wacom Yo RG Petey Content Objective RRAnA ee Corea al Sati oi eects ond Language Objectives ene ‘Students will Look and check. seers dae '* name colors, O ved * say what people are wearing. © white. etaiay Obie Vocabulary | a dress, gloves, hat. a jacket, pants, a shirt, shoes, a skirt, socks, @ T-shirt Vocabulary 2 brown, a closet. ink, purple, a shelf Grammar Grammar | use I/he/she + verb + ing to osk and answer questions Grammar? osk and answer questions with that and those Pacing Guides Lius Writing Write sentences about clothes. Value Toke care of your clothes. Guatematan git Project Dress stick puppet. Objectives Students wil + Recycle Say Write the word colors * look at a photo for information. ‘on the board. Read it aloud. Circle the word and then draw a + complete a sentence. word web around it. Point to or hold up classroom objects of Resources Video: Sc. |—Introduction; different colors. Ask about each item Inside each eo ee ‘outer circle, write a color that students say. Continue until the [D-ROM: Home-School Conrertion word web has 6-8 outer circles. Letter; Graphic Orgonizers (Word web): Unit Opener Poster: World Map * Set the stage Have three students stand with you. Point to your clothes and to their clothes. Say Have the students go back to their seats. Ask the 156 units YUP PPL PP EEE PO POP KOKA NAN HANAAAAAoAAAAneDGuatemola produces beautiful fabrics made of cotton and wool. Different villages have their own unique potters and colors. People can tell Where a cloth is made by its colors ‘and patterns, which include shapes, stripes. flowers, and animals. Today, many weavers in Guatemala use the some type of backstrap looms that their Maya ancestors used over ‘a thousand years ago. Many people still dye cloth the traditional way. with natural materials such os plants, tree bork, and minerals Classroom Management signols and gestures ore a good woy to reinforce or demonstrate what students need to do. Use gestures to support statements such as Let's listen or Let's soy it together. The same ‘movement should be repeated each time for a word or phrase. [As students become forilior with classroom routines, add gestures and expanded language. For example. point when you say Now it's your turn. cloth, shopes : S elass What are your clothes? Touch your shirt and pants or skirt Indicate for students to do the same. Say Clothes are cool! « Direct students’ attention to the photo on pp. 74-75. Ask questions to guide discussion of the photo: What do you see? (a girl) How many? (one) Point to the girl's shirt. Ask WV/vat colors it? (blue) « Soy This gil is from Guatemala. Guatemala is a country in Central America. Look at the colors in the photo. Point to the gif’ shirt and ask What other colors do you see? (black. pink green, purple, red, white) a «= Guide students through the activity on p. 74. Say J see 0 (ot of one color in this photo. Ask What color is it? (blue) Read the Sentence stem aloud. Say Herclothes ore___. useahand signal to get the class to call out the answer. (blue) Say That's right. Her clothes bl aaa Unit Opener 157 =<—=07Objectives Students wil + name clothes. * say what people are wearing, Vocabulary o hat, gloves, a skirt ‘a jacket, o dress, pants, a shirt, T-shirt, socks, shoes Content Vocabulary wearing Academic Language listen. point. say Resources Workbook pp. 54-55: ‘Audio CD TR: 82-4: Video: Se. 2—Vocabulary Io: Video: Sc. 3—Vocabulary tb: Classroom Presentation Tool: Vocabulary I: Picture Cards 68, 70-72, 74, 84-43; Sound Cards 25.29 Materials exomples of clothing in different sizes: infant, child, and adult (optional) 158 units © Listen and say. m0: © Listen. Point and soy. m: Warm Up ‘+ Mix Picture Cards 68, 70-72. and 74 with Picture Cards 84—93. Select cards at random and have students tell you what each card shows. Repeat several times. * Call on students to help you sort the pictures into two groups. Ask Then ask - s Point to the first set of cards and ask (rooms in a house) Point to the second set of cards and ask (clothes) Present * Set the stage Point to the clothes you're wearing. Say Then point to each item of your clothing. Act out putting on different types of clothing. Name each item as you put it on. For example, say orThen point to each item of your clothing. Say I'm wearing (o blue shirt, black pants, black shoes). Say I like my clothes! ‘+ Have students open their books to pp. 76-77. Point to each photo {Qs you say the target word. For each word, point out whether you or a student is wearing that article of clothing. Point to the photo again and repeat the word. * Contextualize Say V/e all wear clothes! Let's talk about our clothes. On the board, draw a chart with six to eight columns. Write different clothing words across the top. List students" ames in the first column. Ask WV/io's wearing o (T-shirt)? Raise your hand. Have students point to their T-shirts. Put a check mark by the students’ names. Say (Amanda and Iranh) ore wearing T-shirts and have the class repeat. T-shirt] pants | socks | shirt | shoes | skint [Mei v v ¥ “Amanda | x |v x Tranh_ | ¥ 7 7 7 VUVYUUVUVEVUVUUUUVUVUVUVUUVUVUVUUULVLULVEVULVUDUDEL Using a Dictionary When students look up words in a dictionary, they need to look at more than just the first letter of a word. Introduce this skill with words that begin with different letters. Have students put words such as dress, jacket, and shirt in alphabetical order. Then give them three words that stort with the same letter, such os shirt, socks, and skirt ‘ell them that to find these words in a dictionary, they need to look at the second letter of each word, Have them underline the second letter in each (h, 0, X). Students need ‘to organize the words in ABC order occording to these letters, Itcan be helpful to draw from students’ experiences when presenting new vocabulary. However, some students may be self-conscious about discussing personal issues, including clothing, When you ask students to share personal information, consider their comfort levels ond cultural cttitudes. Ask only those students who offer to participate. Use pictures from the Student Book and other classroom books, posters, and materials to support students. Vocabulary 159Practice @ @ say Now listen and say. Play TR: B2. Ask students to repeat the words. Help them pronounce the words correctly. + @ Hove students open their books to pp. 76-77. Say Lister. Play TR: 62 again. Point to the appropriate picture when you hear each item of clothing. Say Now listen. Then point and say. Play TR: B3. Help students follow the order of the words by pointing to the first three items named. @ Walk around the room, saying words to individual students. Have them point to the clothes in the book. * Walk around the room, pointing to the photos on pp. 76-77. As you randomly point to the photos, have students name the clothes. If students have difficulty, replay TR Wrap Up '* Place students in groups of three. Say / have “clothes. Let's talle. Give a few pieces of clothing to each group or hand out Picture Cards 84-93. Stand with two students. Hold up a T-shirt (Picture Card 93). Ask one student V//rat ist? (a T-shirt) Ask the other student \//hat color is *? (red) Have groups repeat the activity. One student holds up an item of clothing, and the next student says what it is. The third student then names the color. Have: students take turns. 160 units >» Recap © Say Let's use the words we learned. Hold up Picture Cards 84-93 one at a time. For each card, ask Whot js i? or What are they? Then show the cards again ‘and say Tell me more. For ‘example, say [i's o hot. Is it big? Is it red? Apply © Have students look at the model dialogue on p. 77. Point to the monkey mascot and say Look a Mia the monkey. She points to her shoes and asks \Whot are they? Then point to the elephant and say Look at Eddie the elephant. He says They're shoes. You're wearing shoes. Say Listen. Play TR: 84. # Say ook at me. Point to something you're wearing ‘and ask What is it? or What are they? Then change position as if you were someone else. Answer in a higher, lower, or different voice and say I's (a shirt). You're wearing (a shirt). Then model the dialogue with a student. « Poir students. Say ‘Vow you try t! Have each pair act out the dialogue with different articles of clothing, Students should take turns asking and ‘answering questions. Cc — _—_DL DL SL SL DL SOO Ow es = = = Extend * Say Let's talk bout our clothes. Form small groups of three or four students. Have each group sit in a circle and tell what someone in the group is wearing. Model some examples. Say Ivan is wearing a yellow shirt. He’s wearing blue pants and black shoes. Write the words yellow, black, and blue on the board. Read them aloud with students. Have students use colors to describe their classmates’ clothing. Wrap Up '* Have students stand in a circle. Point to a student and ask the student next to him ///ot is (Ivan) wearing? The student should ‘answer in a complete sentence. Model by saying Yes. (Ivan) 's wearing (a red shirt), The student answering then asks the next student What am I wearing? Continue around the circle until all students have had a turn asking and answering, Tea ar ag About the Photo The photo of the two women on p. 76 was taken in Guilin, a city in southern China, The two women are wearing traditional clothing of the Miao people. Handcrafted materials and brightly colored clothing are important ‘ospects of Mico history and culture. The hills behind the women are terraced rice paddies in the countryside ‘outside the city of Guilin. The tetraces ‘were made by hand, and they make the hillsides look like giant staircases. Sounds of English Comparing Sounds: /i/ and /ce/ ‘The i sound (sng) and the fe! sound {hat can be difcut to distinguish because they are both pronounced with the tongue at the front ofthe mouth. ‘To make the /V sound, lower your jw slightly The sides of your tongue should touch your teeth. To make the ‘eel sound, lower your jaw even farther ‘ond place the tip of your tongue behind your lower teeth, Use Sound Cards 25 (insect) and 24 (opple). Example words: pink, big, picture, kitchen: pants, black, alphabet, triangle Formative Assessment Con students ‘name clothes? Show Picture Cards of clothes and ask What is it? or What are they? * say what people are wearing? int to 0 student in the classroom and ‘ask What is she wearing? Review For additional proctice, direct students to Activity Worksheet 5. Vocabularyl 161© Listen. Read and sing. rms My Clothes Vocabulary in the song Vocabulary shoes, pants shirt. skirt, hat Vocabulary 2 brown, purple, pink Grammar in the song Grammar | use I/he/she + verb + ing to ask and answer questions Resources Workbook p. 56: Audio CD TR: BS: Video: Sc. 4—Song: Classroom Presentation Tool Song: Picture Cords 84-87 What are you wearing? What are you wearing? Tm wearing my brown shoes, ‘and I really like them. What are you wearing? What are you wearing? I'm wearing my purple pants, and I really like them. I like my shoes! I like my pants! 1 like my shirt! I like my skirt! Use the Song @ © + Predict Have students open their books to pp. 78-79. Say After 30 seconds, hove students close their books. Say Prompt students to describe the clothes they saw and the words they recognized. * Say Repeat the process, asking students to talk about the pictures and words in their books. *Oscy Play TR: B5. Play the song again and have students sing 162 = units * @ Place students in four groups, and assign each group one of the following: shoes, pants, shirt, ‘and skirt. Have students draw and label the item. Encourage students to use the correct colors for ‘each of the clothing items in their pictures. Play TR: B5 again, Pause after each verse. Have students stand up and show their pictures when they hear their clothing item in the song.VUVUULUUUUUUUVUUUOUUYUYUOUOYD G VUEUUULEUULELUEUUUUULY What are you wearing? What are you wearing? I'm wearing my pink skirt, ‘and I really like it. ‘cHonus ay a Oh, you look nice. eS Thank you. Nice het Nice shoes. Nice shirt. © Sing again. Hold up pictures. Use It Again + Vocabulary | Put students in four groups. Give each group one of Picture Cards 84-87. Write the following sentence frame on the board: Tm wearing my © Say My word is T-shirt. I sing I'm wearing my F-shirt, and I really lke it! Play the first verse of the song. Pause after the questions. Have groups take turns singing the complete sentence, one group at atime. + Grammar 2 Put students in pairs. Have each partner point to an item of clothing the other is, wearing and ask What's that? Prompt partners to answer That's my (blue shirt). Then have them do the same with What are those? (Those are Grouping To help maintain order in ‘the classroom during group activities, give group members a minute or two ‘at the beginning of each activity to ‘organize and review any materials they receive. Give them the same ‘omount of time at the end of the activity to put materials away or return them to you. hanger 73 my shoes.) Play the first verse of the song. Have cone student sing or chant the last two lines but use words for what he is wearing. Have the other student sing or chant the chorus. Then have partners switch and repeat the activity. * Vocabulary 2 Point to the picture on pp. 78-79. Ask questions such as What's purple? What's brown? What color is the girl's skirt? Then play nd sing the song, but pause when you hear brown, purple, and pink. Have students sing the vocabulary words that follow. song 163