Lesson
1 When do you say “hello” to friends? Use gestures: ask students when they say hello to friends? Provide an example that you act out. In the morning, when I get to school, I say hello to friends. Ask students for more examples. Ask them to act out their situations and provide language. Kevin says hello to friends when he plays football. 2 Listen and point. Who says “hello”? 2 Play the track and stop after each character speaks. Ask students to point to the character who speaks with their finger. Play the track once more and this time have students repeat after each character. 3 Use the cutouts on page 119. Work in groups. Listen and act out. Ask students to cut out the different characters on page 119. Then, ask them to work with three classmates and choose a character (Tim, Alex, Lynn or the dog). Tell them to listen one more time and then, practice the dialogue together. The aim is for students to use non-verbal communication to act out the dialogue, and for students who feel confident enough to read the dialogue. Have
Hello!
You are going to... understand and exchange greetings and courtesy expressions.
Answers may vary.
1 When do you say “hello” to friends? 2 Listen and point. Who says “hello”? 2
Tim says hello.
Hello! My name’s Tim.
Hi! I’m Alex.
Good morning, friends.
3 Use the cutouts on page 119. Work in groups. Listen and act out. 3 4 Circle the word that is different. Hi. / Thanks. / Hello. / Good morning.
several groups come to the front and act out the dialogue. Praise students: Very good! Excellent!
Lesson 1
6
• Identify purpose. • Indicate sender and receiver.
3 Listen and number the pictures. 3 Introduce numbers 1 to 3. Draw them on the board and have students repeat. Have some students come to the front and draw the numbers. Ask students to look at the pictures. Have them say what they think each picture represents (Good morning, hello, thanks) . Play the track and ask students to number each picture after they hear the sentence. Check the answers with the group. 4 Circle the word that is different. Read the words aloud. (Hi. Thanks. Hello. Good morning.) Write the words on the board: Hello. Hi. Finally, have students circle the different word and “read” the greetings.
M01 Sunburst AB 1 MEX 44480.indd 6
23/04/18 6:47 p.m.
Expected Outcomes Identify purpose. Indicate sender and receiver.
Materials Activity Book, p. 6, CD tracks 2, 9, crayons or pencils, scissors Warm Up Say, Hello, children. Hello! Wave your hand and encourage students to reply the same way. Point to yourself and say, My name’s … Point to students and ask, What’s your name? Encourage them to complete the sentence, Hello, my name’s … Ask students to open their books to page 6. Point to the illustration and say, Look. This is Tim. Say “Hello” to Tim . Repeat with the other characters (Alex and Lynn). Point to the dog. Say, Look at the dog. Its name is ... Elicit a name from the students. Say “Hello” to…
Wrap Up Song: Hello/Goodbye 9
This is a nice way to introduce more numbers. Write the numbers from 1 to 10 on the board and have students repeat the numbers after you. Play the track and have students listen to the song. Don’t ask them to sing; give students a chance to get familiar with the song. Play it one more time and ask students sing if they are ready. Play it one more time and encourage students to sing and wave, following the rhythm. If your students do not sing, it’s okay. Remember that at this stage, students have to get familiar with the language.
Unit 1
T6
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