CONFIDENTIAL Copyright(C)Nagase Brothers Inc. June, 2016 P3_11A_1 Level P3 Week 11A Topic Guess What’s Next OBJECTIVES 1. Explore the concepts of sequencing and recognizing patterns. 2. Read a summary from the Sesame Street video. 3. Understand and use phrases to describe the video: Elmo plays the Guess What Comes Next game. Elmo is asked to finish the pattern: Apple, banana, apple, banana, apple, ___. His answer is banana and Elmo wins the game! KEY VOCABULARY 1. number sequence 2. pattern 3. order 4. What comes next MEDIA I. Welcome Open Media Sunny Day II. Chant and Learn Media 1 Media 2 Media 3 Topic Intro Chant Intro Chant III. Watch and Review Media 4 Media 5 Media 6 Media 7 Guess That Sequence Guess What’s Next What Comes Next Game, Part 1 Ten Questions V. Goodbye Media 8 Review Chant PREPARATION MATERIALS 1. Five books of any kind 2. Five pencils 3. Three bananas (or three pictures of a banana) 4. Three apples (or three pictures of an apple) 5. Workbook 1 I. WELCOME [5 min.] 1. Open Media: Sunny Day Play: Sunny Day Welcome to class today! I’m so happy to see you! Who’s ready to learn about sequences? Today we are going to talk about what comes next. 2. Review Homework from Previous Lesson Do you have your homework? Can I see your homework? You wrote so neatly. / Good job! Great spelling. / Great job matching the ______. II. CHANT AND LEARN [10 min.] 1. Media 1: Topic Intro Play: Topic Intro Today we are talking about what comes next. Remember when we learned to count by twos? These numbers are in a certain order. They are in a sequence. Let’s say that word together. Sequence. Sequence. Can you guess what number comes next? Good. Ten is the next number in the sequence. We’ll also talk about what comes next in a pattern.
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Level P3 Week 11A Topic Guess What s Next...P3_11A_2 This is a pattern. Can you guess what number comes next in the pattern? Say the next number. That’s right, four. Good job! 2.
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CONFIDENTIAL Copyright(C)Nagase Brothers Inc.
June, 2016
P3_11A_1
Level P3 Week 11A Topic Guess What’s Next
OBJECTIVES
1. Explore the concepts of sequencing and recognizing patterns.
2. Read a summary from the Sesame Street video.
3. Understand and use phrases to describe the video:
Elmo plays the Guess What Comes Next game.
Elmo is asked to finish the pattern: Apple, banana, apple, banana,
apple, ___.
His answer is banana and Elmo wins the game!
KEY VOCABULARY 1. number sequence 2. pattern 3. order 4. What comes next
MEDIA I. Welcome Open Media Sunny Day
II. Chant and Learn Media 1
Media 2
Media 3
Topic Intro
Chant Intro
Chant
III. Watch and Review Media 4
Media 5
Media 6
Media 7
Guess That Sequence
Guess What’s Next
What Comes Next Game, Part 1
Ten Questions
V. Goodbye Media 8 Review Chant
PREPARATION
MATERIALS
1. Five books of any kind
2. Five pencils
3. Three bananas (or three pictures of a banana)
4. Three apples (or three pictures of an apple)
5. Workbook 1
I. WELCOME [5 min.]
1. Open Media: Sunny Day
Play: Sunny Day
Welcome to class today! I’m so happy to see you!
Who’s ready to learn about sequences?
Today we are going to talk about what comes next.
2. Review Homework from
Previous Lesson
Do you have your homework? Can I see your homework?
You wrote so neatly. / Good job! Great spelling. /
Great job matching the ______.
II. CHANT AND LEARN [10 min.]
1. Media 1: Topic Intro
Play: Topic Intro
Today we are talking about what comes next.
Remember when we learned to count by twos?
These numbers are in a certain order.
They are in a sequence.
Let’s say that word together. Sequence. Sequence.
Can you guess what number comes next? Good.
Ten is the next number in the sequence.
We’ll also talk about what comes next in a pattern.
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June, 2016
P3_11A_2
This is a pattern. Can you guess what number comes next in the
pattern? Say the next number. That’s right, four. Good job!
2. Media 2: Chant Intro
Play: Chant Intro
To get us thinking more about sequencing and patterns,
let’s warm up with a chant. Repeat each line after me.
What comes after one, two, three?
What comes after one, two, three?
Four, five, six. It’s a sequence, you see.
Four, five, six. It’s a sequence, you see.
What is a pattern? How does it go?
What is a pattern? How does it go?
Follow a pattern, and you will know.
Follow a pattern, and you will know.
Let’s try again. Great job!
3. Media 3: Chant
Play: Chant
Verse 1
What comes after one, two, three?
(Children: What comes after one, two, three?)
Verse 2
Four, five, six. It’s a sequence, you see.
(Children: Four, five, six. It’s a sequence, you see.)
Verse 3
What is a pattern? How does it go?
(Children: What is a pattern? How does it go?)
Verse 4
Follow the pattern, and you will know.
(Children: Follow the pattern, and you will know.)
III. WATCH AND REVIEW [25 min.]
1. Media 4: Guess That Sequence
Bert and Ernie are playing a game about number sequences.
Bert is trying to guess what number comes next.
Can you help him?
Let’s watch and see if we can help Bert.
Play: Guess That Sequence
2. Media 5: Guess What’s Next
Bert likes paper clips and bottle caps.
Paper clips and bottle caps are two of his favorite things.
Let’s watch Bert show Ernie how to play a game with paper clips
and bottle caps. The game is called Guess What’s Next.
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P3_11A_3
Play: Guess What’s Next
3. Activity
*可能であれば、実物のクリップとキャ
ップ、本と鉛筆を用意すると良いでしょ
う。
実物が用意できない場合は、一つずつ絵
を描いたものを用意して、それらを使う
のも一つの方法です。
***************************
*以下パターンとシークエンスの違いで
す。
Pattern
Things that are arranged following a
rule or rules.
Sequence
A sequence is a set of things (usually
numbers) that are in order.
If the sequence goes on forever it is
called an infinite sequence,
otherwise it is a finite sequence. A
sequence usually has a rule, which
is a way to find the value of each
term.
Example: the sequence {3, 5, 7,
9, ...} starts at 3 and jumps 2 every
time:
Bert and Ernie played a pattern game.
They tried to guess what’s next in the patterns.
First, Bert made a pattern. Let’s draw Bert’s pattern on the board.
(Make a simple pattern of three paper clips, two bottle caps, and
three paper clips on the board. Review the pattern out loud.)
Paper clip, paper clip, paper clip, bottle cap, bottle cap, paper
clip, paper clip, paper clip. What comes after three paper clips?
(Encourage response: Bottle cap, bottle cap. Two bottle caps.)
That’s right.
Bottle cap, bottle cap comes next.
The pattern is three paper clips, two bottle caps, three paper clips,
two bottle caps.
Now, we are going to make our own pattern.
Let’s use books and pencils to make a pattern.
Who would like to make a pattern?
(Encourage student volunteer to arrange the books and pencils
into a pattern, such as: pencil, book, pencil, book; or book, book,
pencil, book, book, pencil, etc.)
What other patterns can we make?
(Encourage each student to use books and pencils to make their
own pattern. You might ask the rest of the class: “What comes
next in this pattern?”)
Now, let’s make a sequence.
A Sequence is a set of things that are in order.
Let’s put our pencils in order, from smallest to biggest.
The smallest pencil will be first, then bigger and bigger, up to the
biggest.
(Help students arrange pencils in a size sequence. You might also
ask students to arrange books in a size sequence.)
Great job making a sequence.
4. Media 6: What Comes Next
Game, Part 1
Elmo likes to play pattern games too.
Let’s watch Elmo play the What Comes Next game.
Can Elmo guess what comes next in the apple and banana
pattern?
Watch carefully, and see if you can guess along with Elmo.
Play: What Comes Next Game, Part 1
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P3_11A_4
*もし視覚的な補助があったほうがよ
い場合は、
①フラッシュカードでヒントを出す
②生徒に答えさせて、その度に、先生が
一つずつホワイトボードに描いていく
または、こどもに描かせる
③本物のappleとbananaでパターンを
作る。(このあとのreadセクションで使
うこともできます)
などの工夫が可能です。
Elmo just played a game of What Comes Next.
What was the first fruit on the table?
(Encourage response: An apple.)
What was the next fruit?
(Encourage response: A banana.)
Then what fruit?
(Encourage response: An apple.)
What was the fruit after that?
(Encourage response: A banana.)
What fruit came next?
(Encourage response: An apple.)
Elmo guessed the next fruit.
What was it?
(Encourage response: A banana.)
Yes. Elmo’s answer was banana. He won the game.
Let’s watch again. This time, let’s look at the blinking lights.
Can you see a red-blue-green-yellow pattern?
Play: “What Comes Next Game, Part 1” again
(Pause the video at 2:41 and point out the pattern of lights on the
screen.)
5. Media 7: Ten Questions We are going to play a game about the story we saw.
We will read a question out loud.
If you know the answer, please raise your hand.
(Ask students to read the questions on the screen aloud with you.
Encourage children to find the answers until all questions have
been answered correctly.)
Play: Ten Questions
Great job answering the questions!
Now let’s get ready to read together.
IV. READ [10 min.]
Read
【p.63】
(Use Workbook 1, page 63: What Comes Next Game, Part 1)
Can you open your Workbook 1, page 63: What Comes Next
Game, Part 1?
One of the best ways to practice reading is to read out loud.
We are going to take turns reading.
I am going to ask different students to read different characters.
You should use your own voice.
You do not have to sound like the characters you just saw.
Let’s try to have fun with this.
(Provide bananas and apples so that students can act out the
script using props. Walk around the room and help where
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June, 2016
P3_11A_5
needed. For more fun, you can have students perform in front of
the class, and encourage students to read with lots of emotion
and energy.)
V. GOODBYE [10 min.] 1. Media 8: Review Chant
Good job learning about what happens next.
Let’s repeat our chant again.
Play: Review Chant
2. Review Lesson
What did we talk about today?
(Encourage response: Patterns. Sequences. What comes next.)
That’s right.
We talked about putting things in a sequence and making a
pattern.
Why do we use sequences and patterns?
(Encourage response: We use them to put things in order.)
Who can tell me a sequence?
Don’t forget to say what comes next.
Can someone tell me a pattern?
Our lessons follow a sequence, too.
Can you tell me what comes next in our lesson?
(Encourage response: Homework.)
Good. I will give you your homework.
What comes after that?
(Encourage response: We say good-bye.)
Right. After I give you your homework, it’s time to say good-bye.
3. Give Students Homework
Let’s look at our homework for this week.
(Give each student the homework. Read the directions aloud.
Then, read each line aloud and encourage students to say the
answer. This will allow students to complete the homework
independently. It will also give them practice in reading and
speaking.)
We just talked about everything on our homework.
Now, you will take this home and write the answers yourself.
4. Say Good-bye
Bye, [child’s name]! See you next time, [child’s name]!
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June, 2016
P3_12A_1
Level P3 Week 12A Topic Classifying and Matching
OBJECTIVES
1. Explore the concepts of classifying and sorting objects and focusing on
recognizing patterns.
2. Speak about the four seasons of the year, focusing on the weather for
each season.
3. Understand and use phrases to describe the video:
Elmo plays the What Comes Next game.
Elmo and Big Bird solve a new pattern about the seasons of the
year.
The pattern is: fall, winter, spring, ____.
Elmo and Big Bird answer “summer” and win the game!
KEY VOCABULARY 1. sorting by color, shape and size
2. seasons of the year: fall, winter, spring, and summer
MEDIA I. Welcome Open Media Sunny Day
II. Chant and Learn Media 1
Media 2
Media 3
Topic Intro
Chant Intro
Chant
III. Watch and Review Media 4
Media 5
Media 6
Media 7
That Match Game
The Sorting Song
What Comes Next Game, Part 2
Ten Questions
V. Goodbye Media 8 Review Chant
PREPARATION
MATERIALS
1. Flashcard: fall, spring, summer, winter
2. Three pens, one a different color than the others and one a different
length than the others
3. Workbook 1
I. WELCOME [5 min.] 1. Open Media: Sunny Day
Play: Sunny Day
Welcome to class today!
I’m so happy to see you!
Who’s ready to learn about classifying?
Today we are going to talk about sorting and matching.
2. Review Homework from
Previous Lesson
Do you have your homework? Can I see your homework?
You wrote so neatly. / Good job! Great spelling. /
Great job matching the ______.
II. CHANT AND LEARN [10 min.]
1. Media 1: Topic Intro
Play: Topic Intro
Today we are going to talk about matching and sorting.
We also call this classifying.
Say that with me. Classifying. Classifying.
There are many ways to match and sort things.
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June, 2016
P3_12A_2
For example, let’s pretend we have a pile of shoes.
How can we sort them?
We can find matching shoes and put them together into pairs.
How else can we sort a big group of shoes?
We can sort by color, by size, by type such as sneakers and boots.
There are many ways to match and sort a group of objects.
2. Media 2: Chant Intro
Play: Chant Intro
To get us thinking more about sorting and putting
things in groups, let’s warm up with a chant.
Repeat each line after me.
Match the socks. Match the socks.
Match the shoes. Match the shoes.
They are pairs. They are pairs.
Pairs come in twos. Pairs come in twos.
Good. Let’s try again. Great job!
3. Media 3: Chant
Play: Chant
Verse 1
Match the socks.
(Children: Match the socks.)
Verse 2
Match the shoes.
(Children: Match the shoes.)
Verse 3
They are pairs.
(Children: They are pairs.)
Verse 4
Pairs come in twos.
(Children: Pairs come in twos.)
III. WATCH AND REVIEW [25 min.]
1. Media 4: That Match Game
Bert and Ernie are back in Math World.
Today, the friends are going to sort clothes into groups.
There are all kinds of clothes.
There are spring and summer clothes, and fall and winter clothes.
Let’s watch Bert try to sort and match them.
Play: That Match Game
2. Media 5: The Sorting Song
There are so many ways to sort things.
We can sort by color.
(Write the word color on the board.)
We can sort by size.
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P3_12A_3
* ホワイトボードに書いた単語を指さ
して、こどもたちに答えを言わせましょ
う。
(Write a little word size on the board. Then write a big word size
below it. Point out that the words are different sizes.)
We can sort by shapes.
(Write the word shape on the board. Draw a circle and a square.)
In the next video, Cookie wants Ernie to find things that are the
same. Can you think of ways that Ernie can sort things?
(Encourage responses: By shape, by color, by size.)
Let’s watch and see the different ways Ernie and Cookie sort
things.
Play: The Sorting Song
3. Activity
* こどもから答えを引き出すために先
生が質問を投げかけましょう。
Cookie fooled Ernieを引き出すために
Cookie と言ってあげる
fooledをホワイトボードに書く
Ernieのフラッシュカードを見せる
などの工夫ができます。
*必要であれば、by color by size
by lengthをホワイトボードに書く、ま
たは書いておいたものをホワイトボー
ドに貼ると良いでしょう。
Ernie played a sorting game with Cookie Monster.
Ernie found three foods that were alike.
How were they the same?
(Encourage response: They were round.)
That’s right. Three foods were round.
He found one food that wasn’t like the others.
How was that food different?
(Encourage response: It wasn’t round.)
Ernie found one way to sort Cookie’s foods.
He sorted by shape.
Did Ernie find another way to sort the four objects?
(Encourage response: Yes. The cookie was sweet. You eat it for
dessert. The other foods were not sweet.)
Did that way of sorting things work?
(Encourage response: No. Cookie fooled Ernie. All of the foods had
cookies in them.)
Right. Cookie fooled Ernie.
Good job learning about sorting.
(Place the three pens and one pencil on the desk. You are going
to play the sorting game. See if students can guess which one
doesn’t belong and why.)
Look at the four things on the desk.
How are they all alike?
(Encourage response: You can write with all of them.)
One of these things doesn’t belong in this group.
Can you guess which one it is?
(Encourage response: The pencil. The pencil doesn’t have ink.)
There are other ways to sort these objects.
Can you think of some?
(Encourage responses: By color, by size, by length.)
Now let’s think again.
How else can we sort them?
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P3_12A_4
4. Media 6: What Comes Next
Game, Part 2
* 4つのseasonは、フラッシュカード
を使って、こどもたちから出来るだけリ
ズミカルに引き出しましょう。
Elmo likes to play games. He likes thinking about what comes
next.
Now Elmo is going to play the game with Big Bird.
Let’s watch Elmo and Big Bird think about what comes next.
Play: What Comes Next Game, Part 2
(Prepare flashcards for this lesson.)
What pattern did Big Bird and Elmo guess?
(Encourage response: The seasons.)
They had to remember the seasons in the right order.
Do you remember all four seasons?
Let’s start with this season.
(Based on which season it is now, encourage the children to say
the seasons in order: Fall, winter, spring, summer. Hold up the
seasons cards one at a time. Encourage students to say each
season word. Then cover each picture and help students read
each word again.)
Good job remembering the seasons.
Let’s watch the video again.
The blinking game lights make a pattern too.
It’s a red/blue/green/yellow pattern.
Can you see it?
Play: “What Comes Next Game, Part 2” again
(Point out the pattern of the lights. Pause the video so students
can see the blinking pattern.)
5. Media 7: Ten Questions We are going to play a game about our story.
We will read a question out loud.
If you know the answer, please raise your hand.
(Ask students to read the questions on the screen aloud with you.
Encourage children to find the answers until all questions have
been answered correctly.)
Play: Ten Questions
Great job answering the questions today!
Now I would like us all to practice our speaking and writing.
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P3_12A_5
IV. SPEAK [10 min.] Speak
【p.69】
こどもたちからアイデアを引き出して
から、ワークブックをやることによっ
て、習熟度を高めます。
(Prepare the seasons flashcards. Use the cards to play a game of
charades. Before you start, write the names of the seasons on the
board. Help students think about things that happen in each
season. Encourage them to say ways the seasons are different
and the same.)
Elmo and Ernie played a game about the four seasons of the year.
They guessed that summer comes after spring.
These are the names of the four seasons.
(Point to words on board. Ask students to say the names.).
Can you open your Workbook 1, page 69?
First, say and trace the names of the seasons in your workbooks.
What do you think of when I say winter?
(Encourage responses: Snow, sledding, skiing.)
What do you think of when I say spring?
(Encourage responses.)
How about summer and fall?
(Encourage responses.)
Let’s draw pictures and write some words for each of the seasons.
Remember what we learned from the story we just watched.
There is different weather in each season.
Let’s talk about the weather for each season.
What do we do in each season?
(Encourage ideas such as winter: ice skating, skiing, sledding,
snowman, snow, cold; spring: flowers, birds, warm, riding a bike;
summer: swimming, beach, ice cream, hot, vacation, no school;
fall: leaves, back to school, cool, sports.)
Good job thinking about the seasons.
Now, I will help you form some groups.
I will give each group a card with the name of a season.
Each group will act out the season without speaking.
This is called charades.
For winter, you might pretend you’re ice skating, or very cold.
And we will guess what season you have.
You will write your guess on a sheet of paper.
At the end of the game, we will read our guesses out loud.
(If possible, sort students into four groups using distinct
Characteristics - by the color of their clothes, the length of
their hair, the number of people in their family. Once they are in
groups, have them take turns acting out their season. Have other
students write down their guesses.)
Good job acting out the season.
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P3_12A_6
V. GOODBYE [10 min.] 1. Media 8: Review Chant
Great job learning about sorting and classifying today.
Let’s repeat our chant again.
Play: Review Chant
2. Review Lesson
What did we talk about today?
(Encourage responses: Sorting things into groups. The four
seasons.)
Today, we learned how to match things that are alike.
We learned how to put things that are alike into groups.
We thought about what comes next in a sequence or pattern.
Next time, we’ll talk more about putting things in order.
Elmo and Big Bird showed us the season that comes after spring.
Let’s say the names of the seasons together: spring, summer, fall,
winter.
Great!
Now let’s say ways that we sort things into groups.
(Encourage creative responses such as: By color, shape, size,
sweetness, how it’s used.)
Yes. There are many ways to group, match, and sort things.
3. Give Students Homework Let’s look at our homework for this week.
(Give each student the homework. Read the directions aloud.
Then, read each line aloud and encourage students to say the
answer. This will allow students to complete the homework
independently. It will also give them practice in reading and
speaking.)
We just talked about everything on our homework.
Now, you will take this home and write the answers yourself.
4. Say Good-bye
Bye, [child’s name]! See you next time, [child’s name]!
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June, 2016
P3_13A_1
Level P3 Week 13A Topic Patterns
OBJECTIVES
1. Explore the concept of patterns, specifically recognizing and making
patterns.
2. Write about a pattern that they make in class, using animals.
3. Understand and use phrases to describe the video:
Elmo makes his own What Comes Next game with Telly and the kids
on Sesame Street.
They make their own pattern: twist, hop, twist, hop, ___.
The answer is “twist”!
KEY VOCABULARY 1. shapes: triangles and hexagons 2. animals: elephant and giraffe
Do you have your homework? Can I see your homework?
You wrote so neatly. / Good job! Great spelling. /
Great job matching the ______.
II. CHANT AND LEARN [10 min.]
1. Media 1: Topic Intro
Play: Topic Intro
We have been talking about sorting and patterns.
Do you remember what a pattern is?
The seasons of the year are a pattern.
Spring, summer, fall, winter. Then spring comes again.
This is a pattern. They happen again and again, year after year.
Today we are going to talk some more about patterns.
We can make patterns with letters, numbers, animals, seasons,
shoes, sounds, and all kinds of other things.
We can even sing a pattern!
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P3_13A_2
2. Media 2: Chant Intro
Play: Chant Intro
To get us thinking about patterns,
let’s warm up with a chant.
What’s the pattern? What’s the pattern?
A, A, B. A, A, B. A, A, B. A, A, B.
Guess what’s next. Guess what’s next.
What’s the pattern? What’s the pattern?
Stop, go. Stop, go. Stop, go. Stop, go.
Guess what’s next. Guess what’s next.
What’s the pattern? What’s the pattern?
Red, blue, green. Red, blue, green.
Red, blue, green. Red, blue, green.
Guess what’s next. Guess what’s next.
Good. Let’s try again. Great job!
3. Media 3: Chant
Play: Chant
Verse 1
What’s the pattern?
(Children: What’s the pattern?)
AA B AA B.
(Children: AA B AA B.)
Guess what’s next.
(Children: Guess what’s next.)
Verse 2
What’s the pattern?
(Children: What’s the pattern?)
Stop, go, stop, go.
(Children: Stop, go, stop, go.)
Guess what’s next.
(Children: Guess what’s next.)
Verse 3
What’s the pattern?
(Children: What’s the pattern?)
Red, blue, green, red, blue, green.
(Children: Red, blue, green, red, blue, green.)
Guess what’s next.
(Children: Guess what’s next.)
III. WATCH AND REVIEW [25 min.]
1. Media 4: What’s the Pattern?
Bert and Ernie are making patterns again.
This time, they’re using bottle caps and rubber duckies.
Let’s watch. Try to guess what comes next.
Play: What’s the Pattern?
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P3_13A_3
2. Media 5: What Animal Comes
Next?
It’s fun to make up patterns.
Bert likes to use paper clips and bottle caps to make patterns.
What would you use?
The boy in this video likes to use animals.
Let’s see a pattern made of animals.
Play: What Animal Comes Next?
3. Activity
【Ref: p.77】
p.77 の Vocabulary and Usage の動物
の名前を活用するか、動物のフラッシ
ュカードを活用して下さい。
*習熟度の高いクラスなら、進めながら、
または終わってから、それらの動物の
英語名を白紙に書かせましょう。
*早く進められるクラスであれば、こど
もたちに動物の単語をホワイトボード
に書かせましょう。
*人数がいるクラスなら、ペアやグルー
プに分けて、白紙に動物をサイズ分けさ
せて、ポイント制にしてもよいでしょ
う。
(Prepare animal flashcards.) The boy made a pattern with two animals.
Can you tell me the animals he used?
(Encourage response: Giraffes and elephants. Hold up “giraffe”
and “elephant” flashcards.)
Good. He used giraffes and elephants to make a pattern.
His pattern was giraffe, giraffe, and elephant.
Giraffe, giraffe, and what came next?
(Encourage response: Elephant.)
Now let’s think about some other animals.
Can you tell me some animals?
(Encourage students to say animal names. You might choose to
write them on the board.)
Let’s think about their size.
Are they small, medium, or large?
(Use hand gestures to demonstrate the sizes.)
I will write the words small, medium, and large on the board.
(Write the words small, medium, and large on the board.)
Small means something is tiny.
Medium means that something is not too small and not too large.
Large means something is big.
We are going to sort animals into groups by size.
First, I will show you some animal cards.
(Hold up each animal card, one at a time. For each card, ask if
this animal is small, medium, or large. Encourage students to say
the size. Write the name of each animal under one of the size
words. Write names of small animals under “small,” medium
animals under “medium,” and large animals under “large.”)
Now let’s think about other animals.
Who would like to tell me one animal?
(Encourage student volunteers.)
Great! Is your animal small, medium, or large?
(Encourage response.)
I will write the name of your animal in that group.
(Continue until each student has identified at least three animals,
one for each group.)
How many animals are in each group?
Let’s count our animals together.
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(You may encourage students to count by ones, twos, threes,
fives, or tens, depending on the number of animals. This will serve
as a good math review.)
Excellent counting!
3. Media 6: What Comes Next
Game, Part 3
Last time, we watched Big Bird and Elmo play the What Comes
Next game. They guessed what comes next in the season pattern.
Elmo and Big Bird guessed summer.
They guessed the season that comes after spring.
Let’s watch another round of the game.
Can you guess what comes next?
Play: What Comes Next Game, Part 3
Did Elmo get to play the game again?
(Encourage response: Yes.)
Elmo, Telly, and the kids played the What Comes Next game.
What did they use to make a pattern?
(Encourage response: Kids hopping and twisting.)
Good. The kids made the pattern that YOU had to guess.
Did you guess the right answer?
(Encourage students to say if they knew the answer.)
Who can remember the pattern?
Let’s all say it together.
(Encourage students to say the pattern together.)
Twisting, hopping, twisting, hopping, twisting!
Good job playing the What Comes Next game with Elmo.
Let’s watch again.
Play: “What Comes Next Game, Part 3” again
(As children watch, you might encourage them to get in a line to
perform the pattern of twisting, hopping, twisting, hopping, etc.)
5. Media 7: Ten Questions We are going to play a game about the story we saw.
We will read a question out loud.
If you know the answer, please raise your hand.
(Ask students to read the questions on the screen aloud with you.
Encourage children to find the answers until all questions have
been answered correctly.)
Play: Ten Questions
Great job answering the questions!
Now, let’s get ready to write!
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IV. WRITE [10 min.]
Write
【p.75】
p.75 の Make your Own Pattern はみ
んなが発表する前に練習するか、一番最
後にやらせましょう。
For the next activity, let’s look at the animal names we wrote on
the board.
(Turn students’ attention to the list on the board.)
Can you open your Workbook 1, page 75?
Remember the video about the boy who used animals to make a
pattern?
He used giraffes and elephants.
Now we’re going to make some animal patterns too.
Let’s each choose two animals from the animal list in your
Workbook.
We’ll use our animals to make a pattern in our Workbook.
(Encourage students to draw their two animals in their Workbook
and write the names of the animals.)
Now use your animals to make your own patterns.
(When every student has made a pattern, they can take turns
presenting their patterns to the class. They should hold up their
patterns and read them out loud. For example, lion, tiger, tiger,
lion. Then they can ask, “What comes next? What could it be?”)
Now, you will show your patterns to the class.
When it is your turn, hold up your pattern. Read the animal names in order. Then say, “What comes next? What could it be?” See if your friends can guess the answer. Everyone should write their guesses in their Workbook.
V. GOODBYE [10 min.] 1. Media 8: Review Chant
Good job learning about what comes next.
Let’s repeat our chant again.
Play: Review Chant
2. Review Lesson
What did we talk about?
(Encourage response: Sorting, patterns.)
We watched a boy make his own pattern with animals.
What animals were in his patterns?
(Encourage response: Giraffes and elephants.)
We made our own animal patterns too.
First, we sorted animals into groups.
Then, we made patterns with those animals.
We watched Elmo play the What Comes Next game again.
bus driver, bus stop, carrot, cherry, corn, cucumber, firefighter, grapes,
green beans, kiwi, Laundromat, lemon, police officer, playground,
orange, postal worker, plum, rainbow, ROY G BIV, school, strawberry,
store, yellow
2. Flashcard Number Set: All 3. Workbook 2
I. WELCOME [15 min.]
1. Open Media: Sunny Day
Play: Sunny Day
Welcome to class today!
I’m so happy to see you.
I think we’ll have fun reviewing our lessons today.
Who is ready to review what we have learned so far?
I’m so excited to review the things we have learned.
2. Review Homework from
Previous Lesson
Do you have your homework? Can I see your homework?
You wrote so neatly. / Good job! Great spelling. /
Great job matching the ______.
II. WATCH AND REVIEW [25 min.]
1. Media 1: Topic Intro Play: Topic Intro
We have had fun learning English together this year.
We have learned many new things.
We have talked about math and science.
We have talked about our neighborhood and the world around us.
And we’ve learned about ourselves and our families.
Today’s lesson is going to be different from the others.
We will talk about many of the things we’ve learned.
Let’s get started!
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2. Media 2: Count by Tens
We will start by reviewing some math words we learned.
(Hold up one hand.)
How many fingers do I have on this hand?
(Encourage response: Five.)
That’s right. I have a group of five fingers on this hand.
(Hold up your other hand.)
How many fingers do I have on this hand?
(Encourage response: Five.)
Right. That’s another group of five.
Let’s count my fingers by fives.
(Show each hand. Encourage response: Five, ten.)
I have ten fingers. We counted two groups of five.
Now I want everybody to hold up their hands.
(Encourage students to show their hands.)
We are going to count all of the fingers in this room.
We are going to count by fives. Let’s try it together.
(Encourage students to count by fives as you point to each hand.
Stop when they have counted all of the hands in the room.)
How many fingers do we have all together?
(Encourage response: We have [number] fingers.)
Great job counting by fives.
Now let’s count our fingers another way.
Hold up both of your hands, please.
(Encourage students to show their hands.)
How many fingers does each of you have? (Encourage response:
Ten)
Yes! Each of us has ten fingers. So now we are going to count by
tens. Who wants to lead us in counting by tens?
(Encourage a student or students to lead the class in counting by
tens. Count each student’s fingers by tens and encourage
students to count along.)
What number did we count to? (Encourage response.)
Yes! We counted to [number] by fives first, and then we counted
by tens! Great job remembering your number words!
Now let’s watch Ernie and Bert count by tens.
Play: Count by Tens (Lesson 4)
Let’s review what happened in the video. When I ask you a question, please try to answer in a full sentence. (Encourage students to answer in short, complete sentences whenever possible.) What is the first way Ernie and Bert counted?
(Encourage response: They counted by fives.)
Ernie and Bert wanted to count the fastest, so how did they
count? (Encourage response: They counted by tens.)
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* 出来るクラスであれば、それぞれのカ
ウントの仕方で、ノートにnumber
wordsを書かせてもよいです。(レベル
の差がそんなにないクラスであれば、ス
ペルを確認して、ポイント制にしてゲー
ム形式にするのも一つです。)
Can you count to fifty by fives? Let’s count together.
(Show flashcards and encourage students to say the number
(Encourage response: There are [number] students in the
classroom.)
How many windows are in the classroom?
(Encourage response: There are [number] windows in the
classroom.)
How many books are in the classroom?
(Encourage response: There are [number] books in the classroom.)
Let’s count that number by twos.
(Encourage students to count along with you.)
Great work counting by twos, fives, and tens!
3. Media 3:People
Let’s review people who work in the neighborhood.
Who is the person who brings the mail to your house?
(Show “postal worker” flashcard and encourage students to read
the word.)
Who is the person who drives the bus?
(Show “bus driver” flashcard and encourage students to read the
word.)
Who is the person who puts out fires?
(Show “firefighter” flashcard and encourage students to read the
word.)
Who is the person who keeps the neighborhood safe?
(Show “police officer” flashcard and encourage students to read
the word.)
Who is a person who cuts your hair? (Show “barber” flashcard and encourage students to read the
word.)
Those are some of the people in the neighborhood.
Abby and Big Bird are talking about people in their neighborhood.
Let’s watch them.
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Play: People (Lesson 7)
(Encourage students to listen and understand. Encourage students
to answer the following questions in short, complete sentences.)
Who can tell me this job? (Show “postal worker” flashcard and encourage students to say
the word.)
What does a postal worker do? (Encourage response: A postal worker brings the mail.) What job is this?
(Show “firefighter” flashcard and encourage students to say the
word.)
What does a firefighter do? (Encourage response: A firefighter stops fires.)
What job is shown here?
(Show “bus driver” flashcard and encourage students to say the
word.) What does a bus driver do?
(Encourage response: A bus driver drives a bus.)
What is the name of this person in the neighborhood?
(Show “police officer” flashcard and encourage students to say
the word.) What does a police officer do? (Encourage response: A police officer keeps the neighborhood
safe.) Now, let’s look at some places in a neighborhood.
I will show you the flashcard, and you will say the word. Ready?
(Show flashcards and encourage students to say the word:
barbershop, bus stop, laundromat, playground, school, store.)
Now I’m going to ask you some questions about your own
neighborhood.
Who is someone you talk to in your neighborhood?
(Encourage response: I talk to the teacher. I talk to the bus
driver/police officer/shopkeeper, etc.)
What are some places in your neighborhood? (Encourage response: School, store, library, etc.)
Good job talking about your neighborhood!
4. Media 4: What Is a Rainbow? So far, we also learned the colors of a…
(Show “rainbow” flashcard and encourage students to say the
word.)
When do you see a rainbow? (Encourage response: After it rains.) What do we use to remember the colors of a rainbow? (Show “ROY G BIV” flashcard and encourage students to say the
word.)
ROY G BIV helps us to remember the colors of the rainbow.
Please tell me the colors in a rainbow.
(Point to each letter on “ROY G BIV” flashcard to give students
hint of the colors: Red, orange, yellow, green, blue, indigo, violet.)
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How many colors are in a rainbow? (Encourage response: Seven.)
Grover is going to tell us about rainbows.
Please listen carefully to scientist Grover.
Play: What Is a Rainbow? (Lesson 8)
Grover is a scientist.
What did he tell us about rainbows? Let’s review.
(Encourage students to answer in short, complete sentences
whenever possible.)
When does a rainbow appear?
(Encourage response: When it rains. When sunlight shines through
raindrops.)
Let’s look at some things that are red. Can you say these words? (Show flashcards and encourage response: apple, cherry,
strawberry.)
What is something that is orange?
(Show flashcards and encourage response: carrot, orange.) Can you name something that is yellow?
(Show flashcards and encourage response: lemon, banana, corn.)
What is something that is green?
(Show flashcards and encourage response: broccoli, cucumber,
kiwi, green beans.) Who can tell me something blue? (Show flashcards and encourage response: blueberries.)
The common word for indigo and violet is purple.
Can you name some fruits that are purple?
(Show flashcards and encourage response: Grapes, plum.)
5. Media 5: Ten Questions
We are going to play a game to answer questions about what we
learned today.
We will read a question out loud.
If you know the answer, please raise your hand.
(Ask students to read the questions on the screen aloud with you.
Encourage children to find the answers until all questions have
been answered correctly.)
Play: Ten Questions
Great work answering the questions!
Now let’s practice speaking in English.
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Ⅲ. SPEAK [10 min.] Speak
【p.115】
* 右の質問をホワイトボードに書くの
が大変なようなら、あらかじめ紙に書い
ておいて、貼れるように準備しておくと
よいです。その際、ナンバーをそれぞれ
の質問につけると分かりやすいです。
(Write the following sentences on the board:
How do we count to fifty by fives?
How do we count to one hundred by tens?
What type of home do you live in?
Who is someone you see in your neighborhood every day?
What is something you like about your neighborhood?
Can you name the colors of the rainbow?
What is your favorite color?
(As you ask each question, the students should be able to answer
in short, complete sentences.)
Can you open your Workbook 2, page 115?
Let’s take turns answering these questions about what we have
learned.
Try to answer in complete sentences.
How do we count to fifty by fives? (Write “5” on the board, then “10.” Then write this sentence on the
board: “The number after 5 is 10.” Encourage students to come up
with the numbers that come next, until they get to fifty. Write their
answers on the blackboard as they count.)
How do we count to one hundred by tens?
(Write “10” on the blackboard, then “20.” Encourage students to
count by tens until they count to one hundred. Write their answers
on the blackboard as they count.)
What type of home do you live in?
(Encourage students to recall what they learned so far about
different kinds of homes.) Who is someone you see in your neighborhood every day?
(Help students remember all the people they learned about in
their neighborhoods. Give hints where necessary.)
What is something you like about your neighborhood? (Ask for volunteers to answer the question in a complete
sentence.) Can you name the colors of the rainbow? (Write ROY G BIV on the blackboard to remind students about the
colors of the rainbow.)
What is your favorite color?
(Encourage students to volunteer. Encourage them to answer
using the following sentence and fill in the blank with the color
they like best: “My favorite color is _______.”)
Ⅳ. GOODBYE [10 min.]
1. Review Lesson
Great job talking about all the things we learned in class so far.
In class today, we did a lot of speaking and reading.
We talked about counting by tens, rainbows, and our
neighborhoods.
Who can tell me one person who works in a neighborhood?
(Encourage response.)
Who can tell me how many colors are in a rainbow?
(Encourage response.)
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What is the fastest way to count to one hundred?
Do you count by ones, twos, fives, or tens?
(Encourage response: Tens.)
We had a great time talking about some things we learned!
2. Give Students Homework Let’s look at our homework for this week.
This week’s homework is special.
It will help me see what you have learned so far.
Your homework is about counting, rainbows, and people and
places in your neighborhood.
You will take this home and write the answers for each question.
When you are writing words, try to spell each word correctly.
Please do your best on this homework and check your work
before bringing your homework to class next time.
3. Say Good-bye
*As students exit the room, you might encourage their questions
about the lesson, or ask them each a personal question about the
lesson.
Bye, [child’s name]! See you next time, [child’s name]!