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Unit 1 Friends

About this unit

This unit is about children having fun. Thepupils respond to wh- questions about apicture, read a short conversation and answerquestions about it. The children enjoy arhyme to practise rhyming words and useopposites to answer questions. They learnabout one and many, adding's' to words inthe plural and they use words to completesentences.

Lesson 1

Lesson aims

Listening and speaking: responding towh- questions, counting from 1 to 10,talking about games

Reading: vocabulary: (numbers 1–10 andnew vocabulary: skipping, kicking a ball,catching a ball, running fast).

Resources

Chalkboard

Pupil's Book Pictures of people playing games:

skipping, basketball, running, football

Phonics cards of action words: skip, kick,catch, run, etc.

Starting off

1. Pupils discuss the games they likeplaying and name the games in thepictures. Use home language ifnecessary.

3. Revise numbers 1–10.4. Introduce phonics cards of action words.

Listening and speaking

(Pupil's Book p. 8)

1. Discuss what pupils can see in the picturein the PB in the present continuous tensecorrectly: The children are skipping, theboy is jumping, etc.

2. Let the pupils relate their experience ofthese games. Pupils can use their homelanguage for discussion amongstthemselves, but they should try andanswer questions in English.

3. With the class, count the number ofchildren in the picture. How many areboys/girls?

4. Ask the pupils to tell you about any othergames they know.

Writing

Pupils write the names of the action words intheir personal dictionaries.

Support

1. Let children demonstrate actions such asskip, kick, catch and run.

2. Use the phonics cards or write the wordson the board and point to them and saythem. Then point to each one and ask thechildren to read them.

Extension

In pairs, pupils count from 1 to 10, then from11 to 20. How far can they go?

Lesson 2

Lesson aims

Listening and speaking: listening to ashort text; answering short oral questions

Reading: a short text aloud, pointing tothe correct word when it is being read;vocabulary (They are …ing; I am …ing; Ilike …ing; I don’t like …ing)

Writing: missing words to completesentences.

Resources

Chalkboard

Pupil's Book

Reader

Numbered sentence strips containingeach sentence of the “Read” text in the

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PB (large enough to use on the board)

Wall charts for colours, shapes and sizes.

Starting off

Revise colours, shapes and sizes using wallcharts.

Reading (Pupil's Book p. 8)

1. Point to Simi and say: This is Simi.2. Put up sentence strip 1 on the board.

Point to the words as you read thesentence with the pupils. Point toindividual words and ask the pupils toread them. Repeat with the othersentence strips.

3. Point out that this is a conversation. Simiis talking to her friends. Use a differentvoice to show when Simi is talking.

4. Read it again and ask them to follow thewords in their books as you read them.

5. Read it again slowly and let them readafter you. They then read on their own.Monitor pupils closely to ensure theyread with good eye and finger movement.

6. Ask the comprehension questions to besure that pupils can answer factualquestions. Listen for correct use of thepresent continuous tense.

Answers (Pupil’s Book p. 8)

1. They are playing. 2. Simi says, "Hello,

friends. I want to skip. I like skipping. I don't

like running fast. 3. They are at

school/outside etc. 4. They are

skipping/kicking a ball/running fast. 5. Simi

likes skipping.

Writing (Pupil's Book p. 9)

1. Read the sentences with pupils and letthem look at the picture of the ball.

2. Pupils fill in the missing word and writethe full sentences in their note books.

Answers:

1a. The ball is big. The ball is round. b. Simi

likes playing with a ball.

Support

1. Pairs point out objects of differentcolours in the classroom. For example:The pencil is red.

2. Give them this frame: The ____ is ____.

Extension

Take pupils outside to play skipping gamesthat include counting in English.

Lesson 3

Lesson aims

Listening and speaking: identifyingrhyming sounds; pronouncing different 'a'sounds; answering questions

Reading: a story; phonics; identifyingdifferent 'a' sounds; vocabulary (school,pupil, card, queue, field, friend, referee,scream, goal; rhyming words: cat, mat,hat, rat, ball, small).

Resources

Chalkboard

Pupil's Book Workbook Alphabet Wall chart

Flashcards of new words A pack of cards, skipping rope, ball

Pictures of games used in Lesson 1.

Starting off

1. Call pupils to the mat to identify picturesof games. What game is this? It is …

2. Let them say what you can do with aball, a skipping rope, etc.

3. Introduce or revise Reader vocabularyusing flashcards.

Reading (Reader pp. 4–5)

1. Read out the story as the childrenlisten,(RD pp. 4–5). Explain new wordsand show how to use the 'New word'feature.

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2. Read the story again and ask them tofollow the words in their books.

3. Read it again slowly and let them readafter you. Then let them read silently.

4. Go through the comprehension questionsand discuss the answers as a class.

5. Pairs answer the questions together.Listen for correct factual answers.

Answers (Reader p. 5)

1. The children are playing outside. 2. Folu and

Folake are swinging the skipping rope. 3.

Cletus is the referee. 4. The group shouts:

"It's a goal."

Reading (Pupil's Book p. 9)

1. Tell pupils that in a rhyme, some of thewords sound the same, e.g. sat/mat; tree/bee. Read the rhyme clearly to the classin Exercise 1(PB p. 9).Pupils read therhyme and clap when they hear wordsthat sound like ‘ball’(small, fall, all).

2. First, read the words out in Question 2,pronouncing the sounds slowly andcarefully. Then let pupils read the wordswith you. Listen for correctpronunciation of the different 'a' sounds.

3. Read the words and let pupils clap whenthey hear words that sound like 'fall'(ball, call).Do the same for 'fat' (cat, mat,hat).

Support

Work with groups who need support. Letthem clap when they hear words that soundlike 'ball':Animal friends are big and small.My dog gets sad when I fall.Animal friends are the best of all!

Extension

Ask pupils to choose two words that rhymeand draw a picture. They should give theirpictures a caption using the rhyming words.For example: The cat on the mat. The fathat.The small ball.The rat in the hat.

Lesson 4

Lesson aims

Grammar: identify and use opposites;one and many.

Reading: vocabulary (opposites:big/small; short/tall; thick/thin;slowly/fast; cold/hot; inside/outside;happy/sad; girl/boy etc.)

Resources

Chalkboard Pupil's Book

Flashcards with sight words

Phonics word cards and pictures

A personal dictionary for each pupil

Starting off

1. Use the flashcards to revise words e.g.cat, mat, hat, hen, pen, ten, hot, pot.Look at them randomly.

2. Look at the pictures of any new wordsand say the words. Pupils repeat afteryou. Again, look at the words randomly.

Grammar (Pupil's Book p. 10)

1. Opposites: Use examples from pupils'home language to introduce the conceptof opposites. Use your flashcards andpicture cards to reinforce the concept.

2. Explain the instructions to GrammarExercise 1 (p. 10) and read through thesentences and word boxes.

3. Do the first question with the class, thenlet them work on their own.

4. Monitor pupils' ability to use antonyms.

Answers:

1b) No, he is tall. c) No, it is thin. d) No, he runs

fast. e) No, it is hot. f) No, they play outside.

g) No, they are happy. h) No, she is a girl.

5. One and many: Ask: How many pencilsare in my hand? Or let pupils finish yoursentences correctly: Simi and Adie are

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(girl/girls). Switch off the (light/s) please.We need 34 (orange/s) for our pupils.List the plural nouns on the board,pointing out how we add 's' for theplural.Pupils copy and complete thetables in the Grammar Exercise: One andmany.

Answers:

girl - girls; boy - boys; ball - balls; friend - friends;

rope - ropes; game - games

Grammar (Workbook p. 6)

Pupils complete the table in Exercise 2.Check that they form plurals correctly.

Answers:

name/names, counter/counters, square/squares

Support

1. Pupils write new words in theirnotebooks or personal dictionaries.

2. Ask individuals to read you the wordsthey are writing. Listen for correctpronunciation and check spelling.

Extension

1. Divide the class and have a competitionto see which team can rememberrhyming words and opposites best.

2. Put the first and last letters of one of thewords on the board and ask one team forthe missing letter and the word it makes.If they get it right, they get a point. If it iswrong, ask another team.5

Lesson 5

Lesson aims

Listening and speaking: discussing games

Writing: captions

Reading: vocabulary (names of games).

Resources

Chalkboard

Workbook

Pieces of blank paper, counters and dice.

Starting off

Ask the pupils to talk about games they likeplaying and what they need to play thesegames, e.g. a ball, a skipping rope, etc.Listen for correct use of the presentcontinuous tense.

Writing (Workbook p. 5)

1. Help pupils to find Exercise 1(WB p.50). Explain all the instructions first.

2. Monitor work by moving around theclassroom. There are no right or wronganswers, but check for accuracy ofspelling and punctuation.

3. The pupils write any new words in theirpersonal dictionaries or note books.

Support

1. Draw a picture on the board of yourselfplaying a game with your children orplaying sport. Write below it:We like …depending on what it is (e.g. playing tag).

2. Children now draw their own pictures intheir note books neatly and colour them.

3. When they have finished, tell them towrite their sentences below their pictures.

4. Let them turn to a friend and tell eachother about their pictures.

5. Look at the pictures and praise all work.6. Children can display their work on their

tables (or, if on loose paper, on the wall).

Extension (Workbook p. 6)

Let the pupils do Exercise 3: Bingo Game(WB p. 6). Play one game with the class todemonstrate how to play it before they playin pairs. You will need: counters and dice.Pupils do not need to make new pages withsquares, as they can use the grid in theirWorkbooks and write the numbers 1–10 inThesquaresrandomly (in no particularorder). When the numbers add up to morethan 10, the player gets another throw.