Lesson
2 Read and underline the words you know. Ask students to look at the pictures. Point to the picture on the left and ask who the characters are (let students invent names). Ask them to say “hello” to the characters. Pick a student and say: Hello. Can I use your (pencil). Point to the pencil and mime the whole action. When the student agrees, encourage them to say Sure. Thank the student and have them say You’re welcome. Repeat the same procedure with another student. 3 Listen and act out. 4 Have students work in pairs. Play the track again and have students act out the dialogues. Provide positive feedback. Invite some volunteers to act out the dialogues for the rest of the class. 4 Classify the words. Ask students to look at the activity. Read the words and remind them of their meaning. Ask them to count the letters in each word: 2 letters, 3 letters, 4 letters, 5 letters . Have students count along with you. Point to the word one. Count each letter and say, How many letters are in can? Three . Point to the word bye and repeat the process. Tell students to write bye in the row that corresponds to three letters. Continue until students have written the remaining words where they belong. Ask students which word has more than 5 letters. Big Book 1: It’s School Time 8 Take out Big Book 1 and show your students the first page of the story. Ask them if they remember the story. Tell them this time they are going to imagine how the story could be different. Each time Lucy asks her mom for something, elicit a different reason for her not leaving; e.g. instead of “My sandwich!”, what did Lucy leave? Wrap Up Tell students they are going to make words with their bodies. Write the word can on the board. Ask students how many letters there are in can. Count each letter and say one, two, three. Then point to yourself and say one, point to a student close to you and say two, and point to a third student and say three as you form a group of three. Tell students they have to get in groups with the same number of people as letters in a word. Write a word from the previous activity on the board and say it. Ask students to quickly form groups. Then count the letters and check that the groups have been formed correctly. Repeat with other words.
Lesson
1 What things do you need to use in class? 2 Read and underline the words you know. Answers may vary. Answers may vary.
You ’ re welcome.
Sure.
Thanks!
Hello. Can I use your scissors?
3 Listen and act out.
4
4 Classify the words.
hi hello bye sure can thanks
h i
b y e
c a n
s u r e h e l l o
• Detect similarities and dierences between words used in expressions. • Review repertoire of words and expressions.
8
M01 Sunburst AB 1 MEX 44480.indd 8
23/04/18 6:47 p.m.
Expected Outcomes Detect similarities and differences in words used in expressions. Review repertoire of words and expressions.
Materials Activity Book, p. 8, Big Book 1, CD tracks 4, 7, 8
Warm Up
Song: The Magic Words! 7 Use this section to introduce the concept of being polite. Play the track and have students listen to the song. Put your hands together and ask them what the magic words are ( please and thanks ). Play it one more time and encourage students to sing or clap 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. Ask them what it means to be polite (to say please and thanks is a good example). 1 What things do you need to use in class? Ask students what things they need to use in class? Ask them to show you or use gestures. Describe the things that students show you. Roberto needs to use paper. Wendy needs to use a pencil.
Unit 1
T8
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