4 Read the story again. Draw a picture that describes each part. Write beginning, middle and end on the board. Encourage students to explain the meaning of the words and the order they appear in a story. Have students open their books on page 81. Organize students in pairs. Explain they need to draw pictures that describe the different parts of Dolly the Duck . Remind students they can look at the story if they need to check the sequence. Let pairs of students decide their drawings as you walk around the classroom supervising. Have volunteers show their drawings to the class. 5 How does she feel when she is lost? Correct the sentence. First ask students to answer the question. Then ask them to look in their book. Tell them there is one letter missing and two extra letters to cross out. Write the sentence on the board and ask them to check their answers. 6 How does she feel in the end? Write the letters. First ask students to answer the question. Then ask them to look in their books and write the two missing letters. Elicit the letters to practice spelling. Illustrated statements of feelings and states of mind Step 3 Ask students to add an illustration of Dolly when she is scared. Ask them to write “She is scared.” below
4 Read the story again, draw a picture that describes each part.
nswers may vary.
Answers may vary.
5 How does she feel when she is lost? Correct the sentence. Sh is scaireed. 6 How does she feel in the end? Write the letters. She is h pp . a y Illustrated statements of feelings and states of mind Step 3 •Draw Dolly when she is scared. •Write “She is scared” under your drawing. Self-evaluation • Can I complete statements about feelings? She is scared.
.
• Complete statements. • Detect extra and missing letters.
81 Unit 8
M08 Sunburst AB 1 MEX 44480.indd 81
23/04/18 7:17 p.m.
Expected Outcomes Complete statements. Detect extra and missing letters.
Materials Activity Book p. 81, paper, coloring pencils or crayons
their illustration. Self-evaluation If students have completed today’s activities successfully, they can tick the boxes.
Warm Up Ask students if they have pets. Ask what pets they have. Ask: Who has furry pets? Mime the word furry to convey the meaning. Repeat with funny, big, small, beautiful, strange.
Wrap Up Act out the story Dolly the Duckling. Organize
students in small groups. Have students organize the roles for each student. Give students time to practice the story. Walk around the classroom and help when needed. Have volunteers pass to the front of the class and act out the story.
Unit 8
T81
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