讲义课件参考ort stage3910head ument

Programme CurriculumDevelopment EachLesson SelectedReading KeywordDevelopmentList& Gamesand Classroom Class1–Kipperthe Class1– 1 Class2–GranandtheGo- 2 Class3–Monkeysonthe 3 Class4–Kipper’s 4 Class5– Class5– 5 Class6–The 6 Class7–Atthe 7 Class8–The 8 Class9–Floppyandthe 9 Class10–TheJumble 10 Class11–TheBook Class12–TheCold Class12– Class13–TheEnormous Lesson14–The 14 Lesson15– Class16– 110Student ProgrammeCourse LearningTreeStorylingAge/ Ages10+Stage4IntroductionLearningTreestorylingoffersstudentsthechancetolearnhowtoThecoursefocusesonastrategicprogressionthroughtheOxfordreadingtree.ThecourseoffersbothintensiveEnglishpracticeandlearning,andaseriesoffunactivitiestoaidstudentsine

TosupportstudentsindevelotheirEnglishreadingandwritingabilityandvocabularythroughassistedreadingsessionswithbothdomesticandforeignteachers.

Reading,Writing,Speaking,and

Outsideactivities,Insideactivities,Sports,Reading,BuyingandSelling,art,drama(ys).CurriculumDevelopmentThebelowlessonnsrepresentaMoreadvancedentryintotheReadingTree.TheyrequirestudentstohaveagoodcommandofbasicEnglishandareadingcompetencyofbasicEnglishvocabulary.Itisimportanttorememberthattheaimisnottohave100%comprehension,buttosupportageneralunderstandingofthematerialbeingcovered,andfocusmoreonincreasingthestudents’vocabulary.TheOxfordreadingtreeisanopportunityforstudentstopracticeandimprovetheirEnglishwiththehelpofforeignteachers.Classesaimtohelpwithbothreadingandwritingabilities,withasecondaryfocusonlisteningandspeaking.Thebookshavebeenselectedduetoallowingforarangeoffunanddiverseactivitiestotakece.Actingcanbeusedthroughoutthelessonandthiswillhelpsupportstudentslearning.Turningwhatistypicallyaboringcaseofdrillingexercisesintogames.EachlessonwillincorporatethereadingofaspecificORTbook,alookatimportantvocabularyinthebookitselfandselectionofactivitiesortasksaimedatconsolidatingtheknowledgeandvocabularylearntfromthebooks.Duetothepresenceofforeignteachers,thiscoursealsoaimstohelpimprovestudents’pronunciation–especiallywithregardstothebasicphonicswithinthebooks.StudentsmayhaveadvancedtothiscoursefromearlierlevelsandalreadyhaveagoodcommandofEnglishphonics,orbenewtothem.Eitherway,allstudentswillbeofferedachancetoimprovetheirEnglishonallfronts.Additionally,thislevelofthecourseaimstoimprovestudentscreativewritingability,andsocreativewritingtasksforthestudentsaregiventhroughoutthecourse.EachLessonAnforeach tasksheet(beginningwithwordallocationandquicklychangingtoafocusoncreativewriting).OnlinematerialprovidedbylearningSelectedReadingKippertheGranandtheGo-MonkeysontheKipper’sBull’sTheAttheTheFloppyandtheJumbleBookTheEnormousTheColdTheKeywordDevelopmentList&BookKipperTheBookKippertheClownisafunandinterestinglevelforstudentstostudyat.Itcombinessimpleverbswithmorecomplicatednounsforstudentstolearnathome.Italsohelpstopreparestudentsformorecomplextasksasthecoursedevelops.GranandtheGo-GranandtheGo-KartscontinuestheprogrammeintroducingbasicadjectivesinordertobeusedintheirThisisdonethroughtheuseofdescribingGo-karts.canfurtherreinthisathomewiththetaskdesignanddescribetheirownGo-BookMonkeysontheMonkeysontheCarallowsforthecombinationoftheuseVerbsandadjectivesinrelationtofamiliarvocabulary:StudentscanusepastknowledgeandcombineitvocabularyinthislessontocreateevenmoreinterestingBookKipper’s eye

Kipper’sIdeabuildsonbodypartsandaimstointroducemorespecificpartsrelatedtotheface.Thisincludeseyes,mouth,nose,hair,etc.Studentswilllearnthisthroughdrawingtheirownfacesandlabelingthem.BookSchoolFair

Bullseyeintroducestheconceptsofwinningandlosingtostudentsandallowforthemtocreatesentencestructuresbyusingthesesentences.Thiswillallowforstudentstorevisitthepastlessonof‘GranandtheGo-karts’andrevisevocabularyfromthere,aswellaslearnnewtypesofcompetitionsinEnglish.Book

TheTheCarnivalisanotherartsandcraftslessonaimedatteachingvocabularyrelatedtotheconceptofacarnivalorabigfestival.Notonlydoesthisintroducesomewesterntraditionstothechildren,butitalsoallowsforstudentstorevisitwhattheyhavepreviouslycoveredinrelationtothenewsituation;heltoincreasetheiroralconfidence.BookAtthe

Atthepoolaimstointroducetheconceptofbuyingthings.ThebookrevolvesaroundKipperhavingtobuysomeswimmingtrunkssothathecangoswimming.Consequently,duringthislesson,studentswilllearnthesentencestructureof‘Ibought ,because ’.The willhelptoreinthis. Fed Putup

TheThebarbequeaimstorein previouslylearntvocabularyandsentencestructures.Oneofthemostimportantaspectsofthisclassistryingtoperfectthesegr rpatternsasmuchaspossible.StudentswillbereintroducedtothemostimportantEnglishgr rstructureof‘someonedoessomething’,witharangeofnewwordsandcharactersprovidedforthemtouseandmaketheirsentencesevenmoreBook Wake

FloppyandtheFloppyandthepuppetsusesitsORTstorybookinordertohelpstudentscreatetheirowndreamsandwritethemdown.Byfocusingonwordssuchas‘dream’,‘asleep’and‘wake-up’,studentscanframeastorywithinadream.Inturn,theycanbuilduponpreviousvocabularytocreateevenmoreexcitingandcomplexstories.Book TheJumble

TheJumbleSalefocusesonidentifyingthingsatajumbleStudentswilllearntouseandrespondtosentencessuchWhatdidthechildrendo?andWhat’sinthe

Withthechildrendid[something]andthereis[something]inthebag/box.Thiswillhelpdevelopstudent’sconversationalabilityandallowthemtorevisenounstheyhavepreviouslylearntthroughconversation.Book saveTheBookTheBookweekaimstohelpstudentsusetheirpreviouslyknownvocabularytocreateaquickflipbookwhichusesEnglishanddrawings.ThislessonwillusetheORTbook‘TheBookweek’tocreateabasisforthisandhelpstudentstoreviewvocabulary,whilstthesecondhalfofthelessonwillinvolvestudentscreatingthesketchbooksthemselves.For,studentsshouldcompletetheirflipbookandreturnitthefollowingBookTheCold[wooly]TheColdDayaimstohelpstudentsprimarilyintheirownfeelingsandopinionsusingthephrase‘ Ice am….[something]’.Thisisprimarilytaughtwiththe‘Iamtoocold/warm’,butothervocabularycanalsobeappliedtothisandused.Forinstance,IamhappyorIamsad.TheSentencesstructure‘Ilike[ngsomething]’willalsobereindfrompreviouslessonsandstudentsareaskedtopracticethisstructurefor.Book Don’t

TheEnormousTheenormouspictureaimstohelpdevelopstudents’abilitytoappreciateobjectsandexpressthisappreciationusingEnglish.Thislessonwillfocusonartworkandstudentswillbeaskedtoappreciateartworktothewholeclassandexpresswhataspectstheydislike.The taskinvolvesstudentsngthisathomewithapieceofarttheyhavefoundBook The Thislessonshouldbeusedinordertorevisefortheexam

lesson.ItwillusethebooktheSnowmanasabasisforthisandthencoverimportantsentencestructureswithwillbefeaturedintheexam.For ,studentswillallbeprovidedwitharevisionchecklistforthemtoreviewandpracticebeforetheBook TheySang You

Thisisthefinallessonandaimstoencouragestudentstoreturntothecoursenextterm.Thislessonwillbeusedinordertocreatea yforthestudentstoperform.Itcanbebasedonanything,butshouldbefunandenjoyable,withthestudentsleadingthetopicandfocus.StudentreportsandsshouldalsobeissuedinthisGamesandTheseactivitiescanbeadaptedtothelessonsinareaswherereferencestogeneralgamesismade,orincasethestudents etooboredorunresponsivetothepre-nnedactivities,orifthereendsupbeingtoomuchtimeavailableattheendofthelesson.Createaseriesofstocksentenceswhichstudentscanuseinordertocreatetheirownlittleskitsorperformances.Thesecanbeanythingaslongastheyusethewordsbeingcoveredcorrectlyandsuitably.Canmakethismorefunbyproviding‘props’forthestudents.Studentscanbeinsmallgroupsdependingonthesizeoftheclassandallstudentsshouldparticipateinonewayoranother.Theywillthenpresenttheirpresentationstotheclassaftertheyhavebeenrehearsed.VocabCanbedonewithbothsoundsandwords.Studentsaresortedintotwoteamsandeachmustpickseveralwordsinordertorepresentapartofa“battleship”-canusethewordsfromthecurrentclass.Studentsfromtheopposingteammustguesswhatthesewordsareandforeachcorrectonetheopposingteamsbattleshipis‘hit’.Alternatively,theteachercreatestheirownbattleshipgridandeachstudentmustcorrectlyidentifyawordlinkedtoapicture,whichwillthenbeVocabStudentsdividedintoteamsandeachteamformsaline.Teacherpresentsawordwhichishasbeencoveredinthestorytothewholeclass.Onestudentfromeachteamthenracestothefronttowritethewordsontheboardandsayit,thefirstteamtodoitcorrectlyisawardedapoint.TheteamwiththemostpointscanwinaVocabStudentscedintoteamsandeachformalineandeachteamisgivena‘baton’.Theteachersaysavocabwordfromthelessonandstudentsmust‘pass’thebatondownthelinetotheoneattheback–whilsteachstudentmustsaythewordwhentheyholdthebaton.Thestudentatthebackofthelinemustthenruntotheboardandwritetheword,thenreturntothefrontoftheline.Thefirststudenttodothiscorrectlywinsapointfortheirteam.Abasicgameofhangmanwhichcanbedoneontheboardwithallstudents.Theteacherisabletocreatethewordandthenstudentscaneithersoundoutdifferentsoundsintheword,ortheycanhavethestudentssayletters.Thisisappropriateforvocabularybuildingatanypointduringthestudents’education.TdrawsagridontheboardconsistingofthenumberofSsintheclass.Forinstance,ifthereare12Ssintheclassthena3x4gridisdrawn,if25Ssthen5x5,etc.Ontheboardthisgridisblank,TholdsonewithAllocateSsintogroups(Tdecidesgroupsize)–Sscanthenselecttheirownteamname–thesearewrittenontheboardbyT.Studentsarethenaskedtoputtheirhandsupandcomeandwriteawordorphrasewhichhasbeencoveredontheboard.Ifthestudentwritestheword/phrasecorrectly,theycanselectoneblanksquareonthegrid.IfthissquarecontainsanumberthentheSsteamisgiventhatnumberofpoints,ifitcontainsamine,thenyoushout‘Mine!’andtheotherteamslose3points.WordSsputintogroupsof4andeachishandedapackofworddominos.ThedominosaredividedequallybetweenSsandtheymustthenydominos.ThisisdonebyeachSinthegrouptakingturnstoceone‘domino’downandthenextSmustceeitherapictureorwordwhichmatchesapictureorwordfromthepreviousdomino.Theyarethentoldthattheymustconnectthepicturetotheword,andthefirstonetousealltheir‘dominos’wins.Thereisafoldedpieceofpaperforeachstudent.Oneofthesestates‘it’onit.Thepiecesofpaperarethengiventoeachstudentandtheyaregivenoneminutetoswaptheirpaperbetweeneachother.Attheendoftheminute,thestudentswiththepieceofpaperwhichstates‘it’isthenmadetodoatask,suchasreadingthebookorcreatingasentence.TeacherLimituse/translationinClassroomTranslation TranslationofnewwordsSswanttolearninWhenSsaskTAaquestion(unlessimportant)TArepliesinEnglishthattheymustspeakinEnglish.SsmustdirectquestionsregardingteachingcontenttoConceptssuchasC,KandCKcanbeexinedbyTAinordertominimizeconfusion..Classroomquiet‘game’(possibleTwoimages(attached)arepresentedtotheclass–oneofaclassroomoneofaSsaskedwhatnoiselevelisok yground–TmimesactionofAskedwhatnoiseisappropriateforinsideclassroom–TmimesshhhingsoundwithTeacherthenpointstoeachpicture–asksSstomimetheactionsforThosewhichdowellaregivenstarsontherewardschart.Sswhoareloudaretoldtobequieterwiththemimingactionofshhhh–iftheycomplytheyaregivenastar.TremindsstudentsofthisinfurtherclassesbrieflyattheIfproblempersists:Forallclasses,theimagesarecedontheboard,andwhenstudentsareloudTpointstoimageofaclassroomandthosethatmaketheShhhgestureandsitupcorrectlyaregivenapoint.Ateachingmethodthatwasverysuccessfulduringthedemoclasseswastosplittheclassintotwogroupsandhaveagentlecompetition.Pointsarescoredbybehavingwell(accordingtotherulessetoutatthebeginningoftheclass),attemptingtoanswerquestionsandwinninggames.UseofpointsSystemfocusesonthegoodbehaviorofstudents–thosewhoarebadlybehavedaregivensubtlehints,butnottoldoffunlesstheyaredisruptivetotherestoftheclass.IfthishappensthentheseSsarenotshoutedat,buttoldPointsaregivenrandomlyandforsmallthings,suchascorrectposture,useofhands,speakingonlywhenallowed.Itisalsopossibletouseachartontheboard(asshownbelow),whichcanbeusedtohelpencouragethestudentsthrougheachstageofthelesson.Whenthestudentshavecompletedastageofthelessontheygetastar.Onceallstageshavebeencompleted,andiftheyhaveallstars,theygetareward.CompletedLessonAndFocusontherpointofpast,presentandfutureTointroducethephraseIwilldo,Idid,IIntroducethecharactersintheTointroducethestudentstoeachotherandtheSecondaryfocusonnumbers1-10andClass1–Kipperthe 9-10StageBattleshipgridsfortheTensesandtimesheet.ToiletRollClassroomHavestudentsintroduceeachotherinashortIce-breakeractivity.MakethisIdeasHavethestudentsthrowaballtoeachotherandsaytheirnameandage.Pairthestudentsandhavethemaskthenexttotimetheirnameandtheirfavoritesomething(e.g.food,color,animal).0-5IntroduceStoryandCharacterBrieflyreviewbasicORTcharacters.Introducethebookcoverandthemainconceptsofthebook.MakesuretooutlinewhataClownis–possiblepicturesofa6–10ReadStoryFocusingonLookthroughthebookandhavethestudentstryandguesswhatisonpagebylookingatonlythe11-15IntroducethemainvocabularyyaquickSeethesectionsbelowforalistofthemainvocabulary.Canmakeuseofeitherflashcardsorapowerpoint.Trytousetranslationsforcomplexwordsanddefiniymakesuretousepictures.Afterintroducingthemainvocab,trytoyaquickgametoreinthem.Possiblyanactinggameoraguessing16-25ReadthestoryfocusingontheReadthroughthestoryandmakesureto andphrases.questionsasyouprogressthroughthebookinordertotestcomprehension.Trytohavethechildrenreadfirst–however,iftheystruggle,helpthem.25–30Highlightareasinthebook(phrases/sentences)andbeginbychangingcertainpartsofsentencestoshowstudentsexamplesofhowwordsfittogether.As emoreconfident,begintoallowthemtocewordsinthegapsthemselves.Thiscanbedoneontheboard.30–35RereadtheHelpandencouragestudentstoapplyandrecognisenewvocabularydemonstrate36-4010MinuteToiletpapervocab–Tpresentsarolloftoiletpaper,andeachSisgivenonesheet.Theyarethenaskedtowriteawordrelatingtothestoryontheirsheet.Tthencollectsthese5Presentationofvocab .Remembertoreinpreviouslycoveredterminology.Also,ifstudents eboredthenthenjobrolesintroducedinnobodywantedtoycanbeusedaswell.ExinthedifferenceinIdid gymnastics,Iamng gymnastics,etc.Iwilldo gymnasticsetc.UsetensesandtimesheetinordertohelpexCapablestudentsandclassescanusedifferentverbformsinsteadofdo(e.g.eat,drink).10ControlledStudentsareaskedtowritethevocabintheirworkbooksandwriteoutseveralpossiblesentences.Theteachercancorrectpotentialmistakesandproblemsthatstudentsareabletousethisinthenext10PracticeVocabBattleshipsStudentsaresplitintotwoteamsandeachteamisgivenasheetofpapercontainsagrid.Theyareaskedto‘ce’abattleshipineachpartoftheE.g.3dotsinarow.Itisuptotheteachertodecidehowmanydotstheycanselectandhowmanybattleships.Twoindividualsfromeachteamarethenselectedtocometotheboardandwritedownoneofthesentencescoveredintheclassandsayit.Thefirsttodosocanselectagridreferencefortheotherteam.E.g.A6andtheotherteamcansayeither‘hit’or‘miss’.Theteamtosinkalltheotherteamsbattleshipsthen15Basicoralandwrittenreviewofthesentencescoveredinclass,withthecheckingforcomprehensionfrom4:sheet inthislesson(boldforListClass1–

1KippertheClown- Createyourowncircusand lmeaboutit.UsetheVocabularyandphrasedfromthebook.Today’sLessonFocusonthe rpointofpast,presentandfutureTointroducethephraseIwilldo,Idid,I IntroducethecharactersintheTointroducethestudentstoeachotherandtheSecondaryfocusonnumbers1-10andKippertheClownisafunandinterestinglevelforstudentstostudyat.Itcombinessimpleverbswithmorecomplicatednounsforstudentstolearnathome.Italsohelpstopreparestudentsformorecomplextasksasthecoursedevelops.Key Class2–GranandtheGo-GranandtheGo-Toreadandunderstandthestory‘GranandtheGo-Tobeabletousebasicdescriptivewords/adjectivesintheirwriting.Tousethistodescribeagokart. 10BoardandFlashcards/PPTPensandpaper/workbooksforthestudentsPPTwithdifferenttypesofGo-kartsonitReviewlastLookatthemainstructuresinthebooklastlessonandreviewthe0–5IntroduceStoryandCharacterBrieflyreviewbasicORTcharactersFocusspecificallyonthecharacterof‘gran’–asthepreviouslessonintroducedmostofthemainfamily.Introducethebookcoverandthemainconceptsofthebook.Makesuretooutlinewhatago-kartisandbreakthisworddownintoitsmorphemes‘go’and‘kart’.Drawapictureorshowtheexampleinthe6-10ReadStoryFocusingonLookthroughthebookandhavethestudentstryandguesswhatisonpagebylookingatonlythe11-15IntroducethemainvocabularyyaquickSeethesectionsbelowforalistofthemainvocabulary.Canmakeuseofeitherflashcardsorapowerpoint.Trytousetranslationsforcomplexwordsanddefiniymakesuretousepictures.Afterintroducingthemainvocab,trytoyaquickgametoreinthem.Possiblyanactinggameoraguessing16-25ReadthestoryfocusingontheReadthroughthestoryandmakesuretohighlight andphrases.Askquestionsasyouprogressthroughthebookinordertotestcomprehension.tohavethechildrenreadfirst–however,iftheystruggle,help26–30Highlightareasinthebook(phrases/sentences)andbeginbychangingpartsofsentencestoshowstudentsexamplesofhowwordsfittogether.31–35 emoreconfident,begintoallowthemtocewordsingapsthemselves.ThiscanbedoneontheRereadtheHelpandencouragestudentstoapplyandrecognisenewvocabularydemonstrate36-4010MinuteWarm-up–quickAskstudentsiftheylikeGo-karts.Iftheysayyes,thenaskthemwhattheywant,orwhatsize.Havealistofattributesforgo-kartsputonthe51-55PresentationoftheclassroomPresentmoreideasforattributesforGo-karts,andintroducetheconceptsoffastandslow,fasterandslower.Oncethishasbeendone,youcanthenintroducetheconceptofatrackandmaybeshowadepictinggo-kartsona56-60Makeyourowngo-Havestudentsputtogethertheattributesyouhadwrittenontheboardinordertowriteabouttheirowngo-kart.Thiscanbeanytypeofgo-kartandtheyareallowedtoask61-65PresentyourGo-karttoaHavethestudentscedintopairsandhavethempresenttheirgo-karttotheirfriend.Ifthereisenoughtime,youcanthenhavesomeofthebestonespresenttothewhole66-70WhatGo-Kart?Usethego-Kartppttopresentarangeofdifferentgokartsontheboardforstudents.Havethemcedintosmallgroupsandtheyhavetoracetofindthedifferentattributesforthego-kart.E.g.itisredandbigand71-75QuickandFunAquickreinforcinggamebeforetheendofthelesson.Maybethrowaaroundtheclassroomandwhenastudentgetsittheyhavetosayawordorphrasefromthelesson.76-85CooldownandsetSetandreviewwhatwastaughtinthe86-90:ForstudentstocreatetheirownGo-Kartathomeagain,andlabelitusingwordslearnttheinthisList 2GranandtheGo-karts- DrawyourownGo-KartandlabelToday’sLessonToreadandunderstandthestory‘GranandtheGo-Tobeabletousebasicdescriptivewords/adjectivesintheirTousethistodescribeagoGranandtheGo-Kartscontinuestheprogrammebyintroducingbasicadjectivesinordertobeusedintheirwriting.ThisisdonethroughtheuseofdescribingGo-karts.StudentscanfurtherreinthisathomewiththetasktodesignanddescribetheirownGo-karts.Key Class3–MonkeysontheToreadandcomprehendthebook‘MonkeysontheTounderstandanduseIsawandIcanseecorrectlyandindifferentcontexts,andalsohowtorespondtothequestionsWhatdidyousee?andWhatcanyousee?Practicebasicphoneticspellingofthese 10MonkeysontheCarORTStorybookandbigPictureResourcesneededforcartoonandwritingexercises–coloredpens inReviewlastLookatthemainstructuresinthebooklastlessonandreviewthe0–5IntroduceStoryandCharacterBrieflyreviewbasicORTcharacters.Lookatthefrontcoveranddiscuss–Whataretheyng?Whatanimalscanyousee?Doyoulikemonkeys?Etc.Askstudentstoguesswhatwillhappeninthestory–Whatarethemonkeysng?Howdoesthefamily6-10ReadStoryFocusingonLookthroughthebookandhavethestudentstryandguesswhatisonpagebylookingatonlythe11-15IntroducethemainvocabularyyaquickSeethesectionsbelowforalistofthemainvocabulary.Canmakeuseofeitherflashcardsorapowerpoint.Trytousetranslationsforcomplexwordsanddefiniymakesuretousepictures.Afterintroducingthemainvocab,trytoyaquickgametoreinthem.Possiblyanactinggameoraguessing16-25ReadthestoryfocusingontheReadthroughthestoryandmakesureto andphrases.questionsasyouprogressthroughthebookinordertotestcomprehension.Trytohavethechildrenreadfirst–however,iftheystruggle,helpthem.26–30ComprehensionHighlightareasinthebook(phrases/sentences)andbeginbychangingpartsofsentencestoshowstudentsexamplesofhowwordsfittogether.31–35 emoreconfident,begintoallowthemtocewordsingapsthemselves.ThiscanbedoneontheRereadtheHelpandencouragestudentstoapplyandrecognisenewvocabularydemonstrate36-4010MinuteReadtheStoryasaStudentsreadthe45-VocabularyUsetheflashcardsto ,andusethebooktotestabilitytoremembernew47–ComprehensionUsingroughsketchesofthekeymaterialandwithoutusingthebooktohelp,askstudentstoconstructasix-panelcartoonwithafewlinesoftextunderneathtodescribewhatis52–EnglishPart1-Usingtheflashcards,dividestudentsintotwogroupsandyVocabularyShootout.Part2–Usingsamegroups,ySentenceShootout,wherecompetingstudentsmustmakeasentencebasedaroundthegivenword.62–WritingConstructsentencesusingthispattern–animal/–action–Forexample–Thelionswalkedinthehouse,TheelephantsdranktheDependingonleveltrytoconstructasmanyvariantsas74–Gameyareinforcinggame,suchasSimonSays,What’stheWordMr.Vocabulary85–inthisList 3WhatCanYouIcansee Icansee Ican Lesson3第三课)MonkeysontheToday’sLessonToreadandcomprehendthebook‘MonkeysontheTounderstandanduseIsawandIcanseecorrectlyandindifferentcontexts,andalsohowtorespondtothequestionsWhatdidyousee?andWhatcanyousee?PracticebasicphoneticspellingoftheseMonkeysontheCarallowsforthecombinationoftheuseofVerbsandadjectivesinrelationtofamiliarvocabulary:animals.Studentscanusepastknowledgeandcombineitwithvocabularyinthislessontocreateevenmoreinterestingsentences.Key ToreadandunderstandtheToreadandunderstandthebook‘Kipper’sTointroducebasicpartsofthefacetostudents.Tocreatetheirownpictureversionofthemselves. 10BoardandFlash n(4CKippersIdea- Coloredpencils,markers,orcrayonsandIfatallpossible,PictureofstudentlookingattheReviewlastLookatthemainstructuresinthebooklastlessonandreviewthe0–5IntroduceStoryandCharacterIntroducethebookcoverandthemainconceptsoftheWhoisKipper?Whatisanidea?WhydoyouthinkitsaysKipper’sIdea?Whatyou6-10ReadStoryFocusingonLookthroughthebookandhavethestudentstryandguesswhatisonpagebylookingatonlythe10-16IntroducethemainvocabularyandyaquickSeethesectionsbelowforalistofthemainvocabulary.Canmakeuseofeitherflashcardsorapowerpoint.Trytousetranslationsforcomplexwordsanddefiniymakesuretousepictures.Afterintroducingthemainvocab,trytoyaquickgametoreinthem.Possiblyanactinggameoraguessing16-25ReadthestoryfocusingontheReadthroughthestoryandmakesuretohighlight andphrases.Askquestionsasyouprogressthroughthebookinordertotestcomprehension.Trytohavethechildrenreadfirst–however,iftheystruggle,helpthem.26–30Highlightareasinthebook(phrases/sentences)andbeginbychangingcertainpartsofsentencestoshowstudentsexamplesofhowwordsfittogether.Asstudents emoreconfident,begintoallowthemtocewordsinthegapsthemselves.Thiscanbedoneontheboard.31–RereadtheHelpandencouragestudentstoapplyandrecognisenewvocabularydemonstrate36-10MinuteQuickWarmerPossiblyWhat’sthewordMr.Wolforwritingrelayracetorefreshmemoryof50-55ArtsandFollowtheCraftsn(4CKippersIdea-CraftTrytohavethechildrendescribewhatisontheface,usingstructuressuchas‘thereisanoseonherface’,‘thereishaironhis56-85CooldownandReviewwhathasbeentaughtthislessonandset86-90:CompletetheList inthiseyebrowsforeheadReinOurIdea:SelfportraitsandhowweportrayeachLearningaboutthe:Drawing,dependingontheirlevelpartsofthefacelike:Eyes,nose,mouth,ears,hair,cheeks,teeth,lips,eyebrows,forehead,andsoon...Coloredpencils,markers,orcrayonsandIfatallpossible,PictureofstudentlookingattheTherearevariouswaysonecangoaboutmakingaportraitwiththekids.Showingthemthefaceandit'scomponentsshouldbefirst.Afterthat,agameshouldbeyedfirsttohelpthemrepeatanden theirknowledge.Anicegamethechildrenseemtoenjoyiswheretheycollectivelydrawaface.Firstyou lthemthatasinglepaperwillbepassedalong(makesuretospecifythedirectionitwillgo).Onthatpaperthestudentmustdrawthebodypartthatwesayoutloud.Thisisagoodopportunitytouseflashcardswiththewordsofsaidbodypart.Forexample,ifourflashcardsayseyes,thechildrenmustdraweyesonthepaper,andpassittothenextstudent.Thecatchisthateachstudentistimedwithtenseconds(everyonecancountdowntogether!).Ifyouhappentohaveabigclassroomyoucanalwaysdividethestudentsuptoforteamstoseewhofinishedfirstanddrewtheappropriatebodypartswhenmentioned.Ifyouhavemanystudentshavinganassistantoranotherstudentkeeptrackofthecorrectbodypartforeachteamisextremelyhelpful.Ifinteamstheycangetpointsforfastestand/orcorrectbodypart.Iftheyareolderyoucanevenaddemotions,whichcanearnthemextrapointsforgettingthemright.Intheendthechildrenarerewardedwithafacetheycreatedtogether.Ifthereisn’tenoughpaperthisgamecanalsobeyedonachalkorwhiteboard.Thismakesitmoreexcitingbecauseitgetsthechildrentostandupandrushtotheboard.KeyIneachkeypointshouldbeanotewithdirectionstothenextone,untiltheyfinallyfindtreasurebox.Tryusingallthedirectionssuggestedaboveunder