Think Plus 1-Teacher's Guide, Unit Test, Achievement Test

8/17/2019 Think Plus 1-Teacher's Guide, Unit Test, Achievement Test

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Lay out the flashcards at the board at the front

of the room for the students to see. Talk aboutthe alphabet.

Teacher: Who can tell me what these are called

that is on the board?Students: ABCTeacher: That’s right! Are the letters big or

small?Students: Big!

Teacher: Very Good! There are called upper-case alphabets or we can also call them “ Big ” letters.

Encourage the students to talk about their ideas

on the alphabet and ask them questions.

Tell the students open their books to page 7 andtalk about the picture. Encourage the students toshout out what they see.

Teacher: What are some things that you see?Students: Many cars, Letters etc

Teacher: Very Good! Yes, there are many carsand on the cars there are letters. Do you guysknow what the letters are called?Students: ABCsTeachers: Good! That ’ s what we are going tolearn about ABCs or the alphabet.

Play the “Alphabet Song” (Page 7, Track 02~03).

Students should listen to the song about twotimes then have them listen to the MR and singalong with the song. You can also divide theminto teams and have them come up to the front

of the class and sing the song. Students can votewhich team sang the song the best.

Listen and Point

For this exercise, students listen and point to theletter that has been said. Instruct the students touse their book to point the letter.

Teacher: point to the letter P!(Students should be pointing the letter P in their

books).Teacher: Good! How about the letter S?

*ABC song

ABCDEFGHIJKLMNOPQRSTUVWXY and ZNow I know my ABCsNext time won't you sing with me?

Vocabulary: upper-case ABCs

Materials: audio CD track 02~03,alphabet flashcards, scissors, crayonsand elastic bands or paper clips

Unit 1: Alphabet Upper-Case

Warm Up

Open Your Book: A. Sing along

Listen and Point

AudioScri t

Lesson 1: (Sing Along)


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It can get a little easy after awhile so to make ita little more difficult you can have them guessthe letter after. You can have the students raisetheir hands or just randomly choose one studentto answer.

Teacher: Who can tell me which letter comesafter the letter H? A Student: The letter I!Teacher: Good! What comes after the letter T?

A Student: The letter U!Keep repeating the exercise until all of the

students have had a chance to answer a questionat least once.

*Alphabet Soup Give each student an alphabet flashcard andhave them skip around the room to the 'ABC

Song'. Stop the music at random and have thestudents rush to line up in order, e.g. A-K.

Instruct the students to open their workbooks to page 5. Explain how to do the exercises. Havethem try it out first then help them out to

complete the page. Make sure to check that theyare doing the exercises correctly.

Assign page 5 as their homework. Make sure toexplain the exercises fully so they understandhow to do it at home.

Instruct the students that they need to cut out the

upper-case alphabet flashcards on pages 5 and 7for homework. Let them know that if they need

help with cutting, they can ask their parents.Explain to them that the flashcards will be used

in lesson 2, so they must remember to bringthem to class.

Extra

Workbook

Making Flashcards:

Activity Book

Homework Book


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Divide and line up the students into two teams.Divide the board into two halves and have one

student from each team run to the board, write'A', then run to the back of the line. The nextstudent writes 'B', etc. The first team to finish

wins

Tell the students to open their books to page 8.They should also have their pencils and erasersready.

Before starting the exercise A, ask themquestions about what they see in the picture.

Teacher: What are some things that you guys seein the picture?Students: ABCs, balloons, big letters etc.Teacher: What is different about the letters?Students: Some letters are not there.Teacher: Good. So now we are going to use our

pencils to write the missing letters. Let ’ s see if you guys can find and write all of the missingletters!

When all of the students have finished the

exercise, check their books and go over them.

The caterpillar has some letter missing. Explain

to the students that they need to fill in thealphabets between M and S. You can worktogether as a class, as it can be little difficult forthem to finish on their own.

Teacher: Let ’ s do exercise C. The lettersbetween M and S is missing. Let ’ s sing thealphabet song to refresh our memory.(Students singing the alphabet song out loud)Teacher: Good! As you sing, you can fill in themissing letters that aren’ t there.

When all of the students have finished theexercise, check their books and go over them.

Vocabulary: upper-case letters

Materials: alphabet flashcards

Warm Up

Open Your Book: Word Time

B. Look and write the missingletters.

C. Finish the alphabet.

Lesson 2: (Words Time)


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Prepare pictures for each letter of the alphabetand display them on the board. Make sure tofind pictures that they will learn as a vocabulary

like L for Lion, K for Kite, P for Pea, D for Dog,B for Bee, H for Hat, F for Flower and N for Nut. Talk about the different pictures with thestudents. You can also cover up the picture and just show the letter that it begins with to have

them guess the letter or visa versa cover up theletter and show the picture to have them guesswhich letter the picture begins with.

Teacher: Point to a picture and ask the students.“Who can tell me which letter a pea starts with?Students: It starts with the letter P!

Teacher: Very good! What about a Dog? Whatletter does a dog start with?

Student: A letter D!

Then you can switch it up by covering up the

letters and asking them which what it could be.

Teacher: Ok, let ’ s make it little more difficult.Which animal starts with the letter B?Students: A Bee!Teacher: You guys are fantastic! Then whichanimal starts with a letter F?

Student: A Flower !

Explain to the students that as they are listeningto the CD, instruct them to listen carefully sothat they can circle the correct picture.

Vocabulary: dog, kite, lion, nut, pea,bee, hat, flower, upper-case letters

Materials: audio CD track 04, picturesfor each letters, upper-case flashcards

1. I am a lion. I begin with the letter L.2. This is a hat. Hat begins with the letter H.3. I am a bee. I begin with the letter B.4. This is a kite. Kite begins with the letter K.5. I am a dog. I begin with the letter D.

Warm Up

Open Your Book: Practice Time

D. Listen and circle. (page 9, track 04)

Audio Script

Lesson 3: (Practice Time)


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Teacher: Which picture did you circle?Students: A LionTeacher: That ’ s right! And what letter does lionbegin with?Students: the letter L

Check the students’ books to make sure that theycompleted the exercise correctly. You can alsoreview the letters and the animals that are notcircled

Explain to the students that for this exercise,

they are going to trace the beginning letters ofeach word.

Teacher: Nut starts with what letter?Students: N!Teacher: That ’ s right! Nut starts with the letter N.Teacher: What letter does Hat start with?

You can have some of the students read thewords, if they can read the words. Make sure tocheck the students’ books to see how they are

doing.

*Memory GamePlay the memory game with the class using the

animals they have learned. Have every studentin the class stand up. You can do rock, scissor, paper to decide who will go first. That student

chooses a letter and a word that starts with thatletter, for example, “M for Monkey.” Next

student repeats what the previous student has

said then adds his or her own letter and a word,M for Monkey, H for House. Keep playing inthis manner. If a student makes a mistake orforgets the order, that student must sit down.

You can also play charades with your class. One

student stands in the front of the class. Showthat student a picture of an animal. The studentthen acts out that animal. The rest of thestudents try to guess which animal the student isacting out. They must guess both the animal andthe letter that it begins with.

Instruct the students to open their workbooks to

page 7. Explain how to do the exercises. Havethem try it out first then help them out tocomplete the page. Make sure to check that theyare doing the exercises correctly.


E. Read and trace the letters.

Extra

Workbook

Homework Book


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Write the alphabet on the board with missingletters. This will be a review of what they havelearned so far, for example, A_CDE_G_I. Pick astudent to answer which letter is missing. Thenhave them answer which animal that letter

begins with.

Teacher: What letter is missing? A Student: The letter BTeacher: Good! What animal starts with the

letter B? A Student: A bee!

Instruct the students to open their books to page10.

Have the students follow the letters inalphabetical order and guide the sheep back tohis home.

Teacher: Let ’ s take a look at page 10. The sheephas lost its way back to his barn. You are going

to follow the letters in alphabetical order and

guide the sheep back to his home.

Check the students’ books if they are doing the

exercise correctly. To make it a little more fun,you can have a competition to see who canguide the sheep to his barn the fastest.

Write one letter if the alphabet on a piece of

construction paper. You can play with all 26letters or choose the letters that students need to practice with. Place the alphabet cards on thefloor, forming a circle. Play the ABC song

(Track 02) while the students step on eachalphabet. (You might have to divide the studentsinto two groups depending on the size of theclass.) When the music stops, the students freezein place and say the name of the letter that theyare standing on. Remove that letter and continue playing until only one letter remains.


Materials: construction paper, scissors,

crayon, audio CD track 02

Warm Up

Activity: A

*Guide the Sheep to its barn !

Activity: B

Lesson 4: (Game Time)

*Alphabet March


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*Pair Up Game

When you have time left from the class, instructthe students to get their flashcards. Tell thestudent to pair up with someone and mix theirflashcards together. After mixing them up, tellthem to put the cards in neat rows so that theycan play the game. They should take turnsflipping over the cards so that they can find a

match. The student with the most pair wins thegame.


page 8. Explain how to do the exercises. Havethem try it out first then help them out to


Assign page 8 as their homework. Make sure to

explain the exercises fully so they understandhow to do it at home.

Workbook

Extra

Homework Book


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Now that the students are familiar with upper-case letters, explain to them that there is also

lower-case letter. On the board, you can write

both upper-case letter and them write the lower-case letter next to it.

Teacher: What is the first letter of the alphabet?Students: A!Teacher: Very Good! (Write the upper-caseletter “ A” on the board. Next to the big “ A” youcan write the small “a” ) what is next to the big

A?Students: Small a!!Teacher: Yes, it’s a small a.

You don’t have to write all of the lower-caseletters on the board since they will be learningthem in their books.

Tell your students to open their books to page 11.Talk about the picture with the class.

Teacher: Let ’ s look the picture. What you guys see?

Students: A train with letters!Teacher: Good! Are they big or small letters?Student: Small letters!

Play the “Alphabet Chant” (Page 11, Track05~06).

You can play the chant couple times so that

students can follow along. Students shouldlisten to the chant about two times then have

them listen to the MR and sing along with thesong. To make it fun, divide the class into twogroups and the group can take turns chanting.

For this exercise you are going to have thestudents listen and point to the letters from their books.

Teacher: point to the letter f!(Students should be pointing to the letter f intheir books).Teacher: Good! How about the letter d?

Vocabulary: lower-case letters

Materials: audio CD track 05~06

Unit 2: Alphabet Lower-Case

Warm Up

Open Your Book: A. Chant along

Listen and Point

*abc Chant

abcdefghijklmnopqrstuvwxy and zNow I know my abc’s Next time won’t you sing with me?

Audio Scri t

Lesson 1: (Chant Along)


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To make it more interesting, you can write the big letters on the board and tell the students tofind the matching small letter.

Teacher: (writes big B on the board) what letter

is this?Students: it’s a letter B!Teacher: Good! This is a big B. Can you guys point to the small B in your books?(Students should be pointing to the lower-case b

in their books)

*Matching LetterTwo students will come up to the board (or you

can have all of the students come up if the classis small) Give each student a marker. First, youshould write an upper-case letter on the board sothey can all see it. The students must then writethe matching lower-case letter. The fasteststudent gets a point.





lower-case alphabet flashcards on pages 9 and11 for homework. Let them know that if they

need help with cutting, they can ask their parents. Explain to them that the flashcards will be used in lesson 2, so they must remember to bring them to class.

Workbook

Extra

Making Flashcards: Activity Book

Homework Book


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*Sing Your LetterAs the students are walking in to the class, passout a set of lower case alphabet flashcardsrandomly to the students until they are all gone.Let them know that they are going to sing thealphabet song with the flashcards. They will be

responsible for singing the letters that they have.Tell them that they need to listen carefully, sothat they can be ready for their part. It might beslow at first, but play the game couple times andthey should improve.

Tell the students to open their books to page 12.Instruct the students to have pencils and erasersready.

For this exercise, explain to the students thatthey are going to match up the train with theupper-case letter to the lower-case letter trains.This should be a simple exercise but to getstarted, help the students with the first one.

Teacher: Can you guys tell me what you see inthe picture?Student: Train with big letters and small letter!Teacher: Very good! It ’ s a train with big and small letters.

Instruct the students that, by drawing a line, theyneed to match the upper-case letters with the

lower-case letters. To get started, help thestudents with the first one.

Teacher: (pointing to the upper case A) what isthis letter?Students: It’ s a big A!Teacher: Good! Can you guys find the small Ain the picture?Students: (They should point or say where it is)Teacher: Very good! Now draw a line from big Ato small A.

Give the students few minutes to finish theexercise. Then check and go over the exercisewith them.

Explain to the students how to do exercise C.Instruct them to look at the upper-case letter.Tell them that they need to find the correctlower-case letter of that upper-case letter. To getstarted, you can help them with the first one.


Materials: alphabet flashcards

Warm Up


B. Make a match.

C. Circle the correct lower case letter.

Lesson 2: (Words Time)


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Teacher: What letter is in the first box?Students: It‘s the letter Q!Teacher: Is it big or small?Students: It’s big!Teacher: Good! Can you guys tell me which

small letter do you think is the letter Q?Students: (They should be pointing to a letter.)

Have them finish up and check their answers bygoing over the exercise with them.

*Letter SandwichDivide the class into two teams. One student

from each team stands up. You pick a randomcard and hold it up for them to see. The studentsmust say the previous letter, the letter thatyou’re holding and the following letter. Make a

time limit that is reasonable, so that everystudent has a chance to play and also to make it

a little challenging. The student who says itcorrectly first, gets the point. The team with themost points wins.

Teacher: (holds up the letter x)

Student A: w,x,y / u,x,y

Teacher: That’s correct! Good job! Team A getsa point. / No, I ’ m sorry. That is not correct, next students.

Instruct the students to open their workbooks to page 10. Explain how to do the exercises. Havethem try it out first then help them out tocomplete the page. Make sure to check that theyare doing the exercises correctly.

Assign page 10 as their homework. Make sure

to explain the exercises fully so they understandhow to do it at home.

Workbook

Extra

Homework Book


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Before students come into class, tape either theupper-case or the lower-case flash cards on the board. You can either pick someone randomly orask the class if there is someone that would liketo go first. Only have one student come up at a

time. Show the student the upper-case or thelower-case letter alphabet card. They have tofind the matching upper or lower case card.After they have found it, they can take it back totheir desk. After you’ve gone through the

whole alphabet, have all the students stand up.Instruct them to put the alphabet in the rightorder from A~Z. Tell the students to worktogether since it will take some cooperation ontheir part.

Tell the students to open their books to page 13.Instruct them to have their pencils and erasersready.

For this exercise, they are connecting the dots inalphabetical order. To get started, you can firstgo over the alphabets with them to help them getthrough the exercise easier.

Teacher: Let’s look at this page. What do you guys think it is?Students: A bird / big birdTeacher: Yes! It is a bird. It ’ s called a peacock. But it seems like the peacock is missing its tail

so we are going to help draw it by connectingthe dots in a-b-c order.


Materials: upper-case and lower-case alphabet flashcards

Warm Up

O en Your Book: Practice Time

D. Connect the dots in a-b-c order.



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*Find the Alphabet!

Tape the flash cards on the board. Students needto reach for it so don’t tape it too high. Dividethe class into two teams. Then you would callout a random letter and the two students wouldrun to the board to find the letter. The studentthat got there first, will take the letter off fromthe board and he/she wins a point for their team.

To make it more challenging, mix lower-caseand the upper-case alphabet letters on the board.Having more than two teams can make it a littlemore fun and challenging also.



Workbook

Extra

Homework Book


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By this time, students should be familiar with

both upper-case and lower-case letters. You cando a simple review with the Alphabet Song (CD

track 02) and the Alphabet Chant (CD track 05)with the class.


Tell the students to pick their favorite color.Explain to the class that they are only coloringthe letter U. You can write it on the board so thatthe students can see it. After they have finishedcoloring, you can walk around and check to seethat they have all done it correctly. For the next part, they need to write a word starting with the

letter that they have just found. You can dothis together with the class.

Teacher: Has everyone finished coloring?Students: Yes

Teacher: So what is the letter that you guys found?

Make sure to write the word on the board so thatthe class can see it and write it down in their books.

This is played the same way as the original Tic-Tac-Toe except you won’t be using X’s and O’s.

Instead of X’s and O’s, you can have thestudents play the game with lower-case B’s andD’s since they look similar, some students havehard time telling them apart. This exercise is tohelp them identify the lower-case letters so ifyou feel that there are some lower-case lettersthat the students need to practice, you can play

this game with those letters also.


Materials: audio CD track 02 andtrack 05, crayons, Tic-Tac-Toe gamesheets, stop watch

Warm Up

Activity: A

*Color the letter U’s that you cansee identify the letter that shows

up !

Activity: B


*Alphabet Tic-Tac-Toe


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*Beat the Clock

For this game, students will be timed as the raceto put the letters in alphabetical order. You candivide them into two teams, team A and team B.They are going to race each other to see whocan be the fastest at putting the letters back inorder. You will need a stop watch. Also record

each team’s time so that the next group can bemotivated to beat the previous time. Add all of

the times together. The team with the fastesttime wins the games.


Assign page 12 as their homework. Make sureto explain the exercises fully so they understandhow to do it at home.

Workbook

Extra

Homework Book


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Find pictures for each weather vocabulary

words that you will teach for the lesson. You cantape it on the board. As students come into classand get sited, you can ask them how the weatheris outside. You can also ask them what theythink the weather will be like the next day. Thenyou can point to each picture from the board andask them if they know the name of the weather.Write down the vocabulary words under the picture.

Teacher: What is the weather like outside today?Students: It ’ s sunny / cold / rainingTeacher: What do you think the weather will betomorrow?Students: The same / warm / raining

Teacher: I see. Let ’ s see who is going to be righttomorrow. Now look at the board. Who can tell

me what is the name of this weather?Students: It ’ s snow! / cold / hot

Tell the students to open their books to page 15and talk about the pictures.

Teacher: What do you guys see in this page?Students: There is snow. / There is sun. / A boy isin a plane.Teacher: good! What about the weather? How isthe weather in the first picture?Students: It is hot. / It is sunny.Teacher: Very good! The boy feels hot becauseit’s sunny.

Play “How’s the Weather?” song (Page 15,Track 07~08).

You can replay the song again and have them

repeat the song. Pause after each phrase so thatthe students have a chance to repeat after it.Practice until you feel that they are ready to singalong to it. Play the MR and have the studentssing with out the words. You can make it morefun by dividing the class into small groups ofthree or four. Have them practice a little more.Then you can call on each group to come up tothe front of the class and sing along to the songwithout making a mistake. You can award them points or have the class vote on which groupsang the song the best.

Vocabulary: weather, rainy, cloudy,sunny, snowy, windy, foggy, hot, cold

Materials: audio CD track 07~08, picture of different weathers

Unit 3:It’s Hot and Sunny

*How’s the Weather?

How’s the weather? It’s sunny. How’s the weather? It’s cloudy. How’s the weather? It’s rainy. How’s the weather? It’s snowy.

Warm Up


Audio Scri t



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For this exercise, students will have a chance to build their vocabularies by listening and

speaking to you and to each other about theweather. If you need, you can use the picture on page 15 as a starter.

Teacher: Look at the boy that’s making the

snowman. Do you think he likes the snow?Students: Yes, because he is smiling. / He looks

happy.Teacher: How about you guys? Do you guys likethe snow?

Students: Yes, it ’ s fun. /No, it’s too cold.

Teacher: Where do you guys think the raincomes from?

You can also talk about the things that peopleneed in different weathers, like umbrella, boots,gloves etc. You can also choose one student totalk about a picture or about their favoriteweather.

*Whispering Game

Divide the class into two teams. Have them sitin a row. You are then going to whisper a shortand a simple sentence to the last students of theeach row. When you shout “GO!” the studentsare going to lean forward and whisper thesentence to the students in front of them. Bothrows will keep passing on the sentence until itgets to the front of the row. Then the student

who shouts the sentence correctly gets the pointfor their team.



Assign page 13 as their homework. Make sureto explain the exercises fully so they understand

how to do it at home.


weather flashcards on page 13 for homework.Let them know that if they need help withcutting, they can ask their parents. Explain tothem that the flashcards will be used in lesson 2,so they must remember to bring them to class.

Workbook

Listen and Speak

Extra


Homework Book


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You can go over lesson 1 and review using thevocabularies that they have learned. You cantalk about the weather outside and do a

comparison with the weather from the previous

day. You can also quiz them using the picturesfrom lesson 1. Choose a random student and seeif they can say what kind of weather it is.

Teacher: How is the weather today?Students: It is cold!Teacher: What about yesterday? Do you guysthink it was the same as yesterday?

Students: Yes!Teacher: I see. Before we start we are going tohave a little quiz. Who can tell me what kind ofweather this is? How about Sarah?

Have the students open their books to page 16.Make sure they have their pencils and erasersready.

First read the vocabulary words with the class.

Read it two or three times so that they can practice pronouncing the words. Then listen tothe audio. Have them listen and repeat the wordswith the audio.

Teacher: Ok. Now we are going to practice saying all these weathers. We are going to readit together. Are you guys ready? Go!Students: Sunny, cloudy, rainy…

After the students are familiar with the

vocabulary words, tell them to do exercise C.This is a simple activity so the students shouldnot have too much trouble doing it. But to startthem off, you can do the first one with the class.

Teacher: Let’s look at the first picture. Who cantell me what is in the picture?Student A: There is a sun and a boy is looking atthe sun.

Teacher: Very good. What do you think theweather is like?Students: Hot!Teacher: Good! Now draw a line to the word“hot .”


Materials: audio CD track 09,weather flashcards

Warm Up


B. Listen and repeat.(page 16, track 09)

sunny (x2), cloudy (x2), rainy (x2),windy (x2), snowy (x2), foggy (x2),hot (x2), cold (x2)

C. Look and match.

Audio Scri t

Lesson 2: (Word Time)


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Have the students finish up the exercise andthen go over it with them. If there is a word thatmajority of the students are having trouble with,make sure to go over the word or words withthem so that students can practice the words

more.

*Weather ScrambleYou can divide the class into two groups. Have

them take out their flashcards. On the board youare going to write down one of their weathervocabulary words in scrambles. Get the groupsto discuss what the word might be. A studentthat takes the correct flashcard and brings it up

to the board wins the games. Give them a timelimit so that the game can go smoothly and alsoto give every student a chance to play.

.



Extra

Workbook

Homework Book


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Using their flashcards, you can do a quickreview of the weather vocabulary words. Tell

the students to lay their flashcards on their desk.

Call out any of the weather vocabulary wordsthat they have learned. The students should holdup the matching card.

Teacher: Ok class, take out your flashcards. Weare going to do a quick review of the weathervocabulary words. When I say a word, you are going to look for the matching card and hold it

up in the air. Ready? Snowy!Students: (Should be holding the matching cardup in the air.)

You can have a student call out a word also. Youcan choose or ask for volunteers. It’s a greatway to practice to saying the words.

Tell the students to open to page 17 of their books. Make sure they have their pencils anderasers ready.

For this exercise, the students are going to listento the audio and number the weathers in order.You can do this exercise together or let them doit on their own and then go over it again with theclass.

Instruct the students that for this exercise, theyare first going to read then trace the word. Firstask for volunteers to read the sentence then havethe whole class read the sentence together.

Teacher: Who can read no.1?Student A: It ’ s foggy.Teacher: Very good! Let ’ s have everyone say it

together. Ready?Students: It ’ s foggy.Teacher: Now you guys can trace the word.


Materials : audio CD track 10, weatherflashcards

Warm Up


D. Listen and write the numbersin the boxes.(page 17, track 10) E. Write and say.

No.1. It’s snowy No.2. It’s hot No.3. It’s rainy No.4. It’s sunny

AudioScri t



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*True or FalseThis is a simple game to play with the class.Have them stand in the middle of the class in a

line. Let the students know that one side is trueand the other side is false. From the weatherflashcards, you are going to choose a randomcard and hold it up so that the students can see it.Then you are going to either call out what iswritten on the card or call out a different name.For example, if you chose a card that says rainy,then you can call out rainy to make it true or youcan call foggy instead of rainy and make it false.If you say rainy the students should jump to thetrue side but if you say foggy instead of rainythen the students should jump to false side.


Have the student get into groups of 2~4. Giveeach group a dice and coins. They can also usethings that they have (lid of a pen, eraser etc) astheir place makers. Before they start explain

how the games is played. First they should dorock paper scissor to determine who will go first.Then the first player rolls the dice and movestheir piece. If they land on a picture of weather,they need to say the name of that weather (if it isa picture of rainy, then the student need sayrainy out loud.) Second and third players play

the same way also. The player who gets to thefinish line first wins the game.

Instruct the students to take out their activity

books. Each student needs a pair of scissors, a paper fastener and crayons. Before they cut outtheir weather wheels, instruct them to color thewheel first. After they have finished coloring,they should raise their hands for scissors. They

should cut out the wheel and the arrow. Havethem raise their hands when they have finishedcutting the wheel and the arrow. You can thenattach the paper fastener. When the studentshave finished making the weather wheel, havethem get into groups of threes. In groups, theyare going to talk about what kinds of things they

can wear and different activities that can be played during that weather. They can also talkabout how the characteristics of the changes.


Materials : weather flashcards, dices,coins, scissors, crayons, paperfasteners


Warm Up

Activity: A

Activity: B

*Weather Game

*Activity Book: Make WeatherWheel (page 15)


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*Be a Weather Forecaster

Tell the student to get into groups of four. Twostudents are going to be script writers and theother two students are the forecasters. You canhave them do a weather forecast in differentcities, current day etc. The forecasters are goingto stand in front of the class and read theirweather news. After all of the groups have gone,

you can have them vote which weather newswas the best.




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You can get the students warmed up by havingthem count the objects. You can either bring 10items or find 10 items around the classroom. Ifyou want you can also bring candies. You canstart this exercise by asking the students to helpyou count the items.

Tell the students to open to page 19 of their books and talk about the picture.

Teacher: What do you guys see in the picture?Students: Monkeys!Teacher: Good. What are they doing on the bed?Students: They are jumping.Teacher: How many monkeys are jumping onthe bed? Can you guys count the monkeys?Students: One, two, three, four!

Read the song together first then have them

listen to the audio. This song is a little different because every time a monkey falls off the bed,the number changes (five, four, three, two, andone). Let the students know that the number ofmonkeys will change as they fall of the bed.First have the students listen to the song without pausing. Then replay the song again and pauseafter each phrase and have the students repeatthe phrase. After practicing the song couple

times, you can have them listen to the MR andsing along to the song.

Play “Five Little Monkeys” (Page 19, Track11~12).

Vocabulary: one, two, three, four,five, six, seven, eight, nine, ten

Materials : audio CD track 11~12,number cards, counting objects

Unit 4:Five Little Monkeys


Warm Up


*Five Little Monkeys

Five little monkeys jumping on the bed.One fell off and bumped his head. Mama

called the doctor and the doctor said, “Nomore monkeys jumping on the bed.”

2. Four 3. Three 4. Two 5. One

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*Number Race

Divide the students into two groups. You aregoing to have two sets of number cards scatteredon two separate desks. When you call out anumber, the two students who are going firstwill run to the desks and look for that number.When they have found that number they aregoing to run back to their group and hold it up infront of them. The student who brought back thecorrect number gets a point for their team.

Instruct the students to open their workbooks to page 17. Explain how to do the exercises. Havethem try it out first then help them out tocomplete the page. Make sure to check that they

are doing the exercises correctly.



. Instruct the students that they need to cut out the

number flashcards on pages 17 and 19 forhomework. Let them know that if they need helpwith cutting, they can ask their parents. Explainto them that the flashcards will be used in lesson2, so they must remember to bring them to class

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On the board write down the name of an objectand how many there are. Have at least fivedifferent objects on the board with any number

from one to ten. For example, three black pen,

two erasers, four pencils etc. As students arecoming into the class, instruct them to startfinding those objects with that amount ofnumber. Don’t give them too much time, justenough so that everyone would be able to findthose items. When a student thinks he or she haseverything in the correct amount, have him orher raise her hand. You can walk over to see if

they got it correct. Give them a candy as areward for getting it correct.

Teacher: Ok class, look at the board and start

looking for those items. Just find one of thoseitems that are written on the board. Who ever gets it correct will get a piece of candy.


Play the audio. Have the students listen and thenrepeat after the speaker. Practice pronouncingthe numbers with the audio two or three times.When you feel that they are ready, have the classread the numbers without the audio. If they arehaving trouble pronouncing a certain word

repeat the word several times.

This exercise is pretty simple. Explain to thestudents that they are going to count how manyitems are drawn on the picture. Then they aregoing to find the number that is written out inwords. For example, the picture has two applesthen the students are going to match it with theword TWO.

Vocabulary: one, two, three, four, five,six, seven, eight, nine, ten

Materials : audio CD track 13, numberflashcards


Warm Up


B. Listen and repeat.

one one two twothree three four fourfive five six sixseven seven eight eightnine nine ten ten

Audio Script

C. Look and match.


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*Pigeon GameFor this game you need a large space sincestudents will be moving around a lot. Tell thestudents to line up facing the board and havethem close their eyes. Pin a number on the backof each student’s shirt. Make sure none of thestudents are looking at other students’ numbers.

When you say Go, the students must try to findthe number of the other student while keepingtheir numbers a secret. If a student has found outthe number of their friend, they need to call outthe friend’s name and his or her number (Sarah

is number 3). The student that got caught mustsit down for the remainder of the game. Astudent, who is still standing, wins the game.



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Instruct the students to take their number flashcards out. Tell them to mix them up thoroughly.

They should not have any cards in an order.

Explain to them that this is to see who can putthe cards in order the fastest. Let them knowthat as soon as they have finished putting thecards in order, to raise their hands.

Teacher: Take you number flashcards out. Mixthem well. No numbers should be in an order. Iwill walk around to see if you guys are mixing

the cards well. Is everyone ready? Ok, ready setGO!


For this exercise, students are going to listen tothe audio and write down the number for each

picture. For example, if the speaker says fivecars, then in the box students should write thenumber five in the box with the cars. You can pause after a phrase to see if students were paying attention.

Check and go over the exercise with the class.


Materials : audio CD track 14, numberflashcards


Warm Up


D. Listen and Write the number

in the box. (page 21, track 14 )

No.1. five carsNo.2. ten crayonsNo.3. eight ballsNo.4. three penguins

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*Who can be the Fastest?

Instruct the students to get their numberflashcards out. Tell them that from their numberflashcards choose three random numbers and layit out on their desks. You are then going to callout a random number between one and ten. Thestudents will look and check to see if its one oftheir numbers. If it is they have to stand up as

fast as they can. When you feel that the studentsare getting the hang of it, you can increase thespeed of the game




Instruct the students that they need to cut out thedominoes on page 21 for homework. Let themknow that if they need help with cutting, theycan ask their parents. They are just matching the picture to its right number. If the picture has

three ducks then students are going to look forthe number three and match them together.

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As student walks into the classroom, you aregoing to give each of them a piece of paper withinstructions. It should say an item they are going

to look for and how many there are of that item

(Example: Find four pencils). Every studentshould have different items to find. The studentswill look for their item around the classroomand bring it back to their desks. Reward thestudents who brought the items correctly witheither points or a piece of candy.

Teacher: I gave you all a piece of paper with

how many of the item that you need to look for.Walk around the classroom and look for thoseitems and bring it back to you desk. I will thencheck to see if you brought back the correct

amount of the items.


For this activity, students are going to spell outthe numbers according to what is written on theacross and down sections. For example if on thedown section the number 5 is written then thestudents are going to spell out 5 (five) on to the puzzle. You can do it as a class or have them dothe ones that they can do and go over with themafter.

Teacher: Let ’ s look at one across. What numberis that?Students: It is four!Teacher: Good! Now how do you spell number four?Students: F …O…U … RTeacher: Very good! Now let ’ s find one acrossand write four in the boxes.

Have the students sit in a circle. Place a mat onthe floor with a number and behind it avocabulary word (Example: 4/dog). Talkingturns, have the students close their eyes and tossthe bean bag so that it can land on a card. He orshe must call out that word the same number of

times as the number indicates on the card. Forexample, 4/dog, then Dog, Dog, Dog, Dog! Andthe student gets the same amount of points as

the card (4). At the end, the student with themost amount of points wins.


Materials : number flashcards


Warm Up

*Cross Word Puzzle.

Activity: A

Activity: B

*Pass the Bean Bag.


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*Make that Number

Play music and have the students walk aroundthe classroom. Randomly stop the music andcall out any number from one to ten. Thestudents then must quickly get into a group ofthat number. For example, you called out four.Then the students find each other to make agroup of four. Any student who could not get

into a group will have to sit out until the nextround.



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First, start the class by reviewing the alphabetsong. Have them sing along to the song. Thentake your flashcards and shuffle them.Randomly select a card and show the card to thestudents for a brief second. Whoever is thefastest can shout the out which upper-case letterit was. If it is not correct, other students canguess the letter. Then show the letter to the class

and have the whole class say the letter.

Teacher: I ’ m going to pick a letter and you guysare going to guess what it is ok? Here we go.

(Holds up a letter K).Student A: It the letter K!Teacher: Very good! Ok class, what is thisletter?Students: It a big K!


Have the class listen to the alphabet song one ortwo time. They should know the song by now.Then after listening to the song again, instructthem to fill in the blanks. There are some

missing alphabets and students are going to fillthem in with the correct upper-case letters.

.

Instruct the students that for this exercise theyare going to fill in the missing letters. Thisexercise can be little difficult since it is not the

whole alphabet but some part of the alphabet.Also there are both upper-case and lower-caseletters. You can do couple of the exercisetogether and have them do the rest.

Teacher: Ok class, let ’ s look at part B numberone. Is it a big letter or small letter?Students: Small!Teacher: Good. Now this alphabet starts with

the letter g. What letter comes after g?


Materials : audio CD track 15~16,upper-case flashcards

Lesson 1: (Unit 1 Review)

Unit 5:Let’ s Review 1(Unit 1~Unit 4)

Warm Up

Open Your Book: Review 1

A. Listen to the song and fill in theblank. (page 23, track 15)

*ABC song

ABCDEFGHIJKLMNOPQRSTUVWXY and ZNow I know my ABCsNext time won't you sing with me?

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B. Write the missing letters.


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Tell the students that they are going to listencarefully to the audio for the letters that needs to be circled. You can have them listen two or threetimes if they are having trouble.

*Alphabet RelayDivide the students into two teams. Draw a lineto divide the board in half. The first two studentsthat are in the front, will then run up to the

board and write “A.” then runs to the back of theline. The second two students will do the same but they have to write “B.” The first team tofinish the alphabet in the correct order wins thegame.





C. Listen and circle the letters that youhear. (page 23, track 16)

1. H2. Q3. R

4. V5. Z

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Write the upper-case alphabet letters on the

board. Space them out and don’t write it toohigh since students need to stick the lower-caseletters next to the upper-case letters. You can ask

for volunteers or randomly choose a student.

The student is going to go up to the board andfind the matching lower-case letter and stick itnext to its upper-case letter. (Example: E…e)

Teacher: Do you guys see the upper-case letterson the board and the lower-case flashcards?What you are going to do is find the matchinglower-case letter and stick it next to the same

upper-case letter.(You can show a demonstration.)


Before the students write the letter to the word,have them read out the word first. You can have

the whole class read it out first and thenrandomly choose a student to read a word. Thenhave the whole class read the word again butthis time writing the letter as they read the word.

Teacher: Let ’ s read the first word together. Whatis this word?

Students: Bee!Teacher: Very good! Jack, can you read thisword again? Jack: Bee!Teacher: Excellent! Now let ’ s read it one moretime and write the first letter as you read theword.

In this exercise, the upper-case letter and the

lower-case letter does not match. Tell thestudents that they are going to cross out thelower-case letter and on the line write thecorrect lower-case letter that matches with theupper-case letter. You can do the first and thesecond one with them to get it started.

Teacher: Look at part E. You are going to crossout the wrong letter. Look at the first one, B and

d. Is this correct?Students: No. It ’ s not b.Teacher: Great job! How about number two? Eand i. Is this correct?


Materials : lower-case flashcards


Warm Up


D. Read the first letter and trace.

E. Correct the mistakes.


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*Slam the LetterTell the students to sit in a circle with theirhands on their heads. Spread out the lower-casealphabet flashcards in the middle of the circle.You then take the upper-case flashcards andhold it up so that every student can see the letter.First student to slam the matching lower-case

letter gets to keep the card. In case of a tie, havethe students do rock, paper, scissors.




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Bring several weather related items to the class.

You can bring like a hat and a scarf, umbrella

and rain boots, sun glasses etc to demonstratethe different weathers. You can also use theweather flashcards just to review thevocabularies with the class.

Tell the students to open to pages 25~26 of their books. Make sure they have their pencils anderasers ready.

Tell the students to look at each picture thencircle the correct weather names for each. Thisshould be a simple exercise after the warm up.You can let the students do it by themselves firstthen go over together as a class.

Teacher: This should be a little bit easy since we practiced our weather vocabulary words. Let ’ s see if you guys can circle the correct weather

names for each picture.

Instruct the students to listen carefully so thatthey can choose the correct picture. You can goover the each picture with them first and thenhave them listen to the audio. You can do thefirst one with them so they can understand howto do the exercise.

Check the answers together as a class. If thereare students who missed a question, play the

audio again and go over it with them.


Materials: audio CD track 17~18,weather related items, weatherflashcards, weather pictures


Warm Up


F. Circle the correct word.

G. Listen and choose.

(page 25, track 17)

No. 1. It’s sunny.No. 2. It’s foggy.No. 3. It’s snowy.No. 4. It’s rainy.

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Have the students listen to the audio and repeat

the sentence one to two times. Then after as theylisten to the audio, trace the word and draw theline to its matching picture.

Check and go over the exercise with the class.

Each word has some letters missing. Thestudents are going to write the correct letter to

spell out the word. Before they start the exercise,you can quiz them, randomly choosing wordsand have the class just spell out the word or pickone student to come up to the board and spell itout. If you feel like the students would know

how to do the exercise by themselves then havethem try it out. But make sure to check and go

over the answers with the class.

Teacher: I ’ m going to see who the best speller is.

Who can spell sunny? How about Jennifer?

Jennifer: S …U … N … N …YTeacher: Very good!

*Be a weather forecasterYou are going to turn the classroom into aweather forecasting room. Give each student arole. You can write it on a piece of paper and doa drawing. Have like camera man, weatherforecaster, producer, director, writer and the rest

would be the audience. Give the students theweather pictures and the students are going to prepare a weather forecast. The students withroles are going to write the script and preparefor the news forecast of the day. You can havethem do different country’s weather or weatherin your area. Try to get them to use thevocabulary words that they have learned.


page 23 and 24. Explain how to do the exercises.Have them try it out first then help them out tocomplete the page. Make sure to check that theyare doing the exercises correctly.

Assign pages 23 and 24 as their homework.Make sure to explain the exercises fully so they

understand how to do it at home.

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H. Listen, match and trace.(page 26, track 18)

No. 1. It’s windy.

No. 2. It’s hot.No. 3. It’s sunny.No. 4. It’s snowy.

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I. Fill in the blanks.


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On the board, scramble the number cards(written word number cards). Since students

need to reach for the cards, don’t tape it too high.

Have the students come up to the board andarrange the numbers in order. Let them knowthey can work together. After the numbers are inorder, you can write the number form next to theword form so that students can be familiar withit.

Teacher: I have word written number cards on

the board. They are not in order. You guys are going to work together to put the numbers inorder.

Tell the students to open to page 27~28 of their books. Make sure they have their pencils anderasers ready.

This exercise should be simple after the warmup. They need to match the number with their

written out form (10 ten). You can let them try itout on their own and then go over it with theclass.

Teacher: Now you are going to match thenumber to the word. This should be easy sincewe did a warm up on it. Let ’ s see who can do itthe fastest.

Have the students listen to the audio two times.They are going to check either X or O for eachquestions.

Check and go over the exercise together as aclass.

Have the students listen to the audio two times.

Tell them to listen carefully since they need tocircle the amount of items that the speaker issaying.

Vocabulary: one, two, three, four, five,six, seven, eight, nine, ten

Materials: audio CD track 19~20,number flashcards


Warm Up


J. Look and match.

K. Listen and Check.(Page 27, Track 19)

No. 1. ten ladybugs.No. 2. four ducks.No. 3. nine flowers.No. 4. eight cars.

Audio Script

L. Listen and circle.(page 28, track 20)


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Check and go over the exercise together as class

Tell the students that for this exercise they aregoing to look at the picture and circle thematching word. This is pretty straight forwardand the students should not have too muchtrouble doing this activity. Just in case somestudents don’t understand go over the exercise

with the class again.

Teacher: Let ’ s look at the first picture. What do you guys think that is?Students: It is a seven!Teacher: Good! If you didn’ t circle seven then go ahead and circle seven. How about the

second picture? How many penguins are there?Students: Three!

*I SpyYou should be familiar with “I Spy” game. It iswhere you find an item and you describe thatitem to others, so that they can guess what youritem is. Say how many there are of that item andthe location. For example, “I spy with my little

eye four objects that are in the bookshelf.” Andthe students who have found the item would say,“Its four books.”

Teacher: I spy with my little eye two objects thatare on the floor.Students: It’s two balls!Teacher: Very good!

Instruct the students to open their workbooks to pages 25 and 26. Explain how to do theexercises. Have them try it out first then helpthem out to complete the page. Make sure tocheck that they are doing the exercises correctly.

Assign pages 25 and 26 as their homework.Make sure to explain the exercises fully so theyunderstand how to do it at home.

Instruct the students that they need to cut out theMinibook that is on page 23 (Activity Book ) forhomework. Let them know that if they need helpwith cutting, they can ask their parents. This

book is to help them review the numbers and theweather vocabulary words that they have learnin their lessons.

No. 1. six crayonsNo. 2. three cookiesNo. 3. one duckNo. 4. eight balls

Audio Script

M. Look and choose.

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As students are getting settled in, just randomly point out a student’s bag, shoes, shirt, jacket etcand ask them what color it is.

Teacher: What color is Kate’ s sweater?Students: It ’ s yellow!Teacher: Good! How about Jack ’ s shoes?Students: It ’ s black!

You can do this warm up with their clothes,items around the room or anything that hascolors.

Tell the students open their books to page 29and talk about the picture. Encourage thestudents to shout out some colors that they see.

Teacher: What colors do you see in the picture?Students: Blue! Red! Pink!Teacher: Very good! Now we are going to sing a song about colors.

Read the song together first then have themlisten to the audio. With this song, the colorchanges on the second verse. It starts with “red,yellow, blue and green then for the second verseit changes to “ pink, purple, brown and black.” Let the students know that the colors change for

the second part of the song. First have thestudents listen to the song without pausing. Thenreplay the song again and pause after each phrase and have the students repeat the phrase.

After practicing the song couple times, you canhave them listen to the MR and sing along to thesong. You can also divide the class into half.

One half would be the colors red, yellow, blueand green and the other half would be the colors pink, purple, brown and black.

Play “I Have a Red Crayon” (Page 29, Track21~22).

*I Have a Red Crayon

Red, yellow, blue and green stand up.Red, yellow, blue and greenturn around and stretch up high above your head.Red, yellow, blue and green sit down.

*2. pink, purple, brown and black

Vocabulary: red, yellow, blue, green, pink, purple, brown, black

Materials: audio CD track 21~22, pictures of items with different colors

Unit 6:I Have a Red Crayon


Warm Up


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*Color Relay

In the front of the class, lay out the eight colorsthat they are learning on a desk. Make twocopies of a coloring sheet. On the coloring sheet,indicate the areas that need to be colored withthat certain color. For example, you want thearea to be colored blue then write blue on thatarea. If it’s more than more write blue for all of

them. Divide the class in half. Two students aregoing to race to get the color so they can finishcoloring their coloring sheets. You are going tosay the color and they are going to race to seewho can get the color first. Then they are going

bring it back and color in the areas that areindicated with that color. The group will keepthe colors they brought back and the team whohas the most colors on their coloring sheet wins.




Instruct the students that they need to cut out thenumber flashcards on page 25 for homework.Let them know that if they need help withcutting, they can ask their parents. Explain tothem that the flashcards will be used in lesson 2,so they must remember to bring them to class

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Write down the colors on the board. When thestudents are all in their sits, you are going to askthem how many of certain colors do they see

around the class.

Teacher: There are different colors on the board. It is all from the words that you have learned. Now, you are going to look around theclassroom and tell me how many of these colorsthat you see. It can be any item with that color.Clothing, shoes, books, anything.

Write the number down next to the color.Afterwards, ask them which color or colorsthere are more of.

Have the students open their books to page 30.Make sure they have their pencils and erasersready.

Have them read the colors out loud first beforeyou listen to the audio. Read it about two times

so they can practice pronouncing on their own.When listening to the audio, have them listenfirst then tell them to repeat the words. Listen tothe audio two or three times. You can have toread it without the audio one more time.

Teacher: Let ’ s read the colors first before welisten to the CD. What is the first color?Students: RED!Teacher: Very Good! What about the next one?


Materials: audio CD track 23, colorflashcards


Warm Up


B. Listen and repeat.(page 30, track 23) red, red

yellow, yellowblue, bluegreen, greenpink, pinkpurple, purplebrown, brownblack, black

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Before you start the exercise, ask the class onthe things they know about the rainbow. Talk

about the different colors, how many colorsthere are on the rainbow, which color is at thetop etc.

Teacher: What do you guys know about the

rainbow? It can be the color, the shape etc.Students: It has seven colors! Purple is the last

color!Teacher: Very good! Now let ’ s see if you guyscan do this exercise.

This exercise should not be too difficult. Instructthe students that they should use the color wordsfrom part B. to spell the word correctly. Checkand go over the activity with the class

*Guess the ColorPut the color flashcards in a bag. Make sure thestudents can not see the colors. Pull the colorsout slowly so that only the tips can be seen. Thefirst student who can call the name of the color

correctly gets a point or you can give out candyas a reward.




C. Fill in the blanks.

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On the board, scramble up the letters of the

colors and have the students come up and spellthe word out correctly. After the student hasspelled the word, tell the student to point out an

item that has that color. You can do this as teams

or individually. If the student spells the wordwrong, he/she needs to sit down and it moves onto the next team or a student. Let the studentchoose which word he/she wants to spell.Reward the team or the student for spelling theword correctly.

Tell the students to open to page 31 of their books. Make sure they have their pencils and

erasers ready..

The students are going to listen to the audio twoor three times and mark O for correct and X fornot correct. The warm up should have helpedthe students so this exercise should not be toodifficult for them to do. After they have finished,make sure to check and go over it with the class.

Have the students read each phrase first. Thenyou can choose a student to read the phrasesindividually. After each student has read them,have them trace the words. Read the phrasesagain as a whole class.


Materials: audio CD track 24


Warm Up


D. Listen and circle.(page 31, track 24)

E. Trace and color.

No. 1. a black buttonNo. 2. a blue socksNo. 3. a pink roseNo. 4. a green shirt

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*Shoot the BasketIf you don’t have a basketball hoop, you can usea garbage can as a substitute. Have them standat a distance that is reasonable. This can be played individually or as a team. Ask a student aquestion. Relate the questions to colors. If thestudent answers the question correctly, he/she

gets to shot a basket. For getting the questionand the basket in, they get two points. Gettingonly the question correct will get them a point.

Teacher: What color is the board?

Student A: It is white!Teacher: That is correct! Now here is the ball.Try to make it in to the basket.



Instruct the students that they need to color and

then cut out the owl on page 27 for homework.Let them know that if they need help withcutting, they can ask their parents. You can handout the paper fasteners so that they can use themat home. You can make the owl beforehand toshow the students how it is suppose to look like.

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Do a quick review with the color flashcards.Quickly show the color and have them guess

what they color is. You can also have them spell

out the words to give them extra practice.

Tell the students to open to page 32 of their books.

This is a fun activity for the students. They are just going to draw many red items that they canfind on to the page. Tell them to draw all of thered colored things that they see around theclassroom. This is a simple exercise so studentsshould not have too much trouble doing theexercise. Walk around and check if the studentsare doing it correctly. You can even have themshare what they have found.

Print out animal coloring sheets. Have thestudents color them and then cut the sheet inhalf. Make sure to write the name of the color

on the tail corner and write the name of theanimal on the head corner (as shown on the picture). Spread out the piece out on the table.Before the students can start matching up the picture, they are going to ask you a question.

“Teacher, teacher what do you see?” You aregoing to answer them by saying the color andthe animal they need to look for.

Students: Teacher, teacher what do you see?Teacher: I see a brown bear.Students: Teacher, teacher what do you see?

Teacher: I see a blue dog.

The students then can go ahead and match the

head with the tail.


Materials: color flashcards, colored pencils, animal coloring sheets,scissors


Warm Up

Activity: A

*Draw many red things as youcan!

Activity: B

*Brown Bear Activity


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*Color TagThe students will move around the classroomtrying to avoid getting tagged. If the student getstagged, he/she had five second to name a color.If the student can not name a color or that colorhas been said they student has to sit out until thenext round. Since there are only eight colors, let

the students repeat each color no more thentwice or if they know different colors they arewelcome to use those too.




.

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Display the pictures of the animals on the board.You can quiz the students to see who knowwhich animals and which animal and animalswere known the most by the students. You canchoose a student or have them raise their hands.

Teacher: Who can tell me what this animal is?

Any volunteers? How about Lisa? Lisa: It is a rabbit.Teacher: Very good! How about this animal?Students: A pig!

Teacher: Wow! All of you know this animal. How about this one?

Tell the students open their books to page 33and talk about the picture. Encourage thestudents to shout out what they see.

Teacher: What animals do you guys see in this picture?

Students: A pig, a dog and a cow!Teacher: What other animals do you see?

Students: It has pink round hair.Teacher: It is called a sheep. Can you guys say sheep?Students: SHEEP!Teacher: What is that animal that the farmer isholding? It lays eggs.Students: A chicken!

Teacher: Very good!

Read the song together before listening to theaudio. Let the students know that the animalswill switch every time a new animal comes up.First, have the students listen to the songwithout pausing. Then replay the song again and

pause after each phrase and have the studentsrepeat the phrase. After practicing the songcouple times, you can have them listen to theMR and sing along to the song.

Vocabulary: cow, horse, pig, duck,sheep, rabbit, peacock, squirrel

Materials: audio CD track 25~26, pictures of animals


Warm Up


*Old Macdonald

Old Macdonald had a farm, ee-i-ee-i-o. And on thatfarm he had a chick, ee-i-ee-i-o. With a chick chickhere, and a chick chick there. Here a chick there achick. Everywhere chick chick. Old Macdonald had afarm, ee-i-ee-i-o.

2. duck, quack 3. pig, oink4. dog, bowWow 5. cow, moo moo

Audio Scri t

Unit 7:Old Macdonald Had aFarm


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*Charade

Write down the animal names on a piece of paper. Mix them up and have the student pickout an animal that they will act out. You can addother animals that the students are familiar withlike a dog, a cat, a monkey etc. If students aretoo shy to act out the animals by themselves youcan have two students come up and act it out.

Make sure they don’t make the sound of theanimal since that would be too easy. Have themonly act out the animal.





number flashcards on page 29 for homework.Let them know that if they need help withcutting, they can ask their parents. Explain tothem that the flashcards will be used in lesson 2,so they must remember to bring them to class

Extra

Workbook

Homework Book



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Using the animal flashcards, cover up part of theanimal and have the students guess which

animal that is. Try not to show the head since it

would be easier to guess the animal. Show partsof the body like an ear, the tail or the legs. Makeit little difficult for them since if it is too easy itwon’t be as fun.

Teacher: Can guys tell me which animal has thisear?Students: A sheep?

Teacher: Look carefully. Its brown, small and its pointy.Students: A Squirrel!Teacher: Excellent! How about this one?


Go around the class and have each student read

the animals out loud. Then have them repeatafter you as a whole class. Afterwards have thestudents listen to the audio and repeat after it. Ifthere is an animal that they are having trouble pronouncing, have them repeat it couple time to practice.

This is similar to the warm up that you did in the beginning of the class. Tell the students to lookat the body part of the animal and draw a line toits matching name. Then have the students writethe beginning letter of each animal. To get them

started, you can do the first one with the class.When they have all finished, check and go overthe exercise with the class.

Teacher: Look at the picture. It is an animal


Materials: audio CD track 27, animalflashcards


Warm Up


B. Listen and repeat.(page 34, track 27)

cow, cowhorse, horsepig, pigduck, ducksheep, sheeprabbit, rabbitpeacock, peacocksquirrel, squirrel

AudioScript

C. Look, match and trace.


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with long brown tail. Which animal do you thinkit belongs to?Students: A squirrel!Teacher: Good! Check to see if you matched itto the name squirrel.

*Guess the AnimalChoose random animal from the flashcard.

Without showing the card to the students, youare going to give them only three hints about theanimal. Tell them to listen carefully for the hints.

Teacher: Listen carefully. Ready? I have long

ears. I have a small round tail. I hop around.Who am I?



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Have them take their animal flashcards out. Tellthem to get into groups of two. They are going

to take both of their flashcards and mix it

together. Then they are going to spread them outon the table and try to find the matching pair.When they have found the matching pair, theycan keep the cards. Each student will only getone try. They are going to take turns and whoever has the most cards wins.

Teacher: OK everyone. Find a partner. Then

take your animal flashcards out and mix themtogether. After mixing them spread them out onthe table and try to find pairs. Who ever has themost cards wins.


First have the students describe what the animalis doing. This can help them out to listencarefully to that action. Play the audio. Havethem listen two times so that students can have achance to check their answers. Go over theexercise with the class.


Materials: audio CD track 28, animalflashcards


Warm Up


D. Listen and write the number inthe boxes.

(page 35, track 28)

No. 1. The rabbit is jumping.No. 2. The cow is drinking water.No. 3. The duck is in the pond.No. 4. The sheep is eating grass.No. 5. The squirrel is in the tree.No. 6. The horse is running.

Audio Script


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*Pictionary Have the students come up to the front of theclass. Show him/her an animal flashcard. Thatstudent is going to draw it on the board. Thefirst student to guess the picture correct gets a point. You can also play this in teams.

Instruct the students to open their workbooks to page 33. Explain how to do the exercises. Have

them try it out first then help them out tocomplete the page. Make sure to check that theyare doing the exercises correctly.


Instruct the students that they need to color andthen cut out the animal wheel on pages 31~33for homework. Let them know that if they needhelp with cutting, they can ask their parents. Youcan hand out the paper fasteners so that they can

use them at home. You can make the animalwheel beforehand to show the students how it issuppose to look like.

Extra

Workbook

Homework Book

Activity Book: Farm AnimalWheel!


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Just do a simple review of the vocabulary words by using the farm animal wheel that the students

should have made for homework. Have them get

into groups of twos and quiz each other on thename and the spelling of the animals. Thestudents should be familiar with the words bynow so this would be like a warm up test. Havethem take turns. They need to say and spell thename of that animal correctly in order forhim/her to get a point.

Teacher: Get out your farm animal wheels. Finda partner and quiz each other on the name ofthe animal and spelling. Give them points if they say both the name and the spelling correctly.

Tell the students to open to page 36 of their books.

Instruct the student that they are going to listen

to the audio two times. While listening they aregoing number which animal comes first, second,third and fourth. Then check and go over it withthe class. Afterwards, handout the crayons andhave them color the animals.

Place the “ barn” in the middle of the class.Randomly hide the animal flashcards around theclassroom. Tell the students to close their eyesso that they can not see where you are hiding theanimal cards. After you have finished hiding thecards, shout, “The animals are missing from the barn! Help me find them!” That is when thestudents should open their eyes and start looking

for the missing barn animals.

Teacher: OK. Everyone close your eyes. Ifanyone is peeking, then that student w

Documents

Think Plus 1-Teacher's Guide, Unit Test, Achievement Test