Unit 3: Did You Know?
|Book:||Unit 3: Did You Know?|
|Printed by:||Guest user|
|Date:||Thursday, 5 August 2021, 12:55 AM|
1. Begin Your Lesson
Opening: Write the day and date on board. We suggest you start the session with a song or video. (see below) Instructors and students greet each other. Engage in a conversation with the students about some of these familiar topics.
· Instructor says: “Good morning/afternoon, students!”
o Students say: Good …!
· Instructor says: “It’s nice to see you again.”
o Students say: I'm glad to see you too. (Explain that glad means happy.)
· Instructor says: “Welcome to our lesson.”
· Instructor 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.)
· Instructor asks: “How are you? What’s new?”
- Student says: I'm good/ I'm fine/ I'm all right
· Instructor asks: “How is your day?” Student says: It is good. / My day was great/fine.
· Instructor asks: What time is it?
· Instructor asks: “What day is today? What day was yesterday? What day will it be tomorrow?”
- Days of the Week Rap:
- Click here to access "Days of the Week Rap" Elementary
· Instructor asks: “What season are we in now?”
- Click here to access song about the seasons Elementary
· Instructor asks: “What is the month?” Practice saying today is “…….” with students.
· Instructor asks: How’s the weather?
- How's the weather? – Elementary song
o Students practice saying: It is cloudy/ it's rainy/ it's hot/ it’s nice/ sunny/ windy / cold / foggy…
· Instructor asks: “Are you ready to start our activities today?”
- Students: “Yes!!”
Need help calming your students down? Try this: How to Calm Young Children Down in Minutes – Palming technique –Video: (This technique is for younger children, but it may still work for your group. Feel free to adapt it, if needed.)
2. Make the Room Activity (There is... There are...)
Instructions for teacher:
1. Review the vocabulary.
2. Ask the students to cut out the items on the following pages and then place them in the correct room (see example page).
3. You can also ask your students describe each room and talk about the items they put in each room. For example:
“There is a/are … in the …” – There is a chair in the kitchen.
“The … is/are in the …” – The chair is in the kitchen.
(OR for advanced students: “I put the … in the … because …” - I put the bed in the bedroom because this is where we sleep.)
3. Watch, speak, and listen
Watch, speak, and listen - Watch the 2-minute video "Playful Panda Cub"
(Make sure to give students paper and something to write with.)
Click on the hyperlink:
1. Before viewing the video, tell students that while they are watching the video, they need to write down at least two actions of the panda.
Examples: The panda… sits, eats, stands, climbs, jumps… (use present tense/past tense verbs)
2. Write and review 7 verbs on the board and say each word out loud. Tell students to
act out each action as you say each word. Tell students you will ask them to tell
you what actions they saw the pandas do and what they wrote down after the video.
Verbs - Present tense/past tense verbs
Note: Practice creating other sentences using these verbs. Encourage students to speak in complete sentences. Model speaking in a complete sentence.
Examples: The student jumps. The teacher climbs a tree. The boy eats leaves.
3. After watching the video, ask students to turn to their partner and ask what
else they noticed about the pandas and their habitat (where they live)…
Examples: Students identify characteristics/adjectives (The pandas are playful, energetic, happy), colors (The pandas have black and white fur, live near green leaves…)
4. Video Activity: Gray Wolf
Watch this video about wolves. “Meet the Animals – Episode 6 – Gray
Teacher: You may need to show the video more than once. Write or project these sentences on the board.
Tell students the directions: Watch the video about Gray Wolves twice. First, watch and listen. Then, students choose the correct word to fill in the blanks. Students should work in pairs first to figure out the right word. Then, call on volunteers to speak the correct sentence aloud.
Hebrew instructions for the students:
הוראות לתלמידים: צפו בסרטון על זאבים אפורים פעמיים. ראשית, צפו והקשיבו. לאחר מכן התלמידים בוחרים את המילה הנכונה למילוי החסר. על התלמידים לעבוד קודם בזוגות כדי להבין את המילה הנכונה. לאחר מכן, קרא למתנדבים לומר את המשפט הנכון בקול:
1. Wolves are a kind of wild ____________. dog/cat
2. A wolf usually sleeps during the __________. day/night
3. Wolves live in ______________. oceans/forests
4. Wolves eat _____________. people/animals
5. Wolves live _________________. by themselves/in packs (groups)
5. Finish Your Lesson
Closing: After each session before you say goodbye, ask students to reflect on the lesson.
· Instructor asks: What is one thing you liked about the lesson?
· Ask each student to tell you 3-5 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 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…