Level P3 Week 11A Topic Guess What s Next...P3_11A_2 This is a pattern. Can you guess what number comes next in the pattern? Say the next number. That’s right, four. Good job! 2

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June, 2016

P3_11A_1

Level P3 Week 11A Topic Guess What’s Next

OBJECTIVES

1. Explore the concepts of sequencing and recognizing patterns.

2. Read a summary from the Sesame Street video.

3. Understand and use phrases to describe the video:

Elmo plays the Guess What Comes Next game.

Elmo is asked to finish the pattern: Apple, banana, apple, banana,

apple, ___.

His answer is banana and Elmo wins the game!

KEY VOCABULARY 1. number sequence 2. pattern 3. order 4. What comes next

MEDIA I. Welcome Open Media Sunny Day

II. Chant and Learn Media 1

Media 2

Media 3

Topic Intro

Chant Intro

Chant

III. Watch and Review Media 4

Media 5

Media 6

Media 7

Guess That Sequence

Guess What’s Next

What Comes Next Game, Part 1

Ten Questions

V. Goodbye Media 8 Review Chant

PREPARATION

MATERIALS

1. Five books of any kind

2. Five pencils

3. Three bananas (or three pictures of a banana)

4. Three apples (or three pictures of an apple)

5. Workbook 1

I. WELCOME [5 min.]

1. Open Media: Sunny Day

Play: Sunny Day

Welcome to class today! I’m so happy to see you!

Who’s ready to learn about sequences?

Today we are going to talk about what comes next.

2. Review Homework from

Previous Lesson

Do you have your homework? Can I see your homework?

You wrote so neatly. / Good job! Great spelling. /

Great job matching the ______.

II. CHANT AND LEARN [10 min.]

1. Media 1: Topic Intro

Play: Topic Intro

Today we are talking about what comes next.

Remember when we learned to count by twos?

These numbers are in a certain order.

They are in a sequence.

Let’s say that word together. Sequence. Sequence.

Can you guess what number comes next? Good.

Ten is the next number in the sequence.

We’ll also talk about what comes next in a pattern.


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P3_11A_2

This is a pattern. Can you guess what number comes next in the

pattern? Say the next number. That’s right, four. Good job!

2. Media 2: Chant Intro

Play: Chant Intro

To get us thinking more about sequencing and patterns,

let’s warm up with a chant. Repeat each line after me.

What comes after one, two, three?


Four, five, six. It’s a sequence, you see.


What is a pattern? How does it go?


Follow a pattern, and you will know.

Follow a pattern, and you will know.

Let’s try again. Great job!

3. Media 3: Chant

Play: Chant

Verse 1


(Children: What comes after one, two, three?)

Verse 2


(Children: Four, five, six. It’s a sequence, you see.)

Verse 3


(Children: What is a pattern? How does it go?)

Verse 4

Follow the pattern, and you will know.

(Children: Follow the pattern, and you will know.)

III. WATCH AND REVIEW [25 min.]

1. Media 4: Guess That Sequence

Bert and Ernie are playing a game about number sequences.

Bert is trying to guess what number comes next.

Can you help him?

Let’s watch and see if we can help Bert.

Play: Guess That Sequence

2. Media 5: Guess What’s Next

Bert likes paper clips and bottle caps.

Paper clips and bottle caps are two of his favorite things.

Let’s watch Bert show Ernie how to play a game with paper clips

and bottle caps. The game is called Guess What’s Next.


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Play: Guess What’s Next

3. Activity

*可能であれば、実物のクリップとキャ

ップ、本と鉛筆を用意すると良いでしょ

う。

実物が用意できない場合は、一つずつ絵

を描いたものを用意して、それらを使う

のも一つの方法です。

***************************

*以下パターンとシークエンスの違いで

す。

Pattern

Things that are arranged following a

rule or rules.

Sequence

A sequence is a set of things (usually

numbers) that are in order.

If the sequence goes on forever it is

called an infinite sequence,

otherwise it is a finite sequence. A

sequence usually has a rule, which

is a way to find the value of each

term.

Example: the sequence {3, 5, 7,

9, ...} starts at 3 and jumps 2 every

time:

Bert and Ernie played a pattern game.

They tried to guess what’s next in the patterns.

First, Bert made a pattern. Let’s draw Bert’s pattern on the board.

(Make a simple pattern of three paper clips, two bottle caps, and

three paper clips on the board. Review the pattern out loud.)

Paper clip, paper clip, paper clip, bottle cap, bottle cap, paper

clip, paper clip, paper clip. What comes after three paper clips?

(Encourage response: Bottle cap, bottle cap. Two bottle caps.)

That’s right.

Bottle cap, bottle cap comes next.

The pattern is three paper clips, two bottle caps, three paper clips,

two bottle caps.

Now, we are going to make our own pattern.

Let’s use books and pencils to make a pattern.

Who would like to make a pattern?

(Encourage student volunteer to arrange the books and pencils

into a pattern, such as: pencil, book, pencil, book; or book, book,

pencil, book, book, pencil, etc.)

What other patterns can we make?

(Encourage each student to use books and pencils to make their

own pattern. You might ask the rest of the class: “What comes

next in this pattern?”)

Now, let’s make a sequence.

A Sequence is a set of things that are in order.

Let’s put our pencils in order, from smallest to biggest.

The smallest pencil will be first, then bigger and bigger, up to the

biggest.

(Help students arrange pencils in a size sequence. You might also

ask students to arrange books in a size sequence.)

Great job making a sequence.

4. Media 6: What Comes Next

Game, Part 1

Elmo likes to play pattern games too.

Let’s watch Elmo play the What Comes Next game.

Can Elmo guess what comes next in the apple and banana

pattern?

Watch carefully, and see if you can guess along with Elmo.

Play: What Comes Next Game, Part 1


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*もし視覚的な補助があったほうがよ

い場合は、

①フラッシュカードでヒントを出す

②生徒に答えさせて、その度に、先生が

一つずつホワイトボードに描いていく

または、こどもに描かせる

③本物のappleとbananaでパターンを

作る。（このあとのreadセクションで使

うこともできます）

などの工夫が可能です。

Elmo just played a game of What Comes Next.

What was the first fruit on the table?

(Encourage response: An apple.)

What was the next fruit?

(Encourage response: A banana.)

Then what fruit?


What was the fruit after that?


What fruit came next?


Elmo guessed the next fruit.

What was it?


Yes. Elmo’s answer was banana. He won the game.

Let’s watch again. This time, let’s look at the blinking lights.

Can you see a red-blue-green-yellow pattern?

Play: “What Comes Next Game, Part 1” again

(Pause the video at 2:41 and point out the pattern of lights on the

screen.)

5. Media 7: Ten Questions We are going to play a game about the story we saw.

We will read a question out loud.

If you know the answer, please raise your hand.

(Ask students to read the questions on the screen aloud with you.

Encourage children to find the answers until all questions have

been answered correctly.)

Play: Ten Questions

Great job answering the questions!

Now let’s get ready to read together.

IV. READ [10 min.]

Read

【p.63】

(Use Workbook 1, page 63: What Comes Next Game, Part 1)

Can you open your Workbook 1, page 63: What Comes Next

Game, Part 1?

One of the best ways to practice reading is to read out loud.

We are going to take turns reading.

I am going to ask different students to read different characters.

You should use your own voice.

You do not have to sound like the characters you just saw.

Let’s try to have fun with this.

(Provide bananas and apples so that students can act out the

script using props. Walk around the room and help where


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P3_11A_5

needed. For more fun, you can have students perform in front of

the class, and encourage students to read with lots of emotion

and energy.)

V. GOODBYE [10 min.] 1. Media 8: Review Chant

Good job learning about what happens next.

Let’s repeat our chant again.

Play: Review Chant

2. Review Lesson

What did we talk about today?

(Encourage response: Patterns. Sequences. What comes next.)

That’s right.

We talked about putting things in a sequence and making a

pattern.

Why do we use sequences and patterns?

(Encourage response: We use them to put things in order.)

Who can tell me a sequence?

Don’t forget to say what comes next.

Can someone tell me a pattern?

Our lessons follow a sequence, too.

Can you tell me what comes next in our lesson?

(Encourage response: Homework.)

Good. I will give you your homework.

What comes after that?

(Encourage response: We say good-bye.)

Right. After I give you your homework, it’s time to say good-bye.

3. Give Students Homework

Let’s look at our homework for this week.

(Give each student the homework. Read the directions aloud.

Then, read each line aloud and encourage students to say the

answer. This will allow students to complete the homework

independently. It will also give them practice in reading and

speaking.)

We just talked about everything on our homework.

Now, you will take this home and write the answers yourself.

4. Say Good-bye

Bye, [child’s name]! See you next time, [child’s name]!


June, 2016

P3_12A_1

Level P3 Week 12A Topic Classifying and Matching

OBJECTIVES

1. Explore the concepts of classifying and sorting objects and focusing on

recognizing patterns.

2. Speak about the four seasons of the year, focusing on the weather for

each season.


Elmo plays the What Comes Next game.

Elmo and Big Bird solve a new pattern about the seasons of the

year.

The pattern is: fall, winter, spring, ____.

Elmo and Big Bird answer “summer” and win the game!

KEY VOCABULARY 1. sorting by color, shape and size

2. seasons of the year: fall, winter, spring, and summer



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

That Match Game

The Sorting Song


Ten Questions


PREPARATION

MATERIALS

1. Flashcard: fall, spring, summer, winter

2. Three pens, one a different color than the others and one a different

length than the others

3. Workbook 1

I. WELCOME [5 min.] 1. Open Media: Sunny Day

Play: Sunny Day

Welcome to class today!

I’m so happy to see you!

Who’s ready to learn about classifying?

Today we are going to talk about sorting and matching.


Previous Lesson






Play: Topic Intro

Today we are going to talk about matching and sorting.

We also call this classifying.

Say that with me. Classifying. Classifying.

There are many ways to match and sort things.


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For example, let’s pretend we have a pile of shoes.

How can we sort them?

We can find matching shoes and put them together into pairs.

How else can we sort a big group of shoes?

We can sort by color, by size, by type such as sneakers and boots.

There are many ways to match and sort a group of objects.


Play: Chant Intro

To get us thinking more about sorting and putting

things in groups, let’s warm up with a chant.

Repeat each line after me.

Match the socks. Match the socks.

Match the shoes. Match the shoes.

They are pairs. They are pairs.

Pairs come in twos. Pairs come in twos.

Good. Let’s try again. Great job!

3. Media 3: Chant

Play: Chant

Verse 1

Match the socks.

(Children: Match the socks.)

Verse 2

Match the shoes.

(Children: Match the shoes.)

Verse 3

They are pairs.

(Children: They are pairs.)

Verse 4

Pairs come in twos.

(Children: Pairs come in twos.)


1. Media 4: That Match Game

Bert and Ernie are back in Math World.

Today, the friends are going to sort clothes into groups.

There are all kinds of clothes.

There are spring and summer clothes, and fall and winter clothes.

Let’s watch Bert try to sort and match them.

Play: That Match Game

2. Media 5: The Sorting Song

There are so many ways to sort things.

We can sort by color.

(Write the word color on the board.)

We can sort by size.


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* ホワイトボードに書いた単語を指さ

して、こどもたちに答えを言わせましょ

う。

(Write a little word size on the board. Then write a big word size

below it. Point out that the words are different sizes.)

We can sort by shapes.

(Write the word shape on the board. Draw a circle and a square.)

In the next video, Cookie wants Ernie to find things that are the

same. Can you think of ways that Ernie can sort things?

(Encourage responses: By shape, by color, by size.)

Let’s watch and see the different ways Ernie and Cookie sort

things.

Play: The Sorting Song

3. Activity

* こどもから答えを引き出すために先

生が質問を投げかけましょう。

Cookie fooled Ernieを引き出すために

Cookie と言ってあげる

fooledをホワイトボードに書く

Ernieのフラッシュカードを見せる

などの工夫ができます。

＊必要であれば、by color by size

by lengthをホワイトボードに書く、ま

たは書いておいたものをホワイトボー

ドに貼ると良いでしょう。

Ernie played a sorting game with Cookie Monster.

Ernie found three foods that were alike.

How were they the same?

(Encourage response: They were round.)

That’s right. Three foods were round.

He found one food that wasn’t like the others.

How was that food different?

(Encourage response: It wasn’t round.)

Ernie found one way to sort Cookie’s foods.

He sorted by shape.

Did Ernie find another way to sort the four objects?

(Encourage response: Yes. The cookie was sweet. You eat it for

dessert. The other foods were not sweet.)

Did that way of sorting things work?

(Encourage response: No. Cookie fooled Ernie. All of the foods had

cookies in them.)

Right. Cookie fooled Ernie.

Good job learning about sorting.

(Place the three pens and one pencil on the desk. You are going

to play the sorting game. See if students can guess which one

doesn’t belong and why.)

Look at the four things on the desk.

How are they all alike?

(Encourage response: You can write with all of them.)

One of these things doesn’t belong in this group.

Can you guess which one it is?

(Encourage response: The pencil. The pencil doesn’t have ink.)

There are other ways to sort these objects.

Can you think of some?

(Encourage responses: By color, by size, by length.)

Now let’s think again.

How else can we sort them?


June, 2016

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Game, Part 2

* 4つのseasonは、フラッシュカード

を使って、こどもたちから出来るだけリ

ズミカルに引き出しましょう。

Elmo likes to play games. He likes thinking about what comes

next.

Now Elmo is going to play the game with Big Bird.

Let’s watch Elmo and Big Bird think about what comes next.


(Prepare flashcards for this lesson.)

What pattern did Big Bird and Elmo guess?

(Encourage response: The seasons.)

They had to remember the seasons in the right order.

Do you remember all four seasons?

Let’s start with this season.

(Based on which season it is now, encourage the children to say

the seasons in order: Fall, winter, spring, summer. Hold up the

seasons cards one at a time. Encourage students to say each

season word. Then cover each picture and help students read

each word again.)

Good job remembering the seasons.

Let’s watch the video again.

The blinking game lights make a pattern too.

It’s a red/blue/green/yellow pattern.

Can you see it?


(Point out the pattern of the lights. Pause the video so students

can see the blinking pattern.)

5. Media 7: Ten Questions We are going to play a game about our story.






Play: Ten Questions

Great job answering the questions today!

Now I would like us all to practice our speaking and writing.


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IV. SPEAK [10 min.] Speak

【p.69】

こどもたちからアイデアを引き出して

から、ワークブックをやることによっ

て、習熟度を高めます。

(Prepare the seasons flashcards. Use the cards to play a game of

charades. Before you start, write the names of the seasons on the

board. Help students think about things that happen in each

season. Encourage them to say ways the seasons are different

and the same.)

Elmo and Ernie played a game about the four seasons of the year.

They guessed that summer comes after spring.

These are the names of the four seasons.

(Point to words on board. Ask students to say the names.).

Can you open your Workbook 1, page 69?

First, say and trace the names of the seasons in your workbooks.

What do you think of when I say winter?

(Encourage responses: Snow, sledding, skiing.)

What do you think of when I say spring?

(Encourage responses.)

How about summer and fall?


Let’s draw pictures and write some words for each of the seasons.

Remember what we learned from the story we just watched.

There is different weather in each season.

Let’s talk about the weather for each season.

What do we do in each season?

(Encourage ideas such as winter: ice skating, skiing, sledding,

snowman, snow, cold; spring: flowers, birds, warm, riding a bike;

summer: swimming, beach, ice cream, hot, vacation, no school;

fall: leaves, back to school, cool, sports.)

Good job thinking about the seasons.

Now, I will help you form some groups.

I will give each group a card with the name of a season.

Each group will act out the season without speaking.

This is called charades.

For winter, you might pretend you’re ice skating, or very cold.

And we will guess what season you have.

You will write your guess on a sheet of paper.

At the end of the game, we will read our guesses out loud.

(If possible, sort students into four groups using distinct

Characteristics - by the color of their clothes, the length of

their hair, the number of people in their family. Once they are in

groups, have them take turns acting out their season. Have other

students write down their guesses.)

Good job acting out the season.


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Great job learning about sorting and classifying today.


Play: Review Chant

2. Review Lesson


(Encourage responses: Sorting things into groups. The four

seasons.)

Today, we learned how to match things that are alike.

We learned how to put things that are alike into groups.

We thought about what comes next in a sequence or pattern.

Next time, we’ll talk more about putting things in order.

Elmo and Big Bird showed us the season that comes after spring.

Let’s say the names of the seasons together: spring, summer, fall,

winter.

Great!

Now let’s say ways that we sort things into groups.

(Encourage creative responses such as: By color, shape, size,

sweetness, how it’s used.)

Yes. There are many ways to group, match, and sort things.

3. Give Students Homework Let’s look at our homework for this week.





speaking.)



4. Say Good-bye



June, 2016

P3_13A_1

Level P3 Week 13A Topic Patterns

OBJECTIVES

1. Explore the concept of patterns, specifically recognizing and making

patterns.

2. Write about a pattern that they make in class, using animals.


Elmo makes his own What Comes Next game with Telly and the kids

on Sesame Street.

They make their own pattern: twist, hop, twist, hop, ___.

The answer is “twist”!

KEY VOCABULARY 1. shapes: triangles and hexagons 2. animals: elephant and giraffe



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

What’s the Pattern?

What Animal Comes Next?


Ten Questions


PREPARATION

MATERIALS

1. Flashcard: beaver, camel, duck, elephant, giraffe, raccoon, turtle

2. Workbook 1

I. WELCOME [5 min.]


Play: Sunny Day

Welcome to class today! I’m so happy to see you!

Who’s ready to learn about patterns?

Today we are going to talk about patterns.


Previous Lesson






Play: Topic Intro

We have been talking about sorting and patterns.

Do you remember what a pattern is?

The seasons of the year are a pattern.

Spring, summer, fall, winter. Then spring comes again.

This is a pattern. They happen again and again, year after year.

Today we are going to talk some more about patterns.

We can make patterns with letters, numbers, animals, seasons,

shoes, sounds, and all kinds of other things.

We can even sing a pattern!


June, 2016

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Play: Chant Intro

To get us thinking about patterns,

let’s warm up with a chant.

What’s the pattern? What’s the pattern?

A, A, B. A, A, B. A, A, B. A, A, B.

Guess what’s next. Guess what’s next.


Stop, go. Stop, go. Stop, go. Stop, go.



Red, blue, green. Red, blue, green.

Red, blue, green. Red, blue, green.


Good. Let’s try again. Great job!

3. Media 3: Chant

Play: Chant

Verse 1

What’s the pattern?

(Children: What’s the pattern?)

AA B AA B.

(Children: AA B AA B.)

Guess what’s next.

(Children: Guess what’s next.)

Verse 2



Stop, go, stop, go.

(Children: Stop, go, stop, go.)



Verse 3



Red, blue, green, red, blue, green.

(Children: Red, blue, green, red, blue, green.)




1. Media 4: What’s the Pattern?

Bert and Ernie are making patterns again.

This time, they’re using bottle caps and rubber duckies.

Let’s watch. Try to guess what comes next.

Play: What’s the Pattern?


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2. Media 5: What Animal Comes

Next?

It’s fun to make up patterns.

Bert likes to use paper clips and bottle caps to make patterns.

What would you use?

The boy in this video likes to use animals.

Let’s see a pattern made of animals.

Play: What Animal Comes Next?

3. Activity

【Ref: p.77】

p.77 の Vocabulary and Usage の動物

の名前を活用するか、動物のフラッシ

ュカードを活用して下さい。

*習熟度の高いクラスなら、進めながら、

または終わってから、それらの動物の

英語名を白紙に書かせましょう。

*早く進められるクラスであれば、こど

もたちに動物の単語をホワイトボード

に書かせましょう。

*人数がいるクラスなら、ペアやグルー

プに分けて、白紙に動物をサイズ分けさ

せて、ポイント制にしてもよいでしょ

う。

(Prepare animal flashcards.) The boy made a pattern with two animals.

Can you tell me the animals he used?

(Encourage response: Giraffes and elephants. Hold up “giraffe”

and “elephant” flashcards.)

Good. He used giraffes and elephants to make a pattern.

His pattern was giraffe, giraffe, and elephant.

Giraffe, giraffe, and what came next?

(Encourage response: Elephant.)

Now let’s think about some other animals.

Can you tell me some animals?

(Encourage students to say animal names. You might choose to

write them on the board.)

Let’s think about their size.

Are they small, medium, or large?

(Use hand gestures to demonstrate the sizes.)

I will write the words small, medium, and large on the board.

(Write the words small, medium, and large on the board.)

Small means something is tiny.

Medium means that something is not too small and not too large.

Large means something is big.

We are going to sort animals into groups by size.

First, I will show you some animal cards.

(Hold up each animal card, one at a time. For each card, ask if

this animal is small, medium, or large. Encourage students to say

the size. Write the name of each animal under one of the size

words. Write names of small animals under “small,” medium

animals under “medium,” and large animals under “large.”)

Now let’s think about other animals.

Who would like to tell me one animal?

(Encourage student volunteers.)

Great! Is your animal small, medium, or large?

(Encourage response.)

I will write the name of your animal in that group.

(Continue until each student has identified at least three animals,

one for each group.)

How many animals are in each group?

Let’s count our animals together.


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P3_13A_4

(You may encourage students to count by ones, twos, threes,

fives, or tens, depending on the number of animals. This will serve

as a good math review.)

Excellent counting!


Game, Part 3

Last time, we watched Big Bird and Elmo play the What Comes

Next game. They guessed what comes next in the season pattern.

Elmo and Big Bird guessed summer.

They guessed the season that comes after spring.

Let’s watch another round of the game.

Can you guess what comes next?


Did Elmo get to play the game again?

(Encourage response: Yes.)

Elmo, Telly, and the kids played the What Comes Next game.

What did they use to make a pattern?

(Encourage response: Kids hopping and twisting.)

Good. The kids made the pattern that YOU had to guess.

Did you guess the right answer?

(Encourage students to say if they knew the answer.)

Who can remember the pattern?

Let’s all say it together.

(Encourage students to say the pattern together.)

Twisting, hopping, twisting, hopping, twisting!

Good job playing the What Comes Next game with Elmo.

Let’s watch again.


(As children watch, you might encourage them to get in a line to

perform the pattern of twisting, hopping, twisting, hopping, etc.)







Play: Ten Questions


Now, let’s get ready to write!


June, 2016

P3_13A_5

IV. WRITE [10 min.]

Write

【p.75】

p.75 の Make your Own Pattern はみ

んなが発表する前に練習するか、一番最

後にやらせましょう。

For the next activity, let’s look at the animal names we wrote on

the board.

(Turn students’ attention to the list on the board.)


Remember the video about the boy who used animals to make a

pattern?

He used giraffes and elephants.

Now we’re going to make some animal patterns too.

Let’s each choose two animals from the animal list in your

Workbook.

We’ll use our animals to make a pattern in our Workbook.

(Encourage students to draw their two animals in their Workbook

and write the names of the animals.)

Now use your animals to make your own patterns.

(When every student has made a pattern, they can take turns

presenting their patterns to the class. They should hold up their

patterns and read them out loud. For example, lion, tiger, tiger,

lion. Then they can ask, “What comes next? What could it be?”)

Now, you will show your patterns to the class.

When it is your turn, hold up your pattern. Read the animal names in order. Then say, “What comes next? What could it be?” See if your friends can guess the answer. Everyone should write their guesses in their Workbook.


Good job learning about what comes next.


Play: Review Chant

2. Review Lesson

What did we talk about?

(Encourage response: Sorting, patterns.)

We watched a boy make his own pattern with animals.

What animals were in his patterns?

(Encourage response: Giraffes and elephants.)

We made our own animal patterns too.

First, we sorted animals into groups.

Then, we made patterns with those animals.

We watched Elmo play the What Comes Next game again.

Elmo’s friends made a new pattern.

What pattern did they make?

(Encourage response: Twisting, hopping, twisting, hopping,

twisting.)

Good job!


June, 2016

P3_13A_6






speaking.)



4. Say Good-bye



June, 2016

P3_14A_1

Level P3 Week 14A Topic Family

OBJECTIVES

1. Explore and build an understanding of family.



Mama Bear is going to have a baby soon.

Baby Bear is nervous about having a new baby in his family.

He is going to have a baby brother or a baby sister soon. KEY VOCABULARY 1. family 2. parents 3. mother 4. father 5. kids 6. sister 7. brother

8. aunt 9. uncle 10. cousin 11. grandmother 12. grandfather 13. baby

14. love



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

Family

Family Picture

Baby Bear’s Sibling, Part 1

Ten Questions


PREPARATION

MATERIALS

1. Workbook 1

I. WELCOME [5 min.]


Play: Sunny Day



Who’s ready to learn about families?

Today, we are talking about families.


Previous Lesson






Play: Topic Intro

Today we are talking about families.

There are many different kinds of families.

Some people in families live together.

Who lives at your house?

I live with my mother, father, sister, and brother.

Some people in families live far away.

Can you name some of the people in your family who live far away?

You know. My grandparents live far away.

Some families are big. Some families are small.


June, 2016

P3_14A_2

Some families have two parents—a mother and a father.

Some families have one parent- a mother or a father.

Some families have one child. Some families have many children.

Some families don’t have any children.

Families are all different, but they are all very special.


Play: Chant Intro

To get us thinking more about families, let’s warm up

with a chant.

I love my family, and they love me.


Father, mother, sister, brother.




Let’s try it again. Great!

3. Media 3: Chant

Play: Chant

Verse 1


(Children: I love my family, and they love me.)

Verse 2


(Children: Father, mother, sister, brother.)

Verse 3


(Children: I love my family, and they love me.)


1. Media 4: Family

Abby loves to take pictures.

Today, she is taking pictures of families on Sesame Street.

Let’s see what pictures Abby is going to show Big Bird.

Play: Family

2. Media 5: A Family Picture

Abby and Big Bird told us that kids and parents are in a family.

In the next video, Ernie is talking to one of his friends.

Ernie’s friend made a picture of his family.

Let’s watch.

Play: A Family Picture


June, 2016

P3_14A_3

3. Activity

Workbook 1 P84のfamily treeを活用

下さい。名前を書く時にはローマ字で書

かせて下さい。

(Write the word “family” on the board.)

Ernie’s friend Devon drew a picture.

What did Devon draw?

(Encourage response: His family.)

That’s right. He drew a picture of his family.

How many people were in Devon’s picture?

(Encourage response: Five people.)

That’s right. There are five people in his family.

Did Devon have any pets?

(Encourage response: He had a dog and a cat.)

That’s right. Devon also drew his dog and cat.

Now, let’s think about our own families.

Try to think of the words for all the different people who are in our

families.

Let’s start with the people who live in your house.

I will write the words on the board as you say them.

(Encourage students to think of family members who live in their

house, such as: mother, father, parents, big sister, baby, little

brother, grandfather. If there is time, you can talk about and

write the names of other family members such as: aunt, uncle,

cousin, grandparents. Explain that these people might not live in

their homes, but they are still members of the family. You may

also put the family members into two groups “My house” and

“Different houses.”)

(You might encourage students to write names of their family in

their Workbook, page84, family tree, labeling the different people

in their family.)

4. Media 6: Baby Bear’s Sibling,

Part 1

Baby Bear has a mother and a father.

But soon, a new baby will be coming to the family.

Let’s watch Baby Bear’s family to learn more.

Play: Baby Bear’s Sibling, Part 1

What is happening in Baby Bear’s family?

(Encourage response: Mama Bear is having a baby.)

That’s right. Mama Bear is going to have a baby soon.

She is pregnant. Baby Bear will have a brother or sister.

Now, Baby Bear is an only child.

He does not have any brothers or sisters.

Do you have brothers or sisters? (Encourage responses.)

How does Baby Bear feel about the new baby?

(Encourage response: Happy, excited, scared.)

That’s right. Baby Bear feels happy, but then he is scared.


Listen for the words family, pregnant, and baby.

(Write the words on the board.)


June, 2016

P3_14A_4

Play: “Baby Bear’s Sibling, Part 1” again

(Point out the words you have written on the board as you hear

them in the video.)







Play: Ten Questions


Now, we’re going to practice reading about Baby Bear!

IV. READ [10 min.] Read

【p.81】

(Use Workbook 1, page 81: Baby Bear’s Sibling, Part 1)

Can you open your Workbook 1, page 81: Baby Bear’s Sibling, Part

1?

We are going to read different sentences from the Baby Bear

story we just watched.

Who would like to read aloud today?

(Encourage student volunteers and assign parts to each student.)

(The first few times you do a reading role play you may need to

help students get started. Walk around the room and help

students where needed. For more fun, you can have students

perform in front of the class. For more of a challenge, encourage

students to read with lots of emotion and energy.)


Good job learning about families today.


Play: Review Chant

2. Review Lesson


(Encourage response: Families)

That’s right. We talked about families today.

Who are some people in a family?

(Encourage response: Mother, father, brother, sister, aunt, uncle,

grandparents, cousins, etc.)

How many family members live with you?

(Encourage response)

Great.


June, 2016

P3_14A_5

Let’s say their family names.

(Encourage responses: Father, mother, sister, brother, baby sister,

grandmother, grandfather.)

Yes. Those are some people who make up a family.

We also talked about other family members who might not live in

the house with you.

Who are some of those people?

(Encourage responses: Aunt, uncle, cousin.)

Good job remembering those new words.

Is every family the same? (Encourage response: No.)

Families are made up of different people.

Let’s say that together: Families are made up of different people.

But every family is special.

Let’s say it together: Every family is special.

Great work today!

Now it’s time to go home to your family!







speaking.)



4. Say Good-bye



June, 2016

P3_15A_1

Level P3 Week 15A Topic Family Members: Mom and Dad

OBJECTIVES

1. Explore and build an understanding of family, specifically adults in a

family.

2. Speak to each other during a game of tic tac toe, focusing on mom, dad,

and other adults in the family.



Mama Bear and Papa Bear tell Baby Bear that they will still be a

perfect and happy family when the baby arrives.

KEY VOCABULARY 1. adult 2. mom 3. dad 4. grandparent 5 grandma 6. grandpa

7. aunt 8. uncle 9. cousin 10. nephew 11. share 12. sibling



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

Family Members

Furry Blue Mommy


Ten Questions


PREPARATION

MATERIALS

1. Workbook 1

I. WELCOME 5 min.]


Play: Sunny Day



Who’s ready to learn about some people in our families?

Today, we are going to talk about moms and dads.


Previous Lesson






Play: Topic Intro

Today, we will talk some more about families.

We will talk about moms and dads and other adults

in a family. Can you think of another way to say mom and dad?

Right! Sometimes moms and dads are called mother and father.

And sometimes mothers and fathers are called mama and papa.

Or mommy and daddy.

Mommies and daddies, moms and dads, are parents. Parents are

adults. There are other adults in the family.


June, 2016

P3_15A_2

Does anyone live with a grandma or a grandpa?

How about an aunt or an uncle? In a family, sometimes there is a

parent. And sometimes, another adult, like an aunt or uncle.

Or a grandma and grandpa. Please repeat after me. Aunt or uncle.

Aunt or uncle. Grandma, grandpa. Grandma, grandpa. Great job!


Play: Chant Intro

To get us thinking more about families, let’s warm up

with a chant.

Children and adults are in a family.


Mom, dad, grandma, grandpa, too.


Aunts and uncles all love you!


Let’s try it again! Great job everyone!

3. Media 3: Chant

Play: Chant

Verse 1


(Children: Children and adults are in a family.)

Verse 2


(Children: Mom, dad, grandma, grandpa, too.)

Verse 3


(Children: Aunts and uncles all love you!)


1. Media 4: Family Members

It was Family Day on Sesame Street, and Abby took pictures.

Abby is showing pictures of families to Big Bird.

Let’s look at her pictures together.

Play: Family Members

2. Media 5: Furry Blue Mommy

Our friend Herry is a monster on Sesame Street.

Herry has a family, too!

Let’s listen to Herry tell us about his family.

Play: Furry Blue Mommy


June, 2016

P3_15A_3

3. Activity

* もしHerry の mommy に関する

質問に答えるのが難しそうなクラス

なら、メディアを見せる前に質問を言

うか、ホワイトボードに書くか、紙に

見やすい大きさで一つずつ質問を書

いておいて、ホワイトボードに貼って

おくとよいです。答えに関しても、生

徒から引き出した後、もしくはヒント

として見せられるように、用意してお

くと良いでしょう。

Q:What words did he use to talk

about his mommy?

A:Furry and blue

Q:The furry blue mommy does lots

of things for her child.

What are some of those things?

A:

She sings him a song.

She helps him learn to read and to

spell.

She makes him feel better when

he’s sick.

She cooks his dinner.

She washes his socks.

Who was Herry singing about in his family?

(Encourage response: Mommy, his mother.)

Herry was singing a song about his mommy.

Herry’s mommy is an adult.

What words did he use to talk about his mommy?

(Encourage response: Furry and blue.)

The furry blue mommy does lots of things for her child.

What are some of those things?

(Encourage response: She sings him a song. She helps him learn

to read and to spell. She makes him feel better when he’s sick.

She cooks his dinner. She washes his socks.)

Yes. Those are things the furry blue mommy does.

Adults, like Herry’s mommy, help children in many ways.

Let’s take turns saying things that adults do for children.

I will make a list on the board.

Who can tell me what nice things adults do for their families?

(Help students think of things adults do for their families, such as

go to work, clean, cook, shop, help with homework, read stories

out loud, play games. Write ideas as children say them.)

When families help each other, we can say, “Thank you for

helping me!” Let’s say that together: Thank you for helping me!

(Encourage children to repeat.)

Let’s write a thank you sentence to an adult.

Write “Thank you, Mom!” or “Thank you, Dad!”

When families help each other, we can also say, “I love you!”

Who do you say, “I love you!” to?

(Encourage children to respond in complete sentences: I say I

love you to my _____.)


Part 2

Last time, we watched a video about our friend Baby Bear.

Do you remember what we saw?

(Encourage children to remember that Mama Bear is pregnant.

She is having a baby. Baby Bear is worried that things will change

in his family. He went home to talk to Papa Bear.)

Baby Bear’s story.

Let’s point out the adults in his family.


(Encourage children to follow the story. As the adults in Baby

Bear’s family appear on screen, point out the mother and father.)

How does Baby Bear feel at the beginning of the video?

(Encourage children to understand that he is worried and nervous.

He doesn’t want Mama Bear to have a new baby.)

That’s right. He is worried about the new baby.

What is Baby Bear afraid of?

(Encourage response: He wants to be the only Baby Bear. He


June, 2016

P3_15A_4

* Baby Bearの家族の数を言わせる

前に、”Who are the members in his

family?”などと聞いて、”Baby Bear,

his mother and his father.”と言わ

せてから、数を言わせてもよいでしょ

う。

doesn’t want to share his toys and clothes. He thinks they have a

perfect family.)

Baby Bear is worried about a lot of things.

How many bears are in his family now?

(Encourage students to count: One, two, three.)

That’s right. There are three bears.

Does Baby Bear have a brother or sister now?

(Encourage response: No.)

That’s right. Baby Bear doesn’t have a sibling now.

A sibling is a brother or sister. (Write “sibling” on the board.

Encourage students to say the word and write it on a sheet of

paper .)

How many bears will there be with the new baby?

(Encourage students to count: One, two, three, four.)

Good counting. Families help each other.

How do Mama Bear and Papa Bear help Baby Bear feel better?

(Encourage response: They sing a song to him.)









Play: Ten Questions

Thank you all for working so hard during that game.

Now, we’re going to practice our speaking and writing.

IV. SPEAK [10 min.] Speak

【p.87】


Does everyone know how to play the game tic tac toe?

(Write tic tac toe on the board. Remind students that this game is

played by two people. Remind students that one player is X and

the other person is O, and that players take turns writing Xs and

Os in the nine spaces. The first person to get three in a row—tic

tac toe—wins the game. Demonstrate on board.)

This time we will play a different kind of tic tac toe.

Instead of Xs and Os, players will write the words mom and dad

in the squares.


June, 2016

P3_15A_5

* こどもたちの人数が奇数の場合は、先

生も加わってペアに分けましょう。

* もし時間があるようなら、tic tac toe

の図を描かせて、brother と sister

または aunt と uncle の単語を用い

て、ペアを替えて、もう一度ゲームを

してもよいでしょう。

The first player to get three mom words in a row or three dad

words in a row wins the game.

(Write mom, mom, mom and dad, dad, dad on board.)

Let’s divide up into pairs.

(Put students in pairs.)

Next, choose one player to be the mom, and one player to be the

dad.

(Put language on the board to help. Write, “It’s your turn.” “You

are the winner.” “I got three in a row.” “It was nice playing with

you.” Read these sentences aloud before starting the game.)

As you play, please say a sentence on the board.

If it’s your turn, you can say, “It’s my turn now,” or if it’s your

friend’s turn, you can say, “It’s your turn now.”

Say the words mom and dad as you write them.

(Make sure students say the words mom and dad as they write

them)

I will walk around to listen to you as you play.


Good job learning about families today.


Play: Review Chant

2. Review Lesson


(Encourage response: Families, mom and dad, mothers and

fathers.)

Today we talked about families.

What are the older people in a family called?

(Encourage response: Adults.)

Yes! Adults are the older or big people in a family.

Who are some adults in a family? (Encourage response: Mother,

father, grandma, grandpa, aunt, uncle.)

Herry sang about his mother. His mother helped him.

How can families help each other?

(Encourage response: They take care of me. They make my dinner

and keep my house clean. They sing and read to me. They help

me with my homework. Encourage students to respond using the

ideas and sentences that were practiced in the lesson.)

That’s right. Families help each other in many ways.






speaking.)


June, 2016

P3_15A_6



4. Say Good-bye



June, 2016

P3_16A_1

Level P3 Week 16A Topic Family Members: Brothers and Sisters

OBJECTIVES

1. Explore and build an understanding of family, specifically brothers and

sisters.

2. Write about their families, focusing on the words: mom, dad, brother, and

sister.



KEY VOCABULARY 1. children 2. sibling 3. daughter 4. son 5. plan 6. pregnant

7. change



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

Brothers and Sisters

Brother and Sister Song


Ten Questions


PREPARATION

MATERIALS

1. Workbook 1

I. WELCOME [5 min.]


Play: Sunny Day



Who’s ready to learn about some more people in our families?

Today we are going to talk about brothers and sisters.


Previous Lesson






Play: Topic Intro

We have been talking about families.

Who can tell me some of the people in a family?

Good! We have learned that there are different

kinds of families. Families have children and …? Yes! Families have

children and adults. Who are some of the adults in a family?

Good! Mothers, fathers, aunts, uncles, grandmothers, grandfathers,

and more! What are some of the ways that adults help a family?

Good! They work, play games, read a book, make you feel better, all

this to help your family. What about the children in a family?

Can you tell me about the children in a family?


June, 2016

P3_16A_2

Brothers and sisters are in a family. Do you have a brother or sister?

Good! Brothers and sisters are called siblings.

Let’s say that word together. Siblings. Siblings.

Today we are going to talk about brothers and sisters and other

children in a family.


Play: Chant Intro

To get us thinking about this topic, what should we do

next? That’s right. Do a chant! Great idea!

We’ll do a chant.

Parents have children. Parents have children.

Daughters and sons. Daughters and sons.

Siblings are… Siblings are…

Sisters and brothers. Sisters and brothers.

Good! One more time. Great!

3. Media 3: Chant

Play: Chant

Verse 1

Parents have children.

(Children: Parents have children.)

Verse 2

Daughters and sons.

(Children: Daughters and sons.)

Verse 3

Siblings are sisters and brothers.

(Children: Siblings are sisters and brothers.)


1. Media 4: Brothers and Sisters

There are many children on Sesame Street.

Some have brothers, and some have sisters.

Let’s listen to Abby and Big Bird tell us more about families.

Play: Brothers and Sisters

2. Media 5: Brother and Sister

Song

* 先生の brothers または sisters が何

人いるか、ご兄弟の名前などをこども

たちに伝えて、こどもたちの兄弟の数

や名前を聞いてもいいでしょう。

Abby and Big Bird told us about brothers and sisters.

Brothers and sisters do all kinds of things together.

What can siblings do together?

(Encourage responses: They play together. They watch TV

together, etc.)

Who’s ready to hear a song about brothers and sisters?

Let’s watch some things that brothers and sisters do together.


June, 2016

P3_16A_3

*ホワイトボードに brothers と

sisters を書いて、siblings がそれらを

表すことがわかるようにそれらと線で

結ぶと分かりやすいです。

Play: Brother and Sister Song

(Encourage children to listen and understand. Repeat the actions

that brothers and sisters can do together.)

3. Activity

* ホワイトボードと答えの部分を紙に

書いて活用するのも一つの方法です。

ホワイトボードの中央に

Brothers and sisters

と書いて線で囲み（または紙にマーカー

で書いておく）、あらかじめホワイトボ

ードに貼る答えの部分を４枚の紙にマ

ーカーで見やすく以下のように書いて

おく。

love each other

help each other

share with each other

grow together

こどもたちから答えを引き出し、文を言

わせながら、上の紙を放射線状に貼って

いき、Brothers and sisters と線で

結んでいく。

We just listened to a song about things that brothers and sisters

do. Let’s say each of these sentences together.

(Encourage students to repeat each sentence.)

Brothers and sisters love each other.

Brothers and sisters help each other.

Brothers and sisters share with each other.

Brothers and sisters grow together.

Great job saying those sentences with me!

Now, let’s play a game about families.

We’ll find partners and help each other.

Remember our chant? Parents have children.

Daughters and sons. Siblings have sisters and brothers.

I am going to write these family words on the board.

(Write the words sister, daughter, brother, son, parents, siblings in

a horizontal line on the board.)

Let’s say these words together. (Help students read and say the

words.)

Now I will write these words again, but this time the letters in

each word will be mixed up.

(Erase the words on the board. In their place, write these

scrambled words on the board: tseris, audghret, orbreth, ons,

rentpas, sinsiblg.)

You and your partner will figure out these words.

Write the real words on a sheet of paper.

(Circulate to make sure students are writing the words correctly.

Ask students to read the words aloud and encourage students to

write the words on the board, or, you may write the words on the

board again. You will need this for later in this lesson. You might

encourage them to say a simple sentence for each word.)


Part 3

We have been watching the story of Baby Bear and his new baby

sibling.

Last time we watched Mama and Papa Bear sing to Baby Bear.

They helped Baby Bear feel better.

Let’s watch and see what happens next.


(Encourage children to follow the story.)


June, 2016

P3_16A_4

Is Baby Bear happy now? (Encourage response: Yes.)

Yes, Mama and Papa Bear made him feel better.

Baby Bear helps Mama and Papa Bear get things ready.

Baby Bear picks out things the baby will like.

Mama Bear takes something to show the new baby.

Can you remember what it is?

(Encourage response: Picture of Baby Bear.)

Let’s watch again. After we watch, we will play a game.








Play: Ten Questions

Great work answering the questions!

Now it’s time to practice our writing.

IV. WRITE [10 min.]

Write

【p.93】

* 時間があれば、Workbook 1 page 94

の Class Survey を活用して下さい。

ホームワークとして出してもよいで

す。

*


Remember the words I wrote on the board earlier?

Let’s read them again.

(Encourage student to read: Sister, daughter, brother, son,

parents, siblings.)

Great. Let’s write sentences on your Workbook.

My parents’ names are_____________.

I am a ____________. (daughter/son)

I have ______________. (siblings)

Use these sentences, or think of some of your own.

(Walk around the classroom and help students with their writing.

After about five minutes, have classmates read their sentences to

the group.)

Then, think some of your own sentence. You can start each

sentence with I am, I have, My_____ is. Write your sentences in

your Workbook.


June, 2016

P3_16A_5


We are almost finished with our family lesson.

Let’s say our chant again to practice our family words.

Play: Review Chant

2. Review Lesson


(Encourage response: Families. Brothers and sisters.)

Yes! Today we talked about families and brothers and sisters.

What is another word for brothers and sisters?

(Encourage response: Siblings.)

Correct! Who has siblings in your family?

(Encourage students to respond.)

What can siblings do together? Who can tell me?

(Encourage students to discuss things brothers and sisters can do

in order to recall phrases and vocabulary from the lesson.)

Brothers and sisters do many things together! Great work today!






speaking.)



4. Say Good-bye



June, 2016

P3_17A_1

Level P3 Week 17A Topic Hypothesize 1

OBJECTIVES

1. Explore how scientists use hypotheses to make educated guesses about

their experiments.



Elmo plays the What Happens Next game.

Elmo guesses correctly that Slimey will make a little splash when he

dives into a pool of mud.

Slimey will jump again from a high diving board.

This time, Elmo makes a hypothesis that Slimey will make a big splash,

and he is correct!

KEY VOCABULARY 1. hypothesis 2. predict 3. make a good guess 4. experiment 5. correct

6. incorrect



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

What Is a Hypothesis?

Ice Cream Experiment

What Happens Next, Part 1

Ten Questions


PREPARATION

MATERIALS

1. Workbook 1

I. WELCOME [5 min.]


Play: Sunny Day



Who’s ready to learn about hypotheses?

Today we are going to talk about making good guesses.


Previous Lesson


You wrote so neatly. / Good job! / Great spelling. /




Play: Topic Intro

Today we are going to start a new science topic.

It’s called hypothesizing. Say that with me!

Hypothesizing. Hypothesizing. Great job!

Hypothesizing means thinking about what will happen next.

Let’s have fun guessing what happens next.


June, 2016

P3_17A_2


Play: Chant Intro

To get us think about guessing what will happen next.

Let’s warm up with a chant. Are you ready?

What will happen next? What will happen next?

Let’s make a hypothesis! Let’s make a hypothesis!

What will happen then? What will happen then?

Let’s guess and guess again. Let’s guess and guess again.

Very good! Are you ready to try it again? Very good!

3. Media 3: Chant

Play: Chant

Verse 1

What will happen next?

(Children: What will happen next?)

Verse 2

Let’s make a hypothesis!

(Children: Let’s make a hypothesis!)

Verse 3

What will happen then?

(Children: What will happen then?)

Verse 4

Let’s guess and guess again.

(Children: Let’s guess and guess again.)


1. Media 4: What Is a Hypothesis?

*右の質問をするときに、ホワイトボー

ドに to hypothesize と書く、または

紙に書いたものを貼るようにしてもよ

いです。その後に、= to

とホワイトボードに書いて、make と

guess (または = to

と書いて、make と a guess でも

可。）を引き出してもよいです。

Our friend Grover likes to guess what will happen next.

Grover is going to tell us about a hypothesis.

Can you remember what it means to hypothesize?

(Encourage response: Making guesses. Guessing what will

happen next.)

Let’s watch Grover.

Play: What Is a Hypothesis?

2. Media 5: Ice Cream Experiment

Now, I am going to make a hypothesis. I am going to make a

guess.

I will guess that most of you like ice cream.

Let’s see if I am right. Who likes ice cream? Raise your hand.

Let’s count the people who like ice cream.

(Count the number of students who has raised their hands, and

write the number on the board.)

Raise your hand if you don’t like ice cream.

Let’s count the people who don’t like ice cream.

(Count the number of students who has raised their hands, and

write the number on the board.)


June, 2016

P3_17A_3

Was my hypothesis right? Do more people like ice cream?


Do you think that Bert and Ernie like ice cream?

(Encourage children to guess.)

Let’s watch and find out.

Play: Ice Cream Experiment

(Encourage children to listen and understand.)

3. Activity

【Ref:P.100】

* ホワイトボードに貼れるように一枚

の紙に句を一つずつ書いたものを用意

しておいてもよいです。

* または色画用紙を8つ切りにしたも

のに、これらの句を書いてカードにし、

こどもたちに選ばせたり、引かせたりし

て、読ませ、文を作らせてもよいでしょ

う。

Do Ernie and Bert like ice cream? Did you guess correctly?

Let’s talk about what happened in the video.

Ernie ate his ice cream quickly.

Did Bert eat his ice cream quickly or slowly?

(Encourage response: Slowly.)

What happened to Bert’s ice cream? (Encourage response: It

melted.)

What did Ernie do next when the ice cream melted?

(Encourage response: Ernie ate Bert’s ice cream.)

Let’s play our own guessing game.

I will write a sentence on the board.

The sentence is missing the last word.

Let’s hypothesize about what will happen next.

(Write this sentence on the board: What will happen if I _____?)

Let’s read this sentence together.

(Encourage students to read the incomplete sentence aloud. Then

write these words on the board: Run fast, eat fruits and

vegetables, sleep well, help my sibling, help my parents.)

Now, let’s complete this sentence.

Say sentences with the words on the board, or complete the

sentences with your own words.

Think about what will happen next, and make a good guess.

Try to make a hypothesis.

4. Media 6: What Happens Next,

Part 1

*big splash と little splash は、ジェ

スチャーをつけて発話しましょう。

Elmo likes to play guessing games.

He likes to think about what will happen next.

Elmo and Oscar are going to play a game.

Let’s watch them play a guessing game.

Play: What Happens Next, Part 1

What was Elmo trying to guess?

(Encourage response: Would Slimey make a big splash or a little

splash?)


June, 2016

P3_17A_4

*higher のところも、必要であれば、

ジェスチャーを使い、ヒントにする、文

を言う (言わせる) とよいです。

Did Slimey make a big splash or a little splash on his first dive?

(Encourage response: A little splash.)

Elmo guessed that Slimey would make a little splash because he

is little. Was Elmo right? (Encourage response: Yes.)

Slimey dived again.

Did Slimey make a big splash or a little splash on his next dive?

(Encourage response: A big splash.)

Why did Slimey’s splash change? What was different?

(Encourage response: He climbed higher. He dove from a higher

place.)

Let’s watch again and check our answers.

Play: “What Happens Next, Part 1” again

(Point out when Slimey makes a big splash and why.)







Play: Ten Questions


Now we’re going to practice our reading.

IV. READ [10 min.]

Read

【p.99】

(Use Workbook 1, page 99: What Happens Next, Part 1)

Can you open your Workbook 1, page 99: What Happens Next,

Part 1? We are going to read out loud so we can practice our

English. We will take turns reading a script from today’s video.

We are going to read out loud so we can practice our English.

We will take turns reading different parts from our story.

Who would like to read a part out loud?

(Choose one volunteer for each character.)

(The first few times you do a reading role play, you may need to

help students get started. Encourage students to sound out words

when they need help. Ask other students to help when a

volunteer is having difficulty reading. As children become

comfortable reading the dialogue, encourage students to read

with emotion and energy, or to perform in front of the class.)

Good job, everyone!


June, 2016

P3_17A_5


Good job talking about science and a hypothesis today.


Play: Review Chant

2. Review Lesson

What did we talk about today? We talked about making a guess.

What is another word for making a guess?

(Encourage response: Hypothesizing.)

Yes! We talked about hypothesizing.

That means making a guess.

Let’s say that word together: Hypothesizing.

Bert and Ernie did an ice cream experiment.

We had an ice cream experiment, too!

We hypothesized that more students liked ice cream than didn’t

like ice cream.

Were we right? (Encourage response.)

We made a good guess!

Good job hypothesizing and making guesses today!






speaking.)



4. Say Good-bye



June, 2016

P3_18A_1

Level P3 Week 18A Topic Hypothesize 2

OBJECTIVES

1. Explore how scientists use hypotheses to make educated guesses about

their experiments, specifically focusing on air and how air can move an

object.

2. Speak about an in-class experiment.


Elmo knows that air moves things.

He forms his hypothesis that the little fan will move Slimey.

Then, Elmo guesses that the big fan will move something bigger.

KEY VOCABULARY 1. form a hypothesis 2. air 3. wind 4. fan 5. leaves 6. paper

7. feather



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

What Is a Hypothesis Again?

Baseball Fan


Ten Questions


PREPARATION

MATERIALS

1. Flashcard Set: apartment, fan, feather, leaves, mountain, paper

2. Paper of different sizes (standard letter size and larger construction

paper)

3. Tape

4. Scissors

5. Items the paper fans can try to move: tissue paper, balloons, pencils,

leaves

6. Workbook 1

I. WELCOME [5 min.] 1. Open Media: Sunny Day

Play: Sunny Day



Who’s ready to learn about hypothesizing?

Today we are going to talk about making good guesses.


Previous Lesson




II. CHANT AND LEARN [10 min.] 1. Media 1: Topic Intro

.

Play: Topic Intro

We have been talking about guessing about what

happens next. This science topic is called hypothesizing.


June, 2016

P3_18A_2

When we make a hypothesis, what do you do? That’s right!

We make a guess. A hypothesis is a good guess.

Let’s say that together. A hypothesis is a good guess.

A hypothesis is a good guess.

Today, we are going to make some good guesses together.

We are going to try to predict what will happen when we use a small

fan and a big fan.


Play: Chant Intro

To get us thinking about air, can you predict what we

will do next? That’s right! You made a smart guess.

We will say our chant. Are you ready?

Air is all around us. Air is all around us.

It moves and makes things blow. It moves and makes things blow.

Paper, leaves, or feathers. Paper, leaves, or feathers.

Air can make them go. Air can make them go.

Are you ready to try again? Let’s go! That was great, everyone!

3. Media 3: Chant

Play: Chant

Verse 1

Air is all around us.

(Children: Air is all around us.)

Verse 2

It moves and makes things blow.

(Children: It moves and makes things blow.)

Verse 3

Paper, leaves, or feathers.

(Children: Paper, leaves, or feathers.)

Verse 4

Air can make them go.

(Children: Air can make them go.)

III. WATCH AND REVIEW [25 min.] 1. Media 4: What Is a Hypothesis

Again?

Our friend, Grover, likes to guess.

He is going to make a hypothesis today.

Let’s listen to Grover’s hypothesis.

Play: What Is a Hypothesis Again?

2. Media 5: Baseball Fan

We are talking about air today. Let’s make a guess about air.

Do you think if I blow air, it will move this paper?

(Put a sheet of paper on your desk and encourage students to

respond.)


June, 2016

P3_18A_3

Who thinks the air from my mouth will move this paper?

Please raise your hand.

(Count the number of students and write the number on the

board.) Let’s try our experiment.

(Blow really hard on the paper until it moves.)

We predicted that my air will move the paper.

Did the paper move? (Encourage response: Yes.)

We made a good prediction.

Let’s watch our friends Bert and Ernie do an experiment with air,

too!

Play: Baseball Fan

3. Activity

* blow は fan のフラッシュカードを

扇いで、微風を起こすか、実際の fan を

用いてもよいですし、またはジェスチャ

ーで表してもよいです。

*必要であれば、move 以下のモノのフ

ラッシュカードを用いる時は、air のと

ころでカードに息を吹いたり、カードが

動く様を先生が見せたりすると分かり

やすいです。

＊Do you think air can move

【item】? のアイテムのカードをこど

もたちに一枚ずつ選ばせて（または引か

せて）、こどもたちに質問させてもよい

です。（質問文は必要ならホワイトボー

ドに書いたり、紙に書いたものを貼って

下さい。）

Ernie wanted to see what air could move.

He decided to do an experiment.

What did Ernie use to move the book?

(Encourage response: He used a fan.)

Our experiment showed that air can move paper.

What else can it move?

(Prepare Flashcard Set: apartment, fan, feather, leaves, mountain,

paper. Show each flashcard and ask students to read the word. If

there is time, encourage them to write the words on a sheet of

paper. Hold up cards one at a time.)

A fan blows air.

(Show “fan” flashcard.)

Air can move paper.

(Show “paper” flashcard.)

Do you think air can move [item]?

(Hold up “leaves“, “feather”, “mountain”, and

“apartment” cards one at a time, asking the same question each

time. Encourage students to guess if air will move each one.)

What can air move?

(Write this sentence on the board.)

We will work in groups and make some guesses.

You will work together to think of things that air can move.

I’ll ask one person from each group to write your list on the

board.

(Divide the class into groups of two or three people. Walk around

and help where needed. After a few minutes, have one person

from each group write on the board. Possible examples: A

sailboat, a windmill, a bird, a kite, a balloon, a hat, water.)


June, 2016

P3_18A_4


Part 2

Last time, Elmo made a guess about Slimey’s jump.

Today, Elmo will make another guess.

Let’s watch Elmo and Oscar make their predictions.

(Write “What happens next?” on the board.)

Let’s see what happens next!

(Point to the sentence on the board.)


In the video, Slimey was riding a skateboard.

What happened when a small fan blew on Slimey?


Elmo made a hypothesis. Air moves things.

What did the air move this time?

(Encourage response: Slimey’s skateboard.)

Did Elmo guess correctly?


Next, Elmo had to guess what a big fan would do.

What did Elmo guess?

(Encourage response: A big fan will move big things.)

What happened next?










Play: Ten Questions

Great job with the questions!

Let’s get ready to practice our speaking.

IV. SPEAK [10 min.]

Speak

【p.105】

(Put two stacks of paper on a desk, one standard size and one

larger. Put tape and scissors on the table, too.)


Today, we are going to do an experiment.

An experiment gives us the answer to a question.


June, 2016

P3_18A_5

In our story today, Oscar and Elmo used a fan.

For our experiment, we will make paper fans.

We will use our fans to try to move things.

First, we will make a paper fan. We will fold the paper into a fan.

(Demonstrate folding the paper into strips to create a fan.)

A paper fan is made by folding the paper over and over again.

Some of you will make small fans, and some will make big fans.

Try to speak to your partner in sentences as you make your fans.

Talk about what you are doing.

Use words like first, next, and then.

(Ask one partner in a pair to make a small fan, and the other

partner to make a large fan. The goal is for them to work together

in pairs, using their English to create a fan. After about five

minutes have the class finish with their fans.)

Wow! I see some great fans.

Who has a big fan?

(Encourage students to raise their hands.)

Who has a small fan?

(Encourage students to raise their hands.)

Let’s see which ones work best at moving things.

We can make a prediction.

Will the big fan or the little fan move a piece of paper?

(Encourage students to make a prediction. )

Next, let’s try to use a big fan and a little fan to make the piece of

paper move.

Was our prediction correct?


Will the big fan or the little fan move a balloon?

(Encourage students to make a prediction. Then, ask a student

volunteer with a big fan and a volunteer with a little fan to use her

fan to make the balloon move.)

Was our prediction correct?


(Continue asking a question, having students make a prediction,

and then experimenting with the fans. You might have students

try to move pencils, erasers, a ball, or other small objects.)

Everyone did a great job!

This was a real experiment!

We made predictions about what our fans will move.

Were all of our predictions right ?


We are almost finished with this lesson.

Let’s do our chant again to remember what we learned about air.


June, 2016

P3_18A_6


Great job with experiment.

Let’s review our chant.

Play:Review Chant

2. Review Lesson


(Encourage response: Making a prediction, hypothesis,

experiments, air.)

What did we make with our paper?

(Show fan and encourage response: Fans.)

What could we move with our paper fans?

(Encourage response: Paper, feathers, etc.)

Fans helped air move lots of things today.

When you make a guess, what is it called?

(Encourage response: A hypothesis.)

How can you get the answer to a question?

You can conduct an…

(Encourage response: Experiment.)

Great work today!







speaking.)



4. Say Good-bye



June, 2016

P3_19A_1

Level P3 Week 19A Topic Observe

OBJECTIVES

1. Explore how observation helps scientists make and test their hypotheses.

2. Write about how Slimey and the elephant get to the other side of the wall,

using the words: over, around, under, through.


Elmo plays the What Happens Next game.

Elmo guesses that Slimey will climb over the wall to find his lunch.

Elmo’s guess is correct! KEY VOCABULARY 1. observe 2. watch 3. around 4. over 5. through 6. five senses

7. taste 8. touch 9. smell 10.sound 11.sight



Media 2

Media 3

Topic Intro

Chant Intro

Chant


Media 5

Media 6

Media 7

How Do Scientists Observe?

The Cookie Game


Ten Questions


PREPARATION

MATERIALS

1. Ten small items (keys, pencils, coins, hair clips, candy, etc.)

2. Workbook 1

I. WELCOME [5 min.]


Play: Sunny Day



Who’s ready to learn about observing?

Today we are going to talk about watching and learning.


Previous Lesson






Play: Topic Intro

Today we are going to talk about observing.

Observing means to watch something.

I’m observing this.

I am looking at it and watching it to learn something.

We learned that an experiment can help to answer a question.

In science, we can use our eyes, ears, and fingers to look at

something more carefully.

When we observe, we can observe with our eyes, we can observe

with our ears, and we can demonstrate with our hands.


June, 2016

P3_19A_2

Today, we are going to watch and look at something carefully, and

then make a guess. We are going to observe. Say that with me!

Observe. Observe. Great job!


Play: Chant Intro

To get us thinking about observing, let’s warm up with

a chant. Are you ready?

Let’s observe. Let’s watch and see.


What will happen? If and when?

What will happen? If and when?

Let’s make a guess and observe again.


Great! Let’s try it one more time. Very good!

3. Media 3: Chant

Play: Chant

Verse 1


(Children: Let’s observe. Let’s watch and see.)

Verse 2

What will happen if and when?

(Children: What will happen if and when?)

Verse 3


(Children: Let’s make a guess and observe again.)


1. Media 4: How Do Scientists

Observe?

Grover is going to talk to us about observing today.

What can we use to observe? We can use our…

(Hold up hands and encourage students to say the word.)

and our…

(Point to eyes and encourage students to say the word.)

and our…

(Point to ears and encourage students to say the word.).

Let’s use our eyes and our ears to observe Grover.

Grover is going to show us how to use our five senses to observe.

Play: How Do Scientists Observe?

What was Grover doing?

What did you observe?

(Encourage students to tell you what they observed in the video.

Encourage them to talk about the five senses.)


June, 2016

P3_19A_3

2. Media 5: The Cookie Game

*ジェスチャーを交えて、こどもたちか

ら touch、 hearing、 taste という

語句を引き出す。引きだしたら、ホワイ

トボードのそれぞれの単語に○をつけ

る。または、こどもに○をつけさせるの

も一つです。

Cookie Monster is going to observe something.

Let’s make a hypothesis. What will Cookie Monster observe?

Who wants to predict? (Encourage response.)

That’s a good prediction!

Let’s write this on the board: Cookie Monster will observe cookies.

(Write on the board: Cookie Monster will observe cookies.)

Let’s watch The Cookie Game to see if we made a correct guess.

Play: The Cookie Game

(Encourage students to observe carefully.)

Did Cookie Monster use his eyes?


Cookie Monster observed by touching and tasting and listening.

He used some of his senses.

(Write this sentence on the board: The five senses are smell, taste,

touch, sight, and hearing. Point to each part of the body as you

say the words. Encourage students to say the sentence aloud.)

Which senses did Cookie Monster use?

(Encourage response: Touch, hearing, and taste.)

Yes. He used touch, hearing and taste.

3. Activity

*最初に単語の確認をしておい

て、”What is / are missing?”

“What was /were added here?”

や “What moved?” などの質問をこ

どもたちに投げかけ（必要ならジェスチ

ャーをつけて）、アイテムを答えさせる、

または文で言わせるように促してもよ

いです。

Let’s all come up and make a circle around this desk.

I will put some things on the desk. Observe where I put them.

Watch carefully. Then close your eyes.

I will move something, add something, or take something away.

Don’t open your eyes until I tell you.

Your job is to guess what has changed.

Is everybody ready?

Here we go!

(Place about ten items on a desk or table: Keys, pencils, coins,

rocks, hair clips, candies, any small item. Ask students to observe

the items carefully. Then have everyone close their eyes.

Change something—add, remove, or move an item. Have the

students open their eyes and try and tell you what changed. Start

off with easy changes and then you can get trickier. Do this three

or four times. Then have students return to their seats.)

Good job observing and making guesses.


June, 2016

P3_19A_4


Part 3

*over, around と through はジェ

スチャーをつけて発話させましょう。

Our friend Elmo loves to play games.

Let’s see what Elmo is going to guess today.

Watch to see if Elmo will take some time to observe today.


Oscar and Elmo observed that Slimey was very hungry.

Elmo observed that Slimey could climb around or over the wall.

He made some good guesses. How did Slimey get over the wall?

(Encourage response: He climbed over the wall.)

Did the elephant go over the wall?


Did the elephant go around the wall?


Did the elephant go through the wall?


Did you observe that Slimey the Worm and the elephant used

different ways to get to the food?

Let’s watch again, and try to follow the story.

We will play a game when we are done watching.








Play: Ten Questions


Now it’s time to practice our writing!

IV. WRITE [10 min.]

Write

【p.111】


Slimey and the elephant used different ways to get to the other

side of the wall.

How can you get to the other side of a wall?

You can go around a wall.

You can go over a wall.

You can go under a wall.

You can go through a wall.

Let’s trace these words in your Workbook.


June, 2016

P3_19A_5

Let’s say these words together.

(Encourage students to say each word. You may demonstrate

each word by using a sheet of paper or other object to show over,

around, under, and through.)

Use these words to describe how Slimey and the elephant got to

the other side of the wall.

Think carefully, and try to remember what you observed.

Choose words to complete the sentences.

Write the four complete sentences in your Workbook.

Answer:

1. Slimey went over the wall to get his food.

2. The Elephant went through the wall to get his food.

3. The elephant did not go over, under, or around the wall.

Great job!


Good job learning about observing.


Play: Review Chant

2. Review Lesson


(Encourage response: Practicing observing, reading and writing

sentences, learning over, under, through, and around.)

When you observe something, what do you do?

(Encourage response: Look at something.)

What are the five senses? Who can tell me?


What can we use to observe?

(Encourage response: Hands, eyes, ears.)

We also learned over, through, and around.

Who can show me “over” ?

(Encourage students to demonstrate over.)

Who can show me “around”?

(Encourage students to demonstrate around.)

Who can show me “through” ?

(Encourage students to demonstrate through.)

How did the elephant get his food?

(Encourage response: He went through the wall.)

That’s right!

Great work today!






June, 2016

P3_19A_6


speaking.)



4. Say Good-bye



June, 2016

P3_39A_1

Level P3 Week 39A Topic Mid Review

OBJECTIVES

1. Review math topics: Counting by twos, fives, and tens.

2. Review social studies topics: People and places in the neighborhood.

3. Review science topics: How rainbows form and the colors of the rainbow.

4. Students will be able to speak about the content areas, math, science,

and social studies using the vocabulary. MEDIA I. Welcome Open Media Sunny Day

II. Watch and Review Media 1

Media 2

Media 3

Media 4

Media 5

Topic Intro

Count by Tens

People

What Is a Rainbow?

Ten Questions

PREPARATION

MATERIALS

1. Flashcard Set: apple, banana, barber, barbershop, blueberries, broccoli,

bus driver, bus stop, carrot, cherry, corn, cucumber, firefighter, grapes,

green beans, kiwi, Laundromat, lemon, police officer, playground,

orange, postal worker, plum, rainbow, ROY G BIV, school, strawberry,

store, yellow

2. Flashcard Number Set: All 3. Workbook 2

I. WELCOME [15 min.]


Play: Sunny Day


I’m so happy to see you.

I think we’ll have fun reviewing our lessons today.

Who is ready to review what we have learned so far?

I’m so excited to review the things we have learned.


Previous Lesson




II. WATCH AND REVIEW [25 min.]

1. Media 1: Topic Intro Play: Topic Intro

We have had fun learning English together this year.

We have learned many new things.

We have talked about math and science.

We have talked about our neighborhood and the world around us.

And we’ve learned about ourselves and our families.

Today’s lesson is going to be different from the others.

We will talk about many of the things we’ve learned.

Let’s get started!


June, 2016

P3_39A_2

2. Media 2: Count by Tens

We will start by reviewing some math words we learned.

(Hold up one hand.)

How many fingers do I have on this hand?

(Encourage response: Five.)

That’s right. I have a group of five fingers on this hand.

(Hold up your other hand.)

How many fingers do I have on this hand?

(Encourage response: Five.)

Right. That’s another group of five.

Let’s count my fingers by fives.

(Show each hand. Encourage response: Five, ten.)

I have ten fingers. We counted two groups of five.

Now I want everybody to hold up their hands.

(Encourage students to show their hands.)

We are going to count all of the fingers in this room.

We are going to count by fives. Let’s try it together.

(Encourage students to count by fives as you point to each hand.

Stop when they have counted all of the hands in the room.)

How many fingers do we have all together?

(Encourage response: We have [number] fingers.)

Great job counting by fives.

Now let’s count our fingers another way.

Hold up both of your hands, please.

(Encourage students to show their hands.)

How many fingers does each of you have? (Encourage response:

Ten)

Yes! Each of us has ten fingers. So now we are going to count by

tens. Who wants to lead us in counting by tens?

(Encourage a student or students to lead the class in counting by

tens. Count each student’s fingers by tens and encourage

students to count along.)

What number did we count to? (Encourage response.)

Yes! We counted to [number] by fives first, and then we counted

by tens! Great job remembering your number words!

Now let’s watch Ernie and Bert count by tens.

Play: Count by Tens (Lesson 4)

Let’s review what happened in the video. When I ask you a question, please try to answer in a full sentence. (Encourage students to answer in short, complete sentences whenever possible.) What is the first way Ernie and Bert counted?

(Encourage response: They counted by fives.)

Ernie and Bert wanted to count the fastest, so how did they

count? (Encourage response: They counted by tens.)


June, 2016

P3_39A_3

* 出来るクラスであれば、それぞれのカ

ウントの仕方で、ノートにnumber

wordsを書かせてもよいです。（レベル

の差がそんなにないクラスであれば、ス

ペルを確認して、ポイント制にしてゲー

ム形式にするのも一つです。）

Can you count to fifty by fives? Let’s count together.

(Show flashcards and encourage students to say the number

words: five, ten, fifteen, twenty, twenty-five, thirty, thirty-five,

forty, forty-five, and fifty.)

Can you count to twenty by twos? Let’s count together.


words: two, four, six, eight, ten, twelve, fourteen, sixteen,

eighteen, twenty.)

Can you count to one hundred by tens? Let’s count together.


words: ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety,

one hundred.)

We can also count by ones. Who can count to ten?


words: one, two, three, four, five, six, seven, eight, nine, ten.)

Now let’s count backwards from ten to one.


words: Ten, nine, eight, seven, six, five, four, three, two, one.)

Let’s try counting some things in the classroom.

How many students are in the class?

(Encourage response: There are [number] students in the

classroom.)

How many windows are in the classroom?

(Encourage response: There are [number] windows in the

classroom.)

How many books are in the classroom?

(Encourage response: There are [number] books in the classroom.)

Let’s count that number by twos.

(Encourage students to count along with you.)

Great work counting by twos, fives, and tens!

3. Media 3:People

Let’s review people who work in the neighborhood.

Who is the person who brings the mail to your house?

(Show “postal worker” flashcard and encourage students to read

the word.)

Who is the person who drives the bus?

(Show “bus driver” flashcard and encourage students to read the

word.)

Who is the person who puts out fires?

(Show “firefighter” flashcard and encourage students to read the

word.)

Who is the person who keeps the neighborhood safe?

(Show “police officer” flashcard and encourage students to read

the word.)

Who is a person who cuts your hair? (Show “barber” flashcard and encourage students to read the

word.)

Those are some of the people in the neighborhood.

Abby and Big Bird are talking about people in their neighborhood.

Let’s watch them.


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Play: People (Lesson 7)

(Encourage students to listen and understand. Encourage students

to answer the following questions in short, complete sentences.)

Who can tell me this job? (Show “postal worker” flashcard and encourage students to say

the word.)

What does a postal worker do? (Encourage response: A postal worker brings the mail.) What job is this?

(Show “firefighter” flashcard and encourage students to say the

word.)

What does a firefighter do? (Encourage response: A firefighter stops fires.)

What job is shown here?

(Show “bus driver” flashcard and encourage students to say the

word.) What does a bus driver do?

(Encourage response: A bus driver drives a bus.)

What is the name of this person in the neighborhood?

(Show “police officer” flashcard and encourage students to say

the word.) What does a police officer do? (Encourage response: A police officer keeps the neighborhood

safe.) Now, let’s look at some places in a neighborhood.

I will show you the flashcard, and you will say the word. Ready?

(Show flashcards and encourage students to say the word:

barbershop, bus stop, laundromat, playground, school, store.)

Now I’m going to ask you some questions about your own

neighborhood.

Who is someone you talk to in your neighborhood?

(Encourage response: I talk to the teacher. I talk to the bus

driver/police officer/shopkeeper, etc.)

What are some places in your neighborhood? (Encourage response: School, store, library, etc.)

Good job talking about your neighborhood!

4. Media 4: What Is a Rainbow? So far, we also learned the colors of a…

(Show “rainbow” flashcard and encourage students to say the

word.)

When do you see a rainbow? (Encourage response: After it rains.) What do we use to remember the colors of a rainbow? (Show “ROY G BIV” flashcard and encourage students to say the

word.)

ROY G BIV helps us to remember the colors of the rainbow.

Please tell me the colors in a rainbow.

(Point to each letter on “ROY G BIV” flashcard to give students

hint of the colors: Red, orange, yellow, green, blue, indigo, violet.)


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How many colors are in a rainbow? (Encourage response: Seven.)

Grover is going to tell us about rainbows.

Please listen carefully to scientist Grover.

Play: What Is a Rainbow? (Lesson 8)

Grover is a scientist.

What did he tell us about rainbows? Let’s review.

(Encourage students to answer in short, complete sentences

whenever possible.)

When does a rainbow appear?

(Encourage response: When it rains. When sunlight shines through

raindrops.)

Let’s look at some things that are red. Can you say these words? (Show flashcards and encourage response: apple, cherry,

strawberry.)

What is something that is orange?

(Show flashcards and encourage response: carrot, orange.) Can you name something that is yellow?

(Show flashcards and encourage response: lemon, banana, corn.)

What is something that is green?

(Show flashcards and encourage response: broccoli, cucumber,

kiwi, green beans.) Who can tell me something blue? (Show flashcards and encourage response: blueberries.)

The common word for indigo and violet is purple.

Can you name some fruits that are purple?

(Show flashcards and encourage response: Grapes, plum.)

5. Media 5: Ten Questions

We are going to play a game to answer questions about what we

learned today.






Play: Ten Questions


Now let’s practice speaking in English.


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Ⅲ. SPEAK [10 min.] Speak

【p.115】

* 右の質問をホワイトボードに書くの

が大変なようなら、あらかじめ紙に書い

ておいて、貼れるように準備しておくと

よいです。その際、ナンバーをそれぞれ

の質問につけると分かりやすいです。

(Write the following sentences on the board:

How do we count to fifty by fives?

How do we count to one hundred by tens?

What type of home do you live in?

Who is someone you see in your neighborhood every day?

What is something you like about your neighborhood?

Can you name the colors of the rainbow?

What is your favorite color?

(As you ask each question, the students should be able to answer

in short, complete sentences.)


Let’s take turns answering these questions about what we have

learned.

Try to answer in complete sentences.

How do we count to fifty by fives? (Write “5” on the board, then “10.” Then write this sentence on the

board: “The number after 5 is 10.” Encourage students to come up

with the numbers that come next, until they get to fifty. Write their

answers on the blackboard as they count.)

How do we count to one hundred by tens?

(Write “10” on the blackboard, then “20.” Encourage students to

count by tens until they count to one hundred. Write their answers

on the blackboard as they count.)

What type of home do you live in?

(Encourage students to recall what they learned so far about

different kinds of homes.) Who is someone you see in your neighborhood every day?

(Help students remember all the people they learned about in

their neighborhoods. Give hints where necessary.)

What is something you like about your neighborhood? (Ask for volunteers to answer the question in a complete

sentence.) Can you name the colors of the rainbow? (Write ROY G BIV on the blackboard to remind students about the

colors of the rainbow.)

What is your favorite color?

(Encourage students to volunteer. Encourage them to answer

using the following sentence and fill in the blank with the color

they like best: “My favorite color is _______.”)

Ⅳ. GOODBYE [10 min.]

1. Review Lesson

Great job talking about all the things we learned in class so far.

In class today, we did a lot of speaking and reading.

We talked about counting by tens, rainbows, and our

neighborhoods.

Who can tell me one person who works in a neighborhood?


Who can tell me how many colors are in a rainbow?



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What is the fastest way to count to one hundred?

Do you count by ones, twos, fives, or tens?

(Encourage response: Tens.)

We had a great time talking about some things we learned!


This week’s homework is special.

It will help me see what you have learned so far.

Your homework is about counting, rainbows, and people and

places in your neighborhood.

You will take this home and write the answers for each question.

When you are writing words, try to spell each word correctly.

Please do your best on this homework and check your work

before bringing your homework to class next time.

3. Say Good-bye

*As students exit the room, you might encourage their questions

about the lesson, or ask them each a personal question about the

lesson.


Documents

Level P3 Week 11A Topic Guess What s Next...P3_11A_2 This is a pattern. Can you guess what number comes next in the pattern? Say the next number. That’s right, four. Good job! 2