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Lig
htho
use
fo
r H
on
g K
on
g B
oo
k 1
Sch
em
e o
f w
ork
Mo
dule
: M
e, m
y fa
mily
and
fri
end
sU
nit
1: Sc
ho
ol i
s co
ol!
Task
: W
rite
ab
out
your
new
fri
end
Lea
rnin
g t
arg
ets
: IS
a IS
b IS
e K
Sa K
Sb K
Sd K
Sf ES
a ES
b ES
d
Co
mm
un
ica
tive
fu
nct
ion
sLa
ng
ua
ge f
orm
s a
nd
fu
nct
ions
Lan
gu
ag
e s
kills
Gen
eri
c sk
ills,
va
lues
an
d a
ttit
ud
es
Vo
cab
ula
ry
•Nam
esome
schoolobjects
•Introduce
oneself
•Askandanswer
questionsabout
things
•Useformulaic
expressionstotalkabout
names
Hello!IamAndy.
Hi!MynameisLucy.
•Use‘Iam’and‘w
eare’
torefertopeople
Iam
Sam
.WeareinClass1A.
•Use‘w
hat’toaskabout
things
Whatisit?/Whatare
they?
•Use‘itis’and‘theyare’
torefertoobjects
Itisaruler./Theyare
rulers.
•Usesingularandplural
form
sofnounstorefer
tothings
Itisapencil./Theyare
pens.
Listening
•Identifykeyw
ordsinshortutterancesby
recognisingthestress
•Locatespecificinform
ationinresponseto
simplequestions
Speaking
•Pronouncecorrectlywordsinconnected
speechbylinkingwordstogetherandusing
appropriatestress
•Im
itateappropriatestress,rhythmand
intonation
•Maintainaninteractionbyproviding
inform
ationinresponsetofactualquestions
Reading
•Recognisethebeginningandendof
sentences
•Distinguishbetweencapitalandsmallletters
•Recognisefamiliarwordsinnew
texts
•Understandtheconnectionbetweenideas
byidentifyingpronouns
•Recognisetheform
atandlanguage
featuresofsomecommontexttypes
•Locatespecificinform
ationinashorttextin
responsetoquestions
Writing
•Usethelefttorightdirectionalitysequence
•Usecapitalandsmallletters
Collaborativeskills
•Identifyandacceptdifferentrolesincollaborative
work
Communicationskills
•Interactwithteachersandclassmatesinclassroom
situationsandactivities
•Provide,useandexchangesimpleinform
ationon
familiartopics
Criticalthinkingskills
•Identifymainideasinsimplespokenandwritten
textsandstateopinions
•Understandcause-and-effectrelationshipsconveyed
insimpletexts
Problem-solvingskills
•Recogniseandsolvesimpleproblemsingiven
situations
Self-managem
entskills
•ParticipateactivelyinEnglishlearningtasks
Studyskills
•Locateandextractspecificinform
ationandmain
ideasfrom
shortgiventexts
Valuesandattitudes
•Greetpeoplepolitely
•Bekindtoteachersandclassmates
•DevelopconfidenceinusingEnglishthrough
performingtasksontheirow
noringroups,etc.
•schoolobjects
Text
typ
es
•songs
•conversations
•stories
•chants
•rhym
es
•labels
Pho
nic
s
•initialm
•initialn
33
1.1
Vocabulary input:• Schoolobjects
Language practice:• Using‘Iam’and‘weare’totalkaboutpeople• Using‘what’toaskaboutthings• Using‘itis’and‘theyare’totalkaboutthings• Using‘a/an’totalkaboutsingularnouns• Usingpluralformsofcountablenouns
Listening practice:• Listeningtoaconversation• Matchingthechildrenwiththeschoolobjects
Reading:• Schooliscool!
Phonics:• Initialmandinitialn
Pair work:• Askingandtalkingaboutthemissingschoolobjects
Text type:• Labels
Light up the world:• Australia
Prior knowledge• Alphabet• Vowelsandconsonants• Namesofschoolobjects
Unit overview
extendedreading afterUnit2
speakingpractice
Unit1School is cool!(Module:Me,myfamilyandfriends)
Show and Tell:• Mynewfriend
Task:• Writingaboutyournewfriend
Suggested teaching time: 12periods(420minutes)
1.2
Activities(pageno./time)
Overview Extendedactivities Genericskills
Light up your way!Light up your way!(pages4–5/10’)
• Singingthealphabetsong• Sayingthechantaloud
• Communicationskills
(page7/15’)
• Namingschoolobjects• Findingthecrayonsinthepicture• Readingtherhyme
• Communicationskills
Fun with wordsFun with words(pages8–9/45’)
• Playingaguessinggametolearnthenamesofschoolobjects
• Learningtheuseof‘a/an’beforetheschoolobjects
• Using‘an’beforenounsthatstartwithvowelsounds
• Preparingthestationerycorners
• Communicationskills• Criticalthinkingskills
(page9/20’)
• Practisingsayingformulaicexpressionsformakingfriends
• ShowandTell • Communicationskills• Collaborationskills
Time to read!Time to read!(pages10–12/120’)
• Readingthestory• Identifyingcapitallettersinthestory• Finishingthepost-readingquestions
• Reader’stheatre • Criticalthinkingskills• Studyskills
Light up grammar (1)Light up grammar (1)(page13/35’)
• Using‘Iam’and‘Weare’atthebeginningofsentences
• Role-playingthechildrenandchantingtogether
• Communicationskills• Collaborationskills
Light up grammar (2)Light up grammar (2)(page14/45’)
• Using‘what’toaskaboutthings• Using‘itis’and‘theyare’torefertothings
• Adding‘s’towordstoindicatemorethanonething
• Designingschoolobjects
•*Smallclassteachingplan(Numberedheadstogether)
• Communicationskills• Collaborationskills• Creativity
Time to practise!Time to practise!(page15/35’)
• Listeningtoaconversationandfindingtheownersoftheschoolobjects
• Criticalthinkingskills
(page15/15’)
• Learningtheinitialsoundsmandn • Communicationskills
(pages80&82/20’)• Using‘what’toaskaboutschoolobjects
• Using‘itis’and‘theyare’totalkaboutschoolobjects
• Communicationskills• Criticalthinkingskills
Text typeText type(page16/25’)
• Recognisingsomefeaturesoflabels• Completingtwolabels
• e-Classroom • Self-managementskills
• Studyskills
(pages18–19/35’)
• ReadingandlearningaboutAustralia,kangaroosandkoalas
• Watchingavideoaboutkoalas
• Informationtechnologyskills
• Studyskills
Unit rundown
*Suggestedteachingtimeis45minutes
1.3
Book1Unit1
Learning objective:• Toactivatepriorknowledgeaboutthealphabet,vowelsandconsonants
Learning objective:• Toactivatepriorknowledgeaboutschoolobjects
Suggested activities Remarks
Revisingthealphabet
1.Playthealphabetsonginthee-Textbooktostudents.
2.Askstudentstolistentothesongandwritethemissinglettersintheblanks.
3.Invitesomestudentstowritetheanswersontheboard.
4.Askstudentstosingthesongwithyou.Theyshouldpointatthelettersthatcorrespondtothelyrics.
e-Textbook Remindstudentstowrite
capitallettersintheblanks.
Knowingaboutvowelsandconsonants
1.Playthechantinthee-Textbooktostudents.Introducethefivevowelstothem.
2.Saythechantaloudwithstudents.
3.SayThereare26lettersintheEnglishalphabet.Fiveofthemarevowels.Alltheothersareconsonants.
4.Askstudentstoreadtheconsonantsaloudtofamiliarisethemselveswiththesmallletters.
e-Textbook
Suggested activities Remarks
‘What things do you bring to school?’
Lead-in Identifyingtheobjectsinthepicture
1.Lookatthepictureonpage7ofthee-Textbookwithstudents.
T:Wherearethechildrengoing?(Theyaregoingtoschool.)
2.AskstudentsDoyoulikeyourschool?Askthemtoputuptheirhandstoshowtheirpreference(yesorno).
3.Letstudentsfindtheorangecrayonandbluecrayoninthepictureandcirclethem.
4.Askstudentsiftheycandiscoveranyotherschoolobjectsinthepicture,e.g.thebooksmakeuptheschool;theerasersarethestairs;thecrayons,pencilsandapenmakeupthetreesandtherulersmakeuptherailway.Askthemtopointouttheobjects;thereisnoneedforthemtosaythenamesoftheobjectsatthisstage.
e-Textbook
Light up your way!Light up your way!(pages4–5) Suggested teaching time: 10minutes
Suggested teaching time: 15minutes(page7)
1.4
Book1Unit1
Suggested activities Remarks
Readingthesong
1.Playthesongatthebottomofthepagetostudents.
2.Letstudentspointoutthenamesoftwoschoolobjectsinthesong.(Booksandpens.)
3.Askstudentstosaywhatschoolobjectstheybringtoschool.
e-Textbook
Learning objectives:• Tolearnthenamesofdifferentschoolobjects• Tolearntouse‘an’beforenounsthatstartwithvowelsounds
Suggested activities Remarks
‘Mike’s new friends’
Lead-in Introducingthetexttype
1.IntroducethelittlemouseMiketotheclass:ThisisMike.Hemeetssomenewfriends.Let’sseewhohemeets.
2.Writesomewordsontheboard(seebelow)andsayThesearethenamesofhisnewfriends.
3.Readaloudthe‘names’andaskstudentstorepeatafteryou.
4.ShowoneofthePictureCardstostudents.Don’tshowthewholepicturetothestudents,showonlypartofit.Askstudentstoguesswhattheobjectis.
5.Afterafewguesses,showthewholepicturetostudents.Then,invitethewholeclasstoreadoutthenameoftheobject.
PictureCards(schoolobjects)
Fun with wordsFun with words (page8) Suggested teaching time: 30minutes
ruler pen
pencil pencil sharpener
eraser crayon
1.5
Book1Unit1
a ruler a pen
a pencil a pencil sharpener
an eraser a crayon
Resources:Stationeryitems
1.Askstudentstoworkingroupsoffivetosetupastationerycornertoshowcaseallthestationeryitemsthattheyuseonadailybasis.
2.Tellstudentstoputalabelnexttoeachofthestationeryitems.
3.Encouragestudentstocollectstationeryitemswithinterestingshapesandputthemintheircorners.
4.Invitesomegroupstopresenttheirstationerycornerstothewholeclass.
Extension Stationerycorners
Suggested activities Remarks
6.AskastudenttoputthePictureCardnexttothecorrespondingword.
7.Repeatthesamestepsforotherschoolobjectsonthepage.
8.YoucanalsousethePictureDictionaryinthee-Textbooktointroducethevocabularyinthisunit.Alternatively,clickonthetargetvocabularyonthepage.
Identifyingtheuseof‘a’and‘an’
1.TellstudentsWeuse‘an’beforenounsthatstartwiththevowelsoundsa,e,i,oandu.
2.Readaloudtheschoolobjectsslowlyonebyone.Guidestudentstolistentotheinitialsoundsandidentifytheschoolobjectthatstartswithavowelsound.(Eraser.)
3.Invitestudentstoputthecorrectarticle‘a’or‘an’infrontoftheschoolobjects.
4.Askstudentstoreadoutthenamesoftheschoolobjects(withthearticle).
e-Textbook
PictureCards(schoolobjects)
Development
1.6
Book1Unit1
Suggested activities Remarks
‘The little cat and the school objects’
Lead-in Amatchinggame
1.Show‘abook’totheclass.Askforitsname.(Abook.)
2.Show‘anotebook’.Explainitsusetostudents:Itisasmallbookforustowritenotesin.Wecallitanotebook.
3.Show‘aschoolbag’.Askstudentsaboutit.
T:Isitabook?(No.)Isitabag?(Yes.)
T:Wheredowetakeitto?(School.)
T:Wetakethisbagtoschool.Wecallitaschoolbag.
4.Introducethe‘pencilcase’tostudents.Thisisacase.Weusuallyputpencilsandotherschoolobjectsinit.Wecallitapencilcase.
5.ShowthefourPictureCardstostudents.Askstudentstotellyouwhattheyare.
Abook,anotebook,aschoolbag,apencilcase
PictureCards(schoolobjectsonpage9)
Development Joiningthedots
1.Askstudentstojointhedotsonthepageandfindoutwhattheschoolobjectsare.
2.Explaintostudentstheuseofthearticle‘a’forthesefourschoolobjects.
3.Tellstudentsthattheycancolourthefourschoolobjectsintheirbooktomakethemlookmorebeautiful.
4.LetstudentsplaytheVocabularyGameonpage8ofthee-Textbooktoconsolidatelearning.
e-Textbook
Learning objective:• Tolearnthenamesofmoreschoolobjects
Fun with wordsFun with words (page9) Suggested teaching time: 15minutes
Learning objective:• Tolearnformulaicexpressionsformakingnewfriends
(page9) Suggested teaching time: 20minutes
Suggested activities Remarks
‘Let’s make some new friends!’
Gettingtoknowsomeformulaicexpressionsformakingfriends
1.Tellstudentsthattheyaregoingtomakenewfriendsatschool.
1.7
Book1Unit1
Suggested activities Remarks
2.Demonstratehowwecanmakenewfriendsbyinvitingoneofthestudentstohavethefollowingconversationwithyouinfrontoftheclass.
T:Hello!IamMissChan.Whatisyourname?
S:MynameisMike.
T:Canyouspellyourname?
S:Yes,m-i-k-e.
T:Whatclassareyouin?
S:IaminClass1A.
3.Drawthefollowingtableontheboardandwritedowntheinformationaboutthestudent.
Practisingsayingtheformulaicexpressions
1.Showpage9ofthee-Textbook.Readtheconversationonthepagesentencebysentence.Invitestudentstorepeatafteryou.
2.Putstudentsintopairsandaskthemtorole-playtheconversationwiththeirpartners.
3.DistributeWorksheet1tostudents.Askstudentstowalkaroundtheclassroomandtalktothreenewfriends.ThentheyneedtofillintheinformationabouttheirnewfriendsinPartAoftheworksheet.
4.AskstudentstotalktothreemorestudentsinotherclassesduringrecessorlunchtimeandfinishPartBoftheworksheet.
e-Textbook
Worksheet1(page1.26)
Name MikeClass 1A
Learner diversity—Highachievers Resources:ConversationCard(page1.27)
1.Putstudentsintopairs.DistributetheConversationCardtothem.
2.Gothroughthecontentofthecardwithstudents.Introducetheexpression‘Nicetomeetyou(too)!’
3.Givestudentssometimetorole-playtheconversationwiththeirpartners.
1.8
Book1Unit1
Learning objectives:• Toidentifycapitalletters• Toreadastoryaboutaboymakingfriendsatschool
Time to read!Time to read! (pages10–12) Suggested teaching time: 120minutes
Suggested activities Remarks
Light up reading Suggestedteachingtime:10minutesIntroducingcapitalletters
1.Invitestudentstosingthealphabetsongwithyou.
2.Whileyouaresingingthesong,writethealphabetontheboard.Writesomeofthelettersincapitallettersandsomeinsmallletters.
3.Introducetheterms‘capitalletters’and‘smallletters’totheclassbyassociatingthemwiththelettersontheboard.TelltheclassthatCapitallettersusuallylookbiggerthansmallletters.
4.Invitesomestudentstocomeoutandpointtosomecapitalorsmalllettersontheboard.
5.Askstudentstotellyouwhichwordshavecapitallettersafterreadingthestory.
Main text Suggestedteachingtime:70minutes
Warm-up (5 minutes) Arousingstudents’interest
1.Telltheclassthattheyaregoingtoreadaboutaboywhomakesanewfriendatschool.
2.Askstudentswhotheirnewfriendsareintheclass.Invitethemtointroduceoneoftheirnewfriendstotheclass.
ShowandTell — My new friend
1.Eachstudentdrawsapictureofoneofhis/hernewfriendsonapieceofpaperandbringsittotheclass.
2.Askstudentstothinkoffoursentencestodescribethefriend.Theymaytalkaboutthenameoftheirfriend,thespellingoftheirfriend’sname,whethertheirfriendisagirloraboy,whichclasstheyareinandwhethertheylikehim/her.
3.Invitestudentstocomeoutwiththepictureandtalkabouttheirnewfriend.
e.g.Mynewfriend
• MynewfriendisKitty,k-i-t-t-y.
• Sheisagirl.
• SheisinClass1B.
• Ilikeherverymuch.
1.9
Book1Unit1
2.Readthesecondpartofthestory(Pictures5–8)tostudents.Usedifferentvoicesfordifferentcharacters.
Suggested activities Remarks
Pre-reading (10 minutes) Introducingthesettingandmakingpredictions
1.Lookatthefirstpictureofthestoryonpage10ofthee-Textbookwithstudents.Askstudentsthefollowingquestionstointroducethesetting.
T:Wherearethechildren?(Onabus.)
T:Wherearethechildrengoing?(Toschool.)
T:Howmanychildrencanyouseeinthefirstrow?(Four.)
T:WhoisMark?Pointtohiminthepicture.
T:Whoisthenewboy?Pointtohiminthepicture.
2.Introducethesettingtostudents:Somechildrenaregoingtoschoolonabus.Markwantstotalktoanewboynexttohim.
3.AskstudentstopredictwhatmayhappentoMarkandthenewboy.Givethemsomequestionstothinkabout.
• WhatdoesMarkdo?
• Whatdoesthenewboydo?
• DoMarkandthenewboybecomefriends?
e-Textbook
Notethatschoolchildreninsomeforeigncountriesdonotwearschooluniforms.
While reading (55 minutes) Readingthestory
1.Playthefirstpartofthestory(Pictures1–4)tostudents.EncouragestudentstopayattentiontowhatMarkdoestomakeanewfriend.(Herunsaftertheboyandintroduceshimself.)
e-Textbook
HOT skills Resources:Worksheet2(page1.28) 5W1H questions
1.DistributeWorksheet2tostudents.
2.Gooverthequestionswithstudentsandaskthemtocirclethecorrectanswers.
3.Checkanswerswithstudentsandclarifyanyproblems.Drawstudents’attentiontotherelevantpicturesiftheycannotfindtheanswers.
AnswersforWorksheet2:
1.inthemorning 2.bybus 3.runningaway4.hedoesnotwanttotalktoMark 5.MissWong 6.intheclassroom
1.10
Book1Unit1
HOT skills Resources:Worksheet3(page1.29) Timeline
1.DistributeWorksheet3tostudents.
2.Askstudentstolookatthewholestoryagainandfillineachblankwithoneword.
3.Gothroughtheanswerswithstudentstochecktheirunderstandingofthestory.
AnswersforWorksheet3:
3.Readorplaythestorytostudentssentencebysentence.Invitestudentstorepeatafteryou.
1.29
Worksheet 3 (for pages 10–11)
Name: ( ) Class: Date:
What happens to Mark at school? Write the correct answers in the blanks.
1. Mark meets a new
on the bus.
2. Mark wants to
to the boy.
3. The boy
away.
4. Mark meets the new boy again
in the .
5. Mark and the boy
the same things.
6. Mark and the boy
friends.
© 2014 You may photocopy this page for classroom use.
Book1_U1_tg.indd 29 23/6/14 9:52 AM
boy talk
runs
classroom
like/drawbecome
Learner diversity—Highachievers Resources:e-Textbook(Extendedreadingpassage)
1.Printoutenoughcopiesoftheextendedreadingpassageinthee-Textbookfortheclass.
2.Afterstudentshavefinishedthereadingtextandthepost-readingexercise,distributetheextendedreadingpassagetothemforfurtherreadingpractice.
Learner diversity—Developinglearners Resources:e-Textbook(Simplifiedreadingpassage)
1.Tocaterforlearnerdiversity,usethesimplifiedversionofthereadingtexttoreplacetheoriginaltext.
2.Eitherprintoutcopiesofthesimplifiedtextforstudentsoraskstudentstoopentheanimationinthee-Textbook.
1.11
Book1Unit1
Suggested activities Remarks
Let’s check! Suggestedteachingtime:20minutes
1.Letstudentsidentifyallthecapitallettersinthestory.Usethee-Textbooktohelpillustratetheanswers.
2.Askstudentsiftheyfindanycommonpointsaboutthe‘location’ofthecapitalletters.
3.ConcludethefindingsbytellingstudentsthatAsentencestartswithacapitalletter.People’snamesandtitlesalsostartwithcapitalletters.Choosesomeexamplesfromthestorytoillustratethepoints.
e-Textbook
After you read Suggestedteachingtime:20minutes
1.Askstudentsfortheanswerstothefirstquestion(thedrawing)beforetheydrawthepicture.(Apencilcaseanderasers.)
2.Gothroughthetwoquestionsandtheoptionswithstudents.Guidethemtolookattherelevantpicturesinthestoryandfindtheanswers.
3.Letstudentscompletethelastquestion(fillintheblanks).
4.Checkanswersandclarifyanyproblems.
5.Youcanaskstudentstodotheextendedcomprehensionquestionsinthee-Textbook.
e-Textbook
1.Dividetheclassintofourgroups:thenarrator,Mark,MissHillandEric.
2.Invitesomegroupstoperformtherole-playinfrontoftheclass.
Extension Reader’stheatre
Learner diversity—Highachievers Resources:Crayonsanddrawingpaper
1.Askstudentsthefollowingquestions.
T:WhatschoolobjectsdoMarkandEriclike?(Pencilcasesanderasers.)
T:Whatschoolobjectsdoyoulike?(Students’ownanswers.)
2.Askstudentstodrawwhattheylikeonthedrawingpaper.
3.Whenstudentshavefinisheddrawing,letthemwalkaroundtheclassroomtoseeiftheycanfindanyonewholikesthesamethingsasthem.
Grammar ips
Capital letters
Weusecapitalletters:1.atthestartofasentenceorquestione.g.Itisasunnyday. AreyouinClass1A?
2.forthepronoun‘I’e.g.PeterandIareinthesameclass.
1.12
Book1Unit1
Learning objective:• Touse‘Iam’and‘weare’totalkaboutpeople
Suggested activities Remarks
Lead-in Introducingthetargetstructures
1.SaytostudentsIam(yourname).Iamaman/woman.
2.Inviteaboy,e.g.Sam,tocomeoutandsayIamSam.Iamaboy.
3.Inviteagirl,e.g.Betty,tocomeoutandsayIamBetty.Iamagirl.
4.Writethesentencesontheboardasshownbelow.
5.TellstudentsWeuse‘Iam’totellpeoplesomethingabout‘I’.
6.Inviteafewmorestudentstointroducethemselvesusingthesetwosentences.
7.AskSamWhatclassareyouin?SamshouldanswerIaminClass1A.AskBettythesamequestion.BettyshouldalsoanswerIaminClass1A.PromptSamandBettytosayWeareinClass1A.
Light up grammar (1)Light up grammar (1) (page13) Suggested teaching time: 35minutes
I am Sam. I am a boy.I am Betty. I am a girl.
3.withpropernouns• namesandtitlesofpeople
e.g.HernameisMary. MrBrownismyteacher.• namesofcountriesandcontinents
e.g.John’sfatherworksinChina.• namesofstates,cities,towns,villages,etc.
e.g.Londonisabusycity.• namesofroads,streets,buildings,parks,etc.
e.g.Mysister’sofficeisinNathanRoad.• namesofrivers,oceans,seas,lakes,etc.
e.g.PetergoestotheDeadSeawithhiswifeeveryyear.• monthsoftheyear
e.g.MybirthdayisinJune.• daysoftheweek
e.g.WedonotgotoschoolonSundays.• holidays
e.g.MyauntiscomingtovisitusatChristmas.
1.13
Book1Unit1
Suggested activities Remarks
8.TellstudentsWeuse‘weare’totellpeoplesomethingabouttwoormorepeople,includingthespeaker‘I’.
9.Letstudentscirclethecorrectwordsinthegrammarbox.
10.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethisgrammaritem.
e-Textbook
e-Textbook
e-Textbook
Development Practisingthesentencepatterns
1.Askstudentstocompletethesentenceswith‘Iam’or‘Weare’.
2.Checkanswerswiththemandclarifyanyproblems.
3.Playthechantinthee-Textbooktostudents.Invitestudentstoreadthechantafterthedemonstration.
4.LetstudentsplaytheGrammarGameinthee-Textbooktoconsolidatelearning.
Learner diversity—Highachievers
1.Askstudentstoformgroupsofthree.Thegroupscanbethreeboys,twoboysandonegirl,oneboyandtwogirls,orthreegirls.
2.Studentsshouldrewritetheoriginalchanttoformanewchantfortheirgroup.
e.g.Hello,Nancy!IamJane!
Wearegoodgirls!Let’sbefriends!
Hello,Rita!IamJane!
Weareclassmates!Let’sbefriends!
3.Encouragestudentstothinkofsomeactionstogowiththechanttoaddinterest.
4.Invitesomegroupstocomeoutandreadouttheirnewchant.Praiseanygoodperformance.
1.14
Book1Unit1
What is it?It is a ruler.It is an eraser.
What are they?They are rulers.
Suggested activities Remarks
Lead-in Introducingthetargetstructures
1.Showstudentsoneruler.AskstudentsWhatisit?(Aruler.)Guidestudentstogivetheanswerusing‘itis’,i.e.Itisaruler.
2.Repeatthesamestepswith‘aneraser’.
3.Showstudentstworulers.AskstudentsWhatarethey?(Rulers.)Guidestudentstogivetheanswerusing‘theyare’,i.e.Theyarerulers.
4.ExplaintothemthatWeuse‘itis’torefertooneobjectand‘theyare’torefertomorethanoneobject.
5.Writethequestionsandanswersontheboardasshownbelow.
6.TellstudentsYouneedtoput‘a’or‘an’beforeasingularnounandadd‘s’forpluralnouns.
7.Letstudentscompletethesentencesinthegrammarbox.
8.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethesegrammaritems.
Tworulers,aneraser
e-Textbook
Development Practisingthetargetstructures
1.TelltheclassThechildreninMissWhite’sclasshavesomeinterestingschoolobjects.Let’sseewhattheyare.
2.AskstudentstolookatthemiddlepartofthepageandguidethemtotellyouwhatMissWhitesays.
Learning objectives:• Touse‘what’toaskaboutthings• Touse‘itis’and‘theyare’torefertothings• Toconstructthepluralformsofnouns
Light up grammar (2)Light up grammar (2) (page14) Suggested teaching time: 45minutes
Book1Unit1
Suggested activities Remarks
3.Letstudentsworkinpairstotalkabouttheschoolobjectsatthebottomofthepage.RemindthemthattheyneedtorefertothesentencepatternsgivenbyMissWhiteandherstudents.
4.Invitesomepairstocomeoutandrole-playtheconversations.
5.LetstudentsplaytheGrammarGameinthee-Textbooktoconsolidatelearning.
6.UseClassroomPracticeSystem(CPS)toconsolidatethetargetstructuresthatstudentshavelearnedinLightupgrammar(1)&(2).
e-Textbook
ClassroomPracticeSystem
Resources:Drawingpaperandcrayons
1.Giveeachstudentapieceofdrawingpaperandsomecrayons.
2.Askstudentstodesignanddrawtwoschoolobjectswithinterestingshapesonthepaper.
3.Invitesomestudentstocomeoutandshowtheirpicturestotheclass.Theclassneedtousethetargetstructures‘Whatisit/arethey?’toaskabouttheschoolobjects.
4.Thestudentsshouldgivetheanswerusing‘Itis/Theyare...’
Extension Designingschoolobjects
1.15
Suggested teaching time: 45minutes
Resources:PictureCards(schoolobjects),Worksheet4(pages1.30–1.31)
Stage Teaching steps Setting/Grouping
Lead-in(5’) Bringingoutthefocusofthelesson
Revisethenamesoftheschoolobjectstaughtonpages8and9withstudents.Userealobjectsorpicturecardstodothis.
Telltheclasswhattheyaregoingtodotoday.
T:Class,wearegoingtoaskandtalkaboutsomeschoolobjects.
Putthelessonobjective—‘Askingandtalkingaboutsomeschoolobjects’—ontheboard.
Wholeclass
Development(35’) Conceptbuilding—Learningthetargetstructures
Showstudentsaruler.AskstudentsWhatisit?(Aruler.)Guidestudentstogivetheanswerusing‘itis’,i.e.Itisaruler.
Repeatthesamestepswith‘aneraser’.
Showstudentstworulers.AskstudentsWhatarethey?(Rulers.)Guidestudentstogivetheanswerusing‘theyare’,i.e.Theyarerulers.
ExplaintothemthatWeuse‘itis’torefertooneobjectand‘theyare’torefertomorethanoneobject.
Writethequestionsandanswersontheboardasshownbelow.
TellstudentsYouneedtoput‘a’or‘an’beforeasingularnounandadd‘s’forpluralnouns.
LetstudentscompletethesentencesinthegrammarboxandMissWhite'squestions.
Checkanswerswithstudentsandclarifyanyproblems.
Askingandtalkingabouttheschoolobjects
Putstudentsintogroupsoffour.Assignnumbers1,2,3,4tothestudentsinthegroup.
Wholeclass
Numberedheadstogether(Groupsoffour)
Small class teaching plan (forpage14)
What is it?It is a ruler.It is an eraser.
What are they?They are rulers.
1.16
Stage Teaching steps Setting/Grouping
DistributeWorksheet4tostudents.Ingroups,studentslookatthepicturesinPartA,discussthequestionstogetheranddecideontheanswerforeachquestion.TheyhavetowritetheiranswersinPartBoftheworksheet.
Calloutanumber.AskallstudentswiththatnumbertostandupandtellyoutheanswertoQuestion1.
RevealtheanswertoQuestion1.Tellallthestudentswhohaveansweredcorrectlytoputatickinthethirdcolumnofthetable.
Repeatsimilarstepsfortheothersevenschoolobjects.
Completingtheexerciseinthebook
Letstudentsworkinpairstotalkabouttheschoolobjectsatthebottomofthepage.RemindthemthattheyneedtorefertothesentencepatternsgivenbyMissWhiteandherstudents.
Invitesomepairstocomeoutandrole-playtheconversations.
Reflection(5’) Recapthelessonobjective.Remindstudentstouse‘a’and‘an’forsingularor‘s’forpluralwhentalkingaboutcountablenouns.
Evaluatestudents’performanceandbepreparedtoelaborateontheconcepttolowachieverswhennecessary.
Wholeclass
1.17
Book1Unit1
1.18
Learning objectives:• Tolistentoaconversation• Tofinishthematchingexercise
Suggested activities Remarks
Pre-listening Preparingforthelistening
1.Introducethelisteningactivitytostudents.Tellstudentsthattheyneedtodrawalinetomatchthechildwhosaysthenameofacertainschoolobjectaftereachbeep.
2.Gooverthenamesofthefourchildren.Makesurestudentsknowhowtopronouncethenames.
3.Askstudentsforthenamesofthefiveschoolobjects.Letstudentswritethenamesnexttotheobjectsifnecessary.
While listening Identifyingthekeywords
1.Playtherecordingonce.Askstudentstopayattentiontothenamesofstudentsandschoolobjectsmentionedintherecording.
2.Playtherecordingagain.Pauseatsuitableintervalstoallowstudentsenoughtimetomarkdownthelettersoftheanswersnexttothenumbers.
e-Textbook
Studentsneednotdrawthelinesatthisstage.
Post-listening Roundingup
1.Playtherecordingagainforstudentstochecktheiranswers.
2.Givestudentssometimetotidyuptheiranswersanddrawthelines.
3.Checkanswerswithstudentsandclarifyanyproblems.
Time to practise!Time to practise!(page15) Suggested teaching time: 35minutes
Audio script
Narrator: Numberone.Amy: David,whatisit?Itlooksnice.David: Itisaruler.(beep)Narrator: Numbertwo.Amy: Susan,whatarethey?Theylookfunny.Susan: Theyarepencils.(beep)Narrator: Numberthree.Amy: Whatisit,Paul?Paul: Itisaneraser.Ilikeitverymuch!(beep)Narrator: Numberfour.Paul: Amy,showusapencilsharpener.Amy: Look,itisastrawberrypencilsharpener!Paul: Itlooksgreat!(beep)
1.19
Book1Unit1
Learning objectives:• Toidentifytheinitialmandnsounds• Topronouncetheinitialmandnsounds
Suggested activities Remarks
1.Playtherhymeoftheinitialmsoundinthee-Textbook.Askstudentstopayattentiontoanyrepetitionofinitialsounds.
2.Readeachwordintherhymeslowly.Guidestudentstotellyoutherepetitionoftheinitialmin‘my’and‘Maisie’.
3.Writethewords‘my’and‘Maisie’ontheboard.Readthewordstostudentsandaskthemtorepeatafteryou.
4.ShowthePhonicsDemonstrationinthee-Textbookandexplainhowtopronouncethemsound.
5.Playtherhymeoftheinitialnsoundinthee-Textbook.Askthefollowingquestionstobringoutthetargetwords.
T:Whohasninepens?(Nicky.)
T:WhodoesNickygivehispencilsto?(Hisnicefriends.)
6.Writethewords‘Nicky’,‘nine’and‘nice’ontheboard.Readthesewordsaloudtotheclassandguidethemtolistenforthensound.
7.Askstudentstorepeatthewordsafteryou.
8.ShowthePhonicsDemonstrationinthee-Textbookandexplainhowtopronouncethensound.
9.Readeachlineoftherhymestostudentsandinvitethemtorepeatafteryou.
10.AskstudentstoplaythePhonicsGameinthee-Textbooktoconsolidatelearning.
e-Textbook
Learning objectives:• Torevisetheuseof‘what’toaskaboutschoolobjects• Torevisetheuseof‘itis’and‘theyare’totalkaboutschoolobjects
Suggested activities Remarks
‘Identifying school objects’
Revisingthenamesofschoolobjects
1.RevisethenamesofschoolobjectswithstudentsusingthePictureCards. PictureCards(schoolobjects)
(pages80&82) Suggested teaching time: 20minutes
(page15) Suggested teaching time: 15minutes
1.20
Book1Unit1
Suggested activities Remarks
2.Putstudentsintopairs.AssignoneofthemasStudentAandtheotherasStudentB.
3.AskStudentAstolookatpage80andStudentBstolookatpage82silently.Letthemidentifytheschoolobjectsontheirrespectivepages.
RemindstudentsNOTtopeekateachother’spictures.
Completingthepairwork
1.ChooseaStudentAtoaskaquestionaboutthefirstpictureonpage80asademonstration,e.g.A:Picture1.Whatisit?
2.InvitealltheBstolookattheschoolobjectinPicture1onpage82andguidethemtoanswerthequestion,e.g.B:Itisabook.
3.GuidealltheAstocirclethecorrectanswerinQuestion1.
4.LetalltheAsaskQuestions2and3.ThenswaprolestolettheBsaskthequestionsandtheAsanswer.
5.Walkaroundtheclassroomtomonitorprogressandofferhelpifnecessary.
Student’sBook(Pairwork)
1A (Student A)
2A (Student A)
Pair workPair work
2A (Student A)
1
1
2
2
3
3
4
4
5 6
A: Picture (number). What is it? B: It is ...A: Picture (number). What are they? B: They are ...
A: Picture (number). Who is he/she? B: He/She ...A: Can you spell his/her name?B: Yes, ...
a school bag / a book books / notebooks a ruler / a pencil case
? ? ??
Remember to say the picture number first.
Remember to say the picture number first.
Talk about the school objects with your friend. Circle the correct words.
1A (Student A)
Talk about the people with your friend. Write the names.
Pair work
80
P157_1Apw.indd 80 14年5月22日 下午3:49
5A (Student A)5A (Student A)
A: What is the boy wearing? B: He is wearing ..., ... and ...
1B (Student B)1B (Student B)
1 2 3
4 5 6
pens / pencils a school bag / a book pencil sharpeners / erasers
B: Picture (number). What is it? A: It is ...B: Picture (number). What are they? A: They are ...
???????
Remember to say the picture number first.
Talk about the missing boy with your friend. Draw three clothing items the boy is wearing.
Talk about the school objects with your friend. Circle the correct words.
Pair work
82
P157_1Apw.indd 82 14年5月22日 下午3:49
Learning objective:• Torecognisesomefeaturesoflabels
Suggested activities Remarks
Lead-in Introducingthetexttype
1.Showstudentstheschoolobjectwithoutalabel.Askthemwhotheobjectbelongsto.(Wedon’tknow.)Showstudentsapuzzledlook.
2.Showstudentstheschoolobjectwithalabel.Askthemwhotheobjectbelongsto.Thestudentsshouldbeabletotellwhotheownerisfromthenameonthelabel.
3.TellstudentsthatAlabelgivesyouinformationaboutanobjectoraperson.Therefore,itisgoodtohavelabelsonyourschoolobjectstotellothersthattheyareyours.Let’sseehowtomakealabel.
Collecttwoschoolobjectsfromstudentsbeforethelesson;oneofthemwithalabelandtheotherwithout.
Development Writinglabels
1.Drawablanklabel(with‘Name:’and‘Class:’)ontheboard.Fillinthelabelbyaskingastudentthefollowingquestions.
T:Whatisyourname?
T:Canyouspellyourname?
T:Whatclassareyouin?
Text typeText type (page16) Suggested teaching time: 25minutes
Book1Unit1
Suggested activities Remarks
2.Invitestudentstoasktheirtwoneighbourstheabovethreequestionsandfillinthelabelsonthepage.
3.Giveoutblanklabelstostudentsandaskthemtocreatetwolabelsforthemselvesandstickthemontheirbelongings.
4.Checktheirlabelsandclarifyanyproblems.
5.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethistexttype.
Labels
e-Textbook
1.21
1.22
Learning objective:• Torecognisesomefeaturesoflabels
Suggested activities Remarks
Lead-in Introducingthetexttype
1.Showstudentstheschoolobjectwithoutalabel.Askthemwhotheobjectbelongsto.(Wedon’tknow.)Showstudentsapuzzledlook.
2.Showstudentstheschoolobjectwithalabel.Askthemwhotheobjectbelongsto.Thestudentsshouldbeabletotellwhotheownerisfromthenameonthelabel.
3.TellstudentsthatAlabelgivesyouinformationaboutanobjectoraperson.Therefore,itisgoodtohavelabelsonyourschoolobjectstotellothersthattheyareyours.Let’sseehowtomakealabel.
Collecttwoschoolobjectsfromstudentsbeforethelesson;oneofthemwithalabelandtheotherwithout.
Development Writinglabels
1.Borrowapencilfromastudent(StudentA).SayIamgoingtowritealabelforStudentA.Usethefollowingapptotakeaphotoof,andmakealabelfor,thepencil.PleaserefertotheInstructionmanualonpage1.23fortheURLsanddetails.
•ForbothiOSandAndroidusers:Labelbox[free]
2.Putalabelonthephotousingtheappandtype‘Name:’onit.FillinthelabelbyaskingStudentAthefollowingquestions.
T:Whatisyourname?
T:Canyouspellyourname?
3.Putanotherlabelonitandtype‘Class:’.FillinthelabelbyaskingStudentAWhatclassareyouin?
4.PrintoutthephotoofthepencilwiththelabelandgiveittoStudentA.
5.Invitestudentstoasktheirtwoneighbourstheabovethreequestionsandfillinthelabelsonthepage.
6.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethistexttype.
Tablets
e-Textbook
Text typeText type (page16) Suggested teaching time: 25minutes
- Classroom
1.23
ForLabelbox
Step1:Downloadandinstalltheapp.
•ForiOSusers:https://itunes.apple.com/us/app/labelbox/id417694704?mt=8
•ForAndroidusers:https://play.google.com/store/apps/details?id=com.stepcase.labelbox
Step2:Tapthetriangularbuttoninthemiddletostarttheapp.
Step3:Click‘Camera’andtakeaphotooftheschoolobject.
Step4:Choosealabelatthebottom.
Step5:Tapandswipethescreentoputthelabelonthephoto.
Step6:Typewordsonthelabel.
Step7:Savethephoto.
Instruction manual
Book1Unit1
1.24
Learning objectives:• TolearnaboutAustralia• Tolearnaboutkangaroosandkoalas
Suggested activities Remarks
Introducingthecountry
1.TellstudentsthattheyaregoingtolearnaboutacountrycalledAustralia.AskiftheyknowanythingaboutAustralia.
2.Showstudentstheworldmapinthee-Textbookandtellthemwhatitis.
3.LetstudentslookatthemapandlocateHongKongandAustralia.
4.AskstudentsaboutthelocationsofHongKongandAustraliaontheworldmap.(HongKongisaroundthemiddleandAustraliaisinthesouth.)
5.LookatthenationalflagofAustraliawithstudents.Introduceitbriefly:Theflagisblueincolour,withsixwhitestarsandaredandwhitepatternthatlooksliketheChinesecharacter‘rice’inthetopleft-handcorner.
6.ReadoutthewordsinKim’sspeechbubbles.LetstudentspointoutthenamesoftwoanimalsfromAustralia.
e-Textbook
Moststudentspronouncethesetwonameswrongly.Pointouttothemthecorrectpronunciation.Readingaboutkangaroosandkoalas
1.Lookatthephotosofthekangaroosandkoalaonpage19.Askstudentsforthenamesoftheanimals.
2.Askstudentstosaywhattheyknowabouttheanimals.Tellstudentssomeentertainingfactsabouttheanimalsiftheyareinterested.
3.Letstudentsfinishtheexerciseinthebookandchecktheanswerswiththem.
Resources:e-Textbook,smartphones/tablets
1.Showthevideointhee-Textbooktostudentstohelpthemfindoutmoreaboutkoalas.
2.Studentscanalsodownloadtheappandwatchthevideoontheirsmartphonesortablets.
3.EncouragestudentstogotothesuggestedwebpageorotherwebpagestofindoutmoreabouttheanimalsinAustralia.
Extension Watchingavideo
(pages18–19) Suggested teaching time: 35minutes
Book1Unit1
Knowledge bank1.AustraliaAustraliaisoneofthelargestcountriesintheworld.Beforethelate18thcentury,thecountrywasmainlyinhabitedbyindigenousAustralianscalledAborigines.ItwaslaterdiscoveredandsettledbyEuropeans.By2014,thepopulationofthecountryhadgrowntoaround23millionpeople.Ithasatemperateclimate.Itisfamousforhavingdifferentkindsofanimals,alotofbeautifullandscapesandproducingwonderfulhoneyandwool.AustraliansspeakEnglish.ItscapitalcityisCanberra.
2.KangaroosKangarooshavesmallheads.Theyhavepowerfullegsforleaping,longtailsforbalancingandpouchesforcarryingtheirbabies.Theywalkaroundslowly,hoparoundquicklyandjumpveryhigh.Theyeatdifferentkindsofplantssuchasgrassesandtheleaves.Theyareverysocialanimalsandtheyliveingroups.Theyaretheuno icialsymbolofAustralia.WecanfindthemonAustraliancoinsandinthelogooftheAustralianairlineQantas.
3.KoalasKoalaslooklikebearsbuttheyarenotbears.Theyareabout70cmtallandweighabout8kg.Theyhavegreyhairandfluffyears.Theyalsohavelargepinkorblacknoseswhichmakethemlookfunny.Theyhavesharpclawsforclimbingtrees.Theyonlyeateucalyptusleaves,whichdonothavemuchnutritionalvalue.Theyneedtosleepforabout20hoursadayandareactiveatnight.Theydonotdrinkwaterunlesstheyaresick.Unlikekangaroos,theyarenotsocialanimalsandtheymainlylivewiththeirfamilymembers.
1.25
1.26
Worksheet 1 (for page 9, ‘Language in use’)
Name: ()Class: Date:
A. Talk to three classmates and ask them for their names and classes.
B. Talk to three classmates and ask them for their names and classes.
Classmate 1
Schoolmate 1
Classmate 2
Schoolmate 2
Classmate 3
Schoolmate 3
NameClass
NameClass
NameClass
NameClass
NameClass
NameClass
© 2014 You may photocopy this page for classroom use.
1.27
S1:Hello!IamPeter.Whatisyourname?
S2:Hi!MynameisMary.Nicetomeetyou!
S1:Nicetomeetyoutoo!Canyouspellyourname?
S2:Yes,m-a-r-y.
S1:Whatclassareyouin?
S2:IaminClass1A.
S1: Student 1 S2: Student 2
Conversation Card (for page 9, ‘Language in use’)
© 2014 You may photocopy this page for classroom use.
Cut out the Conversation Card and role-play the situation.
1.28
1.LookatPicture1.WhendoMarkandthenewboymeet?
inthemorning atnight
2.HowdoesMarkgotoschool?
bybus bytrain
3.LookatPicture2.Whatisthenewboydoing?
talkingtoMark runningaway
4.Whyisthenewboyrunningaway?
heislate hedoesnotwanttotalktoMark
5.WhoisMark’steacher?
MissHall MissWong
6.WheredothenewboyandMarkmeetagain?
intheclassroom athome
Worksheet 2 (for page 10)
Name: ()Class: Date:
Circle the correct answers.
© 2014 You may photocopy this page for classroom use.
1.29
Worksheet 3 (for pages 10–11)
Name: ()Class: Date:
What happens to Mark at school? Write the correct answers in the blanks.
1.Markmeetsanew
onthebus.
2.Markwantsto
totheboy.
3.Theboy
away.
4.Markmeetsthenewboyagain
inthe .
5.Markandtheboy
thesamethings.
6.Markandtheboy
friends.
© 2014 You may photocopy this page for classroom use.
1.30
1.
3.
5.
7.
2.
4.
6.
8.
Worksheet 4 (for Small class teaching plan)
Name: ()Class: Date:
A. Look at the following pictures of some interesting school objects. Guess and write what they are in Part B of the worksheet.
© 2014 You may photocopy this page for classroom use.
1.31
Worksheet 4 (Continued)(for Small class teaching plan)
Name: ()Class: Date:
B. Write your answers to Part A in the second column. Then, listen to your teacher’s answers and mark down whether you have guessed correctly.
Your answer Correct (✔) or not correct (✘)
Whatisit? 1.Itis .
2.Itis .
3.Itis .
4.Itis .
Whatarethey? 5.Theyare
.
6.Theyare
.
7.Theyare
.
8.Theyare
.
© 2014 You may photocopy this page for classroom use.