-----------------------

bun

-----------------------

bug

big

-----------------------

bed

-----------------------

red

run

-----------------------

rug

-----------------------

rod

hen

-----------------------

hot

-----------------------

hug

UNITS 14-15 TOPIC Say it Nicely and My Favourite Toys (Review of two Units S!I"" "istenin# and S$ea%in# "&N'U&'( POINT P)onics $ractise sounds* +, u, n, i, #, ), o, t, r, and aSe#.entin# and +lendin# C/C words* +un, +i#, )ot, ratM&T(RI&"S Picture (see ne0t $a#e and 1ord Flas)cards (for t)e C/C words &CTI/IT2 'R&3 T4( 1OR5 Procedure 1 Place t)e lar#e $icture flas) cards on one side of t)e +oard and t)e word cards on t)e ot)er2 Two8t)ree c)ildren co.e to t)e front of t)e classroo. and stand in front of t)e words on t)e +oard3 Stand in front of t)e $ictures and $oins to one of t)e $ictures and se#.ent t)e word, for e0a.$le, says6 8r8 8a8 8t84 T)e c)ildren .ust run and #ra+ t)e word t)at corres$onds wit) t)e t)ree sounds t)at you said5 Re$eat t)e #a.e wit) a new word and t)ree new volunteersNB. &s t)e c)ildren9s %nowled#e of $)onics $ro#resses you s)ould sto$ se#.entin# t)e word for t)e. and s)ould say t)e w)ole word insteadC)ildren .ust t)en +e a+le to se#.ent w)at t)ey )ear into individual sounds in t)eir )eads, so t)ey can #ra+ t)e correct word fro. t)e +oardTi.in#6 7 .inutes

UNIT 16 TOPIC6 1)at:s in My Classroo.7 (Pa#es ;<-;= S!I""6 "istenin# and S$ea%in# "&N'U&'( POINT6 3y t)e end of t)e lesson t)e c)ildren will +e a+le to identify t)in#s in t)e classroo. (in t)e for. of a son# * to res$ond to si.$le 91)-9 >uestions and $artici$ate in new activitiesM&T(RI&"S6 See ne0t $a#e&55ITION&" M&T(RI&"S R(?UIR(56 &ction &l$)a+et cards, Flas)cards (Cu$+oards, des%s, c)airs, fans, li#)ts, $encils, +oo%s, crayons, rulers , Poster $a$er, Poster $ro.$ts, o+@ects fro. a sc)ool +a#Procedure 1 Start t)e lesson wit) t)e &ction &l$)a+et S F "2 Put class into #rou$s usin# nu.+ers (D or E #rou$s 3 S)ow t)e sc)ool +a# and as% F1)at is t)is7G T)en $lay Pictionary to elicit (Pencil, +oo%, crayon, ruler Ti.in#6 AB .inutes C = C

4 Play F1)at is in t)e sc)ool +a#7G, #ive eac) #rou$ a .ini <B w)ite+oard H a .ar%er- Tell t)e. t)at t)ere is so.et)in# in t)e sc)ool +a#, t)ey need to $ut t)eir )and in t)e sc)ool +a# (wit)out loo%in# H #uess w)at it is- One c)ild fro. eac) #rou$ co.es to t)e front H feels in t)e sc)ool +a#- T)ey t)en #o +ac% to t)eir #rou$ H say w)at it is- T)e #rou$ writes t)e answer down on t)e w)ite+oard5 Sin# wit) your c)ildren usin# flas)cards as $ro.$ts6 &s% F1)at is in .y classroo.7G H elicit na.es of t)in#s in t)e classroo. (H t)e word classroo. - Use realia H touc)in# to s)ow t)e o+@ect7 Introduce t)e first c)orus of t)e son# (FO), .y classroo.G 8 Sin# wit) your c)ildren usin# flas)cards as $ro.$tsC C

= C

9 Put t)e class in C #rou$s- 'ive eac) #rou$ a s)eet of <C $oster $a$er- 'et t)e. to .a%e a $oster a+out t)e t)in#s in t)e classroo. or t)eir sc)ool +a#- Place t)e si#ns around t)e roo.- T)ey .ust #o to t)e si#n H find out t)e t)in#s to $ut on t)eir $oster- Use t)e flas)cards for drawin# .odels H as% t)e. to $ut t)e >uestion6 F1)at is in .y 7G at t)e to$-

<B- Sin# t)e full son# wit) your c)ildren to close-

Extension Activit or !uic" revie# $ctivit in $ %$ter %esson &'uestions in the B$g(
1rite >uestions on sli$s of $a$er and $ut t)e. in a +a#- Ma%e sure t)at t)ere is at least one >uestion $er c)ild in your class(0a.$les6 1)at is in .y classroo.7 1)at is in .y +a#7 1)ere is your ruler7 1)ere are t)e des%s7 1)ere are your crayons7 1)ere is t)e cu$+oard7 Put c)ildren into s.all #rou$s (D-C standin# around a ta+le&s% t)e c)ildren to co.e and $ic% one >uestion sli$ fro. t)e +a# and return to t)eir ta+leT)en, eit)er (a t)ey as% t)e >uestion to so.eone in t)eir #rou$ and record t)e answer on t)e reverse, or (+ eac) ta%e it in turns to #o to anot)er #rou$ (one at a ti.e , as% t)eir >uestion and record t)e answer on t)e reverseNote6 wea%er writers can as% t)e c)ild w)o answers to write down t)eir answer-

What is in my classroom?
There are chairs. There are desks. There is a cupboard. There are fans. There are lights.
--------------------

What is in my school bag?

There are pencils. There are books. There is a ruler. There are crayons. There is an eraser.
UNIT 16

TOPIC Miss 3ess (r)y.e on $a#e ;C S!I""S - "istenin#, s$ea%in# and readin#"&N'U&'( POINT Practisin# sounds 8s8, 8l8 and 8f8- 'ra$)e.es6 IssJ, IffJ, IlJ, IllJM&T(RI&"S $a#e ;C-

)oo" $t the *+iss Bess* rh ,e on -$ge 75 $nd consider ho# $--ro-ri$te it is to the chi%dren ou te$ch.
.onsider the /o%%o#ing0 1i2 context &#ho #$s this #ritten /or3 /or #h$t -ur-ose4( 1ii2 re%$tionshi- to the chi%drens* ex-eriences so /$r 1iii2 "e voc$bu%$r
Hint: This rhyme is not contextualized or personalised to suit children in Malaysia at this age. The vocabulary will be at the rare end of the scale of 'knowing' for almost! all of the children of this age too"

Now, usin# t)e lan#ua#e $oints .entioned a+ove, write a t)ree verse r)y.e t)at is conte0tualiKed, e0$erience relevant and contains a#e a$$ro$riate voca+ulary for your c)ildrenFind so.e, or draw so.e, $ictures to illustrate your r)y.e and create a )andout t)at your c)ildren will +e a+le to $aste into t)eir note+oo%s after t)ey )ave )ad fun learnin# t)e r)y.e t)at you )ave written es$ecially for t)e.-

Sometimes we just have to dump what has been given, and design something better. Remember: the text book wasn't written for the chi dren !ou see ever! da!.

UNIT 16 TOPIC6 Secret 1ord (Pa#e ;E S!I""6 Speaking and Writing "&N'U&'( POINT6 Practising segmenting and blending sounds in CVC. Phonemes: /b/, /a/, /l/ (and ll), /e/, /k/, /i/, /s/ (and ss), /o/, /g/, /t/ /f/. CVC ords: bell, doll, kiss, log, toss, flat, belt, hiss, flag and fast. M&T(RI&"S6 !andouts (see ne0t $a#es Procedure 1$ 1rite t)e code #rid on t)e +oard or --1b L distri+ute co$ies of )andout to $airs or #rou$s(2ou could introduce a co.$etitive ele.ent if you t)in% it is a$$ro$riate 2 C)ildren use t)e code #rid to fill in t)e .issin# letters under t)e nu.+ers on t)eir )andout3 2ou t)en $ractise +lendin# t)e sounds to read t)e words5rills wit) t)e w)ole class, individuals and $airs<C =C-DB Ti.in#6 ECCB .inutes C

Extension $ctivit C)ildren are as%ed to write words in nu.+er code eit)er on t)e +oard or on $a$er to test t)eir teac)er and8or t)eir class.ates-

$"

$$

"

$$

4
$/

.
$"

''
5

%
(

&
)

''
$#

'
,

.
$/

6
$ $,

*
$,

+
$"

SS
$#

2
,

'
$/

3
$

"

.
#

SS
$/ $,

2
,

'
$

3
$1

6
$,

%
0

&
)

'
$#

SS

Code 'rid

a < g A

b = h ; o

d D i M s <D

e E k N ss <E

f C

<B t <C

<<

<=

Code 'rid

a < g A

b = h ; o

d D i M s <D

e E k N ss <E

f C

<B t <C
UNIT 17

<<

<=

TOPIC 5irections (9'uide Me9 activity and r)y.e on $a#e MB S!I""S - "istenin#, s$ea%in# and readin#-

"&N'U&'( POINT Practisin# sounds 8s8, 8l8 and 8f8- 'ra$)e.es6 IssJ, IffJ, IlJ, IllJM&T(RI&"S $a#e MB-

)oo" $t the the t#o $ctivities on -$ge 85 $nd consider ho# $--ro-ri$te it is to the chi%dren ou te$ch.
.onsider the /o%%o#ing0 1i2 context &#ho #$s this #ritten /or3 /or #h$t -ur-ose4( 1ii2 re%$tionshi- to the chi%drens* ex-eriences so /$r 1iii2 "e voc$bu%$r
Hint: This rhyme is not contextualized or personalised to suit children in Malaysia at this age. The rhyme doesn't really make much sense # what that intentional in the same vein as nonsense poetry$

Now, usin# t)e lan#ua#e $oints .entioned a+ove, and--(a redesi#n t)e wal%in# #rid in 9'uide Me9 wit) c)ild friendly voca+ulary- 1)y not .a$ it out on t)e floor of t)e classroo. so t)at c)ildren can actually wal% on it7 (+ write a two verse r)y.e t)at is conte0tualiKed, e0$erience relevant and contains a#e a$$ro$riate voca+ulary for your c)ildrenFind so.e, or draw so.e, $ictures to illustrate your r)y.e and create a )andout t)at your c)ildren will +e a+le to $aste into t)eir note+oo%s after t)ey )ave )ad fun learnin# t)e r)y.e t)at you )ave written es$ecially for t)e.-

Sometimes we just have to dump what has been given, and design something better. Remember: the text book wasn't written for the chi dren !ou see ever! da!.

UNIT 17 TOPIC6 'uide Me (Pa#e MB S!I""6 7eading and Speaking... and running and screaming8 "&N'U&'( POINT6 Practising kno n 9ocabular: ith the graphemes ;f< ;ff< ;l< ;ll< ;s< ;ss< ;t<. M&T(RI&"S6 lar#e $ieces of card or card+oard (old cris$ +o0 sides, for e0a.$le lar#e enou#) for a c)ild to stand on t)e.Pre$aration6 Ma%e note of t)e $oints on t)e $revious $a#e and $re$are a list of nine (N %nown words containin# t)e #ra$)e.es for revision- 1rite t)ese nine words one to eac) $iece of card or card+oard- On a tent) $iece of card draw a s)ar%)$ngu$ge P%$ 0 6here*s the sh$r"4 T)ere are ten flas)cards on t)e floor and ten c)ildren are standin# on t)ose flas)cards- One +y one t)e c)ildren turn over t)e cards- One c)ild c)ases t)e ot)ers around t)e class, sna$$in# at t)e. li%e a )un#ry fis)- 1)y7 3ecause (s )e )as found t)e s)ar% under )er8)is flas)cardProcedure 1 Place t)e <B $ieces of card face down on t)e floor (does not )ave to +e done in t)e classroo. in a #rid $attern li%e t)e #rid on $a#e MB2 3rin# all t)e c)ildren to t)e front away fro. t)e #rid- &s% <B c)ildren to stand on t)e <B $ieces of card- Infor. t)e. t)at one of t)e. is standin# on a $icture of a s)ar% and so (s )e is a s)ar% a )un#ry s)ar% w)o will c)ase t)e ot)ers around t)e roo. if (s )e is wo%en u$O T)e ot)ers )ave a word on t)eir cards3 Now as% one c)ild to stand at t)e start $oint and as% t)e re.ainde rof t)e class to tell t)at c)ild w)ere to #o- (-#- #o forward, turn left, turn ri#)t1)en t)e c)ild .eets anot)er c)ild standin# on a card t)ey say - F1)at are you7G and t)e c)ild stands off t)e card and turns it over- If t)e card )as a word, t)ey say FI a. a be%%G or FI a. a /rogG, etc- (If you )ave tau#)t sounds, you could as% t)e w)ole class to .a%e t)e corres$ondin# sound -If t)e card )as t)e $icture of t)e s)ar% on it, t)at c)ild t)en .ust c)ase t)e ot)er nine c)ildren and catc) one to eatO ((n@oy t)e e0cite.ent, noise and c)aos Ti.in#6 7 .inutes

4 Re$eat as often as you can wit) t)e ti.e you )aveNote6 if you don9t want to let your c)ildren +e so active on t)e day, $lace s.aller flas)cards on a ta+le instead of on t)e floor- 'et t)e c)ildren, one at a ti.e, to $oint to a flas)card, .a%e a sentence, and t)en turn over t)e cardIf a c)ild finds a s)ar% under )er card s)e #ets to circle t)e ta+le $retendin# to +ite (a#ain wit) ar.s or )ands o$enin# li%e a .out) t)e ot)er c)ildren& $lay activity t)at can +e used over and over a#ain- 'reat fun for c)ildren w)ile teac)in# or reviewin# any voca+ulary, $)one.es, #ra$)e.es or sentence $atterns-

UNIT 18 TOPIC6 I li%e 8 I don9t li%e S!I""6 Readin# and S$ea%in#--- and tastin#O "&N'U&'( POINT6 Introducin# 9taste9 lan#ua#e sweet, sour, salty, +itter, s$icy- Practisin# %nown lan#ua#e6 5o you li%e---7 I li%e--- 8 I don9t li%e--- P 9+ecause it is P ItasteJ%xamples: & like 'am because it is sweet. & don't like soya sauce because it is bitter. & don't like lemon 'uice because it is sour. & like curry sauce because it is spicy. & don't like sambol because it is salty.
(). *emember+ some people do like sour+ bitter and salty tastes" ,iking a taste is a personal thing. -llow the children to be truthful. (). ./on't0 isn't in the syllabus+ .do not0 is. 1e actually ac2uire .don't0 before .do not0 because of fre2uency of exposure # it's the pre3reading non3written form. The same is true of most contracted forms such as .can't0+ .doesn't0+ etc.+ so don't worry about introducing it # it's more natural and beneficial in the long term.

M&T(RI&"S6 9Taste9 word cards to $ut on t)e +oard- Post-it stic%ers (one $er c)ild Pre$aration - you will need to $re$are a ran#e of foodstuffs in s.all dis)es or @ars (= or D $er 9taste9 de$endin# on t)e siKe of your class t)at )ave t)e five 9tastes9 a+ove, e-#- le.on @uice for 9sour9, @a. for 9sweet9, etc)$ngu$ge P%$ 0 7$ste 8ens$tions T)ere are dis)es of foodstuffs on t)e ta+les for t)e c)ildren to actually taste and react to - 2u..y (nice or 2uc% ()orri+le - T)ey taste and #ive t)eir $ersonal o$inions (li%e8disli%e and t)eir reasons w)y (+ecause - T)en t)ey find out w)at t)eir class.ates t)in%- T)ey e0$erience it* t)ey tal% a+out t)e.selves and t)ey listen to t)eir friends-

Procedure 1 Place C dis)es on a ta+le at t)e front of t)e class and $ut t)e five 9taste9 word cards rando.ly on t)e +oard- 5escri+e w)at is in eac) dis) (FT)is is le.on @uiceG - feel free to translate afterwards if you t)in% it will )el$- T)en say it a#ain +ut t)is ti.e touc) t)e a$$ro$riate 9taste9 card on t)e +oard as you do so and t)en say, FIt is saltyG, etc- Re$eat for all five dis)es2 Now re$eat t)e $rocess +ut t)is ti.e as% five c)ildren to stand at t)e +oard so t)at w)en you descri+e t)e food for t)e second ti.e you as% a c)ild to touc) t)e a$$ro$riate word card- If t)ey are correct as% for a round of a$$lause- If t)ey are not, as% t)e. to )ave anot)er #o- If t)ey t)en fail, as% if anyone in t)e class %nows- Return to t)e c)ild w)o failed, re$eat t)e $rocess and as% t)e. now to touc) t)e correct word card, followed +y a$$lause3 Re$eat t)e $rocess in = a+ove +ut t)is ti.e after eac) foodstuff as% t)e class F5o you li%e---7G T)en as% a few individuals t)e sa.e >uestion- T)eir answer is si.$ly FyesG or FnoG at t)is sta#e4 Tell t)e c)ildren your true $references re#ardin# eac) of t)e five dis)es, e-#- FI li%e @a. +ecause it is sweetG, FI don9t li%e soya sauce +ecause it is +itterG, etc- Stress t)e words 9+ecause it is9- INote6 Stress involves usin# .ore o0y#en, .ore volu.e, and a )i#)er $itc) in your voiceJ- For eac) dis) re$eat your $reference twice- T)e c)ildren @ust listen twice +efore doin# a cou$le of w)ole class drills so t)ey #et a feel of t)e sounds of t)e words in t)eir .out)s-

Ti.in#6 AB;B .inutes C .inutes

C-M .inutes

C-M .inutes

C-M .inutes

5 Now as% two c)ildren to stand in front of eac) dis)- One +y one as% t)e. to taste t)e foodstuff and tell t)e class w)at t)eir <B .inutes $reference is- Focus on encoura#in# t)e. wit) co.$letin# a full sentence- Rounds of a$$lause w)en t)ey .ana#e it(If you t)in% it will wor%, you could introduce t)e. to 92u..y9 and 92uc%9 so t)at w)en a c)ild says, FI li%e @a. +ecause it is sweetG you #et t)e w)ole class to say F2u..yOG wit) risin# intonation or w)en a c)ild says, FI don9t li%e---G t)e w)ole class says FG2uc%OG wit) fallin# intonation-

6 Now )and out t)e $ost-it stic%ers to everyone and $lace all of t)e dis)es around t)e roo. and $lace a nu.+er card ne0t to eac) one (< Q sweet, = Q s$icy, etc - Tell t)e c)ildren t)at you want t)e. to #o around tastin# t)e dis)es wit) t)eir friends and to write two nu.+ers on t)eir $ost-it note +efore stic%in# it on t)eir c)ests- One nu.+er re$resents so.et)in# t)ey li%e and t)e ot)er re$resents so.et)in# t)ey don9t li%e-

<B .inutes

7 1)en t)ey )ave done t)is, #et t)e c)ildren to sit around a ta+le (E-A c)ildren and tell eac) ot)er w)at t)eir nu.+ers .ean- 'o around and .onitor and assist w)ere necessary +ut try to #ive t)e c)ildren t)e ti.e and s$ace to )ave t)eir say8 'ive t)e c)ildren feed+ac% on )ow well t)ey did t)e $revious activity and close +y as%in# t)e class to re.e.+er w)at you li%e and disli%e t)ey will )ave re.e.+ered for sureO

<C .inutes

= .inutes

Note6 In sta#es < and = a+ove t)e c)ildren are re>uired only to listen- In sta#e D t)ey only )ave to su$$ly a one word answer- In sta#e E t)ey listen twice +efore c)orally re$eatin# twice- So in t)e first )alf of t)e lesson t)e c)ildren say very little, listen a lot and are not individually $ut on t)e s$ot- In t)e second )alf of t)e lesson t)ey follow t)e .odel $rovided and tal% a+out t)e.selves wit) eac) ot)er-

UNIT 19 TOPIC6 Clot)es ($a#es MC-MA S!I""6 S$ea%in# and 1ritin# "&N'U&'( POINT6 (0$ressin# li%es and disli%es (follow-on fro. Unit <M and addin# Fdoesn9tG, reviewin#8$ractisin# clot)es voca+ulary, writin# si.$le sentences(). *emember+ liking is a personal thing. -llow the children to be truthful. (). ./on't0 and .doesn't0 isn't in the syllabus+ .do not0 and .does not0 are. 1e actually ac2uire the contracted form before the uncontracted form because of fre2uency of exposure # it's the pre3reading non3written form. The same is true of most contracted forms such as .didn't0+ .won't0+ etc.+ so don't worry about introducing it # it's more natural and beneficial in the long term. M&T(RI&"S6 & and 3 4andout for $airsProcedure 1 Review e0$ressin# li%es and don9t li%es (fro. Unit <M 2 Present or revise clot)in# words listed on )andouts +elow3 Put class into $airs* c)ild & and c)ild 34 5istri+ute s)eet & to c)ildren & and s)eet 3 to c)ildren 3(0$lain t)at t)ey )ave to as% eac) ot)er >uestions a+out w)at clot)es t)ey li%e5 &s% two #ood learners to )el$ de.onstrate +y )el$in# two class volunteers in front of t)e class- 4el$ c)ild & $)rase a >uestion to as% c)ild 3- 1rite t)e >uestion on t)e +oardNow )el$ c)ild 3 to $)rase t)eir answer- 1rite 3:s answer on t)e +oard6 Now #et t)e volunteers to do it a#ain, & as%s t)eir >uestion and 3 answers, wit)out assistance7 &s% t)e class so.e >uestions to +e sure t)ey understood, for e0a.$le, Fw)at did & as% 37G F 1)at did 3 answer7G F 5oes 3 li%e trousers7G, etcD .inutes Ti.in#6 EC-CB .inutes <B-<C .inutes

C .inutes

<B .inutes

8 C)ildren now wor% in $airs as%in# and answerin# eac) ot)er:s >uestions- 1al% around .onitorin# - only )el$ or intervenes if t)e activity +rea%s down, ot)erwise $ro.$ts, encoura#es, and $raises c)ildren as you .onitor- 2ou could .a%es notes of errors for $ossi+le later correction wit) t)e w)ole class9 1)en all $airs are finis)ed do a feed+ac% session wit) t)e w)ole class.ontinu$tion o/ %esson or /o%%o#9u- in next %esson 15 1ritin# Tas% ()andout 6 5o t)e first two e0a.$les wit) t)e w)ole class on t)e +oard11 C)ildren wor% alone co.$letin# t)e writin# tas%- 2ou .onitor - wal% around )el$in# and encoura#in#- 2ou could do corrections as you .onitor, or collect wor%s)eets in to correct later-

<C .inutes

C .inutes

C .inutes =B .inutes

Dont let your friend see your paper. Talk to your friend. Find out what he / she likes and doesn't like.

" ike#.

" don't ike#

When you finish complete the sentences. !se the words in the bo" to help you.

1. 2. 3. 4. 5. 6.

" ike dresses. " don't ike skirts. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

7.

________________________________________________________

8.

________________________________________________________

dresses skirts be ts jeans

shirts trousers socks b ouses

Unit <N

Dont let your friend see your paper. Talk to your friend. Find out what he / she likes and doesn't like.

" ike#.

" don't ike#

When you finish complete the sentences. !se the words in the bo" to help you.

1. 2. 3. 4. 5. 6. 7.

" ike dresses. " don't ike shirts. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

8.

________________________________________________________

dresses skirts be ts jeans

shirts trousers socks b ouses

Unit <N

UNIT 19
TOPIC Clot)in# ($a#e MA S!I"" 1ritin# and descri+in# clot)es "&N'U&'( POINT Nouns and descri$tive lan#ua#e- &s%in# for t)in#s6 Can I )ave LLL-7 M&T(RI&"S 5oll )andout (see ne0t $a#e and clot)in# $ictures (use cli$ art -

Procedure "oo% at t)e doll )andout and t)e clot)in# $ictures1)at $rocedure would you follow7 $

Ti.in#6 7

&

'

Pile t)e cli$ art clot)es $ictures on your des%7 Review as%in# for t)in#s7 8 Review res$ondin#7 'lue clot)es on )andout7 8 "a+el t)eir )andout7 4ow .any ite.s of clot)in# Q nu.+er of ti.es t)ey role $lay-

)! *aper +o
,ame: --------------------+ate: -----------------------

---------------------------

$. %. &.

)! *aper +o
,ame: --------------------+ate: -----------------------

$. %. &.

UNIT 20

:n the /o%%o#ing -$ges there $re 5 -ossib%e $ctivities th$t cou%d be used to su--ort the %e$rning ob;ectives o/ <nit 25. )oo" $t the ,$teri$% in the unit= the %e$rning ob;ectives $nd the su--orting $ctivities th$t /o%%o#= then s"etch the out%ine o/ t#o or three -ossib%e %essons th$t #ou%d cover $%% o/ the %e$rning ob;ectives.

)e$rning ob;ectives Pet and ani.al voca+ulary Present Continuous Si.$le - F---is -in#G &ction ver+s (e-#- slee$in#, yawnin#, stretc)in#, eatin# P)one.es - 8s8 8K8 8%s8 8@8 'ra$)e.es IcJ IsJ IssJ I0J IyJ IKJ

)esson <

Activities= Exercises= +$teri$%s

)e$rning ob;ectives

Activit 1 > )$ngu$ge P%$ 0 ?esture 8entence 1)at9s t)at you9re #esturin#7 Fat- Cat- Slee$in#- O), t)e fat cat is slee$in#8E7><P No set u$ re>uired- Rust stand in a $osition w)ere everyone can see youP)A@ < Ma%e a #esture for SfatS- Ma%e anot)er one for ScatS- Finally .a%e anot)er

= D E C

for Sslee$in#SRe$eat t)e #estures and, at t)e sa.e ti.e say, ST)e fat cat is slee$in#-S Re$eat t)e a+ove ste$s wit) ot)er #esture $)rases until t)e c)ildren #et t)e idea and can say t)e #esture sentence wit)out your )el$Reward t)e c)ildren for correctly #uessin# w)at it is you are #esturin#If you want, as% c)ildren to stand in front of t)e class and .a%e a #esture sentence- Note t)at you .ay )ave to su##est a sentence to t)e.-

So.e $ossi+le #esture sentences are6 T)e )un#ry .ouse is eatin#T)e little fis) is swi..in#T)e little ra++it is @u.$in#T)e >uic% do# is runnin#Activit 2 > 6h$t is it e$ting4 1)at9s t)at you9re #esturin#7 Cat- (atin#- Mouse- O), t)e cat is eatin# a .ouse8E7><P No set u$ re>uired- Rust stand in a $osition w)ere everyone can see youP)A@ 1 Ma%e a #esture for ScatS- Ma%e anot)er one for SeatsS- Finally .a%e anot)er for S.ouseS= Re$eat t)e #estures and, at t)e sa.e ti.e say, ST)e cat is eatin# t)e .ouse-S D Re$eat t)e a+ove ste$s wit) ot)er #esture $)rases until t)e c)ildren #et t)e idea and can say t)e #esture sentence wit)out your )el$E1rite on t)e +oard T)e TTTTT is eatin# TTTTTTT- &s% t)e c)ildren to co$y it U nu.+er of ti.es for t)e #estures you wis) to $erfor.- &s you $erfor. t)ey co.$lete t)eir sentencesSo.e $ossi+le #esture sentences are6 T)e .ouse is eatin# c)eeseT)e fis) is eatin# wor.sT)e lra++it is eatin# a carrotsT)e cow is eatin# #rass-

Activit 3 > 6h$t is it doing4 &7$b boo"( 1)at is stretc)in#7 Ra++it7 No, try a#ain- O), t)e cat is stretc)in#- 2esO 8E7><P 'ive eac) c)ild a $iece of &E $a$er- &s% t)e. to fold it in )alf )oriKontally- T)en as% t)e. to ta%e a $air of sissors and cut t)e to$ fla$ of t)e s)eet into four sections (ta+s P)A@ < &s% t)e c)ildren to write E doin# words one on eac) of t)e four ta+s= &s% t)e c)ildren now to fold +ac% eac) ta+ and write t)e na.e of an ani.al t)at is doin# t)e action (s)ow t)e. an e0a.$le already co.$leted +y you e-#on t)e ta+s you )ave written 9stretc)in#9, 9swi..in#9, 9slee$in#9, 9wal%in#9, and

on t)e )idden )alf of t)e s)eet you )ave written 9cat9, 9do#9, 9.ouse9, 9cow9D Put t)e c)ildren into #rou$s of E (E ta+s so E c)ildren - &s% t)e. to as% eac) ot)er w)at ani.al is doin# t)e actions e-#- as%, F1)at is stretc)in#7G Can t)eir friends #uess correctly7 Can t)ey re$ly wit) a full sentence7 Activit 4 > 7$%"ing $bout , -et 4ow .any in t)e class )ave a $et7 O), lots of you- 'ood- 1)at does your $et li%e7 1)at doesn9t it li%e7 < &s% t)ose c)ildren w)o )ave a $et to sit on one side of t)e roo. and t)ose w)o don9t to sit on anot)er- It doesn9t .atter if t)e nu.+ers are not even= C)ildren w)o )ave a $et are desi#nated as 9&9- 'ive t)e. a s.all )andout6 & I )ave a $et TTTTTTTTT It li%es TTTTTTTTTTTTT 8 TTTTTTTTTT 8 TTTTTTTTTT It doesn9t li%e TTTTTTTT 8 TTTTTTTTTT 8 TTTTTTTTTT &s% t)e. to co.$lete t)e sentences wit) as .any e0a.$les of li%es and doesn9t li%es as t)ey can t)in% ofD C)ildren w)o don9t )ave a $et are desi#nated as 939- 'ive t)e. a s.all )andout6 3 1hat is your pet$ 44a cat444 /oes your pet like sleeping $ 5es6(o 74444Hakim444448 1hat is your pet$ 4444444444 5oes your $et li%e TTTTTTTT7 2es8No ITTTTTTTTTTTTTTJ 1hat is your pet$ 4444444444 5oes your $et li%e TTTTTTTT7 2es8No ITTTTTTTTTTTTTTJ 1hat is your pet$ 4444444444 5oes your $et li%e TTTTTTTT7 2es8No ITTTTTTTTTTTTTTJ &s% t)e. to co.$lete t)e t)ree 95oes9 sentences usin# different action wordsE 1)en everyone is ready as% t)e 939 c)ildren to wal% over to t)e 9&9s and as% t)eir >uestions to t)ree different c)ildren and record t)e answersC 1)en t)ey )ave done t)at t)ey return to t)eir side of t)e roo.- 1rite on t)e +oard6 F4a%i. )as a $et ra++it- It li%es @u.$in#-G T)is is t)e .odelA &s% t)e 939 c)ildren to say one e0a.$le fro. t)eir )andout- &s t)ey do so record so.e of t)eir e0a.$les on t)e +oard (.a%e sure you )ave a 9li%es9 and a 9doesn9t li%e9 ; Finis) +y $uttin# so.e ani.al na.es on t)e +oard and as% t)e c)ildren w)at t)ey t)in% t)ey li%e and don9t li%eActivit 5 > .o# on the be$ch 1)at9s a cow doin# at t)e +eac)7 4e doesn9t li%e it t)ere- 4e can9t swi.- Ta%e )i. to t)e far. w)ere )e +elon#s-

8E7 ><P Create different ani.al )a+itats (far., Koo, .ountains, cave, forest, ocean, +eac) in t)e classroo.- T)is need not cause you a lot of wor%- & si.$le flas)card in eac) corner of t)e roo. can do t)e tric%P)A@ < Pretend you are a cow ()old u$ a cow flas)card = 1al% over to t)e +eac)- Moo a little and loo% a+out confused- Pretend to di$ into t)e waterD &ct li%e you are drownin#- S)out, SI a. a cow- I can9t swi.- I don9t li%e t)e +eac)- I want to #o )o.e-S &s% t)e c)ildren, S1)ere is )o.e for t)e cow7S T)ey s)ould s)out, St)e far.SE 1al% over to t)e far.- Moo contentedly- Say, SI a. a cow- I li%e t)e far.-S Pretend to eat so.e #rassC If t)e c)ildren are willin#, as% one to co.e u$ and re$eat your $erfor.ance (or role-$lay wit) a different ani.al A C)oose t)e startin# location- So.e $ossi+ilities are6 a fis) in t)e .ountains* a +ear in t)e ocean* a s)ar% in a cave* an ele$)ant in a tree; If your c)ildren are too s)y, t)en you .ust $erfor. alone- Use t)e ti.e to as% >uestions of your c)ildren, and $ractise t)eir listenin# co.$re)ension<8E8 To connect ani.als wit) t)eir )a+itats- Review si.$le $atterns6 I li%e8don9t li%e* I can9t* I want to-

Ans#er Ae
9nit : -ctivity on page ;<: 7-8 ;+:+=+< 7)8 >+?+;@ 7A8 B+C 7/8 D+;;

9nit ? -ctivity on page >=: 7-8 ;+?+D+<+;B 7)8 >+=+;@+;; 7A8 B+C 7/8 :+;>+;:

9nit ? -ctivity on page BC: 7-8 ); /,; %; # )> /,; %; # )? /,; %; 7)8 ); /TD %; 3 ); /T: %; # )> /)> %; # )> /)B %; # )B /,> %; # )B /)B %; # )D /T: %; 9nit D -ctivity on page :?: 7;8 # 7)8 7>8 # 7A8 7B8 # 7%8 7:8 # 7/8 7?8 3 7-8

9nit = -ctivity on page ?>: Eersion ;: Eersion >: ;#A >#) B#/ :#;#) >#% B#/ :#- ?#A

9nit ;@ -ctivity on page D?: 7;8 # 7A8 7>8 # 7/8 7B8 # 7)8 7:8 3 7-8 9nit ;? -ctivities on page <B: <C =( D5 E& C3 Missing words: actions # 7/8 process # 7)8 9nit ;D (otes on page ;@:: The three categories # context+ experience and vocabulary are clearly interrelated. Aontext # it was not written with any particular children in mind # no published text book ever is 3 and certainly not for C year old children who live in Malaysia+ particularly in non3urban settings. &t was written for the purposes of presenting a language point in a text book as re2uired by the stakeholder and the syllabus" &t is only of some usefulness to the teacher in that regard. %xperience # will C year old children have ever lost a bill+ been aware of what bills are and why someone would be desperate to chase one blown by the wind$ 1ill they know what a frilly cap is+ what one is for+ who would wear one+ when+ etc$ From their minds eye what would be the purpose of Miss )ess selling clocks and glass$ &t is unlikely that all or most of the children will have been exposed to these contexts in their lives so far. The weakness of this is that there is little to attract their attention and little to encourage retention no mnemonic value!. Eocabulary # for a C year old Malaysian child what is the likelihood that they would have been exposed to aware of!+ know or use the following words: huff 3 puff # bill # frilly $ To answer the 2uestion translate them into the mother tongue!.

segment # 7-8

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