Teacher’s Guide Chapter 2A 1 - Pearsonpearson.com.cn/Special/2017/4/LWTEG/features/2 teacher's guides... · Teacher’s Guide Chapter 2A 1 C 1 T26 ... my family and friends Unit

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Teacher’s Guide Chapter 12A

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Module : Me, my family and friends Unit : This is me!

21st century knowledge and skills:• Collaboration (Parts B, E, F & Task) • Communication (Parts B, E, F & Task) • Critical thinking (Task) • Leadership and responsibility (Task)

Values and attitudes: • Develop confidence in using English through performing tasks on their own

or in groups (Whole chapter) • Develop positive values, e.g. being inclusive (Part C) • Appreciate the beauty of the language through enjoying singing English

songs (Part F) • Participate actively with others to complete a task, respecting their rights

(Task)

Prior knowledge: How many questions (How many … are

there?) (1B); numbers 1–20 (1A–1B)

Expected Learning Outcomes Pupils can: • name different means of transport • ask and answer questions about how people come to school • conduct a survey and report the results in a chart

Coming to school

Vocabulary

Getting around: by bus, by minibus, by school bus,

by metro, by car, by taxi, by bicycle

Key Structures

How do you come to school? I come to school on foot. / By metro.

Phonics

Blends: tr (train), fr (friend)

Listening Skills

• Locate or provide specific information in response to simple questions (Parts B & E)

• Identify and discriminate between a small range of consonant blend sounds (Phonics)

Reading Skills

• Recognise the format and language features of some common text types, e.g. stories, songs (Parts C & F)

• Locate specific information in a short text (Part C) • Verify information and ideas in a text (Part C) • Infer meaning / unknown words from contextual /

pictorial cues (Part C) • Make predictions / guesses about a text (Part C)

Speaking Skills

• Open an interaction by eliciting a response (Parts B & E) • Use simple phrases and sentences to communicate with others with the help of cues (Parts B & E) • Maintain an interaction by providing information in response to factual questions (Parts B & E)

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Teaching Overview

Vocabulary & Key Structures (Parts A & B) • to introduce the vocabulary (getting around) and key

structures (asking and answering ‘How’ questions) by making use of a context

Learn to Read (Parts C & D)

• to reinforce the vocabulary and key structures with a story

• to develop pupils’ reading skills

Language Fun (Part F) • to enhance learning with fun

— song

Phonics • to teach letter-sound relationship — blends: tr (train), fr (friend)

Pre-task Activity (Part E) • to introduce the integrated skills and structures so as to

prepare pupils for doing the Task

Task • to enable pupils to conduct a survey and report the

results in a chart by using the vocabulary and key structures learnt in the chapter


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— Super E-book for TeachersE — LWTE Lab — For practice— Suggested teaching time T28

Introduction of the vocabulary and key structures

Vocabulary & Key Structures (Parts A & B)

Objective: • to introduce the vocabulary and key structures by making use of a context — vocabulary: getting around: by bus, by minibus, by school bus, by metro, by car, by taxi,

by bicycle — key structures: asking and answering How questions about how people come to school:

How do you come to school? I come to school on foot. / By metro.

Introducing the context

• Display the big picture, including the Vocabulary section, in Part A E .

Say Today is the first day of school. The children are coming to school in different ways. Let’s find out about these ways.

Teaching the vocabulary

• Point at the metro and Ben in the big picture.

• Point at the small picture of the metro in the Vocabulary section.

• Stick the cutout of ‘by metro’ on the board.

Say By metro.

Say This is the metro.

• Point at the bus and Mary in the big picture.

• Point at the small picture of the bus in the Vocabulary section.

• Stick the cutout of ‘by bus’ on the board.

• Continue to teach by minibus, by school bus, by car, by taxi, by bicycle using the same teaching steps.

Say By bus.

Say This is a bus.

• Teach the phrase on foot.

• Point at the thought bubble of ‘on foot’ and Tom in the big picture.

• Pretend to walk.

• Stick the cutout of ‘on foot’ on the board.

Say On foot.

Say When we go to a place that is nearby, we don’t take a bus or a taxi. We go on foot or walk.

by metro

by bus

by metro

Activity

• Invite some pupils to put the picture cards of ways to get around beside the correct cutouts of the phrases (i.e. by metro, by bus).

You can teach the phrases by bus, by minibus, by school bus in sequence and show pupils how to differentiate these three kinds of buses.

• LWTE Lab 2A Ch 1: ePractice:Listening & Reading and Writing Practices: Ex 1

• Vocabulary Worksheets

to introduce the vocabulary and key structures by making use of a context

: 2 lessonsResources: E-Flash Cards E / E / Things to prepare: Cutouts & picture cards of ways to get around / 2 bean bags (optional)


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— Super E-book for TeachersE — LWTE Lab — For practice— Suggested teaching timeT29

How do you come to school?I come to school .

Teaching the key structures

• Introduce the topic about ways to come to school.

• Draw a school at one end of the board.

• Draw a house at the other end.

• Write How do you come to school? on the board.

• Hold up the picture card of ‘on foot’ in front of the ‘Home’ spot.

• Walk towards the ‘School’ spot, with your back facing this spot.

• Write I come to school . on the board.

• Hold up the other picture cards and do the same.

Say We know that the childrencome to school in different ways. How do we say these ways?

Say This is our school.

Say This is my home.

Read aloud How do you come to school?

Say I come to school on foot.

Say I come to school by bus / minibus / school bus / metro / car / taxi / bicycle.

Consolidation of the vocabulary and key structures

Warming up

• Begin this section by reviewing the vocabulary (e.g. by using the E-FlashCards E ) and key structures with pupils.

Activity• Pupils pass two bean bags (e.g. red and blue) around the classroom.

• The pupil who gets the red bean bag asks How do you come to school? The pupil who gets the blue bean bag answers using I come to school .

Optional

How do you come to school?I come to school .

School Home

by bus

by metro

by car

by bicycle

on foot

• LWTE Lab 2A Ch 1: ePractice: Listening Practice: Ex 2

• Graded Worksheets

Reinforcing the vocabulary and key structures using the context

• Display the big picture in Part A E .

• Point at the children and introduce them one by one.

Say Do you remember these children? They are coming to school on the first day of school. Let’s meet the children.

Say This is Helen / Tom / Sally / Paul / Fanny / Charlie / Peter / Ben / Mary.

Wrapping up

• Write How do you come to school? I come to school . on the board.

• Review the key structures by using the cutouts of thefocal phrases.

• Invite a pupil to pick a picture card. Then the pupil sticks thecorrect cutout on the board and reads the sentence aloud.


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Introduce Sally and Tom.[Point at Sally and Tom.]

• Pretend to be Sally.

• Pretend to be Tom. [Pretend to walk when giving the answer.]

Say Look! Sally and Tom aretalking.

Ask How do you come to school?

Say I come to school on foot.

• Introduce Peter and Ben.[Point at Peter and Ben.]

• Pretend to be Peter.

• Pretend to be Ben. [Point at the metro station when giving the answer.]

Say Look! Peter and Ben are talking too. What are they talking about?


Say By metro.

• Talk about the other children.

• Point at Mary.

• Continue to talk about Helen, Paul, Fanny and Charlie by using the same teaching steps.

Say How about the other children?

Say Look at Mary. Mary comes to school by bus.

Speaking practice

Demonstrating how to use the vocabulary and key structures

• Display the big picture in Part A and Part B E .

• Point at Sally.

• Invite a pupil to come to the front and act out the role of Mary.

• Act out the role of Sally.

• Have the pupil act out the role of Mary and answer using I come to school by bus.

Say Now you are going to role-play some children.

Say I am Sally. Now I pick a pupil to be Mary.

Say Now I am Sally and you are Mary.


Pairing up pupils for the speaking practice

• Pair up pupils and ask them to act out the roles of the characters in Part B.

• Invite some pairs to come to the front and act out their roles.

You can wrap up this section by reviewing the answers again using the Super E-book for Teachers E .


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Values and attitudes: Being inclusive

Introducing the setting

• Using the Reading Courseware E , display Slide 5.

• Click to underline the answer. Instruct pupils to read the question aloud.

• Divide the board into several sections and ask some pupils the question.

• Write each new response in a new section, e.g. by bus / on foot, and invite the pupils to stand in front of the section.

• Repeat the above step until there are at least two pupils in each group.

• Point out each group.

Say Today we are going to read a story about these children. They are having their English class at school.

Ask What does the teacher ask the children? – locating specific information

Ask How do you come to school, (pupil’s name)?

Say You are in a group because you come to school the same way. A group has two people or more.

Ask Can a group have only one person? (No.) – verifying

• Display Slide 6.

• Click to show how each group comes to school.

• Wrap up the discussion and continue to talk about the story.

Say In the story, the children also get into groups! Let’s look at their groups.

Ask How does each group come to school? Can you guess?

Say Let’s read the story and find out how the children come to school!

Learn to Read [Text type: Stories] (Parts C & D) : 2 lessonsResources: Reading Courseware E / EThings to prepare: Cutouts of ‘on foot’, ‘by bus’ & ‘by metro’ / cutout of ‘Wendy’ / A4 paper

Objectives: • to reinforce the vocabulary and key structures with a story • to develop pupils’ reading skills, e.g. — recognise the format and language features of a story — locate specific information in response to questions — verify information and ideas in the text — infer meaning / unknown words from contextual / pictorial cues — make predictions / guesses about the text

Pre-reading

by bus on foot by bicycle


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Shared reading

• Read the story aloud or play the audio recording E . Pause at certainpoints to ask questions, as suggested below.


• Click to highlight the sentence Ask your friends.

• Click to underline the answer and continue with the story.

Ask What do the children ask their friends? (How do you come to school?) – locating specific information

Say Let’s see how the children get into groups.


• Click to show the question.

• Click to underline the answer and reveal the picture.

Say The children walk around and ask their friends, ‘How do you come to school?’ Here is Tom and this is his friend.

Ask Can Tom and his friend get into a group? (Yes.) How do they come to school? (They walk to school. / They come to school on foot.) – inferring / locating specific information



You may provide feedback for pupils’ earlier guesses, e.g. Well done! / Good try!

• Click to circle Wendy. Mime thinking aloud.

Say This is Helen and these are her friends.

Ask Can Helen and her friends get into a group? (Yes.) How do they come to school? (By school bus.) –inferring / locating specific information

Ask Hmm, does she come to school by school bus too? (Yes. / No.) Is she in this group? (Yes. / No.) –predicting

First reading


Well done!

Good try!


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Reading aloud

• Expand pupils’ comprehension of the text by going through the steps suggested below. Then enhance pupils’ reading fluency by reading the story aloud.

• Let pupils watch the video E . Draw pupils’ attention to Pictures 3, 5 and 6.

• Talk about the meaning of Cool in Picture 3.

Say Look at the boys. They are happy to be in a group. How do we know?

Second reading




• Click to circle Wendy. Mime thinking aloud.

Say This is Ben and these arehis friends. They are in a group.

Ask How do Ben and his friends come to school? (By metro.) –locating specific information

Ask Hmm, does she come to school by metro? (Yes. / No.) Is she in this group? (Yes. / No.) – predicting


• Click to underline the answer and talk about Wendy.

• Mime thinking aloud.

• Click to show the question.

Say Oh no! This girl doesn’t have a group. Let’s see what the teacher says.

Ask What is her name? (Wendy.) –locating specific information

Say The teacher wants Wendy tojoin a group!

Ask Which group can Wendy join?

Ask How does Wendy come to school? Can you guess? (e.g. Bybus. / By car.) – guessing


• Click to show the question. Use your fingers to count from one to three as pupils list each way in which Wendy comes to school.

• Click to underline the answer.

• Click to show the post-reading question. Read the question aloud.

Ask How does Wendy come to school? (By bicycle, bus and metro.) – locating specific information

Ask How many groups can Wendy join? (Three.)

Well done!


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• Mime smiling.

• Allow pupils to guess the word. Reveal the answer by making a fist pump in the air.

Say They are smiling. What dothey also say?

Say They say ‘Cool!’ ‘Cool’ means ‘great’. – inferring unknown words

• Talk about the usage of Come on in Picture 5.

Say The teacher wants Wendy to join a group. How do we know? She says … (Come on, Wendy. Join a group.) We say ‘Come on’ to tell someone to try harder. – inferring

• Talk about the usage of Well in Picture 6.

• Tap your finger on your chin to mime thinking aloud and stretch out the word when you read the word Well.

Say Wendy is thinking of what to say so she says ‘Well’.

• Play the video again or play the audio recording E , and invite the class to read along. Pause to drill pronunciation if needed.


• Instruct pupils to complete Part D individually in their books. – locating specific information

Activity 1: Assessment for learning

The activity can be completed in class or for homework.


• Put pupils into groups and assign each group a character.

Say Now read your part aloud.

• Display Slides 18–20.

• Get pupils to guess how the characters come to school, using the pictures as clues.

• Click to show the answer after each discussion.

• Stick the cutouts of ‘on foot’, ‘by bus’ and ‘by metro’ (the groups as shown in Slide 6) on the board.

Say We are going to play agame.

Ask How does he / she come to school?

Ask Whose group can each child join?

Post-reading

Activity 2: Readers’ theatre

Activity 3: Choose the group


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Values: Being inclusive

• Instruct pupils to get into groups by asking each other how they come to school.

• Stick the cutout of ‘Wendy’ on the board. Ask pupils to recall how Wendy comes to school.

• Identify the three groups in your class.

• Encourage pupils to welcome Wendy by saying Come to my group.

• Point out the different groups in the class.

• Display Slide 21. Provide each pupil with an A4-sized piece of paper.

• When pupils have finished drawing and writing their answers, invite each group to come to the front of the class to present their work. You may also choose to display certain pupils’ work.

Say Wendy can join three groups but she doesn’t know which group to join. Do you remember these three groups? (By bicycle, bus and metro.)

Ask Do you want Wendy to join your group?

Say Pupils come to school in many different ways. They don’t all come to school the same way.

Say How do you come to school? Draw it on the paper. Then write your answer below your picture. For example, you can write ‘I come to school by bus.’

Activity 4: Draw and tell

Language Fun (Part F)

Objective: • to enhance learning with fun — song: How do you come to school?

: 1 lessonResources: Song E

Demonstrating the song

• Display the Song in Part F E .

• Play the first part of the Song (i.e. ‘By bus / We walk’) E and let pupils listen to it.

• Play the first part of the Song again and ask pupils to sing along.

Say Now we are going to listento a song called ‘How do you come to school?’

Say Listen and find out how the pupils come to school.

Say Some pupils come by bus. Some pupils walk. Now let’s sing the song together.

After the activity, instruct pupils to write their answers on p.6 of their books. Pupils can also raise their drawings in the air when singing the Song in Part F.

Come to my group.


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Introducing the new vocabulary with the song

• Teach the words train and ferry with the Song.

• Play the part about ‘By train’ E .

• Point to the picture of the train.

• Teach pupils to say train.

• Continue to teach the word ferry by using the same teaching steps.

Say Now let’s find out how some other pupils come to school.

Say Listen to the song about ‘By train’.

Say Those pupils come to school by train. This is a train. It is fast.

Consolidating the vocabulary and key structures with the song

• Divide the class into two groups.

• Assign a mean of transport (e.g. ‘By metro’) to them. Each group sings a different part of the Song. Then the two groups swap parts and sing again.

• Select some other means of transport and practise the Song with pupils using the same teaching steps.

Say Now I am going to dividethe class into two groups.

Say Group 1 sings the ‘question’ part. Group 2 sings the ‘answer’ part with the answer ‘By metro’. By …

How do you come to school, Come to school, Come to school? …

You can tell pupils to raise their drawings from Part C in the air when singing the Song, if their drawings match the mean of transport in the Song.

Phonics

Objective: • to teach letter-sound relationship — blends: tr (train), fr (friend)

Introducing the tr sound

• Write the word train on the board and ask pupils to say it.

• Repeat the word and circle the letters tr.

• Point out that the letters t and r together make the sound /tr/.

Say Let’s say the word ‘train’.

Ask What are the first two sounds of ‘train’?

Say The letters ‘t’ and ‘r’ together make the sound /tr/.

train

: 1 lesson Resources: Phonics Videos E / Phonics Songs E / E / Things to prepare: Cards of ‘t’ & ‘r’ / sets of ‘tr’ & ‘fr’ cards


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Demonstrating how to blend the sounds

• Write the letters t and r below the word train.

• Move your fingers under the two letters and demonstrate how to blend the sounds together.

• Play the Phonics Video E to let pupils see how the mouth shapes and how the letters sound.

• Ask pupils to repeat the sound.

• Continue to teach the fr sound by using the same teaching steps.

Say /t/, /r/, /trrr/, /tr/.

Say Let’s watch the phonics video. Pay attention to the shapes of the mouth.

Practising the blends using the tongue twister

• Display the tongue twister on p.4 E .

• Read aloud the tongue twister.

You can also play the audio recording E

for pupils.

• Repeat the tongue twister and ask pupils to follow.

Say Listen to this tonguetwister.

Say Five friends in trousers eat fruit from two trees.

• Ask pupils if they can identify the words that have the tr and fr sounds.

• Write the words with the tr and fr sounds on the board and ask pupils to say the words.

• You can end this section by asking pupils to sing the Phonics Songs: tr and fr E , or play the Game: Which sound?

Ask In the tongue twister, which words have the ‘tr’ sound? Which words have the ‘fr’ sound?

Activity • To show how to blend the sounds together in a fun way, you can invite two

pupils to come to the front and stand far apart. One pupil holds the card of ‘t’ and the other holds the card of ‘r’. Ask them to say their sounds while walking towards each other.

You can also teach the other r blends as an extension: br (brown), cr (cry), dr (dress), gr (grass), pr (prince)

traint r

t r

/r//t/

trtrouserstrees

fr friends fruit from

• LWTE Lab 2A Ch 1: ePractice: Listening Practice: Ex 4

• Phonics Worksheets


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Activitives Phonics Songs • Play the Phonics Songs: tr and fr.

• Let pupils learn more words with the tr and fr sounds.

Game: Which sound? • Put pupils into groups of four. Give each group a set of

‘tr’ and ‘fr’ cards.

• Say a word starting with the sound, e.g. / tr/— tram. Then each group finds the correct card and holds it up as fast as they can. The first group to answer correctly gets a point.

• Ask the winning group to say the sound and the word, i.e./ tr/— tram. Award another point for correct pronunciation.

• Continue the game using other words, e.g. train, trousers, tree / friend, afraid, fruit, from.

Introducing the survey and the chart

• Display the chart on p.5 E .

• Explain what a survey is.

• Point at the chart.

• Encourage pupils to discuss and wrap up the discussion.

• Point at the title of the chart.

You can tell pupils that the title comes from the question ‘How do we come to school?’

• Point at the bottom row.

Say Today Tom and hisclassmates are looking at a chart in class. The chart is about a survey. What is a survey?

Say When we want to find out something, we ask people questions and write down their answers. To show the answers or results, we can use a chart or a table.

Say This is a chart. What is this chart about?

Say This chart shows how thepupils in Tom’s class come to school.

Say Look here. This is the title of the chart. It tells us what the survey is about. That is: How we come to school.

Say Look here. It shows the things we want to find out about. Here we can see different ways of getting around such as ‘on foot’, ‘by car’, ‘by metro’ and ‘by minibus’.

Pre-task Activity (Part E)

Objective: • to introduce the integrated skills and structures so as to prepare pupils for doing the Task – integrated structures: asking and answering How many questions about the number of

people for each method of travelling: How many pupils come by car?

One pupil comes by car.

to introduce the integrated skills and structures so as to prepare pupils for doing the Task

: 1 lesson Resources: E


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• Point at the small pictures in the chart.

• Point at the ‘on foot’ column.

• Count the small pictures.

• Tell pupils the answer.

Say These small pictures tell usthe number of people. Here the people are the pupils in Tom’s class. One small picture means one pupil.

Say Look at the first column. How many pupils come on foot?

Say To find out the answer, count the number of small pictures here—one, two … six.

Say Six pupils come on foot.

Demonstrating how to ask and answer the integrated structures

• Introduce Miss Lee and Tom.

• Pretend to be Miss Lee.

• Pretend to be Tom.

Remind pupils to put s or es on the verb when there is only one person.

Say Now Miss Lee and Tom are talking about the survey. What are they talking about?

Ask How many pupils come by car?

Say One pupil comes by car.

Pairing up pupils for the speaking practice

• Pair up pupils to act out the parts of Miss Lee and Tom. Ask them to ask and answer the questions based on the information provided in the chart.

• Go around the class to check pupils’ understanding.

Say Now it’s your turn to act outthe parts of Miss Lee and Tom. Look at the chart, find out the answers and act the characters.

Listening practice

• Point at ‘by school bus’ and ‘by bus’ at the bottom row of the chart.

Remind pupils to listen for the key words (e.g. by bus) and the numbers while listening.

Say Now we are going to listento what Miss Lee and Tom say and finish the chart.

• Give clear instructions before the listening practice.

• Play the audio recording E .

• Check the answers as a class.

Say Listen carefully and stick the correct number of stickers onto the chart. One sticker means one pupil. For example, if there are two pupils, you should put two stickers onto the chart.

How many pupils come by metro?

Five pupils …

Listen carefully and …


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Task

Objective: • to enable pupils to conduct a survey and report the results in a chart by using the vocabulary and key structures learnt in the chapter

Task description

• In groups, pupils find out how each group member comes to school. They report to the teacher and make a chart (i.e. a pictogram).

Things to prepare before the lesson

• Cut out the pictures of the different ways of getting around on Copymasters 2 and 3 of the Task Sheets for the group leaders.

• Prepare a blank chart with some ways of getting around at the bottom and put it up on the board.

In-class instructions

• Ask pupils to get into groups. One pupil acts as the group leader. The group leader asks each group member how he / she comes to school by using Cue card A (for group leader) and Cue card B (for group members) of the Task Sheets. Then the group leader writes down the names on Copymaster 1 of the Task Sheets.

• The group leader gives each group member a picture about the way that he / she uses to come to school (from the cutouts of Copymasters 2 & 3 of the Task Sheets).

• The group members colour their pictures. Then they give their pictures back to the group leader.

• After the group leader has collected all the pictures from the group members,he / she gives the pictures to the teacher and reports the survey results.

• Put the pictures on the chart.

• Invite pupils to talk about the survey results.

• Longman Welcome to English Gold Pre-Task Language Practice 2A Ch 1 • Longman Welcome to English Gold Grammar Practice 2A Ch 1 • Longman Welcome to English Gold Listening Skills 2A Ch 1 • Longman Welcome to English Gold Reading and Writing Skills 2A Ch 1 • LWTE Lab

Longman Welcome to English Gold 2A Ch 1: ePractice: Listening, Reading and Writing, Speaking & Extended Practices

to enable pupils to conduct a survey and report the results in a chart by using the

: 1 lesson Resources: Task Sheets Things to prepare: See below

Copymasters 2 & 3

Cue cards A & B

Copymaster 1


Documents

Teacher’s Guide Chapter 2A 1 - Pearsonpearson.com.cn/Special/2017/4/LWTEG/features/2 teacher's guides... · Teacher’s Guide Chapter 2A 1 C 1 T26 ... my family and friends Unit