lekcje dla klas 1-3 na okres bezpodręcznikowy - teacher's notes

© Macmillan Polska 2012 www.macmillan.pl P H O T O C O P I A B L E

Teacher’s NotesBack to school – Lesson 1

Type of activity: whole-class and pair workFocus: introductions, interests; listening and speaking skills, (optionally) reading and writing skillsLevel: beginners – elementary, grades 1–3Time: 45 minutesMaterials: a soft ball or a crumpled newspaper, option without reading practice: Student’s Worksheet 1, option with reading practice: Student’s Worksheet 2, a plastic boxPreparation: Option without reading practice: make a copy of Student’s Worksheet 1, on construction paper if possible, one per pupil. Option with reading practice: make one copy of Student’s Worksheet 2 for each pupil.

Procedure:

1. Greet your pupils by saying: Hello. With a new class, explain in L1 that the pupils will learn everyone’s names. If you have taught the class before, tell the pupils that you need to make sure you remember all their names correctly.

2. Introduce yourself: I’m (Marta). Point to one pupil and ask him/her: What’s your name? Encourage the pupil to answer I’m (Basia). Elicit the question you asked from the class and then have the pupils repeat it a few times chorally.

3. Invite everyone to the front of the classroom to stand in a circle. Explain in L1 that the pupils are going to introduce themselves and try to remember everyone’s names. Say to the fi rst person on your left: Hello, I’m (Marta). What’s your name? Encourage him/her to reply: I’m (Janek). Then the pupil turns to the next person and says: Hello, I’m (Janek). What’s your name? The pupils continue asking and answering round the circle until the last person asks your name.

4. Point to yourself and elicit your name from the class: (Marta). Then point to the fi rst person on your left. He/she should remain silent as the other pupils recall the correct name. Continue around the circle. Then ask a volunteer to point to each pupil in turn and recall the names with the help of the other classmates.

5. The pupils return to their seats. Explain in L1 that they are going to fi nd out about what their classmates like. Say the fi rst category: colours. Elicit what colours pupils know in English. Then say: My favourite colour is (green). Explain the meaning in L1 if necessary. Ask: What’s your favourite colour? and encourage the pupils to

repeat the question a few times. Then give them 30 seconds to think of their favourite colour. Throw a soft ball/a crumpled newspaper to one pupil and ask him/her: What’s your favourite colour? Encourage this person to answer: My favourite colour is (blue). He/she then throws the ball to another pupil in the classroom and asks that person: What’s your favourite colour? The game continues until 4-5 pupils have asked and answered the question.

6. Repeat stage 5 for the following categories: food, sports, animals, toys.

Option without reading practice:

7. Give everyone a copy of Student’s Worksheet 1. Introduce the characters, Digi and Techna. You can tell pupils that these are the main characters from the English Quest books if you plan to use the series in the classroom. Explain that the pupils are going to make up dialogues about the characters’ favourite things. First, the pupils colour the characters and cut them out. Help the pupils to cut out the holes for their fi ngers.

8. Divide the pupils into pairs. One pupil takes the role of Digi, the other of Techna. They put the cut outs over their fi ngers and act out the dialogue, asking about each other’s names and favourite things. They invent the characters’ favourite things. Before they begin, demonstrate an example dialogue with a confi dent pupil. Set a time limit of 5 minutes for practising the dialogues. Then invite volunteers to present their dialogues to the whole class.

Option with reading practice:

7. Give the pupils copies of Students’ Worksheet 2. Encourage different pupils to read out the categories in the table. Point to the heading on the worksheet. Use L1 to introduce the idea of time capsule: a container with pieces of information about the present times which is buried under the ground to be unearthed and open in the future. Explain that pupils will draw themselves and their favourite things. They will then ‘bury’ the worksheets in a special time capsule to be opened in the future.

8. Give the pupils 10–15 minutes to draw pictures in each category. With a higher level class, you can ask the pupils to add labels to their pictures, e.g. Lego blocks, blue, cat, etc.



9. Put the pupils in groups of 3–4. Each person explains the drawings on his/her worksheet, e.g. My favourite sport is tennis. Then the group members mix their worksheets and exchange them with another group. The pupils then try to match the worksheets to the correct members of the other group.

The pupils sign their own worksheets with their name and the date. Put the worksheets into a plastic box. Explain in L1 that you will ‘bury’ it in the teacher’s room and ‘unearth’ it at the end of the year. During the last lesson, give out the worksheets for the pupils to see what has changed about their appearance or

preferences during the school year. Alternatively, bury the box in the school garden with the help of your students and dig it up on the last day of school.

ExtensionTest your pupils’ memory by quizzing them about the personal information you have revealed during the class, e.g. What’s my name? What’s my favourite colour/sport/animal, etc. If the pupils can already write in English, they work in pairs and write the answers to your questions. Each correct answer is worth one point. The pair with the most points wins.

10.



Type of activity: whole-class and pair workFocus: vocabulary connected with school, shapes; listening and speaking skillsLevel: beginners – elementary, grades 1–3Time: 45 minutesMaterials: fl ashcards attached to the Teacher’s Notes, Student’s Worksheet - Lesson 2 Preparation: Cut out the fl ashcards attached to the Teacher’s Notes. Make a copy of the Student’s Worksheet per each pair of pupils.

Procedure:

1. Explain in L1 that in today’s lesson pupils will learn vocabulary connected with the school. Show the back of the fl ashcards with school words. Ask pupils to predict the words illustrated on those. Listen to the pupils’ ideas in L1 or L2.

2. Hold up the fi rst fl ashcard for 1 second. Pupils who have spotted the picture raise their hands. Repeat, but this time show the picture for 2–3 seconds. Pick a pupil who has put their hand up to provide the answer in L1 or L2. Then hold up the picture for everyone to see. Say the corresponding word, e.g., classroom. The pupils repeat after you. Vary the pace and tone of your voice as you repeat the word a few times. The pupils do the same. Continue the procedure with the remaining fl ashcards (school, pupil, teacher, playground, canteen).

3. Attach the fl ashcards to the board in a row. Point to them in turn. The pupils say the words. Repeat the procedure, but turn one of the fl ashcards face down so that the pupils recall the picture from memory. Continue from the beginning of the row, turning more and more cards face down until the pupils can name all the pictures from memory.

4. Repeat stages 1–3 with the shapes fl ashcards (circle, oval, square, rectangle, triangle, pentagon).

5. Put the pupils into pairs. Give each pair a copy of the Student’s Worksheet. Ask each pair to place one counter, e.g. a coin or a badge, on the picture of Digi the dragon in the top left-hand corner. Explain the rules of the game in L1:– Digi is lost and he wants to get to his sister

Techna in the bottom right-hand corner of the board.

– He can move from one fi eld to another only if these share the same picture, e.g. teacher – teacher or the same symbol, e.g. triangle – triangle.

– He can move horizontally and vertically (forwards and backwards), but not diagonally.

– The pupils take turns to move the counter. They move it one square per turn and say which picture or symbol connects the two squares. If someone makes a wrong move, the other person corrects it during his/her turn. Only one move can be made per turn.

– The goal is to get to Techna the dragon and draw the complete route in pencil.

Point out that the game is not competitive. The pupils should work together to fi nd the correct route.

6. Set a time limit of 10 minutes. Walk around the classroom and check the solutions silently. Ask a volunteer with the correct answer to come to the front and lead everyone along the correct route. He/She places their fi nger on Digi and moves one square at a time, saying the connecting picture or symbol. The other pupils follow on their boards.

Solution:

ExtensionIn pairs, the pupils look around the classroom and try to fi nd as many objects in the six shapes from the fl ashcards as possible. They point to the objects they fi nd and say the names of the shapes, e.g. pointing to a desk: rectangle!


Student’s Worksheet 1Back to school – Lesson 2


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Type of activity: whole-class and individual workFocus: months; listening and speaking skills, (optionally) reading skillsLevel: beginners – elementary, grades 1–3Time: 45 minutesMaterials: Student’s Worksheets 1–3, (optionally) word cards with the names of the months attached to the Teacher’s NotesPreparation: Make a copy of Student’s Worksheets 1 and 3, one per pupil. Copy Student’s Worksheet 2 and cut it into cards. (Optionally) Copy and cut out the word cards attached to the Teacher’s Notes.

Procedure:

1. Start saying the months of the year: January, February, March, then pause and ask if the pupils can tell you in L1 or L2 what these are (months). Explain that today’s lesson is about the months of the year.

2. Say all the months of the year, counting on your fi ngers to show the order. Have the pupils repeat after you. Repeat the procedure a few times, varying the tone and pace of your voice, e.g., whispering, saying the words slowly, quickly, etc. The pupils repeat after you in the same manner. Once they are confi dent, they say the months together with you. Then give the fi rst syllables as prompts and let the pupils say the complete words.

3. Ask the pupils to stand in a circle. Assign one month to each pupil, in the correct order. If you have more than twelve pupils, the thirteenth person gets January and so on from the beginning.

4. The pupils say the months of the year round the circle, each person naming their assigned month. Then the pupils say the months chorally. If they forget a given month, ask the person ‘responsible’ for that month for help.

Reading practice (optional)

The pupils return to their seats. Hold up the word cards with the names of the months. Encourage the pupils to read out the words chorally. Attach the cards to the board in the correct order. Tell the pupils to close their eyes. Remove one card. The pupils open their eyes and say which month is missing. Repeat a few times, removing different cards until there are no cards left and the pupils can name all of the months from memory. Then give each card to a different pupil. They must all come to the board to attach their cards in the correct order.

5. Ask: When’s your birthday? Encourage the pupils to think of the month they were born in, not the exact date. Invite the pupils to the front of the classroom. Tell them to stand in a line in the order of their birthdays. They must use the English names of the months to communicate as they try to form the line. Pupils born in the same month stand next to each other. Check the order by having everybody say the month they were born in. Then the pupils go back to their seats.

6. Give each pupil a copy of Student’s Worksheet 1 and explain that they are going to make a class birthday calendar. If they have not practised reading yet, point to the numbers symbolising the order of months in the calendar.

7. Say: Stand up if your birthday is in January. If necessary, use L1 to convey the meaning. The pupils born in January stand up and everybody writes their names in the January section of their calendar. Continue with the remaining months. Finally, the pupils compare their calendars in pairs and copy anything that is missing from their own calendar.

8. Each pupil writes his/her name on the name card from Student’s Worksheet 2. Provide help if necessary. Collect and mix the cards in a bag. The pupils then draw one card from the bag. If they get theirs, they put it back and choose again. Explain that they are going to make a birthday card for the classmate whose name they have picked. Help them read the names on the cards.

9. Hand out copies of Student’s Worksheet 3. Below the wishes, the pupils copy the name from the name card they have picked. Provide help if necessary. On the cards, the pupils draw and colour a picture of something they think the recipient likes, e.g., a car, an animal, etc.

Collect the cards and keep them at school. Note down the exact dates of pupils’ birthdays. On the day of a pupil’s birthday, his/her classmates sign the correct card and the person who decorated the card gives it to the birthday boy/girl. Pupils whose birthdays fall during holidays get their cards during the last lesson before the break.

ExtensionGive the pupils another copy of Student’s Worksheet 3 to make a birthday card for you. They can keep the cards in their notebooks until your birthday. If school policy allows it, you can hand out sweets to the pupils on your birthday as they give you their cards.

10.



January

February

March



April

May

June



July

August

September



October

November

December

lekcje dla klas 1-3 na okres bezpodręcznikowy - teacher's notes

Documents

pupils t

colours pupils

favourite colour

reading practice

copy of students worksheet

characters favourite

im marta

im janek