

Class #3: Food Vocabulary Overview

Daily Sentence: Iliketoeatapples,potatoes,meatandlemons.

Easy Lesson

Motivation:Welcomechildrenbacktoclass.Haveshortdialogueswithseveralchildren.

Information: Introduce vocabulary: apple, pear, banana, orange, lemon, watermelon,melon,bread,meat,beet,eggplant,tomato,potato,cucumber,cabbage,carrot,onion,pumpkin,grapesandgarlic.

Practice:Childrenshoulddrawapictureofallofthefoodandlabelthem.

Application:Teacherwritesnewvocabularyontheboardwithlettersmissingfromeachword.Childrenshouldtrytoguesstheword.

Homework:Childrenshouldstudythewordsathome.

Materials:None

Medium Lesson

Motivation:Bringabagoffoodtoschool-drygoodsandrawvegetables.Unpackbagandaskchildrentoidentifyfoodsinnativelanguage.

��

Information: IntroducetheEnglishwords foreachof theobjects,andusepictures toshowotherfoodsyouwishtoteach.

Practice: Children should copywords into copybooks. Children should practice sayingthewordsandassociatingthemwithanobject.Dothisorallybyaskingthemtoidentifyfoods.

Application: Write words with some letters missing on the board. Children should figure out what the words are and fill in the letters.

Homework:Studentsshouldwriteabouttheirfavoritefruitorvegetable.Studentsshouldtellthecolorandsizeoffood.Myfavoritevegetableis…

Materials:Fooditemsfromhomeandfoodpicturecardstosupplement.

Advanced Lesson

Motivation:Bringabagoffoodtoschool-drygoodsandrawvegetables.Unpackbagandaskchildrentoidentifyfoodsinnativelanguage.Usepicturesoffreshfoodsalso

Information:Writealistofnewfoodwordsandtranslate.

Practice:Playhangmanwiththestudents,tobegintolearnspelling.Childrenmayalsopracticereadingthewordsoutloudfromtheboard.

Application:Usingthelistsofwordsontheboard,childrenshouldreadthewords.Thentheyshouldclosetheireyesastheteachererasesoneword.Theyshouldreadthelistofwords again, and try to remember the missingword. Continue until allwords areerased.

Homework:Childrenshouldmakealistoftheirfavoritefoods.

Materials:fooditemsfromhomeandfoodpicturecardstosupplement.

Class #4: Food & I like

Daily Sentence: Ilikeonions.Shelikespears.Helikesoranges.Weliketoeatbeets.

Easy Lesson

Motivation:Teacherwritesontheboard:Ilikefood.Iliketoeatapples,grapes,bread,plovandsweets.Iliketodrinksoda,milkandtea.Readthistexttogetherandtrans-late.

Information:Reviewvocabularyandincludethewordsfood,drinks,fruitsandvegeta-bles.Reviewpronouns,andtheverbs‘tolike’‘toeat’‘todrink’

Practice:PlayAroundtheWorldwithfoodpicturecards.

Application:Askthestudentswhichkindsoffoodtheylike.Theymustanswerwith“Ilike…”and“Iliketoeat/drink…”

Homework:Childrenshouldwritealistoftheirfavoritefoods.

Materials:Foodpicturecards

Medium Lesson

Motivation:Reviewfoodwords;writethemasthechildrensaythem.

Information:Teachthewordsfood,drinks,fruitsandvegetables.Reviewtheverbs‘tolike’‘toeat’‘todrink’.Goaroundtheroomandaskchildrentosayasentenceaboutwhichfoodtheylike.Encouragethestudentstomakesentenceswith“Iliketoeat…Iliketodrink”Copydownnewverbs.

Practice:BallTossTranslationgame:Tossaballtoastudentandsayawordinnativelanguage.Studentshouldsay,“Ilike(translatetheword),andtossballback.

Application:Game:What’sintheElephant’srefrigerator?Drawtheshapeofarefrigera-torontheboard.Choosedifferentanimals-cat,dog,elephant,horse,sheep,tiger,bear,


etc.Childrenshouldcometotheboardanddrawafooditemthattheanimaleatsandlabelit.Theymaysay“Anelephantlikestoeatbananas.”

Homework:Childrenshouldwrite4sentenceswith I like…or Idon’t like…usingfoodwords.

Materials:Ball

Advanced Lesson

Motivation:Reviewhomework.Askchildrentoreadwhattheywroteabouttheirfavoritefoods.

Information:Childrenshouldknowthe“Ilike/Idon’tlike”forms.Theyshouldbeabletogiveyousomeoralsentencesaboutfoodstheylikeanddon’tlike.Remindthemthat“I like to eat...” the second verb ‘to eat’ is in the infinitive.

Practice:Writesomeincorrectsentencesontheboard,whichmakesomecommongram-matical(numberagreement,verbform)mistakes.Trytomakesomespellingmistakestoo, and see if they can find them. At first underline the mistake and see if the children can fix it. For example: “He likes eat apple.” This should be written: “He likes to eat apples.”

Application:Ask children toname somecommondishes.Tell them thatmost are thesameinEnglish-pilaf,shashlik,monte,somsa,soup,salad,etc.Theyshouldthenorallytellyouwhichofthefoodsistheirfavorite,andwhatisinthem.

Homework:Finishthisactivityinwrittenform.Studentsshouldwritesomethingalongthelinesof“Ilikeplov.Plovhasrice,carrots,meat….init.

Materials:Preparedsentenceswitherrors

Class #5: Food Adjectives and Prepositions

Daily Sentence: Ilovespring.Soontherewillbelotsofgoodthingstoeat.

Easy Lesson

Motivation:Reviewfoodvocabulary,usingpicturesoffoods

Information:Teachsomenewadjectives:sweet,sour,tasty,nottasty,fresh,hot,cold,salty,

Practice:Teachernamesafood,andstudentsshouldthinkofanadjectivetodescribeit.Example:Teachersaysapple,studentsays“Sourapple”,or“Sweetapple.”Childrenmayusecolorstodescribethewordsaswell.

Application:PlayTic-Tac-ToeorAroundtheWorld(SeeAppendix – forexplanation forthesegames)withthenewadjectives;includesomeoldadjectives,andfoodwordstoincrease difficulty.

Homework:Childrenshouldwrite3wordsthatdescribetheirfavoritefood.

Materials:Foodpicturecards

Medium Lesson

Motivation:Reviewfoodvocabulary.

Information: Teach prepositions in, over and under. Then teach adjectives for foodssweet,sour,tasty,nottasty,fresh,hot,cold,salty.Remindthemthattheycanusecolorstodescribethingsaswell.

Practice:Studentsmayplayafewquickgamesofhangmanwiththenewadjectives.Iftheycanrememberotheradjectives,theymayusethemaswell.

Application:Drawapictureofarefrigeratorontheboard,andtapedifferentfoodcardsontheshelves.Askthechildrentomakesentences.Iftheyareunsure,pointtotheitemyouwantthemtospeakabout.Example:Themilkisintherefrigerator.Themeatisover

��

theeggs.Ifchildrendothiswell,askthemtoincludeanadjective.Theredmeatisunderthesweetapple.

Homework: Write 4 sentences about food “I like...” using 2 adjectives for each sen-tence.

Materials:Foodcards

Advanced Lesson

Motivation:Askchildrenwhichdishestheycanremember(hamburger,plov,monteetc)

Information:Showstudentscutoutingredientsfordifferentfoods.Forinstance,aham-burgerorpizza.Usingtapeontheboard,studentsshouldtellyouhowtoputthefoodstogether.Teachthewordson,underandin.Thenaskstudentsaboutthefoodtheylikeandwhytheylikeit.Introducetheadjectives:delicious,tasty,sweet,sour,salty,dis-gusting,nottasty,crispy,hot,cold,colors.Childrenshouldwritethesewordsintheircopybooks.Askthemtonameothersiftheycan.

Practice: Practice using these adjectives.Then teacher shouldmake a general state-ment. “I ate some fruit.” The children must change it to make it more specific. “I ate somegrapes.”then“Iatesomegreengrapes.”then“Iatesomesourgreengrapes.”Trythiswith“Idranksome…”“Ilike…”“Idon’tlike…”

Application:Askchildrentolisttheingredientsinpizzaorhamburgersorhotdogs.Sug-gestthattheynamethecolorsofthingsalso.Dooneoftheseontheboardtogether.

Homework: Children may have to finish this activity at home.

Materials:Cutoutingredientsofpizzaandhamburger

Class #6: Food Question Words- What is it?

Daily Sentence: Myfavoritefoodispizza.Yummy!

Easy Lesson

Motivation:Showfoodpictures,childrenshoulduseanadjectivewhensayingwhatthefoodis.

Information:Teachthequestion“Whatisit?”Isit…?

Practice:Teachershouldthinkofafood,andchildrenshouldask,“Isitsweet?Isitred?”etc.Childrenmustguessthefood.Theyshouldthendrawtheirfavoritefood,andmakeasentencedescribingit.Childrenmayshowthesetotheclassandreadtheirsentences.

Application:Playthewordshapegame.Useoneboxforeachletterofaword,makingtheshapeoftheword.Childrenshouldguesswhichwordyoudraw.

Homework:None

Materials:None

Medium Lesson

Motivation:Reviewadjectivesandfoodnames.

Information:Reviewthequestion:“Whatisit?”

Practice:Describeafood,onlyusingadjectivesandtheformitis…Studentsshouldtrytoguessthefood.Example:“Itiscold,itiswhite,itisfresh,andIdrinkit.Whatisit?”Answer:“Isitmilk?”“Yes,itismilk.”Givechildrenseveralriddleslikethis.

Application:Askthechildrentowritetheirownriddles.Givethemafewminutes,andthentheyshouldreadthemtotheclass.Playhangmanwiththefoodwordsoradjectives,orhavedialogues.Childrenshouldgreeteachother,askfriendlyquestions,andthenaskeachother“Whatisit?”

Homework:None


Materials:None

Advanced Lesson

Motivation:Tellthechildrenyouhavesomefood.Describeittothemandseeiftheycanguesswhatitis.

Information:Studentsshouldgetintogroups.Handoutmenustoeachgroup.Writesomebasicphrasesonboard.“Whatis…?Howmuchforeverything?Pleasebringmethecheck.Iwantthe…Idon’twantit.”

Practice/Application:Dividetheclassintosmallgroups.Giveeachgroupamenu.Letthemstudythemenusforafewminutes.ThentellthemthattheyaregoingtopretendtheyareinarestaurantinAmerica.Theymustaskthewaitresswhatthefoodis(ex-Whatiscake?)andorderlunch.Remindthemtowatchthepricesandthebill,becausethewaitress(theteacher)doesn’tknowmathwell.ShealsoonlyspeaksEnglish.Havethechildrenplaythegameonegroupatatime.

Homework:None

Materials:Preparedmenus-maybeanotepadtowritefoodorderson,oranapron.Papermoney

Class #7: Year Review

Daily Sentence: You finished a whole year of English class. I am very proud of you today!

Use appropriate Review Activities that your children enjoy, and which help them review the vocabulary.


Daily Sentence: Goodluckonyourtest.Iknowyouwilldowell.

Use appropriate Review Activities, and spend ½ the class explaining what will be on the test.


Easy Lesson

1-10. Translate:GoodEvening,aunt,cousin,banker,seller,beautiful,tall,short,bread,milk

11. Howoldareyou? 16. I(tolike)toplaygames.(like)

12. Doyouhaveasister? 17. You(tohave)abrother).

13. Doyouenjoybasketball? 18. Weenjoy(toplay)volleyball.(playing)

14. Areyouapupil? 19. She…tall.(is)

15. Doyoulikeoranges? 20. He…brownhair.(has)

��

Medium Lesson

1-10. Translate:Goodafternoon,uncle, grandfather,driver, seller, strong, smart tall,meat,cheese

11. Doeshehaveabrother? 16. Mymother…ateacher.(is)

12. Areyouabusinessman? 17. We…pupils.(are)

13. Doyoulikeplayingbaseball? 18. They(tolike)toplayfootball.(like)

14. Are you interested in films? 19. I do not (to enjoy) swimming. (enjoy)

15. Doyouliketodrinktea? 20. Theboy(tohave)2uncles.(has)

Advanced Lesson

1-10. Translate:cousin,aunt,businessman,cook,short,fat,ugly,garlic,onion,house

11. Doesshehaveadog? 16. Theboys(tohave)2dogs.(have)

12. Areyousmart? 17. You…apupil.(are)

13. Doyouliketoeatplov? 18. Ilike(towatch)television.(towatch/watching)

14. Isyourfathertall? 19. Yourgrandmother(tolive)inavillage.(lives)

15. DoyoulikeEnglish? 20. Welike(tolisten)tomusic.(tolisten/listening)

Class #10: Fun Day

Please see Appendix D for fun activities that you can do with your students at the end of the year.


Third Year

�00


Weather/Seasons: sun

sunny

rain

rainy

snow

snowy

cloud(s)

cloudy

wind

windy

fog

foggy

warm

cool

cold

hot

Winter

Spring

Summer

Fall

Autumn

Clothing:pants

shirt

dress

socks

shoes

t-shirt

boots

hat

sweater

coat

jacket

sneakers

bathing suit

sandals

gloves

scarf

to wear

to put on

Shopping/ Buying/Selling:

cost,

price

money

change

Do you have…

How much does it cost?

expensive

cheap

store

bazaar

My House/ Apartment:

house

home

door

window

table

chair

television

telephone

sofa

dresser

bed

desk

lamp

mirror

sink

toilet

shower

oven

refrigerator

My Day: to wake up

to get dressed

to wash

to eat breakfast/lunch/dinner

to go to school

to learn

to study

to speak

to brush one’s teeth

to wash one’s hands

to go to sleep

Time:o’clock

clock

hands

face

until

minutes

hour

early

later

before

after

What time is it?

It is…

Animal Habitat/ Nature:

desert

forest

ocean

sky

tropical

farm

city

animal

habitat

trees

sand

plants

garbage

pollution

air

clean

dirty

buildings

�0�Elementary English Curriculum Teacher’s Manual

Semester 1Class #1: Introduction

Daily Sentence: Welcome back to school. I hope you all have a great year in Englishclass.

Easy Lesson/ Medium Lesson

Motivation:Greetchildren.

Information:Describeclassroomrules,rewards,andpenalties.Describedailyroutineofcomingtoclass,gettingtheirnametagoutsittingdownandthenwritingthesentencethatisontheboard.

Practice:Askstudentsaboutdifferentsituationsandwhattheproperbehavioris.Prac-ticedailyroutineonceortwice.Handeachstudentapieceofnametagpaper.Ifneces-sary,helpchildrenwritetheirnamesinEnglish.Reviewgreetings:“Hello.Mynameis…Howareyou?”Reviewalphabetandnumbers.

Application:Gooverfamilywords.DrawapictureofafamilyontheboardtohelpIn-structthestudentstodescribetheirfamily.“Ihavea…Ihave3…s”

Homework:Childrenshouldmaketheirnametagslookniceathome.

Materials:Paperfornametags.

Advanced Lesson

Motivation:Teacherandchildrenintroducethemselves.Takethistimetosetupatenta-tiveseatingchart.

Information:Reviewrules,consequencesandhomeworkpolicy.

Practice:Tellchildrentheyaregoingtoreviewtoday.SingtheAlphabetSong,andoneothersongthattheyremember(theymaychoose).Goovernumbers,colorsandgreet-ings.

Application:Talkaboutfamilies.UsetheformIhavea…Perhapsdrawafamilyontheboard and describe it first. Children should describe own families. Remind them that they canuseIhave2,3,4sistersaswell.

Homework:Childrenshouldmakeanametagtoputontheirdesks.Theyshoulddoagoodjob on it, as it will be on their desk for at least the first semester.

Materials:Pictureoffamily,colorcards

Class #2: Review Class Rules, review Professions and Hobbies

Daily Sentence: Don’tforgettheclassrules.Everyoneneedstofollowthem.

Easy Lesson

Motivation:Welcomechildren,Reviewclassrulesagain.Quicklypracticegreetings

Information:Showchildrenprofessionpictures.Reviewtogether.Tellchildrenthatwhilewework(reviewtheverbtowork,andnamesofworkplaces),wealsohavehobbies.Askchildrentonamesomehobbies.Letchildrenwritethelistontheboard,andcheckspellingtogether.Reviewtheverbs‘tolike’and‘toenjoy’.

Practice:Copydownallwordsfromtheboard.

�0�

Application:QuicklyreviewAlphabet.Spellinggame:Pointtothelettersinaword,andone,byone,childrenspellthewordtogether.Forexample:cook.Firstchildsaysc,sec-ondsayso,nextsayso,andnextsaysk.Repeatwithdifferentvocabularywords.

Homework:Childrenshouldusetheverb‘tolike’andwrite3sentencesabouttheirhob-bies.Tellthechildrentobringinapictureoftheirfamilyfornextclass.

Materials:professionpictures

Medium Lesson

Motivation:Welcomechildren,Reviewclassrulesagain.Quicklypracticegreetings.

Information:Showchildrenprofessionpictures.Reviewtogether.Tellchildrenthatwhilewework(reviewtheverbtowork,andnamesofworkplaces),wealsohavehobbies.Askchildrentonamesomehobbies.Letchildrenwritethelistontheboard,andcheckspell-ingtogether.Reviewtheverbs‘tolike’and‘toenjoy’.

Practice:Playtranslationgame.Teachersaysasentenceinonelanguageandchildrentranslateintotheother.

Application:Childrenshoulddrawamanorawomanintheirnotebooks,andwriteaboutthisperson.Thispersonis….Heisabanker.Heworksinabank.Helikestoplayfootball,andheenjoysswimming

Homework:ChildrenshouldusetheformI liketo…andwrite3sentencesabouttheirhobbies.


Advanced Lesson

Motivation:Childrenshouldshowtheirnametags.Reviewclassrulesandhomeworkpol-icy.

Information:Childrenshouldreviewprofessionsusingfamilymembers.

Writeseveralprofessionsontheboard-driver,farmer,banker,builder,seller,business-man/woman.Teachthemtheform:“Myfatherisa…”“Mymotherisa…”

Childrenshouldwritedownwords. Ifchildsuggestsanewprofession,write itforthechild.

Practice:Reviewtheverb‘tolike’.Remindthemthattheylearnedabouthobbieslastyear,andaskthemiftheycanrememberany.Writefootball,baseball,running,read-ing,watchingtelevisiononboard.Childrenshouldmakesentences.Iftimeallows,theyshouldplayagamewheretheypantomimethehobby,andtheotherchildrenguess.Usethistimetoremindchildrenthattheyshouldraisetheirhandstospeak,andnotinter-rupteachother.

Application/Homework:Childrenshoulddrawapictureofwhattheywanttodoforajobwhentheygrowup.Finishthisforhomework.


Class #3: Review Body Parts, Alphabet & Numbers

Daily Sentence: Do you remember how to spell parts of the body? Let’s find out!

Easy Lesson

Motivation:Sing,“Head,Shoulders,KneesandToes”(seeAppendixE)

Information:Reviewalphabetandnumbers.Reviewvocabulary:face,eye,nose,mouth,ear, hair, arm, leg, hand, finger, foot, toe and all of their plurals. Use “This is my…” and “Thesearemy…”


Practice:SingAlphabetSongtogether.Reviewnumbers1-30.Drawapictureofapersonontheboardandlabeltheparts.Havestudentspracticeshowingtheirbodypartsandsaying,“Thisismy__.Thisismy__.”

Application:Writedown3bodypartsthattheyhaveoneofand3bodypartsthattheyhavetwoof.Makesuretheyusethecorrectplural.

Homework:Writefoursentencesintheform“Ihave(number)(bodypart/s).

Materials:None

MediumLesson

Motivation:Reviewbodyparts.Listthemontheboardaschildrensaythem.

Information:Reviewbasicadjectives:allcolors,beautiful,ugly,tall,short,fat,thin,big,little.Childrenshouldcopyallwordsintotheirnotebooks.

Practice:Reviewplurals.Goaroundtheroomandaskchildrentosayanadjectiveandabodypartintheplural.Ex.blueeyes

Application:SingsongLookinginthemirror(tothetuneofI’malittleTeapot.SeeAp-pendixE):

Lookinginthemirror,whatdoIsee?/Isee(namebodyparts,exbrowneyes,asmallnose)lookingatme./Lookinginthemirror,whatdoIsee?Iseesomeonewholookslikeme!

Homework:Childrenshouldwritealistofallbodypartsofwhichthereisonly1.

Materials:None(optionaladjectivepictures,bodypartposter/pictures,colorcards)

AdvancedLesson

Motivation:Checkhomework.Askchildreniftheyknowasongaboutthebody(Head,Shoulders,KneesandToes).Singtogether.

Information:Askchildreniftheyrememberbodyparts.Theyshouldshoweachparttoyouonthemselveswhilenamingthem.

Practice:BringoutBabyJoeyDoll.Childrenshouldputhimbacktogether.Usetheform:“Itisa/an…”Reviewarticlesastheyoccur.

Application:Showadjectivepictures.Writewordsontheboard,placingantonymsindif-ferentcolumns.Childrenshoulddrawalinematchingtheantonyms.Thenhavestudentscategorizepicturesaccordingtoadjectives:beautiful,ugly,tallshort,fatthin,bigsmall.Usethe‘tobe’verbwhendoingso.Writethedifferentformsontheboardforthemtoreferto.

Homework:Childrenshouldwrite3sentencesaboutanything,usingthetobeverbandanadjective.ExampleThecatisfat.Heisshort.Youarebeautiful.Etc.

Materials:BabyJoeydoll,adjectivepictures

Class #4: Review Animals, Alphabet & Numbers

Daily Sentence: Onetime,Isawacrocodile.Iwasscared.

Easy Lesson

Motivation: Sing “The Itsy, Bitsy Spider”(See Appendix E)Information:Reviewalphabetandnumbers.Askchildrentonameandwriteontheboardasmanyanimalsastheycan.Reviewtherest.

Practice:Makeanimalnoisesandhavethestudentsdecidewhichanimalyouare.Next,saythenameofananimalandhavethestudentsmakethenoises.PlayAroundtheWorldwithanimalvocabulary.

Application:Havethestudentswrite4sentences.“Ilikethe___”and“Idon’tlikethe___”usinganimalvocabulary.

�0�

Homework:Children shoulddrawapictureof their favoriteanimalanddescribe in3sentences.

Materials:Picturesofanimals

Medium Lesson

Motivation:Reviewgreetings,daysoftheweek,colorsandnumbers.

Information:Teachthepoem:Firstwriteontheboard,readonceandtranslatetogeth-er.

Hop,hop,hoplikeabunny

Run, run, run like a dog Swim, swim, swim like a turtle Jump, jump, jump like a frog Tromp, tromp, tromp like and elephant Fly, fly, fly like a bird Now sit right down and fold your hands Don’t say a single word.

Practice:Practicesayingthepoemtogether,thenhavechildrensay itbythemselves.Thenhavechildrenindividuallysaypoem.Addactions(hop,run,swim,etc.)whentheyarecomfortablewiththewords.

Application:Childrenmaywriteabout their favoriteanimal in the form. I likebears.Bearsarebigandbrown.Bearsareugly…3-4sentences

Homework:Childrenshoulddrawapicturetogowiththeirsentences.

Materials:none

Advanced Lesson

Motivation:Bringoutpostersorpicturesofwildanddomesticanimals.Askchildrentopointouttheanimalstheyknow.

Information:Reviewanimalwordsand spelling.Explain that someof theanimalsarewildandsomearedomestic.Childrencanwritetheanimalnamesintheircopybooksw/definitions.

Practice:Generatewordsfromchildren-colors,numbers,andadjectives.Puttheseontherightsideoftheboard.Thenreviewtheformsoftobe.Writetheminthemiddleoftheboard.Keeppicturesoftheanimalsontheleft.

Application:Askchildrentomakesentences.Theyshouldthinkofhowtheywouldsaythesentenceinnativelanguage,andthenrememberthatweusethe‘tobe’verbtohelpdescribethingsorpeopleorplaces.Askthemtofollowthewordsontheboardfromlefttoright,andmakeasentence.

Homework:Childrenshouldwritethefollowingwords:elephant,tiger,pigcat,snake,chicken,andwritewhethertheyareWildordomesticnexttothem.

Materials:Postersorpicturesofwildanddomesticanimals.

Class #5: Review Foods

Daily Sentence: Whatisyourfavoritefood?Mineisshashlik.

Easy Lesson

Motivation:Askwhichfoodsthechildrenremember.Writedownalistontheboard.

Information:takeoutactualfoodorfoodcardsandreviewthenamesoffoodswithchil-dren.Theyshouldcopydownthesewordsintheirnotebooks


Practice:Reviewtheverbstoeatandtodrink.Childrenshouldconjugatewithallpro-nouns

Application:Makesimplesentenceswithverbsandfoodwords.PlayAroundtheWorld.

Homework:Write2-3sentencesforeach:Iliketoeat,Iliketodrink.

Materials:Actualfoodorfoodcards

Medium Lesson

Motivation:HavestudentstrytonametheirfavoritefoodinEnglish.

Information:Reviewdifferentkindsoffood.Choosefromthislistanddraw:rice,meat,carrot,onion,pumpkin,potato,bread,soup,tea,sugar,salt,cabbage,cheese,apple,orange,grape,pomegranate,tomato,cucumber,pizza,spaghetti,hamburger&hotdog.Introduce:“MayIpleasehave…”and“ThankYou.”

Practice:Havethestudentspretendthattheyareatdinnerwithyouandwantdifferentkindsoffood.

Application:Havethestudentswrite2simplesentenceslike“Iliketoeat…”and“Idon’tliketoeat…”

Materials:Picturesofdifferenttypesoffood

Advanced Lesson

Motivation:Bringinsomerealfoods-apple,grapes,beans,rice,bread,onion,carrot,nuts,pear,melon,garlic,sugar.Askchildrentoidentifythem.Iftheteacherwants,givechildrenthefruit.Cutupmelonfortherestoftheclass.

Information:Reviewallfoodnames.Usepicturecardsifnecessary,andchildrenshouldwritethesewordsintheircopybooks.Remindthemtousecompletesentences.“Thisisa…”or“Theseare…”

Practice:Tellstudentstheyaregoingtomakedinnerforthepresident.Eachstudenthastodecidewhattobring,andlisttheingredients.Theycanusetheform“Inplov,thereis….”Explainthesentenceconstruction.Translateanywordsthattheydon’tknowyet.

Application:Childrenreadtheiringredientslists.Teachershouldask“Howmany?”aftereachitemuntilstudentsarecomfortablenamingtheamountofeachingredient.

Homework:Childrenwillbereviewingtopicsasnecessarythenextday,sotheyshouldthinkof2sentencesthattheywouldliketosayinEnglish,andtrytotranslatethem.Theywilltranslatetogetherduringthenextclass.

Materials:Variousfreshfoods,andfoodpicturecards

Class #6: General Review- Professions, Animals, Food, Body Parts

Daily Sentence: Let’sreviewonemoretimebeforewestartsomethingnew.

See Review Activities # 4, 6,7,19, 30, 39, 41, 51, 53, 55, 59, 60 in Appendix B for suggested Review Ideas.

Writethefollowingontheboard.Childrenshouldmatchthewordtothenumber.

5 ten

2 one

1 five

10 four

4 two

�0�

Writethetranslationfortheanimals

Tiger,elephant,monkey,cowsheep

Fillin

Adoctorworksina(hospital/bazaar).

Teachersworkin(schools/banks).

Mymotherisabanker.Sheworksina________.(bank)

Dosellersworkinbazaars?(Yes,sellersworkinbazaars.)

Dodriversworkinschools?(No,driversworkincars.)

(Show picture with a,b,c labels)

Thisismy_a_.(mother)

Heismy_b__.(father)

Theyaremy__c_.(brothers)

My__d__livesinavillage.(grandmother)

My_e__isadoctor.(uncle)

I(like/likes)toplayfootball.

Chosethecorrectverbandconjugateit.

Doesshe(enjoy/swim)?(Doessheenjoyswimming?)

Fillinthecorrectverb.

We_____playingthepiano.(likeorenjoy)

Theyliketo_____television.(watch)

Class #7: Shopping Vocabulary Overview

Daily Sentence: Iwenttothestoreyesterdaytobuysomepotatoes,buttheyweretooexpensive.

Easy Lesson

Motivation:Askchildrenwhattheyliketobuy.Writealist.

Information:Introducevocabulary:cost,price,money,change,Howmuchdoesitcost?expensive,cheap,store&bazaar,towant.

Practice:Afterthevocabularyhasbeentranslatedintotheirnotebooksandontheboard,playAroundtheWorldwithshoppingvocabulary.

Application:Usinglistofthingsthatchildrenliketobuy,makesentences.“Thecandycosts50soum.”“Thetoycosts300soum.”“Ihavesomemoney.”Etc.

Homework:Write4sentencesabouthowmuchsomethingcosts.“The…costs…”

Materials:None

Medium Lesson

Motivation:Drawpicturesof‘money’ontheboard.Askstudentswhatkindofmoneyitis.(25,50,100,500,1000soum,1,5,10,20,50dollars)Tellthemthattheyaregoingtolearnshoppingwords.

Information:Introducevocabulary:cost,price,money,change,Howmuchdoesitcost?expensive,cheap,store&bazaar,towant,coinandnote(papermoney).Studentsshouldcopywordsandtranslations.


Practice:WriteacolumnofvocabularyinnativelanguageontheboardandacolumnofwordsinEnglish.Childrenshouldmatchupthewords.

Application:Drawanitemontheboard(example:apple)writeapriceunderit.Writesentencestogether.1.Theapplecosts1dollar.2.Thepriceis1dollar.3.Howmuchmon-ey?1dollar.4.From5dollars,Iget4dollarsinchange.5.Howmuchdoesitcost?Itcosts1dollar.6.Itisexpensive.7.Itisnotcheap.8.Idonotbuyapplesinastore.9.Ibuyapplesinthebazaar.10.Iwantanapple.Childrenshouldcopydownthesesentences.

Homework:Forhomework,trytotranslatesentences(exceptnumber4)

Materials:None

Advanced Lesson

Motivation:Giveeachchildpapers‘money’,andaskthemtocounthowmuchtheyhave.ExplainthatAmericanmoneyismadeupofdollarsandcents.Draweachdenominationontheboardandexplainhowmuchitisworth.(1,5,10,20,50and100)

Information:Tell studentstheyaregoingto learnaboutshopping.Teachstudentstheverb to shop.Tell them thatwe say in English “To go shopping”.The conjugation ofthis happens with the verb to go. (He goes shopping.) Make sure children write theconjugationsof‘togoshopping’intheirnotebooks.Introducevocabulary:cost,price,money,change,Howmuchdoesitcost?expensive,cheap,store&bazaar,towant,coin,notes(papermoney)

Practice:Practicesayingthewords.Writeseveralsentencesontheboard,andchildrencan practice reading them. (seeApplication section ofMedium lesson above for sen-tences)

Application:Drawashelfwithvariousitemsforsale,andpricetags.Childrenmustde-cidewhattheywanttobuywiththeirmoney.Childrenmustusetheform“Iwant…

Homework:Studentsshouldwrite4sentences,using,“Iwanttobuy…”

Materials:Posterofshelveswithitemsforsale.Papermoneyforeachstudent.

Class #8: Shopping Vocabulary with verbs and How much? / How many?

Daily Sentence: IliketogotothebazaarandbuythingsIneed.

Easy Lesson

Motivation:Showchildrenseveralitems:somerice,somefruit,alittlemoney,water,(othercountableandnoncountableitems.)

Information:Explainthattherearesomethingswecancountandsomethingswecannot.Pointoutthedifferencebetweenwaterandapples.Wecancounthowmanyapples,butwecan’tcounthowmanywaters.ExplainthatitisthesameinEnglish.Forthingswecancount,weask,“Howmany…?”andforthingswecan’tcount,weask,“Howmuch?”Oneexceptioniswhenweask,“Howmuchdoesitcost?”theanswertothiswouldbeanumberandtheword.Forexample:“Howmanyapples?”“2apples.”“Howmuchrice?”“2Kilosofrice.”

Practice:Makea listofcountableandnon-countable items.Childrenshouldcopythisdown.Onthetopofthecountableitemslistchildrenshouldwrite“Howmany?Andontopofthenoncountableitemschildrenshouldwrite“Howmuch?”

Application:Childrencantaketurnsasking,“Howmuch?”or“Howmany?”fordifferentitems.OnechildshouldsayinEnglish,andanotherstudentshouldtranslateintonativelanguage.

Homework:Write3sentencesusing“Howmuch?”and“Howmany?”

Materials:severalcountableandnon-countableitems.

�0�

Medium Lesson


Information:Reviewtheverb‘towant’.Teachthequestion“Whatdoyouwant?”andanswer“Iwant…”Thenteachthedifferencebetween“Howmuch?”and“Howmany?”(Countableandnon-countableitems)

Practice:Givestudentsalistoffoodwords,andaskthemtodecideiftheyarecountableor non-countable. Include sugar, oil, tea, water, rice, flour, (non-countable)

Application:Tellstudentstheyaregoingtoplayashoppinggame.Onestudentwillbetheshopperandonewillbethesalesperson,orseller.Theywillpretendtheyareinthebazaar,andtheshopperwantstobuysomefood.Setoutfoodcards.

Teachdialogue(Writeonboard)

Hello!I want ----.Yes/No. I have(no)----How much is it?It costs------.Homework: Students should practice dialogues at home.Materials: Food cards

Advanced Lesson

Motivation:Putobjectsonatableandseeifstudentscanhaveashortshoppingdialoguewiththeteacher.

Information:Writeadialogueontheboard,andgoovereachwordsothatchildrenun-derstandwhattheymean.Introducethequestionwordshowmuch?andhowmany?Talkaboutitemsthatyoucancount,anditemsyoucannotcount.

Practice:Makea listofcountableandnon-countable items.Childrenshouldcopythisdown.Onthetopofthecountableitemslistchildrenshouldwrite“Howmany?Andontopofthenon-countableitemsstudentsshouldwrite“Howmuch?”

Application:Practicedialoguewithstudents,andstudentswitheachother.

Homework:Practicedialoguesathome.

Materials:objectstopracticeshoppingorfoodcards

Class #9: Shopping and Adjectives

Daily Sentence: Iboughtabig,bluecopybookatthebazaar.

Easy Lesson

Motivation:Greetchildren;reviewdaysoftheweek,colors,andnumbers.

Information:Tellstudentsthattheyneedtolearnwordstotellthesalespersonorsellerwhattheywant.Askwhatwordstheymightneedtoknow.Fresh,sweet,sour,new,old,big,small,thick,thinheavy,light,hot,cold,goodandbad.

Practice:Writewordsontheboard.Practicesayingthemseveraltimes.Erasetransla-tion. Ask children to try to find the antonym for the word that you say.

Application:Group thechildren into teams.Giveeach teamanoun,and they shoulddescribeitwithasmanyadjectivesastheycan.

Homework:Childrenshouldpickafoodanddescribeitwithasmanyadjectivesastheycan.Forthenextclass,theyshoulddraw3itemsonalbumpaper.Butasintheposter,theyshouldbedifferentsotheycanbedescribedwithdifferentadjectives.(Teacherwillusetheselaterinlessons10,11and12.)Ifchildrenhavetroubleunderstandingtheas-signment, teacher may assign specific pictures to be drawn.


Materials:None(optionalcardswhichrepresentadjectives)

Medium Lesson

Motivation:Lookatpictureofdifferentobjectsanddescribe.

Information:Tellstudentsthattheyneedtolearnwordstotellthesalespersonorsellerwhattheywant.Askwhatwordstheymightneedtoknow.Include:fresh,sweet,sour,new,old,big,small,thick,thin,heavy,light,hot,cold,good,bad

Practice:Lookatdifferentobjectsanddescribethem.Itisabig,sweet,fresh,water-melon.

Itisanold,sour,smallapple.Itisanew,small,potato,etc.Eachchildshouldbegivenafoodwordtodescribe.

Application:Childrenshouldmatchadjectiveantonymsfromcolumnsontheboard.

Homework:Studentsshouldstudythesewordstousenextclass.Forthenextclass,theyshoulddraw3itemsonalbumpaper.Butasintheposter,theyshouldbedifferentsotheycanbedescribedwithdifferentadjectives.(Teacherwillusetheselaterinlessons10,11and12.)Ifchildrenhavetroubleunderstandingtheassignment,teachermayassignspecific pictures to be drawn.

Materials:Picturesofobjects-1foreachadjective

Advanced Lesson

Motivation:Greetchildren.Tryshortshoppingdialogues.Iwantthe…/Howmuchisit?/Itis…./Okay./Thankyou./You’reWelcome.

Information:Tellstudentsthattheyneedtolearnwordstotellthesalespersonorsellerwhattheywant.Askwhatwordstheymightneedtoknow.Include:fresh,sweet,sour,new,old,big,small,thick,thin,heavy,light,hot,cold,goodandbad.

Practice:Useaposterwith3variationsofthesameitem.Studentsmusttellyouwhichonetheywant.

Application:Givechildren10nouns.Seewhocomesupwiththebestdescriptionsforthewords.

Homework:Draw3itemsonalbumpaper.Butasintheposter,theyshouldbedifferentsotheycanbedescribedwithdifferentadjectives.(Teachercanusetheselaterinles-sons10,11and12.)

Materials:Posterwith3itemsoneachshelf(forexample)3apples,1red,bigandfresh,1small,brownandold,and1yellowallon1shelf.Onthenextshelf,havemeat,milk,cabbage…

Class #10: Shopping and Degrees of Comparison

Daily Sentence: Iloveapples.Thebiggertheapple,thebetter.

Easy Lesson

Motivation:Lookathomeworkpictures.Tapethemontheboard. Ifchildrenhavenotdonethehomework,usepicturesthatteacherhasprepared.

Information:Comparesomeofthepicturesusingtheadjectives.Innativelanguageaskchildrentopointoutthedifferencesbetween2items.“ThisappleisBIGGERthanthatone.”“Thisoneisredderthanthatone.”TellchildrenthatinEnglishweputtheending–erontheendoftheadjectivetocomparethem.

Practice:Choose10adjectivesandteachthecomparativeform.Letchildrenguesswhatthewordwillbe.

Application:Teachtheform,“This…isbiggerthanthat…”LookatthepicturesagainandcompareinEnglish.

��0

Homework:Write3sentencescomparinganapple,apotato,andawatermelon

Materials:Picturesofcomparableitems

Medium Lesson

Motivation:Collectpicturesandtapethemontheboard.

Information:Comparesomeofthepicturesusingtheadjectives.Innativelanguageaskchildrentopointoutthedifferencesbetween2items.“ThisappleisBIGGERthanthatone.”“Thisoneismorebeautifulthanthatone.”TellchildrenthatinEnglishweputtheending–erontheendoftheadjectivetocomparethem.Iftheadjectivehasmorethan3syllables,wedon’tadd–er,weputthewordmoreinfrontofit.

Practice:Makeachartwithdegreesofcomparison.Usebasicadjectivesandaskchildrenwhichadditionaladjectivestheywanttoknow.Childrenshouldcopythechart.

Application:Askchildrentocometotheboardanddrawanitemtheteachersays..Aftertheydrawit,Say,“No!,drawa----erone!Childmustredrawtheitemseveraltimesasteacherdescribes.

Homework:Childshoulddraw2items,andlabelthem:Thisisa___(item),andthisisa___er(item).

Materials:Picturesofcomparableitems.

Advanced Lesson

Motivation:Showpictureswithdifferentsizesofitems.Askthemwhattheysee.

Information:Discusshowwedistinguishbetweendifferentitems.Oneisbig,onissmall.Butifyouhave2ofthesameitems,whattoyousay?Askinownlanguage.Teachdegreesofcomparison..“ThisappleisBIGGERthanthatone.”“Thisoneismorebeautifulthanthatone.”TellchildrenthatinEnglishweputtheending–erontheendoftheadjectivetocomparethem.Iftheadjectivehasmorethan3syllables,wedon’tadd–er,weputthewordmoreinfrontofit.

Thentakeoutpicturesofapples,andshowdescriptionswiththree.Tellthemthatanywordthatisusedtodescribecanbeusedtocomparetwoitems.Studentsmustwritethisintheirbookswithpicturestoaccompany.Orwriteitclearlyontheboardandtellstudentstocopyit.

Practice:Lookatpicturesanddiscussitemsinthem.Thenlookatappleposterandcom-parethem.Usethearticlesa/an,andtheverbtosee.“Iseeabigappleandabiggerapple.”

Application:Dialoguewith teacher.Childrenask for an item that teacherpoints out.Theymusthaveaconversationwiththeteacher (theseller),whomustaskquestionssuchas,“Doyouwantthebigone,orthebiggerone?”ourwhichitemtheywant.Usetheposters.

Homework:Childrenshouldwrite3sentencescomparingthings.Iseea…anda…-er…

Materials:Picturesofapples,otherpicturesoffood

Class #11: Shopping dialogues and “Which?”

Daily Sentence: Whichdoyoulikemore,orangesorbananas?

Easy Lesson

Motivation:QuicklyplayAroundtheWorldwithshoppingvocabularywords.

Information:Introducethequestions,‘Which?’‘Whichone?’and‘Whichones?’

Practice:Showthechildren2 items.Ask“Whichoneisthe…?Childrenshouldanswer,“Thisoneisthe…one.”Thenchildrenshouldaskeachotherthequestion,andgivean-swers.


Application:Showthechildrenmanydifferentitemsandask,“Whichone/onesis/arered?Whichonesarebig?Etc.

Homework:Practicedialogueswith“Which?”athome.

Materials:Foodwordcards,variouscomparableitemsorpicturesofitem

Medium Lesson

Motivation:Childrenshouldshowtheirhomework.

Information: Review food and classroom object words. Introduce the word ‘Which?’,‘Whichone?’and‘Whichones?’Childrenshouldcopywordsandtranslations.

Practice:Draw2largecirclesontheboard.Labeleachcirclewithacategory(forex-ample,redandblue).Asthechildrenwhichfoodsandclassroomobjectsbelongineachgroup.Tryred/blue,sweet/big,etc.Theyshouldwriteeachwordintheappropriatecircle.

Application:Dothistogetherseveraltimes,andthenletchildrennamethecategories.Askquestions.Forexample:“Whichcirclehasmeat?Answer:“Theredcircle.”

Homework:Practicedialogueswith“Which”athome.

Materials:None

Advanced Lesson

Motivation: Play quick game: Set up several bags on a table, with letter (first letter in the word)ofseveralfoodwords.Childrenmustputfoodcardinthebagwiththesameinitialsoundastheoneoftheirfood.

Information:Writeontheboard,“Whichwordswentinthe/m/bag?”Studentswillan-swermilk,meat,etc.Askchildrenwhichquestionwordtheteacherusedtomakethatquestion.Answer:“Which?”Askthemwhattheythink‘which’means,andiftheydon’tunderstand,giveanotherexample.Holdup2cardsandask,“Whichoneisthebread?”Talkabouttheword“one”inplaceofthefoodwordname,andtellthemthatitstandsinplacewhenbothpeopleknowwhatitemsyouaretalkingabout.“Whichonedoyouwant?”Ask if they can translate this sentence. Remind them of a previous sentence“Whatdoyouwant?”Writebothontheboard,lookforsimilarities.Childrenshouldwriteallofthisintheirnotebooks.

Practice/Application:Studentswillplayanothergamewithbeginningsounds:Theywillgointoa“shop”withseveralinitiallettercardsandsomemoney.Theymustbuyitems.Thereshouldbedifferentsizesoftheitems.Sellermustask,“Whichonedoyouwant?”andstudentsmustaskforthebiggerorthesmallerofthetwo.Askforprices.“Howmuchisit?”

Homework:Studentsshouldwrite2questionswith“Which?”and2answers.

Materials:Foodwordcards,posterswithitems,bigandsmallversionsofthesameitems.Bagswithinitialletters,Alphabetlettercards.

Class #12: Shopping Dialogues

Same Lesson for all 3 levels

Daily Sentence: Ihopeyouenjoytoday’sclass.Iwill.

All classeswill play the shoppinggamewithdialogues.Handoutpaper ‘money’withdifferentamounts.Eachchild shouldhaveadifferentamountofmoney.Writeusefulsentencesontheboard.Oneatatime,or inpairs,studentsshouldvisityour‘shop’.Useeitheraposterwithdifferentitemswithpricetags,orplaceitemsonadeskandwritepricesonsmallpiecesofpapernexttothem.Trytotrickthechildrentocheckforunderstanding.Givethemthewrongamountofchange,oraskformoremoneythanthepricetag.

��

Materials:Papermoney,posterwithshelvesofobjectsforsale,orrealobjectswithpricetags

Class #13: Catch-up Day

Please use this day to review a topic that your students are having trouble with, or use this class to teach a different difficulty level from a past lesson.

Class #14: Review

Daily Sentence: You’vealreadydonealotofworkthisyear.

See Review Activities # 61,62,64,65, 21, 30 in Appendix B for suggested activity ideas.

Childrenshouldcopydownthesentencesandwriteinthecorrectanswers.

_______doyouwant,thebookorthepencil?(Which)

Whichoneissweet,sugarorsalt?(sugar)

Ihaveabighamburgerandasmallhamburger.Whichonedoyouwant?(Iwantthebiggerhamburger.)

________cardoyouwant,theredoneortheblueone?(Which)

Whichisbetter,akiloofchocolate,or½kiloofchocolate?

Howmany(grapes/sugar)doyouwant?

Howmany(balls/cow)doyousee?

Howmany(oranges/pen)doyoubuy?

Howmany(dolls/window)doesshehave?

Howmany(candy/candies)canyoueat?

Howmuch(money/dollars)isit?

Howmuch(time/minutes)dowehave?

Howmuch(butter/apples)dowehave?

Howmuch(tea/peaches)doyouwant?

Howmuch(cabbages/water)canyoudrink?

Childrenshouldwritedownthequestionsandwritetheanswers.

Whichisbigger,anelephantoracat?

Whichissweeter,chocolateorcherries?

Whichisbetter,a5ora4?

Whichisstronger,afatherorababy?

Whichisfaster,acarorabicycle?

Apenis(better/worse)thanapencil.

Apianois(heavier/lighter)thanatable.

Thesunis(brighter/greener)thanalamp.

Atigeris(moredangerous/smaller)thanabird.

Anelephantis(bigger/smaller)thanagoat.

Amotheris(older/younger)thanababy.


Acatis(smaller/bigger)thanadog).

Ahorseis(faster/slower)thanacar.

Whichisworse,a2ora1?

Whichisbetter,TashkentorSamarkand?


Easy Lesson

1-5. Translate:price,money,expensive,store&cost.

Medium Lesson

1-5. Translate:price,money,expensive,store&cost.

6. He(want/wants)tobuyacopybook.

7. It(cost/costs)2dollars.

8. Translate:Howmuchdoesitcost?

9. Whichissmaller,acatoradog?

10. Whichisred,atomatoorapotato?

Advanced Lesson

1. Whichisbigger,anappleorawatermelon?

2. Whichisfaster,ahorseoracar?

3-10. Fillintheblanksinthedialogue.

-Hello!

-____(Hello!)

-Howareyou?

-I am ____. (fine/okay)

-Whatdo____want?(you)

-I____tobuytomatoes.(want)

-Tomatoes____300soum.(cost)

-Oh,itis____.(givechoicebetweenexpensive&cheap)Giveme2kilos.

-ThankYou.

-____arewelcome.(you)

-Goodbye.

-____(Goodbye)

Class #16, 17: Halloween

Daily Sentence: HappyHalloween.Doyouhaveacostume?


��

Semester 2Class #1: Review Shopping, Buying and Selling

Daily Sentence: Letsstartthesecondsemesterbyreviewing.

See Review Activities# 26, 27, 30, 39, 42, 57, 59 in Appendix B for suggested activity ideas.

Class #2: Clothing Vocabulary Overview

Daily Sentence: Whocantellmewhatcolormyshirtis?Doesanyoneelsehavethiscolorshirton?

Easy Lesson

Motivation:Greetchildren.Haveshortdialogues.

Information: Introduce vocabulary: pants(trousers), shirt, dress, socks, shoes, t-shirt,boots,hat,sweater,coat,jacket,andsneakers.

Practice:PlayaSimonSays.Usethecommand“Touchyour…”toreviewclothingwords.

PlayagameofGuessWho:Teacherdescribesachildintheclassusingadjectivesandpronouns.Childrenmustguesswhoitis.

Application:Drawapersonandlabeldifferentarticlesofclothing.

Homework:Childrenshouldwritealistoftheclothestheyweartoschool.

Materials:None

Medium Lesson

Motivation:Showlargepictureofacloset.Talkaboutwhatisinthecloset.

Information:Introduceclothingwords.Childrenshouldcopythemdown.pants(trousers),shirt,dress,socks,shoes,t-shirt,boots,hat,sweater,coat,jacket,andsneakers,gloves,bathingsuit,andsandals.

Practice:WriteallEnglishwordsandtheirtranslationsontheboardindifferentplaces.Childrenmustdrawlinestoconnectthewords.

Application/Homework:Childrenshouldwriteatleast4sentencesaboutwhatclothingtheyown.Ihavea…Ihave3…Etc.

Materials:Pictureofclosetwithclothes

Advanced Lesson

Motivation:Bringinvariousitemsofclothes,andonebyone,pullthemoutofabag.Havechildrenlistwhattheitemsareinnativelanguageontheboard.

Information:Gooverthewordsandtranslatetogether.Addotherwordsthatyoudidnothaveanpieceofclothingfor.Vocabularyshould include:pants(trousers),shirt,dress,socks,shoes,t-shirt,boots,hat,sweater,coat,jacket,sneakers,sandals,bathingsuit,andscarf.

Practice:Practicepronunciationbyreadingthelistofwordstogether.ConcentrateonSsounds Ask children how many ‘S’ sounds they can find. Sc-, Su-, Sa-, Sw-, So-, Sh-, Ts-, Sn-.

Application:Ask thechildren todescribewhat theyarewearing,withcolorsandanyotherdescriptivewordstheycanthinkof.Example:Long,bluepants.


Homework:studynewwords

Materials:bagofclothing,onepieceofeachtype

Class #3: Clothing and the verb “To wear” in present continuous

Daily Sentence: Today I amwearingablue shirt,brownpants,brown shoesanda redhat.

Easy Lesson

Motivation:Playagameofmatchingpronounstothecorrectformoftheverb“tobe”

Information:Reviewclothingvocabulary.Introducetheverb“towear”inthepresent-continuousform.

Practice:Havethestudentsdescribeeachoftheirclassmates.“Heiswearing…”“Malikaiswearing…”

Application:Writetwosentences:Myfatheriswearing____.Mybrothersarewearing______.

Materials:None

Medium Lesson

Motivation:Teachertellsthechildrenwhatheorsheiswearing.Example:Iamwearingashirt.Iamwearingaskirt.Iamwearingsocks.Iamwearingshoes.

Information:Reviewthe‘tobe’verb.RemindthechildrenthatinEnglishthereisaspe-cialwaytospeakaboutwhatapersonisdoingrightnow.Weuseapronoun,the‘tobe’verbandtheverb+ing.Forexample:“Iwearshoes.”But,“IamwearingshoesNOW”.Childrenshouldcopydownthisformwitheachpronoun.

Practice:Giveotherverbs-towear,tosee,tolisten,tosit,tostand,andchildrenshouldpracticeconjugatingtheminpresentcontinuousform.

Application:Childrenshouldgoaroundtheroom,eachsaying Iamwearing,andthennamingapieceofclothing. If there is timeremaining,childrenshouldgoaroundtheroom,andusethepresentcontinuous,butwithyou,he,she,they,andweinsteadofI.

Homework:Write6sentences,onewitheachpronoun,andwritewhatsomeoneiswear-ing.

Materials:None

Advanced Lesson

Motivation:Reviewclothingwords.

Information:Reviewthe‘tobe’verb.RemindthechildrenthatinEnglishthereisaspe-cialwaytospeakaboutwhatapersonisdoingrightnow.Weuseapronoun,the‘tobe’verbandtheverb+ing.Forexample:Iwearshoes(maybenow,maybe2daysago).But,“IamwearingshoesNOW”.Childrenshouldcopydownthisformwitheachpronoun.

Practice:Allstudentsstandup.Teachercallsout“Whoiswearing…anitemofclothing(withanadjective)andthosestudentswhoarewearingthatitemmustsitdown.Continueun-til1childisleftstanding.

Application:Goaroundtheroomandhavechildrendescribewhatthenextchildiswear-ing.“Heiswearingblackpants,awhiteshirt,blackshoes…”“Sheiswearing…”

Homework:Writedownwhatyourmotherorfatheriswearingwhenyougohome.

Materials:None

��

Class #4: Clothing and Descriptions

Daily Sentence: Ihaveabeautifuldress.Itisblueandpink.Iloveit.

Easy Lesson

Motivation: Review adjectives.Ask which adjectives would work well with clothing (warm,cool,big,small,colors,long,short,beautiful,ugly).

Information:Remindstudentsthatadjectivesshouldcomebeforethenoun.Practicesev-eralontheboard,andstudentsshouldwritethemintheirnotebookswithtranslation.

Practice:PlayBallTossTranslationgame.Teachertossesaballtoastudent,andsaysaphrase(adjectiveandpieceofclothing)studentmusttranslateintoeitherEnglishornativelanguage.

Application:Practicespellingwordstogetherandthenplaywordshapegame.Maketheshapeofthewordusingboxesforeachletter.Lowboxesforlowletters(j,g,q…)squareboxesforshortletters(u,o,r,x…)andtallboxesfortallletters(l,k,t…)Childrenshouldtrytoguesstheword.

Homework:Childrenshouldwrite5phrases,abeautifuldress,ablueshirt.Remindthemthatforwordslikepants(trousers),jeansandgloves,wedonotusethearticlea(jeansisplural).Alsoremindthemthatthearticle‘an’goesbeforeawordstartingwitha,e,i,o,oru

Materials:Ball(optionalpicturesofadjectives,picturesofclothing)

Medium Lesson

Motivation:Reviewclothingwords.

Information:Reviewadjectives.Asyoureviewthem,askthechildrentousetheadjec-tivetodescribeapieceofclothing,includewarmandcool.Ifpossible,makeasentencewithapronounandthepresentcontinuousformoftowear.

Practice: ReviewPresentcontinuous tense.Practiceusingotherverbs in thepresentcontinuous.

Application: Have a spelling bee with clothing words. If this is too difficult, start review-ingspellingbydoingaspellingactivity:Goaroundtheroom,eachchildsayingoneletterfromthewordyouwantthemtospell.

Homework:Write5sentenceswithpresentcontinuousformoftowearandadjectives.

Materials:None

Advanced Lesson

Motivation:Askchildrenwhatwedotoclothes.Makealist innativelanguageontheboard.

Information:translateandpracticetheverbstoputon,totakeoff,tosew,towash,toclean,tofold,tohangup.

Practice:Practiceconjugatingtheseverbs:Makesentencestogetherusingnewverbs.Teacher shouldwrite several sentences as examples and encourage children tomaketheirown.

Application: Students should play a miming game. One acts out a verb, the othersguess.

Homework:Studentsshouldmake3-4sentenceswiththeseverbs.

Materials:None


Class #5: Thanksgiving Activities and Clothing Review

Daily Sentence: Let’smakesureyouknowclothingwordsverywell.

See Appendix C for holiday activities and Review Activities# 8,9, 51,53, 60,61,63,65, in Ap-pendix B for suggested activity ideas.

Childrenshouldcopysentences,choosethecorrectformoftheverbandtranslatetheitemofclothing.

She(tobe/towear)the(skirt). (iswearing)

He(tobe/towear)a(coat). (iswearing)

We(tobe/towear)our(shoes). (iswearing)

I(tobe/towear)a(scarf). (amwearing)

You(tobe/towear)a(bathingsuit). (arewearing)

Arewe(towear)(jeans)? (wearing)

Areyou(towear)your(gloves)? (wearing)

Isshe(towear)your(shirt)? (wearing)

Ishe(towear)his(socks) (wearing)

AmI(towear)my(hat)? (wearing)

Class #6: Assessment and Thanksgiving


Easy Lesson

1-5. Translate:hat,shirt,skirt,scarf,shoes.

6. He(am/is)wearingsocks.

7. We(are/am)wearinghats.

8. I(am/are)wearingashirt.

9. Theyarewearing(blue/tall)shirts.

10. (He/I)iswearinga(short,warm)hat.

Medium Lesson

1-5. Translate:shirt,pants,coat,shoes,scarf.

6. He(am/is)wearingsocks.

7. We(are/am)wearinghats.

8. I(am/are)wearingashirt.

9. Pleaseusethelisttowritedownwhatyouarewearing

List:pants,bathingsuit,skirt,socks,sandals,shirt,sweater,hat,coat,gloves.

10. Unscramble:scarf/This/blue/is(Thisscarfisblue.)

Advanced Lesson

1-5. Translate:sandals,T-shirt,pants,sweater,boots

6. They(are/is)wearingskirts.

7. She(is/am)wearingsandals.

8. Thatisa(big/tall)sweater.

��

9. Unscramble:jacket/You/wearing/agreen/are(Youarewearingagreenjacket.)

10. Unscramble: is/a beautiful/She/wearing/dress. (She is wearing a beautifuldress.)

Class #7: Seasons and Months of the Year

Daily Sentence: ItisthemonthofDecember.Itiswinter.

Easy Lesson

Motivation:ReviewDaysoftheWeek.Askthechildrenwhattheirfavoriteseasonsandmonthsare.

Information:Writedownmonthsoftheyear,andseasons.Readtogether.Paycarefulat-tentiontopronunciation.

Practice:Childrenshouldtranslatetheseasonsintotheirnativelanguage.Passoutcardsorpiecesofpaper,eachwithamonthoftheyear.Childrenshouldputthemselves inorder,January-December.

Application:Writetwosentences:Myfavoriteseasonis___.Myleastfavoriteseasonis___.

Materials:Cardswithseasonsandmonthsonthem.

Medium Lesson

Motivation:Lookatcalendar.Reviewdaysoftheweek.Makealistsofthemonths.

Information:WritealistofthemonthsinEnglishontheboardandseeiftheycanmatchthemupwiththemonthstheyknow.Makesuretostressthedifferences,andmakesurethechildrenseethedifferences.Makesurechildrennumberthemonths1-12.IntroduceSeasonsoftheyear.

Practice:Childrenshouldcopydownallofthesenewwords.

Application:PlayMonth/seasonTic-Tac-Toe.Yousayamonth,andchildrenhavetosaytheseason,orvice-versaquicklyinordertoputamarkfortheirteamontheTic-Tac-Toeboard.

Homework:Dividepaper in4partsandontopofeach,writeseasonname,andthenwritethemonthsinthebottomofthebox.

Materials:calendar

Advanced Lesson

Motivation:Showchildrenacalendar.Pointoutdifferentthingsonthecalendarandaskthechildrenwhattheyare.Reviewdaysoftheweek.

Information:Teachmonthsoftheyearandseasons.Writeallwordsontheboardandhavechildrentranslateandwritethemdown

Practice:Teachachantandsoundtogowitheachmonth.ForexampleJanuaryhas4syllables.TeachChildrentoclaphandsonJan-,slaptheirlegson–u-,clapin–ar-andslaplegsagainon-ymaketheseupbeforehandandwritethemdownsotheyarenotconfusedorforgotten.

Application: Practice these chants. If children catch on quickly, try a game in whichteacheronlymakesthemovementandsound,andchildrenmustguesstheword.

Homework:Practicemonthsandseasonsathome.

Materials:calendar


Class #8: Season Descriptions

Daily Sentence: ItisacoldFebruarydayinwinter.

Easy Lesson

Motivation:Askthestudentswhattheirfavoriteseasonsandmonthsare.Askthemtowritetheirbirthdaysontheboard.(Reviewnumbers1-30).

Information: Review the seasons and months, and then teach the descriptive words:rainy,sunny,snowy,cloudy,foggy,hot,warm,cold.

Practice: Review months/seasons by asking which months go to each season. Explainweather adjectives andhave the students saywhich typeofweather goeswitheachseason/month.Askchildrentosayasentencedescribingtheseasonthattheirbirthdayisin.

Application:Havethestudentswrite4sentences,1describingtheweatherineachsea-son.

Materials:None

Medium Lesson

Motivation:Lookatposterwithpicturesofseasons.Discusseachpicture.

Information: Teach the weather nouns rain, sun, snow, cloud, fog, wind and explainhowtomakethemintoadjectives-byadding–y.Tellchildrenthatwhenspeakingabouttheweather,theybeginthesentencewithItis…orWinteris…orTodayis….Todaytheweatheris…

Practice:Pointtodifferentseasons,andchildrenshouldpracticesaying“Itiswindyinautumn.Itiscloudyinwinter…

Application:Childrenshouldwritedowntheirbirthdaysandtheseasontheirbirthdayisin,andwrite3-4sentencesabouttheweatherduringtheseason.

Homework:Childrenshouldwrite5sentencesabouttheirfavoriteseason.

Materials:Posterwithpicturesofseasons

Advanced Lesson

Motivation:Show4picturesoftheseasons.Childrenshouldsaydescriptionsintheirownlanguage.Writedownwhattheysay.

Information:Dividetheboardinto4partsandwritedowntranslationsforwhatthechil-dren said, Include the following: Spring: many flowers, green, warm air, Navruz, rain. Summer:hot, sunny,dry,green, fun.Fall:cool, school,colored leaves.Winter:Cold,snowy,white,andgrayskies.Childrenshouldcopyallwordsdown.

Practice:Remindchildrenthattheycannowsaymanysentencesabouttheseasons.Havethempracticefromthewordsyouhaveontheboard.Theycansay,“Itis(Summeris)…”andthenadescriptiveword.Theyshouldwriteallofthedescriptivewordsandtheirtranslationsfromtheboard.

Application:Childrenshouldwritedowntheirbirthdaysandtheseasontheirbirthdayisin,andwrite3-4sentencesabouttheweatherduringtheseason.

Homework:Childrenshouldwrite5sentencesabouttheirfavoriteseason.

Materials:None

��0

Class #9: Weather Past Tense

Daily Sentence: Yesterdaywascoldandwindy.Theweathermansaidtomorrowwillbecoolandrainy.

Easy Lesson

Motivation:Gooverhomework

Information: Introduce the past tense of ‘to be’. Use all pronouns. Teach that whenspeakingabouttheweather,wesay,“Itwas…”Wealsousetimeindicatorssuchasyes-terday,before,2days(weeks,months)ago…

Practice:Askchildrenhowtheweatherwasyesterday,andwrite thesentencedown.Practicesubstitutingdifferentweatherwordsintothesentence.Eachchildshouldsayasentenceabouttheweatherinpasttense,trytousedifferenttimeindicators.

Application:Writetwosentences.Yesterdaytheweather…Todaytheweather…

Materials:None.

Medium Lesson

Motivation:Introduceweatherwheelandgooverwordsonit.Askwhattoday’sweatheris.

Information:Discussweatherterms-snow/y,rain/y,cloudy,sunny,andwindy.Review“It is…today.”Writetheformsofthe‘tobe’verbinthepresenttense,andthepasttense.Childrenshouldwritealldown,butpayspecialattentionto“Itis…today.”and“Itwas…yesterday.”Explaintimeindicatorsyesterday,ago,before.

Practice:Chaindrill.Firstchildsaysitis,secondsays,“Itwas…”withthesameadjec-tive.

Application:Childrenshouldwriteallwordsandterms.

Homework:ChildrenshouldplayBallTossTranslationgamewithweathersentencesinthepastandpresent.

Materials:Weatherwheel,ball

Advanced Lesson

Motivation:ShowchildrentheweatherwheelAskwhattheweatheristoday.Askwhattheweatherwasyesterday.

Information:Teachpasttenseoftobe.TeachtheweatherformItwas….Tellchildrenabouttimeindicatorssuchasyesterday,2days(months,years)ago…Writeallinforma-tioninnotebooks.

Practice:Teachershouldwriteseveralsentencesontheboard,usingtimeindicatorsforpresent and past tense. Children should write down the sentences and fill in the correct formoftobe.Example:“It…cloudyyesterday.”“It…sunnytoday.”“It…rainynow.”Chil-drenshouldcopyallinformationandpracticemakingsentenceswithpasttenseandtieindicators.

Application:Tell children they are going to keep track of he weather for the next 2weeks.Theyshouldmakeachart:

Sunny Windy Rainy Snowy Foggy Cloudy

11/15 11/18 11/19

11/16 11/20

11/21

Andkeeptrackoftheweathereverday.Eachdaytheyshoulddecidewhichweatherwehave,andwritethedateinthesquareabovetheweathertype.

Homework:Recordweatherinchart


Materials:WeatherWheel

Class #10: Weather with Future Tense

Daily Sentence: Ihopeitwillbesunnytomorrow.

Easy Lesson

Motivation: Review days of the week, seasons, and ask children the date. Using theweatherwheel,askabouttheweathertodayandyesterday.Letstudentsguesswhattheweatherwillbetomorrow.

Information:Teachfuturetense.Itisaneasytense,allpronounsandnounsarefollowedbywill+theverbwithouts.Practicewithseveralverbs‘tobe’,‘togo’,‘tohave’.Tellthestudentsthatwhentheytalkabouttheweatherinthefuturetense,theyshouldsay‘Itwillbe…andatimeindicatorsuchastomorrowor…days(months/years)fromnow.

Practice:Goaroundtheroom,1childatatimeshouldsayasentence:“Todayitis…”“Tomorrowitwillbe…”“Yesterdayitwas…”Eachchildshouldsayasentencewithoneoftheverbtenses.

Application:Childrenshouldwriteabouttheweather in their town,and inoneothertown,givingthe“forecast”.Theyshouldtellwhattheweatherwasyesterday,todayandtomorrow.Somechildrenmayreadtheirsentences.

Homework:Write6sentences.2inpasttense,2inpresentand2infuturetense.

Materials:Weatherwheel

Medium Lesson

Motivation: Check homework. Look at weather wheel again, and introduce the wordtomorrow.

Information:Talkaboutformingfuturetense,andtheterm“Itwillbe…”Putall3tensesontheboardtomakedifferentiations.Thenteachthetimeindicatorstomorrow,after,later,…daysfromnow.

Practice:Writewordsincopybooks,andpracticemakingsentencesinthefuturetense.

Application:PutupalargeTVscreen.WithmapofUzbekistanoranothercountry,chil-drenshouldpracticebeingweatherforecasters.

Homework:Writewhattheweatherwasyesterday,istoday,andwillbetomorrow.

Materials:TVscreen(cutasquareoutofashowercurtainandhangitfromtheceilingofyourroom,ormakefromdifferentmaterial,mapsofcountries.

Advanced Lesson

Motivation:Reviewdaysoftheweek.Usingdaynames,asabouttoday,yesterdayandtomorrow.

Information:Teachthefuturetense.Itisaneasytense;allpronounsandnounsarefol-lowedbywill+theverbwithouts.Practicewithseveralverbs:tobe,togo,tohave.Tellthechildrenthatwhentheytalkabouttheweatherinthefuturetense,theyshouldsay‘Itwillbe…andatimeindicatorsuchastomorrowor…days(months/years)fromnow.

Practice:Childrenshouldwriteaweatherforecastforeachdayinthenextweekintheform:OnMondayitwillbesunny.OnTuesdayitwillbe…

Application:Childrenshouldcomeuptothefrontoftheroom,andpretendtheyareataparty.Tellthematparties,peopleoftenmeeteachother,andonethingtheytalkaboutistheweather.Childrenshould‘mingle’(walkaround,sayinghelloandhavingshortcon-versations).Useweatherandpreviouslylearneddialogue.

Homework:Childrenshouldstillbeworkingontheirweathercharts

Materials:None(optionalweatherwheel)

��

Class #11: Weather with present continuous tense

Daily Sentence: YourEnglishhasimproved.Greatjob!

Easy Lesson

Motivation:Reviewpast,presentandfuturetensesforweather,andthenaskwhattheweatherisNOW.

Information:Reviewthepresentcontinuoustense.Tellchildrenthattheycanusepres-entcontinuousforafewoftheweatherforms.Theywillkeepthe“Itis…”andadd–ingtotheweathernoun.“Itisrainingnow.”“Itissnowingnow.”Inothercaseswesay,“Thesunisshiningnow.”and“Thewindisblowing.”

Practice:Childrenshouldwritethisnewinformationdown,andpracticesayingthenewwordstogether.

Application:Teachersaysaweatherword,andchildrenmustgiveasentencetellingwhattheweatherisusingthenewsentences.

Homework:Write3sentencesabouttheweatherusingthepresentcontinuous.

Materials:None

Medium Lesson

Motivation:Withweatherwheel,childrenshouldtellday,dateandweather.

Information:Teachdifferentwaysoftalkingabouttheweatherinthepresentcontinuoustense.“Itisgettingwindy,foggy,rainy,etc.”or“Itisraining.”“Itissnowing.”or“Thesunisshiningnow.Thewindisblowingnow.”Write3columnsontheboard.Ontopofthefirst, write “It is getting…” on the second “It is…ing now” and the third “ The sun… The wind….”Puteachweathersentenceinitsplacetogether.Childrencopythis.

Practice:Givethechildrenoneformofpresenttense,andtheyshouldchangeittotheotherforms.

Application:Introducequestionform.Isit…?Answer,“Yes,itis...”“No,itisnot…”Chil-drenshoulddodialoguesusingthisquestion.

Homework:Writea shortdialoguewith2questionsandanswers in theirnotebooks. Iquestionshouldbeabouttheweather.

Materials:WeatherWheel

Advanced Lesson

Motivation:Askchildrenwhatthedateis,andthenaskwhattheweatherisNOW.

Information:Teachdifferentwaysoftalkingabouttheweatherinthepresentcontinuoustense.“Itisgettingwindy,foggy,rainy,etc.”or“Itisraining.”“Itissnowing.”or“Thesunisshiningnow.Thewindisblowingnow.”Write3columnsontheboard.Ontopofthefirst, write, “It is getting…” on the second “It is…ing now.” and the third “ The sun… The wind….”Puteachweathersentenceinitsplacetogether.Childrencopythis.

Practice:Pointtochildren,andgivethemaweathertype.Theymustuseitinasentenceofanykind,inanytense.

Application: Childrenmayplayweatherforecaster.UseLargeTVscreenandmapsofUzbekistan.

Homework:Childrenshouldchoose1weathertype,andwriteaboutitinalltenses.Re-mindthemtobringtheirweatherchartstothenextclass.

Materials:TVscreen,mapsofcountries


Class #12: Verb Tenses and temperatures

Daily Sentence: Yesterdaywaswindy,Todayiscloudy.Whatwilltomorrowbe?

Easy Lesson

Motivation:Reviewdifferentwaysoftalkingabouttheweatherinthepresentcontinuoustense.Itisgettingwindy,foggy,rainy,etc.or“Itisraining,Itissnowing.”or“Thesunisshining now. The wind is blowing now.” Write 3 columns on the board. On top of the first, write“Itisgetting…”onthesecond“Itis…ingnow”andthethird“Thesun…Thewind…”Fillindifferentsentencetypes.

Information:Usingapictureofathermometer,teachchildrenhot,cold,coolandwarm.Childrenshouldcopydownthepictureof thethermometerandwrite thewordswithtranslation.

Practice:Weusuallysay“Itis…withtemperaturewords.Reviewmonthsandseasonsandaskchildrentotalkaboutthetemperatureinthosemonths.ItishotinJuly.ItiscoolinOctober.Winteriscold.

Application:PlayAroundtheworldwithweatherwords.

Homework:Studyforthetest.

Materials:None(optional-pictureofthermometer)

Medium Lesson

Motivation:Showchildrenlargethermometer.Askthemwhatweatherishot,andwhatiscold.

Information: Teach temperature words very, hot, warm, cool, cold. Review differentforms of present continuous, past, present and future with weather. Children shouldwritethattheymayonlyusepresentcontinuouswithtemperatures if theysay,“It isgettinghot/cold/etc.”

Practice: Children should make dialogues with a partner first, and then prepare to give theminfrontoftheclass.

Application:UselargeTVscreen,andletchildrengiveweatherreports.


Materials:TVscreen,maps,andlargethermometer

Advanced Lesson

Motivation:Studentsshouldhandintheirweathercharts.

Information:Tapethechartsontheboard,andmakecomparisons.Thenstudentsshouldtaketurnsspeakingaboutweatherondifferentdays.Teachermaypromptchildrenforsentencesindifferenttenses.Childrenshouldwritethattheymayonlyusepresentcon-tinuouswithtemperaturesiftheysay,“Itisgettinghot/cold/etc.”

Practice:Teachtemperaturewordsvery,hot,warm,cool,cold.Reviewdifferentformsof present continuous, past, present and future using thesewords. Practice using allweatherwordsinsentences.Dividetheclassintotwogroups.Eachgroupgetsachancetosayaweathersentence.Iftheysayasentencecorrectly,theygetapoint.Iftheycannotthinkofasentence,orsayoneincorrectly,theydonotgetapoint.Norepeatingsentences.

Application:Ask children to write a short composition about their favorite season. Ishouldincludetemperature,presentsimple,andperhapsfutureorpasttensewithtimeindicators.Theymayalsowriteaboutwhatclothestheywearinthisseason.


Materials:None

��

Class #13: Review

Daily Sentence: Studyhardsoyougetagoodgradeonthetest!

See Review Activities # 18, 25, 26,27, 31,35, 39, and 44 in Appendix B for suggested activity ideas.

Childrenshouldcopythesentencesandwritethecorrecttimeindicators,adjectivesandverbtenses.

(Tomorrow/Yesterday)itwas(cloud). (cloudy)

Diditrain(tomorrow/yesterday)?

(Tomorrow/Today)itis(sun). (sunny)

2daysagoit(tobe/snow). (wassnowy)

(Tomorrow/Yesterday)willbe(cloud). (cloudy)

3weeksagoit(tobe)verywindy. (was)

In2weeks,it(tobe)summer. (willbe)

Todayit(tobe)coolandcloudy. (is)

Thismorningitwascoldand(wind). (windy)

Yesterdayit(tobe)rainy. (willbe)

Children should copy the sentences and write the appropriate clothing word. Do notwritethewordsinparenthesesontheboard.

Whenitisverycold,Iweara_______outside.(coat)

Whenitishot,Iweara______,notasweater.(t-shirt)

Whenitissunny,Iweara______onmyhead.(hat)

When my fingers are cold, I wear _______. (gloves)

Whenmyneckiscold,Iweara_______.(scarf)

Whenmylegsarehot,Iwear________.(shorts)

Whenitisraining,Iweara________.(raincoat)

Whenitissnowing,Iwear______onmyfeet.(boots)

Whenitiswarm,Iweara______andpants.(ashirt)

Whenitiscool,Iweara_______.(sweater)


Easy Lesson

1-6. Translate:Summer,Fall,January,May,Spring,Winter

7. It___rainyinTashkent.(is)

8. Yesterday,it___snowy.(was)

9. Nextweekit___sunny.(willbe)

10. TodayisDecember3rd,andit(tobe/snow)now.(issnowing)

Medium Lesson

1-5. Translate:cold,sunny,windy,snowy,hot

6. Name the first month of the year. (January)


7. Itis___today.(Fillinthecurrentweathertype.)

8. Itis(snow)now. (snowy)

9. Yesterday,theweather(tobe)good.(was)

10. Tomorrow,it(tobe)rainy.(willbe)

Advanced Lesson

1-4. Nametheseasons.

5. Whenisyourbirthday?

6. Thewindis___.(blowing)

7. Thesunis___.(shining)

8. Todayit___rainy.(is)

9. Yesterdayit___sunny. (was)

10. Tomorrowit___(translatecloudy).(willbe)

Class #15, 16: Holiday Activities (Christmas, New Year)

Please see Appendix C for suggested holiday activities.

��

Semester 3Class #1: Review Clothing and Seasons

Daily Sentence: WelcomeBack.Didyouhaveaniceholiday?

Easy Lesson

Motivation:Reviewmonthsoftheyear,andseasons.Askwhattheseasonanddatearetoday.

Information:Ifchildrenarehavingtroublewithmonthnames,teachinchantform.ForexampleJanuaryhas4syllables.TeachchildrentoclaphandsonJan-,slaptheirlegson–u-,clapin–ar-andslaplegsagainon–y.Thiswaythechildrencanassociateamove-mentandsoundwiththeword.Teachershouldmaketheseupbeforehandandwritethemdownsotheyarenotconfusedorforgotten.

Practice:Practicechants.

Application:Reviewclothingwords,andthepresentcontinuousformof‘towear’.Askchildrentotellyouwhattheyarewearinginachaindrill.

Homework:None

Materials:Optionalclothingposter,calendar

Medium Lesson

Motivation:Welcomechildrenback.Reviewclassrulesandremindthemthathomeworkisanimportantpartofthegrade.Askthemtoreviewhemonthsoftheyearandthentheseasons.Reviewdaysoftheweek.

Information:Askstudents todescribetheseasons.Askthemtodescribewhatclothestheywearintheseseasons.Makeachartontheboard.Reviewclotheswithposter iftheyarenotsure.

Practice:Reviewtheweatherusingtheweatherwheel.Askchildrentomakesentences.In(month)theweatheris(adjective)andIwear(clothing).

Application:Playdaysoftheweek,weatherwords,andclothingmatchup.Writeallofthewordsontheboardinmixeduporder,andwhoeverwritesthemdowninthecorrectcategorizes first wins.

Homework:None

Materials:Weatherwheel,clothingposter

Advanced Lesson

Motivation:Reviewweatherandclothingwordswithteacher.

Information:LearnPoem:

Sunday was a lovely day,The sun was shining bright.The sun on Monday his it’s face,behind some clouds of white.On Tuesday we saw only fog,and Wednesday brought us more.Thursday’s skies were dim and dull,and rain began to pour.On Friday morning the wind crept up,and it began to blow.By Saturday the sun peeked out,and once more said hello!


Practice/Application:Childrenshouldtranslateandpracticepoem.

Homework:Practicepoemathome

Materials:None(optional:weatherwheel,pictureofthermometer)

Class #2: Hourly time and clock basics

Daily Sentence: Aclockisonthewallandawatchisonmywrist.

Easy Lesson

Motivation:Showalargeclockmadeoutofpaper.Askthemwhatitis,andwhattimeitis

Information:Introducetimevocabulary:time,watch,clock,o’clock,“Itis…”hour,min-ute,second.Childrenshouldcopyallwords.

Practice:Reviewnumbers,andteachthequestion“Whattimeisit?”andtheanswer“Itis…o’clock.”Childrenshouldwriteallinformationincopybooks.Theyshouldalsocopythewrittenformofnumbersonethroughtwelve.

Application:Practiceaskingthetime,“Whattimeisit?”andanswering,“Itis….o’clock.PlayquickgameofTic-Tac-ToeorAroundtheWorldiftheyseemtounderstandthevo-cabularywell.

Homework:Writeseveraltimesontheboard:4:00,2:00,6:008:00,12:00Childrenshouldwritesentences“Itisfouro’clock.Itis…

Materials:Largeclock

Medium Lesson

Motivation:Askchildrenwhen theydodifferent thingsduring theday.“Whendoyoueat?”

Information:Timevocabulary:Face,hand,hour,minute,second,clock,o’clock,watch.

Practice:Childrenshoulddrawapictureofaclockandlabelallofitsparts.Havethemwriteoutthetimes1:00,2:00,3:00,4:00,5:00,…..12:00andwritethewordsforthetime(eg.1:00–oneo’clock)

Application:Onechildcomestotheboardaswritesatime.Thenthechildasksanotherclassmatewhattimeitis.Theclassmatemustanswer,andthengotothefronttowriteanothertime.Continue.

Homework:Writeseveraltimesontheboard:4:00,2:00,6:008:00,12:00andchildrenshouldwritesentences“Itisfouro’clock.Itis…

Materials:None.

Advanced Lesson

Motivation:Reviewnumbers.Reviewgreetings.Introducethelargeclock.Ask“Whatisit?”

Information:Teachform“Whattimeisit?”“Itis…o’clock,face,hand,hour,minute,sec-ond,clock,o’clock,watch.Morning,afternoon,evening,midnightandnoon.Discussthepartsoftheclock,andremindstudentsthatweusuallydon’tusemilitarytime,andthatyoucantellfromcontextwhetheritismorningornight,am,pm.

Practice:Childrenshouldwritenewwordsintheirnotebooks,undertheheadingTime.

Application:Practicetellingtime.Whenarecomfortable,givepuzzles.

It is 12 o’clock. I am eating. Is it midnight or noon? What time do you go to school? What time do you eat breakfast/lunch/dinner? I am playing at 1 o’clock. Is it am or pm

��

Homework:Childrenshouldwritewhatyoudoat8o’clockam,andat8o’clockpm

Materials:BigClock,timeofdaypictures

Class #3: Hourly time in the Past and Future tense

Daily Sentence: Iwakeupat6:00a.m.andgotobedat9:00p.m.

Easy Lesson

Motivation:Askchildrenhowtheyknowwhattimeofdayitiswhentheyhearatime.ExplainthatinEnglish,sometimesweusea.m.andp.m.

Information:Reviewalltimevocabulary,andteachplacementofa.m.andp.m.Reviewthetensesof‘tobe’inpastandfuture.

Practice:Writeatimeontheboard,usea.m.orp.m.Ask“Whattimeisit?”Childrenshouldpracticesayingthetime.

Application:Write thecurrenthouron theboard,and thenwrite sentences:At --:00He….Tothestore.At--:00she…watchtelevision.Childrenshouldcopythesesentencesandusethecorrectformoftobe.Theyshouldlookatthetimesinthesentencesandknowiftheyareinthepastorfuture.

Materials:None.

Medium Lesson

Motivation:Lookatclock;writeadialoguethatthestudentsandteachercanreadto-gether.

1: Hello!

2: Hi!Howareyou?

1: Well, Now, I am fine, but at 8 o’clock I was bad.

2: Oh,that’stoobad

1: But NOW I am fine!

2: Good!

1: Andhowareyou?

2:Well,at9:00Iwasgreat,butnowIamokay.

1:Well,goodbye!

2: Goodbye!

Information:Discussdialogue.Makeachartonboardofpastpresentandfutureformsofthetobeverbwithpronouns.Reviewwithtimeindicators:Today,now,yesterday,…ago.Practicemakingsentencesorallyusingthepastandfuturetense.

Practice/Application:Givechildrenscramblessentences.Writeoutsentencesusingdif-ferenttenses,andcutthemupsoeachwordisonaseparatepieceofpaper.Childrenmustputthesesentencesinorder.Theymaywordingroups.Whentheyhaveunscram-bledthesentence,theymaypassthepiecesofpapertothenextgroup.

Homework:Write2sentencesinthepresenttense,2inthepasttense.

Materials:Clock

Advanced Lesson

Motivation:Greetchildren.Askthemthedate,dayandtime.Askwhatdayyesterdaywas,andwhatdaytomorrowwillbe.

Information:Reviewthepast,presentandfutureformsoftheverbtobe,togo,towant.Conjugateallformsoftheseverbs.Reviewotherverbs,toread,towrite,towalkand


conjugatethem.Remindchildrenthat‘tobe’isnotaregularverb,andmostverbsfollowapatternforpasttense.

Practice:Dividetheboardinto3section,pastpresentandfuture.Writewhattimeitisinthepresenttensesectionoftheboard.Childrenshouldcometotheboardandwritesentences,beginningwithAt (hour) o’clock… If theyareunsure, giveeach student averb,andpronoun.Makenocommentsaboutthesentences.Iftheyareincorrect,leavethemalone.

Application:Childrenandteachershouldgothroughthesentencestogether,anddecideiftheyarecorrectornot.Iftheyarenotcorrect,makechanges.

Homework:Write3sentencesineach-past,presentandfuture.

Materials:None

Class #4: Hourly Time Past & Future Tense using the verbs ‘to be’ and ‘to go’

Daily Sentence: IwillgotoTashkentat9:00a.m.tomorrow.Hewenttothestoreyester-day.

Easy Lesson

Motivation:Greetchildren;askthemthedate,dayandtime.Askwhatdayyesterdaywas,andwhatdaytomorrowwillbe.

Information:Reviewtimevocabulary,a.m.andp.m.,andthepastandpresentformsoftheverb“togo”

Practice:Practicesayingsentencesusingthefuturetenseoftheverb‘togo.’“TomorrowIwillgotothebank.”Practicesayingsentencesusingthepasttenseoftheverb“togo”“YesterdayIwenttothestore.”

Application:Childrenshouldwrite4sentencesusing‘togo,2inthepasttense,and2inthefuturetense.Tellstudentsthatthenextclasstheymustbringcoloredpencilsandalbumpaper

Materials:None.

Medium Lesson

Motivation:Reviewpast,presentandfuturetensesof‘tobe’ontheboard.

Information:Introducethewordtogo.Tellchildrenthatthisverbiseveneasier.Inthepastitisalways‘went’andinthefutureitisalways‘willgo’.Childrenshouldcopythisintotheirnotebooks.

Practice:Askchildren to translate sentences fromnative language intoEnglish.Drawclockontheboardsotheyknowthetimeframetheyareworkingin.Iwillgotothestore.Hewillgotoschool.ShewillgotoTashkent.IwenttoAfrica.Youwenttothebazaar.WewenttoSamarkand.Iwasatschool.Youwereathome.Shewasatthebazaar.Youwereintheclass.Wewillbeatwork.Theywillbeatthedoctor.

Application:Drawaclockwiththetimeonit.Writeseveralsentencesontheboardwiththeverbmissing.Askchildrentolookatthetimeontheclockandcopythesentences,writingthecorrectformoftogoortobe.

Homework:Write6sentenceswitheachpronounandaformof‘togo’.Studentsmustbringcoloredpencilsandalbumpapertothenextclass.

Materials:None

Advanced Lesson

Motivation:Greetchildren;askthemwhattimeitis.

��0

Information:Askchildrenwhatclassestheytakeinschoolnow.Makealistontheboardandtranslate.Teachorreviewtheverb‘togo’,inpastpresentandfuturetenses.Teachthewords‘before’and‘after’

Practice:Askchildrentowritetheirscheduleforyesterday,tomorrowandtoday,withtimes(tellthemtheycanjustwritewhichhourtheclassbegins).

Example: 8:00-PhysicalEducation

9:00English

10:00UzbekLanguage

Application:Askstudents,“WhatclasstheygotoAFTEREnglish?”“WewillgotoUzbeklanguageclass(afterEnglish).”“Whatclassdidyougotoat8:00?”“WewenttoPhysicalEducationat8:00.”

Homework:Write4sentencesaboutyour(chooseaday)schedule.Tellstudentsthatthenextclasstheymustbringcoloredpencilsandalbumpaper

Materials:None

Class #5: Valentine’s Day

Daily Sentence: InAmerica,childrengiveValentine’sDaycardstotheirfriends.

See Appendix C for holiday activity ideas

Class #6: My Day and Verbs

Daily Sentence: Ihaveabusydaytoday.Whatdoyouhavetodo?

Easy Lesson

Motivation:TeachershouldtellchildreninEnglish3thingsshedidthismorning.

Information:Teachbasicverbs:late,early,togetup,tobrushone’steeth,togetdressed,to wash one’s hands/face, to eat breakfast/lunch/dinner. To go to work/ school/thestore/anyplace.Reviewpossessiveadjectivesmy,your,his,her,our,their.Conjugatetheverbsthatcontainpossessiveadjectives.

Practice:Children shouldpractice saying theverbs in theappropriateconjugation.“Iwashmyface.”“Shewashesherface.”“Hegoestowork.”

Application:Pantomimeactions,childrenshouldtaketurnsmimingandguessingtheac-tion.

Homework:Writeasentencewitheachofthenewverbs(6sentences).

Materials:None

Medium Lesson

Motivation:Lookatasampledayschedulewithtimes,perhapsdrawpicturesnexttotheverbs.

Information:Makeachartwithalltheverbsandputthemintopastandfuturetense.Teachlateandearly.

Practice:Childrenshouldcopythechart.

Application:Teacherwillwritequestion-“Whatdidyoudoat…?”“Whatwillyoudoat…?”Studentsmustanswerincorrectform.“At4:00Iwill….”

Homework:Write4sentencesaboutchild’sday.

Materials:ScheduleofaDay


Advanced Lesson

Motivation:PlayaquickgameofSimonSays,usingverbsthatchildrenknow.

Information:Teachnewverbstogetup,tobrushone’steeth,togetdressed,towashone’shands/face,toeatbreakfast/lunch/dinner,togotowork/school/thestore/anyplace,late,early.Reviewpossessiveadjectivesmy,your,his,her,our,theirandusethemwithsomeoftheverbs.

Practice: Together, make a daily schedule on the board, and fill in the new verbs, plus anyothers-playoutside,domyhomework,watchtelevision…Childrenshouldcopythescheduleintotheircopybooks.

Application: Children should speak about the schedule.At 8:00, I get up.At…I go toschool.

Homework:Write5sentencesaboutdailyschedule.

Materials:None

Class #7: My Day- Hygiene Lesson

1 lesson for all levels. The objective of this lesson is to talk about healthy habits, so it is more important that the children understand the topic than memorize the words.

Daily Sentence: Let’slearnaboutstayinghealthy.

Motivation:Tellchildrenthattodaytheywilltalkabouthowtostaycleanandhealthy.

Information:Teachtheverbstoclean,totakeabath,towash,tobrush,tocomb,tosweep,dirt,dirty.

Practice:Discusswithchildrenwhenandwhatthingstheyneedtowashandcleantostayhealthy:Washyourface,washyourhands-afteryougotothetoilet,beforeyoueatandafter,whenyousneezeorblowyournose.Takeabatheveryweek,Brushyourhair,brushyourteeth,wearcleanclothes,andkeepyourhousecleanandswept.Writeallofthesewordsinalistontheboard,andtranslate.

Application:Childrenshouldcopyallofthesephrasesdownintheirnotebooks.Thenplayamiminggame.Onechildactsoutaverb,andtheothersmustguesswhatheisdoing.

Homework:Writedown4sentencesforthingsthatyoudotostayclean.

Materials:None

Class #8: My Day, Time and Present Continuous

Daily Sentence: Iamwritingthisnow,andIamthinkingofyou.

Easy Lesson

Motivation:Reviewtimewords,andintroduceadailyschedule.

Information:Gooverdailyhygienewords.Getdressed.Washmyhands,Washmyface,brushmyteeth,brushmyhair.Lookatscheduleandchildrenshouldtrytomakesen-tenceswiththewords.Reviewpronounsandencouragethemtomakemanysentences.

Practice:Introducethesong:Thisistheway…(SeeAppendix--)

This is the way we wash our hands, Wash our hands, wash our hands. This is the way we wash our hands, Early in the morning. This is the way we brush our teeth, wash our face, brush our hair, etc)

��

Application:Childrenshouldwritesong,andpracticesayingwords,thensinging.

Homework:Childrenshouldmakeowndailyschedulewithtimes.

Materials:Dailyschedule,Thisistheway…songposter.

Medium Lesson

Motivation:Reviewdailyschedule

Information:Askchildreniftheyrememberhowtotalkaboutsomethingthatishappen-ingrightNOW.Reviewthe‘tobe’verbandhowtoformthepresentcontinuous.

Practice:Pantomimedailyactivitiesandletchildrenguesswhatyou,oranotherchild,aredoingrightnow.Remindthemtouseapronounorthenameoftheperson.

Application:PlayTic-Tac-Toewithverbs.WriteaverbineachsquareoftheTic-Tac-Toeboard.Childrenmustsaytheminthepresentcontinuousinordertoputanxoroontheboard..Example-brushingyourteeth!

Homework:Childrenshouldmaketheirowndailyschedulewithtimes.

Materials:None

Advanced Lesson

Motivation:CheckHomework.

Information:Askchildreniftheyrememberhowtotalkaboutsomethingthatishappen-ingrightNOW.Reviewthetobeverbandhowtoformthepresentcontinuous.

Practice:Practicesayingverbsinthepresentcontinuoustense.

Application:Usepicturesfrommagazines,books,oronesteacherhasdrawn,whichshowactions.Childrenshouldworkinpairsorgroupsanddecidewhatthepersonoranimalisdoing.Includeinformationabouttheperson’sname,profession,family,whattheweath-erislikeonthatday,andwhathedidbeforethepictureandwhathewilldoafter.Ifchildrenneedhelpwithwords,provideadictionary,ortranslateforthem.

Homework:Athomechildrenshouldwrite4sentencesaboutwhatthearedoing,andwhatafamilymemberisdoing

Materials:Picturesofpeopleoranimalsdoingactions,eitherfrommagazinesordrawn

Class #9: Review

Daily Sentence: My goodness, time flies, doesn’t it?

See Review Activities # 11,15,16,19, 21, 36, and 39 in Appendix B for suggested activity ideas.

Childrenshouldcopysentences,andwritetheappropriateseason(inparentheses)inthespace.

Inthe_______,she(towear)acoat.(winter)

Inthe_______,we(towear)gloves.(winter)

Inthe_______,we(towear)skirts.(spring)

Inthe_______,she(towear)ascarf(winter)

Inthe_______,you(towear)sandals.(summer)

Inthe_______,you(towear)t-shirts.(summer)

Inthe_______,heoften(towear)ahat.(fall)

Inthe_______,they(towear)shorts.(summer)

Inthe_______,mymother(towear)asweateroutside.(fallorspring)

Inthe_______,Ican(towear)adress.(spring)


She(towakeup)at(6:00/1:00). (Wakesup)

You(togotoschool)at(8:00/4:00). (Gotoschool)

We(togotowork)at(4:00/9:00) (gotowork)

They(togetdressed)at(7:00/12:00). (Getdressed)

I(tobrushmyteeth)inthe(morning/afternoon). (Brushmyteeth)

He(tocomehome)at(1:00/6:00)intheevening). (Comeshome)

Dima(toeatlunch)at(12:00/7:00). (Eatslunch)

Olga(towatchTV)after(school/shegoestobed). (WatchesTV)

Myfather(toreadabook)at(night/work). (Readsabook)

Mysister(togotobed)at(9:00/3:00). (Goestobed)


Easy Lesson

1-5. Teacherwilldrawclocksontheboardshowingthefollowingtimes.Thestudentsanswer“Itis___o’clock.” 4:00 3:00 12:00 10:00 1:00

6. He(toeat)breakfastthismorning.PastTense (ate)

7. You(togo)toschoolyesterday.PastTense (went)

8. I (to wash one’s hands) every day. Present Indefinite (wash my hands)

9. They(towork)tomorrow.FutureTense (willwork)

10. She(togotosleep)tomorrownight.FutureTense (willgotosleep)

Medium Lesson


6. You(togo)tothestoreyesterday.PastTense (went)

7. Hewenttowork (yesterday,today,tomorrow)

8. I (to brush one’s hair) every day. Present Indefinite (brush my hair)

9. They(togetup)earlytomorrow.FutureTense (willgetup)

10. We(towash)ourfacestomorrowmorning.FutureTense (willwash)

Advanced Lesson


6. They(togetup)at6:00.PastTense (gotup)

7. She(togetdressed)forschool.PastTense (gotdressed)

8. He (to wear) clean clothes every day. Present Indefinite (wears)

9. I(togo)tothebazaartomorrow.FutureTense (willgo)

10. You(tobrushyourteeth)tonight.FutureTense (willbrushmyteeth)

��

Class #11: My House /Apartment Vocabulary Overview

Daily Sentence: Iliveinanapartment.Helivesinahouse.

Easy Lesson

Motivation: Show poster of a house and/or an apartment (flat). Point out the different rooms:livingroom,bedroom,room,basement,attic,bathroom,kitchen,diningroomand hallway, wall, floor.

Information:WritethedifferentroomsofthehouseinEnglish.Showsentencestructure:“Thereisa…inmyhouse.”

Practice:Childrenwritedownwords.

Application:Childrenshouldpracticespellingthewords.Usewordshapesgameoran-otherspellinggamethatthechildrenlike.

Homework:Studywords.Write3sentences“Thereisa….inmyhouse.”

Materials:Houseposterand/orapartmentposterwhichshowtheroomsofthehouse

Medium Lesson

Motivation:Askchildrenwhatroomsareintheirhouse.Writealistontheboard.

Information:Introducemyhouse/apartmentvocabulary:house,apartment,room,livingroom,bedroom,basement,attic,bathroom,kitchen,dining room,andhallway,wall,floor.

Practice:HavethestudentsdrawapictureahouseandlabeltheroomsinEnglish.

Application:Dividetheclass intotwoteams.Onechildfromeachteamcomestotheboard tries to be the first to say the name of the room that the teacher points to, using thehouseposter.

Homework:Studywords.Write3sentences“Thereisa….inmyhouse.”

Materials:Houseorapartmentposter

Advanced Lesson

Motivation:Showchildrenaposterofahouseorapartment.Askwhichroomstheysee.

Information: My house/apartment vocabulary: house, apartment, room, living room,bedroom, basement, attic, bathroom, kitchen, dining room, and hallway, wall, floor.

Practice:Practicepronouncingthewords,andcopyallwordsintocopybooks.

Application:Playhangmanwiththenewvocabularywords.Ifyouusedifferentwords,writethetopicsothechildrenwillknow.

Homework:Write5-6sentences.“Ihaveahouse(orapartment).Thereare…roomsinmyhouse.Thereisa…”

Materials:Posterofahouse/apartment,whichshowstheroomsofthehouse

Class #12: My room

Daily Sentence: Ihaveabed,adeskandachairinmyroom.

Easy Lesson

Motivation:Lookatapictureofaroom.

Information:Discuss furniturewords:bed,chair, table,mirror,anddesk.Askchildrenwhatotherfurnitureandhouseholdobjectstheycanthinkof.Acceptsofa(couch),car-pet,stove,refrigerator,shower,toilet,sinkcupboard,bookshelf,painting,picture.


Practice: Play repetition game. Stand in a circle. The first child says, In my house, there isachair.Nextchildsay,Inhishousethereisachair.Inmyhousethereisa….Continueuntilthelastchildmustsaywhatisineveryone’shouse.Offerhelp.Childrenmayaddamotiontogoalongwiththeword,sotheywillberememberedmoreeasily

Application:Playgameusinghouseholdobjectcards.Teacherchoosesahouseholdobjectcard,andhidesitfromchildren.Theymustask,“Isthisa…?”Answer:No/Yes,Itisa…

Homework:Childrenshouldmakealistofallthefurnitureintheirhouse.

Materials:Pictureofaroom,householdobjectcards

Medium Lesson

Motivation:Lookatapictureofaroom,discusswhattheysee.

Information:Writealistwiththechildrenofthefurnitureinthehouse.Somewillbereview,somewillbenew.Translatetogether.

Practice:Teachtheforms:“Inmyroom,there is…”and“Ihave…inmyroom.”Orallypractice.Copydowntheseforms.

Application:Childrenshouldwritewhattheyhaveintheirroomsathome.Severalchil-drenmayreadtheirlists.

Homework:Childrenshouldpickoneotherroomintheirhouse,drawit,andwrite5sen-tencesaboutwhattheyhaveinit.Theyshouldusealbumpaper.

Materials:Pictureofroom

Advanced Lesson

Motivation:Drawalargehouseshapeonheboard,andseparateitintosquares,whichwillberooms.

Information:Tellstudentstheymustdecoratethehousewithfurniture.Identifythedif-ferentrooms,andwritetheirnamesontheboardwithspaceunderneath.

Practice:Aschildrencomeupanddrawfurniture,thenameofthefurnitureshouldbewrittenundertheappropriateroomname.

Application:Readthefurniturelistsforeachroom,andlet1childatatimecomeupandpointoutthepieceoffurnitureastheteacherreadsit.

Homework:Studentsshoulddrawtheirroomonalbumpaperandwrite6sentencesaboutwhatisintheirroom.3ofwhatisintheroom,3withwhatisnotintheroom.“Thereisa…inmyroom.”Thereisnota…inmyroom.

Materials:None

Class #13: My House/Apartment Adjectives

Daily Sentence: Myhouseiswarmandcomfortable.Iliketorestthere.

Easy Lesson

Motivation:Lookatthepictureofaroom.Pointoutfurnitureandaskthestudentstodescribeitinnativelanguage.

Information: Introduce the words, comfortable, uncomfortable, dark, light, narrow,wide,soft,hard.Reviewotherdescriptivewords-beautiful,ugly,tall,short,fat,thin,big,small,andcolors.

Practice:Write2columnsofwords:1columninEnglishand1columninnativelanguage.Studentsmustdrawalineconnectingthecorrectwords.

Application:PlayAroundtheWorldwithalladjectives.

Homework:Givestudents2-3adjectives,andletthemlistwhatfurniturecanbecalledbythosedescriptions.

��

Materials:Pictureofaroom

Medium Lesson

Motivation:Lookatthepictureofaroom.Pointoutoneoftheobjectsandaskthestu-dentstodescribeitinnativelanguage.

Information: . Introduce thewords, comfortable, uncomfortable, dark, light, narrow,wide,soft,hard.Reviewotherdescriptivewords-beautiful,ugly,tall,short,fat,thin,big,small,andcolors.Childrenshouldcopyallwordsandtranslations.

Practice:Teachergivesnounsandchildrenshouldofferappropriatedescriptivewords:“Chair”response:“anuncomfortablechair”“Aredchair,asoftchair”Trythiswithsev-eraldifferentnouns.

Application:Lookat2similarpicturesofrooms.Childrenshouldpointoutdifferences.Thisisaredcouchandthatisagreencouch…

Homework:Writeabout3thingsinyourhouse,usingadjectives.“Ihavea…”or“Thereisa…inmyhouse.”

Materials:Pictureofaroom.2morepicturesofroomsthataresimilar,buthavemanysmalldifferences.

Advanced Lesson

Motivation:Checkhomework.Lookatapictureofaroom,askchildrentodescribeit.

Information:Tellchildrentheywilllearnmoreadjectivestoday.Introduce:comfortable,uncomfortable,dark, light,narrow,wide,soft,hard.Reviewotherdescriptivewords-beautiful,ugly,tall,short,fat,thin,big,small,andcolors.Childrenshouldcopyallnewwords.

Practice:Askchildrentodescribetheroomusing,“Theroomis…”Askthemtodescribefurnitureaswell.

Application/Homework:Childrenshould8sentencesthatdescribetheroomtheydrewusing adjectives. Tell them that they may start in class, and finish for homework.

Materials:Pictureofroom

Class #14: My Room and Prepositions

Daily Sentence: Thelampisinthelivingroom.Therefrigeratorisinthekitchen.

Easy Lesson

Motivation:Introduceprepositioncardsorposter.Eachshowsapreposition.Askchildrentoidentifytheminnativelanguage.

Information:Reviewhousevocabularyandadjectives.Translateprepositions.Lookatthehouseposter.

Practice:Practicesentencessuchas:“Thetableisinthelivingroom.”or“Themirrorisinthebathroom.”Writethesesentencesontheboardandletchildrenpracticedescrib-ingthehouseintheposter.

Application:Haveeachofthestudentswriteout5sentencesdescribingwheredifferentthingsareintheirhouse/apartment.

Materials:Houseposter,prepositionsposterorcards

Medium Lesson

Motivation:Introduceprepositionsposter.

Information: Children should copy all prepositions and write a picture to representeach.

Practice:Childrenshouldlookaroundtheclassroomandeachshouldsay1sentenceusingaprepositions.Teachershouldgiveafewexamplesandwritethemontheboard.


Application:Lookatpictureorposterofaroom.Playgame:Askchildrenquestionsus-ingprepositionsin,on,near,under,over,usingpictureofaroom.“Isthechairinthebedroom?”Answersshouldbe,“Yesitis.”“Noitisn’t.”

Homework:Write4sentencesaboutthechild’shouse,usingprepositions.

Materials:Prepositionsposter,pictureorposterofaroom

Advanced Lesson

Motivation:Lookatprepositionsposter.Readtogether.

Information:Translateallprepositions.Makeseveralsentencesusingthepictureoftheroomandthehouseandapartmentpictures.“The…isnearthe….Remindthemweusethewordthebecausewearetalkingaboutacertainobjectthatwebothknowabout.

Practice:Practiceseveralsentencesandhavechildrenwritewordsandtranslationsintheirnotebooks.Thenthey shouldwriteexamplesentencesandtranslations.Teachermaypointtoanobject,andchildrenmustuseprepositionstomakeasentenceaboutthatobject.

Application:Childrenshouldwriteabouttheroomtheydrewonalbumpaper,andwrite4moresentencesusingtheprepositions.

Homework:Starttostudyforthetest.

Materials:Prepositionposter,roomposter.

Class #15: Review

Daily Sentence: It’stimetostudyforanothertest!

See Review Activities # 18,23,26, 28, 30, 31, 39, 51,62 in Appendix B for suggested Activity ideas.

Childrenshouldcopythesentencesandchoosethecorrectpreposition.

Theclockis(in/on)thewall.

Thechairis(near/on)thetable.

Thetelevisionisinthe(livingroom/bathroom).

Thecomputeris(near/on)thedesk.

Thebedisinthe(kitchen/bedroom).

Theovenisinthe(kitchen/bathroom).

Weeatdinnerinthe(kitchen/bedroom).

The carpet is (on/ under) the floor.

Thecarpetis(in/under)thetable.

The chair is (on/ near) the floor.


Easy Lesson

1-5. Translate:sofa,chair,bed,kitchen,diningroom

6. Thecarpetis(in,on,under)thetable.

7. Thebookis(under,on,near)thebookshelf.

8. Theovenis(in,under,around)thekitchen.

��

9. Thechairis(soft/smart)andcomfortable.

10. The living room is (small/five) and uncomfortable.

Medium Lesson

1-5. Translate:sofa,carpet,apartment,diningroom,mirror

6. Thebedisinthe(livingroom/bedroom).

7. Therearetwochairs(in/under)thekitchen.

8. Wehavea(sofa/toilet)inthelivingroom.

9. Thereisnolamp.Itis(dark/light).

10. Thepaintingisvery(comfortable/beautiful).

Advanced Lesson

1-5. Translate:mirror,table,sofa,hallway,bedroom

6. Thebedis(in/under)thebedroom.

7. The(toilet/bed)isinthebathroom.

8. Thebookis(on/in)thetable.

9. Wehaveavery(big/blue)livingroom.

10. Yourbedroomisvery(warm/pencil).

Class #17: Women’s Day

Daily Sentence: HappyWomen’sDay.Benicetoallwomentoday!

Class #18: St Patrick’s Day (or Navruz)

Daily Sentence: TodayisSt.Patrick’sDay.Haveyouseenaleprechaun?

Class #19,20: Navruz Activities

Daily Sentence: HaveagreatNavruz.Visityourfamily,andeatlotsofplov!



Semester 4Class #1: April Fool’s Day and Review

Daily Sentence: Yourshoeisuntied.AprilFool’s!

See Appendix C for holiday activities and Review Activities # 18,23,26, 28, 30, 31, 39, 51, and 62 in Appendix B for suggested Activity ideas.

Childrenshouldcopythesentencesandwriteinthecorrectformoftheverb.

Manyyearsago,theNewYear(tostart)onNavruz. (started)

Navruz(tobe)onMarch21steveryyear. (is)

Nextyear,we(tomake)sumalakonNavruz. (willmake)

Women’sDay(tobe)onMarch8th. (is)

Onthisday,wecongratulate(men/women).

Lastyear,mymother(tobe)veryhappyonWomen’sDay. (was)

OnSt.Patrick’sDay,everyonewears(blue/green).

Manyyearsago,St.Patrick(tolive)inIreland. (lived)

Next Year, we (to celebrate) April Fool’s Day on April first. (will celebrate)

OnAprilFool’sDay,we(toplay)tricksonourfriends. (play)

Class #2: Nature and Animal Habitats Vocabulary Overview

Daily Sentence: Doyourememberallthoseanimalwords?Ihopeso.

Easy Lesson

Motivation:Showchildrenpicturesofdomesticandwildanimals.Askthemiftheyre-memberanyoftheEnglishwordsfortheseanimals.

Information:Reviewallanimalnames.Writealistontheboardandtranslate.Childrenshouldwritethesedown.

Practice:Erasetranslation.Dividetheclassintotwoteams.Onechildfromeachteamcomes up to the board. Teacher points to a word, and the first person to say it correctly getsapointfortheirteam.Trythisgamewithtranslationifreadingistooeasy.

Application:Reviewtheverb‘tolike’,andaskchildrentotellyousomeadjectivesthatwould be good to describe animals. Introduce the words dangerous and favorite. Goaroundtheroom.Childrenshouldorallytellyouwhattheirfavoriteanimalis.

Homework:Ifchildrenhaveapet,writeadescriptionofthepet.Whatitis,whatitsnameis,anddescriptions.

Materials:Postersofwildanddomesticanimals

Medium Lesson

Motivation:Showchildrenpicturesofdomesticandwildanimals.Askthemiftheyre-memberanyoftheEnglishwordsfortheseanimals.

Information:Reviewanimalsquicklyandteachsomeanimalbodyparts.Tail,beak,claw,shell,wing,paw,fur.

Practice:Teachershouldgiveariddle:“Itisawildanimal.Ithas4legs.Ithaspawswithclaws.Itisyellow.Whatisit?”Answer:alion.Giveseveralmoreriddlesinthisway.

��0

Application:Askchildrentodescribeananimal.Theyshouldnotsaythename,butratherdescribe it. They should write these first and then give their descriptions.

Homework:Ifchildrenhaveapet,writeadescriptionofthepet.Whatitis,whatit’snameis,anddescriptions.

Materials:Postersofwildanddomesticanimals

Advanced Lesson

Motivation:Showchildrensomepicturesofanimals.Askthemwheretheanimalslive.

Information:Explaintochildrentheywilllearnaboutthedifferentplacesonearththatanimalslive.Introducethewordsnature,forest,ocean,dirt,sand,rocks,leaves,stream,river,treeandsky.Thentalkaboutthedifferentkindsofanimals-insects,birds,mam-mals,reptiles.Studentsshouldcopydownallofthesewords.

Practice:Writethewordsontheboard,butmixuptheletters.Studentsmustarrangetheletterstoformthenewvocabularywords.

Application:Playhangmanwiththenewwords.

Homework:Thinkofyourfavoriteanimalanddrawapictureofitandwhereitlives.

Materials:Afewpicturesofanimals-wildordomestic

Class #3: Desert Vocabulary

Daily Sentence: ThedesertinUzbekistanishotanddry.Haveyoubeenthere?

Easy Lesson

Motivation:Askthechildreniftherearedeserts inUzbekistan.TheyshouldnametheKizilKumandtheKaraKum.Askthemwhatanimalsliveinthedesert.Lizards,camels,insects,scorpions,snakes,spiders,birds.

Information:Aschildrenlistanimals,writethemontheboardinnativelanguage.Trans-late.Thendiscussother things thatdescribethedesert- sand,hot,cactus,nowater,etc.

Practice:Together,writeatextaboutthedesertontheboard. Itshouldbe6-10sen-tenceslong.

Application:Childrenshouldcopydownthistextandbegintotranslateit.

Homework:Finishtranslatingtext.

Materials:None

Medium Lesson

Motivation:Showthechildrenapictureofthedesert.Askthemifanyonehaseverbeentothedesert.Ifnot,whatdotheythinkitislike.Writealistofthingsthatareinthedesert.Lizards,camels,insects,scorpions,snakes,spiders,birds,sand,hot,cactus,nowater.

Information:Aschildrennamethingsaboutthedesert,writethemontheboard.Makesuretowriteanimalsaswell.Translatethewords.

Practice:Askchildrenwhatdesertanimalseat. Introducenewwords: insects,plants,grass,meat.AskthemtomakesentencesinEnglish:“Camelseatgrassandplants.Theydrinkwater.Lizardseat…Writeseveralsentencestodescribethedesert.“Scorpionsliveinthedesert.”“Inthedesert,thereisnowater.”“Itishotinthedesert.”

Application:Playhangmanwiththesenewdesertwords.

Homework:Write5sentencesaboutthedesert.

Materials:Pictureofadesertscene


Advanced Lesson

Motivation: Showapicture of adesert scene.Ask studentswhich animals live there.Writealist.

Information: With children, make a list of specific desert vocabulary. For example- no water,dry,hot,coldatnight,fewanimalsandplants,lizards,camels,insects,scorpions,snakes, spiders, birds, sand, cactus. They should copy these and the definitions into their notebooks.

Practice:PlayquickgameofAroundtheWorldforthenewwords.

Application:Studentsshouldbreakintogroupsandwriteasmalldescriptionofthedes-ert,usingnewwords.

Homework:Practicereadingthedescriptionforthenextclass.

Materials:Pictureofadesertscene

Class #4: Ocean Vocabulary

Daily Sentence: Theoceanisbigandblue.Youcanlookandlook,andstillseenoland.

Easy Lesson

Motivation: Look at a map. Find Uzbekistan, and then find the 4 oceans of the world. Namethemtogether.NoticehowlargetheoceansarecomparedtoUzbekistan.Whichisthe Largest Ocean? (Pacific)

Information: Introduce words: fish, shark, whale, crab, octopus, wave, water, salty, deep, boat,island,anddolphin

Practice:Reviewverbs:toswim,tosail,andmakesentencestogetherabouttheocean.

Application:Writenewwordsontheboardwithseverallettersmissingfromeach.Chil-dren should try to figure out what the words are. Play hangman if time allows.

Homework:None

Materials:Mapoftheworld

Medium Lesson

Motivation: Look at a map. Find Uzbekistan, and then find the 4 oceans of the world. Namethemtogether.NoticehowlargetheoceansarecomparedtoUzbekistan.Whichisthe Largest Ocean? (Pacific)

Information: Introduce words: fish, shark, whale, crab, octopus, wave, water, salty, deep, boat, dolphin, Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic Ocean,

Practice:Writesomesentencesontheboardandletchildrenreadandtranslatethem.

Application: Erase the sentences, andhandout pieces of paperwith thewords fromthosesentencesfromtheboard.Ingroups,childrenmustunscramblethewordstoforma sentence that was written on the board. See who finishes first, then give the scrambled sentencestoadifferentgroupofchildrentounscramble.

Homework:None

Materials:Oceansentences,writtenonstripsofpaper,andcutup.

Advanced Lesson

Motivation:Tapealarge,blankpieceofpapertotheboard.Askifanyofthestudentshaveseenanocean.Tellthemtheyaregoingtocreateonetoday.

Information: Introduce the words: fish, crabs, sharks, seaweed, waves, boat, island, beach,andsand.Askstudentsforsomeofthesewords.

��

Practice:Assignstudentstodrawonpaperdifferentobjectsfromvocabulary.Sketchontheboardiftheyhavetrouble.Studentsshouldcolorintheirobjects,andcutthemout.Letthestudentstapeupthedifferentobjects,tomakeanoceanscene.

Application:Studentsshouldquicklywrite3sentencesaboutthesceneintheirnativelanguage.

Homework:TranslatethesentencestoEnglish.

Materials:Largepieceofpaper,tape

Class #5: Forest Vocabulary

Daily Sentence: Theforestcanbescaryifyouarealonethereatnight.

Easy Lesson

Motivation:Tellstudentsthattodaytheywillbespeakingabouttheforest.Askthemiftheyknowaboutanyfamousforests.

Information:Teachnewwords: trees, bear,wolf, plants, grass,mushrooms,path, in-sects,birds,stream,pond,deer…

Practice:WriteacolumnofEnglishwordsandacolumnofnativelanguagewords.Chil-drenshouldmatchthem.Thenwriteseveralwordswithmixeduplettersontheboard,and see if children can figure out which vocabulary words they are.

Application:PlayTic-Tac-Toewithnewwords.Onechildfromeachteamcomestothefront of the class. Teacher gives a word in one language, and the first child to translate correctlygetstomarkanXoranOinasquare.

Homework:None

Materials:None

Medium Lesson

Motivation:Tellstudentsthattodaytheywillbespeakingabouttheforest.Askthemiftheyknowaboutanyfamousforests.

Information:Teachnewwords: trees, bear,wolf, plants, grass,mushrooms,path, in-sects,birds,stream,pond,deer.

Practice:Teachershouldgive6-10scrambledsentencesforthechildrentoarrange.Thenchildrenandteacherwriteatexttogetherabouttheforest.(6-10sentences)

Application:Childrenshouldtranslatetext.

Homework:Finishtranslationforhomework.

Materials:None

Advanced Lesson

Motivation:Showstudentsapictureofaforest.Askthemiftheyknowwhatisinafor-est.

Information:Generatewords-animals,insects,treesrocks,dirt,rivers,streamsetc.Askthemiftheyknowaboutanyfamousforests.Introduceshorttextaboutafamousfor-est:

The Amazon Rainforest is in Brazil. It is a very big forest. There are so many trees and plants there. Many animals live in this forest. Insects, mammals, lizards, birds and fish live there. It is difficult to walk in this forest, because there are many trees and plants. There are many rivers too. It rains almost every day. It is very green there. It is also very hot there. It is a very famous forest.

Practice:Studentsshouldtaketurnsreadingthetext.


Application: Students pick out words that they don’t know. Define them and let the chil-drenusetheminsentences.

Materials:Pictureofaforest

Class #6: City/Farm Vocabulary

Daily Sentence: TherearemanyanimalfarmsinAmerica.

Easy Lesson

Motivation:Lookatposterofdomesticanimals

Information:Lookatanimals,andintroduceanimalbodyparts.Writedown:fur,hoof,paw,claw,wing,andshell.Writedownthesenewwords.Makesentences.Forexample:“Catshaveclaws.”

Practice:Reviewdomesticanimals.WriteoutthewordsforOldMacDonaldhadaFarm(SeeAppendix--)

Application:Childrenshouldsaythewordswithyou,andwritethemdown.Begintosing,andusedifferentanimalsandsounds

Homework:None

Materials:Domesticanimalsposter

Medium Lesson

Motivation:Lookatdomesticanimalsposter

Information:Reviewdomesticanimalnames,anddiscusswhattheanimalseat.Includemilk, fish, grass, grain, and meat.

Practice:Reviewspellingtogetherontheboard.Practicespellinginchorus.Gothroughallthewords.

Application:PlaySpellingBaseball(SeeAppendix--)withanimalwordsandanimalfoodwords

Homework:None

Materials:domesticanimalsposter

Advanced Lesson

Motivation:Askstudentstonamefamouscitiesthattheycanthinkof.Writethemontheboard-usetheEnglishnames.

Information:Talkaboutanimalsthatareincities-todaytheanimalsinthehabitataremostlypeople!Ask,“Whatotheranimalsliveinthecity?

Practice:Studentsshouldbreakintogroupsandtrytounscramblesentencesaboutani-malsthatliveinthecityoronfarms.Eachgroupreceivesastackofwordsfrom3sen-tences that have been cut apart. See which group can finish first.

Application:Playhangmanwithnewvocabularywords.

Homework:None

Materials:Scrambledsentences.Keep3sentencesofwordsinonegroup.Ifchildrenwillhavetrouble,usedifferentcolorstowriteeachsentence.

��


Daily Sentence: Canyoubelievetheyearisalreadyover?

Use appropriate review activities from Appendix B that are fun for your children and that will help them review the year’s material.


Daily Sentence: Goodluckonyourtest.Theclassesafterthatwillbefun.

Use appropriate review activities, and spend ½ of the class preparing the children for the test.


Easy

1-15. Translate:coin,cost,price,shirt,hat,ocean,trees,rainy,windy,summer,store,school,clock

16. We(togo)totheparkyesterday.(went)

17. They(togo)tothebanktomorrow.(willgo)

18. I(towant)tobuyahat.(want)

19. I(tobe/towear)ascarf.(amwearing)

20. How(much/many)doesitcost?(much)

21. He(towash)hisfaceeverymorning.(washes)

22. You(togetup)at7:00.(getup)

23. Thegirl(toeat)dinnerat6:00.(eats)

24. She(togo)toschooleveryday.(goes)

25. Mybrotherenjoys(togo)toTashkent.(going)

26. Doyoulikespring?

27. Willyougotoschooltomorrow?

28. Whattimeisit?

29. Howareyoutoday?

30. Do you like fish?

Medium

1-15. Translate:cost,price,skirt,jacket,socks,forest,city,trees,snowy,spring,store,camel,clock,sofa,carpet

16. Thecatsits(on/under)thecarpet.(on)

17. Thesofais(under/in)thelivingroom.

18. Westand(in/on/near)thedoor.(near)

19. She(togo)tothestoreyesterday.(went)

20. You(toeat)lunchyesterday.(ate)

21. They(tobe/towear)hats.(arewearing)


22. I(tosee)theteachertomorrow.(willsee)

23. It…windyyesterday.(was)

24. Doyou(towant)anapple?(want)

25. Whichmonthisitnow?

26. Whichisbigger,acatoratiger?

27. Doyouwanttobuysomecandy?

28. How many fingers do you have?

29. Whattimeisit?

30. Iis(tosnow)now.(snowing)

Advanced

1-15. Translate:cost,price,oven,sink,sofa,boots,dress,winter,autumn(fall),windy,rainy,snow,cool,dolphin,sand

16. Bearslive(in/on)theforest.(in)

17. Thecarpetis(under/on)thechair.(under)

18. Welie(in/near)anapartment.(in)

19. I(towant)tobuyacaryesterday.(wanted)

20. She(togo)tothestorebeforelunch.(went)

21. They(tobe/towear)dresses.(arewearing)

22. He(togotothehospitaltomorrow.(willgo)

23. He(toeat)dinnerlatertonight.(willeat)

24. It(tobe)sunnytomorrow.(willbe)

25. It(tobe)raining2daysago.(was)

26. Whichissmaller,acatorabird?

27. Whichismore,3kilosor2kilos?(3kilosismore.)

28. Whattimeisit?

29. Whereisthebed?(itisinthebedroom.)

30. Wheredoweeatdinner?(Weeatdinnerinthediningroom.)

Class #10: Fun Day

Please see Appendix D for fun games and activities to do with your students on the last days of school.

��


Fourth Year

��


Our World: continentlandislandwater lakeriverocean mountain desert seahillEarthplainforestjungle nature treeplantrocks soilsandgrass skyanimal stream to throwto helpto saveto useto growgarbageto litterto kill smokedirtcleanto throw awaypollutionto make one illto shineto blowto flow to grow

My Town:post officetheaterdrug storeschoolstorepark

buildingbankmayor’s office marketdoctor’s officedentist’s office hospitalrestaurantcaféhairdresserapartmentbuildings housepoolgardenlakeforesthillsportstreetroadplaying fieldlibraryfactorycinemamanymucha fewa littlenot much not manyno, some turn turn aroundleftrightthroughstraightpassnorthsoutheastwest inonunder bynext toaroundfar fromnear

My Country: presidentcountryflaganthem

borderneighbor capitalcottonscientistwriterfamousGreat Silk RoadIndependence Day

Transportation: to go byto taketo drive to flyto sail to walkcartruckbusairplanetrainstreetroadon footmetroboatridepayticketwheelhelicopter motorcycle horsecamelwagonhelicopterskateboardroller-skates

Specific Time:facehand hourminute second clock o’clock watchNumbers 1 – 60, half pastquarter afterquarter ‘til/to/of midnightnoon

Health: medicine pillshotthermometer bonebloodcoughachesneeze tiredtemperature flucoldto be illto hurtto bleedto cutto fallto hitto breakto cleanto restto go to the hospital to go to the doctorto sleepto drink a lotto wash one’s hands

Feelings: to feelhappysad badfinemad angryboredgladsillysleepy surprised embarrassedshy

Question Words: WhoWhatWhen WhereWhyHow Do you…What timeHow muchHow many


Semester 1Class #1: Introduction & Review Weather, Seasons, Months & Days

Daily Sentence: Welcome back to school. I hope you all have a great year in Englishclass.

Easy Lesson

Motivation:Greetstudents.Reviewseveralgreetings,toseewhattheyremember.

Information:Describetochildrenclassroomrules,rewards,andpenalties.Describedailyroutineofcomingtoclass,gettingtheirnametagout,sittingdownandthenwritingthesentencethatisontheboard.

Practice:SingDaysof theWeeksong (SeeAppendixE).Reviewdaysof theweekandmonths. Put months into seasons. Review weather words like hot, cold, warm, cool,rainy,snowy,windy,andcloudy.Drawpicturesofeach.Gothroughthemonthsandsea-sonsandaskthechildrenwhichtypeofweatherthatwouldbeineach.

Application:Havechildrenmaketheirnametagslookniceathome.

Materials:Paperfornametags,calendar

Medium Lesson/Advanced Lesson

Motivation:GreetChildren,Introduceself.Makeatentativeseatingchartnow.

Information: Introduce class rules, consequences, andhomeworkpolicy.Take time tomakesurechildrenunderstandallpoliciesandconsequences.

Practice: Show the childrena large,empty calendar.Children should talk aboutdaysoftheweeksingDaysoftheWeeksong(seeAppendixE).Childrenshouldalsoreviewmonthsoftheyear,andseparatethemintoseasons.

Application:Children should talkaboutweather ineachof the seasons.Writewords:hot,cold,warm,cool,windy,rainy,sunny,snowy,cloudyontheboard.Teacherwritesanumericaldateontheboard,ex-5/15/2004,andchildrentellthemonth,season,anddescribepossibleweather.Useform“Itis…”“In(month),itis…”

Homework:Childrenshouldmakenametagsathome.

Materials:None

Class #2: Review Foods

Daily Sentence: Whichfoodsdoyouremember?Doyourememberhamburgers?

Easy Lesson / Medium Lesson

Motivation:ChildrenshouldtrytonametheirfavoritefoodinEnglish.

Information:Reviewdifferentkindsoffood.Choosefromthislistanddraw:rice,meat,carrot,onion,pumpkin,potato,bread,soup,tea,sugar,salt,cabbage,cheese,apple,orange,grape,pomegranate,tomato,cucumber,pizza,spaghetti,hamburger&hotdog.Goover:“MayIpleasehave…”and“ThankYou”

Practice:Childrenshouldpretendthattheyareatdinnerwithyouandwantdifferentkindsoffood.

Application:Childrenshouldwrite2simplesentences:“Iliketoeat…”and“Idon’tliketoeat…”

Materials:Picturesofdifferenttypesoffood

��0

Advanced Lesson

Motivation:GreetChildren.Theyshouldshownametags.Reviewclassrulesandhome-workpolicy.

Information:Reviewfoodwordswithchildren.Thenplayamarketgame.Reviewpro-nounsandtheverb‘tobe’.Writephrasesontheboard:Iwanttobuy…Howmuchdoesit (dothey)cost? Howmany?Okay. It’sexpensive! It’scheap!Nothanks.Thankyou.You’rewelcome.Review,thenchildrenshouldwritethesewordsinnotebooks.

Application:Childrenshouldtaketurnsbeingsellers.Theymustbuyandsellitems.Ifthisis too difficult, then play a game where children must guess a word from the shape of it letters. Use boxes to show each letter shape and children must fill in.

Homework:Childrenmustwriteashortdialogue,includinggreetingand6-8sentences,usingtheshoppingphrasesthattheywrotedownduringclass.

Materials:Foodcards

Class #3: Review Classroom

Daily Sentence: Pleasesitinyourchair,takeoutyourpenandwritethisinyourcopy-book.

Easy Lesson

Motivation:Gooverhomework.

Information:Gooverclassroomobjects:chair,desk,chalkboard,clock,teacher,student,pen,pencil,copybookandbook.Gooverclassroomcommands:Standup,Gotothe…,Sitdown,etc.

Practice:Drawalloftheclassroomobjectsandhavethestudentsdrawthemintheircopybooks.

Application:PlaySimonSays.Usecommandslike“Touchthedesk.”“Showmeapen!”

Materials:None

Medium Lesson

Motivation:Askchildrentonameclassroomobjects.IftheycanremembertheEnglishwords,theymaygivethem.Writealist.

Information:Translatethewordsonthelistandreviewwithchildren.

Practice:Reviewcolors,Numbersthrough30anddaysoftheweek.

Application:Play I Spy.Teacher,and thenchild should say, “I spywithmy littleeye,something…yellow! Children should look around the room to find what yellow object the speakermeans.Ask“Isita…?

Homework:Reviewbodyparts

Materials:None

Advanced Lesson


Information: Review classroom objects: window, floor, door, wall, plant, pencil, pen, desk,chair,girl,boy,ruler,book,copybook,eraser,chalk,board.

Practice:Childrenshouldwritethesewordsintheirnotebooks.Then,writethe‘tobe’verbonboardandexplainitsuseinEnglish.Practiceitis…Theyare…

Application: Reviewalphabet together by spelling all thewords, untilmost childrenremembertheletters.PlayBallTossTranslationwithclassroomobjectwords.Teachertossesaballtoachild,saysawordinnativelanguage,andthechildmusttranslateitandtosstheballback.


Homework:Childrenshouldstudythenewwordsiftheydon’tknowthem.

Materials:Classroomobjects

Class #4: Review Body Parts and Clothing

Daily Sentence: Doyourememberwhichclothesgoonthedifferentbodyparts?

Easy Lesson

Motivation:Sing,“Head,Shoulders,KneesandToes”(seeAppendixE)

Information:Gooverbodyvocabulary:face,eye,nose,mouth,ear,hair,arm,leg,hand,finger, foot, toe and all of their plurals. Go over clothing vocabulary: shirt, dress, pants, socks,shoes,jacketandhat,t-shirt,bathingsuit,gloves,scarf.

Practice:Drawapictureofapersonontheboardandlabeltheparts.Drawclothing.

Application:Write4sentences:“Myshoesgoonmyfeet.Mypantsgoonmylegs.”

Materials:None

Medium Lesson

Motivation:Teacherpointstobodypartsonselforachild,andchildrenmustsaywhatthepartsare.

Information:Writethebodypartsontheboardwithtranslation.Inanotherlist,writeclothingvocabulary:shirt,dress,pants,socks,shoes,jacketandhat,scarf,gloves,bath-ingsuit,t-shirt.Childrenshouldcopybothsetsofwords.

Practice:Childrenshouldmatchbodyparttopiecesofclothing.Forexample:Head—hat

Application:Childrenshouldbegintomakesentences:Iamwearingaskirt.Goaroundtheroom,andhaveeachchildsaywhathe/sheiswearing.

Homework:Copyeachwordfromthevocabularylistsandtranslateagain.

Materials:None(optional-clothingcards,abodypartsvisualaid)

Advanced Lesson

Motivation:Askchildreniftheyrememberbodyparts.Invitechildrentopointtopartstheyremember.

Information:Put togetherBaby Joeydoll.Thenask children if they cannamepiecesofclothing.Showcardsand repeatclothingwords.Children shouldwritedownthesewords.

Practice:Writeseveralpiecesofclothingontheboard:shirt,dress,pants,socks,shoes,jacketandhat,scarf,gloves,bathingsuit,t-shirtinacolumnontheboard,andthenwriteanothercolumnwiththebodypartstheygoon.Childrenmustmatchupbodypartstoclothing.

Application:Showseveralpiecesofclothing(cards).Childrenmustsortitaccordingtowhichseasonitiswornin.

Homework: Children should write 4 sentences, using the form, “A (clothing) goes ona(bodypart).”Explainwhatthismeansinnativelanguage.

Materials:Clothingcards.BabyJoey.

��

Class #5: Review My Day, Time and Professions

Daily Sentence: Iwakeupat6:30andworkfor8hours.Iamabanker.

Easy Lesson

Motivation:Askchildrenwhattimeitis.TheyshouldanswerinformItis…o’clock.

Information:Writedailyactivityverbsontheboard:togetup,toeatbreakfast,lunch,dinner,snack, toplayoutside, togotoschool, togohome,towatchTV,todoone’shomework,togotosleep.Review,andaskchildrenifanyaremissing.Ifsowritethemdown.Childrenshouldalsocopyverbs.

Practice:7:00-Igetup.8:00-Igotoschool.9:00IlearnEnglish.10:00Ieatasnack.12:00Igohome.1:00Ieatlunch.2:00Iplayoutside.6:00Idomyhomework.7:00IwatchTV.9:00Igotosleep.Reviewschedulewithchildren,andletthemcopyit.

Application:Playquickgamewithchildren.Throwthemaball,andsayaverb(inEnglishornativelanguage).Theyshouldtranslatetheverbintotheotherlanguageandtosstheballback.

Homework:Childrenwritetheirdailyschedule,usingatleast5verbs.

Materials:Ball

Medium Lesson

Motivation:Usingclock,childrenshouldtellthetimeuntiltheyarecomfortable.Remindthemofthewordso’clock,noon,midnight,morning,afternoon,evening.

Information:Pantomimeeachwordasyouwriteitontheboard.Childrenshouldwritetranslations:Togetup,togetdressed,toeatbreakfast,togotowork,towork,toeatlunch,togohome,tomakedinner,towatchTV,tosleep.

Practice:Presentseveraldailyschedules-ateacher,abusinessmanager,adriver.Makealistofotherprofessions.

Application:Childrenwillpickaprofession,andmakeadaily schedule forwhat thatpersondoes.Somechildrenmayreadtheirschedules.

Homework:Studentsshouldusetheirnewverbstowrite5sentences.

Materials:3schedules

Advanced Lesson

Motivation:Gooverthehomework

Information:Goovervocabulary:o’clock,wakeup,washmyface,brushmyteeth,eatbreakfast/lunch/dinner,gotobed,gotoschool,playandgetdressed.Reviewprofes-sions:Driver,doctor,engineer,teacher,cooketc.

Practice:Childrenshouldtalkabouttheirday.Putinorderthethingstodoeachday.Childrenshouldsaywhatjobstheirparentsdo.

Application:Writetwosentences.Myfather/motherisa….Iwanttobea...

Materials:None

Class #6: Review Animals

Daily Sentence: My friend has many pets. He has 4 dogs, 8 cats, and 21 fish.

Easy Lesson

Motivation:Sing“TheItsy,BitsySpider”(seeAppendixE)andwildanimals.Writetheirnamesontheboard.


Practice:Letchildrenmakeanimalnoisesandothersmaydecidewhichanimaltheyare.Next,saythenameofananimalandhavethestudentsmakethenoises.

Application:Havethestudentswrite4sentences.“Ilikethe___”and“Idon’tlikethe___”usinganimalvocabulary.

Materials:Picturesofanimals.

Medium Lesson

Motivation:Showpicturesofanimals.Childrenshouldnameasmanyastheycan.Askwhereseveraloftheanimalslive.Childrenshouldrespondintheform,“Elephantsliveintheforest.”

Information:MakealistofanimalsinEnglish.Thenmakealistofverbsthatareassoci-atedwithanimals:run,jump,climb,eat,drink,hunt,andgrowl.Childrenshouldcopydownnewverbs.

Practice:Practicemakingshortsentences:Usetheverb“toliketo”ortheword‘often’:“Lionsoftengrowl”.“Monkeysliketoclimb.”Ifchildrenaren’tvolunteeringsentences,pointtoachildandgivethemananimalname.Remindchildrenthattheyshouldusethepluraloftheanimalname,becausetheyaremakinggeneralstatements.

Application:Playagame:Guesstheanimal.Childrenshouldpantomimeananimal-nonoises,andothersshouldguesswhatitis.

Homework:Write5sentencesusingnewverbs(asinthepracticesection).

Materials:None

Advanced Lesson

Motivation:Showdomesticandwildanimalsposter.Askchildrentonameasmanyani-malsastheycan.

Information:Teachbodyparts ofAnimals.Then teach the interrogative form:Does amonkeyhaveatail?Dobirdshavefur?

Practice:Setupcolumnsofwordsontheboardandmakesillysentences.Example(pleasewritemorewordsinactualactivity):

Do

Does

you

giraffes

go

elephants

chickens

arooster

fish

amonkey

have

live/s

eat

toschool?

tails?

inthewater?

fur?

eatmeat?

4legs?

Application:Playgame:I’mthinkingofananimal…Ithas(atail,4legs,etc.)Itisbrown,ithaswings….Childrenmustguesstheanimalthattheteacherisdescribing.

Homework:Write3questionsandanswerthem.

Materials:ZooPoster,FarmPoster

��

Class #7: Our World (Large Geographic Features) Vocabulary Overview

Daily Sentence: Let’slearnaboutourworld.Itsureisbig.

Easy Lesson

Motivation:Lookatamapoftheworld.Askchildren“Whatisit?”Teachthewordsmap,Earth,andworld.

Information: Introduce World vocabulary: continent, land, island, water, lake, river,ocean,mountainanddesert.Askchildrenwhichotherwordstheyneedtoknow-forest,jungleetc.

Practice:Lookatdifferentmapsordrawamapontheboard-notoftheworld,butonethatrepresentsthevocabularywords.Askthestudentstopickoutlakes,rivers,oceansandmountains.Playagamewhereonechildperteamcomestothefrontoftheroomandtriestobethequickesttosaywhatteacherispointingto.

Application:Childrenwritethenewwordsintheircopybooks,translatethem,anddrawalittlepictureafterthemsotheycangobackandeasilyseethewords.

Materials:Mapsorglobe

Medium Lesson

Motivation:Showpicturesofgeographicalfeatures:adesert,alake,anoceanetc.Askchildrentohelpyoumakealistofothergeographicalfeatures:continent,land,island,water,river,ocean,mountain,forest,andjungle.

Information:Translate thesewords, and let childrencopy them into their notebooks.Reviewthe‘tobe’verbandteach‘tobelocated’.

Practice: Speak about Uzbekistan. For Example: 2 deserts are located in Uzbekistan.ThereareriversinUzbekistan.ThereisoneislandinUzbekistan.Teachershouldprovidethe first few sentences, and after that children should give them. Write all sentences down.Ifchildrengiveincorrectsentences,writethemasthechildsaysthem.

Application:Withchildren,reviewsentences,andmakechangesiftheyareincorrect.Studentsshouldcopythemdownandtranslatethem.

Homework:Givechildren5wordswithmixedupletters,andaskthemtounscramblethemforthenextclass:sreedt-desert,teconnitn-continent,dlasin-island,noeac-ocean,tunomian-mountain

Materials:Picturesofgeographicalfeatures

Advanced Lesson

Motivation: Lookatmap. childrenmay call out features of themap suchas country,state,border,mountain,lake,river,oceanetc.

Information:Tellchildrentheyaregoingtolearnabouttheworldanddifferentenviron-ments.Givestudentsvocabulary:land,ocean,sea,river,lake,mountains,desert,hill,Earth,continent,island,plain.Askchildrentolistanymorewordstheycanthinkof(forlarge features only- not flowers, stones, etc.)

Practice:Drawabasicmapontheboardwithgeologicalfeaturesfromvocabulary.Thendrawaboxwhichwillbethemapkey.Childrenshoulddecidewhatsymbolsstandforwhichfeaturesonthemap.

Application: Look at the map again. Teacher calls out a country, and child must find it and decidewhatgeologicalfeaturesithas.Makesurechildrenusetheform“(Country)has___,___,and___.Itdoesnothave___.

Homework:WritealistofgeographicalfeaturesinUzbekistan.

Materials:Largeworldmap


Class #8: Our World (Small Scale Environment)

Daily Sentence: TohelpsavetheEarth,weneedtothrowawayourtrashandgrownewtrees.

Easy Lesson

Motivation:Showanaturescene-speakaboutthedifferentthingsinthepicture.Writedownwordsthatchildrensay.

Information:Introducenaturewords:nature,trees,plants,rocks,soil,sand,grass,sky,animals,stream.Remindstudentsoftheverb‘tolive’.Reviewweatherwords.

Practice:Makealistofallthevocabularyfromsmall-scaleenvironmentandlarge-scalegeographical features.Reviewwords togetherand translate.Children shouldpracticepronouncingthewords.

Application:Drawalargecircle,thenalargercirclearoundthat,andoneevenlargercirclearoundthat.Tellchildrenthatthecircleinthemiddleistheearth.Thenextcircleisforthingsthatareontheearth,andthebiggestcircleisforthingsinthesky.Childrenshouldcategorizewords,oneatatime:forexamplemountain,ocean,andcontinentgoin the earth circle, tree, rock, flower, go in the next circle, and bird, sky and weather wordsgointhelastcircle.

Homework:Childrenshouldlookoutoftheirwindowathomeandmakealistofthingsthattheysee.

Materials:Pictureofanaturescene

Medium Lesson

Motivation:Checkhomeworkandreviewvocabulary.Askthemtothinkaboutwhatthingsare located in those geographical features. Trees, rocks, flowers etc.

Information:Introducenaturewords:nature,trees,plants,rocks,soil,sand,grass,sky,animals,stream.Remindchildrenoftheverbtolive.

Practice:WriteCity,Mountains,Desert,Forestontheboard.Childrenshouldseparatenewvocabularywordsaccordingthewheretheyarefound.Encouragethemtouseani-malwords,andwordsfromotherlessons.

Application:Childrenshouldpickoneofthe4environmentsandwriteaparagraphaboutit.Usetheverb‘tohave’,“Thereis/are…”andthepreposition‘in’.

Homework:Finishthisparagraph.

Materials:None

Advanced Lesson

Motivation:PlayAroundtheWorldwithnewvocabulary.

Information:Revieworteachenvironmentvocabulary:nature,trees,plants,rocks,soil,sand,grass,sky,animals,andstream.Introduceverbs:tothrow,tohelp,tosave,touse&togrow.

Practice:Gothroughthenewverbsandconjugatethem.Makesentencesontheboard.Writedownwhatchildrensay,andthencorrectsentencestogether.Childrencopydownsentences.

Application:Writethreesentencesusingthenewverbsandthreedifferentpronouns.

Materials:None

��

Class #9: Pollution

Daily Sentence: Pleasedon’tpollute.Itmakesourbeautifulearthlookugly.

Easy Lesson

Motivation:Innativelanguage,tellchildrentheywilldiscusspollutiontoday.Askchil-drenwhatpollutionis.

Information:Makeawordwebwithpollutioninthemiddle,andwritethewordsthatchildrensayaboutpollutionaroundthemainword.Connectthewordswithlines.Chil-drenshouldcopyit.Translatethewords.Leadchildrentospeakabouttrash/garbage(synonyms), air pollution (smoke from factories, burning garbage, smoke from cars),waterpollution(dumpinggarbageandchemicalsinthewater)

Practice:Askchildrenwhypollutionisbad(thiscanbedoneinnativelanguage).Breath-ing bad air, eating bad fish or meat and drinking bad water can make us ill, and it is ugly tosee.

Application:Takewordsfromthewordweb:factory,garbage,tolitter,todie,smoke,dirty,clean,tothrowaway,pollution,andplaywordshapegame.Iftime,playTic-Tac-Toewithnewwords.

Homework:Childrenshouldwrite3sentencesaboutpollution.

Materials:None

Medium Lesson

Motivation:Talkaboutpollutioninnativelanguage.Talkaboutwhathappenstouswhenwebreathepollutedair,andeatfoodfrompollutedplaces,ordrinkdirtywater.

Information:Teachthewords:garbage,tolitter,tokill,smoke,dirty,clean,tothrowaway,pollution,tomakeoneill.

Practice:Together,makesentencesontheboard.Thesecanbeaboutlitter,theenviron-mentorourworld.Idonotlikegarbage.Pollutionisugly.Dirtyairmakesmeill.Pollu-tion kills trees and animals. Dirty water makes me ill. There are 4 Oceans, the Pacific, Atlantic,IndianandArtic.Etc.

Application:Inpairs,studentsshouldwritesentencesfromtheboardonpiecesofpaper,andthencutthemout.Theyshouldpassthesescrambledsentencestoanothergroupofchildrentoputinorder.Whentheyareinorder,childrenshouldwritethesentenceintheirnotebooks.Theymaypassthemtoanotherpair,tounscramble.Pass1-2moretimes.

Homework:Translatesentencesfromnotebooks.

Materials:scissors

Advanced Lesson

Motivation: Look at 2 pictures. One of a beautiful forest/lake scene, the other withgarbage, smoke and dead/dying nature.Ask what could cause this change. Teach tochange.

Information:Introducevocabulary:factory,garbage,tolitter,todie,smoke,dirty,clean,throw,pollution

Practice:ReadParagraph:

Pollution In nature there are many beautiful things. People like to go to the mountains or the sea for a rest and look at the beautiful nature. But, if people throw garbage in the water, and if factories make smoke and throw chemicals into the water or forests, nature will be dirty. Many animals and plants will die. It is difficult to breathe dirty air. Many people will be ill. It is important to throw garbage in one place, and keep our beautiful world clean.


Teacher should go throughparagraphwordbywordand if students don’t understandthem,underline.Thenstudentsmaylookupwords.

Application: Test for understanding: It is not difficult to breathe dirty air. People like beautifulnature.Youcangotothedesertorthecityforarest.Plantsandanimalscandiefromgarbageandpollution.Factoriesmakepollution.True/False

Homework:Write3sentenceswiththenewvocabulary.

Materials:2pictures,onepolluted,oneclean

Class #10: Our World and Amounts (many, a lot, few, much)

Daily Sentence: InAmericatherearemanytrees,lakesandrivers.InUzbekistantherearemanyrivers,mountainsanddeserts.

Easy Lesson

Motivation:PlayAroundtheWorldorBallTossTranslationgamewithenvironmentvo-cabulary.

Information:Reviewenvironmentvocabularyontheboard.Introduceamountvocabulary:many,few,some,no,alittle,andalot.Remindchildrenofthephrase“Thereare…”

Practice:Childrenshouldmakesentenceslike:Therearemanytreesin(town).Therearenolakesin(town).

Application:Writethreesentencesusingamountandenvironmentvocabulary.

Homework:Translatethesentencesfromclassintonativelanguage.

Materials:None

Medium Lesson

Motivation: Show several pictures of nature scenes. Point topictures anddescribe innativelanguagethepictureswithamountwords.Therearemanytrees,thereisalotofwater,Therearenopeople.

Information:Reviewforms“Thereis,thereare…”thenintroduceamountwords.Write:much,alotof,many,notmuch,few,alittle,no.Translate.Explainthatmanyisusedforcountableitemsandmuchisusedfornon-countableitems(water,grass,happiness,etc.)Manyandfewareusedwithpluralwordsandtheformoftobe‘are’.Alittle,alot,none,muchandnotmuchareusedwithsingularwordsandtheformoftobe‘is’.Childrenshouldwritenewwordsintheirnotebooks.

Practice:Makealistwiththechildrenofvocabularywords,andwhenlistisdone,askchildrentowriteanappropriateamountwordnexttoeach.

Application: Children should pick 5-6 of the words from the list and write sentenceswiththemusingtheamountwordwrittennexttoit.Somechildrenmayreadtheirsen-tences.

Homework:Childrenshouldmakelistsofwordsthatcanbeusedwitheachoftheamountwords.

Materials:Picturesofnaturescenes

Advanced Lesson

Motivation: Show children a map of the world. Talk about what things you find in Nature. Thentalkaboutotherthingsyouseeonthemap.

Information:Introducetheamountwords:many,alotof,few,much,none,alittle,notmuch.Explainthedifferencebetweenmanyandmuch.Manyisusedforcountableitemsandmuchisusedfornon-countableitems(water,grass,happiness,etc.)Manyandfewareusedwithpluralwordsandtheformoftobe‘are’.Alittle,alot,no,muchandnotmuchareusedwithsingularwordsandtheformoftobe‘is’.

��

Practice:Childrenshouldusetheamountwordsinsentences.Giveanexample.Therearemanytreesintheforest.(Showpictureifavailable)Askthemtogiveexamplesofsentences.

Application:Askchildrentocompletethesentences,insertingthecorrectamountword.Makemoresentencesforlesson.

Thereare_______treesintheworld.

Thereis________raininthedesert.

Arethere______rocksinthedirt?

Doeshehave________moneyor______ofmoney.

_____peopleareinterestedinGeography.

________peoplehavebeentoAntarctica.

Homework:Make4sentencesusingtheamountwords.

Materials:mapoftheworld

Class #11: Environment and Adverbs

Daily Sentence: Thesunisshiningbeautifullyandthewindisblowingstronglytoday.

Easy Lesson

Motivation:Reviewvocabularywords.Childrenstandup.Goaroundtheroom,andhaveeachchildsayonewordfromthevocabulary.Whenachildcan’tthinkofawordwithin5seconds,heorshesitsdown.Don’trepeatwords.Whenallvocabularywordsareusedandmorethan5childrenarestillstanding,youmayusevocabularyfromanothertopic.

Information: Introduce verbs for natural features: to shine(sun), to blow(wind), toflow(water), to grow(plants, flowers, grass). Children should copy these words and orally conjugatethem.Writethemontheboardinpast,presentandfuturetenseforchildrentocopy.Thenremindchildrenaboutadjectives.Reviewadjectives,andmakesurethefollowingareinthelist-beautiful,bright,hot,cold,quick(fast),slow,cleanetc.Teachchildrenthatifyouwanttodescribeanaction,yousimplyputa–lyontheendoftheadjectiveandsaythewordbeforeoraftertheverb.Writeanexample.Thechildreadsslowly.Childrenshouldcopydownadjectivesandthenwritetheadverbnexttoit:quick-quickly

Practice:Teacherandstudentsshouldmakesentencestogether,usingadverbs,verbsandvocabularywords.Childrenshouldcopydownsentences.

Application:Childrenshouldtrytowritesentencesusingadverbs.Seewhocanwritethemostsentences.

Homework:Childrenshouldtranslatesentencesfrompracticesection.

Materials:None

Medium Lesson

Motivation:Showverbs inactions (walkandtalk)Walkslowly, thenquickly, thentalkslowlythenquickly.Askchildrenwhatthedifferencewasbetweenthetwo.

Information:Whentheydescribeoneasslow,andoneasquick,usethis timetotalkabouthowwecandescribeverbs.Weuseadverbs.Adverbsareeasytomake,allyoudoistakeanadjectiveandadd–ly.

Practice:Takeseveraladjectives:quick,slow,nice,bad,new,strong,weakbeautiful,neat,clear,dark,careful.Childrenshouldmaketheadjectiveintoanadverb.

Application:PlayadverbSimonsaysorAdverbTic-TacToe(childrenmustmaketheadjec-tivesthatarewrittenintheTic-Tac-Toeboardintoanadverbinordertoputtheirteamsmarkinasquare.


Homework:Write3sentenceswithadverbs.Remindthemthattheadverbgoesinfrontoftheverb.

Materials:None

Advanced Lesson

Motivation:Showverbs inactions (walkandtalk)Walkslowly, thenquickly, thentalkslowlythenquickly.Askchildrenwhatthedifferencewasbetweenthetwo.Explainthatwehaveadjectivethatdescribeactions.

Information:Teachchildrenhowtomakeadverbs.Theyshouldtakeanadjectiveandadd–lytotheend.Explainthatonlysomeadjectivescanbeused,becausetheyhavetobeabletodescribeanaction:quick,slow,nice,bad,new,strong,weak,beautiful,neat,clear,dark,careful.Childrenshouldmakeeachintoanadverbontheboard.

Practice:Childrenshouldcomeupwithalistofverbsthatcanbeusedwiththeadverbsthatyouwrote.

Application:Childrenshouldpick5verbsandadverbsandwritesentenceswiththem.

Homework:Reviewspellingforvocabulary

Materials:None

Class #12: Environment and past/ present and future verbs

Daily Sentence: Theearthhaddinosaurs,andnowtherearelotsofpeople.Whatwillthefuturebe?

Easy Lesson

Motivation:Quickspellingtest.Lookattwopictures.Oneofacaterpillarandoneofabutterfly. Tell students that one is before, and one is after. Label them, and see if stu-dentscanrememberthemeaningsofbeforeandafter.

Information:Reviewthepastand future tenses.Writeseveralverbsontheboard:ToThrow,ToHelp,ToSave,ToUse&ToGrow.

Practice:Turnsentencesintothefutureandpasttense.Writeabout5sentencesontheboard.Childrenshouldwritetheminpast,presentandfuturetenses.

Iwalktothestore.Igotoschool.Ihaveacat.TheEarthhasmanypeople.Therockisinthesoil.

Application:Askstudentstodrawabeforeandafterpictureandwrite3sentencesaboutit.

Somechildrenmayreadtheirsentences.

Homework:Conjugatethefollowing:totalk,tolike,toclean,tolisten

Material: Pictures of Caterpillar and Butterfly.

Medium Lesson

Motivation:PlayBallToss.Childrenshouldsayavocabularywordandthrowtheballback.Donotallowrepeatingwords.

Information:Reviewverbswithchildren.Makealonglist.Ontheleftoftheverbwritethepasttenseformandontheright,writethefutureform.Childrenshouldcopythis.

Practice:Writeashorttextontheboard.Teachershouldreadit,thenreadinchoruswithchildren.Letseveralstudentsreadthetextbythemselves.

Our world is very big. There are 7 continents and 4 oceans. We live on the continent of Asia. We live in Uzbekistan. We are learning English now. We are learning about many animals- domestic animals like chickens, horses and sheep, and wild animal that live in the for-est or the desert- tigers, lions, elephants, snakes and insects. There

��0

is a lot of pollution in the world. Pollution is bad for us. It makes us ill. We think that garbage is ugly. Our world is beautiful. The sun shines beautifully, the trees are green, and the water is cold, fresh and blue. We love our world.

Application:Askchildrenwhichwordstheydon’tknowandunderlinethem.Makealistandtranslatethem.Translatetexttogether.Childrenshouldcopytextfromtheboard.

Homework:Translatethetextathome.

Materials:Ball

Advanced Lesson

Motivation:PlayBallToss.Childrenshouldsayavocabularywordandthrowtheballback.Donotallowrepeatingwords

Information:Reviewverbswithchildren.Makealonglist.Ontheleftoftheverbwritethepasttenseformandontheright,writethefutureform.Childrenshouldcopythislist.

Practice:Writeashorttextontheboard.Teachershouldreadit,thenreadinchoruswithchildren.Letseveralstudentsreadthetextbythemselves.

Our world is very big. There are 7 continents and 4 oceans. We live on the continent of Asia. We live in Uzbekistan. We are learning English now. We learned about many animals- domestic animals like chickens, horses and sheep, and wild animal that live in the forest or the desert- tigers, lions, elephants, snakes and insects. These wild animals often live in the trees or the mountains. In Uzbekistan we have mountains, rivers, deserts and forests. We have many green plants. We grow delicious fruits and vegetables. The nature of Uz-bekistan is very beautiful. We know there is a lot of pollution in the world. Pollution is bad for us. It makes us ill. We think that garbage is ugly. We will not throw garbage in the street. Our world is beautiful. The sun shines beautifully, the trees are green, and the water is cold, fresh, and blue. We love our world.

Application:Askchildrenwhichwordstheydon’tknowandunderlinethem.Makealistandtranslatethem.Translatetexttogether.Childrenshouldcopytextfromtheboard.

Homework:Translatethetextathome.

Materials:Ball

Class #13: Our World and past/present and future verbs

Daily Sentence: Alongtimeago,noonelivedinAmerica.Now,therearemanycitiesfullofpeople.

Easy Lesson

Motivation:ReviewSeasons.

Information:Askchildrentomakealistofverbsontheboard.Childrenshouldpracticespellingtheseverbs

Practice:Reviewpast,presentandfutureverbtenseswithverbsfromthelist.Include:to grow, to shine, to flow, to rest, to go etc.

Application:Studentsshouldthinkaboutthelastyear.Theyshouldwrite6sentences,2abouttheseasonsinthepast,2inthepresent,and2aboutthingsthatwillhappeninthenextseason.Theysentencesshouldbeaboutnature.Example:Inspring,therewereflowers and the grass was green. In the summer, it was very hot, and we went to the mountains.Now,infall,theleavesareyellow.Inthewinteritwillbesnowy.Itwillbecoldoutside.

Homework:TranslatethesentencesthatchildrenwroteinEnglishintonativelanguage.


Materials:None

Medium Lesson

Motivation:Reviewvocabularywords.Childrenstandup.Goaroundtheroom,andhaveeachchildsayonewordfromthevocabulary.Whenachildcan’tthinkofawordwithin5seconds,heorshesitsdown.Don’trepeatwords.Whenallvocabularywordsareusedandmorethan5childrenarestillstanding,youmayusevocabularyfromanothertopic.

Information:Reviewpast,presentandfutureverbtenseswithseveralverbs.Include:togrow, to shine, to flow, to rest, to go etc.

Practice:Childrenshouldwritetexttogetherwithteacheronatopic.Forinstance,ifthereisaparkintown,thetextmaybeadescriptionoftheparkineachseasonofthisyear.Firstdescribewhatisintheparkandhowitlooks,thenwriteabouthowitlooksin different seasons. “In the fall, the park was cool, and there were no flowers. The treeswereverytall,andtheleaveswereyellow.Thereare…”Youmayalsodescribetheschool,orplayground.

Application:Childrenshouldcopytextandtranslate.

Homework:Finishtranslationforhomework.

Materials:None

Advanced Lesson

Motivation:ReviewHomework.

Information:Reviewpast/futureverbs,andthenintroduceafewirregularverbs(see,sleep,speak).Tellchildrentheyaregoingtoworkonfuturetensequestionstoday,andthenpasttensequestionsalittlelater.Futuretensequestions“Doyou…”becomes“Willyou…?”Explainthatwhentheylistentoquestions,theyneedtolistenforcluesastowhetheritwaspasttense,presenttenseorfuturetense.Thebiggestfuturetenseclueisthewordwill.Alsolistenandlookforwordslikelater,tomorrow,orafter.

Practice:Childrenshouldcopyallofthisinformation,andthenanswerquestions.“Willyougotothestore?Willhewalktoschool?Willwegotothezoo?Willyousleeplater?After lunch,whatwillyoudo?”Writeanswerstoeachquestion.Childrenshouldcopysamplequestionsandanswers intocopybooksaswell as futureword indicators.Givechildrenafewminutestowriteafuturetensequestion,andthengoaroundtheclass,eachchildaskingaquestion,andthenextansweringit.

Application:PlayAroundtheWorldwithverbs.Teachersaysfuturepastorpresent,thena verb. The first child to answer, moves on to challenge the next child.

Homework:Write3futuretensequestionsandanswerthem.

Materials:None

Class #14: Review

Daily Sentence: Iwanttoreviewsomeofourvocabularywordstoday.

See Review Activities # 10,20,27,29, 30,34,39, 46,58 in Appendix B for suggested activity ideas.

Childrenshouldcopysentences,andmaketheadjectiveintoanadverb.

Thewatermoves(quick)inthestream.

Thewindblows(soft).

Thelightshinesontheocean(beautiful).

Theriverruns(calm)throughthetown.

Thefogrises(slow).

Thesunshines(brightly/dimly).

��

The airplane flies (slowly/ quickly) over the desert.

Therocksfall(dangerous)offthemountain.

The bird flies (safe) through the air.

Children should copy the sentences and fill in the amount word.

Thereare____treesintheforest.(many)

Thereare______lakesinthedesert.(feworno)

Thereare_______oceansintheworld.(few)

InUzbekistan,thereare(few/many)mountains.

Thereare(some/many)birdsintheair.

Thereare(no/some)pigsintheocean.

Theare(some/many)riversinUzbekistan.

________peopleliveinRussia.(Many)

_______peopleliveinAntarctica.(No)

Thereare(no/some)housesintheocean.

EnvironmentandtheWorld.Childrenshouldwritethesentences,andwritetrueorfalse,orpicktherightword.

T/F Therearemanytreesinthedesert.

T/F Birds fly in the rivers.

T/F Fishswimintheocean.

T/F Treesareintheforest.

Iliketodrink(water/grass).

I have a beautiful (flower/ continent).

Lookatthegreen(grass/desert).

The(ocean/lake)isverybig.

The (flower/ rock) is hard.

The(tree/river)islong.


Easy Lesson

1-5. Translate:country,lake,river,continent,island

6. Trees(togrow)inthesoil.(grow)

7. Pollutionis(good/bad).

8. Thereare(many/few)treesinthedesert.

9. Thereis(many/alot)ofwaterintheocean.

10. Thesunisshining(bright)today.(brightly)

Medium Lesson

1-5. Translate:country,lake,river,continent,island

6. Thereare(16/7)continents.

7. Flowers(togrow)intheforest.(grow)


8. Thereare(much/many)birdsinthesky.

9. Thereisa(few/little)windtoday.

10. Thecarisgoing(quick).(quickly)

Advanced Lesson

1-5. Translate:mountain,sea,hill,river,continent

6. Aseais(bigger/smaller)thananocean.

7. Pleasedonot(tothrow)garbageintheforest.(throw)

8. (Many/Much)peoplelovenature.

9. Thereare(afew/alot)ofpeopleinUzbekistan.

10. Thewindblows(strong)inthemountains.(strongly)

Class #16,17: Halloween


��

Semester 2Class #1: Review Environment and future tense

Daily Sentence: HowwasHalloween?DidyougoTrick-or-Treating?

See Review Activities #10,20,27,29, 30,34,39, 46,58 in Appendix B for suggested activity ideas.

Class #2: My Town Vocabulary Overview

Daily Sentence: InmytownIlivenearthepharmacyandtheschool.

Easy Lesson

Motivation:PlayenvironmentvocabularyAroundtheWorld.

Information: Introduce vocabulary: post office, theater, drug store, school, store, park, building, bank, and mayor’s office. Ask children to list the places in their town. (stop after15-20words)

Practice:Childrenshouldwritedownnewwordsandtranslations.Practicesayingthenewwordstogetherandsomechildrenbythemselves.

Application:Write5sentences:“Inmytownthereis…”“Therearemany...”Usingmytownvocabulary.Somechildrenreadtheirsentences.

Homework:Choose4places,andwritewhatprofessionworksinthoseplaces.Forex-ample,“Doctorsworkinthehospital.”

Materials:None

Medium Lesson

Motivation:Reviewdaysoftheweek,today’sdate,colorsandpracticenumbersto30.

Information:Reviewthe‘togo’verbinpast,presentandfuturetense.Showlargetownmap.Askchildrenwhattheysee.Makealistofnewvocabulary.

Practice:Childrenshouldpracticesayingthesenewwordsandtranslatingthem.

Application:Divide theclass into2 teams.Oneperson fromeach teamcomes to thefront.Teacherpointstoaplace,andchildrenshouldsayitsname.Whoeverisquickergetsapointfortheirteam.Or,teachercangiveawordinEnglishandchildreneachtryto translate it first.

Homework:Childrenshouldwrite5sentencesinthefuturetensethatdescribegoingtoaplaceintown.

Materials:Mapoftownwith20-30differentbuildings-labeled

Advanced Lesson

Motivation:Showchildrenmapoftown.Readthelabelsforthebuildingstogether.

Information: Write the words and translations on the board. Children write down allwords.

Practice:Eraseallwords,andwritevocabularywordsontheboardwithlettersmissing.Children should fill in the letters.

Application: Play Simon Says with commands and verbs. Teacher leads the first few games, andthenletchildrenalsoleadthegame.


Homework:Choose4places,andwritewhatprofessionworksinthoseplaces.Forex-ample,“Doctorsworkinthehospital.”

Materials:Mapoftownwith20-30differentbuildings-labeled

Class #3: Town with Amounts

Daily Sentence: Therearemanytreesandlakesinmytown.Itisbeautiful.

Easy Lesson

Motivation:Askchildrenifthereisonlyoneschoolintown,onlyoneriver,onlyonepostoffice. They should answer in the form: “There are… post offices in town.” “There are noriversintown.”

Information:Writethedifferentplacesintownontheboard.Childrenshouldreadthemtogether.Thenwritetheamountwords-many,much,afew,alittle,notmuch,notmany,no,some.Translatetogether.Childrenshouldrememberthese.

Practice:Askchildrentowritesentencesontheboardusingamountwords.Write5-10sentences.Ifthechildrenwritethemincorrectly,leavethemuntilallthesentencesarewritten.

Application:Together,correctthesentencesiftheyhaveerrors,andwritethemdown.Thenchildrenbegintotranslate.

Homework:Finishtranslations.

Materials:None

Medium Lesson

Motivation: Review Our World vocabulary, especially words such as flowers, trees, hills, rivers,etc.

Information:Writethedifferentplacesintownontheboard.Childrenshouldreadthemtogether.Thenwritetheamountwords-many,much,afew,alittle,notmuch,notmany,none,some.Translatetogether.Childrenshouldrememberthese.

Practice:Askchildrentowritesentencesontheboardusingamountwordsandthetownvocabulary.

Application:Childrenshouldre-writesentencesfromtheboardwiththeoppositeamountword.Ifstudentwrote:Therearefewplantsinthedesert,therewrittensentenceshouldbe: There are many plants in the desert. If children finish early, the teacher should erase thesentencesandplayagame.Teachersaysasentence,andchildrenmustdecideifitistrueorfalse.

Homework:Childrenshouldwrite4sentences,3trueand1false.

Materials:None

Advanced Lesson

Motivation:Reviewcolors,daysoftheweek,askchildrenthedatetoday,andreviewnumbersto30.

Information:Reviewamountwordswithchildrenandaddafewnewones:many,much,afew,alittle,notmuch,notmany,no,some.

Practice:Goaroundtheroomandaskeachchildtomakeasentenceusingtheamountwords.

Application:Childrenshouldwriteacompositionabouttheirtown.Itshouldbeatleast10sentenceslong.

Homework:Forhomework,childrenshouldswitchpapers,andtrytocorrectmistakesthatweremade.Studentsmustbecarefulwiththepapers,andusepenciltowritethecorrections.

��

Materials:None

Class #4: My Town with directions and prepositions

Daily Sentence: Togettomyhouse,togostraightpastthebank,turnleftatthestoreandturnrightatthepark.

Easy Lesson

Motivation:Quicklyreviewtheverb‘togo’inthecommandform.Showcardswithdi-rectionwords:turn,turnaround,left,right,through,straight,passby.Childrenshouldstandandpracticemovingwiththedirection.

Information:Writewordsdown.Lookatprepositionposter.Discuss.

Practice: Lead children around the town poster. They should use their finger to trace go inthedirectionyousay.

Application:Together,drawamapoftheschool,andthesurroundingarea.Childrencopythismap,anddrawaline,showingtheirwaystoschoolfromtheirhouses.

Homework:Childrenshouldwritealistofalltheplacestheypasstogettoschool.

Materials:Prepositionsposteranddirectioncards

Medium Lesson

Motivation:Childrenshouldreadtheirhomework,andotherchildrenmustdecidewhichsentence is false. If children did not do homework, or you finish quickly, play Around the WorldwithMyTownvocabulary.

Information: Review vocabulary: post office, theater, drug store, school, store, park, building, bank, mayor’s office etc. Review direction vocabulary: straight, left, right, turn,street,up,down,stopandpassby.

Practice:Directthestudentstofollowdirectionsusingamapontheboard.Havetheotherchildrenintheclassshoutoutdirections.

Application:Writebeginningplacesandendingplacesfromthemapontheboard,onpiecesofpaper.Foldpapers.Inviteapairofchildrentotheboard.Onepicksapieceofpaper,andmustsay:“Beginatthe…”Thenthechildmustgivedirectionstoreachtheendingplace.

Homework:Childrenshouldchooseaspotoutside,andwritewhattheyseewhentheylook:straight,totheleft,totheright,andwhentheyturnaround.

Materials:Mapoftown,orothermap,andpiecesofpaperwithbeginningandendingplaces.

Advanced Lesson

Motivation:Lookatcorrectedcompositions.Studentsmaymakecorrectionsoraskteach-eriftheyareunsure,orteachermaycollectcompositionsandcorrect.

Information:Lookatprepositionpicturesorposter.Writethetranslationsfortheprepo-sitionsanddecidewhichonesareusefulfordirections.Teachthewordsstraight,left,right,turn,turnaround,passby,up,downandstop.

Practice:Givethestudentsseveralvocabularywordswithscrambledletters.Theymustunscramblethewordtotellyouwhichitis.

Application:Studentsshouldwritewhattheyseewhentheylook:straight,totheleft,totheright,andwhentheyturnaround.Totheleft,Isee….Totheright,Isee…Encouragethemtouseadjectivesandwritemorethan1thingthattheyseeforeachdirection.

Homework:Childrenshouldwritedirectionsforhowgotoschool.

Materials:Picturesofprepositions,eitherinaposter,orlabeledcards.


Class #5: Directions

Daily Sentence: Let’slearntofollowdirectionstoday.

Easy Lesson


Information:Reviewvocabulary-directionwords,prepositions,andteachNorth,South,EastandWest.Tellchildrenthattheyaregoingtodictateamaptotheteachertoday.

Practice:Drawalargesquareontheboard,anddrawtheschoolinthemiddleofit.Eachchildshouldaddoneelementofthemap.Makesureallchildren’shousesareonthemapandlabeled.

Application:Studentsshouldwritesentencesaboutthemap:1describingwheretheirhouseis,1describingwhereafriend’shouseand1setofdirectiononhowtogotoan-otherplaceonthemapfromtheschool.

Homework:None

Materials:None

Medium Lesson / Advanced Lesson

Motivation:CheckHomework.

Information:Reviewvocabulary-directionwords,prepositions,andteachNorth,South,EastandWest.Teachtheword‘step’-‘astep’.

Practice:Givechildrenashort spelling testwith thewords fromTownandDirectionsvocabulary.

Application:Givestudentspiecesofpaperwithwrittendirectionsonthem,whichtellthemtostartinoneplaceintheclassroom,andgosomewhereelse.Hideobjectsindifferent places around the room for the children to find. Example: Stand at the door. Gostraightfor5steps.Turnleft,andpassby3desks.Thenturnright.Gostraightfor2steps.Sitdown.Looktotheleft.Thereisyourprize!

Homework:None

Materials:5-8piecesofpaperwithdirections-placeitemsintheroomforchildrentofind.

Class #6: Town with directions

Same lesson for all levels

Daily Sentence: Thisclassshouldbeextrafunforeveryone.

Instructions:Childrenshouldreviewalltownvocabularyanddirectionvocabulary.Onechildwillbeblindfolded,andteacherdirectshimorheraroundtheclass.Afterseveraltries,studentsshouldstarttodirecteachother.Teachthewordstep-takeonestep.Takeone big step. Take 2 small steps. Then set items (from the classroom) on the floor and studentsmustdirecteachotherthroughtheitemswithoutsteppingonthem.

Homework:None

Materials: blindfold, items to place on the floor

��

Class #7: Thanksgiving

Daily Sentence: IloveThanksgivingbecauseIlovetoeatturkey!


Class #8: Review

Daily Sentence: Thanksgivingisthisweek.Whatareyouthankfulfor?

See Review Activities # 11,17,23, 25,26,27,30,31,34 in Appendix B for suggested activity ideas.

Childrenshouldcopythesentencesandputinthecorrectplacenames.

Igetmoneyatthe______.(bank)

Shedoesnotliveinahouse,shelivesinan_______.(apartment)

He sends a letter from the _____. (post office)

Weliketoeatatthe(café/restaurant)

Whenyouareill,yougotothe________.(hospital)

Thecardrivesonthe_______.(street/road)

Timorbuyseggsatthe_______.(store)

EverydayIlearnatthe_____.(school)

Igetmyteethcleanedatthe_______.(dentist)

Everydayweplayatthe______.(park)


Easy Lesson

1-5. Translate:hairdresser,school,factory,pool,bank

6. Thereare(many/much)streetsinourtown.

7. Thereare(no/many)restaurantsinmyschool.

8. Thereis(alotof/many)waterinthelake.

9. Therearetrees(in/under)thepark.

10. Iliketowalk(on/to)thestore.

11-15.Translate:right,left,straight,turn,stop.

Medium Lesson

1-5. Translate:restaurant,factory,cinema,apartmentbuilding,dentist

6. Thereare(many/much)streetsinourtown.

7. Thereare(no/many)restaurantsinmyschool.

8. Thereis(alotof/many)waterinthelake.

9. Yougo(by,through)thehouse.

10. Iwillgo(under,to)thestore.

11-15.Translate:right,left,straight,turn,stop.


Advanced Lesson

1-5. Translate:dentist,hospital,factory,cinema,pool

6. Thereare(no/many)cowsinmyhouse.

7. Wehave(many/much)money.

8. Youhave(much/alot)offriends.

9. Youwent(in/through)thelake.

10. Theteacherworks(on/in)theschool.

11-15.Translate:right,left,straight,turn,passby

Class #10: My Country Vocabulary

Daily Sentence: Uzbekistanisourhomeland.Weloveourcountry.

Easy Lesson

Motivation:LookatamapofUzbekistan

Information:Reviewnaturevocabulary-mountains,deserts,rivers,forests,city/ies,tobe located, to live, to grow. Introduce the vocabulary. Our/ the President, country, flag, anthem,border,neighbor,cotton,capital.

Practice:Make2listsofwords,1inEnglish,1innativelanguage.Childrenshouldmatchwordswithtranslation.

Application:Reviewpossessiveadjectives,especially‘our’.Studentsshouldtrytomakesimplesentenceswithvocabularywords.OurPresidentisIslomKarimov.Wegrowcottonin Uzbekistan. The capital of Uzbekistan is Tashkent. Our flag is blue, white and green. OuranthemisSirkaYosh.Kyrgystanisourneighbor.

Homework: Give children scrambled words- desitenrep- president, glaf- flag, pltiaca- capital,drreob-border

Materials:MapofUzbekistan

Medium Lesson


Information:Reviewnaturevocabulary-mountains,deserts,rivers,forests,city/ies,tobe located, to live, to grow. Introduce the vocabulary. President, country, flag, anthem, border,neighbor,cotton,capital

Practice:Listthewordsonboardandreadtogetherwithstudents.Studentsshouldreadthemagain,bythemselves,andthenclosetheireyesasteacherremovesoneword.Thestudentsshouldreadthelistagain,andremembertheerasedwordwhentheyareread-ingthe listofwords.Repeatuntilallwordsaregone.PlayquickBallTossTranslationgame.

Application:Askthequestions:WhoisthePresidentofUzbekistan?WhichriversareinUzbekistan?WhichdesertsareinUzbekistan?WhichvalleyisinUzbekistan?WhatdowegrowinUzbekistan?Answerquestionstogetherontheboard,andchildrenshouldwritethequestionsandanswersintheircopybooks.



Advanced Lesson


��0

Information:Reviewnaturevocabulary-mountains,deserts,rivers,forests,city/ies,tobe located, to live. Introduce the vocabulary. President, country, flag, anthem, border, neighbor,capital,cotton,scientist,writer,famous,GreatSilkRoad,andIndependenceDay.

Practice:Children should say sentencesaboutUzbekistan innative language.Teacherwritesthemontheboard,andteacherandstudentstranslatetogether.

Application:Askthequestions:WhoisthePresidentofUzbekistan?WhichriversareinUzbekistan?WhichdesertsareinUzbekistan?WhichvalleyisinUzbekistan?WhatdowegrowinUzbekistan?Answerquestionstogetherontheboard,andchildrenshouldwritethequestionsandanswersintheircopybooks.



Class #11: My Country and Adjectives and Prepositions

Daily Sentence: Mycountryhasyellowdeserts,greenvalleys,andtallmountains.

Easy Lesson /Medium Lesson

Motivation:ReviewPrepositions.

Information:MakealistofcitiesinUzbekistan.Reviewthedirectionwords:north,southeast,andwest.Reviewadjectives:beautiful,modern,old,big,small,busy,traditional.

Practice:Matcheachmajorcitywiththeappropriatedirection.Forexample,Nukusisinthenorth,Tashkentisintheeast,Karshiisinthesouth,Buhkaraisinthewest.Useamapifnecessary.Studentsshouldthenmakesentencesusingthe‘tobelocated’verb,anad-jective,andacityname.Example:Karshiislocatedinthesouth.Itisasmall,traditionalcity.Makeasentenceforeachcity.Childrenshouldcopythesesentences.

Application:DrawtheshapeofUzbekistanontheboard.Childrenshouldwrite inthenamesofthecitieswheretheybelong-don’tlookatamap!Writeoneortwoadjectiveswiththecityname.Childrenshouldcopythismapintotheirnotebooks.

Homework:Write5sentencesaboutcitiesinUzbekistan.Useanadjectiveorprepositionineachsentence.

Materials:Map

Advanced Lesson

Motivation:Reviewprepositionsanddirectionwords.

Information:Goaroundtheroom,reviewingvocabularywords.Eachchildmust sayawordwithoutrepeatingwhatanyonehassaidbefore.

Practice:WriteacompositionaboutUzbekistaninEnglish.Childrenshouldwriteabouttheirtown,aboutUzbekistan’scities,andgeography,andwhateverelsetheycanthinkof.Compositionshouldbe12sentenceslong.

Application:Translatecomposition.Studentsmayreadtheirworktotheclass.

Homework:Finishcompositionsifnecessary.

Materials:None


Class #12: Uzbekistan Past/Pres./Future Verbs

Daily Sentence: TodayyouwillreadaboutUzbekistan.Ibetyouwillknowallthewords.

Easy Lesson

Motivation:Greetchildren,andaskthedayanddate.

Information:

Readtext:WeliveinUzbekistan.UzbekistanislocatedincentralAsia.OurneighborsareKazakhstan,Kyrgystan,TurkmenistanandTajikistan.Thereare2riversinUzbekistan,theAmuDaryoandtheSirDaryo.Therearetwodeserts,theKizilKumandtheKaraKum.TheTienShanandPamirMountainsarealsoinUzbekistan.TheAralSeawasabigsea,butnowitissmall.IntheFerghanaValley,itisverygreen.Wegrowlotsoffruitsandvegetables. Our President is Islom Karimov, and our capital is Tashkent. Our flag is green, blueandwhite,withalittleredinit.Manyyearsago,UzbekistanwasontheSilkRoad,andthereweremanyfamousUzbekscientistsandwriters.Uzbekistanwillhaveaverygreatfuture.

Practice:/Application:Teachershouldreadtext,andthenstudentsshouldreadtextto-gether.Studentsshouldunderlinethewordstheydon’tknow,andteacherwilltranslate.Studentsshouldcopythetextintotheirnotebooks.

Homework:Studentsshouldtranslatetext.

Materials:None

Medium Lesson


Information:

Readtext:WeliveinUzbekistan.UzbekistanislocatedincentralAsia.OurneighborsareKazakhstan,Kyrgystan,TurkmenistanandTajikistan.Thereare2riversinUzbekistan,theAmuDaryoandtheSirDaryo.Therearetwodeserts,theKizilKumandtheKaraKum.TheTienShanandPamirMountainsarealsoinUzbekistan.TheAralSeawasabigsea,butnowitissmall.IntheFerghanaValley,itisverygreen.Wegrowlotsoffruitsandvegetables.TheweatherinUzbekistanisveryhotinsummer,andcoldinthewinter.OurPresident is Islom Karimov, and our capital is Tashkent. Our flag is green, blue and white, withalittleredinit.Uzbekistanisaverybeautifulcountrywithveryfriendlypeople.Manyyearsago,UzbekistanwasontheSilkRoad,andthereweremanyfamousUzbekscientistsandwriters.Uzbekistanwillhaveaverygreatfuture.

Practice:/Application:Teachershouldreadtext,andthenstudentsshouldreadtextto-gether.Studentsshouldunderlinethewordstheydon’tknow,andteacherwilltranslate.Studentsshouldcopytextintotheirnotebooks.

Homework:Studentsshouldtranslatetext.

Materials:None

Advanced Lesson


Information:

Readtext:WeliveinUzbekistan.UzbekistanislocatedincentralAsia.OurneighborsareKazakhstan,Kyrgystan,TurkmenistanandTajikistan.Thereare2riversinUzbekistan,theAmuDaryoandtheSirDaryo.Therearetwodeserts,theKizilKumandtheKaraKum.TheTienShanandPamirMountainsarealsoinUzbekistan.TheAralSeawasabigsea,butnowitissmall.IntheFerghanaValley,itisverygreen.Wegrowlotsoffruitsandvegetables.

OurPresidentisIslomKarimov,andourcapitalisTashkent.TheIndependenceDayofUz-bekistan is September 1st. Our flag is green, blue and white, with a little red in it. Many yearsago,UzbekistanwasontheSilkRoad,andthereweremanyfamousUzbekscientists

��

andwriters.Uzbekistanwillhaveaverygreatfuture.OurfamouscitiesareSamarkand,Bukhara,andKhiva.InUzbekistan,therearemanypeople.MostofthemareUzbek,butsomeofthemareRussian,Korean,Tajik,Kazakh,andKyrgyz.WespeakRussianandUz-bek.TheweatherinUzbekistanisveryhotinsummer,andcoldinthewinter.Uzbekistanisaverybeautifulcountry,withveryfriendlypeople.

Practice:/Application:Teachershouldreadtext,andthenstudentsshouldreadtextto-gether.Studentsshouldunderlinethewordstheydon’tknow,andteacherwilltranslate.Studentsshouldcopytextintotheirnotebooks.

Homework:Studentsshouldtranslatetext

Materials:None

Class #13: Review

Daily Sentence: It’stimetogetreadyforatestbeforetheholidaysbegin.

See Review Activities # 13,14,17,31,38, 48 in Appendix B for suggested activity ideas.

Children should copy the sentences, and fill in the blanks, or write true or false.

ThePresidentofUzbekistanis________.

ThecapitalofUzbekistanis_________.

Ilearnatschoolnumber______.

ThebestrestaurantsinUzbekistanarein_______.

The2riversinUzbekistanarethe________andthe_______.

2famouscitiesinUzbekistanare_____and__________.

T/F Bukharaisaverysmalltown.

T/F TherearenoparksinUzbekistan.

T/F AmirTimurisafamousUzbek.

T/F ChirchikisthelargestcityinUzbekistan.

Children should copy the sentences, and write in the correct word, or write true orfalse.

The Uzbek flag has the colors ___, _____, and ______. (blue, white and green)

(Baytqorgon/Bukhara)isafamouscity.

T/F George Washington was the first president of Uzbekistan.

T/F Uzbekistanisaverylargecountry.

T/F TherearetwobigriversinUzbekistan.

T/F TashkentisthecapitalofUzbekistan.

T/F AllpeopleinUzbekistanspeakRussian.

Uzbekistanhas____seasons.(4)

MostofthecarsinUzbekistanare(Fords/Daewoos).

Uzbekistanhasdeliciousfruitinthe(winter/summer).



Easy Lesson

1-5. Translate:modern,old,new,traditional,west

6. Uzbekistanislocated(in/under)CentralAsia.

7. ThemountainsinUzbekistanare(orange/tall).

8. ThePresidentofUzbekistanis___.(IslomKarimov)

9. (Many/Much)peoplegrowcottoninUzbekistan.

10. The flag of Uzbekistan is ____, ____, and ____. (blue, white and green)

Medium Lesson

1-5. Translate:north,south,west,modern,cotton

6. Uzbekistan(tobelocated)inCentralAsia.(islocated)


8. TheFerganaValleyisvery(pink/green).

9. We___manyfruitsandvegetableshere.(grow)

10 ThecapitalofUzbekistanis___.(Tashkent)

Advanced Lesson

1-5. Translate: beautiful, modern, traditional, flag, cotton

6. Name2ofUzbekistan’sneighbors.(Kyrgyzstan,Kazakhstan,Turkmenistan,Tajiki-stan.


8. Uzbekistan(willbe/was)ontheGreatSilkRoad.

9. The flag of Uzbekistan is ____, ____, and ____. (blue, white and green)

10. There were many great writers and scientists from Uzbekistan. (Translate thissenetenceintonativelanguage.

Class #15 and #16: Holiday Activities (Christmas and New Year)

Daily Sentence: It’sbeginningtolookalotlikeChristmas!

Daily Sentence: HappyNewYear!Iwishyoumanyhappyreturns!

PleaseseeAppendixCforsuggestedholidayactivities.

��

Semester 3Class #1: Review Town and Country vocabulary

Daily Sentence: WelcomebacktotheNewYear.Whatisthedatetoday?

See Review Activities # 11,19,25,27, 31,38, 39, and 43 in Appendix B for suggested activity ideas.

Class #2: Transportation Overview

Daily Sentence: Manypeople inAmericahavecarsandtruckstogetaround.TogettoUzbekistanyoumusttakeanairplane.

Easy Lesson

Motivation:ReviewtownandCountryvocabulary.

Information:Introducevocabulary:car,truck,bus,airplane,train,street,road,onfoot,metro,boat,ride,pay,ticket,andwheel.

Practice:Playgamewherestudents try to say thetypeof transportation theteacherpoints to first.

Application:Drawthedifferentformsoftransportationnexttovocabularywordsincopy-books.

Materials:None

Medium Lesson

Motivation:Childrenshouldmakea listontheboardofdifferenttypesoftransporta-tion.

Information:Teachertranslatesthese.Include:car,truck,bus,airplane,train,street,road,onfoot,metro,boat,ride,pay,ticket,andwheel,helicoptermotorcycle,horse,camel,wagon,helicopter,skateboards, roller-skates. Introducetheterms‘togoby…’‘totakea…’

Practice:Childrenshouldwritealltermsintheirnotebookswithtranslation.

Application:Children shouldpracticemaking sentences.Teachermaygivea location,andchildrenmustoffersentencesdescribinghowtoget there.ChildrenshouldwritedowntheEnglishversionsofthelocationsaswell.

Homework:Childrenshouldpickaplace,andgive transportdirectionsonhowtogetthere.

Materials:Optional-mapoftheworld

Advanced Lesson

Motivation:Askchildrentobrainstormdifferenttypesoftransportation.

Information:WritetheEnglishwordsforthetypesoftransportation,thenintroducethephrases:“HowdoIgoto(place)?”“Togoto(place)youtakea(transport).”“Iwillgoby(transport)to(place).”Giveseveralexamples.Askthemwhatthefutureandpasttensesofthesesentenceswouldbe.

Practice:Children shouldwrite thevocabularyand sentence structures in their note-books


Application:Askchildrentothinkofplacestheywanttogo.Askthemwhattransporta-tiontheywouldusetogothere.Helpbysuggestingplaces.Useamapoftheworldifpossible

Homework:Childrenshouldpickaplace,andgivetransportdirectionsforhowtogetthere.

Materials:Optionalmapoftheworld

Class #3: Transportation with directions

Daily Sentence: I like to drive in cars, fly in airplanes and sail in boats.

Easy Lesson

Motivation:checkhomework

Information: Review transportation vocabulary. Introduce verbs: to drive, to fly, to sail andtowalk,Askchildreniftheycanthinkofanymoretypesoftransportation.Trans-late.

Practice:Conjugatetheverb“todrive”andthenaskchildrentocopyandconjugatetheremainingverbs.Addtheword‘to’andaplacenametosentencestomakethemmorecomplete.

Application:Playaroundtheworldwiththetransportationvocabulary.

Homework:Write5sentencesusingthenewverbs.

Materials:None


Motivation:Reviewdirectionwordsandtownvocabulary.Usemapoftown.

Information:Tell children thatone important skill tohave inEnglish is tellingpeoplewhereyouwanttogo.So,todaytheywillpracticeridinginataxi,andgivingdirectionstothedriver.Together,comeupwithalistofphrasesthatyouwouldneedtosayinthissituation.“Howmuchfor1kilometer?”“Iamgoingto…”“Doyouknowwhereitis?”“Itisnear….”“Stophere.”“Goalittlefurther.”“Howmuchisit?”“Thankyou.”

Practice:Tellchildrentheyaregoingtopickastartingpointinatown,andadestination,andwritedirectionsdownabouthowtogetthere.Makesuretheyusephrasessuchas‘passthe…’‘turnatthe…’

Application:Teachershouldsetupchairsasinacar.Teachermaymakeotherpropssuchasasignthatsaystaxiorasteeringwheel.Afterteacherchecksallwrittendirections,childrencanpractice‘riding’inthetaxi,andgivingdirectionstothedriver(teacher).

Homework:Writedirectionsforatriptoyourlocalbazaar.

Materials:Mapoftown,taxisign

Class #4: Transportation and Time

Daily Sentence: Whendoestheplaneleave?Now?Uh-oh!

Easy Lesson

Motivation:Showschedulefortrain,busorairplane.

Information:Teachthedifferentwordsontheschedule:departure,arrival,todepart,toarrive,gate,late,ontime,to,cost,from,early.Reviewhourlytime,andthetermsa.m.andp.m.Teachermayalsotakethistimetoreviewmilitarytime(14:00=2:00pm).

��

Practice: Askchildrenquestionsandshowtheanswerform:“WhendoesthetraintoLeningradarrive?”Itarrivesat9:00.”“WhendoestheairplanetoAmericadepart?”“Itdepartsat2:00.”“DoyouknowwhenthebustoSamarkanddeparts?”“Yes,itdepartsat...”Writetheseontheboardsothechildrencanseethesentencestructure.Childrenmaycopythequestionsandanswers.Pointoutthatwhenthesentencestartswith“Whendoes…theverbattheenddoesn’thavean–s(becauseoftheverb‘does’).Butintheanswertheverbhasan–s.

Application:Childrenshouldwrite5questionsfollowingthesentencestructuresontheboard.

Homework:Childrenshouldanswer3ofthequestiontheymade.(Theydonothavetoworryifthetimesarecorrect)

Materials:Bus,trainorairplanescheduleorschedules

Medium Lesson

Motivation:ShowAirplaneorbusschedule

Information:Teachwords,depart,arrive,gate,price,ticket.Lookatanotherposterthatadvertiseswaystogettoawell-knownplace,suchasSamarkand.Itshouldgivetravelinformationsuchashowtogobycar,bybus,byplane,andbyboat.Discussvariouspartsoftheposters.Childrenshouldwritedownnewwords.

Practice:Askchildrenwhichinformationinnottrueontheposters.(Youcan’ttakeaboat to Samarkand) Ask questions about the specific destinations and departure times. “WhencanIgoto…?”“Howmanyhoursto…?”Howmuchisitto…?”

Application:Write2ofeachtypeofquestionontheboardforthechildrentoanswerintheirnotebooks.Childrenshouldwritebothquestionandanswers.

Homework:Childrenshouldstudynewwords.

Materials:BusorAirplaneSchedule,TravelAdvertisementtoSamarkandwithinforma-tion

Advanced Lesson

Motivation:Lookatatrain,planeorbusschedule;askchildreniftheycanunderstandanypartofit.

Information:Teachthedifferentwordsontheschedule:departure,arrival,todepart,toarrive,gate,late,ontime,from,tocost,early.Reviewhourlytime,andthetermsa.mandp.m.Youmaytakethistimetoreviewmilitarytime(14:00=2:00pm).

Practice:Teacheraskschildrenquestionsabouttheschedule.“WhattimedoesthebustoBukharaleave?”Childrenshouldpracticemakingsentencesabouttheschedule.“ThetrainfromMoscowarrivesat9:00.”“AtickettoAlmatycosts40,000soum.”“Theair-planetoAmericadepartsat…”Theyshouldwritethesesentencesdown.

Application:Childrenshouldreadoneoftheirsentences,andaskotherchildrentomakeaquestionthatthissentenceanswers.Forexample:TheplanetoBerlinleavesat4:00.Thequestionshouldbe“DoyouknowwhattimetheplanetoBerlinleaves?Thisisdif-ficult, so the teacher may want to write questions on the board.

Homework:Childrenshouldstudynewwords.

Materials:Bus,trainorairplanescheduleorschedules

Class #5: Transportation and Question Words

Daily Sentence: HowdoIgettoSamarkand?CanIgobybus?

Easy Lesson

Motivation:LookatamapofAmericawithchildren.AskthemhowtheythinkpeopletravelinAmerica.


Information:Reviewtransportationschedulewords,andphrases.Include“Iwanttogoto…”“Iwantaticketto…”“Howmuchisit?”Teachthesentence“Doyouwantareturnticket?”Theymustwritethisdown.

Practice/Application:TellthechildrenthatmustpretendtheyareatthebusstationinAmerica.Eachgroupofstudents(2pergroup)willgetapieceofpaperwithaplaceonit.Theywillhavetogouptotheticketcounterandbuyaticketfortheirdestination.

Homework:Begintostudyforthetest.

Materials:MapofAmerica.Busschedule


Motivation:Tellchildrenthatwhentheygotoanothercountry,theymustbeabletoaskimportantquestionsinEnglish.AskthemtopretendtheyareinAmerica,andtheyneedtobuyatickettoUzbekistan.Whatdotheyneedtobeabletoask?Writedownnativelanguagequestions.Translateandaddsome.

Information:Teachterms“HowdoIgetto…?”“CanIgoby(transport)to(place)?”Howmuchisaticketto(place)?”“Whereisthegate/ticketcounter/cashier?”“Iwanttobuyaticketto

(place).”“Whendoesthebus/trainleave?”Childrenshouldpracticesayingthesewords,andcopythemdownwithtranslation.

Practice:Givepairsofchildrenpiecesofpaperwiththewordstoasentence.Thissen-tencemaybeaquestionthatiswrittenontheboard,orananswerinaformthechildrenknow.Childrenmustarrangethewordstoformasentence.Theymayworkingroups.

Application:Trytohaveshortdialogueswiththechildren.Teachertellsachildorchil-drenaplacewheretheymustgo,andthentheymustpracticebuyingaticketfromthe‘cashier’(teacher).

Homework:Begintostudyforthetest.

Materials:piecesofpaperwithwordsfromtransportationquestionsandanswers

Class #6: St. Valentine’s Day

Daily Sentence: Valentine’sDayisthisweek.Don’tforgettosay‘Iloveyou’toyourVal-entine!


Class #7: Review

Daily Sentence: DoyouhaveasecretValentinethisyear?

See Review Activities # 44,48,49,50,51, 53,57and 58 in Appendix B for suggested activity ideas.

Children should copy the sentences and choose the correct word or write true or false.

The(car/boat)sailsontheocean.

Iridea(bicycle/motorcycle)toschool.

She likes to fly in a (helicopter/ trolleybus).

The(car/motorscooter)isfast.

Manypeoplecanrideonone(bicycle/bus).

The(truck/train)islong.

��

T/F You fly on a boat.

T/F Sixpeoplecanrideonamotorcycle.

T/F ThereisonlyoneroadinUzbekistan.

T/F Many people can fit into an airplane.

Town and Transport

Wegottothebazaar(byfoot/byhelicopter).

Wecantakea(train/boat)toMoscow.

Ican(walk/rideahorse)tothehairdresser.

Icango(byfoot/bycar)toTashkent.

Shegoestothe(café/polyclinic)toeatlunch.

Theygo(byhelicopter/bybicycle)upthemountain.

Myteachergoestoschool(bytrain/byfoot).

Myfatherworksatthe(factory/lake).

We can mail a letter at the (post office/ office).


Easy and Medium Lessons

1-5. Translate:byfoot,helicopter,airplane,boat,train,gate.

6. Shewill(totake)abustoSamarkand.(take)

7. Igo…toschool.(byfoot)

8. (What/When)doesthetraindepart?

9. (Where/When)isthebusstation?

10. (How/Where)muchisthetickettoBukhara?

Advanced Lesson

1-10. Translate:byfoot,ticket,motorcycle,toride,byboat,byskateboard,bycamel,gate,todepart,toarrive.

11. Howdoyougettoschool?(Igotoschoolby___)

12. (What/Where)isgate20?

13. (When/How)doestheairplanearrive?

14. (What/When)timeisit?

15. (How/Where)manyhourswillwewait?

Class #9: Specific Time vocabulary overview with review of Hourly Time

Daily Sentence: I wake up at five fifty-five in the morning and go to bed at nine thirty-sevenatnight.

Easy Lesson

Motivation:Greetchildren,askthedayanddate,reviewcolors,daysoftheweek.


Information: Introduce vocabulary: face, hand, hour, minute, second, clock, o’clock,watch.Numbers1–60.

Practice:Childrenshoulddrawaclockandlabelitsparts.Thentheyshouldwriteoutthenumbers1–20inEnglishthenthenumbers30,40,50&60.Explainhowtheycansayallthenumbersonaclockwiththisinformation.

Application:WritevarioustimesontheboardandhavethestudentswritethemoutinEnglish.

Homework:Studynewnumberwords.

Materials:None

Medium Lesson

Motivation:Teachnumbers1-60.

Information:

Reviewvocabularyusingalargeclock:Face,hand,hour,minute,second,clock,o’clock,watch.Introducewordshalfpast,quarterafter,quarter‘til/to/ofmidnight,noon.Ex-plainthatthesecondhandcountstheminutes,andtotellthetime,wesaythenumberofthehour,andthenumberofminutes.Example:5:23,10:12,etc.Wecanalsosayhalfpast5for5:30,Quarterafter4for4:15andquarter‘til/to/of4for3:45.Childrenshouldwriteallofthesevocabularywordsandexamplesintheircopybooks.

Practice:Movethehandsoftheclock,andaskstudentstopracticetellingthetime.

Application:Givethewordformofseveraltimes,andchildrenshouldpracticereadingnumbers.

Homework:Givethestudentssometimes,andaskthemtowritethetimes-5:00,2:30,1:45,7:15


Advanced Lesson

Motivation:Reviewnumbersandgreetings.Introduceclock.Ask“Whatisit?”

Information:Teachform“Whattimeisit?”“Itis…o’clock.Reviewtimesofday(morning,afternoon,evening),andteachchildrenmidnight,noon,hour,halfpast,quarterpast,andquarterto.Remindstudentsthatweusuallydon’tusemilitarytime,andthatyoucantellfromcontextwhetheritismorningornight,a.m.orp.m.

Practice:Childrenshouldwritenewwords intheirnotebooks,andthenwriteoutthewordformsofnumbers1-20,andthenumbers30,40,50,and60.

Application:Practicewiththeclock.Whenchildrenarecomfortable,givepuzzles.Trytimemath.Example:4:30-2:30=2hours.5:00-1:00=4hours.Showthemhowtodo2-3examples,andthengive5forthemtodoontheirown.

Homework:Finishtimemath.

Materials:Largeclock,timeofdaypictures

Class #10: Specific Time & Tenses

Daily Sentence: Iwenttoworkat7:12a.m.andwillplaysoccerat4:27p.m.

Easy Lesson

Motivation:Writedialogueonboardandreadwithastudent.

1:Hello! 2: Hi!Howareyou?

1: Well, Now, I am fine, 2: Oh, that’s too bad butat8o’clockIwasbad.

1: But NOW I am fine! 2: Oh good!

��0

1: Andhowareyou? 2: Well,at9:30Iwasgreat,but nowIamjustokay.

1: Well,goodbye! 2: Goodbye!

Information:Reviewthepastandfuturetenseof‘tobe’andtimeindicatorssuchasyes-terday,tomorrow,today,ago,fromnow,etc.Childrenshouldwritealltimeindicators.

Practice:Childrenshouldpracticemakingsentences,“At(time)I(verb).Trythiswithotherverbssuchasgo,want,sit,play,read,write.Eachchildshouldmakeseveralsen-tencesintheircopybooks,andpracticereadingthem.

Application:PlayBallTossgame:Tossaballtoachild,andgiveaverbandaverbtense.Childmusttellyoutheverbintheappropriatetense.Tossballback

Homework:Copythesentences:Wearehomenow.Hewantsadog.Athomewritetheminpastandfuturetense.

Materials:Ball

Medium Lesson

Motivation:Reviewpast,present,presentcontinuousandfuturetenseoftobe,togo,towant,tohaveontheboard.Reviewtimeindicators:Yesterday,today,tomorrow,--daysago,--daysfromnow.

Information:Reviewthewordsbeforeandafter.Teacherwritesseveralexamplessen-tencesontheboard.“Iwillbehomeafter2:30.”“Shewenthomebefore8:00.”“3daysago,theywenttothestore.”“Iamwritingaletternow.”Childrenshouldcopydownexamples.

Practice:Childrenshouldtakeanexamplesentenceandtaketurnschanging it.Writechangedsentencesontheboard.

Examplesentence: Shewenthomebefore8:00.

Changeto: Hewenthomebefore8:00.

Hewenttoschoolbefore8:00.

Theywenttoschoolafter8:00

Theywillgotoschoolafter8:00.

Dothiswitheachoftheexamplesentences.

Application: Practice conjugating verbs. Write 10 pronoun/infinitive verb/tense sets on theboard.Childrenshouldcopydownwhatiswrittenontheboard,andwriteasentenceforeach.Example:“They/togo/pasttense”Childrenshouldwrite:“Theywenttothestore.”

Homework:Finishthisworkforhomework.

Materials:None

Advanced Lesson

Motivation:Askstudentshowtheyknowwhattimeofdayitiswhentheyhearatime.

Information:Reviewtimevocabulary,a.m.andp.m.Teachtimeindicators,reviewsomeverbsinpastandfuture.Reviewpresentcontinuoustense.

Practice:Reviewa.m.andp.m.andgivethestudentsatime(leavingouta.m.orp.m.)and have them try to figure out if it is happening during an a.m. or p.m. time (Example: At6:12Iatebreakfast…6:12a.m.)Varytheverbtensetogivechildrenhints.

Application:Writedownthecurrenttimeinthemiddleoftheboard.Ontheleft,writeseveraltimesfromearlierintheday,andontheright,writesometimesforlaterintheday.Leaveroomforchildrentowritesentencesnexttothetimes.Childrenshouldwritesentencesforeachofthetimes.Correctanymistakestogether.

Homework:Write6sentences,2ineach,past,presentandfuture.Theyshouldbeginthesentences:“At5:15…”

Materials:None


Class #11: Specific Time and Past Continuous

Daily Sentence: Whoknowswhattimeitisrightnow?

Easy Lesson

Motivation:Write2sentencesontheboard:“At8:00Iwaseatingbreakfast.”“Yester-day, at 2:30 we were watching television.” Ask children if they can figure out what they mean.

Information:Reviewthepasttenseoftheverbtobe,andthenintroducepastcontinu-ous.Writeseveralexamplesontheboard.

Practice:Setupcolumnsofwordsandletchildrenmakesentences.

I

You

He

She

It

We

They

was

were

walking

driving

thinking

writing

at

Etc…

children should finish the sen-tence.

Application:Writesomesituationsontheboard,usingthepastcontinuoustense.Thechildrenmustdecideifitwasinthemorning,afternoonorevening.Forexample:Iwaswashingmyclothesat1:30.Shewasgettingdressedforschoolat6:00.

Homework: Write 4 sentences about the day using past continuous and specific time: At 11:00,Iwasatschool.

Materials:None

Medium Lesson

Motivation:Write2sentencesontheboard.“At8:00Iwaseatingbreakfast.”“Yester-day, at 2:30 we were watching television.” Ask children if they can figure out what they mean.

Information:Reviewthepasttenseoftheverb‘tobe’,andthenintroducepastcontinu-ous.Writeseveralexamplesontheboard.Itissimplythepasttenseformof‘tobe’(wereorwas),andtheverb+ing.Write2or3moreexamplesontheboard.Childrenshouldwritethisinformationintheircopybooks.

Practice:Give a pair of children scrambled sentencewords on pieces of paper.Theyshouldunscramblethesentenceandwriteitdown.Thenpassthestripstoadifferentpairofchildren.

Application: Ball Toss Translation: Teacher says a sentence in the present continuoustense,andchildshouldrepeatthesentence,changingittopastcontinuous.

Homework: Write 4 sentences about the day using past continuous and specific time: At 11:00,Iwasatschool.

Materials:Sentencesinthepastcontinuous,witheachwordwrittenonaseparatepieceofpaper.

Advanced Lesson

Motivation: Write on the board and ask a child “What were you doing yesterday at5:00?”

Information:Reviewthepasttenseoftheverb‘tobe’,andthenintroducepastcontinu-ous.Writeseveralexamplesontheboard.Itissimplythepasttenseformoftobewereorwas,andtheverb+ing.Write2or3moreexamplesontheboard.Childrenshouldwritethisinformationintheircopybooks.

��

Practice: Teacher draws a line on board, with arrows at each end. Introduce it as atimeline. Teacher should write the days of the week, times and verbs in the infinitive at differentpointsalongtheline.Example:

_____I____________________I______________________I______

Tuesday Wednesday Thursday

5:30/towatchTV7:45/toeatdinner 8:45/towork

Childrenshouldmakesentencesabouttheteacher’sweek.Forexample:OnTuesdayat5:30,shewaswatchingTV.

Application:Childrenshouldmaketheirowntimelinesforthelastweek.

Homework:Writesentencesfortimeline,1foreachday.

Materials:None

Class #12: Specific Time

Daily Sentence: Igottoschoolthismorningatseven-twentynine.

Easy Lesson

Motivation:Withlargeclock,reviewhowtotellthetimeinEnglish.

Information:Reviewverbtenses,andpracticesayingnumbers.PlayaBallTossgame:Tossaballtoachild,andpointtoanumberwrittenontheboard.ChildmustsaythenumberinEnglishandtosstheballback.

Practice: Write the following numbers in word form: 1-30, then 40,50…100. Childrenpracticesaying,copywords.

Application:Playscramblednumbersgame.Givechildrenpiecesofpaperwithlettersthatspellanumber.childrenmustarrangetheletterstospellthenumber.Childrenmaypassscrambledlettersetstodifferentgroupswhentheyaredone.

Homework:Writeoutthefollowingtimesinwordform:4:12,5:30,8:50,and12:23

Materials:Largeclock,piecesofpaperwithletterswhichspellnumberwords.

Medium Lesson


Information:Quicklyreviewallverbtenses,aswellas10-15verbs.

Practice:Childrenshouldworkinpairstomakedialoguesabouttheirday.Theyshouldinclude2sentencesineachtense,past,present,future,pastandpresentcontinuous.Practicedialoguetogether.Perhapswritesomeusefulsentencesontheboardiftheyarehavingtrouble.

Application:Childrengotothefrontoftheroomandgivetheirdialogue.

Homework:Memorizethedialogue.


Advanced Lesson


Information:Introducefuturecontinuoustense.Explainthatitissimilartothepastcon-tinuous,butinsteadofthepasttense,theverb‘tobe’isinthefuturetense:‘willbe’andtheverb+ing.Childrenshouldwritethefuturecontinuous,andseveralexamplesthattheteacherwritesontheboard.“IwillbeinTashkenttomorrow.”

Practice:Readtext:

Tomorrow will be a busy day for me. At 6:00 I will get up. I will eat breakfast, brush my teeth, and get dressed before 6:45. Then at


7:00, I will be on a bus, riding to Tashkent. I will be riding the bus for 3 hours. When I arrive in Tashkent, I will go to the Amir Timur Museum. There I will buy a ticket, and I will be walking around the museum and looking around for 2 hours. After that, I will go to the park. In the park, I will be waiting for my friend from America. He will meet me at 3:00. At 3:30 we will be going in a taxi to the The-ater. We are going to see a ballet at the theater. By 6:00 we will be eating dinner in a restaurant. Then, I will go home. I will go home by car, and I will be riding in the car for 2 hours. Then I will arrive home. At 9:00 I will be sleeping in my bed. It will be a busy day!

Application:Copytextandtranslate.

Homework:Finishtranslatingtextforhomework


Class #13: Catch-up Day

Class #14: Specific Time Review

Daily Sentence: HavethestudentswriteoutthefollowingtimesinEnglish:3:33,4:28,11:59,1:11,9:31.

See Review Activities # 55, 14,15,16, 29, 30 and 33 in Appendix B for suggested activity ideas.

Class #15: Review

Daily Sentence: It’salmosttimetocelebrateNavruz.Areyouexcited?

See Review Activities # 39,41,42, 49, 51, and 53 in Appendix B for suggested activity ideas.

Children should copy the sentences and fill in the correct times.

Iwakeupat6:20(am/pm)

Ieatdinnerat5:40(am/pm)

15minutesafter7:00is_____.(7:15)

15minutesbefore7:00is_____.(6:45)

Igotosleepat_______(3:17/9:45).

Ieatbreakfastat(4:37/7:13)

40minutesafter7:30is_______.(8:10)

40minutesbefore7:30is______.(6:50)

17minutesafter8:45is________.(9:02)

17minutesbefore8:45is_______.(8:28)

��


Easy and Medium Lesson

1-6Writethetimeusingnumerals.

1. eightthirty(8:30)

2. nine forty-five (9:45)

3. twelveo’clock(12:00)

4. four fifteen (4:15)

5. sixeleven(6:11)

6. five thirty (5:30)

7. ThismorningI(tobe)atschool.PastTense(was)

8. AtlunchI(toread)abook.PastTense(read)

9. We(togo)tothestoreat1:00.PastTense(went)

10. At5:00I(towalk)tothebazaar.PastContinuous(waswalking)

11. At11:00she(toeat)anapple.PastContinuous(waseating)

12. At7:30thismorningthey(todrink)milk.PastContinuous(weredrinking)

13. Inanhour,I(togo)home.FutureTense(willgo)

14. In30minutesthey(toplay)basketball.FutureTense(willplay)

15. At7:00tonightwe(tohave)dinner.FutureTense(willhave)

Advanced Lesson

1-6Writethetimeusingnumerals.

1. halfpasteight(8:30)

2. aquartertillten(9:45)

3. noon(12:00)

4. aquarterafterfour(4:15)

5. sixeleven(6:11)

6. half past five (5:30)

7. ThismorningI(tobe)atschool.PastTense(was)

8. AtlunchI(toread)abook.PastTense(read)

9. We(togo)tothestoreat1:00.PastTense(went)

10. At5:00I(towalk)tothebazaar.PastContinuous(waswalking)

11. At11:00she(toeat)anapple.PastContinuous(waseating)

12. At7:30thismorningI(todrink)milk.PastContinuous(wasdrinking)

13. Tonightat10,I(togo)tosleep.FutureTense(willgo)

14. Later,I(tobe)athome.FutureTense(willbe)

15. Tomorrowat9:30I(toride)abus.(willride)


Class #17: Women’s Day Activities

Daily Sentence: Thismonthisfullofgreatholidays!

Class #18: St. Patrick’s Day Activities- or Navruz

Daily Sentence: WecancelebrateanAmericanholiday,andanUzbekholiday.

Class #19,20: Navruz Activities

Daily Sentence: Navruzisawonderfulholiday.Let’scelebrateSpring.

Please see Appendix C for suggested activities for these holidays.

��

Semester 4Class #1: Review

Daily Sentence: Welcomeback.Didyouhaveagoodrestovertheschoolbreak?

See Review Activities # 43,46, 58,59,60,61, and 63 in Appendix B for suggested activity ideas.

Class #2: Health Vocabulary Overview

Daily Sentence: Howisyourhealth?Doyoufeelhealthytoday?

Easy Lesson

Motivation:Askchildrenwhathappenswhentheybecomeill.Writedownsomeofthewordstheysay,andtranslate.

Information:Ontheboard,theteachershouldwriteandtranslatethefollowingwords:to be ill, temperature, to hurt, medicine, bone, blood, cough, ache, sneeze, tired, flu, cold.Teachthattheword–achecanbeusedwithbodypartstosaythatsomethinghurts:headache,stomachache,andearachearecommon.

Practice:Playmatchinggame.Inonecolumn,writeEnglishwords,andinanothercol-umn,write translation.Children shouldmatch them.Thengoaround the room,eachchildpronouncingandspellingawordfromthelist.

Application:Studentsshouldtaketurnscomingtothefrontoftheroom,andactingoutoneofthevocabularywords.Otherstudentsmustguesstheword.

Homework:Studentsshouldconjugatetheverbs:tohurt,tocough,andtosneezewithallpronouns.

Materials:None

Medium Lesson

Motivation:Teachershouldwriteontheboard:“Howisyourhealth?”andtranslate.Tellchildrenwewillbelearningwordstousewhenwebecomeill.

Information:Ontheboard,theteachershouldwriteandtranslatethefollowingwords:tobeill,temperature,tohurt,medicine,bone,blood,cough,ache,sneeze,tobetired,flu, cold. Teach that the word –ache can be used with body parts to say that something hurts:headache,stomachache,andearachearecommon.

Practice:Practicespellingwords.Askchildrentoreadthelettersinwordsthatarewrit-tenontheboard.Everychildshouldreadaword.

Application:Erasethelistofwords.Writethevocabularywords(inadifferentorder)with several letters missing. Children should copy this into their notebooks, and then fill intheletterstomakethewords.

Homework: Write a list of things that have happened to you- broken bone, flu, stomach-ache,etc.forthenextclass.

Materials:None

Advanced Lesson

Motivation:Teachershouldwriteontheboard:“Howisyourhealth?”andtranslate.Tellchildrenwewillbelearningwordstousewhenwebecomeill.

Information:Ontheboard,theteachershouldwritethefollowingwordsandtranslate:tobeill,temperature,tohurt,tobleed,medicine,pill,shot,thermometer,bone,blood,


cough, ache, sneeze, tired, flu, cold. Teach that the word –ache can be used with body partstosaythatsomethinghurts:headache,stomachache,andearachearecommon.

Practice:Childrenshouldpracticesayingthe listofwords,andthenclosetheireyes.Teacherwillremoveaword,andthechildrenmustreadthelistagain,andremembertheword.Repeatthisuntilallthewordsareerased.

Application:Assignanactiontogoalongwitheachword.Readthelistofwordsseveraltimes,andshowtheaction.Thenonlyusetheaction,and let thechildrenguess theword.

Homework: Write a list of things that have happened to you- broken bone, flu, stomach-ache,etc.forthenextclass.

Materials:None

Class #3: Health: How? What to do if you hurt yourself

Daily Sentence: Doyouknowwhattodowhenyouarehurtorill?Youshouldlearn.

Easy Lesson

Motivation:Reviewhealthwordsfromlastclass

Information:Reviewtheverb‘tohave’andmakealistofbodyparts.

Practice:Nexttolistofbodyparts,askwhatcanhappentoeach.Writeverbssuchasache,break,cut,sneeze,cough,tocut,tohit.

Application:Askchildrentomakesentencesfromthewords:“Icutmyhand.”“Ibrokemyleg.”I“Ihitmyhead.”“Icoughed.”“Isneezed.”Writetheseontheboard,andaskchildrenwhattheyshoulddoifanyofthesethingshappen.Teach:togotothehospital,togotothedoctor,towashmyhands,torest,tosleep.Writetheseontheboardwithtranslations,andaskchildrenshouldmatchthemwiththesentences.Childrenshouldcopyallwords.

Homework:Write4sentenceswithillnesswords.Examples:Ihaveacold.Icutmyleg.

Materials:None


Motivation:Reviewbodyparts.Askonechildtocometothefrontbeforeclassstarts.Wrapbandagesaroundvariouspartsofthechild.Thentelltheclass:“Oh,lookatpoor(child’s name). “He broke his arm, cut his finger, has a stomachache and hit his head.” Askchildrentorepeat,andpointtotheplaceswherethechildishurt.

Information:Lookatthelistschildrenmadeforhomework.Writewordsfromthehome-worklistsontheboard-translate.Forcutsandbreaksandstomachaches,ask,“Howdidyouhurtyourself?Astheyanswer,writetheverbsontheboard.Include:Tofall(pasttense-fell).Tocut,tohit,tohurt.Thesewordsarethesameinthepasttenseasinthepresenttense.Teachthewords:toclean,torest,togotothehospital,togotothedoc-tor,tosleep,todrinkalot,towashone’shands.

Practice:Teachchildren theword“If”and teach the sentence:“ If you (injury), youshould(verb).Writeexamples:Ifyoufallandbreakyourarm,youshouldgotothehos-pital.

Application:Childrenshouldwrite4sentences:“Ifyou…youshould…”

Homework:Translatesentencesfromapplicationsection.

Materials:Materialorwhitebandages

��

Class #4: Health and Verbs

Daily Sentence: WhenIwasyoungIbrokemyarm.Ihadtowearacastfor6weeks!

Easy Lesson

Motivation:Withpuppets,haveadialogue:Hello!/Hello!/Howisyourhealth?/Oh,Iamill./Why?/Ihaveacold,andatemperature./Oh,toobad./It’sokay,Iwillbebettertomorrow./Goodbye!/Goodbye!

Information:Copythedialogueontotheboardandtranslatetogether.Letseveralchil-drenrepeatthedialogue.Reviewtheverbsfromlastclass.Teachthefollowing:totakemedicine.Togetashot,togotothedoctor,togotothehospital,tohaveacold,tohavethe flu, I hurt my, I have a… I broke my… Next to each phrase, write the past tense of theverb.Childrenshouldcopythewordsandtranslate.

Practice:Childrenshouldmakesentencesusingthesenewverbs.Telleachchildwhichverbtensetouseinthesentences.Theycanbeverysimple:Iwenttothehospital.Igotashot.

Application:Write5simplesentencesontheboard.Childrenshouldcopyasentence,thenmakeonechangeinthesentenceandrewriteit.Dothis4times,witheachsen-tence. Do the first sentence together. Example: She cut her finger./He cut his finger./He broke his finger./He broke his leg.

Homework:Finishtheapplicationsection.

Materials:Puppetsmadefrompaperortoys

Medium Lesson

Motivation:Writeontheboard:“Iamilltoday.Iamverytired.Iwenttothehospitalyesterday and talked to the doctor. He said I had the flu. Now I take medicine. I take 1 pilleverydayfor10days.”Studentsandteachershouldreadtogether.Studentsshouldcopysentences,underlinethepronouns,circletheverbsandmakeasquarearoundthenewwords.Ontheboard,makethecorrectmarkstogether.

Information:Reviewtheverbstotake,togoandtohaveandwritealistofphrasesthathavethesewords:Totakeapill,totakemedicine,togetashot,togotothedoctor,togo to the hospital, to have a cold, to have the flu, I have a…

Practice:Studentsshouldpracticemakingsentences.

Application:Together,writeashortstoryontheboardinnative languagewith illnesswords.Thentranslate.Childrenshouldcopythestoryandtranslation.

Homework:Write5sentencesusingthenewverbphrasesinthepasttense.

Materials:None

Advanced Lesson

Motivation:Reviewhealthwordsandverbs.

Information:Teachthefollowing:totakeapill,totakemedicine,togetashot,togoto the doctor, to go to the hospital, to have a cold, to have the flu, I hurt my, I have a…-ache,Ibrokemy…Nexttoeachphrase,writeitinpasttense.Childrenshouldcopythewordsandtranslate.

Practice:Childrenwillpretendtheyarecallingtheemergencynumber03.Theymusttelltheoperator(teacher)whathappenedandthattheyneedhelp.Askchildrenwhichphrasestheyneedtoknowtomakethecall.Teach:Pleasehelpme/Ineedhelp/Whathappened?/Whereareyou?/Iam…/Comequickly!

Application:Childrenshouldtaketurnscallingforhelpfromtheteacherandeachoth-er.

Homework:Memorizethenewphrases.

Materials:None-optionaltelephoneto‘call’forhelp


Class #5: Feelings Vocabulary Overview

Daily Sentence: Areyoufeelinghappy?Ifeelhappytoseeyoueveryday.

Easy Lesson

Motivation:Lookataposterwithdifferentfaces.Discussthedifferentfeelingsthatthefacesrepresent.

Information: Translate feeling words. Include happy, sad, bad, fine, mad, angry, bored, silly,sleepy,surprised,embarrassed,andshy.TeachtheformIamhappy,Youare….

Practice:Leavethewordsontheboard,andhavedifferentchildrencomeupandactoutafeeling.Otherstudentsmustguessthefeeling.

Application:PlayFruitBasket(seeAppendix--)withnewvocabulary.

Homework:Write6sentences,usingeachpronounandadifferentfeeling.

Materials:Picturesoffacesshowingdifferentfeelings

Medium Lesson

Motivation:Innativelanguage,askthechildrenhowtheyfeel.Makealistofdifferentfeelingsontheboard.

Information: Translate feeling words. Include happy, sad, bad, fine, mad, angry, bored, silly,sleepy,surprised,embarrassed,andshy.

Practice:Studentsshouldmakefaceswitheachfeelingintheirnotebooksnexttothefeelingword.

Application:PlayAroundtheWorldwithfeelingwords


Materials:None

Advanced Lesson

Motivation:Innativelanguage,askthechildrenhowtheyfeel.Makealistofdifferentfeelingsontheboard.

Information: Translate feeling words. Include happy, sad, bad, fine, mad, angry, bored, silly,sleepy,surprised,embarrassed,andshy.

Practice:Playmatchinggamewith1columnofEnglishwordsand1columnofnativelanguagewords.

Application:PlayBallTossTranslationgame.Teachermakesaface,andtossestheballtoastudent,andthestudentmustdescribethefeelingandtossback.Classmayalsoplaywordshapegamewiththenewwords,usingboxestomaketheshapesofthelettersinaword.


Materials:None

Class #6: Feelings and the verb ‘to feel’

Daily Sentence: SometimesIfeelsadwhentheweatherisbad.

Easy Lesson

Motivation:Reviewfeelingwords.

Information:Teachthephrases,“Howdoyoufeel?”“Howareyoufeeling?”“Ifeel…”“I’mfeeling…”“Oh,I’mglad.”“Oh,that’stoobad.”“I’msosorrythatyou’re(sad).”

��0

“Ihopeyoufeelbettersoon.”Repeatwordstogether,translate,andhavechildrencopynewphrasesintocopybooks.

Practice:Inpairs,makedialogues,usingthewordsandphrasesforfeelings.

Application:Childrenshouldreadprepareddialogues,andthenhaveunprepareddia-logueswiththeteacher.Speakaboutmanydifferenttopics,andincludefeelings.

Homework:Childrenshouldmemorizethedialoguesfromclass.

Materials:None(optionalfeelingsposter)

Medium Lesson

Motivation:Lookatpictures(cutoutofmagazinesorfrombooks)anddescribethefeel-ingsofthepeopleinthem.

Information:Teachthephrases,“Howdoyoufeel?”“Howareyoufeeling?”“Ifeel…”“I’mfeeling…”“Oh,I’mglad.”“Oh,that’stoobad.”“I’msosorrythatyou’re(sad).”“Ihopeyoufeelbettersoon.”Repeatwordstogether,translate,andhavechildrencopynewphrasesintocopybooks.

Practice:Studentsshouldhaveshortdialogueswiththeteachertopracticenewphras-es.

Application:On theboard,write the linesofadialogue in thewrongorder.Childrenshouldwritethedialogueinthecorrectorderintheirnotebooks.

Homework:Writeanewdialoguewiththevocabularywordsandnewphrases.

Materials:Pictures(frommagazinesorbooks)ofpeoplewhoareshowingdifferentfeel-ings.

Advanced Lesson

Motivation:Reviewfeelingwords-useposter

Information:Writethepoemontheboard:

I was mad and I was sadAnd I was all upsetI couldn’t go outside and playThe weather was too wetBut then my best friend called my upWith lots of things to sayWe made each other giggleI felt better right away

Teacher reads the poem first, and then children read together. Translate together, and writenewwordsontheboard.Childrenshouldcopypoem

Practice:Childrenshouldcopypoemandpracticesayingit.

Application:Playhangmanwithfeelingvocabulary

Homework:Learnpoem

Materials:Posterwithfeelingwords

Class #7: Feelings and Because

Daily Sentence: IfeltsoexcitedbecauseIwasgoingtothecircus.

Easy Lesson

Motivation:Asksomechildrentoreadtheirdialoguesfromhomework.Ifnooneisready,teachercanhavedialogueswithchildrenaboutfeelings.


Information:Writethequestions:“Howdoyoufeel?”and“Whyareyou…?”Teachtheword“because”Andtheform,“Ifeel…because…”and“Iam…because…”

Askeachchildtothinkof2reasonstheymayfeelhappy,sad,mad,surprised,sleepy,etc.WritetheminEnglishandtranslate.

Practice:Makesentencesfromtheinformationontheboard.Goaroundtheroom,andeachchildshouldgiveonesentence.Theremayberepetition.

Application:Scrambledsentences.Writesentenceswithwordsinthewrongorderontheboard.Childrenshouldtrytoputthewordsinorder.Theclassshoulddothistogetherwiththeteacher.

Homework:None

Materials:None

Medium Lesson

Motivation:Askchildrenhowtheyarefeelingtoday.

Information:Askchildrentolistdifferentthingsthatcanhappenthatcanmakeapersonfeeldifferently:tohaveanewbrotherorsister,togotothezoo,tohaveabirthday,todropanicecreamcone,toplayoutside,etc.Writetheseinlocallanguage,andtranslatetogether.Childrenshouldcopythesephrasesdown.Writethequestions:“Howdoyoufeel?”and“Whyareyou…?”Teachtheword“because”Andtheform,“Ifeel…because…”and“Iam…because…”

Practice:Ask “Whyareyouhappy?”childrenshouldanswer:“Iamhappybecause…”Orallygiveexamplesofsentences:IfeelhappybecauseIameatingicecream.IfeelmadwhenIgeta2.IfeelsurprisedwhenIgetapresent.Childrenshouldpracticeseveralofthesesentenceswiththeteacher.

Application: Children should write down 5 sentences that describe their feelings andwhy.

Homework:None

Materials:None

Advanced Lesson

Motivation:Reviewdifferentfeelings

Information:Writethequestions:“Howdoyoufeel?”and“Whyareyou…?”Teachtheword“because”Andtheform,“Ifeel…because…”and“Iam…because…”Askchildrentoeachthinkof2reasonstheyfeelhappy,sad,mad,surprised,sleepy,etc.WritetheminEnglishandtranslate.

Practice: Students should pick one of their sentences, and make a new sentence bychangingoneword.Makeanother sentencebychangingoneword fromthenewsen-tence.Example:IfeelhappybecauseIsawmyfriend./IfeelhappybecauseIsawmymother./IfeelsillybecauseIsawmymother…Childrenshouldwrite5versionsoftheoriginalsentence.

Application:Sayasentenceindifferentways.Writeasimplesentenceontheboard.IgotothestoreonSunday.Achildcomestothefront.Thechildmustreadthesentenceindifferentvoices-onceinamadvoice,onceinasadvoice…Writeseveraldifferentsentences,andletmanychildrentry.

Homework:None

Materials:None

��

Class #8: Review

Daily Sentence: Everyonehasdoneverywellthisyear inEnglishclass.Congratulationsandgoodluckonthetest!

Use appropriate Review Activities that are fun for your children and help them review the material. Spend ½ the class preparing for the test.


Easy Lesson

1-20. Translate:nature,grass,mountain,president,happy,sad,hairdresser,pool,lake,continent, train,car,airplane,cough,sneeze,ache, tired,motorcycle,capital,cotton,street

21. Idonot(tothrow)garbageinthestreet.(throw)

22. We(tolive)nearthemountains.(live)

23. Thesunisshining(bright).(brightly)

24. Thegirls(togo)bycartomorrow.(willgo)

25. Theboys(tolike)toridebicycles.(like)

26. Myfather(todrive)acartowork.(drives)

27. Yourfriend(tolive)inUzbekistan.(lives)

28. Weoftengotothe(restaurant).(translate)

29. Hehas(many/much)friends.(many)

30. She(towork)atschool.(works)

31. Howmanylegsdoyouhave?

32. Doyoufeelhappytoday?

33. WhatisthecapitalofUzbekistan?

34. Wheredoyoulive?

35. DoyoutakeaboattoTashkent?

Medium Lesson

1-20. Translate: post office, theater, hairdresser, café, capital, anthem, cotton, neigh-bor,hills,trees,motorcycle,horse,camel,boat,continent,island,forest,cough,sneeze, cut, flu.

21. Manytrees(togrow)intheforest.(grow)

22. Themountains(tobe)veryhigh.(are)

23. The river flows (quick). (quickly)

24. Shetakes(ahelicopter/abus)towork.(abus)

25. We(togo)toTashkenttomorrowat6:00.(willgo)

26. Youtake(atrain/aboat)toBukhara.(atrain)

27. IndependenceDay(tobe)September1st.(is)

28. Mytown(tohave)2hospitals.(has)

29. Uzbekistan(tobelocated)inCentralAsia.(islocated)

30. Thereare(few/alittle)ducksinthelake.(few)


31. Whattimeisit?(drawaclock2:30)

32. Whattimeisit?(drawaclock12:00)


34. WhatdowegrowinUzbekistan?

35. Doyoufeelilltoday?

Advanced

1-20. ill,healthy,surprised,embarrassed,happy,mad,cotton,anthem,neighbor,capi-tal, bus, motorcycle, train, continent, country, hill, cold, flu, sneeze, post office.

21. (Are/Is)youfeelingill?(Are)

22. She(togo)tothestorenow.(isgoing)

23. He(tocut)hishandyesterday.

24. We(tobe/tosleep)yesterdayat11:00.(weresleeping)

25. Themaniswalking(quick)ontheroad.(quickly)

26. Doyou(tofeel)happy?(feel)

27. Writeinnumberform:foursixteen(4:16)

28. Writeinnumberform:eightforty-three(8:43)

29. Uzbekistan(tobe)ontheGreatSilkRoad.(was)


31. Whattimeisit?(drawclock-4:15)



34. Which2riversareinUzbekistan?

35. Aretheremanytreesinthedesert?

Class #10: Fun Day

Please see Appendix D for fun games and activities to do with your students at the end of the year.

��

Appendix A: Visual AidsAlphabet Folder with Windows: This is a folder with five small square ‘windows’ cut in it.Thesewindowsshouldonlybecutonthreesides,sotheymaybeopenedandclosed.Thereshouldbe2nearthetop,oneinthemiddle,and2onthebottomofthefolder.Labelthewindows1-5.Inside,youshouldhave26piecesofpaper(thesamesizeasthefolder).Oneachpieceofpaperoneletterofthealphabetshouldbewritten.Childrenmayaskforawindowtobeopened.Thentheymusttrytoguesswhichletterisinside.Theymayasktoopenanyandallofthewindows.Theyshouldtrytoguesstheletterwithasfewwindowsopenaspossible.

AlphabetLetterCards:Piecesofpaper, largeenoughforall thechildrentosee,witheachletterofthealphabetwritteninupper-andlower-case.Variation:Youmaymakeaseparatesetofalphabetcardsforeachuppercaseandlowercase.

AlphabetPoster:Alargeposterorsetofcardsthathaseachletterofthealphabetwrit-teninitsupper-andlower-case.Thisshouldbevisibleatalltimesinyourclassroom.

AnimalPictureCards:Piecesofpaper,largeenoughforallchildrentosee,withpicturesofallanimalswhichwillbetaught:wild,domesticandpets.

ApartmentPoster:Pictureofanapartment,whichshowseachroom,anditemsthatarefoundineachroom.

Baby Joey Doll: This is a large doll, made from cloth and filled with cotton. Each of the dollspartsissewnseparately,andattachtogetherwithVelcro.Thisdollmaytakealotoftimetomake,butthechildrenenjoyitanditcanbeusedformanyyears.

BagofDifferentTypesofClothing:Abagwithdifferentitemsofclothing.Useapieceofclothingforeachvocabularywordyouareteaching.

BagswithBeginningLetters:Smallbagswithlettersonthefront.Theselettersshouldbethebeginninglettersfromthefooditemsyouareteaching.Childrenshouldpracticeputtingpicturesoffoodsinthebagwiththecorrectbeginningletter.Forexample:Inabaglabeledwith‘m’,childrenshouldputmeat,milk,melon,etc.

Bean Bag: A small cloth bag filled with small beans or rice. It may be a 10 cm by 10 cm square,oranothershape.Thisisusedforseveralgames,andcanbetossedfromteachertochild,andfromchildtochild.Thesebeanbagsdonotbounceorroll,andtheydonothurtiftheyaccidentallyhitachild.

Blindfold:Ascarforpieceofcloth,whichyoucanusetocoverachild’seyes.Ablindfoldisusefulformanydifferentactivitiesinwhichthechildshouldlisten,performanactionoridentifyanobjectorperson.

BodyPartsCards:Piecesofpaper, largeenoughforallchildrentosee,withdifferentbodypartsdrawnonthem.Theymayhavethenameofthebodypartwrittenontheotherside.Suggestedbodypartsinclude:head,hair,eyes,ears,nose,mouth,shoulders,arms, hands, fingers, body, stomach, leg, knee, foot, toes.

Bus,Train,orAirplaneSchedule:seefollowingpagesforexample.

Calendar:Acalendarthatshowsthedaysoftheweeksandmonthsoftheyear,bestifinEnglish.

ClassroomObjectCards:Piecesofpaper,largeenoughforallthechildrentosee,whichhavepictures(drawnortakenfromabookormagazine)ofclassroomobjects.Suggestedclassroomobjects include:chair,desk,board,window,door,pen,pencil,eraser(rub-ber),copybook,book,girl,boy,chalk,andruler.Onesidemayhavethepicture,andtheothersidemayhavethewrittenword.

Clothorbandagematerial:Piecesofclothtowraparoundchild-sohelookslikehehasbeenhurt.

ColorCards:Piecesofpaper,largeenoughforallthechildrentosee,whicharecolored.Wesuggestoneforeachofthefollowingcolors:red,orange,yellow,green,blue,violet,black,white,pink,brownandgray.

Countable and Non-Countable Items: Items, such as water, pencils, sand, flour, sugar, light,dirt,milk,pens,copybooks,etc.


Cut-outPicturesofHamburgerandPizzaParts:Piecesofpaper,intheshapesofbreadroll, lettuce, tomatoandmeat (itemsthatarefound inahamburger),andatriangleshapewithdough,anotherwithsauce,cheese,etc.thatcanbeputtogethertoformapreparedpizza.

DesertScene:Apicturefromamagazineorbook,whichshowsadesert.

DirectionCards:Piecesofpaper,largeenoughforthechildrentosee,witharrowspoint-ingindifferentdirections.Suggesteddirections:left,right,straight,turn,turnaround,through.

FamilyPictureCards:Piecesofpaper, largeenoughforall thechildrentosee,whicheachshowafamilymemberormembers.Suggestedcardsinclude:amother,afather,agrandmother,agrandfather,anuncle,anaunt,abrother,asister,2brothers,2sisters,3brothers,3sisters.

FamilyTreePoster:Largepieceofpaper,dividedinthreeparts(top,middleandbot-tom).Theserepresentgenerations.Thegrandparentsshouldbeshownontop,parents,auntsandunclesinthemiddle,andchildrenonthebottom.Drawlinestoconnectthechildrentotheparents.

FoodItems:Bagsorcontainersofsomefoods,including:sugar,salt,tea,andanyotherfoodsyouwishtoteach.

FoodPictureCards:Piecesofpaper,largeenoughforallchildrentosee,withpicturesofdifferentfruits,vegetablesandfoodproducts.Ononesideyoumayhaveapicture,andtheothersidethewrittenword.

ForestScene:Apicturefromamagazineorbook,whichshowsaforest.

HokeyPokeySongPoster:Alargepieceofpaperwiththewordstothesong,“TheHokeyPokey”.Thewordsareasfollows:Youputyour(leftfoot)in/youputyour(leftfoot)out/youputyour(leftfoot)in/andyoushakeitallabout./YoudotheHokeyPokey/andyouturnyourselfaround,/that’swhatit’sallabout.

Thissongcanbesungusingdifferentbodyparts:rightfoot,arm,ears,head,wholeself,etc.

HousePoster:Pictureofahouse,whichshowseachroomanditemsthatarefoundineachroom.

HouseholdObjectCards:Piecesofpaperthatarelargeenoughforallchildrentosee,whichshowdifferenthouseholditems.Suggesteditems:chair,table,bed,oven,sofa,television,bookshelf,mirror,carpet,sink,picture,vase,desk,andrefrigerator.

MapofTown:Thismapshouldshowatown,withstreetsandmanybuildings.Thebuild-ingsandplaces inthetownshouldallbe labeled.Thereshouldbeat least30placespictured.

Maps:MapsofUzbekistan,America,theworldoranyotherplace.

NatureScene:Apicturefromabookormagazine,whichshowsascenefromnature.

NumberCards:Piecesofpaper,largeenoughforallthechildrentosee,withanumberwrittenoneachone.Ontheothersideofthecard,youmaydrawsmallpictures,asmanyasthenumberindicates.Forexample:Forthecardnumbered2,draw2starsontheotherside.For3,3stars,etc.

PaperforNametags:Piecesofwhitepaperapproximately30cmlongand10cmwide,onwhichchildrenmaywritetheirnames.

Papermoney:Smallpiecesofpaperintheshapeofpapermoney,withnumberswrittenonthemtorepresenttheamountofmoney.Thereshouldbeenoughforeachchildtohave8-10piecesofpaper.

PaperswithDirectionsAroundtheClass:Teachershouldwritedirectionsforchildrentofollow.Theseshoulddirectthechildaroundtheclassroomtoacertainspot,wherehewill find something (a piece of candy, a message).

Picture of a Caterpillar and a Butterfly: A piece of paper with a caterpillar, and another with a butterfly.

PictureofaThermometer:Alargepieceofpaperwithathermometerdrawnonit. Itshouldshowdifferentdegrees.

��

PictureofClosetwithClothes:Alargepictureorposter,showingaclosetwithdifferentitemsofclothinginside.Suggesteditems:coat,jacket,shirt,t-shirt,pants(trousers),skirt,dress,socks,shoes,boots,sandals,scarf,gloves,hat,bathingsuit.

PictureofImmediateFamily:Thesepicturesmaybephotographsorpicturesdrawnbytheteacher,whichshoweithertheteacher’sfamily,oranotherpictureofafamily.Thesepicturesshouldonlyincludeamother,father,sistersandbrothers.

PictureofLargeFamily:Seepicturesofextendedfamily

PictureofTeacher:Alargepieceofpaperwithapictureofaperson.Thismaylookliketheteacheroranotherperson.

PicturesofAdjectives:Piecesofpaper,largeenoughforallthechildrentosee,whichshowacertainadjective.Thesecanbedonewithanypictures,andthechildrencanlearntoassociatethepicturewiththeadjectives.Youmaywritetheadjectivethatispicturedontheothersideofthepaper.

Pictures ofAnimals and People:These are pictures that are cut out of magazines orbooks,ormadebytheteacher.Theyshouldbepicturesofanimalsandpeoplewithdif-ferentcharacteristics,sothattheycanbedescribedusingadjectives.

PicturesofComparableItems:Thesearepicturesthatdescribeadjectives:Asmallballandasmallerball,afatdog,andafatterdog,etc.Thereshouldbe2picturesofeachtypeofitem.

PicturesofDifferentGeographicalFeatures:Piecesofpaper,whichshowdifferentgeo-graphical features. Suggested pictures: lake, river,mountains, continent, island, hill,etc.

Pictures of Extended Family: These pictures, which should be big enough for all thechildrentosee,maybephotographsordrawnpicturesoftheimmediateandextendedfamily.Thepictureshouldincludethemother,father,sisters,brothers,cousins,auntsanduncles.

PicturesofHobbies:Piecesofpaper,largeenoughforthechildrentosee,whichshowdifferenthobbies.Suggestedpictures:watchingtelevision,collectingstamps,traveling,goingtothecinema,playingcomputergames,writing,reading,running,walking.

PicturesofItemsofDifferentSizes:seePicturesofComparableItems.

PicturesofLivingPlaces:Largepiecesofpapers,withdifferentlivingplacesdrawnonthem.Suggestedpicturesinclude:house,apartmentbuilding,city,andtown.

PicturesofPeopleandAnimalsDoingActions:Picturescutfrommagazinesorbooks,ordrawn,ofpeopleandanimalsperformingdifferentactions.

PicturesofPeople ShowingDifferentFeelings:Thesepictures, cut frommagazinesorbooks,shouldshowdifferentpeoplewhoarehappy,sad,angry,surprised,etc.

Picturesof Sports:Piecesofpaper, largeenough fro thechildren to see,which showseveraldifferent sports.Suggestedpictures: football,basketball,volleyball,baseball,tennis,hockey,andswimming.

PicturesofToys:Piecesofpaper,largeenoughforallthechildrentosee,withpicturesoftoysdrawnonthem.Ontheotherside,thewordmaybewritten.Suggestedtoys:ball,doll,game,boat,andairplane.Variation:Useactualtoys.

PosterofDomesticAnimals:Aposterorlargepieceofpaper,whichallthechildrencansee.Thispostershouldhavepicturesofdomesticanimalsonit.Suggesteddomesticani-malsinclude:cow,cat,dog,pig,chick,hen,rooster(cock),goose,duck,sheep,goat,andhorse.Variation:Youmayusepiecesofpapertomakedomesticanimalcardswithpicturesofthedomesticanimals.

PosterofFeelingFaces:Alargepieceofpaper,whichshowsmanyfaces,eachshowingadifferentfeeling.Labelthefeelings.

PosterofItemsonShelvestoBuy:Aposterorlargepieceofpaperwithitemsonshelves.Theseitemsshouldhavesmallpricetagsonthem,andstudentscanpractice‘buying’themfromtheteacher.Itemsmayincludetoys,animals,classroomobjects,andfoods.

PosterofWildAnimals:Aposterorlargepieceofpaper,whichallthechildrencansee.Thispostershouldhavepicturesofwildanimalsonit.Suggestedwildanimalsinclude:el-


ephant, lion, tiger, giraffe, bear, fox, crocodile, kangaroo, turtle (tortoise), fish. Include othersasyouwish.

PosterwithSetsof3Items:Alargepieceofpaperorposterwith3ofthesameitem,buttheseitemsshouldbedifferentfromeachother.Forexample:3apples,onered,onesmall,andonebrownandold.Studentscomparetheitems.Youmaydothiswithanyitem.Thepostershouldshowatleast4setsofitems.

PreparedMenus:LargepiecesofpaperwithEnglishmenus(Seepg—forexample)

PreparedSentenceswithErrors:Sentenceswrittenwithsmallerrors.Thesecanbemadetopracticeverbtenses,pronoun,orspelling.Example:Thecatarenot inthehouse.Childrenshouldreplace‘are’with‘is’.

PrepositionsPoster:Alargepieceofpaperwithpicturesofdifferentprepositions.Theseshouldbelabeledandmayuseaboxandaball.Theballcanbeindifferentplacesinrelationtotheboxtoshowthedifferentprepositions.Suggestedprepositions:in,on,under,near,over,around,near,farfrom,andthrough.

ProfessionPictures:Piecesofpaperwithpicturesofprofessions.Suggestedprofessionsinclude:ateacher,apupil,abuilder,abanker,abusinessman,adriver,acook,aseller,adoctor,ascientist,andawaiter/waitress.

PuppetsandBackgrounds:Smallpaperpuppetsorotherpuppetsastheteacherwishes.Thebackgroundsarelargepiecesofpaperwithdifferentscenes.Suggestedbackgrounds:desert,city,forest,orpark.

RoomPoster:Pictureofaroom,withitemsthatarefoundinatypicalbedroom.

ScheduleofaDay:Onalargepieceofpaper,writealistoftimesandactionsdoneatthosetimes.Thesecanbemadefordifferentprofessions.

ScrambledSentencesorWords:Writesentencesonpiecesofpaper.Thencutapartsen-tences,sothateachwordisseparate.Keepthewordsofeachsentencetogether,butmixupthewordorder.Thiscanbedonewiththelettersofwordsaswell.

SeasonandMonthCards:Piecesofpaperthatarelargeenoughforallchildrentosee.Theyshouldbelabeledwiththemonthsoftheyearandseasons.Theseasonscardsmayshowapictureononeside.

SightWordCards:Piecesofpaperthatarebigenoughforthechildrentosee.Oneachshouldbewrittena‘sightword’.Thesearewordsthatthechildrenshouldlearntorec-ognizeimmediately.

TaxiSign:Asmallsignthatsays“TAXI”.Thisisapropthattheteacheruseswhenplayingadirectiongame.

TenLittleKittensPicture:Toaccompanythesong“10LittleKittens.”Thisisapicturewith10kittens,sittingsidebysideinarow.Itshouldbelargeenoughforallthechildrentosee.

TimeofDayPictures:Largepiecesofpaperwithpicturesofasceneduringdifferenttimesofday:morning,afternoon,eveningandnight.Thesemaybeofahouseandsky,oranotherscenethatyouchoose.Theseareusefulwhenspeakingaboutgreetingsandtimeofday.

TravelAdvertisementtoMoscow:seepg–forexampleforexample.

TV screen:A large ‘screen’ made to look like a television screen. It should be largeenoughthatchildrencanstandbehinditandpretendtheyareweathermen.Perhapsuseashowercurtain,andcutoutalargesquarefromthemiddleforthe‘screen’.Youcanhangitfromtheceilinginyourclassroom.

TwoPictures,onepollutedandoneclean:Thesepicturesshouldbeofthesameplace.One should show a bright sunny day, with flowers and animals. The other can show a brown,dirty,place,withuglygarbageandnoanimals.

TwoSimilarPicturesofaRoom:Thesepicturesshouldbeverysimilar,buthave10-12dif-ferences.Seefollowingpagesforexample.

Vowelsoundwordcards:Piecesofpaper,largeenoughforthechildrentosee,withwordwrittenonthem.Thesewordsareexamplesofdifferentvowelsounds,andvowelsoundblends.

��

WeatherWheel:Alargepieceofroundpaper,withallweathertypesshownaroundthesides.Useapapercliptoputanarrow(cutoutofpaper) inthemiddleofthepapercircle.Childrencanpracticemovingthearrowtothedifferentweathertypesaccordingtotheday’sweather.


MenuBreakfast

Eggs............................................................................... $2.00

Toast.............................................................................. $1.00

Cereal............................................................................. $3.00

Muffins............................................................................ $2.50

Pancakes......................................................................... $5.00

Lunch

Hamburger....................................................................... $5.00

Cheeseburger.................................................................... $6.00

Hotdog........................................................................... $3.00

Chickensandwich............................................................... $7.00

Soup............................................................................... $4.00

Frenchfries...................................................................... $3.50

Dinner

Spaghetti......................................................................... $6.00

Steak.............................................................................$12.00

ShishKebabs....................................................................$10.00

Stew............................................................................... $6.50

FriedChicken.................................................................... $8.50

Fish................................................................................ $7.50

Dessert

Cake............................................................................... $4.00

Cookies........................................................................... $2.50

IceCream........................................................................ $3.00

Chocolate........................................................................ $2.00

�00

Tash

kent

Cen

tral

Bus

Sta

tion

Dep

artu

res

Arr

ival

s

Bus

#Fr

omTi

me

Gat

e #

Bus

#To

Tim

eG

ate

#A

rriv

es

��A

nkar

a�:

00�

��

Ista

nbul

�:00

��:

00

��O

sh�:

00�

��S

amar

kand

�:00

��:

00

��

Fran

kfur

t�:

00�

��

Kar

shi

��:0

0�

�:00

��B

ukha

ra��

:00

��

�B

ukha

ra�:

00�

�:00

��K

arsh

i�:

00�

��M

osco

w�:

00�

��:0

0

�0B

ishk

ek�:

00�

��N

ovos

ibirs

k�:

00�

�:00

�S

amar

kand

�:00

��

Dus

hanb

e�:

00�

�:00

��

Mos

cow

�:00

��

Alm

aty

�0:0

0�

�:00


Appendix B: Review Day Activities

1. (Adjectives)Cutpicturesofpeopleorotherthingsfrombooksormagazines.Giveeachchildapictureandhavehimorherwriteadescriptionofit.Beforethenextclass,glueortapethepicturestoalargepieceofpaperandnumberthem.Eachchildmustthenreadtheirdescriptionsandothersmustdecidewhichpictureitdescribes.

2. (Adjectives)Havechildreneachwriteadescriptionofonepersoninclass.Whentheyaredone,childrenreadtheirdescriptions,andothersmustguesswhoisbeingdescribed.

3. (Adjectives)Choose3childrentocometothefront.Theyshouldbealikeinsomeway.Theotherchildrenmustguesshowthechildrenarealike.Forexample:3studentswithlonghairor3studentswithbluejeans.

4. (Alphabet)Divideclassintoteams.Theyshouldstandin2linesintheaislesbe-tween the desks. One person comes up at a time, and writes the first letter of the alphabet,thenwalksbackandtapsthenextperson,whocomesupandwritesthenext letter. See which team can write the whole alphabet first.

5. (Animals)SpeedRabbit:Smallgroupsofchildrenmustmaketheanimalsoundthattheteachercallsout.

6. (BodyParts)Drawacrazymonsterorpersonfromshapesorbodyparts.Forex-ample:Draw4eyes.Draw1arm.Etc.

7. (Body Parts) Each child has a piece of paper. Teacher tells the first child to draw a headandthenfoldthepapersotheheadiscovered.Hepassesittothenextchildwhoistoldtodrawabody.Continueuntilallthepartsaredrawn.Thenchildrenmaylookatthedrawings.

8. (Clothing)Sortbagsofclothingbycolor,size,season,etc.

9. (Colors)Callout2colors.Thechildrenwearingthemshouldstandup.

10. (Colors, Vocabulary) Color Me: Have children draw pictures such as animals orpeople.Thentellthemtocoloreachpartofthepictureadifferentcolor.Example:Colorthehairblue.

11. (Dialogues)Groupchildrenin3lines,andhavethemmeet,onefromeachline,inthe‘street’andhaveadialogue.

12. (Feelings)Song:YouaremySunshine(seeAppendixE)

You are my Sunshine, My only sunshine You make me happy, When skies are gray. You’ll never know dear, How much I love you, So please don’t take, my sunshine away.

13. (Interests)Standupif…:Teachersays,“Standupifyou…(likecats,haveamother,etc.)Childrenmuststandiftheylikecats,orhaveamother,etc.

14. (MyDay,SentenceWork)MakeapapercirclewithMorning,AfternoonandEveningindifferentplaces.Makeanarrow,andattachittothepapersothatitwillspinaroundwhenitispushed.Ifitlandsinonetimeofday,studentsmustdescribeactivitiestheydoduringthistime.

15. (My Day) Draw 4-5 pictures on the board that show daily activities. Childrenmust describe each picture and put them in order of what happens first, second, third…

16. (MyDay)PantomimeMorningActivities.Childrenmustguesswhichactivityisbeingdone.

�0�

17. (MyTown,Directions)Makeamap.Studentsmaymakeupamagicplace,anddrawamapofit.Useallvocabularywords,andstudentsmaytelltheteacheroreachotherwherethingsare.Givedirectionstogotodifferentplacesonthemap.

18. (MyHouse/Apartment)Childrenshouldwritethenamesof4differentroomsonapieceofpaper.Theteacherthenlistsorwritesdifferentpiecesoffurnitureontheboard.Astheteachersaysthewords,thestudentshavetowritethepiecesoffurniture next to each room where they may be found. The first student to list 5 differentpiecesoffurnitureinoneroomwins.Variation:Thisgamemaybeplayedwithmonthsoftheyearandweather/seasons.

19. (Numbers)Buzz-Goaroundtheroomcounting,butsay‘buzz’forevery3rd,5th,7th,etc.number.Forexample:1,buzz,3,buzz,5,buzz…etc.Ifachildsaystheincorrectwordorwaitstoolong,heshouldstopplaying.

20. (Numbers)HighLow-Pickanumberandwriteitonapieceofpaper.Don’tletany-oneseeit.Childrenmusttaketurnsguessingthenumber,andteachersays‘high’iftheirguessistoohigh,and‘low’iftheirguessislessthanthenumber.Childrenmust try to figure out from these hints which number you chose.

21. (Numbers)ClappingGame-Childrenshouldrhythmicallyclaptheirhandstogether,thenclaptheirknees,thensayanumber.Goingaroundthecircle,eachpersonsaysonenumber(1,2,3…).Ifthestudentsaysthenumberincorrectly,tooslowly,orloosestherhythm,heisout.Variation:Trythiswithdaysoftheweek.

22. (Numbers)Havechildrenputtheirhandsbehindtheirbacks.Calloutanumberand give them some time to put up that number of fingers. Then have the children show you their fingers. See who is holding up the correct number of fingers.

23. (Prepositions, Vocabulary) Draw a picture and ask the class questions about.“Whereisthe…?”Useprepositions.

24. (Professions)Findobjectsthatgowithprofessions,andletstudentsguessthepro-fession.

25. (Sentence Work)Answer Precedes the Question: Give an answer, for example,“TodayisTuesday.”andchildrenmustdecidewhatthequestionis,forexample,“Whatdayistoday?”

26. (SentenceWork)HideandSeek.Onestudentleavestheclassroom.Hideanobjectin the room. Child enters and must ask yes/no questions to find the object.

Variation:Hideanobjectwhileachildisoutoftheroom.Childentersandwalksaroundtheroom.Otherchildrenmaysayhot,warm,cool,orcold.Whenhe isclose,hewillbewarm,whenheisveryclosehewillbehot.Ifheisfar,heiscool,Ifheisveryfar,heiscold.

27. (SentenceWork)Writeasentenceontheboard.Childrenshouldunderlinethedif-ferentparts(noun,verb,adjective).Thentheyshouldwiththesamestructuretomakeothersentences.

28. (SentenceWork)Writeavarietyofwordsontheboard.ChildrenshouldunderlinethedifferenttypesofwordsindifferentwaysForexamplenounswith1line,verbswith2lines,adjectiveswithawavyline.

29. (SentenceWork)Writesentencesontheboard.Childrenmustunderlinethenounsandchange themtopronouns.Variation:Childrenmayunderline theverbsandchangetheverbtense.

30. (SentenceWork,Vocabulary)AVeryLongSentence:Beginasentence,forexample,“Iwenttothemarket…”Eachchildshouldsaythebeginningofthesentence,andaddawordtoit.Iwenttothemarket,andIboughtgrapes.Thenextsays,“IwenttothemarketandIboughtgrapesandapples.Thethirdaddsanotherwordandsoon.

31. (Sentence Work, Vocabulary) TwoTruths and a Lie- Children write 3 sentencesaboutthemselvesoranothertopic,2correctand1lie.Childrenshouldguessthelie.

32. (SentenceWork,Vocabulary)ClassSurvey:Chooseaquestion,forexample:What’syourfavoritesport?Childrenshouldquestionclassmates,andwritetheiranswers.Thenmakeachart,showinghowmanychildrenlikeeachsport.


33. (Spelling)6StepstoSpelling:

1. Closeyoureyesandrepeattheletters.

2. Lookattheword,sayitandlistentothesounds

3. Saythelettersinorder.

4. Coverthewordandwriteit.Checktoseeifyouspelleditcorrectly.Ifnot,startover.

5. Writethewordcorrectly2moretimes.

6. Writethewordwhilelookingatit.

34. (Spelling)SpellingBaseballArrange3chairsanda‘homechair’aroundtheclass-room. Divide the class into 2 teams. The first team is lined up at home chair. The teacher asks the first child to spell a word. If he spells it correctly, he goes to the 1stchair.Thenextchildgetsaword.Ifshegetsitcorrect,shemovesto1stchairandtheotherchildgoestothe2nd.Apointisscoredwhenachildgoestoeachchairandreturnshome.If3childrenincorrectlyspellwords,theteamisout,andthenextteammustlineup.Repeatprocedure.

35. (Spelling) Spelling Bee- Children line up and teacher gives the first child a word. Thechildmustspellthewordcorrectly.Ifhedoes,hegoestotheendoftheline.Ifhedoesnot,hesitsdown.Continueuntilonlyonechildremains.

36. (Time) Children should use arms to be the hands of the clock. Other childrenshouldtrytotellthetime.

37. (Transportation)Song:TheWheelsontheBus-transportation

The Wheels on the bus go round and round, Round and round, Round and round, The wheels on the bus go round and round, All around the town! The wipers on the bus go swish swish, swish (wipers= windshield wipers) The baby on the bus goes waa, waa, waa! The kids on the bus go Ha! Ha! Ha! (Make your own words as well)

38. (Uzbekistan)Song:tothetune“ThisLandwasMadeforYouandMe(SeeAppendixE)

This land is your land, this land is my land, From Nukus City, to Andijon! From the white sand desert, to the big green valley, This land was made for you and me!

This land is your land, this land is my land, From the high, high mountains, to the grassy taiga, From the Sir Daryo River to Samarkand, This land was made for you and me.

39. (Vocabulary)Categories:Putstudentsinacircle.Childrennameitemsinagivencategorysuchasanimals,food,clothing,etc.Goaroundthecircle,andeachchildmustsayawordfromthecategory.Childrenwhorepeatanswersorwhoareun-able to answer quickly must sit down. The final 3 children should begin their letters withalettergivenbytheteacher.

40. (Vocabulary)Duck,Duck,GrayDuck:Childrensitorsquatinacircle.Onechildis‘it’.Hegoesaroundthecircle,tappingeachchildontheheadandsayingacolor,number,orothervocabularyword.Whenthechildsaysthespecialword-decidedbefore(forexampleifyouareusinganimalvocabularythespecialwordcouldbe‘elephant’)thechildwhoistappedmustgetupandrunafterthechildwhois‘it’.Ifhecatchesthe‘it’childbeforehecansitdowninthetaggedchild’splace,thechildwhowas‘it’mustsitinthemiddle.Thenthenewchildis‘it’andrepeatstheprocess.

41. (Vocabulary)BlackboardBingo:Write10-15wordsontheboard.Eachchildshould

�0�

chooseandwritedown5ofthewords.Readoffthewordsinarandomorder.Chil-drenmaymakeacheckastheyhearawordontheirlist.Whenastudentchecksoffallofhiswords,hemustyell“BINGO!”Teacherchecktomakesurehehasallofthewordsthatwerecalled.

42. (Vocabulary)Dialogueinabag:Inabag,putseveralitems,andthe2studentsmustmakeadialogueusingtheseitems.

43. (Vocabulary)DrawingDictation:ForExample:Tellchildren,“Drawahouse.Drawatableinthehouse.Drawacakeonthetable…”Checktoseeifchildrenfolloweddirections.

44. (Vocabulary)FruitBasket:Giveeachchildavocabularywordso thatat least2childrenhavethesameword.Childrensquatorsitinacircle.Onechildisinthemiddle,andcallsoutavocabularyword.Thechildrenwhohavethatwordmustswitchplacesinthecircle.Theymustdoitquicklybecausethechildinthemiddlealsomusttrytogettooneoftheemptyplaces.Whoeverhasnoplaceinthecircleisthenextonetocalloutaword.Ifthechildcalls“FruitBasket”,allthechildrenmust try to find a new place in the circle

45. (Vocabulary)Givealistofwords.Sayanotherwordthatrhymeswithoneonthelist. Children must find the word that rhymes.

46. (Vocabulary)Giveeachstudentaletterfromthealphabetcards.Writeawordontheboardandhavethechildrenspellit.Askstudentswiththoseletterstocometothefrontandlinethemselvesupintheproperordertospelltheword.

47. (Vocabulary)Guesswhat’sinthebox.Putanobjectinaboxanddescribeittothestudents.Havechildrenguesstheobject.Thenchooseachildtodescribeanewobjecttotheclass.

48. (Vocabulary)Hangman:Childorteacherchoosesawordanddrawsalineforeachletterontheboard(forexample,ifthewordiscat,drawthreelines:___).Chil-drenmusttaketurnsguessingletters.Iftheletteristhere,theteacherwritesitin.Iftheletterisnotintheword,drawonepartofabody.Whenthewholebodyisdrawn,thegameisover.Childrenmusttrytoguessthewordbeforethebodyisdrawn.

49. (Vocabulary)Makeacrosswordpuzzleforchildrentosolve.Drawitontheboard,andgivecluesorallyorinwrittenform.

50. (Vocabulary)MemoryGamePut15-30itemsonatable,andletthestudentslookatthemfor30seconds.Thentheyshuttheireyes,andteachersecretlyremovesanobject.Childrenmustdecidewhatwasremoved.

51. (Vocabulary)OddWordOut:Write4wordsontheboard.Threeofthewordsshouldhave something in common, 1 should be different. Children have to figure out which one doesn’t fit, and why. For example: apple, raspberry, potato, peach. Potato doesn’t fit. It is a vegetable.

52. (Vocabulary) Pass race: Teacher hands a word or picture card to the first student andsayswhatitis.Childmustturntothenextchildandsaywhatitis.Repeataroundtheclassroom.

53. (Vocabulary)Pictionary:Callonestudenttotheboard.Whispertohimorheronevocabularyword.Thechildmustdrawthewords,andtheclassmusttrytoguessthewordwithinatimelimit.Canalsobeplayedwithteams.

54. (Vocabulary)Postpicturesofvocabularyaroundtheroom.Calloutaword.Seewho can find the picture first.

55. (Vocabulary)Preparevocabularywordcards-2 foreachvocabularyword.Handout the cards, and children must find the other child who has the same card. They should ask, “Do you have a….?” Variation: Prepare cards with specific times on them instead of vocabularyChildrenmust say, for example: “What timedo youhave?” “I have four fifteen.”

56. (Vocabulary)Put8-10picturesontheboardanddividetheclassinto2groups.Sayawordandthechildmustputhishandonthatpicture.Onechildfromeachteamcom-petes at a time. The child who finds the picture (and puts his hand on it) first wins.


57. (Vocabulary)TeacherpreparedtextmostlyinnativelanguagebutwithsomeEng-lishwordsmixedin.ChildrentrytoguesswhattheEnglishwordsmean.

58. (Vocabulary)WheelofFortune:Writeaseriesofdashesontheboard,oneforeachletterofawordorsentence.Inteams,childrenmustcalloutaletter.Iftheletterisinthewordorsentence,writeitin,andgivetheteam10pointsforeachtimeitappears.Iftheletterisnotthere,theotherteamgetsaturn.Ifthechildrenknowthewordorsentence,theymustwaitfortheirteam’sturn,andiftheyarecorrect,theyreceive100points.

59. (Vocabulary)Animal-Food–Color:Everyonestandsinacircle.Oneplayerischosenandisgivenaball.Hetossestheballtosomeoneelseinthecircleandsays‘ani-mal’,‘food’or‘color’.

60. (Vocabulary)BallToss.Tosstheballtoachild.HemustsayanEnglishwordandtossitback.Tossittosomeoneelse.Repeatuntilnoonecanthinkofanewword,orifallstudentsknowthewordswell.

61. (Vocabulary)Bingo-Childrenmakecardswith5rowsof5squares(or4rowsof4),Childrenwriteavocabularywordorpictureineachsquare.Theteacherreadsoffvocabularywords,andthechildputsasmallpieceofpaperoverthewordastheteachersaysit.Whenthechildmakesalineofpaperpieces,eithergoingacross,downordiagonally,hemustyell“BINGO!”Teachercheckshiswords,andthegamecanstartagain.

62. (Vocabulary)Chooseavocabularywordthatcanbedrawn.Drawonepartofit.Askchildrenwhattheythinkitis.Drawanotherpart.Childrenmayguessateachpartthattheteacherdraws,untilthepictureiscompleteorachildguessescorrectly.

63. (Vocabulary)Dividechildreninto3teamsandwrite3lettersontheboard.Onechildfromeachteammaycometotheboardatatime.Theymustwriteawordthatstartswiththatletter.Thenextchildmustwriteawordthatstartswiththelast letter of the word the first child wrote For Example: Apple, elephant, tree, egg,goat…

64. (Vocabulary,AdvancedAlphabet)thechildwhocatchestheballmustsayawordfromthecategory.Ifhecan’theisout.Repeat.

65. (Vocabulary,Alphabet) Divide class into teams. Put all alphabet cards or wordcardsinabag.Childfromeachteammustpickacardandnameit.Gofromoneteamtotheother.Theteamthatnamesthemostletterscorrectlywins.

66. (Vocabulary) Word shape boxes/square game: Teacher makes the shape of thewordusingboxes.Tallboxesfortallletters:l,k.h…squareboxesforsquareletters:a,s,e,r…andlowboxesforlowletters:j,q,p….Childrenmustguessthewordfromitsshape.

�0�

Appendix C: Holiday ActivitiesHalloween

October 31st

History of Halloween

Halloween,orAllHallowsEvebeganasareligiousholiday.AllHallowsDay,adaytore-memberpeoplewhodied,isNovember1.So,onOctober31st,theeve(dayoreveningbefore)ofthisday,somepeoplethoughtthatspirits,orghosts,wouldcometoearthandcausetrouble.Peopledressedup inscarycostumes inordertoscarethespiritsawaybeforetheycouldcausemischief.

OurAmericanholidayhasbecomenon-religious.ChildrenandadultsbothenjoyHallow-een.Theydressupinsillyorscarycostumes,andgotopartiesoroutto“Trick-or-Treat”.Children,dressedincostumes,walkaroundtheirneighborhoodsintheeveningwithabagorpillowcase,knockingondoorsandcallingout“Trick-orTreat”!Theresponsefromtheneighborsistoputcandy,or“treats”,inthebags.Thetraditionisthatiftheneigh-bordoesn’tgiveatreat,thechildwillplaya“trick”onthem.

Halloweentraditions includecarvingafaceinapumpkin-andputtingacandleinsidesothefaceshines(calledaJacko’Lantern),andplayingpartygamessuchas“BobforApples”,“PintheTailontheDonkey”,and“MusicalChairs”.

Traditional costumes include witches, wizards, ghosts, monsters, princesses, pirates,skeletons…becreative!

Traditionalfoodsincludepopcornballs,toastedpumpkinseeds,candy-coveredapplesonastick,applecider,andCANDY!

TraditionalanimalsofHalloweenarebats,spiders,blackcats-anythingthat’sblackorscary.

TraditionalsymbolsofHalloweenareskeletons,pumpkins,witches(stirringabigqazonor flying on brooms), spiders, bats, and ghosts.

Traditionalcolorsareorangeandblack-soevenifyoudon’thaveacostume,youcanstillcelebratetheholidaybywearingthesecolors.

Suggested Activities

Bob For Apples-A large basin of water is placed on the floor. Apples are placed in the water,andchildrenmusttreytopickupanappleusingtheirteeth.Theymustnotusetheirhands.

PintheTailonTheDonkey-Alargeposterofadonkeywithnotail isputonthewall.Children-onatatime-areblindfoldedandgivenapaper“tail”whichtheyshouldtrytopinonthewall-asclosetotherightplaceastheycan.

MusicalChairs-Chairs(onelessthanthenumberofplayers)areplacedinacircle.Musicisplayed,andtheplayerswalkaroundthechairs.Whenthemusicstops,theplayersmustquicklysitdown.Whoeverisleftwithoutachairisout.Onechairistakenaway,andthegamecontinuesuntilonlyonepersonisleft.

PopcornBalls-Popcorn.Makeasugarsyrupwith1partwaterto2partssugar.Boiluntilgolden.Addaspoonfulofbuttertothesyrup.Poursyrupcarefullyoverthepopcorn,andmixwithaspoon.Becareful-itisHOT!Afterafewminutes,putsomebutteroroilonyourhandsandmakeballswiththepopcorn.Coolandeat.

CarvedPumpkinandToastedPumpkinSeeds-Chooseapumpkinwiththin‘walls’.Cutaholeinthetop,aroundthestem,andtakeoutalloftheseeds.Setaside.Drawafaceonthepumpkin.Becreative,butrememberyouhavetocutouttheeyes,noseandmouth.Ifyoudothispleasebeverycareful.ThepumpkinsinUzbekistanareharderandthickerthanthoseinAmerica.Takecaretocutyourself.Putacandleinthepumpkin,andlightintheevening.Taketheseeds,andwashthem,removingallofthepumpkin.Poursome


saltandoilonthemandmixwell.Placethemonapan,andbakeuntiltheyaretoasted,about15minutes.Coolandeat.

A Halloween Song

Halloween is Coming Soon (to the tune of ‘London Bridge’, see Ap-pendix B)Halloween is coming soon, coming soon,Coming soon. Halloween is coming soon, Oh, what fun!

Black cats sitting on a fence, on a fenceOn a fence.Black cats sitting on a fence, Meow, meow, meow!

Witches flying on their brooms, on their brooms,On their brooms,Witches flying on their brooms,Eee! Eee! Eee!

2nd Year Activities:

Explainthehistoryoftheholidayinnativelanguage.Teach4-6newwords,suchastrick,treat,ghost,witch,pumpkin,toscare.

Makeascarymask

Teachchildren“TheItsyBitsy(orEentsyWeentsy)Spider”Rhyme.(‘ItsyBitsy’and‘EentsyWeentsy’arebabylanguageandmean‘small’.)(SeeAppendixE)

Makefoldedpaperobjects-seenextpages.

3rd Year- 2 Days of Activities

Explain history of holiday. Encourage children to fill in parts that they remember formthepreviousyear.Learnsomenewwords-animalsorsymbolsassociatedwithHalloween(seeabove)

Brainstormcostumes-learntheEnglishwordsforthem.Drawapictureofacos-tume.

Play“IsitaTrick?”GuessingGame:Makecardswith8-10Halloweensymbolsthatyouteachthechildren.2Childrenshouldcomeuptothefrontoftheroom.Onepicksacardandholdsitbehindtheother’sback.Theotherchildmustaskques-tions-Isitatrick?(yes),Isitaspider?(no)Isitawitch?(YES!).Taketurnsdoingthis.

4th Year-2 Days of Activities

Readtextandtestforunderstanding.Underlinedwordsmaybenewvocabulary.

Halloween is on October 31st. It is an interesting holiday. On this day, children dress up in costumes. They walk around their neighbor-hood and ask their neighbors for treats. Treats are candies or other sweets. It is fun to scare our friends with masks. It is also fun to dress up as a different person or thing. I like to go to Halloween parties. Do you like Halloween?

Makefoldedpaperobjects(seefollowingpages)

DoHalloweenWordSearch(inpairsortogetherontheboard)

Designapumpkinface

Assignchildrentomaketoastedpumpkinseedsforthenextclass.(Warnchildrennottotrytocarveapumpkinface-theycouldcutthemselves)

�

�

�

�

�

�

�

�

�

�

�

�

�0�

Thanksgiving

The 4th Thursday in November

ThanksgivingisanAmericanholidaywhenwethinkaboutallthethingsweareluckytohave-family,friends,andallofthethingsthatmakeourlivesgood.WhenthePilgrims-the first European settlers in America- first arrived in America, it was a very difficult and dangerousplacetolive.Manypeopledied.ThePilgrimsdidn’tknowhowtoliveandgrowfoodinAmericayet.Theywereveryworriedthattherewouldbenofoodinthewinter.ButtheNativeAmericanswhoalreadylivedinAmericahelpedthePilgrimsandshowedthemhowtogrowfoodandlivethere.BecauseofthekindnessoftheNativeAmericans,thePilgrimslivedthroughthewinter,andinNovember,theyallhadafeast-abigmealtogether,tocelebratetheirfriendshipandtheirgoodfortune.Werememberthistimeon the fourth Thursday of each November. On this day we gather together with ourfriendsandfamilyandeatalargemeal,asymbolofourgoodluckandrichness.Weoftentelleachotherwhywearethankful-andonthisday,wethinkabouthowluckyweare.

SymbolsofThanksgiving:

Aturkey-thetraditionalthanksgivingfood

Acornucopia-ahornshapedbasketfulloffruitsandvegetables-thiswordalsomeans“alotof”

Pilgrims-Pilgrimstraditionallydressedinblackandwhitewithblackhatsforthemen,whitehatsforthewomen.

Corn-especially‘IndianCorn”whichhasdifferentcoloredkernels,isasymbolofhavingenoughtoeat.

TraditionsofThanksgiving:aparade,abigfootballgame,givingthanks,visitingfamilymembers,andeatingalotoffood!

FatTurkeysSong(tothetuneof“DidyoueverseeaLassie?”)

Oh, gobble, gobble, gobble,Fat Turkeys, Fat TurkeysOh, gobble, gobble, gobble,Fat Turkeys we are.We walk very proudly and gobble so loudly,gobble, gobble, gobble, gobble, gobbleOh gobble, gobble, gobble,Fat turkeys we are.

5LittleTurkeysPoem

5 little turkeys standing by a door,One waddled off and then there were 44 little turkeys standing by a door,One waddled off and then there were 33 little turkeys standing by a door,One waddled off and then there were 22 little turkeys standing by a door,One waddled off and then there was 1One little turkey, better run away,For soon will come Thanksgiving Day.

�

�

�

�


Suggested Activities for Thanksgiving

3rd Form-2 days

Teachershouldexplaintheoriginoftheholidayinlocallanguage.Teachseveralvocabularywordssuchasturkey,togivethanks,dinner,tradition.Useagamethatthechildrenliketopracticethewords.

Makea“turkey”:Childrentracetheirhandsonapieceofpaper(thethumbisthehead and neck, the fingers are feathers). They can color and decorate the turkey, andthenwriteonethingaboutthemselvesineachofthe“feathers”.

Reviewdaysoftheweek,payingspecialattentiontothepronunciationofthe‘th’inThursday.

SpeakaboutFall

Childrencanalsowriteorspeakaboutwhattheyarethankfulfor.Teachthemthevocabularyasitcomesup-althoughtheyshouldknowmostofthewords.

4th Form- 1 day

Askthechildrenwhattheyrememberabouttheholiday,andthenreadthetext:

On the 4th Thursday of every November, Americans celebrate Thanksgiving. Giving thanks means we like to think about and tell each other about the things we like or love. This tradition started when the first people came to America. The Native Americans helped them to live through the winter. They were so glad they all had a big feast. So now, Americans have a big feast every year to remember all the things that we have, especially our family and our friends. We remember how lucky we are.

Studentsmayalsospeakaboutwhattheyarethankfulfor.Theyshouldusewordslike”Iamthankfulfor…Iamgladthat…

StudentsmaydiscusswhattheywouldeatiftheyhadThanksgivinginUzbekistan.

Christmas

December 25th

New Year’s Eve, New Year’s Day

December 31st, January 1st

InAmerica,Christmasisoneofourfavoriteholidays.Christmasistraditionallyknownasthe birthday of Jesus Christ, the main figure in the Christian religion. Christians celebrate thisholidaybygoingtochurch,butmanyotherpeoplethinkofChristmasnotonlyasareligiousholiday,butasafamilyholiday,andatimetotellourfriendsandlovedoneshowmuchwelovethem.Itisalsoatimetogivegiftstoeachother.Manypeoplestartprepar-ingforChristmasinthebeginningofDecember.WehavepartiesandgetChristmastrees.AChristmastreeisusuallyanevergreentree,whichisdecoratedwithsmalllightsandorna-ments.PeopleinUzbekistanalsodecoratetreesfortheNewYear’sholiday.WeplaceourwrappedgiftsunderneaththeChristmastree,waitingtoopenthemonChristmasmorning.Forchildren,thereisthetraditionofSantaClaus-orSaintNicholas.SantaClausisabigfatmanwhowearsaredandwhitesuit.WesaythatSantaClauslivesattheNorthPole,andhasatoyworkshop.Elves-magicallittlepeoplewithpointedears-areSanta’shelpers.Theyworkallyearmakingtoysforgoodgirlandboys.WesaythatSantaClauskeepsournamesonalistandalwayswriteswhetherwehavebeengoodorbad.Alongwiththetree,we also keep ‘stockings’ or big socks hanging on a wall so that Santa can fill them up with presents. If we have been bad, Santa will fill our stockings with coal instead of presents. On Christmas Eve, we say that Santa flies around the world in a sleigh pulled by flying reindeer, andclimbsdownourchimneystoplacepresentsfromhisbigbagorsackundertheChrist-mastree.OnChristmasmorning,childrenliketowakeupearlytoseewhatgiftsSantahas

�

�

�

�

�

�

�

�

��0

leftthem.Afteropeninggifts,weoftenvisitrelativesandhavealargemeal.Oftenthismealincludesaroastedgooseasthemaindish.

SomeChristmastraditionsareasfollows:

Caroling- Singing Christmas carols- or songs, is a popular tradition. Sometimesgroupsoffriendsgoaroundtheirneighborhoodsandsingfortheirneighbors.Thisiscalled‘caroling’.

Mistletoe-mistletoe isasmallplantwithwhiteberriesthatgrows intrees.Weoftenhangapieceofmistletoefromtheceilingsinourhomes,andiftwopeoplestandunderthemistletoe,theyshouldkiss.

RoastingChestnuts-ItistraditionaltobuyormakeroastedchestnutsinChristmas.Theyaresimplychestnutsthathavebeenbaked.

Gingerbreadhouse-Agingerbreadhouseisasmallhousemadefromcookiesanddecoratedwithbrightlycoloredcandies.Itisheldtogetherwithasugarfrostingwhichlookslikesnow.Theyarefunforchildrentomakeandeat.

ChristmascookiesforSanta-ChildrenoftenleaveaplateofChristmascookies(anytypeofdecoratedcookie)andaglassofmilkneartheChristmastreeforSantatoeatwhenhecomeswithpresents.

GoingtovisitSantaClaus-Amorerecenttraditionistovisit“SantaClaus”atastoreorpublicplace.ChildrengoandsitonhislapandwhispertohimwhattheywantforChristmas.

Traditionalsymbols:Christmastree,Holly(aplantwithpointed,greenleavesandredberries-itstaysgreeninthewinter),mistletoe,aSanta’scap,candycanes(aredandwhitestripedpeppermintcandy)aChristmastreeAsleigh,andreindeer

TraditionalColors:green,redandwhite

NewYear’sEveandNewYearsDayarealsotraditionalholidaysinAmerica.OnNewYearsEve,peopleoftengotopartiestocelebratetheendoftheoldyear,andthebeginningofthenewone.Weoftenmake“NewYear’sresolutions”onthisday.Thisiswhenwedecidethatwewilldosomethingdifferentlyoraccomplishagoalforthenextyear.NewYear’sDayisadaytospendwithfamilyandfriends,visitingandeatingtogethertocelebratetheNewYear.AtNewYear’sparties,weoftenwearsillyhats,makenoisewithnoisemakers,andthrowsmallpiecesofcoloredpaper,orconfetti,aswe‘countdown’totheNewYear.Peopleusuallystopevery-thing and count down from ten seconds until the first second of midnight, when the New Year begins.Peopleoftendrinkchampagneandeatexpensivefoodstocelebratethisholiday.

TraditionalsymbolsofNewYear’s:

Anoldman-FatherTime,andababy-asymboloftheNewYear.

InNewYork,abigcelebrationtakesplaceinTimesSquare-andpeoplewatcha‘ball’drop.Thisballisalargeballwithlightonitatthetopofabuilding.Attenseconduntilmidnight,itbeginstodrop,andeveryonewatchesituntilitreachestheroofofthebuilding.

SingingAuldLangSyne-aGermansongwhichtranslatesto“thegoodolddays”asongtoremembertimethathaspast,andtellingustolookforwardtotheNewYear.

Suggested Activities for Christmas and New Year

1st Form- 2 days

ExplainAmericanChristmasandNewYear’straditions

MakeanornamentforaChristmastree

LearnashortChristmasCarols-seeAppendixforexamples

CutaChristmastreeshapeoutofpaper,anddecorateit

2nd Year- 3 Days

ExplainholidaytoChildreninnativelanguage

Teachnewvocabularywordssuchasholiday,SantaClaus,present,gift,reindeer,Christmastree,NewYear,old,new

�

�

�

�

�

�

�

�

�

�

�

�


LearnChristmasCarols

Playgame“What’sinSanta’sSack?”Childrenshouldfeeltheoutsideofabagandguesswhichobjectisinside.

MakeaChristmasWishList-alistofpresentstheywouldlike

MakeChristmasorNewYear’sTreeornaments

MakeaNewYearsresolution

3rd Year- 2 Days

RemindChildrenabouttheholiday,teachsomenewvocabulary

LearnandsingChristmasCarols

MakeChristmastreeornaments

MakeNewYear’sResolutions

Makeasillypaperhat

4th Year-2 Days

Childrenshouldreadthetextandlearnnewwords

Christmas and New Year’s are 2 holidays at the end of December. On Christmas, children wait for Santa Claus to come and give them pres-ents- but only if they have been good! Christmas is a time for families to be together, and think about all the good things in their lives. On New Year’s Eve we celebrate the end of the old year and the beginning of the New Year. We often go to parties and stay up late to welcome the New Year. We also make resolutions, or goals for the New Year.

SingChristmasCarols

MakeChristmastreeornaments

MakeNewYearsResolutions

Groundhog’s Day

February 2nd

February2ndisGroundhog’sDay.Agroundhogisasmallfurryanimal,aboutthesizeofacat,whichlivesintheground.Theyhibernate,orsleepallwinter.WesaythatonFebru-arysecond,thegroundhogwakesupandcomesoutofhishole.Ifheseeshisshadow,hewillbescaredandgobackintohishole.Thisisasignthattherewillbe6moreweeksofwinter.Ifhedoesnotseehisshadow,wesaythattherewillbeanearlyspring.


2nd Form

Teachermayexplainholidayinnativelanguage.Introducevocabulary:groundhog,shadow,scared.

Poem(orsungtothetuneof“I’maLittleTeapot,seeAppendixB)

Here’s a little groundhog, furry and brownHe’s coming up to look around,If he sees his shadow, down he’ll go,Then 6 more weeks of winter, oh no!

Tapepapertothewall,andshinealightonthestudentssotheycastashadow.Tracetheshadowofthestudent’sheads.Theycancutthemoutandplayaguess-inggame“Whoseheadisit?

Teachermayholdaniteminfrontofalight,andstudentsmuchguesswhatitisfromtheshadow.

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

��

4th Form

Teachermaygivestudentsthetext,andtheycanpracticereading.Goovernewvocabulary.Thentheteachermayremovesomewordsandseeifthestudentscanputthewordsbackin.

Studentscanreviewmonthsoftheyearandseasons.PayspecialattentiontotheseasonFebruaryisin.

Poem

Sunday was a lovely day The sun was shining bright The sun on Monday his it’s face Behind some clouds of white On Tuesday we saw only fog And Wednesday brought us more Thursday’s skies were dim and dull And rain began to pour On Friday morning the wind crept up And it began to blow By Saturday the sun peeked out And once more said hello!

St. Valentine’s Day

February 14th

St.Valentine’sDayisFebruary14th.Valentine’sdayisaveryniceholiday.InAmericaitisourtraditiontogivegiftstopeoplewelikeonthisday.Thegiftmaybeacard,aboxofchocolateor sweets, flowers, or something else that the person will like. We give Valentine’s Day gifts to ourfamily,friendsandmaybeourboyfriendsorgirlfriends.Itisadaytotellsomeonehowmuchwelikehimorher.Ifyoulikeaperson,onthisdayyoumaycallhimorher“MyValentine”.

TraditionalsymbolsofValentine’sDay:

Pink or red hearts, Cupid (a little baby with wings who flies around and shoots peoplewitharrows.Thearrowswillmakethepersonfallinlove)andcupidsar-rows,aheartwithanarrowthroughit.

TraditionalsayingsforValentine’sDay:

Bemine,BemyValentine,YouaremyValentine,Youaresweet,Youarenice,Iloveyou,Ilikeyou,You’reasweetheart.

TraditionalcolorsofValentine’sDay:

Pink,redandwhite

Valentine’sDaySongs:

YesIDo(tothetuneof3BlindMice,seeAppendixE)

I love you, I love youYes I do, yes I doI love you every night and dayI love you when I work and play,I love you in so many ways,I love you!

BeMyValentine(tothetuneofMaryHadaLittleLamb,seeAppendixE)

You’re a special friend of mine,

�

�

�

�

�

�


friend of mine, friend of mine.You’re a special friend of mine,Be my Valentine!


2nd –2 days

Tellchildrenaboutthisholiday.Teachnewvocabularywords:tolike,tolove,gift,andValentine’sDaysayings.Teachthedifferencebetweentolikeandtolove(loveisamuchstrongerwordthanlike).

Makeacardforyourvalentine.

Makevalentinescardsforeveryoneinyourclass,andmake‘mailboxes’thattheycanbedeliveredto.

Discusspolitewordsandwhenandhowtousethem.

3rd –1 day

Reviewholidayanditstraditions.

MakeaValentinesDaycard.

Learnthepoem:

Roses are redViolets are blueSugar is sweetAnd so are you!

4th –1 day

Reviewholidayandreadtext.Removesomeofthevocabularywordsandaskthemif they can fill them in.

Valentine’sDayWordSearch-makephotocopiesordotogetherontheboard.

Discuss adjectives that compliment: beautiful, handsome, pretty, nice, sweet,friendly,cute,smart,clever,etc.Childrenmayusethemtocomplimentsomeone.

Play I’mthinkingofapersonwhois…Studentsdescribeeachotherwithadjec-tives.Theymustguesswhoitis.

Women’s Day

March 8th

InAmerica,wedon’tcelebrateWomen’sDaybutwedocelebrateMother’sDay.Onthisday,weshowourmothershowmuchwelovethembymakingtheirdayextraspecial.Sincemothersusuallydothingsforus,onthisdaywedoeverythingforourmothers.Weoftenmakeourmothersandgrandmothersbreakfast,ortakethemtoarestauranttoeat. We do the housework, and give gifts such as flowers, candy, jewelry or perfume. We giveourmothers“thedayoff!”

Howismother’sDaysimilartoWomen’sDay,andhowisitdifferent?


2nd Form

DiscussMother’sDay.AskhowitisdifferentfromWomen’sDay.Teachsomevocabulary:celebrate,toshow,extraspecial,housework,togive

ChildrencantrytousethesevocabularywordsinsentencesaboutWomen’sDay

Makeapictureforyourmother,sisterorgrandmother

�

�

�

�

�

�

�

�

�

�

�

��

3rd Form

Reviewtext(above),andspeakaboutMother’sDay.

ReviewPoem:

Roses are RedViolets are blueSugar is sweetAnd so are you (or And I love you!)

Playavocabularygame-nameitemsandaskiftheyaregoodgiftsforWomen’sDay.

Playgame:ShoppingforWomen’sDay.Providepicturesofitemswithpricetags.Havedialogsinwhichchildrenmustastheshopkeeper(teacher)foranitem,andthenbuyit.Givestudentspapermoneytoshopwith.

4th Form

Childrenshouldreadthetext,andlookfornewwords.Thenteachercanerasesome of the words, and ask children to fill them in. This can be done with preposi-tions,nouns,oranypartofspeechthatthechildrenneedtopractice.

Childrencanmakesentenceswithnewwords

MakeaWomen’sDaycardorpicture

Playavocabularygame:NameitemsandaskiftheyaregoodgiftforWomen’sDay.

Playgame:ShoppingforWomen’sDay.Providepicturesofitemswithpricetags.Havedialogsinwhichchildrenmustastheshopkeeper(teacher)foranitem,andthenbuyit.Givestudentspapermoneytoshopwith.

St. Patrick’s Day

March 17th

March17thisSt.Patrick’sDay.ThisisadayforChristianstorememberanIrishsaint,St.Patrick.AlthoughitistraditionallyanIrishholiday,theIrishpeopleinAmericahavemadeitsomuchfunthatwesay,“OnSt.Patrick’sDay,everyoneisIrish!”Wetrytoweargreenonthisdayandoftengotopartiesorparades.ThisisadaytoshowprideinbeingIrish.St.PatrickwasamanwhowenttoIrelandalongtimeago.He’sthemostfamoussaintinIrelandandpeoplesayhegotridofallthesnakesthere.

Traditionalsymbols:

AShamrockor4leafedclover.Thisisasmallplantwith3or4roundleavesatthetop.

ALeprechaun[leh-pri-kahn]-thisisasmall,magicalIrishmanwhohasapotfullofgold.Heisverytricky,butifyoucancatchhim,youcanhavehisgold.Itishiddenat“theendoftherainbow”.Weknowthatthereisnosuchplace,andthismeansthat a person can never find it.

Potsofgold,rainbowsandtheleprechaunsgreentophatarealsosymbolsofthisholiday.

Traditionalcolor:

Greenofcourse!

St.Patrick’sDaySong(tothetune,I’maLittleTeapot,seeAppendixB)

I’m a little leprechaun,Dressed in GreenThe smallest man,You’ve ever seen.If you ever catch me, so it’s toldI’ll give you my pot of gold!

�

�

�

�

�

�

�

�

�

�

�

�

�



2nd Form

Tellchildrenabouttheholiday,andteachsomenewwords:Ireland,Irish,sham-rock,andleprechaun.

Childrencanmake shamrocksand ineachof the leaveswrite somethingaboutthemselves

Reviewcolors,andperhaps“RainbowBingo”toreview.Childrenshouldmakebin-gocardswithcolorwords.Wordscanberepeated,butwheneachcoloriscalled,onlyoneofthecolorsquarescanbecovered.

ShowmapofIreland.FactsaboutIreland:verygreen,peoplespeakEnglish,onesymbol isashamrock. Infairytalesthere isa leprechaun.Littlemanwhotakesgoldandifyoucancatchhim,hehastogiveyouhisgold,whichisattheendofarainbow.Reviewvocabularywords:rainbow,gold,leprechaun,green,shamrockEnglish,Ireland.IncludeothervocabularywordsforWomen’sday.

Game:Bigrainbow,revisecolors.Attheendofeachcolorhaveastackofwordcards.Eachteamgetstopickacolorandtrytotranslatetheword.Playastic-tac-toe.

3rd Form

Recalltext.Speakabouttheleprechaunattheendoftherainbow.Childrenmaydrawtheleprechaunastheyimaginehim.

Practicespellingwordsfromthetext.

Ask children where they would hide something if they wanted no one to find it.

4th Form

Childrenshouldreadthetextandlearnnewwords.Teachermaywritethetextontheboard,andafterchildrenlearnwords,removesome,andseeiftheycanrecallthem.

Makeamatchinggame:Writevocabularywordson“goldcoins”(yellowpiecesofpaper).Eachwordshouldbewrittenon2ofthepiecesofpaper.Hanoneouttoeach child, and they must find the match. This may be with antonyms, or English/locallanguagetranslations.

Navruz

March 21st

NavruzistheCentralAsianNewYear.ItisMarch21st.Itisaveryniceholiday.Peoplearehappy,anditisspring.Wegotoparties,sing,danceandmakesumalak.Wecanmakewishedonsmallstonesthatwethrowinthesumalakpot.Wevisitourfamilyandfriends.WeeatalotoftastyfoodsonNavruz.Thereisnoschoolonthisday,sowecanrest.NavruzisaspecialholidayinUzbekistan.

Suggested Navruz Activities

(Please remember that you can make your own Navruz lessons and activities!)

2daysofactivitiesforeachyear

DrawapicturethatdescribesNavruz.

TeacherdictatesapictureaboutNavruz.Teacheralsodictatescolorsofthepic-ture.

Readtext.Copyandtranslate.

Writeowntextwiththeclassorindividually.

�

�

�

�

�

�

�

�

�

�

�

�

�

�

��

Answerthequestions:

What do you do on Navruz?What is Navruz?When is Navruz?What do you eat on Navruz?

Writeasetofsentences,describinghowtopreparesumalak.Writethesentenceson the board out of order. Children must arrange the sentences in order of first, second,thirdstep…

Teachwordssuchastostir,toboil,tosqueeze,tocollect,toadd,etc.

WhichfoodsdoyouliketoeatonNavruz?Eachchildcandrawandlabeladishtotapeona“Navruzable”alargepieceofpaper.Thispicturecanbedisplayedinclass.

Reviewfamilywords,andtheverb‘tovisit.’

Reviewmonthsoftheyear,daysanddates.

WritethelettersN.A.V.R.U.Z.ontheboard.Childrenmustthinkofawordthatstartswitheachoftheseletters.ThentrytouseitinasentenceaboutNavruz.Theymaybeverysillysentences.

See who can think of and write the most words starting with the lettersN.A.V.R.U.Z.

April Fool’s Day

April 1st

April first is April Fool’s Day. On this day it is common to play jokes on your friends. This meansthatyoutellyourfriendssomethingthat isfunny,butnottrue.Oryoucandosomethingtomakethemfeelsilly.Peoplecanbeverycreativeonthisdayandmakeupveryinterestingandfunnystoriesto‘fool’theirfriends-thatis,tomaketheirfriendsfeelsillyorfoolish.Thisholidaystartedlongago,whenNewYear’sDaywaschangedfromApriltoJanuary1st.Therewerenotelevisions,radiosortelephones,somanypeopledidn’thearaboutthischangerightaway.PeoplewhostillcelebratedtheNewYearonApril1stwere‘fools’andpeopleplayedjokesonthemandcalledthemAprilFools!

Traditionaljokestoplayonpeople:

Tellsomeonehisorhershoeisuntied.

Tellsomeonethereissomethingonhisorherface.

Teachersoftentellchildrentherewillbeasurprisetestonthisday.

Studentsmayplayajoketosurprisetheirteacher.

Tell someone there is a fly or bug in his or her food or drink.

2nd Form- ½ class

Tellchildrenaboutthisholidayandaskthemwhomtheywouldplayajokeonandwhatwouldthatjokebe?

3rd Form- ½ class

Remindchildrenaboutthisholiday.Teachthewordstotrick,tojoke,tofool,toplayajokeon.Letchildrenmakeupsentencesusingthesenewverbs.

ImagineyourfriendtoldyouthatNavruzhadbeenchangedtoMay15th.Wouldyoubelievehim?Whatwouldyoudo?Wouldyouthinkthathewasplayingajokeonyou?

�

�

�

�

�

�

�

�

�

�

�


Appendix D: Fun Day ActivitiesYoumayuseanysongs,gamesorreviewactivitiesonFunDays.Hereareafewothergamesuggestions.

7Up:7childrenarechosentocometothefrontoftheroom.Allotherchildrenmustputtheirheadsontheirdesksandclosetheireyes.Theyshouldholdouttheirhand,andholdtheirthumbup.The7childreneachmoveveryquietlytoonestudent,andtouchhisorherthumb.Thentheygobacktothefront.Teachersay,“Headsup,7up!The7childrenwhosethumbsweretouchedstandup,andmustguesswhotouchedtheirthumb.Iftheyguesscorrectly,theytaketheplaceofthatchild.Repeat.

Alphabet Bingo: Use the alphabet to fill in Bingo Cards (5 rows of 5 squares) teacher or childcallsletters,andthechildrencovertheletterswithsmallpiecesofpaperastheyare called. The first child to cover a row of letters (across, down or diagonally) wins the game.

AroundtheWorld:Thisgamemaybeplayedwithanyvocabulary,orsimplemath.Thefirst two children in the front desk stand up. Teacher gives a word, and the child must translateit(or,inthecaseofmath,solvetheequation).Thechildwhoanswersmorequicklymovestothenextchild,andtheteachergivesanotherwordorequation.Whenonechilddoesn’tanswermorequicklythantheother,hemustsitwherehe is(don’tmovebacktoownseat).Thisway,youcanseewhohasmovedthefarthestaroundtheroom.

BlanketNameGame:Dividetheclassinto2teams.2childrenmustholdtheblanketupsotheteamscan’tseetheotherteams.Eachteamquicklychoosesachildtostandinfrontoftheblanket.Thechildrenquicklypulldowntheblanketandeachchildmusttryto say the other’s name first. The child who says the name first brings the other child to histeam.

Detective:Labelthecornersoftheroom1,2,3and4.Onechildisblindfolded-thedetec-tive.TheotherchildrenmustmoveVERYQUIETLYfromonecornertoanother.Whentheyareallintheirchosencorner,thedetectivecallsoutanumberwhereheorshethinkschildrenarestanding.Allchildreninthatcornermustsitdown.Childrenmoveagain,andthedetectivecallsoutanumber.Repeatuntilthereisonechildleft.Thatchildbecomesthenewdetective.

HumanKnot:Childrenstandinaclosecircle.Theyeachputonehandinthemiddleofthecircle,andholdsomeoneelse’shand.Thentheyeachputtheirotherhandinthecircleandholdadifferenthand.Withoutbreakinghands,childrenmustundotheknottheyhavemade,andmakethemselvesintoacircle,allholdinghands.

SherpaWalk:Blindfoldeddirectionswithalineofblindfoldedchildren,eachholdingtheshoulderofthechildbeforehimorher.

Tic-Tac-Toe(NoughtsandCrosses):MakealargeTic-Tac-Toeboardontheboard.Dividetheclassinto2teams.Onechildfromeachteamcomestothefrontandmustansweraquestionortranslateaword.Whoeveranswersmorequicklymayputamarkontheboardforhisorherteam.

Titanic:Childrenwalkaroundinalargespace,asiftheyweretakingawalkontheTi-tanic.Theteachercallsoutanumber-usually1-6,dependingonnumberofchildren.Thismeansthattheshipissinkingandthechildrenmustgetinthelifeboatsinsetsofthatnumber.Theymustholdhandswithnomoreorlesschildrenthatthenumbercalled.Thosechildrennotholdinghandwithenoughchildrenornonemustsitdown.Repeatuntilafewchildrenremain.

ZipzapZop:Childrenmuststandinacircle:Goinginorderaroundthecircle,childrenmustsay,zip,thenzap,andthenzop.Childrenhave2secondstosaytheappropriateword.Iftheysaythewrongwordorhesitatetoolong,theyareout.Continueuntilthereisonestudentleft.

��

10 Little Fingers 10 Little Kittens

1 little, 2 little, 3 little kittens



10 little kittens in a row!

Good Morning SongGood Morning, Good Morning,

How are you, How are you?

Very Well, I thank you

Very Well, I thank you

How are you, How are you?

Where’s my Desk?Where’s my desk? Where’s my desk?

Here it is! Here it is!

I can touch the desk, I can touch the desk,

With my hand, With my hand.

Thiscanbedonewithotherclassroomobjectsaswell:

Where’s my chair(2), Near my desk!(2) I will sit in my chair(2) Quietly(2)

Where’s my pencil(2), On my desk(2)I can hold my pencil(2) In my hand(2)

Where’s the window(2) Over there(2), I can see the outside (2) Of my school(2)

I Like MiceI like mice, I like mice

Squeak, squeak, squeak

Squeak, squeak, squeak

Nose and eyes and whiskers,

Nose and eyes and whiskers

I like mice, I like mice.

Days of the Week SongSunday, Monday,

Tuesday, Wednesday, Thursday,

Friday, Saturday, Then we start again

Head, Shoulders, Knees and ToesHead, Shoulders Knees and Toes, Knees and Toes

Head, Shoulders Knees and Toes, Knees and Toes

Eyes and ears and mouth and nose,

Head, Shoulders Knees and Toes, Knees and Toes

The Good Morning SongOh, the duck says quack

And the cow says moo,

The old red rooster says

Cock-a-doodle-do.

The sheep says baa,

And the cat says meow

But I say good morning

When I see you!

Halloween Song Halloween is coming soon, coming soon,

coming soon.

Halloween is coming soon, Oh, what fun!

Black cats sitting on a fence, on a fence

On a fence.

Black cats sitting on a fence,

Meow, meow, meow!

Witches flying on their brooms, on their brooms,

On their brooms,

Witches flying on their brooms,

Eee! Eee! Eee!

Fat Turkeys Song Oh, gobble, gobble, gobble,

Fat Turkeys, Fat Turkeys

Oh, gobble, gobble, gobble,

Fat Turkeys we are.

We walk very proudly and gobble so loudly,

Gobble, gobble, gobble, gobble, gobble

Oh gobble, gobble, gobble,

Fat turkeys we are.

Groundhogs Day SongHere’s a little groundhog, furry and brown

He’s coming up to look around,

If he sees his shadow, down he’ll go,

Then 6 more weeks of winter, oh no!

Adjective SongLooking in the mirror, what do I see?

I see a (body part) smiling at me.

Looking in the mirror, what do I see?

I see someone who looks like me!

St. Patrick’s Day Song I’m a little leprechaun,

Dressed in Green

The smallest man,

You’ve ever seen.

If you ever catch me, so it’s told

I’ll give you my pot of gold!

Appendix E: Songs and Music


3 Blind MiceYes I Do

I love you, I love you

Yes I do, yes I do

I love you every night and day

I love you when I work and play,

I love you in so many ways,

I love you!

Mary Had a Little LambBe My Valentine


friend of mine,

friend of mine.


Be my Valentine!

Documents

Curriculum Teacher’s Manualvtoro-ou-gd.com/content/uploads/2013/03/ENG-Elementary...Elementary English Curriculum Teacher’s Manual D ear teachers! We are very proud to introduce