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LANGUAGE Web view 2019. 2. 21. · Gingerbread Man.) L. isten! The title. of the story is Gingerbread Man (Ss: The title of the story is Gingerbread Man) *Optional (for . higher level

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Text of LANGUAGE Web view 2019. 2. 21. · Gingerbread Man.) L. isten! The title. of the story is...

Golditwins and the Three Bears

Lesson 1

Pages

Drama Book

Workbook

Book cover, pp. 2-3

pp. 2-3

Objectives

At the end of this lesson, the student will be better able to

1) understand the story elements; characters and settings

2) remember the characters’ names and looks

3) have an interest in the story that they are going to read.

Teaching Materials

Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files

Class Time

50 minutes

Procedure & Teacher Talk

PPT

Warm Up

(6 min.)

1. Greeting (2 min.)

Greet the class and begin with the title song.

T: Hello everyone. Welcome to Ready, Action! Class.

Let’s sing Ready, Action! Song together. Ready?

(Play the song)

T: Are you ready, are you ready? Are you ready to play?

Ss: We are ready! We’re ready! We’re ready to play!

Teacher & Ss: Ready, Action!

2. Warmer: Wake Up (4 min.)

T: When I say “Start,” you find space and walk.

When I say “Stop,” then you stop.

(try and you can add up more instructions.)

Now, when I say “Clap,” you clap your hands.

When I say “Jump,” you jump.

(mix them all to energize your students.)

Main activity

(30 min.)

3. Story element (10 min.)

*Students are not able to understand the concept of characters and setting at once, but it is important to repeat this lesson when starting a new story so that they can catch the idea gradually.

T: We are going to read a new book.

Every story has characters and setting.

Characters are people like you and me and animals. Who is this? (Ss: a girl.)

How about this animal? (Ss: duck.)

How about these? (Ss: bears, boy,...)

Setting is where and when. Like these pictures, it can be a town, a pond, a castle, or a forest.

*If possible, please elicit these words (town, pond, and castle) from students by pointing out. The last page is optional for higher level or older students.

Main Activity

Quiz Time

Ask students if they know the characters, setting, and the title.

T: Who do you see? (Ss: Grandma, Grandpa, Gingerbread Man)

Where are they? (Ss: outside.)

Do you know the title(name) of the story? (Ss: Gingerbread Man.)

Listen! The title of the story is Gingerbread Man

(Ss: The title of the story is Gingerbread Man)

*Optional (for higher level or older students)----------------------------------

Make a story

Who do you see? (Ss: princess, frog prince, ball, pond.)

What do you think will happen? Try to make a story using these

pictures.

4. Jump into the story (20 min.)

T: Let’s look at the book we are going to read this month.

Can you find the title? Point it out with your finger!

(*T’s modeling is required. Show them where the title is.)

How about the characters? Where are they? What about the setting?

T: Look at this page. (pp. 2-3) Wow, there are a lot of characters.

How many characters are here?

Let’s count them together. One, two, three, four, five, six, seven. How many are there? (Ss: seven.)

T: (Showing Goldilocks) What is the color of her hair? (Ss: yellow.) How about the girl’s hair? (Ss: yellow.) Do they look alike or different? (Ss: alike.) Why do you think so? Are they sisters? (Ss: yes.)

T: (Showing Mr. Owl) What is the color of his fur? (Ss: brown) What is he doing? (Ss: He is pointing his fingers.) Do you think he is smart? (Ss: yes.) When can you see owls? Night or day? (Ss: night.)

T: (Showing Papa Bear, Mama Bear, and Baby Bear.) Is he the biggest or the smallest bear in the family? (Ss: biggest.) Who is the smallest bear in the family? (Ss: Baby Bear.)

T: (Showing narrator) What is he wearing? (Ss: ???) It is an overall. He is a narrator. He is a boy and he will tell the story.

Game: Who’s missing?

T: Now we are playing a game called What’s missing, All the characters are here. I will erase one character and you have to find it. Let’s try. Please close your eyes (*T deletes one character.) Open your eyes. What’s missing? (Ss: Goldisocks) Good. (*Finish all three games.)

Optional

If the students belong to a higher level, play “Guess who I am” game. Show them all the characters. Pick one and describe it.

T: This character wears an overall. He is a boy.

(*T does the motion showing student what a narrator does.

Who am I? (Ss: Narrator) That’s right. He is the narrator.

Workbook

(10 min.)

5. Workbook time (10 min.)

Have students open their workbook p.2.

Before Reading

- Characters (p.2)

Go over names one by one and have them match it to the right character. (If they have time, give them color pencils to color the characters.)

- Warm Up: Put on the stickers. (p.3 top)

Show them the Drama book cover again and where the title is. When Ss point out the right one, ask them to remove the “Title” sticker and stick it to the workbook. Also, ask them to name the characters and put the stickers on “Baby Bear” and “Goldilocks.”

-Warm Up: Look and Match. (p.3 Bottom)

Find and match related characters to their items.

Fun 1 (p.24)

When the students finish their workbook and have extra time, get Ss to do it “Fun 1.” They can do it at home, too. Help find Golditwins go to the house.

Wrap-up

(4 min.)

· Ask them if they remember any characters and the title of the story.

· Talk about what characters they like most so far.

Homework: Go over the names of the characters.

Golditwins and the Three Bears

Lesson 2

Pages

Drama Book

Workbook

Book cover, pp. 4-5

pp. 4-5

Objectives

At the end of this lesson, the student will be better able to

1) learn new vocabulary words with ease.

2) express their thoughts and opinions with gestures.

3) predict what is going to happen in the story

Teaching Materials

Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files

Class Time

50 minutes

Procedure & Teacher Talk

PPT

Warm Up

(6 min.)

1. Greeting (2 min.)

Greet the class and begin with the title song.

T: Hello everyone. Welcome to Ready, Action! Class.

Let’s sing Ready, Action! Song together. Ready?

(Play the song)

T: Are you ready, are you ready? Are you ready to play?

Ss: We are ready! We’re ready! We’re ready to play!

Teacher & Ss: Ready, Action!

2. Warmer: Imagine (4 min.)

T: Imagine that you were a bear in the story. Do you know how bears walks? How do they eat? (*Model bear walking and eating to Ss.)

When I say “Walk,” you walk like a bear.

When I say “eat,” you eat like a bear.

When I say “stop,” then you stop.

(*You can add more instructions)

Now when I say “roar,” you roar like a bear.

When I say “dance,” you dance like a bear.

(mix up the commands to energize your students.)

Main activity

(30 min.)

3. Review (2 min.)

T: Do you remember what we learned last time?

What is the title of the story? (Ss: Golditwins and the three bears.)

Who are the characters? (Ss: Goldilocks, Goldisocks, Mr. Owl, …)

Where does the story take place? Is it in a city? Is it in a house? (Ss: house.)

4. Words (4 min.)

T: Let’s look at some words from the book. Who are they? (Ss: family.) Yes, what is the first letter of the word “family”? (Ss: F.) What sound does F make? (Ss: fff) How many syllables are there? (Ss: …) Let’s count it by clapping. Are you ready? Family 3 syllables.

Main Activity

T: What are they doing? (Ss: walking.) Yes, what is the first letter of the word “walk”? (Ss: wwww) How many syllables are there? (Ss: 1) Let’s check. Are you ready? Walk 1 syllable.

T: What do you call brothers or sisters who are look exactly same? (Ss: twins) Good. What is the first letter of the word “twins”? (Ss: tttt) How many syllables are there? (Ss: 1) Are you sure? Twins 1 syllable. Wow!

T: What is it? (Ss: home) What is the first letter of the word “home”? (Ss: hhhh) How many syllables are there?

(Ss: 1) Home, 1 syllable! Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

*Optional (for higher level or older students)----------------------------------

Ask them about twins. Ask them to think of anyone they know are twins.

T: Do you know anyone who are twins?

5. Jump into the story (24 min)

Picture Walk

(p.4-5)

T: Look at the picture. Who can you see? (Ss: Papa Bear, Mama bear and Baby Bear) Where are they? (Ss: at the house.) What are they doing? (Ss: They are going for a walk.) What is on the table? (Ss: soup.) What is Mr. Owl doing? (Ss: he is sitting on a tree.)

Read and Sing

(pp.4-5)

1st Reading: Teacher reads each line and Ss point to each line while listening.

2nd Reading: Teacher reads line by line and Ss repeat after Teacher.

3rd Reading: Get Ss to read by themselves.

4th Reading: Divide students into four groups

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