“Sky High” Unit 2
|Resources:||Junior High School|
|Book:||“Sky High” Unit 2|
|Printed by:||Guest user|
|Date:||Saturday, 18 September 2021, 11:43 PM|
Attached are activities for Unit 2. In this unit the students will speak about the future using I will, I will not, I won’t, and practice using homophones.
Note: All the activities are suggestions. We suggest you spend a few minutes at the beginning and end of each session to ease into the activities. Make any adjustments and vary the Opening and Closing, if needed, to fit the levels of your students.
2. Begin Your Lesson
Opening: Write the day and date on board. We suggest you start the session with a song or video. (see below) Fellows and students greet each other. Engage in a conversation with the students about some of these familiar topics.
· Fellow says: “Good morning/afternoon, students!”
o Students say: Good …!
· Fellow says: “It’s nice to see you again.”
o Students say: I'm glad to see you too. (If needed, explain that glad means happy.)
· Fellow says: “Welcome to our lesson.”
· Fellow says: “My name is “…” “What’s your name?”
· Student says: “My name is “…” That student turns to next student and asks, “What’s your name?” The next student says… “My name is…” (Continue speaking and practicing names with each student in the group.)
· Fellow asks: “How are you? What’s new?”
- Student says: I'm good/ I'm fine/ I'm all right
· Fellow asks: “How is your day?” Student says: It is good. / My day was great/fine.
· Fellow asks: What time is it? Practice saying the time with students…
· Fellow asks: “What day is today? What day was yesterday? What day will it be tomorrow?” Practice answering these questions with the students.
· Fellow asks: “What season are we in now?” Practice saying, The season is … with the students.
· Fellow asks: “What is the month?” Practice saying today is “…….” with students.
- What month is your birthday in? Students answer, “My birthday is in the month of “…” Student asks other student. What month is your birthday in…?
· Fellow asks: “How’s the weather?”
o Students practice saying: It is cloudy/ it's rainy/ it's hot/ it’s nice/ sunny/ windy / cold / foggy…
· Fellow asks: “Are you ready to start our activities today?”
- Students: “Yes!!”
3. Speaking: I will, I won’t, I will not
Activity 1: Part 1 Practicing speaking in the future with I will, I won’t, I will not
Directions: Teacher models speaking with “I will, I won’t, I will not” sentence starters.
Watch this video about “What do you want to be in the future?” (watch only to 2 minutes, 40 seconds) Practice speaking, first in pairs and then with the whole group.
Sentence starter: Tomorrow I will eat… I won’t eat…
Tomorrow I will eat bananas and cheese. I won’t eat broccoli.
Sentence starter = When I grow up, I will be…
Example: When I grow up, I will be an astronaut. I will not be a musician.
Remind students (write on board) that when the first letter of the word is a vowel sound … use “an” example: an athlete, an artist…
When the first letter of the next word is a consonant sound, use “a” a salesperson, a nurse…
Names of jobs in English:
Watch this video.
Practice these words/phrases related to the future. Watch this video:
“What Will you Do Today?”
Practice speaking in the future with students… Suggestions below:
Tomorrow – Tomorrow I will go swimming in the pool.
Next week, I will ride my bicycle. I will be in 7th grade next year.
Write the phrases below on the board and ask students to contribute more future phrases. Ask students to practice speaking in the future using I will, I will not, I won’t… in pairs.
in a minute
in a few hours
4. Homophones video and practice
Activity 2: Homophones video and practice - Directions: Explain (write on the board) Homophones are words that sound the same but have different meanings and are spelled differently.
******Listen to this fun rap song to practice the differences between there, their, and they’re. Try to memorize the song with students. Print out a copy of the
BELOW IS THE TEXT OF THE SONG:
There, their, and there are homophones. Words that sound the same, but have different spellings and meanings.
Sometimes they’re difficult to tell apart, so if there is ever any and confusion about their uses, just remember this cheesy song.
there = a place
their = shows possession, belonging to them
they’re = a contraction for “they are”
There is the place I want to be.
That’s their stuff, their house, their car.
When they are is what you mean, that’s when you use an apostrophe.
Drop the “a” Combine the two.
You used a contraction because you’re no fool.
Homophones - Where are they?
They’re at their house. It’s over there.
Give students a blank version of this part and ask them to fill it in.
Print this bottom part out and cut a copy for each student:
T/h/e/r/e ________ is the place I want to be.
T/h/e/i/r That’s ________ stuff, ________ house, ________ car.
T/h/e/y/’/r/e When ________ is what you mean, that’s when you use an apostrophe.
Drop the “a” Combine the two. You used a contraction because you’re no fool.
Homophones - Where are they?
________ at ________ house. It’s over________ .
Teacher: Speak aloud several sentences using homophones. Some more common homophones to practice. Students can draw pictures illustrating these homophones.
here/hear = I hear you that the park is over here.
son/sun = Your son has spent too much time in the sun.
your = a possessive that shows something belongs to you
Where is your backpack?
you’re = a contraction (shortened word) for “you” + “are”
I don’t think you will have fun when you’re at the dentist.
write = to mark with a pen or pencil
right = correct, the opposite of wrong When you write the sentence I think you are right.
to = a function word I am going to read a book.
too = also Is Sara coming too?
two = a number - Hanny ran two kilometers in the race.
For more advanced students complete this together out loud or in pairs or on their own for more practice… You can print out copies…
Homophone Hero Directions: Choose the correct homophone to complete each sentence.
1. Ava could ________ the sound of the ocean when she held the seashell to her ear. a. here b. hear
2. We went to _______________ house for lunch yesterday. a. their b. there c. they’re
3. Sarah checked the _______________ before getting dressed. a. weather b. whether
4. Ben saw a _________________ in the woods. a. deer b. dear
5. I love the Maccabees because ________ great football players. a. their b. there c. they’re
6. Max’s favorite stuffed animal is a purple ___________ named Kooshy. a. bear b. bare
7. “Be careful, Rachel!” I shouted, “don’t ______________ the eggs!” a. brake b. break
8. I’m so hungry, I could eat this ________________ pizza! a. whole b. hole
9. I need ______ write ______ pages for school. a. to b. two c. too
10. I need you _______ help me because it’s ________ heavy. a. to b. two c. too
5. Homophones: Extra Activities
A song about Homophones:
Play this online homophone game: https://www.education.com/games/homophones/
6. Finish Your Lesson
Closing: After each session before you say goodbye, ask students to reflect on the lesson.
· Fellow asks: What was fascinating/interesting about the lesson? What did you like?
· Ask each student to tell you 5 new English words they learned today.
o Repeat the new words after the student says them. Then, repeat the new words with the student again so he/she practices English and learns the correct pronunciation.
· Ask: What is one question you still have about what you learned today?
· Ask: What would you like to learn more about?
Say goodbye to the students. Tell them you are looking forward to seeing them next time… Fellow says: Have a good day/afternoon… See you next time…