The Adventures
of HENRY
and LUCY
Yael Bejarano • Elana Cheshin
Teacher''s Guide
Teacher
The Adventures
of HENRY
and LUCY
Teacher’s Guide
2377
Academic Director: Dr. Yael Bejarano
Writer: Julie Yosefyan
Pedagogical Editor: Dvora Ben Meir
Graphic Design and Illustrations: Udi Taub
Translations: Meged Ltd.
Copy Editor: Gayle Green
Audio CD: produced by Sid Knopp; performed by Sid Knopp, Shira Knopp, Max Goren
Pupil’s Book
Academic Director: Dr. Yael Bejarano
Writer: Julie Yosefyan
Pedagogical Editor: Dvora Ben Meir
Graphic Design and Illustrations: Udi Taub
Translations: Meged Translations and Ada Cohen
Copy Editor: Gayle Green
Audio CD: produced by Sid Knopp; performed by Sid Knopp, Shira Knopp, Max Goren
Acknowledgements
We would like to express our appreciation to Janette Segal for her preliminary contribution to the book - its
characters and the idea of a fantasy world.
Our special thanks to Claire Gordon for her continual contribution to the development of the book and the
Let's Practice section.
Thanks to the children Elisheva & Eithan Novick and their parents for their cooperation.
The publisher has made all effort to contact the owners of copyright material which appears in this book,
and will be pleased to hear from any copyright holder who could not be located.
8 Haharash Street
Ramat Hasharon Israel 47262
Tel: (972) 3 547-5557 Fax: (972) 3 547-5338
www.eadventure.co.il
E-mail: [email protected]
© All rights reserved by the publisher. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means - electronic, mechanical, photocopying or otherwise without permission in writing from the publisher.
English Adventure Ltd.
Contents
Page
Introduction
5
I. Rationale
II. The Storyline
III. Components of the Program
IV. Structure of Pupil’s Book
V. Structure of Teacher’s Guide
VI. Teaching New Words and Lexical Chunks
VII. Posters
VIII. Checking Pupils’ Work
IX. Differential Instruction
X. Assessment
XI. Game Index
Phonics, Language Focus and Word Lists
25
Domains and Benchmarks
27
Beginning the Year
33
Unit 1
Meet Henry and Lucy
37
Unit 2
The Desert Adventure
70
Unit 3
Save the Pandas
106
Unit 4
The Safari Adventure
149
Unit 5
The Pirate Adventure
191
Unit 6
Fantasy Park
223
Superkids Song
240
End of Year Project
241
4
Introduction
I. RATIONALE
The Adventures of Henry and Lucy is a comprehensive program for teaching English at
Foundation Level Stage 1. It is designed for pupils who have experienced two or three years
of English language study (grades 4 or 5). The program assumes basic decoding skills and
phonemic awareness, basic aural comprehension ability and basic knowledge of vocabulary and
communication skills based on frequently used language chunks.
The book follows the National Curriculum for Foundation Level, Stage 1 and relates to the domains
of Access to Information, Social Interaction, Appreciation of Literature and Culture, Presentation
and Appreciation of Language, .
The Pupil’s Book is integrated with the Activity Book (Let’s Practice section follows every lesson).
Space has been provided in the book for completion of the exercises. A special notebook is
provided for additional exercises that the teacher assigns for class or homework.
What makes the book unique?
The Pupil’s Book integrates the Activity Book (a Let’s Practice section follows every lesson). Space
has been provided in the book for completion of the exercises. A special notebook is provided for
additional exercises that the teacher assigns for class or homework.
The book is unique in its multi-faceted approach to foreign language study. An appreciation
of literature is fostered, while teaching language skills and simultaneously developing world
knowledge and problem solving skills of learners.
A. Adventure Based
The book follows a storyline of adventures and thus provides an authentic and enjoyable
context for learning language. The book introduces two fictional characters, Henry and Lucy,
who participate in exciting and magical adventures that feature in each unit of study. Through
the adventures, pupils engage in meaningful oral and written communication activities which
include a variety of text types.
B. Authentic
All language skills are taught naturally within the authentic context of an engaging and exciting
storyline. The vocabulary and structures taught emerge from the language used in the adventures,
thus modeling authentic use of the language and making learning meaningful.
C. Develops World Knowledge
Language skills are developed along with general world knowledge, enriching pupil's knowledge
in both of these realms. As the adventures take pupils to different areas in the world, they learn
about different cultures, lifestyles, animals and their habitats as well as current issues such as
endangered animals.
5
D. Interesting and Enjoyable
The Adventures of Henry and Lucy are magical and the excitement engages the readers so
that they want to read on, to see what will happen next. The book provides learners with
an opportunity to learn new cultural information and to learn about places in the world,
while providing them with an entertaining and enjoyable storyline. This balance between
fact and fiction, real and imaginary, makes the book appealing and interesting to learners of
elementary school age.
E. Develops Literacy Skills
Pupils learn about story structure which fosters an understanding of and an appreciation for the
stories that appear within each unit of study. Pupils access information from a wide variety of
written and aural texts: chants, songs, comic strips, dialogues, postcards, letters, emails, diary
entries, magazine articles, advertisements, fables, and stories, as well as informative texts that
expand learners' world knowledge of interesting and relevant issues.
Reading strategies are worked on continually throughout the book. These include:
•
•
•
•
•
•
Accessing information from different text types for different purposes
Understanding characters’ feelings and actions
Following the sequence of events
Understanding the problems the characters encounter and how they solve them
Making predictions
Guessing meanings of words from context
F. Provides Varied Instructional Settings
Language skills are practiced in an array of instructional settings and groupings:
•
Whole Class: teacher-guided activities are used for the acquisition of new material and the
introduction of new topics.
•
Small Group and Pair Work: provides opportunities for practicing and reinforcing new
language as well as completing tasks.
•
Individual Work: provides opportunities for individual work through the exercises in the
Let's Practice pages at the end of every lesson.
G. Develops Higher Order Thinking Skills (HOTS)
Each unit of study presents a problem that Henry and Lucy are challenged to solve. By assisting
them in solving these problems, pupils go through a process that takes them from applying
lower level cognitive skills to using higher order thinking skills. Following is just one example
of the thinking processes that pupils undergo during a unit of study:
6
•
Knowledge: pupils read and listen to texts that relate to a problem. They learn to identify and
describe the characters and to define the problem.
•
Comprehension: pupils confirm their understanding of the problem at hand, and demonstrate
comprehension of the information presented in the texts, through a variety of tasks. Answers
are shared and compared in class, orally.
II.
•
Application: pupils make predictions and suggest possible solutions to the problem,
participating in dialogues and class discussions and completing written tasks.
•
Analysis: pupils compare their predictions or suggestions to those of other pupils and to the
actual solutions provided in the adventure. At times, surveys are used to collect information
that reflects the predictions, opinions or suggestions of different pupils in the class. (e.g.
Which magazines do you like to read? sports; travel...)
•
Synthesis: pupils integrate information from a variety of sources in order to arrive at the
solution to the problems presented.
•
Evaluation: pupils are challenged to formulate "real" solutions if a problem in the story has
been solved through "magical" means. Pupils generalize from the morals of the stories and
apply them to their own world of experiences.
THE STORYLINE
The book is about the adventures of two twins - Henry and Lucy - who are called upon by
Mr. Moon to help him do good things on planet Earth.
Mr. Moon sees problems that people and animals have on Earth but cannot get to Earth to
help them. He brings the twins to the moon to meet his friend, Princess Meg. Princess Meg
gives the twins magic stardust and tells them to use it when they feel they need help.
At the beginning of each unit Mr. Moon calls the twins and gives them their mission. At the
end of each mission the twins bring a souvenir back to their room and wait for Mr. Moon to
call them for the next mission.
During their adventures, the twins encounter many different characters, places and
cultures. They listen to and read different folk tales and stories, becoming aware of cultural
differences in dress, behavior, foods, holidays and customs, as well as the commonalities
between children's lives in foreign cultures and their own. The universal themes and problems
raised in the folk tales and stories are parallel to those encountered by the characters of the
book. Solutions to the problems suggested in the folk tales and stories, are applied by the
characters in the book in solving their own problems, thus assisting the learner in appreciating
the literary value of these stories.
7
III. COMPONENTS OF THE PROGRAM
•
•
•
•
•
•
IV.
Pupil's Book
Teacher's Guide
Word and Picture Cards
Audio CD: the listening texts, recordings of the stories and songs
Posters for classroom display, one for every unit
World map with focus on areas where the adventures occur
STRUCTURE OF PUPIL'S BOOK
The book includes six units, each of which includes between five and nine lessons. The
adventures take place in places such as an eastern market, an Asian mountain forest, an
African savanna, and regions at sea. Every unit develops around a new adventure:
Unit 1: Meet Henry and Lucy
Unit 2: The Desert Adventure
Unit 3: Save the Pandas
Unit 4: The Safari Adventure
Unit 5: The Pirate Adventure
Unit 6: Fantasy Park
Opening Page of Every Unit
Every unit begins with a picture of a habitat or geographical area in which the adventure
takes place. The labeled items and pictures will create anticipation for what will come in
the unit. The explicit teaching of the labeled vocabulary will be done throughout the unit, as
these new words are encountered in the texts of the unit.
V.
STRUCTURE OF TEACHER'S GUIDE
The Teacher’s Guide provides comprehensive lesson plans to save time and make class
preparation easy.
A. Do you remember?
Every lesson begins with a Do you remember? section which reviews the previous lesson
and connects it to the present lesson. The teacher poses the questions orally.
B. Activities in Pupils' Book and Suggested "How To…"
Listed below are the sections featured in the lessons (with slight variations) and suggestions
for how to teach each activity. Icons highlight each section.
i.
Listen/Read and Chant
Each lesson begins and ends with a chant that appears on the CD or is read. The track
8
number is given in the pupils’ book. The opening chant engages pupils’ interest and
prepares them for the topic of the lesson; the closing chant summarizes what has
happened in the lesson or gives clues to what will happen next.
The rhythmic nature of the chants and songs lend themselves to choral repetitions that
can be accompanied by movements and gestures.
ii.
Read
A variety of text types are provided in the book, e.g. comic strips, fables, stories, maps,
ads, recipes, letters, diary entries, instructions, etc., always relating to the storyline.
The following techniques are recommended for dealing with the texts:
• Scanning requires pupils to identify specific information from within the text such
as rhyming words, punctuation marks, capitalized words, or topic-related words
(e.g. colors, numbers, names). It is important to train pupils to read silently, and to
routinely provide classroom time for this activity. A focus on rhyming words enables
the teaching of different spelling patterns and reinforcement of phonemic awareness.
• Providing a purpose for reading. Posing questions to the learners before reading the
text enables them to find meaning in the text. Pupils are given guiding questions to
facilitate reading. Texts have been recorded on CD to enable less advanced pupils to
listen and read repeatedly.
• Comprehension questions and discussions follow the readings.
• Struggling Readers: All texts have been recorded on CD to enable less advanced pupils
and those struggling with reading to read the texts while listening to them repeatedly
in class and at home.
iii.
Listen
A variety of oral text types including dialogues, interviews, instructions, conversations
and directions have been recorded for pupils to listen to in class for the purpose of
developing listening comprehension skills such as: understanding general meaning,
understanding details, locating relevant information, following the sequence of events,
following directions, following instructions and understanding descriptions. All these
reinforce new language items within the context of the storyline.
The following techniques are used:
• A purpose for listening is provided.
• The text is played several times as learners listen for information and complete the
tasks.
• Oral and written comprehension tasks follow the listening texts.
9
iv.
Read and Write
Every unit includes writing activities which are connected to the reading texts. As
pupils' language ability at this stage is limited, writing activities are kept quite simple
and structured. These activities develop from very controlled to less controlled and free
writing. Activities include: copying words or phrases using a word bank, putting words
in order to form a sentence, writing short sentences and short texts.
v.
Let's Play
Games are an important and integral part of language learning. A positive and fun
atmosphere is achieved, while serious learning takes place. In the Game Index you
will find a variety of games that can be used to teach and review new language, while
providing social interaction. Within the lesson procedures you will find referrals to
specific games, however these games are interchangeable and can be used at any time
to review vocabulary. Instructions for games appear in the Game Index (page 17).
vi.
Talk Together
a
gu
ge Foc
vii.
us
La n
Information gap activities provide opportunities for pupils to work in pairs or small groups
while practicing newly introduced language chunks. Textual or pictorial information is
provided to facilitate the activity.
Language Focus
The texts within the book use authentic language which includes a variety of language
structures and tenses that are taught as "language chunks." Very basic language patterns
that emerge from these texts have been selected and are pointed out to the learners in
the form of Language Focus boxes. Pupils practice these language chunks in the Talk
Together activities.
Teachers are encouraged to draw pupils’ attention to the differences between British
and American English such as spelling differences (colour/color, mum/mom), use of
language (sorry/excuse me), vocabulary (trousers/pants, jumper/sweater, flat/apartment,
trainers/sneakers).
The Language Focus elements have been kept to a minimum, in order to train pupils
slowly to be aware of these elements in accordance with the guidelines provided by the
Ministry of Education.
e
viii.
Read and Say (Phonics)
Pupils at this stage are still in need of stabilization of their reading skills, and require
direct instruction in advanced phonics. The phonics section in the lessons focuses on
patterns emerging from the reading texts. Most of the activities are recorded on the CD.
10
Pupils who are in need of more intensive phonics instruction use the supplementary
material by English Adventure - Practice Pages Book 1 for basic phonics and Practice
Pages Book 2 for advanced phonics and basic reading texts.
ix.
Sing a Song
Original songs as well as adaptations of traditional songs that relate to the storyline are
sung together to reinforce the vocabulary. Sometimes pupils are required to substitute
words within the song, creating new lyrics.
x.
Do and Show - Performance Tasks
Performance Tasks appear in each unit of study. These enable learners to demonstrate
the knowledge they have learned by applying that knowledge in the form of a creative
authentic task. Some tasks require pupils to work independently while others require
pair or group work. Checklists are provided for pupils to monitor their work.
xi.
Let's Practice
Practice exercises appear at the end of every lesson. These provide pupils with an
opportunity to practice new vocabulary and language structures independently. These
exercises can be done in class or as homework. The listening and phonics activities must
be done in class, as part of the lesson procedure. It is of extreme importance to check the
Let's Practice exercises in class with pupils before going on to the following lesson.
xii. Reflection
The teacher asks pupils to stop and reflect at the end of every lesson. The teacher leads
a discussion of issues that occurred in the lesson and which are relevant to pupils'
personal experiences.
VI. TEACHING NEW WORDS AND LEXICAL CHUNKS
•
New words and lexical chunks that appear in the reading and listening passages are
presented to the class explicitly using visual aids when possible. Some words are glossed
(marked with *) in order to make the text more accessible to the learner. These words are
not taught explicitly. The words to be taught explicitly for production appear under the
line at the bottom of the page and in the tables of objectives in every lesson.
•
Words and lexical chunks are always taught within the context of the stories or texts
in the lesson. Practice of the newly acquired vocabulary is provided through re-entry
throughout the book, so that pupils have opportunities through reading, speaking, writing
and listening activities to actively use the new language. Pupils become aware of language
patterns through these experiences and multiple exposures to authentic language.
11
•
Key words are taught and explained before the text is read in order to make the texts
accessible to pupils.
•
Pupils are always asked to repeat each new item a few times while focusing on the
pictorial representation of the item, and/or the word card that represents the item.
•
Teachers should ensure proper pronunciation of new words by listening to individual
pupils as they repeat the new words.
•
Texts should be read one or more times. Questions are asked orally to provide practice
in using the new words and lexical chunks within the context of the text.
•
Whenever possible the new words/chunks are utilized by pupils in authentic conversations
related to personal experiences, and through classroom activities that include reading
and listening tasks from a variety of genres; games, role plays, and writing tasks.
•
Games are used to practice and reinforce all new vocabulary. Any game that becomes
a favorite of the learners can be used repeatedly each time new words or lexical chunks
are introduced.
•
The vocabulary and language chunks are practiced and reinforced in the Let's Practice
exercises.
A. Using Word and Picture Cards
New words which pupils are expected to learn and be able to use, are translated or
illustrated at the bottom of the page. Other words which pupils may find hard are marked
with asterisks and translated.
A package of matching word and picture cards is available, yet teachers who have not
purchased the word and picture cards can write the words on the board and use the
posters as much as possible.
Following are recommended stages for using cards to teach new words:
Display the picture cards and have pupils repeat after you.
Display the word cards, reading each one.
Have pupils come to the board and match the word cards to the picture cards.
Play any game from the game section to reinforce the vocabulary.
Action verbs taught as new words will have only picture cards. The form of the
verb as it appears in the text will be written below the picture card. This enables the
teacher to use the verb card in a variety of tenses and will be helpful when explaining
a verb that appears in different forms (e.g. drink, drank, drinking).
• Those new words that are not easily transformed into a visual picture (including some
verbs) should be written on the board by the teacher and explained in L1 (e.g. hungry,
have).
•
•
•
•
•
12
B. Using Labeled Pictures
Each of the six units in the book begins with a picture of the scene where the adventure
takes place. These pictures have also been produced as full size posters for display in the
classroom (see VII below). Some of the new words appear as labels in the posters. These
can be referred to when teaching the new words.
C. Glossed Words
A number of lexical items in each lesson are introduced but not taught explicitly for
production. These items are glossed and translated to L1.
D. Comprehensive Glossary
A tri-lingual glossary of new words appears in alphabetical order at the end of the book.
E. Reviewing Vocabulary
Upon completion of each unit it is recommended to review the vocabulary from all
the units completed so far. The "challenge level" can be adjusted for stronger or weaker
learners in order to enable all pupils to review the vocabulary that has been taught.
The following activities are recommended:
◆
◆
◆
◆
•
Have pupils select ten words from the unit they have just completed.
Weaker learners can study towards a vocabulary quiz in which they will be required
to translate the ten words from English to L1, or to match the words from English
to L1.
Average learners can study towards a dictation quiz in which they will be required
to write the ten words from their list and use these words in a sentence.
Stronger learners can practice their creative writing skills, presenting the teacher
with a first draft of a story that includes these words. Through process writing the
pupil can receive feedback and comments from the teacher on how to improve
the story and re-write it in a second draft. This can be repeated until a final draft is
accepted by the teacher.
Vocabulary Trivia
The teacher asks questions such as: Which words that begin with the letter s
relate to clothing? (shoes, sweater, sandals, shorts, socks) Pupils try to recall
from memory, then check the glossary to see how well they did.
VII. POSTERS
Posters are reproductions of the opening pages of every unit. The posters come with the
Teacher's Guide.
How to Use Posters (or opening pages of each unit)
•
•
Posters should be posted in the classroom at the start of every new unit.
Pupils can be asked to come to the poster and point to items or describe what they see
in the poster, reinforcing the vocabulary of the unit.
13
•
•
The teacher can refer to the poster to explain the area in which the present unit takes
place.
Groups of pupils can play games based on the posters (or opening pages in the book from
which they are reproduced).
The following activities can be implemented in class:
• Class Discussion can be fostered through questions such as:
◆ What do you see?
◆ Who do you see?
◆ What are the people doing?
◆ What are the people wearing?
◆ How many (animals) do you see?
•
Guess What?
The teacher or one pupil tells the class that they are thinking about one item in the
poster. Pupils guess what that item is by asking questions such as: Is it the…? When a
pupil guesses correctly he/she is invited to think of an item and have classmates once
more guess what it is.
•
I Spy with My Little Eye
◆ Using initial/final letter sounds: The teacher or one pupil tells the class that they
are thinking of an item in the poster that begins with the sound (e.g. /b/). Pupils
try to guess what the item is. As above, when a pupil guesses correctly, they are
invited to be the next to "spy."
◆
•
Using categories: E.g. I spy animals, clothes, people, buildings… Play as
above.
Find it in the Poster
◆
Based on letters and sounds: Pupils sit in pairs or small groups, making a list of
all the items or actions that they can find in the poster that begin or end with a
specific letter sound. Pairs/groups can compete against one another to see who
finds the most words, or they can simply share their lists. Time should be limited
to ten minutes. The teacher can decide whether to assign the same letter sound
to all pairs/groups, or to have each pair/group focus on a different letter sound.
◆
Based on colors: As above, however this time pupils search in the poster for
items of a certain color.
VIII. CHECKING PUPILS' WORK
•
Checking Homework
It is extremely important to monitor pupils' work from the Let's Practice exercises and
to make sure that all pupils have understood how to do them and completed them
correctly.
14
Recommended techniques:
◆
◆
◆
◆
◆
◆
•
Checking Class Work
◆
◆
◆
◆
IX.
The teacher can write the correct answers on the board while pupils check their
work.
Pupils can sit in pairs to compare answers, asking peers when they are not certain
about an answer.
Each pupil can exchange their books with a partner who checks their work and
returns it to them with corrections.
Pupils can sit in small groups. The group leader can be given an answer page,
prepared by the teacher, and be responsible for reviewing all exercises and
allowing pupils to correct any mistakes.
The teacher can check the work frontally, calling on individual pupils to provide
answers, and having all check their work and make corrections.
Teachers can collect and take pupils' books home in order to monitor their work.
Answers to class work activities appear in the Teacher's Guide.
Many of the suggestions above for checking homework can be used when
checking class work as well.
Teachers can walk around while pupils complete exercises during class and check
their work.
To allow for all pupils to be actively involved in checking their work, a "magic
slate" can be used. Pupils have small white boards or “magic slates” upon which
they write their answers and hold up for the teacher and pupils to see. This should
only be used for short answer questions.
DIFFERENTIAL INSTRUCTION
The Let’s Practice exercises provide a carefully guided review of the lesson. Care has been
taken to provide challenging exercises for advanced learners. In addition, teachers are advised
to send advanced learners to the suggested sites on the Internet with challenging tasks for
independent learning. While the advanced learners are doing so, the teacher can spend
more instructional time with less-advanced learners who may need assistance in completing
the tasks in the book. Less-advanced learners are not required to do every exercise. Pupils
struggling with reading skills can be referred to the English Adventure Practice Pages Books
1 and 2, for explicit phonics instruction.
X.
ASSESSMENT
There are two main purposes for assessment in the classroom:
A. To assess pupils’ progress and provide feedback for improvement – formative
assessment.
B. To assess pupils’ performance and the degree to which they have achieved instructional
objectives – summative evaluation.
15
The Adventures of Henry and Lucy provides opportunity for both.
The differential exercises and tasks provided in the Let’s Practice section are directly related
to the instructional goals of each lesson in each unit. These exercises and tasks can be used
for ongoing assessment of pupils in order to monitor their progress and provide constructive
feedback for improvement.
The performance tasks which appear in each unit, allow pupils to demonstrate their knowledge
and skills of the instructional objectives through performance on authentic integrated tasks.
These tasks include Checklists which serve as guidelines to pupils for successfully completing
the task as well criteria for the teacher to assess it.
In addition, teachers can make use of the following generic rubrics in order to assess pupils’
progress and performance of these criteria throughout the course of instruction. Teachers can
assess pupils on all or some of the criteria depending on their task and their objectives.
Level of performance
Domain
Written Presentation
•
•
•
Spelling
•
•
Use of capital letters
•
Sentence structure
Punctuation
Vocabulary
Handwriting
Oral Presentation
•
Pronunciation
•
Vocabulary
Communicative ability/message
conveyed
Access to Information
•
•
•
•
Can identify text types
•
•
Can follow instructions
•
Understands main elements of a story
Understands main ideas
Understands specific information
Understands sequence of events
Appreciation of Language
•
•
Understands and uses of language
chunks
Is aware of language patterns
Appreciation of Culture
16
Needs
improvement
Good
Very good /
Great
•
•
XI.
Develops an understanding of cultural
elements presented in stories and fables
and how they are similar/ different from
their own
Develops an understanding of the
different cultures presented in the
adventures
GAME INDEX
1. The Chain Game
• Have pupils sit in groups of six.
• Have a pupil in the group say the name of one item that they see in the picture or
poster.
• Each pupil repeats what was said previously adding one more item.
• Pupil number six will have to say the names of five items and add one more. E.g. I see
a bear, a zebra, a kangaroo, a giraffe, a gorilla, and a snake.
2. The Matching Game
• Call on 10 pupils to come to the front of the class. Hand each one a word card. Have
them each say what is written on their card. Then have them scramble themselves,
standing in random order and once more say what is written on their cards.
• Randomly hand out ten picture cards that match the word cards to pupils in the
class.
• Now have pupils with the picture cards get up and match themselves to their partners
with the word cards, and stand in a row together. Repeat with other pupils if time
allows.
3. The Disappearing Cards
• A set of word and picture cards are placed on the board in two rows with the words
below the pictures.
• Have pupils say the series of items in the order they appear as you point to each
pair.
• Take away the first picture and word card and have pupils again, repeat the entire
series, including the missing item. Continue until the entire class is able to say the
series of items although the board has nothing on it.
4. One, Two, Three - Show
• This game can be used with any picture from the book in which items have been
numbered, or in connection with any picture cards that the teacher can place on the
board and number.
• First invite one pupil to the front of the class in order to model the game. Say: 1, 2, 3,
show and have the pupil show as many fingers as he/she wants from one hand, while
you show some fingers from one hand as well. E.g. You show two fingers, the pupil
shows four fingers. Add up the total number of fingers from both of your hands. (6)
17
Then tell the pupil to look at the picture, or at the board, and ask the pupil: What's
number six? The pupil answers.
• Have pupils play the game in pairs, taking turns in asking each other what the item is
that matches the total number of fingers they show.
5. Soft Voice-Loud Voice
• Take a picture or word card of a new word.
• Have one pupil leave the room while you and the class decide where to hide the
card.
• Explain to the class that when the pupil is far away from the hiding place of the card
they will all chant the word on the card (e.g. flower, flower, flower) very quietly, with
a soft voice. When the pupil comes closer to where the card is hidden their voices will
get louder, until the card is found.
• Play the game a few times. You can change the card to another vocabulary word that
you want pupils to practice.
6. Memory Game
• Place eight to twelve matching word and picture cards in random order, facedown, on
•
•
•
•
the board.
Invite a pupil to come to the board and try to make a match by turning over two
cards.
Have the pupil say the names of each word or picture card that they turn over. If
the pupil makes a match they place the two cards side by side on the board and get
another turn until they turn over two cards that do not match.
The cards that were not a match are replaced on the board, turned facedown.
Call on another pupil to continue. Do this until all the cards have been matched.
7. Look and Name
This is a visual memory game. Pupils are allotted a minute or so to focus on a picture
and then, with eyes closed they are to remember and say as many items from the picture
that they can. This game should be played in pairs with partners taking turns.
8. What is it?
• A minimum of six picture or word cards of new lexical items are placed on the
•
•
board, or pupils are asked to look at a picture in the book that contains six or more
new lexical items.
The teacher begins describing one of the items using descriptions.
After each description pupils begin to guess what the item is by asking:
Is it the ___?
•
•
•
18
The teacher continues describing the item saying things such as: It is small. It is
sweet. It can be yellow, purple or green. (a plum)
The teacher continues providing descriptions until the word is guessed.
The pupil who guesses correctly now has a turn to select an item and provide
clues.
9. Memory Chain
• Have all pupils stand or sit in a circle; or have a group of pupils stand in front of the
class.
• The first pupil says: I go to the market and I buy peaches.
• The next pupil says: I go to the market and I buy peaches and nuts.
• The game continues as long as there are no repetitions. The game can be adapted by
changing the place, the activity or the topic, e.g. I go to the zoo and I see (bears);
I go to the sea and I see (pirates); I go to the safari and I see (monkeys).
10. Trivia Game
• Prepare a list of ten questions and answers based on the content of the unit that pupils
•
•
•
•
have just completed.
Call on two pupils to read the trivia questions and two pupils to serve as the judges
and tally the points on the board.
Divide the class into two groups. The groups take turns in answering the trivia
questions.
When an answer is correct the group receives a point.
The winning group will receive an award or medal, or if the class is having a celebration
with refreshments, the winning team can be sent to the food and drinks table first.
11. I Spy with My Little Eye
• Have pupils focus on any picture or poster from within the units that they have already
•
•
•
•
•
studied.
Tell pupils that you are thinking of one item and only one item in the picture.
Say: I spy with my little eye, something (red).
Pupils continue guessing until they guess correctly.
The pupil who guesses correctly gets a turn to stand in front of the class and select an
item.
It is possible to have pupils play this game in pairs at their desks.
12. Look for it
• Before pupils come to class, hide three or four word cards (or other items related to
•
•
•
•
•
the unit that is presently being studied) in various places in the classroom.
REMEMBER where you hid them, and make sure they are not visible to pupils.
Invite a pupil to the front of the class and say that you are going to direct them to find
something that is hidden.
Give directions such as: look to your left/right, look up/down, It is on your right/
left.
Stop only when the pupil has found what you hid and brings it to you.
Repeat with a few pupils.
13. Command Game
• Divide the class into two groups. Each group chooses one pupil to be a judge and one
pupil to be a “commander.”
• Group A begins. The “commander” tells all pupils in Group B what to do: look to
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your right/left/, look up/down, stand up, sit down, clap your hands, touch
your head, touch your nose…
• The judge watches. If any pupils make mistakes the judge asks them to sit down and
they are out of the game.
• Next, Group B “commander” gives the commands to pupils in Group A. Repeat until
only one pupil is left standing in each group.
14. Chain Writing Game
• Divide the class into groups of six. Give each group a page with a sentence about how
the adventure of this unit began. (E.g. Henry and Lucy are in China on New Year's
Day.)
• Ask pupils to pass this sheet around, having each pupil in turn write one sentence about
the adventure. Stronger pupils can help group members in writing their sentences as
needed. Each pupil folds the page to cover the sentence he wrote and the next pupil
writes a sentence.
• When all pupils have written a sentence, the page is unfolded and read. The
results should be a summary of Henry and Lucy's adventure in sequence. Call on a
representative from each group to read their story to the whole class. Have the class
vote for the best-told story.
15. Throw the Ball
• Have pupils sit in a circle on the floor.
• Throw a soft ball to a pupil and say: Hello, my name is ____. What's your name?
(Or any other sentence or question the class would need to practice.)
• The pupil responds: Hello, my name is _____.
• The pupil then throws the ball to another pupil and asks: What's your name? This is
repeated until all have participated.
16. Go to Sleep
• Place a series of word and/or picture cards on the board. Tell pupils to put their heads
down on their desks. Say: Good Night or Go to Sleep or Heads Down.
• Remove one of the cards from the board and say: Good Morning or Wake Up or
Heads Up.
• Ask: What's missing? And call on a pupil to say what's missing.
• Repeat for all words/pictures.
17. Tic Tac Toe
• Draw a tic tac toe grid on the board (3 x 3, nine square grid).
• In each box write a number from one to nine.
• Divide the class into two groups.
• Turn to the first group, showing them a word or picture card and ask: What's this?
• Choose one pupil from the group to answer. If the correct answer is provided, within a
full sentence (e.g. This is a monkey.) the group chooses a number on the board which
is then marked with an X.
• Turn to the second group, repeating the process and marking the number on the board
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that they choose with an O.
• The team that gets their mark (X or O) to cover three spaces in a row (horizontally,
vertically or diagonally) wins.
18. Who/What is Missing?
• Place a series of word or picture cards on the board.
• Have one pupil leave the room.
• Ask the class to help you decide which word or picture card to remove from the
•
•
•
•
board.
Invite the pupil to come back into the room.
Have the class ask in unison: What (Who) is missing?
Pupil responds in a full sentence: ______ is missing.
Repeat, having the pupil who left the room first, choose another pupil to leave the
room.
19. Simon Says
• The teacher or one pupil plays the role of "Simon", commanding pupils to do, or not
do something. (E.g. Simon says: touch your nose; Simon says: close your eyes;
Simon says: don't sit down. If 'Simon' doesn't say "Simon says," pupils who
follow the command are out.)
• Pupils who do not follow the command are out and can sit at the side of the classroom
or become judges.
• The game is over when only one pupil remains.
20. What's in the Bag?
• Place a series of word or picture cards in a bag or pillow case.
• Have pupils pull cards out randomly, and say, using a full sentence, what it is: This
is (magic stardust) or I have (magic stardust).
• Continue until all pupils have had a turn to select a card and say what it is.
21. BINGO
• Have pupils prepare a 3 x 3, nine square grid.
• Write between 12 and 15 vocabulary words on the board, or place the word cards on
•
•
•
•
•
•
the board.
Have pupils copy any nine words from the board, onto their BINGO grids.
Take the 12 to 15 picture cards that match the words from the board and mix them
up.
Randomly select one picture card at a time and show it to the class, saying what it
is.
Have pupils circle the word on their card that matches the picture.
A pupil wins when he/she succeeds in circling three words in a row (horizontally,
vertically or diagonally).
A pupil who has won says "BINGO", and reads out the circled words while the teacher
checks to see that these are correct.
21
22. Number/Picture Game
• Place a series of word or picture cards on the board. Write a number above each
card.
• Say the name of one of the cards (e.g. genie) and have pupils hold up the number of
fingers that match the number of that card.
• Repeat, this time the teacher says the number of the item and pupils respond with the
word.
23. Topics Game
• Draw a table on the board with seven columns and three rows.
Topic
Group
1.
clothing
2.
actions
3.
family
4.
days
5.
food
6.
animals
Group A
Group B
• Fill in the Topics column with the names of six topics that relate to words pupils have
•
•
•
•
learned, as shown in the example above.
On the left hand side of the table list the names of the groups that will be playing. (It
is possible to divide the class into more than two groups.)
Give the first group a die.
Have the first group throw the die and call out the number of dots that appear. The
number correlates to the topic number.
A pupil from group A has to say a word (1 point) or a sentence (up to 5 points) that
is connected to that category. The points are tallied and written next to the group
name in the table. E.g. If the die lands on six (animals), and the pupil only says the
word alligator, he/she will receive one point for his team. However, if a pupil says
An alligator is green; or An alligator lives in a lake, his/her team will receive five
points.
Note: The teacher judges whether or not a sentence is worth five points and may award
between two and four points for a sentence that requires correction. Time should be
taken to assist pupils in forming proper sentences and correcting improper language.
• Next, group B throws the die, and a pupil must say a word or sentence that is connected
to the appropriate category.
• Continue playing until each group has had at least five turns, depending on your time
allotment.
24. Telephone Game (practicing numbers 1-10)
• Divide the class into six groups.
• Write six (fictitious) telephone numbers on the board.
• Write one of these numbers on each of six separate sheets of paper, giving one of
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these numbers to each group of pupils.
• Pretend to dial a phone number and say: Hello! Is this (547-2817)?
• Have the group with that number respond: Yes, this is (547-2817).
25. Pass the Message
• Have pupils sit in groups of up to ten and form circles.
• Prepare on ten or more slips of paper, a number of messages for each team. Messages
should be phrases or sentences from the program such as: hop on the moonbeam,
Henry and Lucy are Superkids, Amir lives in the desert, Mr. Moon needs help,
Princess Meg has magic stardust.)
• One pupil in each group begins by taking a slip of paper and whispering the message
written on it to the pupil sitting next to him/her. Pupils pass the message by whispering
it to one another.
• The object of the game is for the message to travel successfully from the first pupil to
the last.
• No repeating of the message is allowed!
• Repeat the game by having a different pupil begin each time.
26. Snap Opposites
• Sit on a chair facing pupils.
• Slap your legs twice, clap your hands twice, snap the fingers of one hand and say: big.
Snap the fingers of your other hand and say: small.
• Do the same with other words, having pupils supply the opposite of the first word you
say as fast as they can.
27. Cross the River
• Draw a river on the board.
• Place a series of word or picture cards that cross the river from one side to the other.
• Tell pupils that the cards are stones used to cross the river, and that if they can use
each of the words on the cards in a sentence, they can pass to the next stone. Explain
that if they are not successful in using one word, they will "fall" into the river.
• Invite one pupil at a time to try to cross the river OR allow any pupil in the class to
participate, as you go from "stone" to "stone."
28. Beanbag Throw
• Place ten words or picture cards across the board.
• Divide the class into two groups.
• Invite one pupil from the first group to come to the front of the class.
• Have the pupil throw the bean bag to try and hit one of the cards on the board.
• If the pupil does not hit a card he/she returns to his/her seat and a pupil from the next
team is called to the front.
• If the pupil hits a card, he/she earns one point for his/her team.
• If the pupil can use the word in a sentence his/her team gets three more points.
29. Charades
• Without speaking, help your friends guess a word by acting or miming the word.
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24
Phonics, Language Focus and Word Lists
Unit 1
ee, th, sh
Unit 2
oo, ch, ar, hard and soft c,
a-e
Language
-I like…
-I see…
-What’s your name?
-What do you like?
-a/an
-am/is/are happy
-‘s’ plural
-don’t have any
-in, on, under, near
-I live/he lives
-some
-yes/no questions
Words
adventure
airplane
angry
animals
arms
bag
ball
bear
bed
big
black
blue
book
body
brown
camel
carpet
chair
children
clock
cloud
colors
cow
door
ears
Earth
elephant
eleven
eyes
face
farm
feet
fish
flower
Phonics
fly
foot
friends
games
gift
giraffe
gorilla
gray
green
guitar
hair
hands
happy
hat
house
in
jeep
legs
little
lion
live
long
magic
map
monkey
monster
moon
moonbeam
mouth
near
nose
numbers 1-10
on
orange
people
pink
princess
purple
red
room
sad
sea
sheep
shelf
shoes
short
sky
small
smile
socks
stardust
stars
table
team
teeth
tiger
tree
twelve
twins
under
wall
white
win
window
yellow
zebra
birthday
buy/bought
camel
cheese
chocolate
circle
city
crayons
cry
cut
dates
desert
draw
drum
figs
flute
food
fruit
gave
genie
give
grandfather
grandson
glue
gold
great
jam
jar
lamp
letter
magic carpet
make a wish
mirror
market
nuts
paints
paper
peaches
pencils
plums
remember
sand
scissors
stick
stickers
sell
sick
silver
sky
tent
village
water
wish
25
Unit 3
y = ee
i-e
o-e
Unit 4
ow, ou
Unit 5
ow like o
Unit 6
-have/has
-I will=I’ll
-This is
-This is not/this isn’t
-do you like?
-yes I do/no I don’t
-is/was
-his/her
-our/their
-do you want?
Yes I do/ no I don’t
- ‘s (pirate’s)
on
-is singing
/are singing
-has/ doesn’t have
-let’s…
-have to/has to
yes/no
questions
underwater
beard
vegetables
belt
boat
breathe
building
captain
coral
far away
flag
fight
gun
hole
hospital
island
library
money
octopus
parrot
patch
pirate
rich
sailor
sails
sea horse
shark
ship
starfish
steal
storm
study
submarine
sword
treasure box
turtle
club
dinner
enter
fisherman
funny
have fun
join
a ride
surprise
thin
always
bamboo
body
boots
cave
coat
cubs
dragon
every day
forest
food
gloves
grow
hats
help
head
hungry
jump
kite
lake
leaves
legs
mask
mountain
mouse
never
New Year
panda
pants
parade
quick
rain
raincoat
river
26
run
save
sandals
scarf
seeds
shorts
socks
spots
sweater
throw
tiger
trees
travel
umbrella
visit
afraid
baboon
beautiful
best
big
camera
cheetah
clap
climb
come down
copy
dance
dangerous
dry
elephant
fast
fat
favorite
fly
grass
heavy
interesting
interview
leopard
magazine
newspaper
next to
postcard
point
quiet
reporter
ride
safari
shout
stripes
strong
tall
throw
today
toes
treetops
trouble
trunk
wet
zebra
Domains and Benchmarks
Unit 1 - Meet Henry and Lucy
OBJECTIVES
Pupils read a map for specific information.
Pupils scan chants, comics and a story for
general meaning and/or for specific information.
Pupils read the different text types for full
understanding with the help of pictures. Slower
learners can listen to the text while reading.
Pupils listen to aural directions in order to fulfill a
task.
Pupils introduce themselves and greet friends.
Pupils talk to each other about things they like
and complete sentences with ‘happy’ and ‘sad’.
DOMAINS AND BENCHMARKS
Access to Information Through Reading
Extract information from visual data.
Understand the general meaning, main idea
and sequence of events in a text and use this
knowledge as needed.
Locate relevant information for specific purposes.
Access to Information Through Listening
Find out and follow short and simple directions
and instructions in familiar contexts.
Social Interaction
Engage in short conversations.
Express feelings, likes and dislikes.
Pupils listen to stories and talk about them.
Appreciation of Literature and Culture
Traditional familiar children’s songs.
Pupils describe themselves, what they see on a
map, animals, a room and what people wear.
Presentation
Describe people, places, things and events.
Pupils make an ID card using a checklist and
present it in class (Performance Task).
Use given criteria such as a checklist to prepare
and improve presentation.
Pupils learn that words like tennis, guitar, zebra
are the same in English and in Hebrew.
Appreciation of Language
Identify words that are the same in English and in
their mother tongue.
Pupils listen to words and mark what they hear.
Pupils learn to distinguish between the use of ‘a’
and ’an’.
Know how sound, word order and writing
systems in English are organized.
Pupils focus on the use of the verb to be+
adjective.
Pupils focus on ‘s’ plural.
Pupils focus on the word order ‘adjective +
noun'.
Text Types
•
•
•
•
Map
Comics
Conversations
Banner
•
•
•
•
Poem
Chant
Story
Directions
27
Unit 2 - The Desert Adventure
OBJECTIVES
Pupils find information on map and poster.
Understand a letter, chants, and the sequence of
events in a story.
Pupils scan a comic strip to find out who the
characters are.
DOMAINS AND BENCHMARKS
Access to Information Through Reading
Extract information from visual data.
Understand the general meaning, main idea,
sequence of events in a text and use this
knowledge as needed.
Locate relevant information for specific purposes.
Pupils read instructions to make a magic mirror.
Pupils listen to a story for specific information.
Pupils listen to a story to learn about the moral of
the story.
Pupils buy and sell fruit in the market place.
Access to Information Through Listening
Understand the general meaning, main ideas
and sequence of events in a text and use this
knowledge as needed.
Social Interaction
Engage in short conversations.
Pupils ask questions about everyday situations
such as where they live and answer them.
Pupils read a letter to understand the problem.
Ask and answer simple questions about familiar
topics and everyday situations.
Pupils read and complete a letter.
Give and receive short messages in writing.
Pupils talk about the characters and the moral of
a story.
Pupils become aware of life in the desert.
Pupils write a Thank You letter.
Become familiar with different cultural products
and practices.
Pupils write a shopping list and role-play in the
Market Place.
Presentation
Present information on limited content.
Pupils make a Magic Mirror and present it to the
class (Performance Task).
Describe people, places, things and events.
Pupils listen to words and mark what they hear.
Appreciation of Language
Know how sound, word order and writing systems
in English are organized.
Pupils unscramble words and sentences.
Pupils focus on third person singular ‘s’.
Pupils focus on the question ‘Is it’ and yes/no
answer.
Text Types
•
•
•
•
28
Appreciation of Literature and Culture
Communicate a personal response to a literary
text.
Letter
Lists
Story Map
Dialogues
•
•
•
•
Poem
Chant
Story
Comics
Unit 3 - Save the Pandas
OBJECTIVES
DOMAINS AND BENCHMARKS
Pupils find information in map and poster.
Pupils read informative texts to extract specific
information about animals.
Pupils follow a recipe.
Pupils read a story to find out how Pandas got
their spots.
Access to Information Through Reading
Extract information from visual data.
Understand the general meaning, main ideas
and sequence of events in a text and use this
knowledge as needed.
Locate relevant information for specific purposes.
Follow short and simple directions and instructions
in familiar contexts.
Pupils listen to a text and locate specific
information.
Access to Information Through Listening
Locate relevant information for specific purposes.
Pupils listen to a text to locate the places the twins
pass through on their adventures.
Pupils greet each other for the New Year.
Pupils talk with a friend about what they will take
on a trip.
Social Interaction
Express feelings.
Ask and answer simple questions about familiar
topics and everyday situations.
Pupils complete a diary and a letter to a friend.
Pupils read a traditional story.
Pupils talk about the moral of the story and relate
it to their personal experience.
Pupils learn about how the Chinese celebrate
their New Year.
Appreciation of Literature and Culture
Become familiar with age appropriate literary
texts.
Pupils communicate a personal response to a
literary text.
Become familiar with different cultural products
and practices.
Pupils write an animal fact card and present it
(Performance Task).
Presentation
Describe people, places, things and events.
Pupils write a recipe card and present it
(Performance Task).
Present information.
Pupils make a book and present it (Performance
Task).
Pupils make a poster about pandas (Performance
Task).
Pupils learn sentence order with ‘have’/’has’.
Pupils complete text.
Appreciation of Language
Know how sound, word order and writing systems
in English are organized.
Pupils learn the short form ‘I’ll’ for ‘I will’ and the
forms ‘there is’/’there are’, ‘this is’/this is not’.
Text Types
•
•
Conversations
Informative Texts
•
•
Chants
Recipe
•
•
Comics
Greeting Card
•
Instructions for Game
29
Unit 4 - The Safari Adventure
OBJECTIVES
DOMAINS AND BENCHMARKS
Pupils read a short newspaper article, an
interview, and a postcard for specific information.
Access to Information Through Reading
Locate relevant information for specific purposes.
Pupils read comics and sequence the events.
Understand the general meaning, main ideas,
and sequence of events in a text and use this
knowledge as needed.
Pupils listen to a conversation to find out facts
about animals.
Access to Information Through Listening
Locate relevant information for specific purposes.
Pupils listen to text and use the information to
answer questions.
Understand the general meaning, main ideas
and sequence of events in a text and use this
knowledge as needed.
Pupils respond to a postcard describing a place
they visited (Performance Task).
Social Interaction
Present information about personal topics.
Pupils ask each other what they like to read and
answer.
Ask and answer simple questions about familiar
topics and everyday situations.
Pupils read an Aesop’s fable and sing a traditional
song.
Appreciation of Literature and Culture
Become familiar with age-appropriate literary
texts.
Pupils learn about the structure of a story (‘story
grammar’).
Describe main characters, setting and events in
literary texts.
Pupils complete a poster and describe it.
Presentation
Present information on limited content supported
by visuals.
Pupils make a picture album and present it
(Performance Task).
Describe people places things and events.
Appreciation of Language
Know how sound, word order and writing systems
in English are organized.
Pupils unscramble words and sentences.
Pupils focus on the form; ‘Do you…?’ ‘Yes, I do…’,
‘No, I don’t…’
Pupils focus on ‘my’ and ‘your’, ‘his’ and ‘her’ and
‘their’ possessive forms.
Text Types
•
•
•
30
Chants and
songs
Newspaper
headings
Poster
•
•
•
Conversation
Comics
Newspaper article
excerpt
•
•
•
Magazine
covers
Informative text
Postcard
•
•
•
•
Fable
Picture Story
Folk Tale
Interview
Unit 5 - The Pirate Adventure
OBJECTIVES
Pupils scan and read a story about pirates for full
understanding.
DOMAINS AND BENCHMARKS
Locate relevant information for specific purposes.
Pupils read informative text to learn about a
famous pirate.
Access to Information Through Reading
Understand the general meaning, main ideas
and sequence of events in a text and use this
knowledge as needed.
Pupils listen to a text to learn about things that the
twins see under the sea.
Access to Information Through Listening
Locate relevant information for specific purposes.
Pupils listen to directions to find the treasure on a
map.
Follow short and simple directions.
Pupils give each other directions to find their
treasure on a map.
Social Interaction
Asking and answering questions.
Pupils read instructions and make a treasure map
(Performance Task).
Make suggestions and interact for the purpose of
giving directions.
Pupils complete a story map.
Appreciation of Literature and Culture
Become familiar with age-appropriate literary
texts.
Pupils read a simplified excerpt of 20,000
Leagues Under the Sea.
Describe main characters and events in a literary
text.
Pupils draw a pirate and a pirate flag and describe
it.
Presentation
Describe people, places, things and events.
Pupils complete a thank you letter.
Give and receive short messages in writing.
Pupils form yes/no questions and answers.
Appreciation of Language
Know how sound, word order and writing systems
in English are organized.
Pupils form sentences with ‘have’/’has’.
Pupils form sentences in Present Progressive; he
is holding…they are singing…
Text Types
•
•
Chants and songs
Story
•
•
Comics
Story map
•
•
Informative text
Postcard
•
Treasure Map
31
Unit 6 - Fantasy Park
Remembering the Adventures
OBJECTIVES
DOMAINS AND BENCHMARKS
Pupils read a letter to find out what the surprise is.
Access to Information
Locate relevant information for specific purposes.
Pupils sequence pictures to make a story.
Understand the general meaning, main ideas,
sequence of events in a text and use this
knowledge as needed.
Pupils read a letter to find out who the letter is
from.
Pupils follow instructions to make a picture.
Follow short instructions.
Pupils read an ad, ID card, and sign and identify
the text types.
Identify different text types.
Pupils ask each other questions to guess an item.
Social Interaction
Ask and answer questions.
Pupils read the story of Aladdin and the Magic
Lamp for full understanding.
Appreciation of Literature and Culture
Describe main characters and events in a literary
text.
Pupils read the Fisherman and his Wife.
Become familiar with age-appropriate literary
texts.
Pupils make a board game (Performance Task).
Pupils make a T-shirt and present it to the class
(Performance Task).
Pupils listen to and use the language they have
learned, while remembering the adventures in the
book.
Text Types
•
•
•
•
•
•
•
•
32
Chants and songs
Letter
Dialogue
Riddles
Fable
Story
Comics
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Presentation
Present information on limited content supported
by visual aids.
Appreciation of Language
Know how sound, word order and writing systems
in English are organized.
Beginning the Year
BECOMING FAMILIAR WITH THE CLASS
The first lesson of the year should be devoted to becoming familiar with pupils in the class and
setting classroom procedures. Introduce yourself to pupils. Have pupils introduce themselves and
place either name tags on their shirts or a place card with their name on the table. The earlier you
learn their names, the easier it will be for you to practice classroom management.
We recommend that pupils sit in pairs or in small groups of four to six. Try to ensure that the
pairs and groups are of mixed ability, and not homogeneous. Explain to pupils that these seating
arrangements may change during the year.
Ensure that all pupils have notebooks and writing implements. Explain that these are their “tools”
and that they are required to bring them for every English lesson. Write the day of the week and
the date on the board and have pupils copy it into their notebooks. Try to speak as much English
as possible, only translating a few words if necessary; pupils should get used to hearing English
in the classroom, where it is used in authentic situations.
It is advisable to use this lesson to review songs and chants that they have learned previously.
Keep in mind that pupils may not have been exposed to English during the summer break, and
that they need review and reinforcement to reach the new level of the language course.
INTRODUCING PUPILS BOOK
Write the name of the book on the board and read it aloud. Ask pupils what they think the book is
about. Elicit that it is about the special adventures of two kids: Henry and Lucy. Encourage pupils
to browse through the book and say what places they can identify.
Have pupils open the book to The World Map of Adventures on pages 10-11. Explain that each
33
section in this world map represents one of the adventures that Henry and Lucy will have. Begin
by focusing on the area of the sky. Introduce the words with word cards and place them on the
poster: sky, moon, stars, rainbow. Have pupils repeat the words after you. Elicit that all the
adventures are in the realm of fantasy and imagination.
REVIEWING NUMBERS
Activity 1:
• Introduce pupils to Henry and Lucy on pages 10-11.
•
Review the numbers 1-10. Play Track 2 (Ten Little Animals) and sing along with pupils.
• Place the word and number cards for numbers 1-10 on the board and have pupils count in
order as you point to each number.
• Point to the numbers in random order and have pupils say the correct number.
• Practice counting backward with the class aloud, together.
• Place the word and number cards for numbers 11-15 on the board and have pupils count in
order as you point to each number. Continue the review as for numbers 1-10 above.
• Write the numbers 16-20 on the board and point out the “teen” to the numbers six, seven,
eight, nine. Add the number twenty.
• Read Lucy’s question aloud: How many animals do you see? Have pupils count the animals
and tell the class how many they counted.
Activity 2:
• Call on 15 pupils to come to the front of the class.
• Hand each one a word card of the numbers 1-15. Have them first stand in order, each saying
their number. Then have them scramble themselves, standing in random order.
• Randomly hand out number cards from 1-15 to another 15 pupils in the class.
• Now ask pupils with the number cards to find their partners with the matching word cards, and
to stand in a row in the correct order. Repeat with other pupils if time allows.
REVIEWING ANIMALS
Activity 3:
• In pairs, have pupils try to name the animals that appear on the map on pages 10-11 and
count them. (a cheetah, a zebra, a giraffe, camels, an elephant, a tiger, a monkey, fish, an
octopus, a shark, a dolphin, a dragon, a panda, a parrot)
• Choose 10 animals and write their names on the board with a number from 1 to 10. Play a
vocabulary game. Ask the class: What number is the dragon? Have individuals respond: The
dragon is number _. Then encourage the whole class to repeat. Do the same for all of the
listed animals.
• Play The Chain Game (Game 1)
Model this game by inviting six pupils to the front of the class. Have a pupil in the group say
the name of an animal s/he recognizes. Each pupil repeats what was said previously, adding
one more animal. Pupil number six will have to say the names of five animals and add one
more. E.g. I see a camel, a zebra, a panda, a giraffe, an elephant, and a parrot. Then arrange
pupils into groups of six and have them play the game in small groups.
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Explain that we use I see a… to describe one animal. When we refer to more than one animal,
we delete the word a, meaning one, and we add an s to represent the plural form. Compare
this to the way singular and plural nouns are distinguished in L1. Ask: How many camels do
you see? Write the answer on the board. I see __ camels.
• Repeat this for the other animals/sea life from the map, writing each sentence on the board,
as above.
NOTE: Track1 on the CD includes the Superkids' theme song which will be played later.
Track 2 includes the two review songs: Ten Little Animals and Look at the Rainbow.
•
Ten Little Animals (Track 2)
One little, two little, three little animals
Four little, five little, six little animals
Seven little, eight little, nine little animals
Ten little animals.
•
•
Hand out the word and number cards for numbers 1-10 randomly to 20 pupils.
Play CD Track 2 and sing the song with the class while having pupils stand up each time their
number is heard. Pupils, who make a mistake by standing at the wrong time, or not standing,
are "out" and their card goes to another pupil.
REVIEWING COLORS
Read aloud Lucy's question: What colors do you see? Review the colors red, yellow, pink, green,
purple, orange, blue, black, brown, white, gray. Do Activity 4 to review colors.
Activity 4:
• Draw the outline of a rainbow on the board with 12 bands. Color the twelve bands with colored
chalk or stick colored paper on the corner of each band to indicate the color of the band. Put
a color word card in each band.
• Play CD Track 2 (Look at the Rainbow) and point to the appropriate cards that are mentioned
in the song.
• Have pupils sing the song with you, each time inviting another pupil to the board to point to the
cards as the colors are sung.
• Place one set of color word cards on each side of the rainbow on the board in random order.
• Call on two pupils to come to the board, and when you say Go, instruct them to put the word
cards next to the correct color on the rainbow. The winner is the first pupil to finish reading the
colors in the correct order.
• Repeat the game each time, changing the order of the colors on the rainbow.
Activity 5 (Group Competition):
• Prepare a set of word cards for all 12 colors.
• Divide the class into two groups. Give each group a six cards and scotch tape.
• Explain that you are going to give them time to find the different colors somewhere in the room
and stick the word card onto the appropriate color, e.g. a clothing item on a pupil or a picture
in the room etc.
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•
The group that finishes first wins the game.
Look at the Rainbow (Track 2)
Look, look, look at the rainbow
Look, look, look at the rainbow
Look, look, look at the rainbow
What colors do you see?
Look, look, look at the rainbow
Look, look, look at the rainbow
Look, look, look at the rainbow
What colors do you see?
Red, brown, orange and green
Red, brown, orange and green
Red, brown, orange and green
Are the colors that I see.
Pink, yellow, purple and blue
Pink, yellow, purple and blue
Pink, yellow, purple and blue
Are the colors that I see.
Reflection
Ask pupils: What did we learn today? What did you like best in the lesson?
The Superkids Song
Start your first lesson by introducing your students to Henry and Lucy with the Superkids Theme
Song (Track 1). You'll find the lyrics to the song on page 257 in the Pupil's Book. Even though
your students may not be familiar with some of the vocabulary, they'll enjoy the rhythm and
excitement of the song. The song sets up the atmosphere of the book and can be sung in class
throughout the year.
The Superkids Song (Track 1)
CHORUS:
Superkids! Let’s get going!
All the cool things we do.
I’m so glad I'm a Superkid
And I'm glad you are too!
Our planet, our people
Our animal friends
Have problems to solve
They need happy ends!
Who’s ready to help them?
We know who!
Superkids! Let's get going!
We’ve got so much to do!
CHORUS
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Unit 1 1
Unit
1 Meet Henry and Lucy
Lesson 1
Objectives
New words
adventure, airplane, bag, ball, bear, bed, book, camel,
carpet, chair, clock, door, elephant, fish, gorilla, guitar,
hat, in, jeep, map, monkey, monster, moon, on, room,
shelf, shoes, sky, socks, stars, table, twins, wall, window
Functional language
expressing likes
Lexical chunks and
pattern awareness
a/an
in/on
What do you see? I see…
What do you like? I like…
Materials
Word and picture cards: airplane, bag, bear, bed,
book, camel, carpet, chair, clock, door, elephant, fish,
guitar, in, jeep, map, monkey, monster, on, moon, shelf,
shoes, socks, sky, stars, table, twins, numbers 1-15
Word cards: adventure, room, wall, red, yellow, pink,
green, purple, orange, blue, black, brown, white, gold,
gray
Poster: the room
Do you remember?
Review animals and colors by asking pupils to look at the World Map of Adventures on pages
10-11. Ask: What animals and colors do you see? Point to the different areas on the map (China,
Africa, desert, mountains, sea) and ask pupils what they see in each area (animals, colors...).
Tell them that they will become a part of Henry and Lucy’s world enjoying their adventures
wherever they go. In each unit you will take part in a new adventure, see new places and meet
new people.
1. Listen and Chant
• Play CD Track 3 to the class. Have pupils then read the chant silently, underlining the
•
•
•
•
names they find. Remind them that names always begin with a capital letter.
Write the names Henry and Lucy on the board and have pupils repeat the names after
you.
Have pupils look again at the opening pages of the book, pointing out Henry and Lucy.
Write the word twins on the board and explain what twins are. Elicit that they are probably
10-11 years old.
Read the chant aloud and ask: What do the twins like? (adventures) Elicit the meaning of
the word.
37
•
Ask pupils if they like adventures. Encourage discussion in L1 of some adventures pupils
have had or heard or read about. Ask them to predict what adventures they think the twins
might have.
• Read the last line of the chant aloud. Explain the meaning of the sentence. Use L1.
.
2. Let’s Play: One, Two, Three - Show (Game 4)
• Display the poster of the room.
• Introduce the vocabulary on the page by placing the word and picture cards on the board.
Encourage pupils to repeat after you the words you introduce.
Invite individual pupils up to the poster one at a time. Ask them to point to one of the items
in the room or in the sky. E.g. Point to the stars. Point to the clock.
Have a pupil take over your task, and ask other pupils to come and point to the items in
the house or in the sky.
Take the picture and word cards off the board and put them in mixed order on your desk.
Have one pupil at a time come to your desk and take a word card and its matching picture
card and put them next to each other on the board, forming a row of pairs. Say each word
and have the class repeat after you.
Demonstrate the game by inviting one pupil to the front of the class.
Say: 1, 2, 3, - show and have the pupil show as many fingers as he/she wants, E.g. eight.
Ask: What’s number eight?
The pupil looks at the picture of the room and says: It’s a shelf.
Write the contractions what’s and it’s on the board and explain what’s = what is and it’s =
it is.
•
•
•
•
•
•
•
•
Unit1 Meet Henry and Lucy
Unit1
1
Lesson
1
5
3
1. Listen and Chant
27
6
24
9
2
10
4
22
23
7
11
Meet Henry and Lucy,
They are twins*.
8
nry
He
andy's
Luc m
Roo
3
‰Ó ‰ÂÓ˙·˘ ÌÈ„Ïȉ ̉ÈÓ ÂÏ‚Â ¯È˘‰ ˙‡ ‡¯È˜
Æ˙¢ÚÏ ÌȈ¯ ̉
ƎƖŐĝïƌ Œì Ŏóľïƌ Ɣůƨĺƌ ōò ŎðƮ ƌŐģĜöîƌƨ IJĪĨëĺƌ ƌƨƈĿíƊ
.ƌŐĦħġó Ʀƈ ƦƨĽóĿó ƌƕİðƨ
12
They like adventures,
And this is how the story begins*.
twins = ƦİðƈŐƲ Ʈ á ÌÈÓ«‡˙
begins = ƈĽõó ÏÈÁ˙Ó
21
1
25
20
18
17
14
15
2. Let’s Play
One, two, three - show
19
16
26
Ɖ‚ˆ‰‰ ˜Á˘Ó ¨˘ÂÏ˘ ¨ÌÈÈ˙˘ ¨˙Á‡ ˜Á˘
.ƛĿġïƌ IJõġï ŸīÛũÛ űƟĩġÛƅ űĶÝƅơ ƌŐõġïƊ
13
What's
number eight
eight?
12
38
1.a door
2.an elephant
3.a bear
4.a fish
5.a wall
6.a clock
8.a shelf
9.the sky
10.the moon
11.stars
12.a window
13.a table
15.a bag
16.a carpet
17.a jeep
18.shoes
19.socks
20.a guitar
7.a monster
14.a chair
21.a bed
It's a shelf
shelf.
22.a camel
23.a hat
24.a gorilla
25.a book
26.a ball
27.an airplane
13
Unit 1 1
•
Have pupils sit in pairs and play the game together.
3. Talk Together
• Review the use of a/an with singular nouns. Review the five English vowels. Explain that
•
•
•
•
•
•
singular nouns in English have a “partner” – a or an while this is not true of L1. Have
pupils look at the list of words on page 12. Read aloud the words that use a before the
noun. Elicit from pupils why an is used before the word elephant. Explain that an is used
before vowel sounds to make it easier to pronounce. You may want to do Let’s Practice,
Exercise 4 on page 17 at this point in the lesson.
Put the word card on on the board. Practice the preposition on by having pupils repeat
after you as you point to each item and say: The clock is on the wall. The carpet is on the
floor.
Place the word card in on the board. Practice the preposition in by having pupils repeat
after you a few times, as you point to each item and say: The bed is in the room. The chair
is in the room.
Demonstrate the activity by asking: What do you see in the room? Choose a pupil to
answer: I see a clock on the wall.
In pairs, have pupils ask each other at least three questions.
Read aloud each of the five questions at the bottom of the page. Elicit an answer from
a few pupils. Then have a pupil read aloud a question while the pupil next to him/her
answers it. Have pupils in pairs ask and answer the five questions.
Do Let's Practice, Exercise 2 on page 16 in class, to reinforce the use of in/on.
Meet Henry and Lucy
I see a clock.
ng
u ag e F o
in the room?
4. Mark
a clock
an elephant
1
ÆÈÒÂÏ ȯ‰ Ï˘ ̯„Á· ÌÈȈӉ Ìȯ·„· Â·˙‰ øÈÒÂÏ ȯ‰ ÌÈ·‰Â‡ ‰Ó Ƈ
Æ˙ˆ·˘Ó· ÂÓÒ
.ƏİġàĿąƌ
Ʊ .ŒæŐïƨ ƪĿĨò IJìĿë Œì ƛƌĿëĺƌ ƌŐĨġĔ
Ʊ ƄŒæŐïƨ ƪĿĨò Ʀİõùó
Ʊ Œì ƌƨĿçƈ
Ʊ ƌƕİð .ƈ
s
cu
What do you see
Unit1
ƉÂÓ˙‰ ÏÚ ˙Âχ˘Ï Â·È˘‰Â Âχ˘ ∫˙‚ÂÊ· ƉÂÓ˙· Â·˙‰
.ƎƖŐĝïƌ ƚŐĝúà IJĦôæƈ Ŏê ƌŐõĪãƈƨ ƌŐïĬæƊ :ƑƌƨƗĬà .ƎƖŐĝïƌ Ǡź ƌŐĨġĔ
Ʊ
La
3. Talk Together
Henry
sports
Lucy
animals
music
books
nry
He
andy's
Luc m
Roo
1. Henry likes ___________________
ÆÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰ Æ·
.ŌħĂƌ ƌŐĦħîƈ .ƍ
2. Lucy likes ___________________
3. Henry and Lucy like ___________________
Ư„Á· Ìȇ¯ Ì˙‡ ‰Ó ‰ÊÏ ‰Ê ¯Óȇ Âχ˘
.IJìĿĢïƌ Œì ƦƨĿ
Ʋ Ʈ á ƌƕİð ńġõïƌ ōĥĞġõï ƌŐïŐíƨ ƌŐïĬæƊ
What do you see in the room?
I see ...
What animals do you see in the room?
I see ...
What do you see in the sky?
I see ...
What do you see on the wall?
I see ...
What do you see on the shelf?
I see ...
5. Talk Together
ÆÌÈ·‰Â‡ Ì˙‡ ‰Ó Ì‰Ï Â¯Óȇ ÌÈ·‰Â‡ ̉ ‰Ó ÌÎȯ·Á ˙‡ Âχ˘
.ōöñƌ ƦŐõĀ
Ʊ ƌƕİð ōĩï ƌŐïŐíƨ ƦŐõùó
Ʊ ƌƕİð ōîƆƮ İíĽřƈ ƌŐïĬæƊ
6. Read and Chant
What do you like?
I like sports.
Henry and Lucy
Are in their room,
They do not know*
What will happen soon*.
know = ƦŐħĦġó ÌÈÚ„ÂÈ
14
soon = İõóĿí
·Â¯˜·
ƫ
15
39
Reinforcing vocabulary - The Disappearing Cards (Game 3)
• Place the word and picture cards of several words on the board again. Have pupils say
the items in the order that they appear on the board.
• Take away an item (both picture and word card) and have pupils repeat the entire series,
including the missing item. Continue until the class is able to say the series of items
although the board has nothing on it.
Note: This game can be played with any list of new vocabulary.
4. Mark
• Have pupils look at the smaller version of Henry and Lucy’s room on page 14. Ask what
•
•
•
•
toy animals they see in the room (a camel, a fish, a bear, a monkey, an elephant). Elicit the
toy animals pupils have in their rooms. Ask what things related to sports are in the room
(a tennis racket, sports shoes, a football). Elicit the sports equipment pupils keep in their
rooms. Ask what musical instrument is in the room (a guitar). Ask what musical instruments
pupils have in their rooms. Ask what Lucy and Henry are doing (they are reading books in
bed). Elicit how many pupils like to read in bed before they go to sleep.
Point out that the word guitar is the same in English and in Hebrew. Ask pupils which other
words they know that are the same in both languages. (jeep, zebra)
Read aloud the four categories in the book. Ask pupils to give an example for each category.
In pairs, pupils decide what Henry and Lucy like by ticking the boxes based on the picture
of the room.
Then have pupils individually write their answers in the lines provided. Pupils then share
their answers orally and give the reason for their choice. E.g. Henry likes music. He has a
guitar.
5. Talk Together
• Demonstrate the activity by inviting three pupils to the front of the class.
• Ask the first pupil on your left: What do you like? Encourage a response: I like animals,
•
•
sports, music, books… Have the pupil then turn to the pupil standing to his left and ask:
What do you like? Continue until all three pupils have asked and answered.
Form groups of up to six pupils. Have them make a table with the four categories. Have
them ask each other what they like, noting in the table which pupils like sports/animals/
music/books. Walk among the groups, monitoring.
Once all the groups have finished, ask a representative from each group to come to the
front of the class and using the table, say what the members of his/her group like. Have
pupils use the structure: I like…; S/he likes...
6. Read and Chant
• Have pupils read the chant aloud.
• Ask individual pupils to predict what they think will happen soon.
40
Unit 1 1
Reflection
Ask pupils: What did we learn today? What do Henry and Lucy have in their room that you like?
What do you have in your room that shows what you like? Share with the class things you like and
things you have in your room.
Topics Covered in Let’s Practice
Vocabulary – spelling
Prepositions – in/on
Spelling of numbers
Use of articles – a/an
Vocabulary – categorization
If you plan on assigning the Let’s Practice exercises for homework, go over each exercise and
explain to pupils what needs to be done. It is a good idea to do the first example in each exercise
in class.
Meet Henry and Lucy
Unit1
Let’s Practice
Ư„Á· ÌÈȈӉ Ìȯ·„‰ ˙‡ ÂÓ˘È¯
.IJìĿĢïƌ Œì ƎƔŐãŐąƌ ƛƌĿëĺƌ ƌŐĦøæ
Ʊ
1
3b
one
1
________
2
________
3
________
4
________
5
_________
6
________
7
________
8
________
9
________
10
4
nry
He
andy's
Luc m
Roo
1
ÆÔÂÎ‰ ¯„Ò· ÌȯÙÒÓ‰ ˙‡ ÌÈÏÈÓ· ·˙ÈÎ
.ĻĪùĝïƌ ıĪáĿöïƌ ıûä ƏİħĦĥà ƥİíƖĺƌ ƌŐõöîƈ
I see ____ zebra.
Æan ‡ a ÌÈÏÈÓ· ÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰ ÆÌÏÂÚ‰ ˙ÙÓ· Â·˙‰
.an ƨƈ a ƏİħĦĥïƌ IJğæƌŐà ŌħĂƌ ƌŐĦħîƈ .ōƮïİġïƌ IJèƖİå ƌŐĨġĔ
Ʊ
I see ____ octopus.
I see ____ Eskimo boy.
I see ____ dog.
I see ____ orange camel.
Æon ‡ in ‰ÏÈÓ‰ ˙‡ Ï‚ÈÚ· ÂÙȘ‰ Æȯ‰Â ÈÒÂÏ Ï˘ ¯„Á‰ ˙ÂÓ˙· Â·˙‰
.on ȶȖ in ǀƵƴƳŽȚ ȜǍǣȚNjŮ ȚǞƭƸŲȖ .ȸǍƶƀȶ ǠŴǞƴŽ ǀźǍưŽȚ ȜȤǞǧ ȚǞƶ ȿƯƢ
2
1. I see a clock in / on the wall.
2. I see an elephant
in / on the shelf.
in
3. I see stars
in / on the sky.
ƉÂÎ‰ ‰„ÂÓÚ· ÌÈÏÈÓ‰ ˙‡ ·˙ÈÎ
.ĻĪùĝïƌ ƔŐħġïƌ Œì ƏİħĦĥïƌ ƌŐõöîƈ
5
a bear Oa bed Oblack Oblue Obrown Oa book
a camel Oa carpet Oa chair Oa clock Oa door
an elephant O gray Ogreen Oa hat Oa monkey Othe moon
orange Opink Opurple Oshoes Ostars Oa table Oa t-shirt
socks
Oa
window
Oyellow
4. I see a bag in / on the chair.
5. I see two beds
in / on the room.
16
Colors
Clothes
In a room
Animals
In the sky
Æ˘Á‰ ÏÚ ÌȉÊÓ Ì˙‡˘ ÌȯÙÒÓ‰ ˙ÂÓ˘ ˙‡ Ï‚ÈÚ· ÂÙȘ‰
.ƦİõġĹ÷ïƌ őĦê İĩñŐĝúĜá
Œöïƌ ƥİíƖĺƌ Ɔİħæƈ ƎĿŕƌĽà ƌŐğĪäƈ
Ʊ
3a
tenei
on
ghtonen
inet
hreesixfours
eventwofive
17
41
Unit
1 Meet Henry and Lucy
Lesson 2
Objectives
New words
Earth, happy, live, moonbeam, people, sad
Functional language
Greetings and introductions
Lexical chunks
Who are you?
What's your name? My name is…
How are you? I'm happy/sad.
Nice to meet you…
Pattern awareness
am/are/is + adjective/noun
Phonics and phonemic
awareness
Rhyming words (in chant)
Materials
Word and picture cards: Earth, happy, moonbeam,
people, sad
Word cards: live
Poster: the room
Bean bag or soft ball to throw to pupils in game
Do you remember?
Have pupils look at the picture of Henry and Lucy’s room on pages 12 and 13. Ask: What do you
see in Henry and Lucy’s room?
1a. Listen and Chant
• Play CD Track 4. Tell pupils that chants and poems usually use rhyming words at the end
•
•
•
•
42
of sentences. Have them read the text silently, circling two rhyming words (sky, Hi). Invite
a pupil to the board to write the two rhyming words. Note that the words have different
spelling patterns but make the same long /i/ sound.
Ask pupils to look for names in the text. Ask how many names appear in the chant.
(1 - Mr. Moon) Discuss the use of Mr. as a title for men.
Ask pupils who the "speaker" is in the chant. (Mr. Moon) Ask pupils to identify him on the
page. Ask who he is speaking to. (Henry and Lucy)
Read the chant with the class a few times.
Elicit that only in a fantasy can the moon come and speak to people. Encourage pupils to
share other fantasy stories they are familiar with. Elicit what possible role Mr. Moon will
have in the book.
Unit 1 2
1b.
•
•
Have pupils complete the sentences on the lines provided.
Have individual pupils come to the board and write the completed sentence while the
class compares their answers. (1. sky 2. Mr. Moon 3. Hi)
2a. Read
Before reading the comic strip
• Using a bean bag or a soft ball, practice greetings and introductions with pupils.
• Throw the bean bag/ball to one pupil asking: What's your name?
• Prompt pupils to respond in full sentences: My name is…
• Continue this dialogue by responding: Nice to meet you. Where do you live?
• Explain the meaning of live using L1, if necessary.
• Prompt pupils to respond in full sentences: I live in (name of city or country).
• Repeat this dialogue with four to five pupils, allowing pupils to take over and both ask and
answer questions.
• Continue with the ball/bean bag by asking: How are you?
• Prompt the pupil to respond by saying: I am fine, thank you.
• Provide other possibilities such as: I am happy; I am sad.
• Repeat this with a few pupils, allowing them to throw the ball or bean bag to each other
and ask and answer questions.
Meet Henry and Lucy
Unit1
Lesson
2
I live in the sky.
I am not happy.
I cannot help the sad
I am sad.
1 a. Listen and Chant
2
people and the sad
4
animals on Earth.
ÆÚ„Ó ÈÒÂÏ ȯ‰ χ ¯·„Ó ÈÓ Âς ‡¯È˜
.ƌƕİąƨ ŒæŐïƨ ƪĿĨò őïƌ ƐĽùöó
ŎðƮ ƌŐģĜöîƌƨ ƌƨƈĿíƊ
Ʊ
Look at me,
I’m up in the sky.
I’m Mr. Moon,
I want to say, “Hi!”
Why are
you sad?
Yes, you can help.
Æ¯È˘‰ ÔÓ ÌÈÏÈÓ· ÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰
.IJĪĨëĺƌ Ŏð ƏİħĦî IJğæƌŐà ŌħĂƌ ƌŐĦħîƈ
1 b.
We live on Earth.
You live on Earth.
We can help them.
You will be Superkids.
1. Mr. Moon is in the ______________.
2. ______________ is talking to Henry and Lucy.
3. Mr. Moon wants to say ______________ to Henry and Lucy.
2 a. Read
5
Æ·ÂˆÚ Á¯È ¯Ó ÚÂ„Ó ÂÏ‚Â ¯ÈȈӉ ¯ÂÙÈÒ‰ ˙‡ ‡¯È˜
.Ŀħí ĽĪûïƌ Ʀŀä ıõæ Őò İð ƌŐģĜöîƌƨ ƎƖŐĝąƌ
IJĝĤïƌ
ƌƨƈĿíƊ
Ʊ
ĸ
Who are you?
My name is
Mr. Moon.
What’syourname?
Wow! We are Superkids!
2 b.
and this is my sister,
ƉÂÎ‰ ‰·Â˘˙‰ ˙‡ Ï‚ÈÚ· ÂÙȘ‰Â ˙Âχ˘‰ ÏÚ ÂÚ
.ĻĪùĝïƌ ƍƌŐĂƌ ƎĿŕƌĽà ƌŐğĪäƈƨ IJĦôæĺƌ Ŏê ƌŐõĪãƈ
Lucy. Nice to meet you.
Hi, Mr. Moon.
1. Why is Mr. Moon sad?
O He cannot help the sad people
on Earth.
How are you?
O He
Earth
18
happy O live łĪġó ˙ÂÈÁÏ
O
Tell us what to do.
My name is Henry
O
moonbeam
O
people
O
sad cannot help Henry and Lucy.
2. Why are Henry and Lucy happy?
O They live on Earth.
O They are Superkids.
19
43
•
•
•
•
•
•
•
•
•
•
Now look at the comic strip
Have pupils look at the comic strip and say who they see. (Henry, Lucy and Mr. Moon)
Ask pupils: Where does Mr. Moon live? (in the sky)
Ask pupils: Where do Henry and Lucy live? (on Earth)
Teach pupils the words Earth and people by referring to the vocabulary strip at the bottom
of the page and by writing on the board: We live on Earth; People live on Earth. Explain
in L1 that we all live on the planet Earth.
Say: Lucy and Henry live on Earth. Have pupils repeat this sentence a few times.
Have pupils scan the comic strip and underline the word Earth. Ask how many times the
word Earth appears. (3)
Tell pupils that Mr. Moon is sad. Ask: Why do you think he is sad? (He can't help the sad
people and animals on Earth.)
Play CD Track 5 as pupils follow the text. Have pupils answer the question above.
Ask pupils what super means. Elicit words that begin with super (superstar, supermarket,
Superman). Elicit that super usually means big and great. Ask pupils to predict what
special things Henry and Lucy may be able to do as Superkids that ordinary kids cannot do.
Ask for volunteers to read the roles of Mr. Moon, Henry and Lucy.
2b.
•
•
Ask who is sad and why. (Mr. Moon, because he can't help the sad people and animals on
Earth.) Ask who is happy and why. (Henry and Lucy, because they are now Superkids.)
Ask which word in the comic tells us that Henry and Lucy are happy. (Wow!) Elicit: both the
word happy and the word Wow! Discuss the exclamation point and its role in expressing
enthusiasm.
Meet Henry and Lucy
Unit1
.am are is≠· ¢Ó˙˘‰ ÆÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰
2 c.
.am are is ƌŐĦħġöæƊ .ŌħĂƌ ƌŐĦħîƈ
2. Lucy ______ Henry’s sister.
I am
You are
happy.
He/Henry is
She/Lucy is
We are
sad.
You are
They are
3. Henry and Lucy ______ twins.
4. I ______ Mr. Moon.
ÆÌÎ˙·Â˘˙ ˙‡ ÂÓÒ øÁ¯È‰ χ ÈÒÂÏ ȯ‰ ÌÈÚÈ‚Ó ¨ÌÎ˙Ú„Ï ¨„ˆÈÎ
.ōĥàƌŐã ƌƨĿçƈ
Ʊ ƄōĥóƈƖ ıûä ,ĿħĤïƌ őïƌ ŒæŐïƨ ƪĿĨò ƦŰĝó ʼnĪî
a g e Fo
c
gu
us
La
n
1. Mr. Moon ______ sad.
2
5. Mark
They go in a spaceship.
They go on a magic* carpet.
ÆÂÙÂÒÏ ËÙ˘Ó‰ ˙ÏÈÁ˙ ˙‡ ÂÓȇ˙‰Â ¯ÈȈӉ ¯ÂÙÈÒ· ·Â˘ Â·˙‰
3. Match
.İĩöóİĩĨï IJĦħĂƌ IJóƌĽà ƌŐħŕůƨ ƩĿåƈ Ǝƫ Ŀð ƎƖŐĝąƌ
IJĝĤïƌ
ƌŐĨġĔ
Ʊ
Ʊ
ĸ
A
They go on a moonbeam.
B
1. Henry and Lucy live
a. sad people and sad animals.
2. Mr. Moon lives
b. on Earth.
3. Henry and Lucy will help
c. Superkids.
4. Henry and Lucy are
d. in the sky.
They go on a dragon.
They go in a hot air balloon.
4. Listen and Chant
6
You are Superkids.
You will come to me.
ÆÌÈ„Ïȉ ÌÈÎω Ô‡Ï Âς ‡¯È˜
.Ɣůƨĺƌ ıòľó Ŏóƈ őïƌ ƌŐģĜöîƌƨ ƌƨƈĿíƊ
You will do good things.
Just wait and see.
Henry and Lucy are going to the _________. They are Superkids.
20
44
magic = ƖŐùûð ÌÂÒ˜
21
Unit 1 2
•
Have pupils choose and circle the correct answers. (1. He cannot help the sad people on
Earth. 2. They are Superkids.)
2c.
• Point out the Language Focus box and ask: Is Henry happy? Elicit and write on the board:
•
•
•
•
•
•
Henry is happy. Circle the word is. Explain that in English we always need to have a verb
in the sentence and that the verb here is a form of the verb “to be”. Explain that we use is
when we talk about a person or a thing. Elicit examples such as The dog is…; The pencil
is…; My mother is… Explain that we use this form when we want to:
o describe a person, an animal or a thing e.g. The boy is tall; My mother is a teacher;
The cat is white; The mat is dirty.
o describe how a person or an animal feels e.g. The boy is happy; The dog is sad.
o describe where a person, an animal or a thing is e.g. My mother is in the bedroom; The
pencil is on my desk.
Now ask a pupil: Are you happy? Elicit: I am happy. Write the sentence on the board.
Circle the word am. Explain that am is another form of the verb “to be” and we use it when
we talk about ourselves. Elicit sentences: I am a pupil; I am in the classroom; I am hungry.
Ask: Who are Henry and Lucy? Elicit: They are Superkids. Write the sentence on the
board and circle the word are. Explain that are is the form of “to be” used when we start
a sentence with we, you or they. Elicit sentences: We are pupils; You are a good teacher;
They are in school.
Have pupils look at the comic strip again and underline a sentence with am, is and are.
Have pupils read the sentences they underlined.
Have pupils practice using am, is, are by acting out the comic strip. Assign the roles and
stick the picture cards of Henry, Lucy and Mr. Moon on the children’s backs.
Have pupils do the exercise and check their answers by having pupils come to the board
and write their answers. (1. is, 2. is, 3. are, 4. am)
You may want to introduce Let’s Practice, Exercise 2 on page 22 for additional practice
at this point.
3. Match
• Orally review where Mr. Moon lives and where Henry and Lucy live. (on the moon; on
Earth)
•
•
Ask pupils who Henry and Lucy are and who they will help. Have pupils do the matching
task in the book. (1. b, 2. d, 3. a, 4. c)
Have individual pupils read their answers while the class checks their work.
4. Listen and Chant
• Have pupils find the words you and me in the text. Ask them who you refers to (Henry and
•
•
•
Lucy) and who me refers to. (Mr. Moon)
Play CD Track 6.
Ask pupils where Henry and Lucy are going. Have them complete the sentence. (moon)
Relate to the fantasy part of the story by asking: How do you think Henry and Lucy feel
about going to the moon? Would you like to go to the moon? Why does Mr. Moon want
them to come to the moon?
45
5. Mark
• Ask pupils to use their imagination and try to predict how Henry and Lucy will travel to the
moon. Accept all answers.
Point to the pictures in the book of the spaceship, magic carpet, moonbeam, flying dragon
and hot air balloon. Discuss the concepts of "real" and "imaginary" and the fact that the
story of Henry and Lucy is an imaginary story, and that things will happen in the story that
cannot happen in real life.
Have pupils individually choose the way they think Henry and Lucy will go to the moon.
Write the words spaceship, magic carpet, moonbeam, flying dragon and hot air balloon on
the board and conduct a survey to find out how many pupils chose each possibility. Each
pupil in turn will respond by saying his/her choice. Encourage pupils to provide reasons for
their choices.
•
•
Reflection
Ask: What do you think Henry and Lucy will do as Superkids? What can Superman do? How
will they help the sad people and the sad animals? Do you think this book will be exciting?
Topics Covered in Let’s Practice
Introductions
Am/is/are
Prepositions - in/on
Comprehension of the story line
Sentence structure
Unit1
Meet Henry and Lucy
Let’s Practice
ÆÌÈÏÈÓ‰ ˜·Ó ÌÈÏÈÓ· ¯ÊÚȉ ƉÁÈ˘‰ ˙‡ ÂÓÈÏ˘‰
.ƏİħĦĥïƌ ŋĨà Ŏð ƏİħĦĥà ƌŐĨĪġöæƊ .ĴóĽăƌ ƌŐĦħîƈ
1
Bill: Hi! My name is Bill. ___________________________?
2
Æon ‡ in ÌÈÏÈÓ· ÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰Â ¨‰ÂÓ˙· Â·˙‰
.on ȶȖ in ǀƭŴȚǞŮ ǚƵƐȚ ȚǞƴƵżȖȶ ȜȤǞƫŽȚ Ǡź ȚǞƶ ȿƯƢ
3
1. Lucy is ________________ the room.
2. Henry is ___________ the bed.
Ron: My name is Ron. _______________________, Bill.
3. The stars are __________ the sky.
Bill: ________________, Ron?
4. The shoes are ____________ the carpet.
5. The twins are ______________ a moonbeam.
Ron: I'm _____________ , thank you.
6. Mr. Moon lives _______ the sky.
fine
O
How are you
O
What's your name
I
She
They
You
He
Mr. Moon
Nice to meet you
ÆÌÈËÙ˘Ó ·Â˙ÎÏ È„Î ‰Ï·Ë· ¢Ó˙˘‰
.ŌħĂƌ IJàİöĥï ƤƨĽĂƌ ƌŐĦħġöæƊ
2
Henry
We
Lucy
O
happy.
am
I am sad.
7. The twins live ______ Earth.
4
ÆÔÂÎ Âȇ ‡Â‰ ̇ F (False) ‡ ¨ÔÂÎ ËÙ˘Ó‰ ̇ T (True) ÂÓÒ
.IJùĪùř ĿĪë ijñİî ƌƕƊ F (False) ƨƈ ŸIJùĪùř IJĦħĂƌ ijñİî ƌƕƊ T (True) ƌŐõöîƈ
T
sad.
F
1. Henry and Lucy are Superkids.
is
a girl.
are
a boy.
2. Henry and Lucy will go to the moon.
3. Mr. Moon lives on Earth.
4. Mr. Moon is happy.
on the moon.
5. Henry and Lucy will help sad people.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5
are and Lucy Henry Superkids
ÆËÙ˘Ó‰ ˙‡ ÂÁÚÙ
.IJĦħĂƌ ƌŐ Ʊĥì
5. ________________________________________________
Henry
Superkids
______________________________________________.
22
46
23
Unit 1 3
Unit
1 Meet Henry and Lucy
Lesson 3
Objectives
New words
cloud, cow, farm, house, sea, sheep, tree
Lexical chunks
What do you see? I see…
It’s a… (noun)/It’s… (adj.)
Pattern awareness
Plural form
Phonics and phonemic
awareness
/ee/
/s/ in plural nouns
Rhyming words (in chant and song)
Materials
Word and picture cards: cloud, cow, Earth, farm,
house, sheep, stars, tree
Do you remember?
Ask: Why is Mr. Moon sad? (He cannot help the sad people and animals on Earth) What does Mr.
Moon tell Lucy and Henry that makes them very happy? (They will be Superkids; They will go to
the moon.)
1. Read and Chant
• Read the chant to the class. Pupils then read the chant silently, underlining the written
•
•
•
forms of the numbers. (one, two, three)
Ask pupils who me refers to in the chant. (Mr. Moon)
Ask: Who is Mr. Moon talking to when he says Come to me? (Henry and Lucy)
Ask pupils how Henry and Lucy will get to the moon, reminding them of their predictions in
the previous lesson. Tell them that moonbeams will magically take Lucy and Henry to Mr.
Moon. Remind pupils that the story is a fantasy and magical.
2a. Read
• Ask pupils what they see in the sky. Place the picture and word cards for cloud and stars
•
•
on the board.
Ask pupils to imagine what they would see if they were on the moon looking down at the
Earth. Place the word and picture cards of Earth, house, farm, tree, cow, and sheep on
the board. Have pupils repeat each word a few times in a sentence: I see…the Earth, a
house, a farm, a tree, a cow, a sheep.
Practice the singular and plural forms of house, farm, tree, and cow by saying: I see one
(cow), I see (cows). Write the plural form of each word next to it. Explain that in English
the plural is formed by usually adding the letter s to the singular word. Repeat for all other
words, saving sheep for last.
47
•
•
•
•
•
•
2b.
•
•
•
•
Tell pupils that sometimes we need to add the letters es to form the plural. The letters es
are added to some word endings to make it easier to pronounce e.g. kiss/kisses, box/
boxes.
Now go back to the word sheep. Explain that the plural form of sheep doesn’t change
and is also sheep. Remind them of the word fish, which also keeps the same form in the
singular and plural. Have pupils repeat after you: I see one sheep, I see three sheep.
Ask pupils what other animals they imagine they can see on Earth when looking from the
moon. (E.g. I see…cats, horses, fish, dogs, bears, etc.)
Have pupils look at the comic strip and say what they see. (a farm, a cow, sheep, houses,
a blue sea, tall green trees)
Have pupils underline the phrase I see in the comic strip. Ask them how many times it
appears. (3)
Read the comic strip aloud (Track 7) having pupils circle the things in the picture that Henry
and Lucy say they see. (Henry: clouds and stars. Lucy: a farm, a cow, a sheep, houses, a
blue sea and tall green trees.)
Instruct pupils to read the comic strip and fill in the missing words. (clouds and three stars
- pink, white and green; a farm, a cow, sheep, houses, a blue sea and tall green trees)
Have an individual pupil read the answers while the class checks their work.
Ask pupils what color stars Henry sees. (pink, white and green)
Ask pupils to describe the trees that Lucy sees. (tall green trees) Elicit the meaning of tall.
Pupils should be able to infer from the context.
Meet Henry and Lucy
1. Read and Chant
What do Henry and Lucy see?
ÆÌÈÎω ̉ ԇϠ¯·„Ó ÈÓ ÂÏ‚Â ¯È˘‰ ˙‡ ‡¯È˜
.ƦŐõòľó Ŏóƈ őïƌƨ ōƱĦĥöó ŎðƮ ƌŐģĜöîƌƨ IJĪĨëĺƌ ƌƨƈĿíƊ
Henry and Lucy
Come to me,
Hop* on the moonbeam
a star
stars
Henry sees __________________________________ in the sky.
Lucy sees ___________________________________ on Earth.
e
One, two, three!
3. Read and Say
Æee ˙ÂÈ˙‡‰ Ô‰· ˙ÂÚÈÙÂÓ ¯˘‡ ¯ÈȈӉ ¯ÂÙÈÒ· ÌÈÏÈÓ‰ ˙‡ Ï‚ÈÚ· ÂÙȘ‰
ƯÈȈӉ ¯ÂÙÈÒ‰ ÔÓ ÌÈÏÈÓ· Ìȇ·‰ ÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰Â ‡¯È˜ ÔÎÓ ¯Á‡Ï
.ee ĐìĿăƌ İĩĪì ĿĩĠó Œöïƌ ƎƖŐĝąƌ
IJĝĤïƌ
Œì ƏİħĦĥïƌ ƎĿŕƌĽà ƌŐğĪäƈ
Ʊ
ĸ
.ƎƖŐĝąƌ
IJĝĤïƌ
Ŏð ƏİħĦĥïƌ IJğæƌŐà IJĪïİöïƌ ŌħĂƌ ƌŐĦħîƈƨ ƌƨƈĿíƊ Ÿōâ
Ʊ
ĸ
hop = ƌƨŀưģíƊ ˆÙȘ
2 a. Read
ÆÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰
.ŌħĂƌ ƌŐĦħîƈ
3
a g e Fo
gu
s
cu
2b.
3
La
n
Unit1
Lesson
7
Ɖ‡Â¯ ÈÒÂÏ˘ Ìȯ·„‰ ˙‡ Ì„‡ Ï‚ÈÚ·Â ¨‰‡Â¯ ȯ‰˘ Ìȯ·„‰ ˙‡ ÏÂÁÎ Ï‚ÈÚ· ÂÙȘ‰Â ‡¯È˜
.ŒæŐï İòƌĿá Œöïƌ ƆİĪçĺƌ ƆƌĿħä ƎĿŕƌĽàƨ ŸƪĿĨò İòƌĿó Œöïƌ ƆİĪçĺƌ ƆİíƖƗ ƎĿŕƌĽà ƌŐğĪäƈƨ ƌƨƈĿíƊ
It’s a white animal. It lives on a farm. It’s a ___________.
It’s a color. It’s ___________ .
It’s tall. It is brown and green. It’s a ___________.
It’s a number. It’s ___________ .
4. Sing a Song
8
A sailor* went to sea, sea, sea,
Look at the sky, Henry.
Look at the Earth, Lucy.
To see what he can see, see, see,
What do you see?
What do you see?
But all that he can see, see, see,
Is the bottom* of the deep blue sea, sea, sea.
I see a farm and a cow
and sheep.
I see houses, a blue sea
and tall green trees.
I see clouds and
three stars - pink,
white and green.
a cow
24
48
O
clouds
O
a farm
a house
O
sheep
O
O
the sea
sailor = ƒŰð ÁÀlÓÃ
bottom = Þs ˙ÈÚ˜¯˜
trees O
25
Unit 1 3
3. Read and Say
• Read aloud the comic strip again having pupils pay special attention to the sounds of the
words.
Have pupils read the comic strip and circle all the words that have a double e.
Have individuals come to the board and write one of the words that they circled in the comic
strip. (see, three, green, sheep, trees)
Read the four sentences aloud. Instruct pupils to fill in the missing words by choosing from
the words on the board.
Have pupils write the missing words on the lines provided. In pairs, have pupils compare
their answers with the pupil sitting next to them. (sheep, green, tree, three)
You may want to refer pupils to Let’s Practice, Exercise 3 on page 27. Play Track 9 and
have pupils circle the word they hear in each pair. (stars, cow, clouds, tree, snakes, chairs,
bear, houses, jeep, girls)
Have pupils check their work as you replay the CD, pointing out the correct answer and
reviewing the plural form with the addition of /s/.
You may want to refer pupils to Let’s Practice, Exercise 4 on page 27. Play Track 10 and
have pupils circle the rhyming words they hear in each pair. (2. book/look
3. cow/how 4. house/mouse 5. tree/three 6. see/sea)
Write the words sea and see on the board. Point out that these words sound the same, but
have different spelling patterns and mean different things.
Call on individuals to say the rhyming words and then write them on the board while all
others check and correct their work.
•
•
•
•
•
•
•
•
•
4. Sing a Song
• Have pupils underline the words with the double e in the text. (see, deep) Explain the
•
•
•
•
•
•
•
meaning of deep in L1.
Point out the sailor in the picture and have pupils repeat the word sailor a few times.
Have pupils listen to Track 8 of the CD without looking at the text. Ask them to count how
many times they hear the word see/sea. (13).
Explain the meaning of the bottom of the deep blue sea.
Have pupils sing along with the CD.
Explain the meaning of the word but in L1 by explaining that the sailor expected to see
many things (fish, whales, dolphins) but he only saw one thing (the bottom of the sea).
Play the song once more, using gestures, by having pupils put one hand over their eyes
as if looking far out into the sea like a sailor only when the word see is heard (not the word
sea).
Play the track a few times, having pupils sing along and gesture.
49
Reflection
Ask: Henry and Lucy looked down at Earth from the moonbeam and saw many things. If you
looked down at Earth from the sky, what would you want to see?
Topics Covered in Let’s Practice
Vocabulary
Spelling
Phonics – plural /s/ sound; sounds of ee, oo, ou, ow, ea
Meet Henry and Lucy
Let’s Practice
1
Unit1
ƉÂÓ˙· Ìȇ˙Ó‰ ËȯÙÏ ÌÈÏÈÓ‰ ˜·· ÌÈÏÈÓ‰ ÔÈ· ˜ ÂÁ˙ÈÓ
.ƎƖŐĝïƌ Œì ıæİĨąƌ ƆŒĜĦï ƏİħĦĥïƌ ŋĨà Œì ƏİħĦĥïƌ Đà İ ƫğå ƌƨĽð
Ʊ
3
1. star
O
stars
6. chair
O
chairs
2. cow
O
cows
7. bear
O
bears
3. cloud
4. tree
O
O
5. snake
a house O a farm O stars O trees O clouds O a cow O the moon O sheep
Æ˙ÂÂÓ˙Ï Ô˙‡ ÂÓȇ˙‰Â ÌÈÏÈÓ‰ ˙‡ ·˙ÈÎ ÆÌÈÏÈÓ‰ ˙‡ ÂÁÚÙ
.ƖŐĝĦï İòŐħŕůƨ ƏİħĦĥïƌ ƌŐõöîƈ .ƏİħĦĥïƌ ƌŐ Ʊĥì
2
swoc
___________
cdluso ___________
pesej
___________
Hello Henry
and Lucy.
sehuos ___________
seret
___________
4
clouds
8. house
trees
O
9. jeep
snakes
10. girl
1. sheep
slap
ssrat
50
___________
O
O
houses
jeeps
girls
jeep
2. book
look
hop
3. cow
two
how
4. nose
house
mouse
5. tree
try
three
6. see
say
sea
sheep
jeep
Æ˙ÂÂÓ˙Ï ˙Á˙Ó ÌÈÏÈÓ‰ ˙‡ ·˙ÈÎ
.ƖŐĝïƌ ijĀ ƏİħĦĥïƌ ƌŐõöîƈ
5
3
___________
26
O
Æ˙ÂʯÁ˙Ó‰ ÌÈÏÈÓ‰ ˙‡ Ï‚ÈÚ· ÂÙȘ‰Â Â·È˘˜‰
.IJĪìİĤöąƌ ƏİħĦĥïƌ ƎĿŕƌĽà ƌŐğĪäƈƨ ƌŐġħöæƊ
10
btleas ___________
acsihr ___________
3
ÆÌÈÚÓ¢ Ì˙‡˘ ÌÈÏÈÓ‰ ˙‡ Ï‚ÈÚ· ÂÙȘ‰Â Â·È˘˜‰
.İĩñŐġħûá Œöïƌ ƏİħĦĥïƌ ƎĿŕƌĽà ƌŐğĪäƈƨ ƌŐġħöæƊ
9
___________
___________
___________
__________
green Oa jeep Oasheep Othree Oatree
27
Unit 1 4
Unit
1 Meet Henry and Lucy
Lesson 4
Objectives
New words
eleven, fly, friends, gift, magic, princess, stardust, twelve
Functional language
Introductions
Asking questions with who, what, when and how
Telling time
Lexical chunks
What time is it? It's ___ o'clock.
Pattern awareness
Use of capitalization for names
Reading for specific information
Wh- question words
Materials
Word and picture cards: clock, eleven, friends, gift,
princess, stardust, twelve
Word cards: fly, magic
Do you remember?
Ask: How did Henry and Lucy travel to the moon? (by moonbeam)
What did they see from the moonbeam when they looked down at Earth? (farms, animals, trees,
houses, sea)
1. Read and Write
• Have pupils circle the names in the sign on page 28.
• Ask how many names they found. (4 - Henry, Lucy, Mr. Moon, Princess Meg) Write the
•
•
•
four names on the board. Point out that names always begin with capital letters.
Ask pupils to imagine who Princess Meg might be.
Call on a pupil to read the sign.
Instruct pupils to fill in the missing word. (moon) Have a pupil read the answer and write it
on the board. The class checks their answer.
2. Read and Complete
• Have pupils look at the comic strip and describe the woman they see talking to Henry and
•
•
•
Lucy.
Play the recording of the story (Track 11).
Have pupils read the first frame of the comic strip to find out who the woman is. (She
is Princess Meg and is Mr. Moon’s friend.) Elicit from pupils the language she uses to
introduce herself.
Elicit from pupils what the twins say after they are introduced. (It’s nice to meet you.)
51
•
•
•
•
•
•
•
•
•
Instruct pupils to underline the phrase in frame 1.
Ask pupils to look at frame 2 and ask what they think Princess Meg has in the bag. Elicit
that it is probably something magical.
Place the word and picture card of gift on the board. Tell pupils about a gift that you have
recently received. Ask pupils to tell about a gift they have received. Ask pupils what gift
Princess Meg has for Henry and Lucy. Instruct pupils to read frame 2 of the comic strip to
find out.
Put the word and picture cards of magic and stardust on the board. Explain in L1 if
necessary. Elicit from pupils why they think Princess Meg gives them a gift of magic stardust.
Instruct pupils to read frame 2 in order to find out. (It will help them to be Superkids, they
will use it to help animals and people on Earth.)
Ask pupils what they believe Princess Meg will do with the magic stardust.
Have pupils look at frame 3 and ask: What does the magic stardust do to Lucy and Henry?
(They can fly.) Ask pupils how they think Henry and Lucy react to being on the moon. Have
pupils read frame 3 to find out. (It’s fun.)
Elicit from pupils what people say after receiving a gift. (Thank you) Have pupils read
frame 3, underlining the expression.
Ask pupils to read frame 5 and underline the hours mentioned. (11 and 10 o’clock)
Elicit why these times are mentioned. (Lucy and Henry have to be back on Earth at 11
o’clock. It is 10 o’clock now.) Have pupils read frame 5 to find out.
Elicit how long they can stay on the moon. (one hour)
Meet Henry and Lucy
Unit1
Lesson
4
2. Read and Complete 11
4
ÆÈÒÂÏ ȯ‰ ÌȇˆÓ ÔÎȉ Âς ‡¯œ˜
.ŒæŐïƨ ƪĿĨò ƦƌĽãƌŐöó Ŏóƈ ƌŐģĜöîƌƨ ƌƨƈĿíƊ
1. Read and Write
˙‡ ÂÓÈÏ˘‰ ÆÌÈÏ·˜Ó ̉ ‰˙Ó ÂÊȇ ÈÒÂÏ ȯ‰ ÌÈ˘‚ÂÙ ÈÓ ˙‡ ÂÏ‚Â ¯ÈȈӉ ¯ÂÙÈÒ‰ ˙‡ ‡¯È˜
∫Ìȇ·‰ ÌÈËÙ˘Ó‰
:IJĪïİöïƌ ŌħĂƌ ƌŐĦħîƈ .ƦİħĦöûó IJóĽò IJóƈƨ ŒæŐïƨ ƪĿĨò ƦİĪĤöĦó Ŏċ ƌŐģĜöîƌƨ ƎƖŐĝąƌ IJĝĤïƌ ƌƨƈĿíƊ
Henry and Lucy meet __________________________________.
She gives them ________________________________________.
Welcome to the moon,
Henry and Lucy.
I am Princess Meg. I
am Mr. Moon's friend.
I have a gift for you.
It’s magic stardust.
The magic stardust
will help you to be
Superkids.
You will help animals
and people on Earth.
Hello Princess
Meg. It’s nice
to meet you.
Look, I can fly!
Welcome = ƫ Űĩæƨ ƫ Űòƈ Ìȇ·‰ ÌÈί·
Yes! We can fly on
the moon. It’s fun*
on the moon. Thank
you, Princess Meg.
Yes, it’s fun on the moon. I hope
you can stay*.
Where are Henry and Lucy?
Henry and Lucy are on the _________________
clock
Oeleven
magic stardust
28
52
11
O
fly
friend
O
princess
O
gift
O
Otwelve
12
fun = IJġöðƯ ÛÈÎ
stay = őĤõó ¯‡˘È‰Ï
29
Unit 1 4
• Play Track 11 again.
• Ask for three volunteers to read the roles of Henry, Lucy and Princess Meg in front of the
•
class.
Have pupils sit in groups and read aloud the roles. Monitor the reading by walking around
the room.
3. Match
• Write the words who, what, when, why and how on the board.
• Circle the letters wh- in each word. Explain that these are question words that are used
•
•
•
•
•
when we need to find out information.
Explain the meaning of who by asking: Who is your friend? Who is your English teacher?
etc. Use L1 when necessary.
Explain the meaning of what by pointing to an object on your table and asking: What is
this? Use L1 when necessary.
Explain the meaning of when by looking at your watch and asking: When is the English
lesson over? Use L1 when necessary.
Explain the meaning of how by asking: How do you get to school? (by bus, on foot) Use
L1 when necessary.
Have pupils do the matching activity. Then call on individual pupils to read each question
and answer, encouraging the rest of the class to check and correct their answers.
(1. c, 2. a, 3. d, 4. b, 5. e)
Meet Henry and Lucy
We have to* be home
at 11 o’clock!
Yes, but it is only 10 o’clock.
We can stay and play.
have to = ƦŐðƮŀĦðƯ ÌÈ·ÈÈÁ
3. Match
?
1. Who is Princess Meg?
Ɖ·Â˘˙Ï ‰Ï‡˘‰ ˙‡ ÂÓȇ˙‰
.ƍƌŐøĦï Ƥƌĭûïƌ ƌŐħŕů
.
a. It's magic stardust.
2. What is Princess Meg’s gift
to Henry and Lucy?
b. At 11 o’clock.
3. What can the twins do
c. She is Mr. Moon’s
friend.
on the moon?
4. When will the twins
d. They can fly.
go home?
5. How will the twins use
the magic stardust?
e. They will help
animals and people
on Earth.
30
53
4. Tell the Time
• Have pupils read what Lucy says in the last frame of the comic strip. (We have to be home
•
•
•
•
•
•
•
at 11 o'clock.)
Draw a clock on the board. Set the hands at ten o'clock and ask: What time is it? Elicit: It's
ten o'clock. Have pupils repeat after you.
Change the hands to show nine and eight o'clock. Practice the structures What time is it?
and It's ___ o'clock. by having pupils repeat the question and answer as you change the
time on the clock.
Write it's on the board and review with pupils that this is a combination of two words it and
is, that are combined with an apostrophe that replaces the letter i of the word is.
Show the clock at 11 o’clock. Have pupils repeat after you: It's eleven o'clock. Have the
clock show 12 o’clock. Again repeat the structure a few times.
Have pupils do the matching exercise independently and compare their answers.
Play "What time is it?" Divide the class into two groups. Choose one pupil from each
group to come to the front of the class. Give each pupil a marker, telling them to wait until
you give them instructions to draw the time. Have the whole class chant: What time is it?
What time is it? What time is it now? Respond by saying: It is six o'clock. 1, 2, 3, GO! Now
signal both pupils to draw a clock that shows six o'clock. The first one to finish drawing the
clock with the correct time wins a point for his/her team. Repeat, practicing all times from
1 - 12 o'clock, each time with two different pupils.
For a more challenging game, teach half and quarter hour times (one thirty, one fifteen,
one forty-five) and play as above.
Unit1
4. Tell the Time
1. It’s seven o'clock.
a. 11
12
2 1
2
10
9
8
3
4
7 6
b.
5
12
2 1
11
2
10
3
9
4
8
7 6 5
2. It’s eleven o'clock.
c.
3. It’s four o'clock.
12
2 1
11
2
10
3
9
4
8
7 6 5
d.
12
2 1
11
2
10
3
9
4
8
7 6 5
4. It’s twelve o'clock.
5. It’s eight o'clock.
6. It’s nine o'clock.
4
ÆÔÂÎ‰ ÔÓÊÏ ÔÂÚ˘‰ ˙‡ ÂÓȇ˙‰
.ĻĪùĝïƌ ijíŐĦï IJêİûïƌ ƌŐħŕů
e. 11
f. 11
12
2 1
3
4
7 6
12
2 1
2
10
9
8
2
10
9
8
3
4
7 6
5
5
ÆÔÓʉ ˙‡ Â˘Â ¯È˘‰ ˙‡ ‡¯È˜
.ijíŐïƌ ƌƨĿĪëƨ
Ʊ IJĪĨëĺƌ ƌƨƈĿíƊ
5. Chant and Change
The clock has two hands,
It tells you the time.
It's one o'clock, it's one o’clock,
And I feel fine.
12 1
1
11
2
10
3
9
4
8
7 6 5
12 1
11
1
2
10
3
9
4
8
7 6 5
12 1
1
11
2
10
3
9
4
8
7 6 5
31
54
Unit 1 4
5. Chant and Change
• Read the chant aloud with the class.
• Explain that I feel fine is another way of saying I am fine.
• Have pupils chant together with you, standing, and adjusting their arms to show one
o'clock. Repeat the song for all hours up to 12 o’clock, modeling for pupils how to hold
their arms for each hour.
Reflection
Ask: Is the story of Henry and Lucy real or imaginary? Who really does fly to the moon? Why
do astronauts fly to the moon? Would you want to be an astronaut and fly to the moon? What
would you like to learn about the moon?
Topics Covered in Let’s Practice
Spelling of numbers
Writing sentences telling time
Reviewing the content of the story
Understanding wh- questions
Meet Henry and Lucy
Unit1
ÆÌȈÈÁ· ¯ÊÚȉ ÆÏʇٷ ±≠±≤ ÌȯÙÒÓ‰ ˙‡ Ï‚ÈÚ· ÂÙȘ‰Â ‡ˆÈÓ
ƯÙÒÓ‰ „ÈÏ ‰ÏÈÓ‰ ˙‡ ·˙ÈÎ ÔÎÓ ¯Á‡Ï
.ōíĿïƌ ıñİøà IJħĦĥïƌ ƌŐõöîƈ ōâ .ōĩæĺİà
ƌŐĨĪġöæƊ .ơƨĿăƌ ŇàĿð Œì ±≠±≤ ƥİíƖĺƌ ƎĿŕƌĽà ƌŐğĪäƈƨ ƌƨĽã
Ư
1
2
1
1
one
6 _______
10 _______
11 _______
9 _______
3 _______
5 _______
2
two
4
ÆÌÈ˘‡Ï ÌÈËÙ˘Ó‰ ˙‡ ÂÓȇ˙‰ ø‰Ó ¯Ó‡ ÈÓ
.ƚİúçŲï ŌħĂƌ ƌŐħŕů Ƅƌƕİð ƤŐĤó ŎðƮ
3
Let’s Practice
a. I have a clock.
4 _______
b. I have magic stardust.
8 _______
c. I have a jeep.
7 _______
12 _______
3
t
e
n
j
t
v
w
y
t
w
u
m
w
s
i
v
12
2 1
11
2
10
3
9
4
8
7 6 5
It's
nine
12
2 1
11
2
10
3
9
4
8
7 6 5
o'clock .
12
2 1
11
2
10
3
9
4
8
7 6 5
_________________________.
32
4
ÆÔÂÚ˘ ÏÎÏ ˙Á˙Ó ÔÂÎ‰ ÔÓʉ ˙‡ ·˙ÈÎ
.IJêİæ Ōî ijĀ ĻĪùĝïƌ ijíŐïƌ ƌŐõöîƈ
2
d. I have a gift.
4
h r e e y
i u x l u
o o f e f
n f i v t
e l v e h
e v e n g
n i n e i
s i x v e
________________________.
12
2 1
11
2
10
3
9
4
8
7 6 5
Ɖχ˘Ï ‰·Â˘˙‰ ˙‡ ÂÓȇ˙‰
.ƤƌĭûĦï ƍƌŐĂƌ ƌŐħŕů
1. Who is Meg?
a. She is Henry’s sister.
2. What is this?
b. It’s a gift.
3. Who is Henry?
c. He is Lucy’s brother.
4. What is this?
d. She is a princess.
5. Who is Lucy?
e. It’s magic stardust.
6. What is this?
f. It’s a clock.
_______________________.
33
55
Unit
1 Meet Henry and Lucy
Lesson 5
Objectives
New words
arms, big, body, ears, eyes, face, feet/foot, hair, hands, legs, little,
long, mouth, nose, short, small, teeth,
Functional language
describing physical features
Pattern awareness
adjective + noun
Phonics and phonemic
awareness
Rhyming words (in chant)
/th/
Literacy skills
Understanding ID cards
Materials
Word cards: arms, big, ears, eyes, face, feet, foot, hair, hands,
long, monster, mouth, nose, small, short, teeth
Picture cards: big/small, long/short, monster
Do you remember?
Ask: Who did Lucy and Henry meet on the moon? (Princess Meg) What gift did Lucy and Henry
get from Princess Meg? (magic stardust)
1. Listen and Chant
• Play CD Track 12. Have pupils read the text silently, circling the rhyming words.
•
•
•
56
(be, see)
Ask pupils if they know other words that rhyme with be and see. (me, tree, three, we,
see, sea)
Have pupils scan the text to find a word that tells how the twins feel. (happy) Explain in L1
the meaning of the phrase happy as can be.
Tell pupils to read the chant together and say how the twins feel on the moon. (happy)
Unit 1 5
2. Circle and Write
• Draw a stick figure on the board as shown.
•
•
•
•
•
•
Put the word cards on the board and draw lines from them to the features of the stick
figure: arms, ears, eyes, face, feet, foot, hair, hands, mouth, nose, teeth
Explain that the plural of foot is feet, and not the typical addition of the letter s.
Write the words long/short, big/small/little on the board. Explain their meanings
by drawing and comparing long and short noses, and big and small ears.
Explain that little is a synonym for small.
Have pupils look at the pictures and say what numbers they find hidden in the
picture and where they are. (6 – a cloud; 7 – in the trees; 8 – on the butterfly;
9 – Henry’s pajamas; 10 – on the ice-cream; 11 – on Princess Meg’s shoes;
12 – on the monster’s scarf)
Have pupils work in pairs and do the activity. Check the activity orally. Write the numbers
on the board so pupils can check their spelling.
After checking the activity, call on two pupils to come to the front of the class and form a
number with their bodies, while the class tries to guess what the number is.
Meet Henry and Lucy
Lesson
5
ÆÌÈ˘È‚¯Ó ̉ „ˆÈΠÁ¯È‰ ÏÚ ÈÒÂÏ ȯ‰ ÌÈ˘ÂÚ ‰Ó Âς ‡¯È˜
.İħòƖŐġç Őò İðƨ ĿħĤïƌ őĦê ŒæŐïƨ ƪĿĨò ƦŰħġó ƌƕİð ƌŐģĜöîƌƨ ƌƨƈĿíƊ
1. Listen and Chant
12
Henry and Lucy
Are in the air*,
They are happy as can be!
Up and down* and turn around*,
It is fun! You can see!
air = Őã
Ʊ ¯È‡
up and down = Ōģæƈ őïƌƨ őĦêƈ őïƌ ‰ËÓÏ ‰ÏÚÓÏ
turn around = ƤŐä ƖƨĽó ··Â˙Ò‰Ï
2. Circle and Write
34
ƉÂÓ˙· Ìȇ¯ Ì˙‡˘ ÌȯÙÒÓ‰ ÏÎ ˙‡ ÂÙȘ‰
ÆÌÈÏÈÓ· ¯ÙÒÓ‰ ˙‡ ·˙ÈÎ
.ƏİħĦĥà ōíĿïƌ ƌŐõöîƈ .ƎƖŐĝïƌ Œì İĩñƨĿá
Ʋ Œöïƌ ƥİíƖĺƌ ŇĪħã ƌŐğĪäƈ
six
_______________
_______________
_______________
_______________
_______________
_______________
57
3. Read and Choose
• Put the word and picture card of monster on the board. Explain the word in L1, and remind
•
•
•
•
•
pupils that monsters are imaginary and not real. Ask pupils if he looks like a good or bad
monster.
Ask the class questions to describe the monster. E.g. What color is his hair?
Point out the Language Focus box and practice describing nouns with adjectives. In pairs,
have pupils say a sentence using the structure: He has long arms, etc.
Have pupils read the chant silently and underline the word monster.
Have pupils circle the rhyming words (moon, soon). Ask if they know of any other words
that rhyme with moon and soon (balloon, spoon, June, afternoon).
Have pupils individually complete the task. Check pupils' work by drawing a table on the
board. Call on individual pupils to come to the board and fill in the describing word as
below.
1. feet
2. eyes
3. ears
4. legs
5. teeth
6. hair
7. face
yellow
blue
purple
short
big
long
happy
4. Read and Say
• Place the word cards mouth and teeth next to each other on the board. Underline the
letters th and remind pupils that sometimes two letters that go together make a new
sound in English. Practice the th sound. Explain to pupils that they have to stick their
tongues out in order to form this sound properly.
Unit1
3. Read and Choose
5
ÆÁ¯È‰ ÏÚ ¯‚ „ÂÚ ÈÓ Âς ‡¯È˜ Ƈ
. İĞóƈ
ƫ ĿħĤïƌ őĦê Ŏĥûó ŎðƮ ƌŐģĜöîƌƨ ƌƨƈĿíƊ .ƈ
I am a little monster*
I live on the moon.
You will read my story
Very, very soon.
ears
eyes
face
little monster =
ĿĪĢř ƤŐë ‰˘ ˙ˆÏÙÓ
hair
nose
teeth
arms
mouth
body
legs
feet
Ɖ˙‡ ˙¯‡˙Ó˘ ‰ÂÎ‰ ‰ÏÈÓ‰ ˙‡ ÂÙȘ‰Â ‰˘‰ ˙ˆÏÙÓ· Â·˙‰ Æ·
.ŏģĝá Œöïƌ IJùĪùĝïƌ IJħĦĥïƌ ƌŐğĪäƈƨ ĿĪĢĝïƌ ƤŐĢïƌ ƌŐĨġĔ
Ʊ .ƍ
2. It has (black/blue) eyes.
gu
big
small
green
long
happy
sad
short
3. It has (green/purple) ears.
4. It has (long/short) legs.
5. It has (big/small) teeth.
6. It has (long/short) hair.
a g e Fo
c
us
La
n
1. The little monster has (yellow/orange) feet.
arms
feet
hands
mouth
+ monster
boy
girl
7. It has a (happy/sad) face.
big
Osmall
long
O
short
35
58
Unit 1 5
•
•
•
•
•
Have pupils look at the illustration of the monster with three big teeth in his mouth.
Have pupils practice saying the following tongue twister aloud three times quickly: The
monster has three teeth in his mouth.
Have pupils circle the words that contain th in the activity. (three x 3, mouths, teeth,
things, they)
Refer pupils to Let’s Practice, Exercise 2 on page 37. Play Track 13 and have pupils
draw what they hear being described.
Draw two big eyes.
Draw two big ears.
Draw a small mouth.
Draw a small nose.
Draw long hair.
Draw long arms.
Draw short legs.
Have pupils show their drawings to each other.
Sing the song Head, Shoulders, Knees and Toes, having the class follow along with the
gestures.
5. Do and Show - Make an ID Card
• Describe the information found on ID cards: name, age, eye color, description of hair
•
•
color.
Tell pupils to complete their ID cards.
Go over the checklist with pupils.
Meet Henry and Lucy
th
4. Read and Say
Æth ˙ÂÈ˙‡‰ Ô‰· ˙ÂÚÈÙÂÓ˘ ÌÈÏÈÓ‰ ˙‡ ÂÙȘ‰
.th ĐìĿăƌ İĩĪì ĿĩĠó Œöïƌ ƏİħĦĥïƌ ƌŐğĪäƈ
Three monster’s mouths,
Three big white teeth.
Three things to eat,
They all are sweet*.
sweet = i“Î ÌȘÂ˙Ó
¨‰˜È„·‰ ˙ÓÈ˘¯· ¢Ó˙˘‰ ÆÌÎÏ˘ ˙‰ʉ È˯٠˙‡ ÂÓ˘È¯
Æ˙¯‚ÒÓ· ÌÎÓˆÚ ˙‡ ¯ÈȈ ÆÂ˙ÂÓÏ˘· Ú„ÈÓ‰ ˙‡ Ì˙¯ÒÓ˘ ‡„ÂÂÏ È„Î
ŇĪħã ƑƌƖƔƊ Ŏð Ľ ƱîĬöĦï Ńùģïƌ IJħŕİí ƌŐĦħġöæƊ .ōĥöóŐò ŌĪřİģá ƌŐĦøæ
Ʊ
.Ɩİèųƌ Œì ōĥûģñ ƌŐħæƖƈ .IJàŐĦğąƌ ƏİðŐĦġąƌ
5. Do and Show
My name is __________________
I am __________ years old.
I have __________________ eyes.
I have ___________________ hair.
Checklist* - Make an ID Card
Yes
.Œħæƌ ijõöî ÆÈÓ˘ ˙‡ È˙·˙ΠƱ
.ƪĿħê ijõöî ÆÈÏ˘ ÏÈ‚‰ ˙‡ È˙·˙Î Æ≤
ŒƱ ĨƮ Īê ijģřƨ ÆÈÈÚ ˙‡ È˙¯‡È˙ Æ≥
.ƪĿġç ijģřƨ ÆȯÚÈ˘ ˙‡ È˙¯‡È˙ Æ¥
ÆÌÂÏȈ‰ ˙¯‚ÒÓ ÍÂ˙· ÈÏ˘ ÌÂψ˙ È˙ÒΉ Æμ
.ƎƖŐĝïƌ ƖİèƊ ŌåƌƔ ŒáƖŐř ijġŖƨ
36
Checklist = Ńùì IJħŕİí ‰˜È„· ˙ÓÈ˘¯
59
5
Yes
1. wrote my name.
2. wrote my age.
3. described my eyes.
4. described my hair.
5. put a picture of myself in the picture frame.
•
Read out a few of the ID cards without names and have the class guess who it is.
Reflection
Have pupils reflect on the performance task by filling in the checklist.
Ask: Do you know any other stories about monsters? Describe the monsters that you know about
from stories/films.
Topics Covered in Let’s Practice
Body parts
Adjective + noun
Unit1
5
Meet Henry and Lucy
Let’s Practice
3
ÆÌÈÏÈÓ‰ ˜·· ¯ÊÚȉ ÆÛ‚‰ ȘÏÁ ˙ÂÓ˘ ˙‡ ·˙ÈÎ
.ƏİħĦĥïƌ ŋĨõà ƌŐĨĪġöæƊ .ōûĂƌ ƆİĞêƈ Ɔİħæƈ ƌŐõöîƈ
1
Æ˙ÂÂÓ˙‰ „ÈÏ Ô˙‡ ·˙ÈΠB≠Ó ˙Á‡ ‰ÏÈÓ A≠Ó ˙Á‡ ‰ÏÈÓ ˙¯ÈÁ· È“Ú ˙ÂÂÓ˙‰ ˙‡ ¯‡˙
.ƖŐĝïƌ ıñİøà İòŐõöîƌƨ B Ŏð ƎĽäƌƨ IJħĦîƨ A Ŏð ƎĽäƌƨ IJħĦî ƖİĪöåƌ IJğæƌŐà ƖŐĝïƌ ƌŐģř
A
B
1. long
a. arms
2. short
b. ears
3. big
4. small
5. happy
+
c. eyes
d. face
e. feet
f. hair
g. legs
h. mouth
arms ● eyes ● ears ● hair ● legs ● a mouth ● a nose ● teeth
2
13
i. teeth
ÆÛ‚‰ ȘÏÁ ˙‡ ¯ÈȈ ¯Â‡È˙Ï Â·È˘˜‰
.ōûĂƌ ƆİĞêƈ ƌŐħæƖƌƨ ʼnřŐïƌ őïƌ ƌŐġħöæƊ
big
37
60
38
eyes
Unit 1 6
Unit
1 Meet Henry and Lucy
Lesson 6
Objectives
New words
children, shoes, smile, team, win a game
Functional language
Describing an event
Lexical chunks
Believe in yourself
Pattern awareness
Don’t have any…
Literacy skills
Following the sequence of a story
Making inference
Understanding the moral of a story
Phonics and phonemic
awareness
Rhyming words (in chant)
/ea/
Materials
Word and picture cards: children, friends, shoes,
smile, team, win a game
Do you remember?
Ask: Who did Lucy and Henry meet on the moon? (the little monster)
1. Listen and Chant
• Have pupils scan the text to find a word that tells how the monster feels. (sad)
• Tell pupils they will read the chant together to find out why the monster is sad.
• Play CD Track 14 and have pupils read the chant aloud.
• Write the sentence I don't have any friends on the board. Put the picture and word card of
•
•
friends on the board. Explain the meaning of friends in L1. Practice the phrase.
Read the chant with the whole class.
Have pupils complete the sentences individually. Call on pupils to read the completed
sentences. (sad, friends)
2. Read and Listen
• Ask pupils if they like to play sports or watch sports events. Ask them to name their favorite
•
sports player or team.
Tell the following story, while putting the appropriate picture and word cards on the board:
61
•
•
•
•
•
•
•
•
•
Here are some children. They like to play football. They are all on a football team. They
love to win.
Have pupils look at the pictures on page 40 and describe what they see. (E.g. A sad
monster, Princess Meg talking to the sad monster.)
Read aloud the title on page 40. Have pupils read silently frame 1 to find out who the
characters are. (Princess Meg and Little Monster)
Ask why they think Little Monster doesn’t have any friends. Have pupils read frame 2 to
find out. (He is not a good football player. The moon children don’t want to play with him.)
Ask how Princess Meg can help Little Monster. Have pupils read frame 3 to find out. (She
gives him magic stardust.) Ask what she tells Little Monster to do. (Play football every day.
Practice every day.)
Have pupils look at frame 4. Ask: What do the moon children ask Little Monster? (Little
Monster, do you want to play with us?) Refer pupils to the question mark that denotes a
question. Ask pupils to predict what the result will be. Have pupils read frame 5.
Have pupils predict how the moon children will feel. Ask: What will they say to Little
Monster? Have pupils read frame 6 to find the answer.
Ask pupils to predict what Princess Meg will tell Little Monster. Have pupils read frame 7
to find out. Ask how they think Little Monster will react. Have pupils find the answer in
frame 7.
Have pupils predict if Princess Meg will give him more stardust. Have pupils read frame 8
to find out. Read aloud the last lines of the story. Have pupils repeat after you: Believe in
yourself. Discuss in L1 the importance of believing in yourself.
Play CD Track 15 while pupils follow the text.
Unit1
6
Meet Henry and Lucy
Lesson
The Sad Little Monster
6
1. Listen and Chant
ÆÚ„Ó ‰·ÂˆÚ ‡ ‰ÁÕÓ˘ ‰˘‰ ˙ˆÏÙÓ‰ ̇‰ Âς ‡¯È˜
.ƌƕİąƨ Ŏóŀä ƥƈ ƖƨĿûð ĿĪĢĝïƌ ƤŐĢïƌ Ōò ƌŐģĜöîƌƨ ƌƨƈĿíƊ
14
One day, Princess Meg sees a little
monster. The monster is sad.
Why are you sad,
Little Monster?
I'm a sad little monster,
I don't have
any friends.
I don't have any* friends.
Listen to my story,
And see how it ends*.
Why don’t you
have any friends?
Every day* the
moon children
play football. But
I am not a good
football player*.
They don’t want
to play with me.
Can you help me?
I don't have any = ..ƪĽï
Ʊ ĽãŐó ů ÆÆÆÈÏ Ôȇ
ends = ŒĩöĨó ÌÈÈ˙ÒÓ
ÆÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰
.ŌħĂƌ ƌŐĦħîƈ
The little monster is _______________.
It does not have any _______________.
2. Read and Listen
15
Yes. Take this magic stardust.
Æ‰Ï ¯ÊÂÚ ÈÓ ‰·ÂˆÚ ‰˘‰ ˙ˆÏÙÓ‰ ÚÂ„Ó ÂÏ‚ ƯÂÙÈÒÏ Â·È˘˜‰
.ƧĽêİûó Ŏðƨ ĿĪĢĝïƌ ƤŐĢïƌ Ʀŀä ıõæ Őò İð ƌŐģĜöîƊ .IJĝĤïƌ őïƌ ƌŐġħöæƊ
Put it on your feet. Play football
every day. Practice* every day.
The magic stardust will help you.
children
shoes
smile
team
win a game
39
62
40
Little Monster plays football every day.
The moon children see him.
Little Monster, do you want to
play football with us?
Unit 1 6
•
•
•
•
Write the words: Problem and Solution on the board in English and in L1.
Problem
Solution
The little monster is sad and
wants to play football.
Princess Meg gives him
magic stardust and he
practices.
Ask pupils what the problem in the story is and write it in the table as above. Ask what the
solution to the story is. Write the solution in the table as above.
Explain that many stories teach us a lesson or a moral. Elicit from pupils what the moral
of this story is. (The Little Monster CAN play well; He doesn’t need the magic stardust to
help him be a good player; He only needs to continue practicing.)
Have pupils form small groups and read out the parts in the story. Monitor by walking
around the class.
3. Read and Chant
• Ask pupils to share any experiences they have had that are similar to the story, whereby
•
•
they practiced doing something until they did it very well. Discuss the fact that magic
stardust is imaginary and that Little Monster only needed practice and self-confidence.
Read the chant once, explaining the phrase You can be anything you want to be.
Have pupils read the chant aloud as a rap. Have pupils repeat the rap chant after you.
Unit1
Meet Henry and Lucy
6
3. Read and Chant
Little Monster is very happy.
The moon children are very happy, too.
Thank you, Little Monster. We
Believe in yourself!
Believe in yourself!
Believe in yourself!
won* the game. You are the best*
football player on the team!
And you will see,
You can be,
You can be,
We are winning*
the game now.
Anything you want to be!
Yes, Little Monster, you are the
No, Little Monster, you don't
best football player on the team.
need* magic stardust anymore*!
I can go now. Goodbye.
Just believe in yourself*!
1
2
3
ƯÂÙÈÒ· Ô˙¢Á¯˙‰ ¯„Ò ÈÙ–ÏÚ ˙ÂÂÓ˙‰ ˙‡ ¯ÙÒÓ
.IJĝĤïƌ
Œì ƖŐðĺƌ ĿĪæ ıĪáĿá ıûä ƖŐĝïƌ ƌŐħƱíƖ
Ʊ
4. Order
a
1
b
c
e
f
Don't go, Princess
Meg! I want more
magic stardust.
d
every day = İĪðŐó
ÌÂÈÓÂÈ
ƫ
player =ıêů Ô˜Á˘
practice = ƍƲ ƖĽá
Ʊ ÔÓ‡˙˙
winning = Ʀƨŀŕİì ÌÈÁˆÓ
won = İñŀƯì ÂÁˆÈ
the best = Ŏûäĺƌ ·ÂË ÈΉ
you don’t need = IJãİùà Ʈ ijûï Íȯˆ Íȇ
anymore = IJìİŖƊ „ÂÚ
believe in yourself = ŋûģĨà ƢĽř
Ʊ ÍÓˆÚ· ÔÓ‡‰
41
42
63
4. Order
• Have pupils look at the pictures from the story. Describe a picture and have pupils identify
•
•
•
•
it. Encourage pupils to describe a picture and have the class identify it.
Re-tell the story with intentional mistakes, having pupils stop you when you make a
mistake in the sequence of the events of the story.
Have pupils number the pictures independently in the order of the story.
1. b Princess Meg is looking at Little Monster sitting on a bench and crying.
2. d Princess Meg is giving stardust to Little Monster.
3. e The children ask Little Monster to play with them.
4. f Little Monster scores a goal.
5. c The team wins the game.
6. a Princess Meg leaves and tells Little Monster to believe in himself.
Have pupils compare their answers with a pupil sitting next to them.
Invite pupils to act out the story.
5. Read and Say
• Write the letters ea on the board. Tell pupils that when two vowels appear together we
•
•
usually only hear the first vowel and it says its name. Write the words ice-cream, team,
please, and eat on the board, emphasizing the letters ea in a different color. Have pupils
repeat the words after you a few times. Have pupils read the text silently, circling the letters
ea.
Ask pupils for other words they know with the /ea/ sound. (sea, tea, eat, leaf, ear, seal)
Read the chant with the whole class a few times.
ea
Unit1
5. Read and Say
Æea ˙ÂÈ˙‡‰ Ô‰· ˙ÂÚÈÙÂÓ˘ ÌÈÏÈÓ Ú·¯‡ ÂÙȘ‰
.ea ƦİìĿăƌ İĩĪì ĽãŐó ƏİħĦî ŇàƖƈ ƌŐğĪäƈ
6
Thanks Princess Meg,
I’m the best on my team.
Please come back soon,
And we will eat ice-cream!
43
64
Unit 1 6
Refer pupils to Let’s Practice, Exercise 1 on page 44. Have pupils circle the rhyming
words. (1. three/tree 2. sea/see 3. moonbeam/ice-cream 4. green/team 5. please/trees 6.
meet/feet 7. sleep/sheep 8. sweet/eat)
Call on pupils to read the rhyming words to the class.
Write the rhyming pairs on the board so that pupils can check and correct their work.
Have pupils look at the illustration and make suggestions as to what Princess Meg is
saying. Have pupils make suggestions as to what else Little Monster could say to Princess
Meg.
•
•
•
•
Reflection
Tell the class that Little Monster practiced and in the end he played well. Ask: Can you remember
a time when you practiced and tried very hard, and finally succeeded at doing something well?
Do you think you can do anything if you believe in yourself?
Topics Covered in Let’s Practice
Phonics – /ea/ sound
Contents of story
Unit1
Meet Henry and Lucy
Let’s Practice
3
Ɖ¯Â˘ Ïη ˙ÂʯÁ˙Ó˘ ÌÈÏÈÓ‰ È˙˘ ˙‡ Ï‚ÈÚ· ÂÙȘ‰
.Ŀğæ Ōî Œì ĐöĪìİĤöð ĐöħĦî ƎĿŕƌĽà ƌŐğĪäƈƨ ƌƨƈĿíƊ
1
1. two
three
tree
2. sea
say
see
3. moonbeam
ten
ice-cream
4. game
green
team
5. please
trees
eyes
6. meet
feet
face
7. sleep
sit
sheep
8. star
sweet
eat
2
44
ÏΠ·˙ÈÎ Æea ˙ÂÈ˙‡‰ Ô‰· ˙ÂÚÈÙÂÓ˘ ̄˜‰ ÏÈ‚¯˙· ÌÈÏÈÓ‰ ˙‡ ˜Â¯È Ï‚ÈÚ· ÂÙȘ‰
ƉÓȇ˙Ó‰ ‰ÂÓ˙‰ „ÈÏ ‰ÏÈÓ
Ōî ƌŐõöîƈ .ea ĐìĿăƌ İĩĪì ĽãŐó Œöïƌ Ŋàİûïƌ ŎóĿħöïƌ Œì ƏİħĦĥïƌ ƆƌĿĞå ƎĿŕƌĽà ƌŐğĪäƈ
.IJõæİĨąƌ ƎƖŐĝïƌ ıñİøà IJħĦî
6
Æ˙ÂÂÓ˙Ï ÌÈËÙ˘Ó‰ ˙‡ ÂÓȇ˙‰Â ¯ÂÙÈÒ‰ ˙‡ ·Â˘ ‡¯È˜
.ƖŐĝĦï ŌħĂƌ ƌŐħŕůƨ ƩĿåƈ ƎĿð IJĝĤïƌ
ƌƨƈĿíƊ
Ʊ
1. Little Monster is sad.
2. Little Monster puts stardust on his feet.
3. Little Monster plays football everyday.
4. Little Monster wins the game.
a
b
c
d
45
65
Unit
1 Meet Henry and Lucy
Lesson 7
Objectives
New words
angry, flower, near, under
Lexical chunks
It’s time to say goodbye.
Wait and see.
Pattern awareness
Prepositions: in/on/under/near
Phonics and phonemic
awareness
/sh/
Materials
Word and picture cards: angry, flower, in, moon, near, on, under
Do you remember?
Ask: Why was Little Monster sad? (He had no friends, he could not play football well.) How did
Princess Meg help the monster? (She gave him magic stardust and told him to practice.) Did he
really need the magic stardust? (No, he needed to believe in himself.)
Repeat the chant Believe in Yourself from Lesson 6, page 42.
1. Listen and Chant
• Have pupils scan the text to find how many times the word moonbeam appears. (2)
•
•
•
•
Ask pupils why they think this word appears.
Have pupils underline the word time in the text. Read together with them: It's time to say
goodbye. Remind pupils that Henry and Lucy must be back in their room by 11 o’clock.
Play Track 16 and read the chant with the whole class.
Have pupils complete the sentences individually.
Call on individuals to read the full sentences. (1. It's time to say goodbye. 2. Mr. Moon tells
them to find the moonbeam.)
2. Listen and Circle
• Put the preposition picture and word cards on the board: in, on, under and near.
• Practice using these prepositions by placing a pencil in, on, under and near your hand.
Ask pupils: Where is the pencil now? Call on individuals to respond in full sentences: The
pencil is _____ your hand.
• Put the word and picture card of flower on the board.
• Play Soft Voice-Loud Voice Game (Game 5).
- Take the picture card of flower.
- Have one pupil leave the room and wait outside the door. Have pupils make suggestions
66
Unit 1 7
•
•
where to hide the picture card by saying: Let’s hide it near/under/on/in the…
- Explain to the class that when the pupil is far away from the hiding place of the flower
they chant the word flower, flower, flower very quietly. When the pupil comes closer to
where the flower is hidden their voices will get louder. This continues until the flower is
found.
- Have the pupil return to the room and play the game a few times. You can change the
flower card for the picture card of moon, or another vocabulary word that you want
pupils to practice.
Have individual pupils come to the board and draw an item that you dictate to them.
- a flower
- a sheep
- a jeep
- a tree
- a goldfish
- a cow
- a horse
Now invite an individual to draw a magic star according to your instructions. Say: Draw a
star…
- on the flower.
- near the sheep.
- in the jeep.
- under the tree.
- on the goldfish.
- near the cow.
- under the horse.
Meet Henry and Lucy
Lesson
7
1. Listen and Chant
16
ÆÚ„Ó ‡ÂˆÓÏ ÌÈÓ«‡˙‰ ÌÈÎȯˆ ‰Ó ÂÏ‚Â ¯È˘‰ ˙‡ ‡¯È˜
.ƌƕİąƨ ƌĽøó Ʀƈ ĐðƈŐƲ öƮ ïƌ őĦê ıøó ƌƕİð ƌŐģĜöîƌƨ IJĪĨëĺƌ ƌƨƈĿíƊ
Henry and Lucy, it’s time to say goodbye,
Find the moonbeam so you can fly.
Then hop on the moonbeam - one, two, three,
I will visit you soon, wait and see.
Æ¯È˘‰ ÔÓ ÌÈÏÈÓ· ÌÈËÙ˘Ó‰ ˙‡ ÂÓÈÏ˘‰
IJĪĨëĺƌ Ŏð ƏİħĦî IJğæƌŐà ŌħĂƌ ƌŐĦħîƈ
1. It's time to ______________________________________.
2. Mr. Moon tells them to find _________________________.
2. Listen and Circle
angry
flower
O
ÌÒ˜‰ ·ÎÂÎ ˙‡ Ï‚ÈÚ· ÂÙȘ‰Â Â·È˘˜‰
ÆÌ˙È·Ï ÚÈ‚‰Ï ÌÈÓ‡˙Ï ¯ÂÊÚÈ˘
Œöïƌ Ŀùûïƌ IJħÿ ƎĿŕƌĽà ƌŐğĪäƈƨ ƌŐġħöæƊ
.İħĩöĪà őïƌ ƤŐřŐïƌ Œì ĐðƈŐöïƌ Ľêİûá
17
near
O
Ounder
46
67
•
•
•
•
Have pupils look at the picture and say how many magic stars they see. (6)
Tell them they are going to listen to Mr. Moon to find out which magic star will take the twins
home. Put the word and picture card of angry on the board. Tell them that one of the stars
is angry.
Tell pupils that as they listen they are to mark an X on those stars that they should not go
near and circle the magic star that Henry and Lucy will travel on.
Play Track 17 twice.
Listening Comprehension Script
Henry and Lucy listen carefully. Find the magic star. It will help you find a moonbeam to take
you home.
Do not go near the star near the trees. The star near the trees is sleeping.
Do not go near the star in the water. The star in the water is angry.
Do not go near the star on the blue house. The star on the blue house is not a friend.
Do not go near the star under the jeep. The star under the jeep is sad.
Do not go near the star near the horse. The star near the horse cannot help you.
Find the star under the pink flower in the garden. It is a happy star. Hop on it. That star will take
you to a moonbeam. The moonbeam will take you home. Goodbye!
•
Call on an individual pupil to say which star will help the twins to go home. (The one under
the pink flower.)
3. Read and Say
• Write the letters sh on the board. Tell pupils that this letter combination makes the sound /sh/.
• Have pupils underline the letter combination sh in the text.
• Read the chant with the class.
• Ask pupils what other words they know in English with the /sh/ sound. (t-shirt, shine, shelf)
4. Match
• Have pupils look at the pictures.
• Call on an individual to re-tell the events in each picture. (a. Henry and Lucy fly on a
•
•
moonbeam. b. Little Monster wins the football game. c. Princess Meg gives the twins
magic stardust. d. Henry and Lucy meet Mr. Moon.)
Have pupils read the sentences silently and write the number of the picture next to the
sentence it describes. (1. d, 2. c, 3. b, 4. a)
Have pupils compare their answers with a pupil sitting next to them.
5. Read and Chant
• Have pupils read the text silently, circling the word will.
• Ask pupils how many times the word will appears. (3) Ask why they think this word appears
•
•
68
so many times. (The chant will talk about something that will happen soon.)
Have pupils underline the rhyming words. (goodbye, try, why)
Read the chant aloud with the class a few times.
Unit 1 7
Ask pupils what they think will happen in the next unit.
•
Reflection
In pairs, have pupils look back through the unit and find their favorite chant. Have them prepare
gestures to go with their chant. Then ask each group to come to the front of the class and perform
their favorite chant in front of the class.
Topics Covered in Let’s Practice
Phonics – /sh/ sound
Prepositions of place – in/on/near/under
Unit1
s
h
3. Read and Say
7
Meet Henry and Lucy
Æsh ˙ÂÈ˙‡‰ Ô‰· ˙ÂÚÈÙÂÓ˘ ÌÈÏÈÓÏ ˙Á˙Ó Â˜ ÂÁ˙ÈÓ
.sh ĐìĿăƌ İĩĪì ĿĩĠó Œöïƌ ƏİħĦĥïƌ ijĀ İ ƫğå ƌƨĽƱ ð
7
5. Read and Chant
Henry and Lucy,
Let’s not say goodbye.
Soon you will help me - I know you will try,
Fish on a moonbeam
Make a wish!
Let's jump in the sea! Swish, swish, swish!
Fish, fish, fish…How many do you see?
Now let's count them, one, two, three…
I will visit you again and tell you why.
Let’s Practice
Æsh ‡ s ˙¯ÒÁ‰ ˙ÂÈ˙‡‰ ˙‡ ÂÓÈÏ˘‰
.sh ƨƈ s IJĝíİĨïƌ ơƨĿăƌ ƌŐĦħîƈ
1
4. Match
sh
fi___
Æ˙ÂÂÓ˙Ï ÌÈËÙ˘Ó‰ ˙‡ ÂÓȇ˙‰
.ƖŐĝĦï ŌħĂƌ ƌŐħŕů
6
__ ix
___ eep
___elf
__ock__
___oe_
_
2
1. Henry and Lucy meet Mr. Moon.
2. Princess Meg gives the twins magic stardust.
ÆÌÈ·ÎÂÎ‰Ó „Á‡ ÏÎ ‡ˆÓ ÔÎȉ ˙¯‡˙Ó˘ ‰ÏÈÓ‰ ˙‡ ·˙ÈΠƇ
.ƥŐøĨïƌ Ŏð Ľäƌƨ Ōî ƔŐãƨ Ʀİĥð ʼnĝá Œöïƌ IJħĦĥïƌ ƌŐõöîƈ .ƈ
ÆÌÈ·ÎÂÎ‰Ó „Á‡ ÏÎ ‡ˆÓ ÔÎȉ Ìȯ‡˙Ó‰ ÌÈËÙ˘Ó ˙¯·ÁÓ· ·˙Î Æ·
.ƥŐøĨïƌ Ŏð Ľäƌƨ Ōî ĽãƌŐöó Ŏóƈ ʼnĝá ĿöìĽïƌ Œì ƫŰħã ƌŐõöîƈ .ƍ
3. Little Monster wins the football game.
4. Henry and Lucy fly on a moonbeam.
b
a
c
d
47
48
in
Oon
Onear
Ounder
69