Abstract

The process of teaching English as a foreign language involves the use of target
language as a means of providing language exposure to the students. The
apropriate amount and quality of the use of target language affect the quality of
the instruction. The present paper reports an effort of describing degree of the
use of English by teachers in teaching process, techniques teachers use and
problems the teachers usually face of their teaching activity. This research
belongs to a case study involving four English teachers in Kutoarjo District.
Two teachers were selected from advanced schools with complete facilities,
while the other two from rural schools with mediocre facilities. The result
shows that degree of the use of English by teachers varies.
Teaching English to young learners in many schools is not something new.
Although English has been taught for many years, the fact shows that the
process of teaching English does not always get good result. The English
language teaching and learning often face problems. In this case, strategies of
teaching English are purposed to the way of teaching English in practicing.

CHAPTER 1
Background

English is one of the mandatory subejcts offered in secondary schools long

before the Indonesian independence (Noss, 1984). Based on second language
acquisition theory that the earlier students start learning foreign language, the
better their competence would be, the Indonesian Minister of National
Education issued the 1994 Curriculum for Primary level of education which
accommodates the local content subjects. This category of subjects is designed
to be alternatives provided for the local or provincial office of the ministry to
design the best education for the citizen by offering what are needed or strategic
for those areas. Direcorate General of Basic and Secondary Education
implement the policy to feed the educational needs in big cities or urban
location, more specifically so in areas which have potential for tourism resorts.
In such areas, English is the number one selected as one of the local content
subjects, out numbering other local subjects such as local languages and
cultures or local handicrafts. Since then, more and more elementary schools
insert English in their curricular content. Up to the present time, English is not
only offered as a local content subject, but has been received as one of the
educational excellences offered in those particular schools. For most elementary
schools , teaching English in primary school is hard to accomplish because most
of them lack the supporting components especially the availability of competent
human resourses, sufficient facilities, and linguistics environment. Although the
Office of Ministry of Education facilitate them by providing some trainings
for teachers, the training has not been sufficient for them teach English
effectively. This is understandable because they are not majoring in English. In
brief, the three conditions are not conducive to advocate the policy of providing
quality instruction for English subject to the elementary school students.
However, most principals insist the schools offer English to win parents’
attention to trust their kids’ education to those schools. Responding to this
condition, the researchers decided to conduct a case study on the practice of
teaching English to provide in-depth description of such practice. Such
description is very important to evaluate the policy and to suggest some
improvement of the practice.
Based on the above description, the problems of this study are formulated as
follow.
1. How is the degree of the use of English by teachers in teaching English ?
2. What teaching techniques do the teachers use in teaching English?
3. What problems do the teachers come across in teaching English ?
 CHAPTER 2

DISCUSSION

2.1 English Material for First Grade In Elementary School

The material to be taught to first grade students in elementary school is as
follows:
First Semester :
1. Alphabet / Letter
2. Animal
3. Number
4. Colors
5. Part of Body
Second Semester:
1. Bedroom
2. Clothes
3. Kitchen
4. Living Room
5. Greetings and Partings

It is difficult to provide definitive descriptions of the differences between each

grade of elementary school, but here are some points to remember:

1st : They love to be active and often enjoy doing the same thing over and over
again with just a few variations to the activity. A quick pace is required to keep
their attention and it is especially important to start the class with as little delay
as possible. Have calming activities prepared in case they become over excited
(e.g. breathing in and out deeply after physical activities). If you are going to do
several activities, make sure they are related.
2.2 CREATING A SYLLABUS
If you visit a class just a few times a year, the visits will probably involve little
more than self introductions and games. However, as the frequency increases to
once a month or once a week the children will remember words and phrases
from one class to the next and a syllabus or teaching schedule will become
necessary to build on previous lessons. So what should a syllabus include?
Consider what aspects of life are important to young children and how they use
language to talk about them. Subjects such as food, toys, school, family and
friends will often be spoken about in terms of likes/dislikes, cans/cannots,
approval/disapproval and so on. If you teach a class often enough to get to know
your students you will be able to tailor the syllabus to the class, but here are
some suggestions from Will Jasprizza and Richard Graham of Genki English of
subjects you may wish to cover. It has been suggested that you use a list such as
this as a “menu” from which other teachers or your supervisor can choose. You
can then adjust the activities and difficulty level to suit the class:
• Animals • Greetings • Insects • Colours • Gestures • Clothes • Games • Body
parts • Feelings • Sports • Fruit • Modes of transport • Food • Family members •
Drinks • Directions • Weather • Names of countries • Numbers • Telling the
time • Actions (doing, going) • Birthday (you do not have to remember all 12
months - just your birthday!)
The following explanation and examples of games from former ALTs Richard
Graham and Will Jasprizza show how to make elementary school language
teaching fun. Further activities, games, flashcards and songs can be found on
the Genki English website that what you are teaching is “international
understanding.”.English communication ability is just one part of the bigger
picture. The aim is not linguistic perfection, but to get the kids motivated and
interested in learning about the world. In practical terms…
•Create an enjoyable atmosphere conducive to learning. This almost goes
without saying, but the important point is to think like a kid. If you were a 7
year old kid, how would you want to learn?
• Use movement. Get the students out of their chairs. If possible use the gym, or
the open area most schools have. When students practice “left” and “right,” do
not have them just say the words - get them to move left and right! The more
senses employed at once during the learning process, the easier it will be for the
students to remember. (Think of riding a bicycle, you may find it difficult to
describe all the steps involved, but your body remembers)
• Use songs. They are one of the best ways for the kids to remember the English
you have taught them. MEXT recommends using songs, but warns against using
traditional songs that may have out-of-date English. In addition many traditional
children’s songs are (a) difficult to teach, (b) contain a lot of stereotypes, and (c)
cannot be used in conversation- e.g. Twinkle Twinkle. Use songs that contain
language the kids can use. However, if you simply play a CD and tell kids to
sing along, it probably will not work. Take a three-step approach:
1. Introduce the vocabulary with picture cards or gestures. Remember that the
focus is on spoken English: we do not have the time to teach reading and
writing.
2. Sing the song a cappella, and get the students to repeat.
3. Once the children can do the song a cappella, play the actual music and sing
along. This way you keep the exciting part for the end.
• Drama. Get the students to role play. If you are teaching “How much is...”
have them act out a scene in a make-believe shop. Remember: elementary
school students are far less shy than junior high school students.
• Be knowledgeable about Japanese pop culture. Know at least a few Japanese
sporting heroes, TV stars and cartoon characters. Ask about the characters on
the kids’ pencil cases, lunch boxes, etc. or try watching a bit of Japanese TV.
Use this knowledge to illustrate what you are teaching, e.g. “Do you like
(famous cartoon character)?”
• Use games. Games are the best way for kids to practice the target English.
Kids love games. But do not play games just for the sake of playing. Each game
should have an educational objective, whether it be increasing vocabulary,
listening practice, or the teaching of whole phrases.
• Some other advantages of EFL games are:
- They provide extra motivation to learn the target language - learn the new
language, win the game.
- They allow the kids to practice with their peers.
- The lessons become less teacher-orientated and more student-orientated. And
the biggest advantage is that they are fun. Kids want to learn more so that they
can try new games. Sometimes kids might get fed up if they lose a game, or
other kids might tease the losers, in this case you must teach the kids the golden
rule of games: “Losing” doesn’t mean “losing”. The real meaning of the word is
that you get another chance to try again. You never fail until you stop trying. If
everyone is having fun, everyone is a winner. Try this and after every lesson the
kids will be shouting “again, again.” Below are some examples of games that
work well in elementary school, and prove that learning English is fun and
effective. (These games are taken from the GenkiEnglish.net website where you
can also find photos of the games in action and Japanese translations to hand to
your teacher - great for lesson planning).

2.3 ADVICE AND PREPARATION

Here are a number of tips and ways of preparing for a successful elementary
school first grade . These have been collated from a number of JET participants
with experience:
• Bring indoor shoes. Running around in vinyl slippers may be entertaining for
the children but will make things more difficult for you.
• Use the teacher for crowd control. They are usually pretty good at keeping
things quiet, getting the children into groups and playing fairly.
• Make a lesson plan, but keep it flexible. Prepare more activities than you have
time for.
•Avoid games that could potentially get violent. Students often get carried
away.
• Do not wear anything restrictive or expensive.
• Try to meet the teacher before the lesson and explain the games.
• Laminate anything you want to use again.
• Do not scrap an activity just because it did not work in one class. It may work
fine the next day with a different class.
• Keep the class student-centred at all times. Have the students give out
handouts and collect up afterwards etc. It takes the pressure off you and keeps
them occupied.
• Use incidental language as much as possible. This will help them remember it
and how to use it (ie., “Hello”, “Here you are”, “Thank you”, “You’re
welcome”, “Bless you”, etc.)
• Keep things simple. Games you spent hours preparing are often the first to
flop. Explanations should be carried out within a minute or two. Where
possible, demonstrate with the Japanese teacher rather than explain.
•Eating lunch with the children helps to get to know them and create a little
informal internationalisation.
• Do not jump randomly between topics. Keep activities related
. • Phrases should be repeated frequently.
• PLAY between classes and TEACH during them.
• Try teaching with other classes like cooking or gym for a bit of variety.
• Praise individuals.
• Using a game more than once saves explanation time.
• Make sure the Japanese teacher knows what to do.
• Make vocabulary posters to save time.
• Balance activities that “stir-up” and “settle down”.
• Make name cards so you can address the children as individuals.
• Prepare an activity or video in case you are absent.
• Let the children teach you something each lesson.
• Buy teaching aids. Invest in self-training.
•Children will understand a lot from tone, gestures and facial expressions.
• Use lots of English words which are also used in Japanese in the katakana
form. • Keep notes of what you taught, so you can re-cap on previous areas.
• Try repeating explanations and phrases in several different ways.
• Use a toy to talk to if the Japanese teacher is not already prepared.
• Try to get feedback from the children as well as the Japanese teacher.
• Use commands and phrases in various contexts to highlight their usefulness.
• Have an emergency teaching pack ready for unexpected circumstances.
 CHAPTER 3

LESSON PLAN CLASSROOM ACTIVITY

3.1 Alphabet/Letter
Submitted by Kseniya Vaynshtok (Namerikawa City BOE)

Target Group : Elemantary School 1St Grade

Difficulty Level : Fundamentals
Activity Objective : To teach Alphabet or Letter
General:
Time: 10 minutes per lesson
Objectives: Saying, reading and writing letters of the
alphabet
Structures: None
Target Vocab: a – apple, b – butterfly, c – cake, d – dog, e
– egg, f- flower, g – glue, h – hat, i – ice-
cream, j – jellyfish, k – kangaroo, l – leaf, m
– mouse, n – nose, o – orange, p – panda, q
– quilt, r – rabbet, s – sun, t – turtle, u –
umbrella, v – vase, w – watch, x – x-ray, y –
yacht, z – zebra. A – ant, B – banana, C –
cat, D – deer, E – elephant, F – fish, G –
grapes, H – house, I – ink, J – jacket, K –
kite, L – ladder, M – monkey, N – necklace,
O – owl, P – pencil, Q – queen, R –
rainbow, S – seal, T – tiger, U – unicycle, V
– van, W – window, X – xylophone, Y –
yoyo, Z – zipper.

Lesson Overview:
New Learning and Practice:
1. Sing “The ABC Song”
2. Introduce the letters with flashcards
3. Do a combination of activities to practice the letters
4. Review letters with games
5. Do a letter practice worksheet
6. Sing “The ABC Song” again

Lesson Procedure: New Learning and Practice:

1. Sing “The ABC Song”
Start this section of the lesson with the ABC song to indicate that it’s alphabet time. If
possible, have the letters of the alphabet stuck around the walls of your classroom,
highenough so your students can’t take the down, and point at each letter as it is sung.
If not, it’s not a problem, sing along with the song and have fun.
Lyrics for "The ABC Song”
Verse 1: Verse 2:
ABCDEFGHIJKL ABCDEFGHIJKL
MNOPQRSTUVW MNOPQRSTUVW
and X Y Z and X Y Z
I can sing my ABCs, I can sing my ABCs,
Won’t you sing along with me? Won’t you sing along with me?

Alternatively, play the song video and have everyone sing along with the
performer.
2. Introduce the letters with flashcards

We suggest teaching 3 letters per lesson for 5-7-year-olds and 5 letters

per lesson for over 7s. Start with lowercase letters and once mastered
your students can move on to uppercase letters. If you have already
taught some letters, do a quick review of each letter by holding up
alphabet flashcards – e.g. hold up the “a” flashcard and elicit its name, its
sound and then elicit the picture on the other side. Do this for all the
review letters. For the new letters, follow this basic procedure. This
section of the lesson should be fast paced and fun.
1) Have everyone gather around you so they are close – have them sit on
the floor with you, if possible. You want everyone to be close enough, so
you can easily pass cards back and forth with them.
2) Hold up an alphabet letter flashcard so all students can see it.
 3) Chorus the letter 3 to 5 times. Then ask each student individually to
say the letter.
4) Teach the sound of the letter (e.g. "A is for 'ah' ... ah - ah - ah").
Chorus again and check individually.
5) Provide an example of an object that begins with the letter. Double-
sided flashcards with the letter on one side and a picture on the other are
great for this. (e.g. "What's this?" (elicit "A"). "And A is for...?" (elicit
"ah"). "And 'ah' is for ... (turning the card over) "apple!". Chorus the word
and check individually.

3. Do a combination of activities to practice the letters

Below are some activities you can use each time to teach a new letter.
Use different activities for each letter to keep things fun and interesting.
• Give and give back: Give the letter flashcard to a student and get
him/her to say the letter, sound and picture before passing back to you.
Then do the same with some other students.
• Pass It: Sit with your students in a circle. Hold up a flashcard letter and
say the letter (e.g. "A"). Pass it on to the next student who also says it and
passes it on to the next student.
• Pick it up: Put the flashcard on the floor and ask individual students to
pick it up, say the name, sound and picture and then give back to you.
• Write on the board: kids love writing on the blackboard or whiteboard.
After teaching each letter, give a chalk / marker pen to a student and ask
him/her to write the letter onto the board (as large as they can). You can
have more than one student do this for each letter.
• Magic Finger: Hold the flashcard letter up in front of each student and
let them trace the letter on the card with their 'magic' finger. Then the
teacher, using his/her magic finger, traces the letter in the air and the
students follow suit. The teacher and the students can then use their
magic fingers to trace the letter on all sorts of fun places. For example,
"Draw 'P' on your hand. Now on the floor. Now on your partner's back.
Now on your cheek. Now on the wall. Now on your foot" etc.

4. Review letters with games

When you have finished teaching the 3-5 new letters you can play a series
of games to reinforce these letters, mixed in with the letters your students
have learned in previous lessons. Here are some popular games, rotate
them so you have new games each week:
 • Slow motion: Hold the pack of alphabet flashcards with the letters
facing towards yourself. The first letter card should be turned around, so
the letter is facing the students but is hidden as it is behind the pack.
Slowly pull the flashcard up inch by inch so the students can only see part
of the letter. As the letter is slowly revealed, students try to guess what it
is. The first student to guess correctly keeps the card (for 1 point).
Variation: to make it a little more difficult turn each letter flashcard
upside down.
• Letter touch: Place the alphabet letter cards, face-up, on the floor.
Students sit in a circle around the cards. Tell everyone to hold up their
hands. The teacher then says a letter and the students must race to touch
that letter first. The person who touches the letter first picks up the card
and keeps it. At the end of the game, the student with the most letter cards
is the winner.
• Vanishing Alphabet Flashcards: place the flashcard letters in front of
your students, in the correct order. Tell everyone to close their eyes. Take
away one of the flashcards and then tell your students to open their eyes
again. The first student to shout out the missing letter can keep that
flashcard. At the end of the game, the student with the most letter cards is
the winner. Variation: to make it a little more difficult, lay the letter
flashcards out in random order.
• Hold it up: Give out all the letter flashcards to students. Students can
have more than one letter. Say a letter and the student holding that card
must hold it up in the air. Variation: say different actions as well, which
the student holding the card must do, e.g. “The student with card “D”,
jump 5 times!”.
• Find It: Hold up a letter flashcard and the students search around the
room for an object beginning with that letter. (e.g. A - arm, B - book, C -
clock).

5. Do a letter practice worksheet

Give out a worksheet to each student to practice the new letters. As
students are doing the worksheets, circulate and ask individual students
questions about the letters (what is this letter? “A”, What sound is it?
“ah”. And what is the picture? “An apple”.)

6. Sing “The ABC Song” again

Sing the song once again, to indicate this section of the lesson is over.
Place the letter flashcards you have taught so far on the board and point to
each letter as it is sung.
Review Activities for the Whole Alphabet
When you have taught the whole alphabet (either uppercase or lowercase)
you will need to continue reviewing and practicing the alphabet as you
slowly move onto reading full words. Here are some things you can do
each lesson:
1. Sing “The ABC Song” Start this section of the lesson with the ABC
song to indicate that it’s alphabet time. Students can do various
activities with the song:
• Simply have your students clap along or pat their laps as they sing
the song.
• Print out our song poster and give to each student. As they sing along
they point to each letter.
• Give letter shapes or blocks to students. After they have arranged
them in the right order have them touch each letter as they sing the
song.
• Make an A4 poster of each letter and attach them to the walls of the
classroom. Make sure they go all around the 4 walls of your room in
alphabetical sequence. As the song is played have your students point
to each letter
• Prepare one set of alphabet flashcards. Give them out in the correct
order to your students and make sure each student has approximately
the same number of letters. As the song is played the student with the
letter holds it up in the air (so the first student holds the letter “A” up
as the letter “A” is sung, the second student “B” is held up as letter
“B” is sung, and so on, down the line of students).
• Prepare flashcards of each letter of the alphabet. Give them out
randomly to each student and make sure each student has
approximately the same number of letters. As the song is played the
student with the letter holds it up in the air (so the student with the
“A” letter holds it up as the letter “A” is sung, then “B” is held up as
letter “B” is sung, and so on, so letters will be popping up and down
all around the class). This is fast and furious, so this activity is best
done with classes who have had enough time to learn the alphabet.

2. Play an alphabet game

Here are some games you can play when practicing the full alphabet:
• Alphabet scramble: Use alphabet flashcards or plastic letters –
enough for 2 or more groups of students. Mix all the letters up and put
 in a pile – one pile per group. Students race to put them into the
correct order.
• Bingo: Make bingo cards with letters instead of numbers. The
winner is the first to either get a line or full house.
• Concentration: You need 2 sets of alphabet flashcards for this game.
Place both sets face down on the floor. Students take turns in turning
over 2 cards (saying the letters aloud). If the cards match, then the
student keeps the cards. If the cards are different the cards are turned
back over again in their original places. The student with the most
pairs at the end of the game is the winner.
• Hot Potato: Write a letter of the alphabet onto the board. Get a soft
ball and throw it to a student. They must say a word beginning with
that letter and then throw the ball back to the teacher, or to another
student.
• I spy: Teacher says, "I spy with my little eye something that begins
with B". Students try to guess the object (e.g. "book").
• Yell it: Have your students close their eyes and turn their backs so
they can't see what you are doing. Take a letter flashcard, letter block
or letter shape and hide it somewhere in the classroom (behind a
curtain, on a chair seat, under a book, etc.). Then shout "Go!" and
students race around the classroom looking for that letter. The student
who finds it yells it out and wins a point. This can be done a letter at a
time, or with a number of letters at the same time.
• Letter Shapes Race: Alphabet blocks or shapes are great for this
activity. Scatter all the alphabet shapes randomly around the
classroom floor. Line up all the students against the front wall and
have them race to find the first letter: 'a'. The first student to find it
stamps on it and shouts "A!" and wins the 'a' flashcard (picks it up).
Students then race to find 'b' and once again the first student to stamp
on it and shout "B!" wins the 'b' flashcard. Continue until 'z' is
reached. The student with the most flashcards is the winner.
• Alphabet Boxes: You need: 26 baby wipe boxes / tissue boxes with
one letter of the alphabet written on each box. Get your students to fill
each box with items that begin with that letter. Some can even be
pictures of items (this can be done slowly over a matter of
weeks/months). Each class show the items to the students and pass
them around.

3. Do a full alphabet worksheet

 Before class, print off one of our full alphabet worksheets. These can
be writing, tracing or matching exercises. As students are doing the
worksheets, circulate and ask individual students questions about the
letters (what is this letter? “A”, What sound is it? “ah”. And what is
the picture? “An apple”.)

4. Read classroom reader "The Alphabet book"

Before class, download and print off the reader "The Alphabet book"
from our website. As you go through each page, point to the letter and
pictures and ask your students what they are, for example: Teacher:
(reading from page 2) What are these letters? Students: A, B and C.
Teacher: Yes, that’s right! And what is this? (pointing at the tree)
Students: It’s a tree. Teacher: Yes, good! (Reading) “a b c sitting in a
tree.” The sentences rhyme and are fun to say, so you can get the class
to repeat along with you, for example: Teacher: (reading from page 3)
“d e f cooked by a chef” Students: “d e f cooked by a chef” After
reading the story, give out a reader worksheet to each student and have
them match the letters to the correct pictures from the reader. Then go
through the answers as a class. --- Alternatively, watch our video
version of the reader on our website. 5. Sing “The ABC Song” again
Sing the song once again, to indicate this section of the lesson is over.
Moving onto full words You can judge when your students are ready
to move onto reading and writing full words – often this will be before
you have finished teaching the full alphabet. 1. Start teaching common
letter clusters early on Kids are surprisingly good at picking up on
clusters and this will help your students when they start to read. For
example, when you reach teaching the letter “h” introduce the
reserved cluster “ch” (you will have already taught “c” in a previous
lesson). Teach the cluster in the same way as individual letters. Other
clusters include: sh, th, ch, st, oo, ee, ou. We have letter cluster
worksheets on our site for your students to do.
2. Begin teaching simple words early on You’ll be surprised how
quickly your kids will be able to read simple words. For example, by
the time you have reached the letter “O” put the flashcard letters “d –
o – g” on the board. Elicit the sound of each letter and then see if the
students can string the letters together to make the word. Some good
early learning words are: ▪ bag ▪ bat – man (batman) ▪ bed ▪ big ▪ cap ▪
cat ▪ cup ▪ fat ▪ fox ▪ hat ▪ hop ▪ hot ▪ jam ▪ jet ▪ kick ▪ kiss ▪ leg ▪ pen ▪
pot ▪ rat ▪ sit ▪ sun ▪ van ▪ wet
 Wrap Up: Assign Homework: Always assign an alphabet worksheet
at the end of each lesson to help internalize the new and previously
taught letters.

3.2 Animals
OBJECTIVES

 The students will understand that they share their environment with many

other animals and will be able to identify many of them.
 The students will understand what biodiversity is.

BACKGROUND

Animals come in many shapes and sizes, inhabit different places, and live in
different ways. Biodiversity is the term that describes the many
different species sharing one habitat. Understanding what makes a species
special and where and how it lives are important if people are to learn to
conserve and co-exist with wildlife.

MATERIALS

 Notebooks and pencils

 Colored pencils
 Unlined index cards

VOCABULARY

 Biodiversity: the many different species sharing one habitat

PROCEDURE

1. Divide students into several small groups. Have one person (teacher) in each
group be the recorder. In his/her notebook, he/she should make the following
headings across the top of the page:
  Domestic or wild
 Alone or with others
 Size of group
 Activity

Animal species names can be written in a column on the left side of the page.
Each heading should be completed for each species.

2. Take the students outside and have them list all the animals that they see. The
recorder will write down all the species the students name and each individual
or group that they see. Try to include domestic and wild animals, if possible.
Have them include not just mammals, but also birds, amphibians,
and reptiles, if possible.

3. Go back inside the classroom and make one list of every species that was
seen by the students.

4. Each student in each group should choose one animal that is on the list and be
responsible to total the number of animals seen and complete the categories
listed above. By totaling these for all the groups, your list will tell you a great
deal about the animals the class observed today. Have someone copy down all
of the data collected today for later use.

5. Pass out one card to each student and have him/her draw and name the animal
they chose. Let children use pictures of animals, field guides, and other books if
needed. Save these cards for future activities.

QUESTIONS FOR DISCUSSION

1. How many different species were seen?

2. Which animals were the most common? Do you think there are more of
these, or are they just easier for you to see?
3. What activities were observed? Were different species doing the
same activities?
4. Are any of these species used by people? How?

EXTENDED ACTIVITIES

1. Diversity By Habitat

If possible, do this activity a second time in another area where other species
may be seen. Discuss which habitat had more biodiversity and why habitats
may differ in biodiversity.
2. Wild and Domestic Animals

Using the cards the students drew, separate into two piles, one of wild animals,
one of domestic. Discuss their similarities and differences. Then have students
draw scenes where wild animals would be found and scenes where domestic
animals would be found.

3. What Animal Am I?

Clip a picture of an animal on the back of a student. The student turns around so
the other students can look at it. Then the student asks questions to find out
what the animal is. Talk as a group first about the kinds of questions to ask:

 What it eats.
 Where it lives.
 What it looks like. These would include its size, coloration, number of
feet, etc.

Suggestions:

 For younger children, ask questions like, Do I fly, swim, or run? Do I eat
grass, insects, or small mammals? How many legs do I have? For older
children, ask questions that can only be answered by yes or no (or
maybe), such as Do I have four legs? Am I smaller than a chair? Can I
fly?
 The group can be broken into smaller groups so that more people get to
play the game.

4. ABC Book of Species

Make an alphabet book of animal species. Have each child draw an animal for a
letter of the alphabet and write a description of it. Put together as a book.

5. Animal Diamante

A poem that has seven lines and does not rhyme is called a diamante poem. It
also gets its name from the diamond shape made up of the seven lines.
Create your own animal poem using the following directions:

Line 1: Write the name of an animal (a noun).

Line 2: Write two words describing an animal (adjectives).

Line 3: Write three action words ending in “ing” (verbs).

Line 4: Write four words that relate to the animal such as its color or what it
eats or where it lives.

Line 5: Write three more action words that end in “ing” (verbs).

Line 6: Write two words describing the animal (adjectives).

Line 7: Write one word (noun or the animal’s name). Write either the name of
the animal or a synonym for the noun.

Helpful hints: Look at pictures or read about the animal you have chosen for
your poem. You may even want to observe the animal first before doing your
poem. Make a list of words that are related to the animal such as nouns,
adjectives, verbs, and synonyms. Begin each line with a capital letter and place
a comma after each word.

6. The Spice of Life

This activity gives secondary students the opportunity to understand and explain
their beliefs about protecting biodiversity. Teacher writes the following six
statements (and an ”Other Reason” category) on large paper and hangs in six
areas around the room. Each student decides which statement best answers the
question “Why Care About Biodiversity?” and stands next to it. Students are
then asked to explain their choices using prompts to guide discussion about their
values in regards to nature and protecting biodiversity.

1. It is important to conserve the diversity of life to provide communities with

useful products. Plants and animals could provide us with additional foods,
medicines, and other products that will save lives and benefit our community.

2. It is important to protect the diversity of life because biodiversity helps

maintain important life and systems processes such as oxygen
production, pollination, and flood control that, in turn, help support all life on
Earth.

3. Our lives would not be as rich if we lost species such as Grevy’s zebra,
beetles, hawks, frogs, lizards, lions, and leopards and the habitats where they
live. The rich diversity of life also allows for important recreational activities
such as walking safaris, game viewing/watching, game-bird shooting, camping,
and bird-watching. (Many of these activities are part of ecotourism).

4. It is important to protect the diversity of life because no generation has the

right to destroy the environment and resources on which future generations
depend. It is our responsibility to take care of the diversity of life for future
generations.

5. It is important to protect the diversity of life as it provides inspiration and

provokes curiosity and imagination. Art, music, and poetry are often inspired by
Earth’s diversity. And many of our technological advances, such as flight, have
been inspired by nature.

6. It is important to protect the diversity of life because all species have a right
to exist. Humans are not the supreme deity that should determine the fate of
other inhabitants on our plant, but are just one member of the incredible
assemblage of life on Earth.

3.3 Numbers
Target Group : Elemantary School 1St Grade
Difficulty Level : Fundamentals
Activity Objective : To teach Numbers
General:

Time: 40 mins - 1 hour

Objectives: Counting numbers 1-10
Structures: "1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10"
Target Vocab: 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10,
jump, turn around, clap your hands,
kick, wiggle
Notes: The song in this lesson, "The Numbers Song", is great to use
when you are teaching numbers and counting, but it can also be used
as a fun warm-up or played at any point in the lesson. Our students
just love this song and request to do it every class.

Lesson Overview:
Warm Up and Maintenance:
1. See our "Warm Up & Wrap Up" lesson sheet. New Learning and
Practice: 1. Play "The Numbers Song"
2. Teach numbers vocab 1-10
3. Students practice numbers 1-10
4. Play "Put in the box"
5. Play "Classroom Touch"
6. Sing "The Numbers Song" again
7. Read classroom reader "Numbers 1-10"
8. Do "Trace 1-10" worksheet

Wrap Up:
1. Set Homework: "Trace 1-10 Match-Up" worksheet
2. See our "Warm Up & Wrap Up" lesson sheet.

Lesson Procedure: Warm Up and Maintenance: See our "Warm Up

& Wrap Up" lesson sheet. New Learning and Practice:
1. Play "The Numbers Song" Play the song: Before even teaching any
of the numbers, you can begin with this song. Get everyone to
stand up and march along and do the actions. Make sure you do the
actions with the kids so that they can follow you and copy what
you are doing.
Lyrics for "The Numbers Gestures for "The Numbers
 Song" 1 – 2 – 3 – 4 – 5 Jump!
6 – 7 – 8 – 9 – 10 Jump! Turn
around and clap your hands
And jump! 1 – 2 – 3 – 4 – 5
Kick! 6 – 7 – 8 – 9 – 10 Kick!
Turn around and clap your
hands And kick! 1 – 2 – 3 – 4
– 5 Wiggle! 6 – 7 – 8 – 9 – 10
Wiggle! Turn around and clap
your hands And wiggle! 1 – 2
– 3 – 4 – 5 Jump! 6 – 7 – 8 – 9
– 10 Kick! Turn around and
clap your hands And Jump!
Kick! Wiggle! And Jump!
Song" First time you play the
song do the gestures and
encourage everyone to do them
with you. • As the music is in a
marching-style, start off with
everyone marching
enthusiastically on the spot to
the rhythm. • Whilst marching,
count off the numbers on your
fingers as the numbers are sung.
• Do each action word (e.g.
jump, turn around, clap your
hands, etc.) at the point they are
sung in the song.

2. Teach numbers vocab 1-10

Depending on the age of your class you can teach the numbers over
a series of lessons. For under 3s, two or three numbers each lesson
is fine, older students can learn more each lesson. Sit the students
down so they are facing you. Use some familiar objects to teach the
numbers (e.g. in our case we use plastic fruit as we teach the fruit
lesson before the numbers). First, elicit each of the fruit and put
each one on the floor / table in front of you in a line. Then touch
each fruit and slowly count (T: "1 ... 2 ... 3"). Do this two or three
times. Then have the class all repeat as you count / touch each fruit.
Finally, model this with a couple of students – ask one or two kids
to touch and count the fruit as the rest of the class watches (give
lots of encouragement and congratulate them when finished).

3. Students practice numbers 1-10

Put the students in pairs and give each pair a number of objects
(e.g. 3 plastic fruit, 3 cars, 3 pencils, etc.). Have the students
practice counting and touching the objects.

4. Play "Put in the box"

Now get a big box of objects and make sure you have enough
objects of each category for the numbers you are teaching (e.g. 3
plastic fruit, 3 cars, 3 pencils, etc.). Throw the objects all around
the classroom. Then choose a student and say “Marcus, put three
(pencils) in the box”. As the student picks up each object make
 sure everyone counts along (1… 2 … 3). Then have the student
count the objects as s/he puts them in the box. Do this with
everyone. Finally, for a bit of crazy fun, throw all the objects out
and let everyone scramble to find, count and put all of their objects
back in the box again (all at the same time!).

5. Play "Classroom Touch"

Get everyone to stand up and then the teacher shouts out
classroom objects for the kids to run to and touch (e.g. T:
"Everyone touch three tables!", "Everyone touch three books!").
Possible classroom objects to touch: tables, chairs, cushions,
pencils, crayons, books, windows, shoes, etc. A good idea is to
prepare some pictures of items (e.g. 3 apples, 3 super heroes, 3
monster faces, etc.) and stick them on the walls before class. Then
the students can run and touch these as well.

6. Sing "The Numbers Song" again

Sing the song again (with all the actions) to conclude the action
part of this lesson topic. You can also put the song poster on the
board for the students to follow as they sing.

7. Read classroom reader "Numbers 1-10"

Before class, download and print off the reader "Numbers 1- 10"
from our website. It's a really funny rhyming story which your
students will enjoy. As you go through each page, point to the
pictures and elicit the different animals and what they are doing, as
well as counting how many there are: Teacher: (pointing to the
picture of the snakes on page 16) What animals are these?
Students: Snakes! Teacher: Yes, that's right! How many snakes are
there? Let's count together. Students: (all together as teacher points
to each snake): 1,2,3,4,5,6,7,8. Teacher: Good! And what colors
are the snakes? Students: Green, yellow, red ... etc. Teacher: That's
right! (Reading) "8 long snakes ... (turns to the next page) ... what
are these? Students: Cakes! Teacher: Yes! Birthday cakes! "8 long
snakes baking birthday cakes!" Get the students really involved in
the story by asking lots of questions such as what colors the
animals are and the funny things they are doing. After reading the
story, give out a reader worksheet to each student and read through
the story one more time (without stopping for questions, etc.) as
 students trace the numbers. Get everyone to say the numbers are
they trace them.

8. Do "Trace 1-10"
worksheet Finish with some quiet time doing a numbers worksheet.
Use the "Trace 1-10" worksheet or any other numbers worksheet
from our website (there are lots!). As the students are tracing the
numbers, walk around, monitor and offer lots of encouragement.
Ask everyone questions (e.g. What number is this?") and
encourage each student to say the number as they are tracing it.

Wrap Up:
1. Assign Homework: "Trace 1-10 Match-Up" worksheet or any other
numbers worksheet from our website.
2. Wrap up the lesson with some ideas from our "Warm Up & Wrap
Up" lesson sheet.

3.4 Colour
Target Group : Elemantary School 1St Grade
Difficulty Level : Fundamentals
Activity Objective : To teach Colour
General:
Time: 40 mins - 1 hour
Objectives: Saying colors.
Structures: "What color is it?”
Target Vocab: red, yellow, pink, green, purple,
orange, blue, rainbow, apples, sun,
flowers, grass, grapes, carrots, sky

Notes:
This is a nice, easy fun lesson - parts of it can be reused in later lessons as your
students continue to learn the color words.

Lesson Overview:
Warm Up and Maintenance:
1. See our "Warm Up & Wrap Up"
lesson sheet.
New Learning and Practice:
1. Teach the colors vocab
2. Play "Color Stand Up and Jump"
3. Play "Touch the Colors on Posters"
4. Do "Color the Circles" activity
5. Play "Point at the Colored Circles"
6. Sing "The Rainbow Song"
7. Read classroom reader "What Color Am I?"
8. Do a colors worksheet
Wrap Up:
1. Set Homework: "Cup Cake Color!" worksheet
2. See our "Warm Up & Wrap Up" lesson sheet.
Lesson Procedure:
Warm Up and Maintenance: See our "Warm Up & Wrap Up" lesson sheet. New
Learning and Practice:
1. Teach the colors vocab Depending on the age / level of your students you
may want to teach a just few words per class, building up to the full 7 color
words over a series of lessons. For older students you may also want to teach
the objects in the song (apples, sun, flowers, grass, grapes, carrots, rainbow,
sky). Prepare colored paper (origami paper is great for this) – enough colors for
each student in your class (so, 1 red per student, 1 yellow per student, etc.).Hold
up the first colored paper and elicit the color (e.g. red). Chorus and practice
saying the color. Then pass the colored paper around the class so each student
can hold and say the color. Do this for the rest of the colors.
2. Play "Color Stand Up and Jump" Give out all of the colored papers, 1 color
per student. Tell your students to sit down. Say a color (e.g. "red") and the
students holding that color have to quickly stand up, jump and then sit down.
Start off slowly and get faster and faster.
3. Play "Touch the Colors on Posters" If your classroom has lots of colorful
posters on the walls, this is a great activity to do. Demonstrate by shouting out a
color (e.g. "Red"). Run to a poster and touch anywhere that has a red color. Do
the same for another color (e.g. "Blue"). Each time run to a new poster. Now
have the students do the activity – shout out a color and have them all run
around the classroom touching the colors on posters.
4. Do "Color the Circles" activity Before class, prepare 7 large sheets of white
paper (or if you are teaching less colors that day, enough sheets of paper for the
colors you are teaching). On each sheet draw a large circle which fills up the
sheet (or download and print our wall circle sheet). Then stick the sheets on the
walls of the classroom, at a height your students can reach. At this point of your
lesson, take out your colored pencils/crayons and demonstrate the activity. Walk
around the class and color a small part of each circle with one color (always say
the color as you are coloring). So there will be one circle with some red color in
it, one with yellow, and so on. Next, tell your students to take out their colored
pencils/crayons. Have them walk around the classroom, coloring in a bit of each
circle with the same colors you used. Make sure they say the color as they do
each coloring.
5. Play "Point at the Colored Circles" Have all of your students sit down. Call
out a color and demonstrate by pointing at the colored circle on the wall. Do all
of the colors in the order of the song, with the students pointing at the different
colored circles.
6. Sing "The Rainbow Song" The first time you play the song, put up the
Rainbow Song song poster on the board. Quickly elicit the colors. Play the song
and sing along, touching the colors as you sing. You can even invite a student to
come up to the board and touch the colors with you. Next, give out all 7 colors
(e.g. colored paper, pencils, etc.) to each student. Get each student to lay out the
colors in front of him/her, in the order of the song. As you pay the song again,
have all students touch each color and sing along.
Lyrics for "The Rainbow Song" Gestures for "The Rainbow Song"
Verse 1: Red and yellow and pink There are a number of activities you
and green, Purple and orange and can do as you sing along to the song:
blue. I can sing a rainbow, Sing a • Simply pat your knees or clap in
rainbow, Sing a rainbow too. time with the music as you sing the
Verse 2: Red apples and yellow sun, song.
Pink flowers in the green grass. • Give each student a print out of the
Purple grapes and orange carrots, A Rainbow Song song poster. As they
rainbow high in the blue sky. sing along they touch each color or
Verse3: Red and yellow and pink and picture.
green, Purple and orange and blue. I • Give out the 7 colors to students
can sing a rainbow, Sing a rainbow, (colored paper, origami paper,
Sing a rainbow too. colored blocks, colored pencils –
anything will do) and have students
touch the colors in time with the
song.
• Put colored paper up around the
walls of the classroom. Have all of
your students point to each color as it
is sung.

7. Read classroom reader "What Color Am I?"

This classroom readers ties in perfectly with the Rainbow Song. Before
class, download and print off the reader "What Color Am I?" from our
website. As you go through each page, point to the pictures and let your
students shout out what color it should be:
Teacher: What is this? (pointing at the black and white apple on page 1)
Students: It's an apple!
Teacher: Yes, that's right! (reading from the story) "I am an apple. What
color am I?"
Students: Red!
Teacher: Let's check ... (turning the page) ... Right! Good job! (reading
from the story) ... "I am red". Can you point to something red in the
classroom?
Students: (pointing to red things in the classroom)
Teacher: Yes, that's right! Red (books) and a red (T-shirt) ... (goes
through all the red things students are point at)

Get the students really involved in the story by asking lots of questions
(e.g. eliciting the objects and their colors) and getting everyone to point to
colors in the classroom. After reading the story, give out a reader
worksheet to each student and read through the story one more time
(without stopping for questions, etc.) as students color in the objects from
the story. Check to make sure that everyone is using the correct colors. ---
Alternatively, watch our video version of the reader on our website.

8. Do "Colors of the Rainbow" worksheet

 To finish off this section of the lesson, give out the worksheets. As your
students are doing the worksheets, ask questions (e.g. "What color is
that?", etc.).

Wrap Up:
1. Assign Homework: "Cup Cake Color!"
2. Wrap up the lesson with some ideas from our "Warm Up & Wrap Up"
lesson sheet.

3.3 Numbers
Target Group : Elemantary School 1St Grade
Difficulty Level : Fundamentals
Activity Objective : To teach Part of Body
General:
Time: 40 mins - 1 hour
Objectives: Saying different parts of the body.
Structures: "Which part of the body is that?"
"Touch your ..."
Target Vocab: head, shoulders, knees, toes, eyes,
ears, mouth, nose

Notes: The song in this lesson can be used as a fun, energy burner at any time
but it is also a very nice way to teach parts of the body.
Lesson Overview:
Warm Up and Maintenance:
1. See our "Warm Up & Wrap Up" lesson sheet.
New Learning and Practice:
1. Teach the body vocab
2. Practice the vocab
3. Play "Flashcard Exercises"
4. Sing the "Head, Shoulders, Knees & Toes" song
5. Play “Teacher Says”
6. Read classroom reader "The Monster Family"
7. Do "Mr. Shape Head’s Body" worksheet
Wrap Up:
1. Set Homework: "Match-Up the body parts" worksheet
2. See our "Warm Up & Wrap Up" lesson sheet.

Lesson Procedure:
Warm Up and Maintenance:
See our "Warm Up & Wrap Up" lesson sheet.
New Learning and Practice:
1. Teach the body vocab Depending on the age / level of your students you may
want to teach a just few words per class, building up to the full 8 words over a
series of lessons. Prepare flashcards of the parts of the body used in the song.
Slowly reveal each flashcard card and have your students touch their part of the
body (so, when you show the "head" flashcard get everyone to touch their
heads). Chorus each word three times and then ask your students to individually
say each word.
2. Practice the vocab Lay the flashcards that you have just taught in front of
you, facing your students (or lined up on the board). Randomly touch each card
and have your students touch that part of their body and say the word. Do a final
round with the cards in the correct order of the song (so they are basically doing
a practice run of the song).
3. Play "Flashcard Exercises" Get everyone sitting on the floor and facing the
front of the class. Give out body flashcards so that each student has at least one
card (even better is for each student to have two cards). Shout out a random
flashcard word (e.g. "ears") with an action (e.g. "ears - hands up!"). All students
with the ears flashcards have to do that action. Continue with other words and
different actions (e.g. jump up and down, run on the spot, turn around, stand
up / sit down, wiggle, touch your toes, etc.).
4. Sing the “Head, Shoulders, Knees & Toes” song Everyone stand up. As the
song plays the teacher sings and does all the actions, touching each part of
his/her body with two hands in time with the song. Make sure your students are
following along. It’s easy and fun so your students will love doing this. Each
verse gets faster so by the last verse it will be frantic but great fun.
Lyrics for "Head, Shoulders, Knees & Gestures for "Head, Shoulders, Knees
Toes" & Toes"
(Each verse gets faster and faster) Doing the gestures with this song is a
Verse 1: Head, shoulders, knees and must! They are very simple and the
toes, Head, shoulders, knees and toes, kids will pick them up really quickly
Eyes and ears and mouth and nose, as they follow you.
Head, shoulders, knees and toes. Everyone needs to stand up. Simply
Verse 2: Head, shoulders, knees and touch the parts of your body with
toes, Head, shoulders, knees and toes, both hands in time with the song. The
Eyes and ears and mouth and nose, song starts off slowly with each verse
Head, shoulders, knees and toes. getting progressively faster, making
the gestures more frantic and
Verse 3: therefore more fun!
Head, shoulders, knees and toes,
Head, shoulders, knees and toes, Eyes
and ears and mouth and nose, Head,
shoulders, knees and toes.

5. Play "Teacher Says"

This is the game "Simon Says" but using the word "teacher", or your
name, instead. Go straight into the game (no explanations necessary) by
saying "Teacher says touch your (knees)". Do the action and make sure
everyone else follows along. Do a few more "touch your eyes, touch your
toes", etc. Then at some point give a command without the "Teacher
says" part (e.g. "Touch your mouth"). First time round, everyone will
touch their mouth, so make it very clear that they shouldn’t do this when
you don’t say "Teacher says". After a while your students will get the
hang of it. Play the game faster and faster. When a student makes a
mistake they have to sit the rest of the game out. The last student standing
is the winner.

6. Read classroom reader "The Monster Family"

 Before class, download and print off the reader "The Monster Family"
from our website. As you go through each page, point to the pictures,
elicit each key body word, and have your students touch their part of the
body as shown in the picture, for example: Teacher: What's this?
(pointing at head) Students: Head! Teacher: Yes, a big head! Everyone,
touch your head (touching head). Students: (Touching heads) Head!
Teacher: What color is his head? Students: Purple! Teacher: Right!
(Reading) Hello. My name is Little Monster. I have a big head. etc. Get
the students really involved in the story by asking lots of questions (e.g.
eliciting colors) and getting them to touch and say the parts of the body in
the story. www.eslkidstuff.com | Lesson Plans

7. Do "Mr. Shape Head’s Body" worksheet

To finish off this section of the lesson, give out this worksheet which has
the vocab from the song. As your students are doing the worksheets, ask
questions (e.g. "Which part of the body is that?", etc.). You can also give
a body worksheet for homework.

Wrap Up:
1. Assign Homework: "Match-Up the body parts" worksheet. 2. Wrap up
the lesson with some ideas from our "Warm Up & Wrap Up" lesson
sheet.

3.6 Bedroom
Completely Customizable!
The Back to the Bedroom lesson plan is downloadable in PDF and Word. The Word file is
viewable with any PC or Mac and can be further adjusted if you want to mix questions
around and/or add your own headers for things like "Name," "Period," and "Date." The
Word file offers unlimited customizing options so that you can teach in the most efficient
manner possible. Once you download the file, it is yours to keep and print for your
classroom. View a FREE sample

Lesson Plan Calendars

The Lesson Plan Calendars provide daily suggestions about what to teach. They
include detailed descriptions of when to assign reading, homework, in-class
work, fun activities, quizzes, tests and more. Use the entire Back to the
Bedroom calendar, or supplement it with your own curriculum ideas. Calendars
cover one, two, four, and eight week units. Determine how long your Back to
the Bedroom unit will be, then use one of the calendars provided to plan out
your entire lesson.
Chapter Abstracts
Chapter abstracts are short descriptions of events that occur in each chapter
of Back to the Bedroom. They highlight major plot events and detail the
important relationships and characteristics of important characters. The Chapter
Abstracts can be used to review what the students have read, or to prepare the
students for what they will read. Hand the abstracts out in class as a study guide,
or use them as a "key" for a class discussion. They are relatively brief, but can
serve to be an excellent refresher of Back to the Bedroom for either a student or
teacher.
Character and Object Descriptions
Character and Object Descriptions provide descriptions of the significant
characters as well as objects and places in Back to the Bedroom. These can be
printed out and used as an individual study guide for students, a "key" for
leading a class discussion, a summary review prior to exams, or a refresher for
an educator. The character and object descriptions are also used in some of the
quizzes and tests in this lesson plan. The longest descriptions run about 200
words. They become shorter as the importance of the character or object
declines.
Daily Lessons
This section of the lesson plan contains 30 Daily Lessons. Daily Lessons each
have a specific objective and offer at least three (often more) ways to teach that
objective. Lessons include classroom discussions, group and partner activities,
in-class handouts, individual writing assignments, at least one homework
assignment, class participation exercises and other ways to teach students
about Back to the Bedroom in a classroom setting. You can combine daily
lessons or use the ideas within them to create your own unique curriculum.
They vary greatly from day to day and offer an array of creative ideas that
provide many options for an educator.
Fun Classroom Activities
Fun Classroom Activities differ from Daily Lessons because they make "fun" a
priority. The 20 enjoyable, interactive classroom activities that are included will
help students understand Back to the Bedroom in fun and entertaining ways.
Fun Classroom Activities include group projects, games, critical thinking
activities, brainstorming sessions, writing poems, drawing or sketching, and
countless other creative exercises. Many of the activities encourage students to
interact with each other, be creative and think "outside of the box," and
ultimately grasp key concepts from the text by "doing" rather than simply
studying. Fun activities are a great way to keep students interested and engaged
while still providing a deeper understanding of Back to the Bedroom and its
themes.
Essay Questions/Writing Assignments
These 20 Essay Questions/Writing Assignments can be used as essay questions
on a test, or as stand-alone essay topics for a take-home or in-class writing
assignment on Back to the Bedroom. Students should have a full understanding
of the unit material in order to answer these questions. They often include
multiple parts of the work and ask for a thorough analysis of the overall text.
They nearly always require a substantial response. Essay responses are typically
expected to be one (or more) page(s) and consist of multiple paragraphs,
although it is possible to write answers more briefly. These essays are designed
to challenge a student's understanding of the broad points in a work, interactions
among the characters, and main points and themes of the text. But, they also
cover many of the other issues specific to the work and to the world today.
Short Essay Questions
The 60 Short Essay Questions listed in this section require a one to two sentence
answer. They ask students to demonstrate a deeper understanding of Back to the
Bedroom by describing what they've read, rather than just recalling it. The short
essay questions evaluate not only whether students have read the material, but
also how well they understand and can apply it. They require more thought than
multiple choice questions, but are shorter than the essay questions.
Multiple Choice QuestionsThe 180 Multiple Choice Questions in this lesson
plan will test a student's recall and understanding of Back to the Bedroom. Use
these questions for quizzes, homework assignments or tests. The questions are
broken out into sections, so they focus on specific chapters within Back to the
Bedroom. This allows you to test and review the book as you proceed through
the unit. Typically, there are 5-15 questions per chapter, act or section.
Evaluation Forms
Use the Oral Reading Evaluation Form when students are reading aloud in
class. Pass the forms out before you assign reading, so students will know what
to expect. You can use the forms to provide general feedback on audibility,
pronunciation, articulation, expression and rate of speech. You can use this form
to grade students, or simply comment on their progress.
Use the Writing Evaluation Form when you're grading student essays. This will
help you establish uniform criteria for grading essays even though students may
be writing about different aspects of the material. By following this form you
will be able to evaluate the thesis, organization, supporting arguments,
paragraph transitions, grammar, spelling, punctuation, etc. of each student's
essay.
Quizzes/Homework Assignments
The Quizzes/Homework Assignments are worksheets that can be used in a
variety of ways. They pull questions from the multiple choice and short essay
sections, the character and object descriptions, and the chapter abstracts to
create worksheets that can be used for pop quizzes, in-class assignments and
homework. Periodic homework assignments and quizzes are a great way to
encourage students to stay on top of their assigned reading. They can also help
you determine which concepts and ideas your class grasps and which they need
more guidance on. By pulling from the different sections of the lesson plan,
quizzes and homework assignments offer a comprehensive review of Back to
the Bedroom in manageable increments that are less substantial than a full
blown test.
Tests
Use the Test Summary page to determine which pre-made test is most relevant
to your students' learning styles. This lesson plan provides both full unit tests
and mid-unit tests. You can choose from several tests that include differing
combinations of multiple choice questions, short answer questions, short essay
questions, full essay questions, character and object matching, etc. Some of the
tests are designed to be more difficult than others. Some have essay questions,
while others are limited to short-response questions, like multiple choice,
matching and short answer questions. If you don't find the combination of
questions that best suits your class, you can also create your own test on Back to
the Bedroom.
Create Your Own Quiz or Test
You have the option to Create Your Own Quiz or Test. If you want to integrate
questions you've developed for your curriculum with the questions in this lesson
plan, or you simply want to create a unique test or quiz from the questions this
lesson plan offers, it's easy to do. Cut and paste the information from the Create
Your Own Quiz or Test page into a Word document to get started. Scroll
through the sections of the lesson plan that most interest you and cut and paste
the exact questions you want to use into your new, personalized Back to the
droom lesson plan.

3.7 Clothes
Target Group : Elemantary School 1St Grade
Difficulty Level : Fundamentals
Activity Objective : To teach Clothes
General:
Time: 40 mins - 1 hour
Objectives: Talking about different clothes
Structures: "Let’s get dressed" "
 Put on your ~"
"Quick, get ready"
"He/She is wearing ~"
Target Vocab: shirt, pants/trousers, socks, jacket,
shoes, hat (plus other clothing vocab
for other clothes you can bring to
class, such as skirt, dress, coat, jeans,
shorts, blouse, sweater, neck tie, t-
shirt, vest).

Notes: This is an active lesson with a really fun dressing up game.

NOTE: You will need to prepare some old clothes to use in the lesson (see point
1 below)
Lesson Overview:
Warm Up and Maintenance:
1. See our "Warm Up & Wrap Up" lesson sheet.

New Learning and Practice:

1. Prepare as many old (adult-sized) clothes as possible
2. Introduce the clothes vocab
3. Practice the clothing vocab with flashcards
4. Play "Team Racing"
5. Sing "Let's Get Dressed"
6. Read classroom reader "Let's Get Dressed"
7. Do cut and paste craft sheets
8. Create a "Clothes Catalogue Scene"
Wrap Up:
1. Set Homework: "Colorful Clothes" or "Jungle Clothes" worksheets
(depending on the level of your students).
2. See our "Warm Up & Wrap Up" lesson sheet. Lesson Procedure: Warm Up
and Maintenance: See our "Warm Up & Wrap Up" lesson sheet.
New Learning and Practice:
1. Prepare as many old (adult-sized) clothes as possible Before class you need to
collect as many old (adult size) clothes as you can. Have at least the following:
shirt, pants/trousers, socks, jacket, shoes, hat – however, other clothes will be
useful as well, such as skirt, dress, coat, jeans, shorts, blouse, sweater, neck tie,
t-shirt, vest. If you can’t get enough, ask parents to bring in some old clothes for
the lesson. The clothes need to be adult size as the students are going to put
them over their own clothes – having such big clothes actually makes the
activity more fun!
2. Introduce the clothes vocab No doubt the large pile of clothes in the
classroom will have attracted a great amount of attention, so you'll have little
difficulty in introducing the topic! Settle the class down and get everyone to sit
down. Ask for a volunteer and have him/her stand at the front of the class with
you. Tell the class the volunteer is going to get dressed up – with as many
different types of clothes as possible! Pull out the first clothing item (e.g. a t-
shirt). Elicit / teach and chorus the word for the item. Then help your volunteer
to put it on. Only put on each item of clothing when you are satisfied that
everyone has chorused the word correctly. Then move onto the next clothing
item. As you select each item think about the order – you’ll want your volunteer
to be putting the jacket, shoes and hat on last. Keep adding clothes until your
volunteer is really well dressed up.
3. Practice the clothing vocab with flashcards Help the volunteer undress and
then get everyone to look at the board. Make sure you have the same clothing
flashcards as the old clothes you are using. Stick the first flashcard on the board
and elicit the vocab and write the word clearly below it. Do the same for all of
the other flashcards. Next tell everyone to close their eyes and remove one of
the flashcards from the board. Now shout "Open your eyes" – everyone must
shout out the missing flashcard. Play this until all the flashcards have been
elicited.
4. Play "Team Racing" Divide the class into 2 teams. Line up the 2 teams at one
end of the classroom with the old clothes on the floor at the other end. You will
shout out an instruction (e.g. "Put on some socks!") and one member from each
team will race against the other to the pile of clothes, put on the clothing item
and run back to their team. The person who gets back first wins a point for
his/her team. At the end, the team with the most points is the winner.
5. Sing "Let's Get Dressed" Prepare everyone for the song first. Make sure the
following clothes are on the floor: shirt, pants/trousers, socks, jacket, shoes, hat.
If you have enough for everyone to get dressed at the same time you can do the
song with everyone participating with the actions. If not, have a few students do
the song actions while everyone else sings along (the words are simple) – you
can give everyone a go by playing the song a few times. The song is also an
active listening exercise. Students will have to listen for the clothing item and
then put it on. Pile the clothes in a big heap and start the song. As the first
clothing item is mentioned (shirt) the students have to scramble in the pile of
clothes to find a shirt and put it on before the next item of clothing is
mentioned. As the song is played the students put on all the clothes until they
are fully dressed. Then finish the game by getting the students to race in taking
off their adult-sized clothes – the first to remove them is the winner!
Lyrics for "Let's Get Dressed" It’s Gestures for "Let's Get Dressed"
time to go to school Let’s get dressed! During the song your students will
Put on your shirt, put on your shirt, play a wonderful dressing up game –
Quick, get ready, put on your shirt. a lot of fun! Before class you need to
Put on your *pants, put on your collect as many old (adult size)
*pants, Quick, get ready, put on your clothes as you can for the following
*pants. Put on your socks, put on vocab: shirt, pants/trousers, socks,
your socks, Quick, get ready, put on jacket, shoes, hat. If you can’t get
your socks. Put on your jacket, put on enough, ask parents to bring in some
your jacket Quick, get ready, put on old clothes for the lesson. The clothes
your jacket. Put on your shoes, put on need to be adult size as the students
your shoes, Quick, get ready, put on are going to put them over their own
your shoes. Put on your hat, put on clothes – having such big clothes
your hat, Quick, get ready, put on actually makes the activity more fun!
your hat. It’s time to go to school, It’s Depending on how many clothes you
time to go to school, Quick, get can find, you can either have
ready, let’s get dressed! (* In the everyone dress up at the same time or
British English version of the song you can have a few students come up
the word “pants” is replaced with to the front of the class to do the
“trousers”). activity. Pile the clothes in a big heap
and start the song. As the first
clothing item is mentioned (shirt) the
students have to scramble in the pile
of clothes to find a shirt and put it on
before the next item of clothing is
mentioned. As the song is played the
students put on all the clothes until
they are fully dressed. Then finish the
game by getting the students to race
in taking off their adult-sized clothes
– the first to remove them all is the
winner!

6. Read classroom reader "Let's Get Dressed"

 Before class, download and print off the reader "Let's Get Dressed" from
our website. As you go through each page, point to the pictures, elicit
each key word, and have your students try to guess which item of
clothing the character will put on next, for example:
Teacher: What's this? (pointing at hat)
Students: It's a hat!
Teacher: And what's this? (pointing at shoes) Students: Shoes! etc.
Teacher: Ok, so what do you think Ken will put on first?
Students: His socks?
Teacher: Well, let's see. (Turns page) ... Oh look, it's his shirt! etc. Get
the students really involved in the story by asking lots of questions (e.g.
eliciting colors) and getting them to point to their clothes as well.
7. Do cut and paste craft sheets We have two different cut and paste craft
sheets for clothes: "Dress Up Craft" (for lower levels) and "Clothes Craft"
(for higher levels). For younger students, cut out the clothes before class
so they only need to color and glue the clothes onto the bodies. You can
do this craft as an active listening exercise but giving instructions on
which clothes to cut out and what colors they should be: E.g. "First cut
out the socks, color them blue and glue them on the boy" So that
everyone has to listen and cut out/color the correct items.
8. Create a "Clothes Catalogue Scene" For this you will need to bring in
some old catalogues or magazines. Put the class into small groups and
give each group a catalogue, a large piece of construction paper/card,
scissors, glue and some felt tip pens. Tell the class that they have 10
minutes to create a scene with lots of people: the students will have to cut
out clothes from the catalogue and draw to create the picture. It will help
if you have already created your own scene so students can see what they
have to do. As everyone is creating their scenes, walk around the
classroom asking lots of questions related to the vocab (What is he
wearing?, etc.) and helping with any new vocab.
Finally, have each group present the scene using the structure "He /
She is wearing" (e.g. "She is wearing a blue hat"). You can put all the
scenes on the classroom walls as decoration and to review in future
lessons.
Wrap Up:
1. Assign Homework: "Colorful Clothes" or "Jungle Clothes"
worksheets (depending on the level of your students).
 2. Wrap up the lesson with some ideas from our "Warm Up & Wrap
Up" lesson sheet.

3.8 Kitchen
Target Group : Elemantary School 1St Grade
Difficulty Level : Fundamentals
Activity Objective : To teach Kitchen
General:
Time: 40 mins - 1 hour
Objectives: Talking about different clothes
Structures: "Let’s get dressed" "
Put on your ~"
"Quick, get ready"
"He/She is wearing ~"
Target Vocab: shirt, pants/trousers, socks, jacket,
shoes, hat (plus other clothing vocab
for other clothes you can bring to
class, such as skirt, dress, coat, jeans,
shorts, blouse, sweater, neck tie, t-
shirt, vest).