Unit 1: Classroom Objects...12 Igv v ig GGT Unit 1: Classroom Objects 1. Objectives By the end of this unit, students will be able to - count 1 to 8 - name the classroom objects -

12 TEACHER’S BOOK Get It / Age 4

Unit 1: Classroom Objects

1. Objectives

By the end of this unit, students will be able to - count 1 to 8

- name the classroom objects

- say where the objects are

- make sentences using “have”

Lesson 1 (Page 22)

1. Before the Lesson• Cartoon 1

• Flashcards of eraser, notebook, scissors, pencil, glue, book, sharpener, crayons

• Mask of Hippo

2. Viewing

• Play Cartoon 1

• Studentswillwatchthecartoonmorethanonce.Inthefirst time, let students watch just for fun.

• Play the cartoon again. Make sure to stop the cartoon after each object to ensure comprehension.

• Ask students to point at each classroom object as they hear it on the cartoon.

3. Reinforcement• Show the flashcards of the classroom objects and name each object. Ask students to repeat after you.

• Show the flashcards of the classroom objects and ask students to name each object. Help students if necessary and repeat until reinforced.

4. Speaking• Get a school bag. Show each card and ask students to name them. Once the students name a flashcard, throw that flashcardintothebag.Simultaneously,askstudentstofind that object on their book and connect the dots from the object to the school bag. You can model a couple of time in order to ensure students understand what is expected of them. Remember that the aim of this activity is to reinforce the names of classroom objects and that we are not expecting students to draw perfect lines.

5. Coloring• Ask students to color the school bag.

6. Act Out• Play the cartoon again.

• Ask students to wear their Hippo masks.

• Ask students to role play the last part of the cartoon. Ask the question “What do you have in your school bag?” and haveeachstudent topickoutaflashcard from theschool bag and name it.

Cartoon 1

Hippo : Look! Look! Look at my school bag.

Lion : Wow! It’s beautiful!

Monkey : What do you have in your school bag?

Hippo : A book, a notebook, some crayons, a pencil, an eraser, a sharpener, scissors and some glue.Turtle : They are very nice.

13Get It / Age 4TEACHER’S BOOK


Lesson 2 (Page 23)

1. Before the Lesson• Flashcards of eraser, notebook, scissors, pencil, glue, book, sharpener, crayons

2. Sequencing• In this activity, students will experiment with the concept of sequencing/putting in order.

• Ask students to open page 23.

• Point to the classroom objects and ask students to name them.

• Show the flashcards of scissors and glue. You can say “One – scissors. Two - glue”.

• Say “scissors and glue” several times so that students understand there is an order.

• Ask students to repeat “scissors and glue” at least three times.

• Ask students to look at the bottom of page 23. Emphasize that the line starts with scissors followed by glue.

• Ask students to open page 33 and get the stickers of scissors and glue.

• Ask students to place the correct sticker in the correct circle in order to follow the sequence – scissors-glue – scissors-glue – scissors-glue.

• Show theflashcardsoferaser,pencil,sharpener.Youcan say “One – eraser. Two – pencil. Three - sharpener”.

• Say “eraser, pencil and sharpener” several times so that students understand there is an order.

• Ask students to repeat “eraser, pencil and sharpener” at least three times.

• Then ask students to look at the top of page 23. Emphasize that the line starts with eraser followed by pencil followed by sharpener.

• Ask students to open page 33 and get the stickers of eraser, pencil and sharpener.

• Ask students to place the correct sticker in the correct circle in order to follow the sequence – eraser-pencil- sharpener - eraser-pencil-sharpener - eraser-pencil- sharpener.

• Ask students to draw a line from each item to the pencil case. Note that the aim here is to have them name the items as they draw the lines. Remember that the aim of this activity is to reinforce the names of classroom objects and that we are not expecting students to draw perfect lines.



Lesson 3 (Page 24)

1. Before the Lesson• Track 9

• Flashcards of Classroom Objects

• Flashcards of numbers (1-8)

2. Counting• Show the Flashcards of Numbers.

• Count the numbers and ask students to repeat after you. Note that students have learnt numbers from 1 to 5 in Get It Age 3. This lesson aims to remind these numbers and add numbers from 6-8.

• Repeat this activity as much as necessary.

• Showtheflashcardsagainandaskstudentstocount.Help students where necessary and repeat this activity as much as necessary.

3. Game• Ask students to sit in a circle.

• Explain to them that they will count together.

• Initiate the counting by saying “one” and then have the second student say “two” and so on. When you reach eight, ask students to start from one and repeat the activity. It might be good idea to have a couple of rounds of practice.

• Increase the speed of the counting to make it more fun.

4. Listen and Find• Play the chant.

• Show each number with your fingers. So when the chant says“3notebooks”,youwillraise3fingersandsoon.

• Play the chant again.

• Stop the chant after each classroom object and have students point to the correct picture on page 24.

• Before continuing with the chant, ask students to connect the dots of the numbers given below the pictures.

• Continue with the rest of the chant in the same procedure.

• Play the chant again without stopping.

• Ask students to point to the correct pictures on page 24.

5. Question and Answer• Point at each object on page 24 and ask “How many books / pencil cases / erasers / notebooks / scissors / crayons/ sharpeners / glue / pencils” and have students answer. You canalsodothiswiththeflashcardsofnumbers.

6. Memory Game• Ask students to close their books.

• Show the flashcards and ask “How many books / pencil cases / erasers / notebooks / scissors / crayons / sharpeners / glue / pencils” and have students try to remember and answer.

Chant

3 notebooks

2 erasers

1 book

4 scissors

5 crayons

6 sharpeners

7 glues

8 pencils

1 pencil case

What a heavy school bag!

What a heavy school bag!

TRACK 9



Lesson 4 (Page 25)



• Flashcards of numbers (1-8)

• A school bag

• Mask of Leo the Lion

2. Speaking• Ask students to look at page 25.

• Ask students to name the character.

• Point at each classroom object and ask students to name each object.

3. Listen and Find• Play the listening.

• Make sure you stop the listening after each cue. For example, stop the listening when the listening says “Good morningLeo!Goodmorning!”andaskstudentstofindthe correctpicture.Youcanhelpwiththefirstcoupleoftimes.

• Ask students to get their sticker page on page 33.

• Ask students to count while pointing at the numbers. You can helpwiththefirstcoupleoftimes.

• Ask students to take out sticker number 1.

• Play the listening again and stop at the end of each part.

• Ask students to stick their stickers to the firstpicturemen tioned in the listening.

4. Acting Out• Put students in groups of 6.

• Ask students to wear their masks.

• Play the listening again.

• Each student will act out one picture.

• So when the listening says “Good morning Leo! Good morning!”, the first student will act out waking up. The second student will act out the second cue etc.

Listening

Good morning Leo!

Good morning!

Prepare your school bag!

Put your book

Put your notebook

Put your pencil case.

It’s time for school

Hurry up Leo hurry up

Go to school!

TRACK 10



Lesson 5 (Page 26)

1. Before the Lesson• N/A

2. Counting and Coloring • Ask students to open page 26.

• Point at the classroom objects and ask students to name

them.

• Point at the numbers and ask students to name them.

• Remember to ask “What color?” after the students name each number.

• Point to the pencil cases and ask “How many pencil cases?” Encourage students to count the pencil cases.

• Ask students to color the pencil cases in the color of the correct number. Because there are 6 pencil cases, ask students to color the pencil cases in the color of number 6.

• Repeat the procedure with the other items.

3. Speaking• Have students ask and answer “What color?” and “How many?”

Lesson 6 (Page 27)


• Mask of Molly the Monkey

2. Counting and Coloring • Ask students to look at page 27.

• Point to Molly the Monkey and ask students to name the character.

• Point to Molly’s school bag and ask students to say “school bag”.

• Note that there are three different sets of school bags with classroom objects in them.

• Pointatthefirstsetofpicturesandaskhowmanyquestions. Follow the same procedure with the other sets. Alternatively, you can ask how many scissors in one set and how many pencils in another set.

3. Listen and Find• Play the listening track. Make sure you stop the recording after each object.

• Ask students to find the correct picture with the correct number of the given cue. For example, when the listening tacksays“Ihavefivebooks”,studentswillhavetofindthe books in the bag that is in the middle.

• Once the students see that the correct list of items are given in the bag in the middle, ask them to draw a line between the bag and Tina the Turtle.

4. Act Out• Play the listening track again.

• Ask students to point at the correct items as they listen.



• Get a school bag and put two pencils, three erasers, a book, four crayons and one pair of scissors into the bag.

• Ask students to wear their masks.

• Askstudents tofindall thepencilsandsay “Inmyschool bag, I have two pencils/three erasers/a book/four crayons/ one scissors.

• Alternatively, you can have students in a circle and you can initiate the activity by saying “In my school bag” and then pick out things and say “I have”. Then you can pass on the school bag to another student and have them do the same.

Listening

Good morning Leo!

Good morning!

Prepare your school bag!

Put your book

Put your notebook

Put your pencil case.

It’s time for school

Hurry up Leo hurry up

Go to school!

Lesson 7 (Page 28)

1. Before the Lesson• N/A

2. Drawing and Coloring • Ask students to open page 28.

• Point to the school bag and ask students to name it.

• Ask students to connect the dots.

• Ask students “What do you have in school bag?” and then ask them to draw whatever they like in the school bag.

• They can color their picture. Remember that the aim of this activity is to reinforce the names of classroom objects and that we are not expecting students to draw perfect lines / pictures or color perfectly.

• Ask students to show their page to their partners and say “I have three ____”

TRACK 11



Lesson 8 (Page 29)


2. Vocabulary• Point to a school bag in the classroom and ask “What’s this?” and elicit the answer “a school bag”. Give the name of the item if necessary.

• Point to a desk in the classroom and ask “What’s this?” and elicit the answer “a desk”. Give the name of the item if necessary.

• Point to a chair in the classroom and ask “What’s this?” and elicit the answer “a chair”. Give the name of the item if necessary.

• Repeat this with as many students as possible and as many times as necessary.

• Then establish a connection between these items with their pictures on page 29 by pointing to these items. Repeat this with as many students as possible and as many times as necessary.

3. Exploring Prepositions• Select a school bag, a desk and a chair.

• Put a pencil on the desk, an eraser under the chair and a book in the bag. Make sure that the book in the bag is partially visible.

• Play the chant.

• When the chant says “Where is my book”, act as if you are looking for your book. Then when the chant says “in my bag”

point inside the bag.

• When the chant says “Where is my pencil”, act as if you are looking for your pencil. Then when the chant says “on the desk” point to the pencil/the desk.

• When the chant says “Where is my eraser”, act as if you are looking for your eraser. Then when the chant says “under the chair” point to the eraser and under the chair.

4. Listen and Find

• Play the chant again.

• Ask students to point to the correct picture based on the information given in the chant.

• Ask students to get their stickers page on page 33.

• Point at numbers 1-2-3 and ask students to name them.

• Ask students to take out the sticker of “1”.

• Play the chant again. Make sure to stop the chant at the end of each answer.

• Ask students to stick their stickers under the correct picture.

5. Speaking• Ask “Where is the pencil?” and have students say “on the desk” and repeat this with the other pictures. You can also use different objects to work on the prepositions of “in, on, under”.

• Repeat the activity until students use “in, on, under” correctly.

• Make students to ask and answer “Where is ______” and “in / on / under _______”.

Chant

Where is my book? Where is my book?

In my bag. In my bag.

Where is my pencil? Where is my pencil?

On the desk. On the desk

Where is my eraser? Where is my eraser?

Under the chair. Under the chair.

TRACK 12



Lesson 9 (Page 30)


2. Counting and Coloring • Ask students to open page 30.

• Ask students to name the items.

• Ask students to open their stickers page on page 33.

• Ask students to name “school bag, pencil, eraser”.

• Play the listening track.

• Ask students to point at the desk/eraser/table as they hear them in the listening track and repeat the names.

3. Comprehension• Play the listening track again.

• When the listening says “Where is the eraser?” students will take out the eraser sticker and stick it on the right place depending on “in/on/under”.

• Repeat the procedure with the other items on the chant.

4. Question and Answer• Ask “Where is the eraser/pencil/school bag?” and have students answer using “in/on/under”.

• Give different instructions such as “Put your pencil on the book / under the desk etc.” Repeat as many times as necessary with different items.

Listening

Where is the eraser?

On the table. On the table

Where is the school bag?

Under the table. Under the table

Where is the pencil?

In the pencil case. In the pencil case

TRACK 13



Lesson 10 (Page 31)


• Prepare the projector for Hopscotch

• A ball

• Masks of the characters

• Flashcards of the characters


• Flashcards of Numbers (1-8)

2. Hopscotch• Projectthehopscotchpagetowardsthefloor.

• Have students stand in a semi-circle where they can watch what you are doing.

• Introduce the word “jump” by demonstrating it. Jump up-and-down and jump forward.

• Play the chant.

• Demonstrate how to play the hopscotch. Listen to the instructions in the chant and skip to the correct square.

• Have students play the hopscotch.

• If a projector is unavailable, you can have students point to the correct squares on their books while listening to the chant.

3. Hit the Pictures• Stickalltheflashcardsusedinthisunitontoawall.

• Divide the class into two groups.

• The two groups stand next to each other facing the wall with theflashcards.

• Give the two balls to the two students standing in front.

• Nameaflashcard.

• Both students will throw their balls towards the wall to hit the flashcard you named. Repeat the activity until one of the studentshit theflashcard.Onceaflashcardhasbeenhit, remove it from the wall.

Hopscotch

Let’s play hopscotch

Let’s have fun

Jump, jump, jump

Jump to the pencil

Jump to the book

Jump to the eraser

Jump to the school bag

Jump to the scissors

Jump, jump, jump!

Let’s have fun!

Documents

Unit 1: Classroom Objects...12 Igv v ig GGT Unit 1: Classroom Objects 1. Objectives By the end of this unit, students will be able to - count 1 to 8 - name the classroom objects -