teaching guide english - oxford university press for early learners... · english for early...
TRANSCRIPT
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Pre-NurseryEnglishEarly LearnersEnglish
for
Liz Miles
Teaching Guide
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Contents
Page
Introduction iv
• HelpfulHints
• TeachingResources
• NotesonAssessment
Unit 1 Drawinglines 1
Unit 2 Hello,Goodbye 3
Unit 3 Families 9
Unit 4 Countingthings 15
Unit 5 Everydaythings 19
Unit 6 Colours 24
Unit 7 Shapes 31
Unit 8 Weather 36
Unit 9 Numbers 41
Unit 10 Animals 45
Unit 11 Morenumbers 50
Unit 12 Myalphabet 56
Unit 13 Lettersandwords 60
Unit 14 Storybooks 67
Unit 15 JackandtheBeanstalk 70
Unit 16 LittleRedRidingHood 73
Resourcesheets 77
Objectivesandassessments 100
Assessmentrecordsheet 103
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Introduction
English for Early LearnersintroducesEnglishtoyoungchildrenthroughawiderangeoflistening,speaking,reading,andwritingactivities.Itisapre-primaryseriesofthreesetsofmaterialsforPreNursery,Nursery, andKindergartenagedchildren.ForeachstagethereisaStudentBookwithCD,TeachingGuide,andclassroomResources(includingflashcardsandwallcharts).Thematerialstakechildrenthroughfrombasicskillssuchasdevelopinghand-eyecoordinationandsoundingouttheEnglishalphabet,towritinglettersandwords,readingsimplesentenceswithsupport,andrecognisingrhymingwords.
ThematerialshavebeendevelopedwithafocusonPakistan’sNational Curriculum for Early Childhood Education (ECE) and England’s phonic-based English Curriculum. The ECE Expected LearningOutcomes linked to language and literacy competencies are at the core of this series. Objectivesthroughoutthelessonplansarebasedonthese,asaremanyofthesubjectareasforlearningEnglishvocabulary.ManylessonsoffertheopportunitytoteachcompetenciesinotherKeyLearningAreasoftheECE too, includingPersonalandSocialDevelopment,BasicMathematicalConcepts, theWorldAroundUs,andCreativeArts.
Theessentialvalueofplayisatthecoreofthisseries,incorporatingcountlessopportunitiestoexploretheEnglishlanguageinaplayfulcontextandthroughchild-ledactivities.Songs,rhymes,andstorieshavebeenincludedtofurthercapturetheinterestoftheyoungestofchildren,andtoofferlotsofopportunitiesforthemtoenjoythesharedexperienceofspeaking(orsinging)andlisteningtoEnglishlettersoundsandwords—buildingafoundationforfuturewriting.
Helpful HintsAsrecommendedinPakistan’sNational Curriculum for Early Childhood Education (ECE) theenvironment for learning should be pleasant and stimulating, and if possible, there should be learning corners forspecificactivities,andthestorageofrelevantresources.ThoseespeciallyrelevanttoteachingEnglisharecornersforlanguage,thelibrary,andart.LabellingthesecornersandresourcesintroducestheEnglishlanguagenaturallyintotheenvironment.Wherespaceallows,aspecificareashouldbeavailableforthechildrentogatherforsong,roleplay,storytime,andotherteacher-ledactivities.
Display areasfortheresourcessuppliedinthisseries(e.g.alphabetchartandposters)arevital.Itisalsoimportanttohaveareastodisplaychildren’sworkattractivelyandprominently.
TheteachingofEnglishinthisseriesusesaphonics-based approach,asrecommendedbytheEarlyYearsFoundationStageoftheEnglishNationalCurriculum.Phonicsinvolvesteachingthechildrenthesoundsof letters in theEnglishalphabet.Each letterhasbothanameandasound,and thephonicsapproachemphasizesthesoundinsteadofthename.Forexample,childrenareencouragedtosoundout‘a’asin‘apple’whenreading.Simple,consonant-vowel-consonant(cvc)wordsarereadbysoundingouteachletter,lefttoright,andthenblending(e.g.c-a-t).Childrenalsolearnhowtwoletters(ormore)canmakeonesound,forexample‘ck’(d-u-ck),‘oo’(b-oo-t)and‘sh’(sh-o-p).
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Teaching Resources• TeachingGuides
• Wallcharts
• Flashcards
Teaching GuidesThe Teaching Guides follow the same lesson plan format, with suggested times for each section.However,theseplansshouldbeusedflexibly,andteachersareencouragedtoalterelementsaccordingtoindividuals’orwholeclassunderstanding.
• starter –teacher-ledopenertogainthechildren’sattentionandintroducethelessonfocus/topic• whole class–teacher-ledactivitiesinvolvingthewholeclassworkingtogether• group/paired/individual work – howmany childrenwork together in this section can be altered
accordingtopupilability;thissectionprovidesanopportunitytoassesschildren’sunderstanding
• review –areviewofthelessonprovidesachancetoassesswholeclassunderstanding,andelementscanberepeatedinthissectionasaresultofobservationsmadeduringgroup/paired/individualwork
Lessonobjectivesand linkedassessmentsareprovided foreach lesson.Resourcesarealso listed–includingtheResourcesheetswithintheTeachingBook.TheResourcesheetsshouldbephotocopiedandtheotherresourcesgatheredbeforethelessonbegins.ThechildrenwillneedtheirStudentBooksforthemajorityofthelessons.
Grids forPakistan’sEarlyChildhoodEducationcompetenciesandageneralassessmentsheetareattheendoftheTeachingGuide.Thesecanbephotocopiedforeachchildsothattheteachercanrecordchildren’sprogressandachievements.
Wallcharts (2)• Alphabetwallchart
• Rhymingwords
Flash cards (48)Lettercardsandpicturecards.
Eachlessonplanindicateswhenandhoweachresourceshouldbeused.However,thesecanalsobeusedimaginativelybyteachers,andforrevisionaccordingtoindividualchildren’sandclassneeds.
Student BookTheStudentBookcontainsawiderangeofactivitiessuitableforthelevel,includingwritingpractice,andreferencematerialthatthechildrencanreturnto,suchasrhymestoreadwithsupportinUnits3,6,8,10,11,and13,andnumbers0to10inUnits4and12.Thealphabetonpage90canbeusedtorecordlearning,andalsoas referencewhenrevising lettersounds inclassor thehome.Unit1activitiesarereferredtoinvariousunits.
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Individualchildrenwillworkontheactivitiesatdifferentspeeds,somayneedadditionaltimetocompletetheactivities.
Allchildrenarelikelytoneedsupportinunderstandingwhatisrequiredofthemforeachactivityatthislevel.Beforestartingwork,ensureallthechildrenunderstandtheinstructions.Circulatetochecktheirprogress.
Interactive CD with Student BooksEachStudentBook isaccompaniedbyan interactiveCD.TherearenineTopicsontheCDwhicharebasedontheunitstaughtinthetextbook.AdditionalstoriesandactivitiesarealsoincludedontheCD,whichwillhelpstudentstoreviseandlearntheconceptstaughtinclass.
CD contents
Topic1–Myalphabet Unit12
Topic2–Learntowrite(onlylowercaseletters)
Topic3–Families Units2and3
Topic4–Numbers Units4,9,and11
Topic5–Colours Units5and6
Topic6–Shapes Unit7
Topic7–Weather Units8
Topic8–Lettersandwords Unit13
Topic9–Storytime Units14,15,and16
Notes on AssessmentDuringthelessonsmakementalnotesonelementschildrenfinddifficultsothattheycanreturntotheactivity.TheStudentBookswillprovideagoodrecordoftheirwritingprogress.
TheRecordSheetsattheendoftheTeachingGuidecanbephotocopiedandcompletedforeachchild.Theassessmentfocusesarebasedonindividuallearningoutcomesandtheskillstaughtacrosseachunit.
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Line work lessonNote:ThelineworkexercisesinUnit1ofthePupilBookcanbeincorporatedintoanylessonsthroughouttheyeartohelppupilswithletterformationorforrevision.ThefollowinglessonplancanbeusedwheretheteacherfeelspupilswouldbenefitfromwholelessonsthatfocusonjustlineworkinUnit1.
Objectives• Topractisehand-eyeco-ordination• Todeveloppencilcontrol
• Topractisedrawinglinesandprepareforletterformation
Resources• Sandtrays
• Dough,Plasticine,orclayformodelling
• Colouredpapertocutout
• Child-safescissors• StudentBooks
• Arangeofpencils,pens,paints,crayons,andpaper
Starter (5 minutes)1. Explaintothechildrenthattheyaregoingtolearntodrawlines,whichwillhelpthemdrawandwrite
lettersneatly.
2. Ask thechildren to tellyouwhatkindof lineyouaredrawing in theair (e.g.straight,curved,etc.accordingtothefocusofthelesson).Askthechildrentocopyyour‘airdrawing’whilerepeatingthenameoftheline.(e.g.straight,curved,zigzag,wavy)
Whole class (20 minutes)1. Askthechildrentoworkingroupssothateachgroupcancreatethechosenlinesby:
a) usingafingertoformthelineinthesand-tray. b) modellingthelinewithdough.
c) cuttingoutshapesincorporatingthelinetype.
(Note:Formorecomplexlines,thechildrencanusepaintsandcrayonstocreatecolourfuldesignsinstead.)
2. After about 5minutesask the children tomove round so that theyareusingadifferentmedium.Continuetillallthechildrenhavegotachancetousethedifferentmedia.
3. Displaythepapershapesordesignswiththecorrectlabel,e.g.‘Shapeswithstraightlines’.
Individual work (10 minutes)1. GivethechildrentheirStudentBooksandaskthemtocompletetherelevantactivityfromUnit1.
Unit 1 Drawinglines
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Review (5 minutes)Askthechildrentocreateadesignincorporatingallthetypesoflinestheyknow.
AssessmentDotheydemonstrategoodhand-eyecoordination?Cantheyidentifydifferenttypesoflinescorrectly?
Cantheycopylinesneatly?
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Unit Hello,Goodbye
Lesson 1Objectives• Tointroducegreeting:hello
• Tousepens,crayons,etc.
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.
• Abagorboxbigenoughtohidethecut-outpuppetin
• StudentBook
• Arangeofcrayons,pens,orpaintswithbrushes
Starter (5 minutes)1. Explaintothechildrenthatyourfriendhascometoschooltoday.Explainthatheisapaperbearand
theyneedtolearnhowtogreethimbeforehearrives.
2. Explainthatwehavetosay‘Hello’,whenwemeethim.Encouragethechildrentosay,Hello.
Whole class (20 minutes)1. Sayhellotoeachchild,followedbytheirname,andencouragethemtoreplywithahello,followedby
yourname.
2. Tellthechildrenthatprincesandprincessesinstoriesboworcurtsywhentheysayhello tothekingorqueen.Showthechildrenhowtobowandcurtsy,sayinghelloatthesametime.
3. Askthechildrentostandinpairs, inacircle.Explainthateachmemberofthepairwillgreeteachother,andsayhello.Sayhello(followedbythepupil’sname)toeachchildinturn,encouragingeachtogreetbackandthensitdown.Iftheyremembertocurtsyorbow,praisethem.
4. NowtakeoutBillybear(Resourcesheet1)andencouragethechildrentosayhellotothepuppet.Showthepuppetwhisperinginyourear,thenbowingtotheclass.Explainthatheissayinghello.
5. TellthechildrenthathisnameisBilly.Encouragethechildrentosayhello, Billy.
6. ExplainthatBillyhasbroughtabookforthemwhichhasapictureofBillytocolour.LeaveBillyoutondisplay.
Individual work (10 minutes)1. GivethechildrentheirStudentBooksandshowthemhowtofindActivity9.Providethemwithpaints,
pens,orcrayonsandencouragethemtocolourthepictureofBilly.
2. Asyoucirculate,pointtotheword‘Hello’inthebookandrepeatasyoupointtoit.Helpthemtoholdpensandcrayonscorrectly.
Review (5 minutes)Askthechildrentoexchangegreetingswiththechildnexttothem.
AssessmentDothechildrensayhelloclearly?
Dotheyshoweye-handcoordinationastheycolourthepicture?
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Lesson 2Objectives• Tointroducethealphabetsong
• Toreviseuseofhello
Resources• Alphabetwallchart
• CD:Myalphabet,Topic1
• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.
• Flashcardsa-z(hiddenaroundtheclassroombeforethelesson)• Resourcesheet2:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis
oneletterforeachchild.
Starter (5 minutes)1. Re-introduceBillybear,encouragingthechildrentosayhelloasaclass.
Whole class (20 minutes)1. PointtothealphabetwallchartandexplaintothechildrenthattheyaregoingtolearntheEnglish
alphabet.
2. TellthechildrenthatBillyisgoingtoteachthemthesong.
3. PlayTopic1ontheCDandencouragethechildrento join inthesong.Point toeachletteronthealphabetchart.
4. Show thechildren the flashcard for ‘a’.Say thesound.Explain thatyouhave lost the restof thealphabet.CantheyfindthemforBilly?
5. Demonstratefindinganotherlettercard.Sounditout.
6. Encouragethechildrentohuntforthelettersuntilyouhavethemall.Thankthem,andpretendBillyhasthankedthemtoo.
Individual work (10 minutes)1. Givealetter(Resourcesheet2)toeachchildthenaskthechildrentocolourthemin.
2. Displaytheirletters.
Review (5 minutes)Singthealphabetsongtogether.
AssessmentDothechildrenattempttosoundouttheletters?
Cantheyexplainthatthealphabetisasetofletters?
Dothechildrensayhelloclearly?
Canthechildrencolourinsidetheboundariesoftheirletter?
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Lesson 3Objectives• Tointroducegreeting:goodbye
• Tohelpstudentstousepens,crayons,etc.
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.
• AbagorboxbigenoughtohideBillyBearin
• Asmallbagtobeusedasthepuppet’sgoingawaybag
• StudentBooks
• Arangeofcrayons,pens,orpaintswithbrushes
Starter (5 minutes)1. ShowBillybear(Resourcesheet1).Encouragethechildrentosayhello.
Whole class (10 minutes)1. Askthechildrenwhattheysaywhentheyaregoingaway.Askforideasandthenaskthemtolisten.
Waveandsaygoodbyeandwalkawayfromthechildren.Thenturnback,andsayhelloasyouwalkbacktoyourdesk.Repeatseveraltimes,sotheygetusedtolinkinggoodbyewithleavingandawave.
2. ShowBillyBearandhisbagtothechildren.Explainthatheisgoingawayonholidayfortheday,andtheymustwave,andsaygoodbye.
3. HoldBillyBearinonehandandwavewiththeotherhand,sayinggoodbye.Encouragethechildrentowaveandsaygoodbyetoo.
Individual work (15 minutes)1. GivethechildrentheirStudentBooksandshowthemhowtofindActivity10.Providethemwithpaints,
pens,orcrayonsandencouragethemtojointhedotstocompletethepicture.
2. Asyoucirculate,pointtothewordgoodbyeinthebookandrepeatit.
3. Helpthemtoholdpensandcrayonscorrectly,andaskthemtocolourthepicturewhentheyhavefinishedthelines.
Review (10 minutes)Playagamewiththechildren,tellingthemtosaytherightword:hello or goodbye.Goinandoutoftheroom,wavinggoodbyeasyouleave,andsmilingasyoucomeinagain.Repeatquicklyformorefun.
AssessmentDothechildrensaygoodbyeclearly?
Dotheylinkhellotoarrivingandgoodbyetowavingandleaving?
Dotheyshowhand-controlastheycolourinthepicture?
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Lesson 4Objectives• Tolearnthequestion‘What is your name?’
• Topractiseansweringthequestion
• Topractisedrawinglines
Resources• Alphabetwallchart
• CD:Families,Topic3
• Namecardforeachchild
• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.
• Sheetsofplainpaper
• StudentBooks
Starter (5 minutes)1. PlayTopic3ontheCDandintroducethebearfamily.
Whole class (20 minutes)1. ExplaintothechildrenthatBillyBearwantstoknowtheirnames,sotheymustintroducethemselves.
2. Demonstratelisteningtohim,andsayingBilly asks: What is your name? My name is ….[addyourname].
3. Giveeachchildtheirnamecard.EncourageeachchildtolistentoBilly’squestion(viayou)andtousethesentence,My name is …,andtoshowandsaytheirnametothebear.Dancethebearupanddownalittleinresponsetothename.
Individual work (10 minutes)1. Explainthatlotsoflettershavestraightlines.Pointtoafewexamplesonthealphabetchart,and
drawsomeontheboard.Explainthatdrawingstraightlineswillhelpthemlearntowrite.AskthechildrentorevisittheirworkonActivities1and2intheirStudentBooks.Theycandrawsimilarlinesonsheetsofpaper.
Review (5 minutes)Askthechildrentotaketurnstowalkaroundtheclassroomandtapsomeoneontheshoulder,thenaskthequestion:What is your name?andtheotherchildshouldanswer,My name is …,sayingtheirnameandpointingattheirnamecard.Circulatetocorrecttheirpronunciationifnecessary.
AssessmentDothechildrenjoininwiththealphabetsong?
Dothechildrenusefullsentencestoaskandanswerthequestion?
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Lesson 5Objectives• Torevisedrawingstraightandcurvedlines
Resources• StudentBooks
• Aballorothercurvedobject
Starter (5 minutes)1. Beginbysingingthealphabetsongtogether,pointingtotherelevantlettersonthewallchart.
Whole class (15 minutes)1. Tellthechildrentheyaregoingtodrawsomelinesintheair.Drawstraightverticalandhorizontallines
ontheboard.Askthechildrentodrawstraightlinesintheair.First,upanddownandthenlefttoright.Whendemonstrating,workasamirrorimage,i.e.drawingrighttolefttosothechildrenmovelefttoright.
2. Askthechildreniftheycanfindanystraightlinesintheroom,e.g.pointtopartsofthewindoworadoor.
3. Showthechildrenaballandaskifithasstraightlines.
4. Drawsomestraightandcurved lineson theboard.Point toeachoneandask thechildren if it isstraight.Ifitisstraight,tickit.Ifitiscurveddrawacross.Explainthatatickmeanssomethingisright,andacrossmeanssomethingiswrong.
Individual work (15 minutes)1. AskthechildrentocompleteActivity11,explainingthattheymustjointhedotstodrawstraightlines.
Review (5 minutes)Askthechildrentotaketurnstodrawastraightlineontheboard.
AssessmentDothechildrenjoininwiththealphabetsong?
Dothechildrenshowpencilcontrolwhendrawinglines?
Cantheydifferentiatebetweenastraightandcurvedline?
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Lesson 6Unit 2 Assessment
Objective• Tore-visitactivitiesinUnit1
Resources• Alphabetwallchart
• CD:Myalphabet,Topic1
• StudentBooks
• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.
Starter (5 minutes)1. Praisethechildrenfortheirworkinthepreviouslessonsandfortheirdrawingandforlearningthe
alphabetsongandsomeEnglishwords.
Whole class (15 minutes)1. Askthechildreniftheyrememberthealphabetsong.PlayTopic1ontheCD.Encouragethemto
joinin.
2. ShowBillythebearappearingfrombehindadeskordoor.Sayhello,andencouragethechildrentojoinin.Demonstratethedialogue:Hello, What’s your name? My name is …’,betweenyouandthebear.Askchildrentovolunteertosayhello,andtoanswerthebear’squestion.
3. ExplainthatBillyhastogonow.Askthemwhattheyshouldsaywhensomeonegoes?(goodbye)EncouragethemtowaveandsaygoodbyeasyouputBillyaway.
Independent work (15 minutes)1. AskthechildrentoworkonActivity12,checkingthattheyarecarefullyfollowingthedots.
AssessmentDothechildrensingthealphabetsongwithconfidence?
ArethechildrenabletosoundoutHello, Goodbye, My name is …withconfidence?
Canthechildrendrawstraightlines?
Canthechildrenholdtheirpencilscorrectly?
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Unit Families
Lesson 7Objectives• Todrawstraightandslantinglines
• Todrawcircles
• Tointroducenewvocabulary
Resources• Myalphabetwallchart
• Thebearfamilywallchart
• CD:Myalphabet,Topic1
• Aselectionofbooksormagazineswithpicturesoffamilygroups(humanoranimal)
• StudentBooks
Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
Whole class (20 minutes)1. Look togetheratActivity13 in theStudentBook.Point toeachcharacterandsay,Let’s read the
words: mother, father, brother, sister.Pointtothemagainandsoundoutthewords,emphasisingtheinitiallettersoundofeach.
2. Explain thewords sister and brother.Point to the bear family poster and identify the namesandrelationships(mother,father,brother,sister).
3. Discussotherfamilygroupsusingthepicturesinthebooksandmagazines,encouragingthechildrentoidentifymum,dad,andbabyorbabies
4. Askthechildrentolookthroughbooksandmagazinesandtoholduptheirhandiftheyfindamum,dad,orababy.
Individual work (10 minutes)1. AskthechildrentocompleteActivity13.
Review (10 minutes)Askthechildrentoexchangethegreeting,hellowiththechildnexttothem.
Giveoutsheetsofpaperandaskthechildrentopractisedrawingdifferentlines.(straight,wavy,zigzag,etc.)Explainthattheywillneedtodrawallkindsoflinessothattheycanlearntowritethelettersofthealphabet.
AssessmentDothechildrenrememberandusethenewvocabularycorrectly?
Dotheyshowhand-controlastheycompletethedrawingactivities?
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Lesson 8Objectives• Todrawcurvesandcirclesorovals
• Tocolourintheshapes
Resources• CD:Myalphabet,Topic1
• Sheetsofplainpaper
• Drawingandcolouringpens,pencils,andpaints
• StudentBooks
• PlaydoughorPlasticine,orasandtraywithsticks
Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
Whole class (15 minutes)1. Drawcurvesandcirclesontheboardandexplainthattheyarecalledcurvesandcircles.
2. Askthechildrentoidentifyanycurvesorcirclestheycanfindintheroom.
3. AskthemtolookatActivity14intheStudentBookandpointtotheballoons.
4. Gatherthechildrenattablestotaketurnstodrawcirclesandcurvesonsheetsofpaperandmouldplaydoughorplasticineintocirclesandballsordrawtheshapesinthesandwithastick.
Individual work (15 minutes)1. AskthechildrentocompleteActivity14,encouragingthemtoaddtheirownballoons.
Review (5 minutes)Askthechildrentodrawcurvesandcirclesintheairoronpaper.
AssessmentCanthechildrendrawcirclescorrectly?
Dotheycolourwithintheboundarylineswhencolouringin?
Lesson 9Objectives• Torevisethealphabet
• Tointroduceclothesvocabulary
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
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Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• BillyBear(Resourcesheet1)wearingcut-outhatfromResourcesheet3• StudentBooks
• Somecolourfulclothes
Starter (10 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
Whole class work (15 minutes)1. ShowBillywiththehat,tothechildrenandaskwhatheiswearing.Teachtheword‘hat’andtheother
clothesnames.
2. AskthechildrentoturntoActivity15intheirbooksandteachthemthewordsfortheclothes.(socks,dress,trousers,hat,etc.)
3. Askthechildrentopointtotheirownclothesandsaywhattheyarewearing.
Individual work (10 minutes)1. AskthechildrentocarefullycolourtheitemsinActivity15.
2. Asyoucirculate,pointtodifferentclothesandask:What is it?promptingthemtoanswerincompletesentences.
Review (5 minutes)Reviewtheclothesvocabulary,pointingtoclothesthechildrenandBillyarewearing.Takeoutclothesfromthebagandaskthemtonamethem.
AssessmentDothechildrenusethenewvocabularycorrectly?
Lesson 10Objectives• Tointroducevocabularyrelatedtobodyparts
Resources• CD:Myalphabet,Topic1
• Myalphabetwallchart
• Billythebearpuppet(Resourcesheet1)
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.
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Whole class (15 minutes)1. Explaintothechildrenthattheywilllearnthenamesofthepartsofthebody.
2. ShowthemtheBillybearpuppetandpointtothedifferentpartsandaskthemtonamethem.(eyes,nose,ears,hands,legs)
Individual work (10 minutes)1. Asyoucirculate,pointtodifferentpartsandhelpthechildrentonamethem.
Review (5 minutes)Reviewtheirbodyvocabularybyaskingthemtopointtothedifferentpartsoftheirbodyasyoucallouteachword.
AssessmentCanthechildrennamesomepartsofthebodycorrectly?
Lesson 11Objectives• Torevisethealphabet
• Toreviseclothesvocabulary
Resources• CD:Myalphabet,Topic1
• Myalphabetwallchart
• StudentBooks
• Paper,paintsetc
Starter (10 minutes)1. PlayTopic1ontheCD.Encouragethechildrentorepeatthesentences:aisforant,etc.
Whole class and individual work (15 minutes)1. AskthechildrentolookatActivity16intheStudentBook.Cantheynamethepeople?(Mum,Dad)
2. Talkaboutwhattheyarewearing,askingchildrentonametheitemsofclothing.
Individual work (10 minutes)1. Giveeachchildasheetofpaperandaskthemtodrawanitemofclothingandcolouritusingpaints
orcrayons.Displaytheirworkinclass.Entitlethedisplay‘Clothes’andlabeleachitem.
Review (5 minutes)AskthechildrentocompleteActivity16.
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AssessmentDothechildrensoundoutthelettersinthealphabetcorrectly?
Dothechildrenremembertheclothesvocabulary?
Cantheydrawarecognisableitemofclothing?
Lesson 12Objectives• Torevisefamilyvocabulary
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
• Tolearnarhyme
• Topractisecolouringthecircles
Resources• CD:Families,Topic3
• StudentBooks
Starter (10 minutes)1. Beginbyrevisingfamilyvocabulary.
2. Askandanswerquestionsaboutthechildren’sfamilies.Encouragethechildrentorecallthewordsmum,dad,brother,sister,andbaby.Focusonthe/m/beginning‘mum’.
Whole class (10 minutes)1. PlayTopic3ontheCD.AskthechildrentolistentotherhymeandlookatthepictureinActivity17.
2. Discussabouthowthemoonappearswhenitistimeforbed.
3. Askthechildrentojoinintherhymeastheylistentoitagain.
4. Writemoonontheboard,anddrawamoon.Pointtothe‘m’andsounditout.Askiftheyhaveheardanotherwordbeginningwith‘m’.Pointto‘mum’andsoundouttheword.
Group and class work (10 minutes)1. Askthechildrentoworkingroupstofindasmanycirclesastheycaninthepicture.
2. Jointogetherasaclassandidentifyallthecirclesinthepicture.
Review (10 minutes)AskthechildrentocompleteActivity17.
AssessmentDothechildrenattempttojoinintherhyme?
Cantheyidentifythecirclesinthepicture?
Dotheysingtherhyme?
Dotheyshowincreasinghand-controlastheypractisecolouring?
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Lesson 13 Unit 3 Assessment
Objective• Tore-visitactivitiesinUnit3
Resources• CD:Families,Topic3
• StudentBooks
• Sheetsofplainpaper,pencils,crayons
• Resourcesheet4:BeforethelessonphotocopythesheetoncardandcutthemoutsothattherearemultiplecopiesforthechildrentoplaySnap!ingroups.
Starter (10 minutes)1. PlayTopic3ontheCD.Askthechildrentolistentotherhymeandjoininsingingit.
Whole class and independent work (20 minutes)1. Givethechildrensheetsofplainpaperandaskthemtodrawsomeoralloftheirfamilymembers.
Suggesttheystartwiththeirparentsorgrandparents.
2. Createawalldisplayofthechildren’sworkandentitleit‘Myfamily’.
Group work (10 minutes)1. ShowthechildrenhowtoplaySnap,usingthecardsfromResourcesheets4.
AssessmentDothechildrenrememberwordsfromtherhyme?
Dotheydemonstrategoodhand-controltodrawpicturesoftheirfamily?CanthechildrenplaySnap!andtaketurnstoputthecardsdown?
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Lesson 14Objectives• Tolearnthenumbers1to5
• Tostarttofocusonindividualsoundsofthelettersinthealphabet
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• BillyBearpuppetfromResourcesheet1
• Aselectionoffivetoys,orfivetoybricksinabag(anyitemthechildrencanpickupeasily)
• StudentBooks
• Paperandpencils
Starter (5 minutes) 1. PlayTopic1ontheCDandaskthestudentstojoininthesinging.Pointtotherelevantlettersonthe
wallchart.
2. Go back and point to the ‘m’ and ask if anyone knows which sound this makes. Sound it out ‘m’ andpointtotheword‘mum’.Soundouttheword,emphasisingthefirstletter.
Whole class (20 minutes)1. PretendthatBillyiswhisperinginyourear.Explainthathewantstolearntocount.
2. Encouragethechildrentocount1–5onthefingersofonehand,puttingtheirthumbup,theneachfingerafterwardsastheysaythenumbers.
3. Tell thechildrenyouneedtheirhelp tocount the toys inyourbag.Takeoutoneata timeas thechildrencountthem.
4. Putbackvaryingnumbersofthetoysandcountwhatisleftwiththechildren.
5. Takeoutdifferentnumbersoftoysandaskvolunteerstocountthem.
6. LooktogetheratActivity18intheStudentBook,countingtheobjectsandpointingtothenumberdigitandhowitcorrespondstothenumberofobjects.
Individual work (5 minutes)1. Give the children theirStudentBooksandask them to count eachobject inActivity 18quietly to
themselves.
2. Givethemsheetsofpapersotheycandrawsomeobjectsoftheirownandaskafriendtocountthem.
Review (10 minutes)Playagamewiththechildren,tellingthechildrentoholdup1–5fingersasyoucalloutrandomnumbersonetofive.
AssessmentDotheybegintolinkthenumberswiththenumbersofobjects?
Canthechildrencountthenumbers1–5incorrectsequence?
Unit Countingthings4
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Lesson 15Objectives• Tointroduceordinalnumbersfirst,second,third,fourth,andfifth
• Tointroducenewvocabulary
Resources• Flashcards1–5
• CD:Numbers,Topic4
• Resourcesheet5:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopyfortheactivity.
• Aselectionofitemsforchildrentocountupto5(e.g.5bricks,5dolls,5sticks)
• StudentBooks
Starter (5 minutes)1. Askthechildrentocalloutthenumberasyouholdadigitcardup.Repeatthenumbersiftheclassis
lesssureof.
2. PlayTopic4ontheCD.
Whole class (20 minutes)1. Explaintothechildrenthattheyaregoingtohavearace.Onepersonwillcomefirst(showthemthe
‘1’cupfromResource5),anothersecond(showthemthe‘2’cup),andanotherthird(showthemthe‘3’cup).
2. Holdaraceoutsideintheplayground–itcouldbeahoppingorrunningrace.
3. Whentheraceisoverholda‘cup-giving’ceremonytothethreefasteststudents.Explainthatthenexttwoplayerswerefourthandfifthinline.
Individual work (10 minutes)1. AskthechildrentocompleteActivity19.
Review (5 minutes)Askthechildrentotaketurnstopickupthenumberofobjectsaccordingtothenumbercardyoushow.
AssessmentDothechildrenuseordinalnumbers1st,2nd,and3rdcorrectly?
Dothechildrenremembernumbers1–5inthecorrectsequence?
Dotheypickupthecorrectnumbersofobjects?
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Lesson 16Objectives• Torevisecounting1–5
Resources• Flashcards1–5
• Resourcesheet6:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonefishforeachchild.
• Crayons
• Shortpiecesofstring
• Abucket
• StudentBooks
Starter (5 minutes)1. Startthelessonbyaskingthechildrenhowoldtheyare.Askindividualstopickupthecorrectflash
card.
Whole class (20 minutes)1. Tellthechildrentheyaregoingtoplayacountinggame.
2. GiveeachchildafishfromResourcesheet6tocolourin.
3. Help thechildrentopierceahole ineachfishandtiea lengthofstringorcotton.Cutsomemoresimilarlengthsofstringorcotton.
4. Putthefishinthebucketwiththestringshangingovertheedge;droptheotherstringsintoo,withtheendshangingout.
5. Askthechildrentotaketurnstofindafishbychoosingastringtopull.
6. Counthowmanyfishthechildrenhaveintheend.
Individual work (10 minutes)1. AskthechildrentocompleteActivity20.
Review (5 minutes)Askthechildrentotaketurnstopickaflashcardandcalloutthenumberfortherestofthechildrentoholdupthecorrectnumberfingers.
AssessmentCanthechildrencounttheirfish?
Canthechildrenreadthenumbercardscorrectly?
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Lesson 17 Unit 4 Assessment
Objective• To re-visitactivitiesinUnit4• Usepolitewords:please, thank you
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Playdough,Plasticine,orasandtray
• Flashcards1–5
• StudentBooks
Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtoreferto
theflashcardsfortheshapeofthedigits.
2. Askeachchildinthegrouptodrawupto5objectsonapieceofpaper.
3. Askthechildreninthegrouptoswappapers,andcounttheobjects.Doeseveryoneinthegroupagreeonthenumberofobjectsoneachsheet?
4. Ifthereistime,setoutobjects(e.g.5dolls,5bricks,5paperfish)andencouragechildrentorole-playshopkeeperandshopper.Theshopperpointstoasetofobjectsandasksforanumberofitems.(1–5)Theshopkeeperthencountsoutthecorrectnumber.Usethisasanopportunitytoteachthewordspleaseandthank you.
Independent work (10 minutes)1. AskthechildrentocompleteActivity20,countingtheobjectswhentheyhavefinishedthelinework.
AssessmentCanthechildrencountitemscorrectly?
Dothechildrenrememberthealphabetsong?
Dotheyshowanunderstandingthatonelettermakesonesound?
Canthechildrendrawwithmoredexterity,andholdtheirpencilscorrectly?
Dothechildrenusepolitewords:please,thankyou?
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Lesson 18Objectives• Torevisethealphabetandfocusonlettersoundsa,b,c,d
• Tointroducenewvocabulary
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Resourcesheet7:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopy.
• Billythebearpuppet(Resourcesheet1)
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
2. Return to the beginning of the alphabet and focus on a, b, c, d. Encourage the children to repeat thesentences:a is for ant, b is for bag, c is for cat, d is for door.Donotusetheletternamesatthisstage.Soundoutthefocuslettersphonetically.
Whole class (15 minutes)1. ShowthechildrenthetoypicturesfromResourcesheet7andnameeach,emphasisingtheinitialletter.
2. Explainthephrase,‘My favourite is …’AskBillythebear:Which is your favourite toy? andpretendthatthebearrepliesviatheteacherbywhisperinginteacher’sear:My favourite toy is the ball.Showtheballpicturetotheclass.
3. Encouragechildrentocometothefrontoftheclassandchooseacardtoshowtotheclassandsay:My favourite toy is ….Helpthechildrenwiththeirvocabulary.
4. ExplainActivity22andhelpthechildrentonameeachitem.
Individual work (10 minutes)1. AskthechildrentocompleteActivity22.Theycancopyoneofthepicturesordrawadifferenttoy.
Review (5 minutes)Askthechildrentoshowwhattheyhavedrawnandnamethetoyinacompletesentence:‘My favourite toy is…’
AssessmentDothechildrensoundoutthelettersthealphabetcorrectly?
Dotheyusethenewvocabularycorrectly?
EverydaythingsUnit 5
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Lesson 19Objectives• Torevisethelettersoundsa,b,c,d
• Tointroducenewvocabulary
• Totracenumbers1–5
Resources• Myalphabetwallchart
• Resourcesheet8:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopy.
• Billythebearpuppet(Resourcesheet1)
• StudentBooks
Starter (10 minutes)1. Looktogetheratthealphabetwallchart.Askvolunteersorthewholeclasstosoundoutthelettersa,
b,c,andd.Thenencouragetheclasstorepeatafteryou:a is for ant, b is for bag, c is for cat, d is for door.
Whole class (15 minutes)1. ShowthechildrenthepictureoffruitsfromResourcesheet8andnameeachemphasisingtheinitial
letter.
2. Explainthephrase,Do you like …?AskBillythebear:Do you like lemons? andpretendthatthebearrepliesviatheteacherbywhisperinginteacher’sear:Yes.Showthelemoncardtotheclass.RepeatforallthefruitswithBillysayingyestoallbutthelastcardyoupickup.
3. Askindividualchildren:Do you like …?andencouragethemtosayyes or noandtonodorshaketheirhead.
4. LookatActivities23withtheclassandhelpthechildrentonameeachfruit.
Individual work (10 minutes)1. AskthechildrentocompleteActivity23.
Review (5 minutes)AskthechildrentolooktogetheratActivity23andnamethefruitandcountthem.
AssessmentDothechildrenusethenewvocabularycorrectly?
AretheyabletoanswerthequestionwithYesorNo?
Dotheyremembernumbers1–5?
Cantheytracethenumbersaccurately?
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Lesson 20Objectives• Torevisethelettersoundsa,b,c,d
• Tointroducenewvocabulary
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Myalphabetwallchart
• Resourcesheets7and8:Beforethelessonphotocopythesheetsoncardandcutthemoutsothatthereareplentyofcardsforeachgroup.
• Billythebearpuppet(Resourcesheet1)
• StudentBooks
• CD:Numbers,Topic4
Starter (10 minutes)1. Looktogetheratthealphabetwallchart.Askvolunteersorthewholeclasstosoundoutthelettersa,
b,candd.Thenencouragetheclasstorepeatafteryou:a is for ant, b is for bag, c is for cat, d is for door.
Group (15 minutes)1. Giveoutcopiesofthecardstoeachgroup.Chooseonechildineachgrouptorole-playashopkeeper.
Explain that theothers in thegroupare shoppers.The shopkeeper laysout the cards (Resourcesheets7and8)onthetable.
2. Demonstratehowtogoina‘shop’(useadeskasafocuspoint)andsay:Please may I have 1/2/3/4/5 …?Nameatoyorfruitfromthecards.
3. Demonstratehowtheshopkeepercountsoutthecorrectnumberofcardsfortheshoppertocheckandthentakeaway.TheshoppersaysThank youthenmimeshandingovermoney.
4. Thiscanbedoneasaclassactivityifthechildrenareuncertainabouttheirroles.
Individual work (10 minutes)1. AskthechildrentocompleteActivity24.
Review (5 minutes)PlayTopic4ontheCD.
AssessmentDothechildrenusethenewvocabularycorrectly?
Dotheyusenumbers1–5correctly?
Cantheytracethenumbersaccurately?
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Lesson 21 Unit 5 Assessment
Objective• To re-visitactivitiesinUnit5
Resources• Myalphabetwallchart
• Resourcesheets7and8:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereareplentyofcards.
• Paper,pencils,andcrayonsorpaints
Starter (10 minutes)1. EncouragethechildrentosingthealphabetwithoutlisteningtotheCD.Cananyofthechildrensound
outa,b,c,anddandcompletethesentences:a is for …; b is for …; c is for …; d is for ….
Whole class (20 minutes)1. Scatterthefruitandtoycardsoutandaskchildrentocomeandchoosetheirfavouritefruitortoy.
2. Thenaskindividualchildren:Which is your favourite?Encouragethechildtoanswer:Myfavouriteisthe(thentonametheitem).
3. Askindividualchildren:Do you like …?Andencouragethemtoanswerthequestionwith‘Yes’or‘No’andanodorshakeofthehead.
Independent work (10 minutes)1. Askthechildrentodrawtheirfavouritefruitortoy.Challengethemtowritethefirstlettertheirfavourite
beginswith.Offersupport.
AssessmentDothechildrenremembermostofthelettersounds?
Arethechildrenabletousethenewvocabularywithconfidence?
Canthechildrendrawneatly?
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Answer key
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ColoursUnit 6Lesson 22Objectives• Torevisethealphabetandfocusonlettersoundse,f,g,h
• Tointroducenamesofcolours
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Myalphabetwallchart
• CD:Myalphabet,Topics1and5
• Thebearfamilyposter
• Billythebearpuppet(Resourcesheet1)
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
2. Returntothebeginningofthealphabetandrevisea,b,c,andd.(e.g.a is for ant …)
Whole class (15 minutes)1. Askthechildrentofocusone,f,g,andh.Helpthemtosay:e is for egg, f is for fox, g is for gate,and
h is for hat.
2. ShowtheBillybearpuppetandlethimwhisperinyourear.Tellthechildrenthathewantstoknowthechildren’sfavouritecolours.Pointtotheposterandaskchildrentocomeandpointtotheirfavouritecolour.Tell them thecolourword for their choice,andencourage them tosay,e.g.Yellow is my favourite colour.
3. Say:Guess which colour is Billy’s favourite. Point to a colour and say, e.g.Orange is Billy’s favourite colour.
4. PlayTopic5ontheCD.
Individual work (10 minutes)1. AskthechildrentocarefullycolourtherainbowinActivity25.
2. Asyoucirculate,pointtodifferentcoloursandask:What colour is this?promptingthemtoanswerasnecessary.
3. Askthemwhattheirfavouritecolouris,andencourageafullsentenceresponse:My favourite colour is ….
Review (5 minutes)Review theircolourvocabulary,pointing to thecolourson theposter,andasking them tocallout thecolour.Repeatquicklyformorefun.
AssessmentDothechildrensoundoutfocuslettersaccurately?
Dothechildrenusesomeofthecolourwords?
Dotheyshowhand-controlastheycolourtherainbow?
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Lesson 23Objectives• Torevisethealphabetandfocusonlettersoundse,f,g,h
• Torevisefruitandcolourvocabulary
Resources• CD:Myalphabet,Topics1
• Myalphabetwallchart
• Resourcesheet8
• StudentBooks
Starter (5 minutes)1. PlayTopic1ontheCD.
2. Returntothebeginningofthealphabetandfocusona,b,c,d,e,f,g.Encouragethechildrentorepeatthesentences:a is for ant,etc.
Whole class (20 minutes)1. RemindthechildrenofthenamesoffruitsusingcardsfromResourcesheet8.
2. Holdupafruitcardandaskvolunteerstonamethefruitanditscolour.
3. Repeatforallthefruits.
Individual work (10 minutes)1. AskthechildrentocolourthefruitsinActivity26.Explainwhatcolourtheyneedforeachfruit,and
nameit.Liningthecrayonsupinthecorrectorderwillhelp.
Review (5 minutes)Askthechildrentosaywhichistheirfavouritefruitandwhichistheirfavouritecolour.
AssessmentDothechildrensoundoutthelettersofthealphabetcorrectly?
Dothechildrennamethefruitanditscolourcorrectly?
Cantheydrawarecognizablefruit?
Lesson 24Objectives• Torevisethealphabetandfocusonlettersoundse,f,g,h
• Tointroducethecoloursofthetrafficlightsandwhattheymean
Resources• Myalphabetwallchart
• CD:Myalphabet,Topics1and5
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• Resourcesheet9:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopy.Colouronesignaltoshowtheredlight,thesecondtoshowtheyellowlight,andthethirdtoshowthegreenlight.
• StudentBooks
Starter (5 minutes)1. PlayTopic1ontheCD.
2. Returntothebeginningofthealphabetandfocusona,b,c,d,e,f,g.Encouragethechildrentorepeatthesentences:a is for ant,etc.
Whole class (20 minutes)1. PlayTopic5ontheCDandintroducetheconceptoftrafficlights.Talkabouthowtheyhelppeopleto
crosstheroadsafely.Teachthechildrentochantthefollowingrhyme.
Redatthetop
RedsaysSTOP!
Greenbelow
GreensaysGO!
Yellowinthemiddle
YellowsaysWAIT!
2. Demonstratewithvolunteerchildrenhowtofollowthetrafficlightsignalswiththehelpofactions.Stop(stopwalking)onred,Go(walk)ongreen,andWait(standstill)onyellow.UsethetrafficlightsfromResourcesheet9.Usethecolourwordsandcommandsuntilthechildrenarefamiliarwiththem.
3. Letallthechildrenwalkoutsideorintheclassroom,andfollowthecommandaccordingtothetrafficsignalthatyoushow.
Individual work (10 minutes)1. Explainthatlotsoflettershavestraightlines.Pointtoafewexamplesonthealphabetchart,anddraw
someontheboard.Explainthatdrawingstraightlineswillhelpthemlearntowrite.
2. Askchildrentodrawstraightlinesonsheetsofpaper.
Review (5 minutes)AskthechildrentocompleteActivity27.Helpthemtoformticksandcrossescarefully.
AssessmentDothechildrensoundoutthelettersthealphabetcorrectly?
Canthechildrenexplainhowdifferentcoloursofthetrafficlightstellthemtododifferentthings?
Dotheyshowingimprovedhandcontrol,e.g.indrawingticksandcrossesandcolouringin.
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Lesson 25Objects• Towritelettesi,j,k,l
• Toreviselettersounds
Resources• Myalphabetwallchart
• CD:Myalphabet,Topics1and2
• StudentBooks
Starter (5 minutes)1. PlayTopic1ontheCD.
2. Returntothebeginningofthealphabetandtellthechildrentheyaregoingtobegintowriteletters.
3. Explainthatthefirstlettersthattheywilllearntowritehavestraightlines.Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting.
4. ShowthechildrenhowtowritethelettersbyplayingTopic2ontheCD.
Whole class and group work (20 minutes)1. Writethelettersi,j,k,andlontheboard,demonstratinghowtowritethem.
2. Ask,What sounds these letter make.Pointtoeachonthealphabetwallcharttodiscoverthesoundswiththechildren(i is for ink, j is for jug, k is for king, l is for log).
3. Askchildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayatformingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. ThechildrencompleteActivity28.Encouragethemtosoundoutthelettereachtimetheyhaveformed
it.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.
Childrencandothewritingpracticeinclassorashomework.
AssessmentDothechildrensoundouttheletterscorrectly?
Canthechildrenformthelettersi.j.k.lcorrectly?
Lesson 26Objects• Towritelettersv,w,x,z
• Toreviselettersounds
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Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• StudentBooks
Starter (5 minutes)1. Returntothebeginningofthealphabetandtellthechildrentheyaregoingtowriteletters.
2. Explainthatthenextsetoflettersthattheyarelearning,havestraightlines.Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting.
3. ShowthechildrenhowtowritethelettersbyplayingTopic2ontheCD.
Whole class and group work (20 minutes)1. Writethelettersv,w,x,andzontheboard,demonstratinghowtowritethem.
2. Ask,What sounds these letter make.Pointtoeachonthealphabetwallcharttodiscoverthesoundswiththechildren(v is for van, w is for window, x is for x-ray, z is for zebra).
3. Askchildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. ThechildrencompleteActivity29.Encouragethemtosoundoutthelettereachtimetheyhaveformed
it.
Review (5 minutes)Askthechildrentoreadthelettersthattheyhavewritten.
Childrencandothewritingpracticeinclassorashomework.
AssessmentDothechildrensoundouttheletterscorrectly?
Canthechildrenformtheletterscorrectly?
Lesson 27 Objectives• Torevisethealphabetandfocusonlettersoundsa-h• Torevisenewvocabulary
Resources• CD:Myalphabet,Topics1and5
• Myalphabetwallchart
• Thebearfamilywallchart
• Smallpiecesofcardpaper
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Starter (5 minutes)1. Begin by pointing to the letters on the alphabet chart and asking children to sound them out as
individuallettersandbylinkingthemtothepictureonthechart,e.g.k is for king.
Whole class (15 minutes)1. Askthechildrentohelpyouidentifythecoloursonthewallchart.Pointtothecoloursandaskthemto
saytheword.
2. Focusonthetrafficlightsandholduponetrafficlightinturn,askingthechildrentotellyouthecolourandthecommand.
3. Ask:Can you remember how to write any letters? Askvolunteerstotryformingoneoftheletterstheyhavelearned.Ifnecessary,writethemontheboardforthechildrentocopy.
Independent work (10 minutes)1. Askthechildrentowritethelettersonacardindifferentcolours.Displaytheirworkentitled,Letters
withstraightlines.
Review (10 minutes)ChildrencompleteActivity30.
AssessmentDothechildrenrememberthelettersounds?
Cantheynamethecolourscorrectly?
Canthechildrendrawneatstraightlines,andformtheletterscorrectly?
Lesson 28Unit 6 Assessment
Objectives• Toreviselettersoundsa–h
• Tolearnanewsong
Resources• Myalphabetwallchart
• CD:Colours,Topics1and5
• Resourcesheet10:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisoneshoeforeachchild.
• StudentBooks
Starter (15 minutes)1. PlayTopic1ontheCDencouragingthechildrentorepeatthesentences:a is for ant,etc.
2. Askafewvolunteerstowriteanylettersontheboard.
3. Beginbypointingtothelettersa–lonthealphabetchartandaskchildrentolinkthemtothepictureonthechart,e.g. k is king.
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Whole class and individual (15 minutes)1. PlayTopic5ontheCD.IntroducethechildrentotheLittle Betty Bluesong–listeningandsingingit
asaclass.
2. GiveashoecardfromResourcesheet10toeachchildandaskthechildrentofindthechildwhohasthematchingshoe.Howquicklycantheyfindtherightperson?
Review (10 minutes)Askthechildrentosingthepoem,LittleBettyBluewithactions.
AssessmentDothechildrensoundouttheinitiallettersinthealphabetcorrectly?
Canthechildrenwritesomeletterscorrectly?
Canthechildrenmakeaconfidentattemptatsoundingoutthenewrhyme?
Answer key
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ShapesUnit 7Lesson 29Objectives• Torevisethealphabetandfocusonthelettersoundsi,j,k,l
• Tointroducenamesofshapes:circle,square,triangle
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Myalphabetwallchart
• Billybearpuppet(Resourcesheet1)
• StudentBooks
• CD:Myalphabet,Topics1and6
• Cardpapercutoutindifferentshapes
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–h.(e.g.a is for ant …)
2. Returntothelettersi,j,k,landsoundouttheletterphonetically(e.g.i is for ink …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowritei,j,k,andlintheairastheysaytheletters.
Whole class (15 minutes)1. PlayTopic6ontheCD.
2. ShowBillythebearpuppetandpretendheiswhisperinginyourear.Tellthechildrenthathewantstoknowaboutshapes.Askchildreniftheycannameanyshapes.Helpthemtoidentifyandnametheshapessquare,circle,andtriangle.
3. Showthemsomeshapesandaskthechildrentonamethem.
Individual work (10 minutes)1. AskthechildrentocompleteActivity32.
2. Asyoucirculate,pointtodifferentshapesandask:What shape is this?promptingthemtoanswerasnecessary.
Review (5 minutes)Reviewtheshapevocabulary.Showthemthecardcutoutsandaskthemtonametheshapes.Repeatquicklyformorefun.
AssessmentDothechildrensoundoutfocusletterscorrectly?
Canthechildrennamesomeshapescorrectly?
Dothechildrensoundoutlettersi,j,k,laccurately?
Dothechildrenrememberhowtoformsomeofthelettersintheair?
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Lesson 30Objectives• Torevisethealphabetandfocusonlettersoundsi,j,k,l
• Toreviseshapeandnumbervocabulary
• ToIntroducethewordsinandout
Resources• CD:Myalphabet,Topic1
• Myalphabetwallchart
• Thebearfamilywallchart
• Cardboardboxesandtoystoputinthem
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–h.Encouragethechildrentorepeatthesentences:a is for ant,etc.
Whole class and individual work (15 minutes)1. Usetheboxestoteach‘in’and‘out’byputtinganyobjectsinandout,andsayingtheobjectisin/out
thebox.
2. Askchildrentoputatoyinabox,ortakeitout.Encouragechildrentofollowthecommands.
Individual work (10 minutes)1. Revisethenumbers1–5.
2. AskthechildrentocompleteActivities33and34.Iftheyhavetime,askthemtodrawmoreshapesonaplainsheetofpaperandcolourordecoratethemwithpatterns.
Review (5 minutes)Askthechildrentopointoutsquare,circular,andtriangularobjectsintheclassroom.
AssessmentCanthechildrensoundoutthelettersofthealphabetcorrectly?
Dothechildrenusetheshapeandnumbervocabularycorrectly?
Cantheydrawrecognisableshapes?
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Lesson 31Objectives• Towritelettersm,n,u,y• Toreviselettersounds
Resources• Alphabetwallchart• CD:Myalphabet,Topic1• Sandtraywithsticks• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–l.(e.g.a is for ant …)
2. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.
3. Explainthattheselettersaremadeofcurvedandstraightlines.
4. Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting;thencurvedlines,sotheyunderstandthedifferentstrokes.
Whole class and group work (15 minutes)1. Writethelettersm,n,u,andyontheboard,demonstratinghowtowritethem.2. Ask:What sounds do these letters make?Pointtoeachletteronthealphabetwallcharttodiscoverthe
soundswiththechildren(m is for mat, n is for net and u is for umbrella).3. Askchildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.If
necessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. ThechildrencompleteActivity35.2. Encouragethemtosoundoutthelettereachtimetheywriteit.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.Childrencancompletethewritingpracticeathome.
AssessmentDothechildrensoundouttheletterscorrectly?Dothechildrenformtheletterscorrectly?
Lesson 32Objectives• Towritef,h,r,t• Toreviselettersounds
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Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Sandtraywithsticks• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.
2. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletterswithstraightlinesandcurves.
3. Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting;thencurvedlinessotheyareremindedofthedifference.
Whole class and group work (15 minutes)1. Writethelettersf,h,r,andtontheboard,demonstratinghowtowritethem.
2. Ask:What sounds do these letters make?Pointtoeachletteronthealphabetwallcharttodiscoverthesoundswiththechildren.(f is for fox, h is for hat, r is for rat, t is for tap)
3. Askthechildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. ThechildrencompleteActivity36.
2. Encouragethemtosoundoutthelettereachtimetheywriteit.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.
Childrencancompletethewritingpracticeathome.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenformtheletterscorrectly?
Lesson 33 Unit 7 Assessment
Objectives• Toreviselettersoundsa–l
Resources• Myalphabetwallchart
• StudentBooks
• PlaydoughorPlasticine
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Starter (10 minutes)1. Askthechildrentosoundoutandreadthelettersfromthealphabetwallchart.Howmanyletterscan
theysoundoutwithoutprompting?
Whole class and group work (20 minutes)1. Writethelettersf,h,m,n,r,t,u,andyontheboard,andaskchildrentotaketurnstocopyoneofthe
lettersontheboard.
2. Workingingroupsofeight,askeachchildtoformm,n,u,y,f,h,r,ortfromPlasticineorplaydough.Swapthelettersandaskiftheycannametheirfriend’sletter.
Individual work (10 minutes)1. ThechildrencompleteActivity37.Encouragethemtonamethelettersandthepictures.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenformtheletterscorrectly?
Answer Key
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WeatherUnit 8Lesson 34Objectives• Torevisethealphabetandfocusonlettersoundsm,n,o,p
• Tointroduceweathervocabulary
• Toencouragechildrentolistenwithconcentrationandrepeatnewwords
Resources• Myalphabetwallchart
• CD:Myalphabet,Topics1and7
• Billybearpuppet(Resourcesheet1)
• Resourcesheet11:BeforethelessonphotocopythesheetoncardandcutitoutsoitcanbeheldovertheBillybearpuppet.
• Resourcesheet12:Beforethelessonphotocopythesheetoncardandcutitoutsothatthereisoneset.
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–l.(e.g. a is for ant …)
2. Returntothelettersm,n,o,andpandsoundouttheletterphonetically(e.g.i is for ink …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowritem,n,o,andpintheairastheysaythesounds.
Whole class (15 minutes)1. PlayTopic7ontheCD.ShowtheBillybearpuppetwiththeumbrella(Resourcesheet11).Discuss
whyhehasanumbrella.(Hethinksitisgoingtorain./Itisraining.)Whatelsewouldheneedintherain?Revisewordslikecoatandhat.
2. Showthechildren theweathersymbols fromResourcesheet12.Tell theclass theword foreachweathertypeandaskthemtorepeatafteryou.
Individual work (10 minutes)1. AskthechildrentocompleteActivity38.
2. Asyoucirculate,pointtodifferentitemsandrevisethevocabulary-umbrella,rain,andbear.
Review (5 minutes)Reviewtheweathervocabulary,holdinguptheweathercards,andaskingthemtonametheweather.Repeatquicklyformorefun.
AssessmentDothechildrensoundoutfocuslettersaccurately?
Dothechildrenidentifysomeoftheweatherwordscorrectly?
Dotheyshowhand-controlastheytracethepattern?
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Lesson 35Objectives• Torevisethealphabetandfocusonlettersoundsm,n,o,p
• Toreviseweathervocabulary
• Tointroducethesentence:Today, the weather is …
Resources• Myalphabetwallchart
• CD:Myalphabet,Topics1and7
• Resourcesheet12:Beforethelessonphotocopythesheetoncardandcutitoutsothateachgrouphasatleasttwosets.
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–l.(e.g. a is for ant …)
2. Returntothelettersm,n,o,andpandsoundouttheletterphonetically(e.g.i is for ink …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowritem,n,o,andpintheairastheysaytheletters.
Whole class and group work (15 minutes)1. PlayTopic7ontheCD.Holduptheweathercards(Resourcesheet12)andaskthemwhichcard
showstoday’sweather.Encouragethemtoanswerinacompletesentence- Today the weather is sunny, snowy, windy,etc.emphasisingthe‘y’attheendofeachweatherword.
2. OrganizethechildreninsmallgroupsandshowthemhowtoplaySnap!usingtheweathersymbolcards.EncouragethemtosaywhatweatherisshownonthecardaftertheysaySnap!
3. Ifpossible,startadisplaytobecompletedoveraweek.Pinalabelonthewallforeachday,teachingthechildrenthedaysoftheweek.Foreachdayputupthemostrelevantweathercard/s.
Individual work (10 minutes)1. Ask the children to complete Activity 39. Ask them to describe the pictures using the weather
vocabulary.
Review (5 minutes)Askthechildren:What is your favourite weather?Encouragethemtoanswerinacompletesentence.
AssessmentDothechildrensoundoutthelettersofthealphabetcorrectly?
Dothechildrenusetheweathervocabularycorrectly?
Cantheycolourandtraceneatly?
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Lesson 36Objectives• Towritec,o,s
• Toreviselettersounds
Resources• Myalphabetwallchart
• CD:Learntowrite,Topic2
• Sandtraywithsticks• StudentBooks
Starter (10 minutes)1. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.Explainthattheselettersare
madeofcurvedlines.Encouragethechildrentodrawsnakeshapes,curves,arcs,andcircles.
Whole class and group work (15 minutes)1. Writethelettersc,o,andsontheboard,demonstratinghowtowritethem.
2. Ask,What sounds these letters make.Pointtoeachletteronthealphabetwallchartandreinforcethesoundswiththechildren.(c is cat, o is for orange, and s is for sun)
3. Askthechildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. AskthechildrentocompleteActivity40.Encouragethemtosoundoutthelettereachtimetheywriteit.
Review (5 minutes)PlayTopic2ontheCD.
Askthechildrentoreadthelettersonthewallchart.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenwritetheletterscorrectly?
Lesson 37Objectives• Towritea,e,g
• Toreviselettersounds
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Resources• Myalphabetwallchart
• CD:Learntowrite,Topic2
• Sandtraywithsticks• StudentBooks
Starter (10 minutes)1. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.Explainthattheseletters
aremadeofcurvedlines.Encouragethechildrentodrawsnakeshapes,curves,arcs,andcircles.
Whole class and group work (15 minutes)1. Writethelettersa,e,andgontheboard,demonstratinghowtowritethem.
2. Ask,What sounds these letters make.Pointtoeachletteronthealphabetwallchartandreinforcethesoundswiththechildren.(a is ant, e is for egg, and g is for gate)
3. Askthechildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. AskthechildrentocompleteActivity41.Encouragethemtosoundoutthelettereachtimetheywriteit.
Review (5 minutes)PlayTopic2ontheCD.
Askthechildrentoreadthelettersonthewallchart.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenwritetheletterscorrectly?
Lesson 38Unit 8 Assessment
Objectives• Toreviselettersa–p
Resources• Myalphabetwallchart
• StudentBooks
• PlaydoughorPlasticine
Starter (5 minutes)1. Askthechildrentosoundoutandreadthelettersfromthealphabetwallchart.Howmanycanthey
soundoutwithoutprompting?
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Whole class and group work (15 minutes)1. Writethelettersa,c,e,g,o,andsontheboard,andaskchildrentotaketurnstowriteoneofthe
lettersontheboard.
2. Workingingroupsofsix,askeachchildtoforma,c,e,g,o,orsusingPlasticineorplaydough.Swapthelettersandaskiftheycansoundtheirfriend’sletterout.
Individual work (15 minutes)1. AskthechildrentocompletethewritingpracticeandActivity42anddiscusstheirwork.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenwritetheletterscorrectly?
Answer key
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NumbersUnit 9Lesson 39Objectives• Torevisethealphabetandfocusonlettersoundsq,r,s,t
• Torevisenumbers1to5
Resources• CD:Numbers,Topics1and4
• Aselectionoftoys
• StudentBooks
• Flashcards1–5
Starter (10 minutes) 1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–p.(e.g.a is for ant …)
2. Returntothelettersq,r,s,andtandsoundouttheletterphonetically(e.g.q is for queen …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowriteq,r,s,andtintheairastheysaytheletters.
Whole class (15 minutes)1. PlayTopic4ontheCDandaskthestudentstocountthenumbersontheirfingers.
2. Encouragethechildrentocount1–5onthefingersofonehand,puttingtheirthumbup,thenanotherfingerafterwardsastheysaythenumbers.
3. Tellthechildrenyouneedtheirhelptocountsometoys.Takeoutoneatatimeasthechildrencountthem.
4. Showdifferentnumberoftoysandaskthechildrentocounteachiteminsuccession.
Individual work (5 minutes)1. Give the children their StudentBooks and ask them to use their fingers to count the objects and
completeActivity43.
2. Givethemasheetofplainpapersotheycandrawafewobjectsoftheirownandaskafriendtocountthem.
Review (10 minutes)Showdifferentnumbercardstothechildrenandaskthemtosaythenumberandholdup1–5fingers.
AssessmentDothechildrensoundoutthelettersofthealphabetcorrectly?
Dotheybegintolinkthenumberswiththenumbersofobjects?
Canthechildrencountthenumbersfrom1–5incorrectsequence?
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Lesson 40Objectives• Torevisenumbers1to5
• Todrawpictures
Resources• Flashcards1–5
• CD:Numbers,Topic4
• Aselectionofitemsforchildrentocountupto5
• StudentBooks
Starter (10 minutes)1. Askthechildrentocalloutthenumberasyouholdupadigitcard.Repeatthenumbersiftheclassis
lesssureof.
2. PlayTopic4ontheCD.
Whole class (20 minutes)1. Askthechildrentodescribetheirhousesandsayhowmanywindowsordoorstheyhave.
2. Explaintothechildrenthattheywillnowdrawahouse.AskthemtocompleteActivity44.
Review (10 minutes)Askthechildrentotaketurnstopickupthenumberofobjectsaccordingtothenumbercardyoushow.
AssessmentDotheybegintolinkthenumberswiththenumbersofobjects?
Canthechildrencountthenumbersincorrectsequence?
Canthechildrenfollowinstructionsanddrawaccordingly?
Lesson 41Objective• Towriteb,d,p,q
• Toreviselettersounds
Resources• Myalphabetwallchart
• CD:Learntowrite,Topic2
• Sandtraywithsticks• StudentBooks
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Starter (10 minutes)1. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.Explainthattheselettersare
madeofcurvesandstraightlines.Encouragethechildrentodrawstraightlinesandcurves,arcs,andcircles.
Whole class and group work (15 minutes)1. Writethelettersb,d,p,andqontheboard,demonstratinghowtowritethem.
2. Ask,What sounds these letters make?Pointtoeachletteronthealphabetwallchartandreinforcethesoundswiththechildren.(b is bag, d is for dog, p is for pot, and q is for queen)
3. Askthechildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.
Individual work (10 minutes)1. AskthechildrentocompleteActivity45.Encouragethemtosoundoutthelettereachtimetheywriteit.
Review (5 minutes)PlayTopic2ontheCD.
Askthechildrentoreadthelettersonthewallchart.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenwritetheletterscorrectly?
Lesson 42Unit 9 Assessment
Objective• To re-visitactivitiesinUnit9
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Flashcards1–5
• StudentBooks
• Plasticineorplaydoughorasandtraywithsticks
Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.Howmanycantheysound
outwithoutprompting?
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Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtoreferto
theflashcardsfortheshapeofthedigits.
2. Writethelettersb,d,pandqontheboard,andaskchildrentotaketurnstowriteoneofthelettersontheboard.
3. Workingingroupsofsix,askeachchildtoformab,d,porqusingPlasticineorplaydough.Swapthelettersandaskiftheycansoundtheirfriend’sletterout.
Independent work (10 minutes)1. AskthechildrentocompletethewritingpracticeandActivity46anddiscusstheirwork.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.
AssessmentDothechildrensoundouttheletterscorrectly?
Canthechildrenwritetheletterscorrectly?
Dothechildrencountitemscorrectly?
Dothechildrenrememberthealphabetsong?
Answer key
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AnimalsUnit 10Lesson 43Objectives• Torevisethealphabetandfocusonlettersoundsu,v,w,x,y,z
• Tointroduceanimalvocabulary
• Torevisenumbers
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Flashcards1-5• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe
alphabetandrevisea–t.(e.g.a is for ant …)
2. Returntothelettersu,v,w,x,y,andzandsoundoutthelettersphonetically,e.g.u is for umbrella, v is for van, w is for web, x is for x-ray, y is for yarn, and z is for zebra.Alwayssoundoutthefocuslettersphonetically.Encouragethemtowriteu,v,w,x,y,zintheairastheysaytheletters.
Whole class (15 minutes)1. Revisenumbersonetofivebyholdinguptheflashcardsandaskingchildrentocountandsayhow
manyobjectsorreadthenumber.
2. Tellthechildrentheyaregoingtolearnsomeanimalwords.Askthechildrentonamesomeanimals.Explainthatsomeanimalsliveonfarmsandsomeinthewild.
3. Talkaboutafewfarmanimals,andhowtheyaredifferentfromwildanimals.
Individual work (10 minutes)1. AskthechildrentocompleteActivity47.
2. Asyoucirculate,pointtodifferentanimalsandhelpthechildrentonamethem.Askwhichanimalsarefarmanimals.
Review (5 minutes)Askthechildren:Which is your favourite animal?Encouragethemtoanswerinacompletesentence.
AssessmentDothechildrensoundoutfocusletterscorrectly?
Dothechildrenrememberandusesomeoftheanimalnames?
Dotheycountandusethenumbersintheactivitycorrectly?
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Lesson 44Objectives• Torevisethealphabet
• Toreviseanimalnamesandnumbers
• Tointroduceanewpoem
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Sheetsofpaper
Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchartandexplainthattheyhavelearnt
thecompletealphabetnow.
Whole class work (15 minutes)1. Askthechildrentonamesomefarm,andwildanimals.
2. Talkaboutafewofthewildanimalsandhowtheyaredifferentfromfarmanimals.
3. ReadthepoemLittle Miss Muffetwithactionsandexplainwhathappensintherhyme.
4. Repeatthepoemandencouragethechildrentojoininandsingwithactions.Repeatseveraltimes.
Individual work (20 minutes)1. AskthechildrentocompleteActivity48.
Review (5 minutes)Askthechildrentosingthepoemoncemore.
AssessmentDothechildrensoundoutthelettersofthealphabetcorrectly?
Canthechildrensingthepoemwithactions?
Lesson 45Objective• Toreviseanimalnames
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• PlaydoughorPlasticine
• StudentBooks
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Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.Howmanycantheysound
outwithoutprompting?
Whole class and Group work (25 minutes)1. Writethelettersh,m,c,d,andgontheboard,andaskchildrentonamesomeanimalsbeginningwith
thesesounds.
2. Workingingroupsoffive,askeachchildtoformah,m,c,d,orgusingPlasticineorplaydough.Swapthelettersandaskiftheycansoundtheirfriend’sletterout.
Independent work (10 minutes)1. AskthechildrentocompleteActivity49.
Review (5 minutes)Askthechildrentoreadthelettersontheboard.
AssessmentDothechildrensoundouttheletterscorrectly?
Dothechildrenrememberthealphabetsong?
Lesson 46Unit 10 Assessment
Objective• To re-visitactivitiesinUnit10
Resources• Myalphabetwallchart
• CD:Myalphabet,Topic1
• Flashcards1-5• PlaydoughorPlasticine,orasandtraywithsticks
• StudentBooks
Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.
Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtocheckthe
flashcardsfortheshapeofthedigits.
2. Askeachchildinthegrouptodrawupto5objectsonapieceofpaper.
3. Askthechildreninthegrouptoswappapers,andcounttheobjects.Doeseveryoneinthegroupagreeonthenumberofobjectsoneachsheet?
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Independent work (10 minutes)1. AskthechildrentocompleteActivity50.
AssessmentCanthechildrencountitemscorrectly?
Dothechildrenrememberthealphabetsong?
Canthechildrendrawwithmoredexterity,andholdtheirpencilscorrectly?
Answer key
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Lesson 47Objectives• Tointroducethenumbers6to10
• Revisenumbers1–5
• Tostarttoidentifylettersandsoundsinwords
Resources• Billybearpuppet
• Myalphabetwallchart
• Aselectionof10toys,or10toybricks(anyitemthechildrencanpickupeasily)inabag
• CD:Numbers,Topic4
• StudentBooks
• Paperandpencils
Starter (5 minutes)1. Beginbysayingthealphabetphoneticallytogether,pointingtotherelevantlettersonthewallchart.
2. Gobackandpoint to random letterson thewallchart tosee if thechildren remember thesounds.Promptwiththelinkedwordifnecessary.
Whole class (15 minutes)1. PlayTopic4ontheCD.
2. Encouragethechildrentorecallcounting1-5onthefingersofonehand.Thenhelpthemtocountupto10usingbothhands.
3. Tell thechildrenyouneedtheirhelp tocount the toys inyourbag.Takeoutoneata timeas thechildrencountthem.
4. Put back varying numbers of toys and countwhat is leftwith the children, counting each item insuccession.
5. Takedifferentnumbersoutandaskvolunteerstocountthem.
6. LooktogetheratActivity51intheStudentBook,countingthecreaturesandpointingtothenumberdigitandexplaininghowitcorrespondstothenumberofobjects.
Individual work (10 minutes)1. AskthechildrentousetheirfingerstocounteachobjectinActivity51quietlytothemselves.
2. Givethemasheetofpapersotheycandrawsomecreaturesoftheirownandaskafriendtocountthem.
Review (10 minutes)Playagamewiththechildren,tellingthemthatyouwillcalloutanumberfrom1to10,andtheyhavetoholdupthatmanyfingers.
MoreNumbersUnit 11
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AssessmentCanthechildrenidentifythenumbers?
Dotheybegintolinkthenumberswiththenumbersofobjects?
Canthechildrenrememberthenumbersinthecorrectsequence?
Lesson 48Objectives• Topractisethenumbers6to10
• Tointroducetheconceptofzero
Resources• Numbercards0to10
• Aselectionofitemsforchildrentocountupto10(e.g.10bricks,10dolls,10sticks)
• StudentBooks
Starter (10 minutes)1. Askthechildrentocalloutthenumberasyouholdadigitcardup.Repeatthosetheclassislesssureof.
2. Showthemafewitemsandthenstartputtingawayoneitematatimetillyouhavenothingleft.Askthemtocounthowmanyyouhave.Studentsmightsaythatyoudon’thaveanything.Explainthatitmeansyouhavezeroitems.
3. Showthe0cardandaskthemtorepeatthewordzero.
Whole class (20 minutes)1. Explain to thechildren that theyaregoing tostand inorder from1 to10.Tenpupilscome to the
teacherandtakeanumbercard,thentheymustorganizethemselvesinarow,inthecorrectorderfrom1to10asquicklyaspossible.
2. Repeatuntileverystudenthashadachance.Usingatimercouldcreatemorefun.
Individual work (5 minutes)1. AskthechildrentocompleteActivity52oftheirStudentBook.
Review (5 minutes)Askthechildrentotaketurnstopickupthenumberofobjectsyoushowonthecard.
AssessmentDothechildrenusethenumbers0to10correctly?
Canthechildrenremembernumbersintheircorrectsequence?
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Lesson 49Objectives• Totracenumbers1-10
Resources• Numbercards1-10• CD:Numbers,Topic4• PlaydoughorPlasticine,orasandtraywithsticks
• StudentBooks
Starter (5 minutes)1. PlayTopic4ontheCD.
Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtocheckthe
wallchartfortheshapeofthedigits.2. Writethenumbers1to10ontheboard,andaskchildrentotaketurnstowriteoneofthenumberson
theboard.3. Working in groups of five, ask each child to formany two letters usingPlasticine or play dough.
Ensurethatthechildrenchoosedifferentnumberssothattheycompleteallnumbers1–10.Swapthenumbersandaskiftheycanreadtheirfriend’snumber.
Independent work (10 minutes)1. AskthechildrentocompleteActivity53.
Review (5 minutes)Askthechildrentoreadthenumbersontheboard.
AssessmentDothechildrenreadthenumberscorrectly?Canthechildrentracethenumberscorrectly?
Lesson 50Objectives• Tointroduceannewsong
• Tointroducefeelingsvocabulary
• Toencouragestudentstolistenwithconcentrationandrepeatnewwords
Resources• Resourcesheet13:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis
onecopyfortheteacher.• Resourcesheet14:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis
onecopyforeachpair.• StudentBooks
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Starter (10 minutes)1. Makea sad face and say that you are feeling sad.Repeat showing happy, angry, and surprised
expressions.
2. ShowthechildrenthesadexpressionsfromResourcesheet13.Tellthechildrenthatyouwillteachthemasongtomakeeverybodyfeelhappyandshowthemthehappyfacefromthesameresourcesheet.
Whole class (15 minutes)1. GiveResourcesheet14toeachpairofchildren,whichhasthelyricsofthesong.
2. Singthesongtogether,teachingthemtheactionstocopy.
3. Askhowthechildrenfeelnow.
Individual work (10 minutes)1. AskthechildrentocompleteActivity54.
2. Asyoucirculate,ensuretheyunderstand‘angry’and‘surprised’.Askthemtomakefacesforthe4expressions,andsay:I am … angry/surprised/happy/sad.
Review (5 minutes)Askchildrentotaketurnstomakeaface.Cantheotherchildrenguessthefeeling?
AssessmentDothechildrenusethenewvocabularycorrectly?
Dothechildrenfollowtheactionsandjoininthesong?
Dotheyshowhand-controlastheydrawtheexpressions?
Lesson 51Objectives• Tointroduceanewrhyme
• Tointroducenewvocabulary
Resources• CD:Numbers,Topic4
• StudentBooks
Starter (5 minutes)1. Askthechildreniftheyeverfeelhungryandteachwhatthewordmeans.
2. PlaythepoemPat-a-cakeinTopic4ontheCD.
Whole class (20 minutes)1. IntroducetherhymebyshowingthemthepictureinActivity55.Thebearsarehungrysotherhymeis
aboutbakingacakeforthem.
2. Playthepoemagain,encouragingthechildrentojoinintheactions.
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3. Writewordsfromtherhymeontheboard(pat,baker,man,bake,put,baby,me).Readthewordsemphasisingtheinitialletters.Cantheyfindeachletteronthealphabetwallchart?
4. Write‘p’and‘b’intheboardandaskwhatsoundstheymake.AskthemtocircleallthepsandbsintherhymeintheirbooksinActivity55.
Individual work (10 minutes)1. Askthechildrentodrawacakewiththeirownnameorinitialletteroftheirnameonit.Displaytheir
pictureswiththerhyme.
Review (5 minutes)Askthechildrentosingtherhymeagain.
AssessmentDothechildrenusethenewvocabularycorrectly?
Canthechildrensoundoutandrecognizetheletterspandb?
Dothechildrensingtherhymewithconfidence?
Lesson 52Unit 11 Assessment
Objective• To re-visitactivitiesinUnit11
Resources• Myalphabetwallchart
• CD:Numbers,Topic4
• Playdough,Plasticine,orasandtray
• Numbercards0to10
• StudentBooks
Starter (5 minutes)1. PlayTopic4ontheCDpointingtotherelevantnumbersonthewallchart.
Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtoreferto
thenumbercardsfortheshapesofthedigits.
2. Askeachchildinthegrouptodrawupto10objectsonapieceofpaper.
3. Askthechildreninthegrouptoswappapers,andcounttheobjects.Doeseveryoneinthegroupagreeonthenumberofobjectsoneachsheet?
Independent work (10 minutes)1. AskthechildrentocompleteActivity56.
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AssessmentDothechildrencountitemscorrectly?
Canthechildrendrawwithmoredexterity,andholdtheirpencilscorrectly?
Cantheywritethedigitscorrectly?
Answer key
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MyalphabetUnit 12Lesson 53Objectives• Torevisethealphabet
• Torevisealphabeticalorder
Resources• CD:Myalphabet,Topic1
• Myalphabetwallchart
• StudentBooks
Starter (10 minutes)1. PlayTopic1ontheCD.
2. Thenrandomlypointtoanyletteronthechartandaskthechildrentosaythelettersoundandthewordonthechart,e.g.k – k is for king
Whole class (15 minutes)1. Open thebookatActivity57,andask thechildren to take turns to readeach letterandname the
picture.Repeatifnecessarysothatallthechildrengetachance.
2. Challengethechildrentoreadthealphabetbackwards,pointingateachletteronthealphabetchart:z,y,x,w,etc
Individual work (10 minutes)1. AskthechildrentocompleteActivity57.
2. Asyoucirculate,ensuretheyuseActivity56asareferencetohelpthem.
Review (5 minutes)Askchildrentotaketurnstoreadthelettersofthealphabetfromthewallchart.
HomeworkAskthechildrentocompleteActivity58.
AssessmentDothechildrenjoininandsingthealphabetsong?
Canthechildrenwritethelettersofthealphabetinthecorrectorder?
Cantheyreadthelettersofthealphabetbackwards?
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Lesson 54Objectives• Torevisethealphabeticalorder
• Tolinkalettertotheirname
• Tofindtheinitiallettersofwords
Resources• CD:Myalphabet,Topic1
• Resourcesheet15:Beforethelessonphotocopythesheetoncardandcutouttheletterssothatthereisoneletterforeachchild.
• Myalphabetwallchart
• StudentBooks
Starter (10 minutes)1. WriteBillyontheboardandemphasizeb,andaskthechildrentofindbonthealphabetwallchart.
2. Askthechildrentheirnamesandaskthemtofindtheinitialletteronthewallchart.Writethelettersontheboard.
Whole class (15 minutes)1. GiveeachchildaletterfromResourcesheet15.Repeatlettersiftherearemorethan26childrenin
theclass.
2. Askthechildrentoorganizethemselvesinalphabeticalorder,accordingtothelettertheyhave.
3. Checktheorderwiththechildren,askingthemtosoundouttheirletterandcheckthepositiononthealphabetchart.
Individual work (10 minutes)1. AskthechildrentocompleteActivity59.
Review (5 minutes)Giveouttheletterstothechildrenagain.PlayTopic1ontheCDandaskthechildrentoholduptheirletterwhenitissung.
HomeworkAskthechildrentocompleteActivity60.
AssessmentCanthechildrenarrangethelettersincorrectalphabeticalorder?
Canthechildrenwriteletterscorrectly?
Cantheynametheinitialletterintheirnames?
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Lesson 55 Unit 12 Assessment
Objectives• Toreviselettersounds
• Torevisethealphabeticalorder
• Towritelettersa-z
Resources• CD:Myalphabet,Topic1
• Children’sbookswithdifferentsizedtext
• StudentBooks
• Flashcardsa-z
Starter (10 minutes)1. PlayTopic1ontheCD.
2. AskthechildrentosingthealphabetsongwithouttheCDandseehowfasttheycansingitforfun.
Whole class and Group work (20 minutes)1. Showtheflashcardletterstothechildreninrandomorderandaskthemtoreadtheletter.
2. Thenwiththechildren’shelp,putupthecardsontheboardinthealphabeticalorder.
Individual work (10 minutes)1. AskthechildrentocompleteActivity61.Ifrequiredchildrencantakehelpfromthealphabetchartor
theflashcards.
AssessmentDothechildrennamethelettersofthealphabetcorrectly?
Canthechildrenwritethelettersa-z?
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Lesson 56Objectives• Torecognizeinitialsoundsinwords
• Torecognizefinalsoundsinwords
• Toextendvocabulary
Resources• CD:Lettersandwords,Topic8
• Selectionofpercussioninstrumentsoranytins,etc.thatthechildrencanusetomakesounds
• Billybearpuppet(Resourcesheet1)
• Flashcardsa-z• StudentBooks
Starter (10 minutes)1. Givethechildrentheirinstrumentsandexplorethedifferentsoundstheycanmake.
2. PlayTopic8ontheCD.
Whole class (15 minutes)1. BringoutBillybearandpretenditisplayinganinstrument.Pretendhewhisperstoyouandexplain
thathewantstowritethesoundsdown.
2. Letthechildrentaketurnstoplayaninstrumentandthenwriteawordontheboardthatmatches.UsewordsfromActivity62:bing,bang,bong,ping,pong,dong,ding,ring,ping.
3. AsktheclasstohelpBillyreadsomeofthewords.Soundoutallthe–ongwordsfirst,then–ingwords,andthen–angwords.
Individual work (10 minutes)1. AskthechildrentocompleteActivity61.
2. Asyoucirculate,pointouthowthewordshavethesameendings,–ing,–ong,and–ang.
Review (5 minutes)Askchildrentotaketurnstochooseaninstrumenttomakeeachsoundwordontheboard.Helpthemtoreadtheirword.
AssessmentCanthechildrenrecognizeinitialsoundsinwords?
Canthechildrenrecognizefinalsoundsinwords?
LettersandwordsUnit 13
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Lesson 57Objectives• Toreviseinitialsoundsofwords
• Tomatchobjectstolabels
Resources• Myalphabetwallchart
• Labels for familiar items in theclassroom,bigenough for thechildren tosee fromallpartsof theclassroom,e.g.cup,bag,mop,mat,pen,box,book,paper,crayons,etc.
• StudentBooks
Starter (10 minutes)1. Askthechildrentosoundoutthelettersfromthealphabetwallchart,singingthesongiftheywish.
Whole class (15 minutes)1. TellthechildrenthattheyaregoingtoplayISpy.Usethealphabetchartfirst,sayingI Spy with
my little eye, something beginning with, e.g. k. (Thechildrenhavetoanswer‘king’andpointtothepicture.)
2. Continueusingotherletters.Then,broadentheactivitywithlabelleditemsintheclassroom.
Individual work (15 minutes)1. AskthechildrentocompleteActivity63.Asyoucirculateaskthemiftheycanspotthewordswiththe
sameendings.
Review (5 minutes)PlayIspyagainbriefly,usingthealphabetwallchart.
AssessmentDothechildrensoundoutinitialletterscorrectly?
Canthechildrenreadthelabelsandmatchthemtothecorrectitems?
Lesson 58Objectives• Tointroduceanewrhyme
• Tointroducenewvocabulary
• Tofocusoninitialsounds
Resources• CD:Lettersandwords,Topic8
• StudentBooks
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Starter (10 minutes)1. PlayTopic8ontheCD.Askthechildrentolistentothepoem,andthenexplainwhatishappeningby
pointingtothepicturesinActivity64.
Whole class (15 minutes)1. Teachtherhymetothechildren,repeatingituntiltheyarefamiliarwithit.
2. AsaclassworktogetheronActivity64.Readthewordsslowlyandhelpthechildrentonametheinitiallettersandtracethem.
3. Singtherhymeagain.WriteJillandhillontheboard.Pointoutthattheyhavethesameendingandsoundthesame.Explainthatthismeanstheyrhyme.
Individual work (10 minutes)1. Ask the children to completeActivity 64.Asyou circulate ask the children to readeachwordby
soundingandblendingtheletters.
Review (5 minutes)AskthechildrentoreadaloudsomeofthewordsinActivity64.
AssessmentDothechildrenreadtherhymecorrectly?
Canthechildrenreadthenewwordsandsaytheinitialsounds?
Lesson 59Objectives• Toreadwords
• Totraceletters
• Toextendvocabulary
Resources• Resourcesheet16:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis
onesetforeachpair.
• StudentBooks
Starter (5 minutes)1. Writesome–atwordsontheboard:rat,cat,andmat.Pointoutthesameendings.Helpthechildrento
soundoutthewords.Explainthatthesewordsrhyme.
Whole class and group work (15 minutes)1. Writelog,dog,fox,box,bag,andragontheboardandseeifthechildrencanspotthewordswiththe
sameendings.
2. Showthechildrenhowtousethecards(Resourcesheet16)tomakenewwords.Askthemtowritedownthewordstheymake.
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Individual work (15 minutes)1. AskthechildrentocompleteActivity65.Offersupportasyoucirculateandencouragethemtoread
thewords.
Review (5 minutes)AskindividualchildrentoreadsomewordsfromActivity65.
AssessmentCanthechildrenreadthenewwordscorrectly?
Canthechildrentracethewordscorrectly?
Canthechildrenspotthewordswiththesameendings?
Note:Otherrhymingwordscanbetaughtusingthesamelessonplan,andResourcesheets17and18.
Lesson 60Objectives• Tomatchobjectstolabels
• Toreviseinitialsounds
Resources• Myalphabetwallchart
• Labelsforfamiliaranimalnames,e.g.cat,cow,rat,hen,etc.displayedontheboard
• StudentBooks
Starter (10 minutes)1. Askthechildrentosoundoutthelettersfromthealphabetwallchart,singingthesongiftheywish.
Whole class (15 minutes)1. TellthechildrenthattheyaregoingtoplayISpy.Usingthelabelsdisplayedontheboard,say:I Spy
with my little eye, the word cow, andthechildrenhavetopointtothecorrectlabel.
2. Continueusingtheotherlabels.
Individual work (15 minutes)1. AskthechildrentocompleteActivity66.Asyoucirculateaskthemtoreadthewordsandnamethe
initialsounds.
Review (5 minutes)PlayI spyagainbrieflyusingthealphabetwallchart.
Homework AskthechildrentocompleteActivity67.
AssessmentDothechildrensoundoutinitialletterscorrectly?
Canthechildrenreadthelabelsandmatchthemtothecorrectitems?
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Lesson 61Unit 13 Assessment
Objectives• Toreviseinitialsoundsinwords
• Tomatchinitiallettertotheendinglettersandcompletewords
Resources• Myalphabetwallchart
• Labelsandmatchingpicturesforsomefamiliarthree-letterwordse.g.van,mat,cat,pen,pan,cow,etc.
• Flashcardsa-z• StudentBooks
Starter (10 minutes)1. Showthelabelsandaskthechildrentoreadeachletterandthenblendtheletterstoreadtheword.If
theyfacedifficulty,helpbyshowingtherelatedpictures.
2. Holdupflashcardsr,bandpinturn,andaskiftheycanthinkofawordbeginningwiththatletter.Cantheythinkofwordsotherthanthoseonthealphabetchart?
Whole class (20 minutes)1. TellthechildrenthattheyaregoingtoplayISpy.Usingthelabelsdisplayedontheboard,say:I Spy
with my little eye the word . Thechildrenhavetopointtothecorrectlabel.
2. Continueusingtheotherlabels.
3. Whenreadingeachword,emphasizethesoundofeachletterandhowtheycanbeblendedtoreadthecompleteword.
Individual work (10 minutes)1. AskthechildrentocompleteActivity68.Asyoucirculateaskthemtoreadthewordsandnamethe
initialsounds.Youcansuggesttheylookatthealphabetchartforcluesiftheyarestruggling.
Review (5 minutes)PlayI spyagainbrieflyusingthealphabetwallchart.
Homework AskthechildrentocompleteActivity69.
AssessmentDothechildrensoundoutinitialletterscorrectly?
Canthechildrenreadthelabelsandmatchthemtothecorrectitems?
Canthechildrenmatchinitiallettertotheendingletterstocompletethewords?
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Answer key
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Lesson 62Objectives• Tointroducethepartsofabook
• Tointroducenewvocabulary
• Todiscussfamiliarstories
Resources• Afewcolourfulstorybooksofdifferentsizes
• Billythebearpuppet(Resourcesheet1)
• Resourcesheet19:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonesetforeachgroup.
• StudentBooks
Starter (10 minutes)1. Askthechildrenabouttheirfavouritestories.
Whole class and group work (15 minutes)1. ShowthechildrenastorybookandintroducethemtosomeofthepartsusingthelabelsfromResource
sheet19.
2. Askthechildrentoformgroupsandgiveeachgroupasetofbooksandcopiesof thelabelsfromResourcesheet19.Askthemtolaythebooksonthetableandplacethelabelsonthemtoshowthedifferentparts.Someofthebookscanbekeptopen,andsomeclosed.
3. Askthechildrentolookattheworkoftheothergroupsanddiscusscorrectlabelsandthosethatneedchanging.Praisetheireffortsandanythatarerightatthisstage,asthevocabularyisfairlyunfamiliartothem.
Individual work (10 minutes)1. AskthechildrentocompleteActivity70.Asyoucirculateaskthechildrentotalkaboutthestoriesthey
arefamiliarwith.
Review (5 minutes)AskthechildrentodescribethepicturesinActivity70.
AssessmentCanthechildrenlabelthepartsofabookcorrectly?
Dothechildrenusethenewvocabularycorrectly?
Canthechildrentalkaboutstoriestheyhaveread?
StorybooksUnit 14
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Lesson 63Objectives• Totalkaboutstories
• Togiveopinions
• Toextendvocabulary
Resources• Afewstorybooksthechildrenhaveread
• StudentBooks
Starter (10 minutes)1. Askchildrentosaywhichistheirfavouritestoryandwhy.
Whole class (10 minutes)1. Talkaboutbooksorstoriesthechildrenarefamiliarwith.
2. Discusssomefamiliarcharacters.Writeafewtitlesontheboard.
Individual work (15 minutes)1. AskthechildrentocompleteActivities71and72.Offersupportinwritingthetitle.
Review (5 minutes)Takevotestofindoutthemostfavouritestory.
AssessmentCanthechildrendiscusstheirfavouritestories?
Dothechildrenwritenewwordswithcorrectspellings?
Canthechildrenusenewvocabularycorrectly?
Lesson 64Unit 16 Assessment
Objectives• Totalkaboutstories
• Togiveopinions
• Toextendvocabulary
• Todrawanddesignbookcovers
Resources• Sheetsofpaperandsomedrawingmaterials
• Storybooks
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• Resourcesheet19:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonesetforeachgroup.
• StudentBooks
Starter (10 minutes)1. RevisethepartsofabookusingthestorybooksandlabelsfromResourcesheet19.
2. ChildrencompleteActivity73.
Individual work (30 minutes, can be carried over to the next lesson)1. Explainthattheyaregoingtomakeaclassdisplayentitled:Whatisastorybook?
2. Givechildrenachancetodrawanddesignbookcovers,illustrations,andfavouritecharacters.
3. DisplaytheworkwiththerelevantlabelsfromResourcesheet19.
AssessmentCanthechildrendiscusstheirfavouritestories?
Dothechildrenwritenewwordswithcorrectspellings?
Canthechildrenusenewvocabularycorrectly?
Canthechildrendrawanddesignbookcovers?
Answer key
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Lesson 65Objectives• Tointroducenewvocabulary
• Toencouragechildrentolistenwithconcentration
• Todiscussandretellastory
Resources• CD:Storytime,Topic9,Jack and the Beanstalk
• Resourcesheet20:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonesetfortheclass.
• StudentBooks
Starter (5 minutes)1. Ask the children about their favourite stories. Ask if anyone knows anything about Jack and the
Beanstalk.
Whole class work (20 minutes)1. PlayTopic9ontheCD.
2. Discussandidentifythemaincharacters,Jack,Mum,andthegiant.
3. GivesomechildrenacardeachfromResourcesheet20.Askthemtowalkandactasiftheyareoneofthecharacters.
4. Playthestoryagain.
Individual work (10 minutes)1. AskthechildrentolookatthepicturesandtellthestorytotheirfriendasinstructedinActivity74.As
youcirculateaskthechildrentotellyouaboutthestory.
Review (5 minutes)Writethefollowingwordsontheboard:Jack,Jill,Mum,Dad,princess,giant,dog,andcow.Ask:Whichofthesecharactersareinthestory,Jack and the beanstalk?
AssessmentCanthechildrenexplainandretellthestory?
Cantheyidentifythemaincharacters?
Lesson 66Objectives• Toencouragechildrentolistenwithconcentration
• Todiscussandretellastory
• Tosequenceeventsinastory
JackandtheBeanstalkUnit 15
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Resources• CD:Storytime,Topic9,Jack and the Beanstalk
• Sheetsofplainpaper
• StudentBooks
Starter (15 minutes)1. PlayTopic9ontheCD.Askthechildreniftheycansay,‘Fee fi fo fum’likethegiant.Letthemrepeat
fasterandinagruffvoiceforfun.
Whole class and individual work (20 minutes)1. Discussthemaincharacters,Jack,Mum,andthegiantandencouragethechildrentosayonedialogue
foranyonecharacter.
2. Askthemtodrawoneofthecharactersonpaper.
Review (5 minutes)Holdaclassvoteonthechildren’sfavouritecharacter.
AssessmentCanthechildrendiscussandretellastory?
Dotheyusenewvocabulary?
Cantheysequenceeventsinastory?
Lesson 67Unit 15 Assessment
Objectives• Toretellastory
• Torole-playcharactersandmimeastory
• Tosequenceeventsinastory
Resources• CD:Storytime,Topic9,Jack and the Beanstalk
• StudentBooks
Starter (10 minutes)1. PlayTopic9ontheCD.Encouragethechildrentojoininwiththegiant’s‘Fee fi, fo-fum’.
Group work (30 minutes)1. Organizethechildreningroupsofthree,andaskthemtotaketherolesofMum,Jack,andthegiant
toactoutthestory.
Individual and paired work (10 minutes)1. AskthechildrentocompleteActivity75andthenaskthemtocomparetheiranswerswithafriend.
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AssessmentCanthechildrenretellastory?
Canthechildrenrole-playcharactersandactoutastory?
Canthechildrensequenceeventsinastory?
Answer key
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Lesson 68Objectives• Tointroduceanewstory
• Tointroducenewvocabulary
• Toroleplaycharactersandactoutastory
Resources• CD:Storytime,Topic9,Little Red Riding Hood
• Resourcesheet21:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecardforeachchild.
• StudentBooks
Starter (5 minutes)1. Askthechildrenifanyonehasheardthestory,Little Red Riding Hood.
2. ExplainthatLittle Red Riding Hoodisstoryaboutasmallgirlwhogoestohergrandma’shouseandmeetsawolfontheway.
Whole class work (20 minutes)1. PlayTopic9ontheCD.
2. Identifyanddiscussthemaincharacters,Mum,LittleRedRidingHood,thewolf,thewoodcutter,andGrandma.
3. GivethemthecardeachfromResourcesheet21.Askthechildrentoreadthenameonthecardandrole-playthatcharacter.
Individual work (10 minutes)1. AskthechildrentocompleteActivity76.Asyoucirculateaskthechildrentotalkaboutthestory.
Review (5 minutes)AskthechildrentoreadActivity77inpairs.
AssessmentCanthechildrendiscusssomepartsofthestory?
Cantheyidentifythemaincharacters?
Canthechildrenrole-playcharactersandactoutastory
Lesson 69Objectives• Todiscussastory
• Tointroducenewvocabulary
• Toencouragestudentstolistenwithconcentration
• Tosaydialoguesfromthestory
LittleRedRidingHoodUnit 16
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Resources• CD:Storytime,Topic9,Little Red Riding Hood
• Resourcesheet21:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecardforeachchild.
• StudentBooks
Starter (10 minutes)1. PlayTopic9ontheCD.
2. Askthechildrentosaysomedialoguesfromthestory.
Whole class work (15 minutes)1. DistributethecardsfromResourcesheet21andaskthechildrentoreadthewords.
2. Askpairstotaketherolesof thewolfandLittleRedRidingHood.Cantheyrememberanyof thedialogueatGrandma’shouse?
Individual work (10 minutes)1. Ask thechildren tocompleteActivity78.Offersupportandhelp themread thewords if they face
difficulty.
Review (5 minutes)Holdaclassvoteonthechildren’sfavouritecharacterinthisstory.
AssessmentCanthechildrendiscussthestory?
Dotheyusenewvocabularycorrectly?
Canthechildrensaydialoguesfromthestory?
Lesson 70Objectives• Totalkaboutstories
• Totalkaboutstorycharacters
• Toextendvocabulary
Resources• CD:Storytime,Topic9,Little Red Riding Hood
• StudentBooks
Starter (10 minutes)1. Askchildrentonametheirfavouritecharacterinanystoryandsaywhytheylikethatcharacter.
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Whole class (10 minutes)1. PlayTopic9ontheCD.
2. EncouragethechildrentojoininwiththedialoguesbetweenLittleRedRidingHoodandthewolf.
Individual work (10 minutes)1. AskthechildrentocompleteActivity78.
Review (10 minutes)Askchildrentotalkabouttheirfavouritecharacter.
AssessmentCanthechildrentalkaboutstories?
Canthechildrentalkabouttheirfavouritecharacters?
Lesson 71Unit 16 Assessment
Objectives• Torevisitastory
• Torole-playcharactersandactoutastory
Resources• CD:Storytime,Topic9,JackandtheBeanstalk
• StudentBooks
Starter (10 minutes)1. PlayTopic9ontheCD.Encouragethechildrentojoininwiththegiant’swords.
Group work (15 minutes)1. Organizethechildreningroupsoffour,andaskthemtotaketherolesofMum,Jack,oldman,andthe
giant,androle-playthestory.
2. Encouragetheuseofstorylanguage.
Review (5 minutes)Askthechildrentodescribeanyonecharacterfromthestory.
AssessmentDothechildrenrememberthestory?
Dothechildrenrememberanyspokenwordsfromthestory,andusethem?
Canthechildrenrole-playcharactersandactoutastory?
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76 1
Answer key
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Resourcesheet1
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Resourcesheet2
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791Photocopiablematerial©OxfordUniversityPress2015
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80 1 Photocopiablematerial©OxfordUniversityPress2015
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Resourcesheet3
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82 1 Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet4
brother sister
fathermother
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Resourcesheet5
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84 1 Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet6
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851Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet7
doll bricks
book rope
ball bear
car aeroplane
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86 1 Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet8
apple banana
mango lemon
orange pear
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871Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet9
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88 1 Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet10
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891Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet11
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Resourcesheet12
sunny
snowy
cloudy
foggy
windy
rainy
stormy
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Resourcesheet13
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Resourcesheet14Ifyou’rehappyandyouknowit,clapyourhands.Ifyou’rehappyandyouknowit,clapyourhands.Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou’rehappyandyouknowit,clapyourhands.
Ifyou’rehappyandyouknowit,stampyourfeet.Ifyou’rehappyandyouknowit,stampyourfeet.Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou’rehappyandyouknowit,stampyourfeet.
Ifyou’rehappyandyouknowit,shoutHurray,Hurray!Ifyou’rehappyandyouknowit,shoutHurray,Hurray!Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou’rehappyandyouknowit,shoutHurray,Hurray.
Ifyou’rehappyandyouknowit,doallthree,Hurray!Ifyou’rehappyandyouknowit,doallthree,Hurray!Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowitIfyou’rehappyandyouknowit,doallthree,Hurray!
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Resourcesheet15
a
f
k o
s
w
b
g
l
p t
x
c
h
m
q
u y
d
i
n
r
v
z
e
j
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94 1 Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet16
atb c
f h m
sp r
tv
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951Photocopiablematerial©OxfordUniversityPress2015
Resourcesheet17
inb d
f k
p s
t w
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Resourcesheet18
an
l m n
b c f
sp r
vt
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Resourcesheet19
front back
spine page picture
beginning endcover
word storytitleletter
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Resourcesheet20
Jack Mum
giant
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Resourcesheet21
LittleRedRidingHood
grandma
wolfwoodcutter
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Objectives and assessments
National Curriculum for Early Childhood Education – Language and Literature (Key Learning Area and Competencies) ThetablebelowshowswhichcompetenciesfromthePakistancurriculumarecoveredintheunitsofwork.Thesewillprovideahelpfulfocusforassessingthechildren’sprogresssothattheyeachachieveabroadrangeofsuccessinListeningandSpeaking,ReadingandWritingskills.Areasrequiringadditionalworkorrevisionwillalsobecomeapparent.
Language and Literature
Listening and SpeakingUnit1
Unit2
Unit3
Unit4
Unit5
Unit6
Competency1:Childrenwillengageinconversationwithothersandtalkconfidentlyaboutmattersofimmediateandpersonalinterest
Competency2:Childrenwithdescribeobjects,eventsandtheirplansfortheday
Competency3:Childrenwillenjoylisteningtostoriesandpoemsandmakinguptheirownstoriesandrhymes
ReadingUnit1
Unit2
Unit3
Unit4
Unit5
Unit6
Competency4:Childrenwillenjoybooksandhandlethemcarefully
Competency5:Childrenwillunderstandhowbooksareorganized
Competency6:Childrenwillrecognizefamiliarwordsinsimpletexts
WritingUnit1
Unit2
Unit3
Unit4
Unit5
Unit6
Competency7:Childrenwillusepictures,symbols,andfamiliarlettersandwordstocommunicatemeaning,showingawarenessofsomeofthedifferentpurposesofwriting
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Objectives and assessments
National Curriculum for Early Childhood Education – Language and Literature (Key Learning Area and Competencies)
Language and Literature
Listening and SpeakingUnit7
Unit8
Unit9
Unit10
Unit11
Unit12
Competency1:Childrenwillengageinconversationwithothersandtalkconfidentlyaboutmattersofimmediateandpersonalinterest
Competency2:Childrenwithdescribeobjects,eventsandtheirplansfortheday
Competency3:Childrenwillenjoylisteningtostoriesandpoemsandmakinguptheirownstoriesandrhymes
ReadingUnit7
Unit8
Unit9
Unit10
Unit11
Unit12
Competency4:Childrenwillenjoybooksandhandlethemcarefully
Competency5:Childrenwillunderstandhowbooksareorganized
Competency6:Childrenwillrecognizefamiliarwordsinsimpletexts
WritingUnit7
Unit8
Unit9
Unit10
Unit11
Unit12
Competency7:Childrenwillusepictures,symbols,andfamiliarlettersandwordstocommunicatemeaning,showingawarenessofsomeofthedifferentpurposesofwriting
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Objectives and assessments
National Curriculum for Early Childhood Education – Language and Literature (Key Learning Area and Competencies)
Language and Literature
Listening and SpeakingUnit13
Unit14
Unit15
Unit16
Competency1:Childrenwillengageinconversationwithothersandtalkconfidentlyaboutmattersofimmediateandpersonalinterest
Competency2:Childrenwithdescribeobjects,eventsandtheirplansfortheday
Competency3:Childrenwillenjoylisteningtostoriesandpoemsandmakinguptheirownstoriesandrhymes
ReadingUnit13
Unit14
Unit15
Unit16
Competency4:Childrenwillenjoybooksandhandlethemcarefully
Competency5:Childrenwillunderstandhowbooksareorganized
Competency6:Childrenwillrecognizefamiliarwordsinsimpletexts
WritingUnit13
Unit14
Unit15
Unit16
Competency7:Childrenwillusepictures,symbols,andfamiliarlettersandwordstocommunicatemeaning,showingawarenessofsomeofthedifferentpurposesofwriting
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Assessment record sheet
Teacher: Year
Child’sname: Class
Unit Assessmentfocuses Achievement Y = Yes S=moresupportrequired
Teacher’snotes
1
Drawinglines Candrawhorizontalstraightlines Candrawverticalstraightlines Candrawslantingstraightlines Candrawzigzaglines Candrawvariedstraightlinestoformpatterns Candrawcurvedlines Candrawvariedcurvedlinestoformpatterns
2
Hello,Goodbye
UsesthewordsHelloandGoodbye Cancolourthingsusingadequatehandcontrol Cancolourpictureswithinboundaries Usesfullsentencestoaskandanswerquestions. Candrawstraightlinestocompletepictures
3
Families Remembers and uses vocabulary related to families,clothes,everydaythings
Candrawcurvesandcircles Singsrhymesandpoems Canusecorrectlysomevocabularyinrhyme
4
Countingthings
Countsfromonetofiveinsequence Uses ordinal numbers first, second, third, fourth, andfifth
Candrawandtracepatternswithimproveddexterity
5
Everydaythings
Expressespreferencesandlikesanddislikes Remembersandusescorrectlynewvocabulary Canreadandwritenumbers1-5 Answersquestionswithyes/no
6
Colours Remembersandsingsanalphabetsong Canidentifyandnamesomecolours Canexplainuseofcoloursontrafficsignals Canreadandtracelettersi,j,k,l,v,w,x,z Canrecognizeinitialsoundsi,j,k,l,v,w,x,z
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Unit Assessmentfocuses Achievement Y = Yes S=moresupportrequired
Teacher’snotes
7
Shapes Remembersandsingsanalphabetsong Can identifyandnamesimpleshapes:circle,square,triangle
Candrawsimple2Dshapes Canreadandtracelettersm,n,u,y,f,h,r,t Canrecognizeinitialsoundsm,n,u,y,f,h,r,t
8
Weather Remembersandrepeatssimplerhymes Remembersandusesvocabularyrelatedtoweather Canidentifysimpleweathersymbols Canreadandtracelettersc,o,s,a,eg Canrecognizeinitialsoundsc,o,s,a,eg
9
Numbers Cancountobjectsandwritenumbers1-10 Candrawandcoloursimpleshapesandobjects Canreadandtracelettersb,d,p,q Canrecognizeinitialsoundsb,d,p,q
10
Animals Learnsvocabularyrelatedtoanimals Learnsnumbersongsandrhymes Cancountandwritenumbers1-10 Cannamesomeanimals Canidentifyinitialsoundsinwords
11
Morenumbers Cancountandwritenumbers1-10 Candrawandcountobjects Cantalkaboutfeelingsandexpressions Singsrhymesandsongs
12
Myalphabet Singsandlearnsanalphabetsong Cansoundoutinitiallettersinwords Canexplainanduse thealphabetical orderof lettersa-z
Canwritea-zinalphabeticalorder
13
Lettersandwords
Canreadandidentifyrhymingwords Learnsnewvocabulary Linksobjectstotheirlabels Remembersinitiallettersoffamiliarwords Learnsandsingssimplenurseryrhymes Canreadandsoundoutrandomlettersa-z Canspellsomecvcwords Cancopynewwordscorrectly
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Unit Assessmentfocuses Achievement Y = Yes S=moresupportrequired
Teacher’snotes
14
Storybooks Canlookatanddiscussavarietyofbooks Listenstoanddiscussesstories Expressespreferences
15
JackandtheBeanstalk
Listenstoanddiscussesastory Learnsnewvocabulary Cansequenceeventsinastory Canexpressopinions Cantalkaboutstories/characters
16
LittleRedRidingHood
Listensto,discusses,andretellsastory Learnsnewvocabulary Cantalkaboutstories/characters Canidentifygoodandbadcharactersinstories Canwritelettersa-zinalphabeticalorder
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106 1
Teaching Notes