Objectives: Tose and practice the vocabulary of things in apark “To ask and answer about things ina park Vocabulary: flower: park, wee, grass, plan, river rexinbow: bench, Beautiful Language: {s there a park? Yes ther is No, there isn Materials: Students Book pages 2 and 3 Class CD Flash cards: lower, park. te. grass, plan, river, rainbow, bench, and any vorabulary ‘ead From term t Opener + Welcome he ide wih mile 5 Renae emihay tonaae aaa (Gans Sank pgs 1) es Presentation 1 Startby revising family words (da. mom, grandma. te.) [Ask stadntst talk abt hee family as much as they can using failiar vocabulary. e.g: My da isa nurse. He's ‘et Mana Where are you, Grandmother? 2 Invodce new wor using Mash cards Refer toreal obcts Grandmother: I'm ine park Its beau. There’ nth clase for words like Dench, rath inthe sk: Hana: Is there bench in the park. Grandmother: Yes there is. 'm on the ench now. Hany: Isthereariver? Grandmother: No, therein’ 1 Look, listen and read Help the students to find page 2 2. Ask students to look atthe picture and say who's in the park. (Grandmother). Ask students to talk about the picture as much as they can, eg. they can name the colors ofthe rainbow. the colors ofthe flowers, ts: ‘Then get students to look and listen as you play the CD. [Now play again and get students oTisten and epeat In prs, get students to ask and answer, pointing and naming 238 many items in the parkas they can. Remind students to ‘swap so they both get achance to name the new items. 6 Go around the classroom as they work, monitoring and helping as necessary. 7. Then show the Student's Book picture and say Js there @ bench? (Yes, there is) Is Here a bike? (No, there ist). Go. through other items to model the new grammar.a a © Listen, point and say 1 1 Review the vocabulary from page 2 with flash cats 2. Help students find page 3. 3 Then play the CD and ask students to listen and point. 4 Play again and get students to listen, point and say the woe. 5 “Monitor and assist as need affoner apark grass plant 2 Color 1 Review colors using objects around the classtoom (colored pencils or crayons for instance). 2 Blicit the color code (Reed. etc) and explain and color a lie as an example if need, 3. Give oot coloring pencits or crayons. Get students to color according othe leltes. 44 Monitor and askif anyone can se what the things inthe Picture are: (a ower, re, 1288). Answers: ‘+ Ask fast finishers to play a guessing game, Stadents ‘draw a simple picture of a park but don't let their [rtner see it The partner asks questions fs here a Hower? Yes, tere is. then Svap over. 3B Listen and answer using Yes, shere is, or No, there isn't 1 Ask students to isten tothe questions and answer according to what they sce inthe pictur they colored 2. Play the CD and get students to look at their pictures. 3. Play again and got stadents to answer with Ys, there FsJNo, tere isn. 44 Then get students to ask and ansvr in prs and monitor and asst a node x s, &=~—S—=i_ Istherea flower? Istherea river? Astherea tee? Istherea bench? Astherea plant? Usthere grass? Practice game “+ Play Slow reveal (Garnes Bank, page 119) using lash cards of the new words, Closing ‘+ Draw park pictures for display inthe classroom. Then ask ‘students to Work in groups to ask and answer in pats about ‘what is inthe drawings. Once on the wall, these are useful for revision in spare moments suc as lining up for break “+ Go around to monitor. Encourage and help 3s necessary. Praise all their efforts.Pht 0). id Objectives: Toreview tems in the park ‘Tosing song abou the park ‘To ask and answer about singular items in the park Vocabulary: park river plants, ras, ees flower Language: Is ere ind onthe grass? Yes, there is Materials: Students Book pages and 5 Class CD Flash cars: park, river, plants grass, re, lower Opener sss * Greet each student as they come into lass and say Good ‘morning of Good afternoon, Presentation 1 Show flash cards of park, river, plants, grass, tre, Mower and elicit any vocabulary from the last lesson which students ‘can recall, 2 Write the words on the board and get students to say and point to the item on the fash cands or their park drawings if fo the wall 3 Hold up the lash cards/pictures ina random onder and get students to say the appropriate item. 4. Encourage students say There’ a flower! There isa lower. There isn’ a bird/ There isnot a bird, et. 1 (@@ Listen, read and draw Help the students to find page 4. ‘Tell students that they are going to listen to. song about park, Pay the song tothe clas and ask them to read the words as they listen, Tell students to listen to the song again, While they listen, they're going to draw a picture ofthe song in the space. Play the song again and encourage them to draw and volor a picture of the description, “Monitor and assist a students dra. Pay the audio again. Get students to point to the correct items in their drawings as they listen tothe song. | Avcioscrp| Inthe park there’ a river, Plants, grass and a ree. Inthe park there's a flower, That Flove 10 see. {In the grass there's an ant, Inthe flower there's a bee. Inthe tree there'a bird, That #love 1 see. the park beds aver, Plants gress and atee the perk he flees, “en In he grass theres an ant, 2 © Sing 1 Tell student hey re going sing the park song. 2 Piaytheverlonof the song witout word nd get stents {to join in, ling by line, 3 hay the ong al togeter and get tens to oin in again 4 int the Remember bot and encourage stents Ws There tra river! There ln rer Theres flower! There let omer, Extra practice (2 Pint tothe students pictures and ask the class to say the ‘corect items. Then ack them to describe the picture using There is. There isn2. Ask and answer using new words Read the speech bubbles with the class. In pairs, get students to forma question using new words, cg. Is there a plant in the river? Get stadents 10 look at picture | and ask and answer using fs there...” and answering Yes, there J No, there isn. based on the pict Encourage stems to take tums and svap roles, 3 Monitor and help as needed. + Inpuis say something which is or isn't in one ofthe pictures, For example, There's a Bird onthe grass. and the other replies Yes, there is. Encourage students to ‘extend this ifthey ean fs there a cat onthe grass? No, ‘there ise Preetics. game Puta known item int a bag and invite a student to the front fof the class. Ask Js there a..? and encourage the student to feel inside the bag and answer Yes, there is. of No ahere isnt Repeat with other items and students. Ifyou have several bags. this activity ean be done in groups. Closing, SODERTSSOORTNNAS] * myer antemrecttctc = there isn. 1) Look, read and write + Say Well dome. You can sing a song about a park You con 1 Get students to look at the pictures. ict gvass, river mee, Sa what you can see ina picture. Slower. + Say Next we wild learn about water. 2 Ask students to ead the lozenges with your help and cic Yes, there ds.No, there is 3 Ask questions on the pictures fs ere a car om the grass? No, there tan. Is there a boy on the grass? No, ther isn. Is there a bird onthe grass? Yes, there is, and let students Practice responding Yes there isNo there fs 44 Get studemts to read the lozenges and 2k them to write Yes, there is No, there isn. foreach picture. Ask stents 10 ‘chock with thei shoulder partners, ‘5 Monitor and cick al have the correct answers. {i ;, No. there isnt 2 Yes, there is. 3 Yes. there is. 4 No. there isn’tLESSON 3 Objectives: To Went the properies of water Tobe able toy something stot he differen ats of water ‘To deity tsi cence principles and vocabulary ‘To oberve the dels of a given drwving “To find common features in multiple drawings soli igue, gs, colors, waves, high tw Connost with Sconce: Stats of water {Connoct with Art Water in Art Stademts Book pages 6 and7 Fash eats water, soli, guid, gs, colon waves, high fw ie seam, wae (Optona differen pictues of waterin 3s. igi and sold sates cise, steam rom cooking a water etc) Vocabulary: cuL: Materials: Opener + Gre each det they rts inant sy Good morning Good oeroon tnd cia spy + hi ner sing ash endo boul of wae Presentation 1 Show the different states of water — usin the flash cards If possible, you could being in some ice eubes or bol some ‘water te classroom (making sure no-one touches the kettle and everyone stands well back). 2 Explain that the water is very wery hot. tis boiling. 3 Pointtorthe ice cubes and say slid. Point wo the water and say liquid, Point othe steam and sty ga 1 Look and read Help students to find page 6, Point to Exercise 1. Ask te students to look atthe pictures and ask them if they think the water is hot of col. 3 Check that all know the different states of water and point tothe ice cubes and say soid. Point othe water and say liquid. Point to dhe steam and say gas. Ask and get students to answer solid, liquid oF gas. 4 Ask sal water? (Nes) I the ice water? (Yes. Ws solid), Does the boiling water make steam? (Yes. I's a 28). Is the water in the faucet a liguid? (Yes). '5 Read the captions together and them ask and answer in pairs Isis aliquid? ee. clicting Yes, cisiNo itis’. {6 Show very hot and very cold on the thermometer, miming if necessary to show very hoveold. 7. Look at the photos together and get students to say if t's a Tiquid, gas or solid. 2 Write 1 Getstudents to look atthe pictures and say which they think ‘each picture i: gas, sold or liquid 2. Gooverraincloudvice and ifnecessary pre-each this. ‘vocabulary with ash cards, 3 White the words onthe board and get students to match them to the photos, 4 Now ask them to write the correct word im the gap in the sentence. Ask students to check i pas 5 Monitor and help as necessary. Extra practice {2 indifferent pitures of watering, guid and solid states (cites, steam from cooking. a waterfall, ete.) and ask Students which form the water is sk I ta sold? ete.“Answers: 1b water that moves 2e the sea Closing ‘+ Ask students o tll you about atime when they saw the sea (or ariver). What color was it? Did they see waves? Did they see bouts? + Say Well dome. You can tak about the differen states of ‘water, New, we wil earn about diferent sounds in English Sane Soeeeeer Fh 2s wot enw |e 1 Look and say 1 Revise colors using fash cards oro Revise the words waves, high, ow using flash ards, Pre-teach if necessary. 2. Help students to find page 7. Point to Exercise 1 3. Ask students to look atthe pictures, What can they se in all ‘of them? (The sea). “4 Model the tsk by showing the students one ofthe pictures ‘you like and telling them why or by eading the example in ‘the Student's Book. 5 Ask students o find a picture they ike and tll heir partner why they like it 6 Monitor and assist as needed, giving praise. Make a note of some of the things they say about the paintings to encourage Hany wanted 1 throw trash inthe river. Dad said they can ‘recycle itat home. Remember to protect our environment! 2. (GB Listen and complete A ratng toelannncehrstict TE 2 Explain that students ore going to listen to the text and listen. forthe ming ors Encourage sen 0 sen tOthe audio m writing first. ‘Hany and Hana went to the vith their parents. Hama et eT nn fngeras ty ten, sida > ‘any wanted to throw trash inthe river. Dad said e they can recy it at home. Remember to protect our1 Look and put a (7) or (*) 1 Hold up your book, Point to picture 1 on page 1S. Ask Where is she? Elicit ohe park. Ask What is see doing? ict picking lowers. 2 Ask fs this good or bad? Elicit that iis bad behavior 1 pick Aowers in the park. Ask students to workin pairs to decide ifthe pictures show ‘good or bad behavior. Its good behavior, they cam puta ‘Shock inthe box. If its bad Behavior, they should put a cross, 4 Monitoras they work. Ask pars to check their answers with another pai. —SSSSsssss ay ax oy 2 Read and trace the good behavior 1 Point to picture 1 again, Show students that there are tno sentences unde the picture. Explain that one is good ‘behavior and one is bad behavior. Show tha the sentence “describing good behavior is traced as an example, 2. Ask students to read the other pairs of sentences and to trace the good behavior. They should werk individually. 3 Monitor as they work, helping as necessary 4 Ask students to check answers in pais. |; 21 put rash inthe ash ean. $1 don't throw trash inthe ver AT eeyele 51 don't throw trash on the grass 61 plane tse, Closing + Encourage students to tidy the classroom, + Say Well done. You understand tha we mast protect our ‘environment. Next, we will make a projet.Objectives: To revise the language of the unit ‘To complete an Earth collage ‘To work together in groups ‘To make a project onthe environment “To simply be abe to asses their ie 2s pre me gage, ee i haov gf hrtan eer ere Bea pps noe Materials: Students Book pages 16 an 17 Ficus of anh Paper, glue sticks, scissors, colored pepsi pet Bsa en ld (earner eospaper) Opener + Wave and sty Goad morning Good aero othe cl Fonngercan one Presentation 1 Stir son ts Earth i wha Can tet mona ehec EDM 2: Preach Zara and ll it yr ong ink Eath collage. 3 Explain that collage isa picture made of lots of small picees of colored paper to Form a picture 1 Read and make 1 Give out the old colored paper and ask each student 0 take a few sheets to tear up into smal pieces. 2 Put stents into small groups. 53 Give out one large pieve of paper amd some glue to each group. 4 Got students to read the instructions if they cam and eneaurage them to help any others who find this dificul. Read them again to double check that they understand the instructions, Monitor and ais, 5 Encourage students to think about the colors of the earth (leave pictures upon the board for reference). {6 Students finish tearing the pieces and get them to sort them into different colored piles. so it's easy to find and sick on ‘Make the Earth picture, but don’t stick the paper down yet. Once the papers in place ask if the classi happy’ with it they are, they ean stick on the pieces of paper. Encourage sdentsto work together within their groups. 9 Monitor and give praise1 Show and tell | Mode! the language of the unit and show one ofthe student’ [Ean pictures saying This is my Earth collage. M's ue and green. 2 Ask studemts to workin their groups to show and fell about the Earth collage they helped to make. Monitor and belp as needed. 3 Then ask fw students to present to the cass, Self Assessment Read and color the stars that describe your effort 1 Point tothe Reading picture, Read the three diferent Sentences with the ass. Ask students which box best ‘describes ther effort anc achievement, 2 Encourage them to be honest and exp that if they haven't done so well on this unit it means that they need to work a Tite harder in futur. ‘Ask students to color the stars inthe correct box. Do the same with the other sections. Monitor and check students are on tsk, Be Closing + Get students to help you write on the hoard the key points of the unit. “+ Write down their phrases or points on the board, Guide ‘students to add more points by giving peompts a a reminder. ‘+ Encourage students to tidy the classroom wel, 4+ Praise them for their work in Unit 7.PLAY TIME Pee) ‘Trace. Then read and draw Remind the students of the park vocabulary ands there.” Yes, there isNo, there isn. You ean ask them to Book at the beginning of the unit if they cannot remember, “Tell the students they need 10 read the sentence and draw the ‘comect picture. Goover the sentences so everyone knows what to do, “Monitor and assist as needed. Follow the maze ‘Tell students to look atthe 3 words on the right. Read them togeter ‘Ask students to tell you about the 3 lferent states of water ‘Ask them when water is a solid (when its very cold), Encourage students to follow the maze carefully to identify which things are solid liquid and gas, “Monitor and check al ae completing the task correetlyaN lal ete) + Play time pages give the students extra practice ofthe language inthe uit. They can be completed at any time and ae eal for fst shes. 1 Color 1 Tall students they are going to color the picture. Encourage them to color neatly, 2. Monitor an elieck all are completing the task correctly. Ask students questions about the pictare and the colors they are Using. ‘Siuclents” own answers. Teacher Assessment + Fillin the Teacher Assessment section based on how well the student has understood the conten ofthe unit. IF any students have not done So well i this unit, reassure thems and offer help as necessary. Use the guidelines for Teacher ‘Assessment in the introduction for help,