Lighthouse for Hong Kong Book 1 Scheme of worklighthouse.ephhk.com/resources/Teaching Plan/Book 1/lh_bk1_u1_tp.pdf · Lighthouse for Hong Kong Book 1 Scheme of work Module: Me, my

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•Nam

esome

schoolobjects

•Introduce

oneself

•Askandanswer

questionsabout

things

•Useformulaic

expressionstotalkabout

names

Hello!IamAndy.

Hi!MynameisLucy.

•Use‘Iam’and‘w

eare’

torefertopeople

Iam

Sam

.WeareinClass1A.

•Use‘w

hat’toaskabout

things

Whatisit?/Whatare

they?

•Use‘itis’and‘theyare’

torefertoobjects

Itisaruler./Theyare

rulers.

•Usesingularandplural

form

sofnounstorefer

tothings

Itisapencil./Theyare

pens.

Listening

•Identifykeyw

ordsinshortutterancesby

recognisingthestress

•Locatespecificinform

ationinresponseto

simplequestions

Speaking

•Pronouncecorrectlywordsinconnected

speechbylinkingwordstogetherandusing

appropriatestress

•Im

itateappropriatestress,rhythmand

intonation

•Maintainaninteractionbyproviding

inform

ationinresponsetofactualquestions

Reading

•Recognisethebeginningandendof

sentences

•Distinguishbetweencapitalandsmallletters

•Recognisefamiliarwordsinnew

texts

•Understandtheconnectionbetweenideas

byidentifyingpronouns

•Recognisetheform

atandlanguage

featuresofsomecommontexttypes

•Locatespecificinform

ationinashorttextin

responsetoquestions

Writing

•Usethelefttorightdirectionalitysequence

•Usecapitalandsmallletters

Collaborativeskills

•Identifyandacceptdifferentrolesincollaborative

work

Communicationskills

•Interactwithteachersandclassmatesinclassroom

situationsandactivities

•Provide,useandexchangesimpleinform

ationon

familiartopics

Criticalthinkingskills

•Identifymainideasinsimplespokenandwritten

textsandstateopinions

•Understandcause-and-effectrelationshipsconveyed

insimpletexts

Problem-solvingskills

•Recogniseandsolvesimpleproblemsingiven

situations

Self-managem

entskills

•ParticipateactivelyinEnglishlearningtasks

Studyskills

•Locateandextractspecificinform

ationandmain

ideasfrom

shortgiventexts

Valuesandattitudes

•Greetpeoplepolitely

•Bekindtoteachersandclassmates

•DevelopconfidenceinusingEnglishthrough

performingtasksontheirow

noringroups,etc.

•schoolobjects

Text

typ

es

•songs

•conversations

•stories

•chants

•rhym

es

•labels

Pho

nic

s

•initialm

•initialn

33

1.1

Vocabulary input:• Schoolobjects

Language practice:• Using‘Iam’and‘weare’totalkaboutpeople• Using‘what’toaskaboutthings• Using‘itis’and‘theyare’totalkaboutthings• Using‘a/an’totalkaboutsingularnouns• Usingpluralformsofcountablenouns

Listening practice:• Listeningtoaconversation• Matchingthechildrenwiththeschoolobjects

Reading:• Schooliscool!

Phonics:• Initialmandinitialn

Pair work:• Askingandtalkingaboutthemissingschoolobjects

Text type:• Labels

Light up the world:• Australia

Prior knowledge• Alphabet• Vowelsandconsonants• Namesofschoolobjects

Unit overview

extendedreading afterUnit2

speakingpractice

Unit1School is cool!(Module:Me,myfamilyandfriends)

Show and Tell:• Mynewfriend

Task:• Writingaboutyournewfriend

Suggested teaching time: 12periods(420minutes)

1.2

Activities(pageno./time)

Overview Extendedactivities Genericskills

Light up your way!Light up your way!(pages4–5/10’)

• Singingthealphabetsong• Sayingthechantaloud

• Communicationskills

(page7/15’)

• Namingschoolobjects• Findingthecrayonsinthepicture• Readingtherhyme

• Communicationskills

Fun with wordsFun with words(pages8–9/45’)

• Playingaguessinggametolearnthenamesofschoolobjects

• Learningtheuseof‘a/an’beforetheschoolobjects

• Using‘an’beforenounsthatstartwithvowelsounds

• Preparingthestationerycorners

• Communicationskills• Criticalthinkingskills

(page9/20’)

• Practisingsayingformulaicexpressionsformakingfriends

• ShowandTell • Communicationskills• Collaborationskills

Time to read!Time to read!(pages10–12/120’)

• Readingthestory• Identifyingcapitallettersinthestory• Finishingthepost-readingquestions

• Reader’stheatre • Criticalthinkingskills• Studyskills

Light up grammar (1)Light up grammar (1)(page13/35’)

• Using‘Iam’and‘Weare’atthebeginningofsentences

• Role-playingthechildrenandchantingtogether

• Communicationskills• Collaborationskills

Light up grammar (2)Light up grammar (2)(page14/45’)

• Using‘what’toaskaboutthings• Using‘itis’and‘theyare’torefertothings

• Adding‘s’towordstoindicatemorethanonething

• Designingschoolobjects

•*Smallclassteachingplan(Numberedheadstogether)

• Communicationskills• Collaborationskills• Creativity

Time to practise!Time to practise!(page15/35’)

• Listeningtoaconversationandfindingtheownersoftheschoolobjects

• Criticalthinkingskills

(page15/15’)

• Learningtheinitialsoundsmandn • Communicationskills

(pages80&82/20’)• Using‘what’toaskaboutschoolobjects

• Using‘itis’and‘theyare’totalkaboutschoolobjects

• Communicationskills• Criticalthinkingskills

Text typeText type(page16/25’)

• Recognisingsomefeaturesoflabels• Completingtwolabels

• e-Classroom • Self-managementskills

• Studyskills

(pages18–19/35’)

• ReadingandlearningaboutAustralia,kangaroosandkoalas

• Watchingavideoaboutkoalas

• Informationtechnologyskills

• Studyskills

Unit rundown

*Suggestedteachingtimeis45minutes

1.3

Book1Unit1

Learning objective:• Toactivatepriorknowledgeaboutthealphabet,vowelsandconsonants

Learning objective:• Toactivatepriorknowledgeaboutschoolobjects

Suggested activities Remarks

Revisingthealphabet

1.Playthealphabetsonginthee-Textbooktostudents.

2.Askstudentstolistentothesongandwritethemissinglettersintheblanks.

3.Invitesomestudentstowritetheanswersontheboard.

4.Askstudentstosingthesongwithyou.Theyshouldpointatthelettersthatcorrespondtothelyrics.

e-Textbook Remindstudentstowrite

capitallettersintheblanks.

Knowingaboutvowelsandconsonants

1.Playthechantinthee-Textbooktostudents.Introducethefivevowelstothem.

2.Saythechantaloudwithstudents.

3.SayThereare26lettersintheEnglishalphabet.Fiveofthemarevowels.Alltheothersareconsonants.

4.Askstudentstoreadtheconsonantsaloudtofamiliarisethemselveswiththesmallletters.

e-Textbook


‘What things do you bring to school?’

Lead-in Identifyingtheobjectsinthepicture

1.Lookatthepictureonpage7ofthee-Textbookwithstudents.

T:Wherearethechildrengoing?(Theyaregoingtoschool.)

2.AskstudentsDoyoulikeyourschool?Askthemtoputuptheirhandstoshowtheirpreference(yesorno).

3.Letstudentsfindtheorangecrayonandbluecrayoninthepictureandcirclethem.

4.Askstudentsiftheycandiscoveranyotherschoolobjectsinthepicture,e.g.thebooksmakeuptheschool;theerasersarethestairs;thecrayons,pencilsandapenmakeupthetreesandtherulersmakeuptherailway.Askthemtopointouttheobjects;thereisnoneedforthemtosaythenamesoftheobjectsatthisstage.

e-Textbook

Light up your way!Light up your way!(pages4–5) Suggested teaching time: 10minutes

Suggested teaching time: 15minutes(page7)

1.4

Book1Unit1


Readingthesong

1.Playthesongatthebottomofthepagetostudents.

2.Letstudentspointoutthenamesoftwoschoolobjectsinthesong.(Booksandpens.)

3.Askstudentstosaywhatschoolobjectstheybringtoschool.

e-Textbook

Learning objectives:• Tolearnthenamesofdifferentschoolobjects• Tolearntouse‘an’beforenounsthatstartwithvowelsounds


‘Mike’s new friends’

Lead-in Introducingthetexttype

1.IntroducethelittlemouseMiketotheclass:ThisisMike.Hemeetssomenewfriends.Let’sseewhohemeets.

2.Writesomewordsontheboard(seebelow)andsayThesearethenamesofhisnewfriends.

3.Readaloudthe‘names’andaskstudentstorepeatafteryou.

4.ShowoneofthePictureCardstostudents.Don’tshowthewholepicturetothestudents,showonlypartofit.Askstudentstoguesswhattheobjectis.

5.Afterafewguesses,showthewholepicturetostudents.Then,invitethewholeclasstoreadoutthenameoftheobject.

PictureCards(schoolobjects)

Fun with wordsFun with words (page8) Suggested teaching time: 30minutes

ruler pen

pencil pencil sharpener

eraser crayon

1.5

Book1Unit1

a ruler a pen

a pencil a pencil sharpener

an eraser a crayon

Resources:Stationeryitems

1.Askstudentstoworkingroupsoffivetosetupastationerycornertoshowcaseallthestationeryitemsthattheyuseonadailybasis.

2.Tellstudentstoputalabelnexttoeachofthestationeryitems.

3.Encouragestudentstocollectstationeryitemswithinterestingshapesandputthemintheircorners.

4.Invitesomegroupstopresenttheirstationerycornerstothewholeclass.

Extension Stationerycorners


6.AskastudenttoputthePictureCardnexttothecorrespondingword.

7.Repeatthesamestepsforotherschoolobjectsonthepage.

8.YoucanalsousethePictureDictionaryinthee-Textbooktointroducethevocabularyinthisunit.Alternatively,clickonthetargetvocabularyonthepage.

Identifyingtheuseof‘a’and‘an’

1.TellstudentsWeuse‘an’beforenounsthatstartwiththevowelsoundsa,e,i,oandu.

2.Readaloudtheschoolobjectsslowlyonebyone.Guidestudentstolistentotheinitialsoundsandidentifytheschoolobjectthatstartswithavowelsound.(Eraser.)

3.Invitestudentstoputthecorrectarticle‘a’or‘an’infrontoftheschoolobjects.

4.Askstudentstoreadoutthenamesoftheschoolobjects(withthearticle).

e-Textbook

PictureCards(schoolobjects)

Development

1.6

Book1Unit1


‘The little cat and the school objects’

Lead-in Amatchinggame

1.Show‘abook’totheclass.Askforitsname.(Abook.)

2.Show‘anotebook’.Explainitsusetostudents:Itisasmallbookforustowritenotesin.Wecallitanotebook.

3.Show‘aschoolbag’.Askstudentsaboutit.

T:Isitabook?(No.)Isitabag?(Yes.)

T:Wheredowetakeitto?(School.)

T:Wetakethisbagtoschool.Wecallitaschoolbag.

4.Introducethe‘pencilcase’tostudents.Thisisacase.Weusuallyputpencilsandotherschoolobjectsinit.Wecallitapencilcase.

5.ShowthefourPictureCardstostudents.Askstudentstotellyouwhattheyare.

Abook,anotebook,aschoolbag,apencilcase

PictureCards(schoolobjectsonpage9)

Development Joiningthedots

1.Askstudentstojointhedotsonthepageandfindoutwhattheschoolobjectsare.

2.Explaintostudentstheuseofthearticle‘a’forthesefourschoolobjects.

3.Tellstudentsthattheycancolourthefourschoolobjectsintheirbooktomakethemlookmorebeautiful.

4.LetstudentsplaytheVocabularyGameonpage8ofthee-Textbooktoconsolidatelearning.

e-Textbook

Learning objective:• Tolearnthenamesofmoreschoolobjects

Fun with wordsFun with words (page9) Suggested teaching time: 15minutes

Learning objective:• Tolearnformulaicexpressionsformakingnewfriends

(page9) Suggested teaching time: 20minutes


‘Let’s make some new friends!’

Gettingtoknowsomeformulaicexpressionsformakingfriends

1.Tellstudentsthattheyaregoingtomakenewfriendsatschool.

1.7

Book1Unit1


2.Demonstratehowwecanmakenewfriendsbyinvitingoneofthestudentstohavethefollowingconversationwithyouinfrontoftheclass.

T:Hello!IamMissChan.Whatisyourname?

S:MynameisMike.

T:Canyouspellyourname?

S:Yes,m-i-k-e.

T:Whatclassareyouin?

S:IaminClass1A.

3.Drawthefollowingtableontheboardandwritedowntheinformationaboutthestudent.

Practisingsayingtheformulaicexpressions

1.Showpage9ofthee-Textbook.Readtheconversationonthepagesentencebysentence.Invitestudentstorepeatafteryou.

2.Putstudentsintopairsandaskthemtorole-playtheconversationwiththeirpartners.

3.DistributeWorksheet1tostudents.Askstudentstowalkaroundtheclassroomandtalktothreenewfriends.ThentheyneedtofillintheinformationabouttheirnewfriendsinPartAoftheworksheet.

4.AskstudentstotalktothreemorestudentsinotherclassesduringrecessorlunchtimeandfinishPartBoftheworksheet.

e-Textbook

Worksheet1(page1.26)

Name MikeClass 1A

Learner diversity—Highachievers Resources:ConversationCard(page1.27)

1.Putstudentsintopairs.DistributetheConversationCardtothem.

2.Gothroughthecontentofthecardwithstudents.Introducetheexpression‘Nicetomeetyou(too)!’

3.Givestudentssometimetorole-playtheconversationwiththeirpartners.

1.8

Book1Unit1

Learning objectives:• Toidentifycapitalletters• Toreadastoryaboutaboymakingfriendsatschool

Time to read!Time to read! (pages10–12) Suggested teaching time: 120minutes


Light up reading Suggestedteachingtime:10minutesIntroducingcapitalletters

1.Invitestudentstosingthealphabetsongwithyou.

2.Whileyouaresingingthesong,writethealphabetontheboard.Writesomeofthelettersincapitallettersandsomeinsmallletters.

3.Introducetheterms‘capitalletters’and‘smallletters’totheclassbyassociatingthemwiththelettersontheboard.TelltheclassthatCapitallettersusuallylookbiggerthansmallletters.

4.Invitesomestudentstocomeoutandpointtosomecapitalorsmalllettersontheboard.

5.Askstudentstotellyouwhichwordshavecapitallettersafterreadingthestory.

Main text Suggestedteachingtime:70minutes

Warm-up (5 minutes) Arousingstudents’interest

1.Telltheclassthattheyaregoingtoreadaboutaboywhomakesanewfriendatschool.

2.Askstudentswhotheirnewfriendsareintheclass.Invitethemtointroduceoneoftheirnewfriendstotheclass.

ShowandTell — My new friend

1.Eachstudentdrawsapictureofoneofhis/hernewfriendsonapieceofpaperandbringsittotheclass.

2.Askstudentstothinkoffoursentencestodescribethefriend.Theymaytalkaboutthenameoftheirfriend,thespellingoftheirfriend’sname,whethertheirfriendisagirloraboy,whichclasstheyareinandwhethertheylikehim/her.

3.Invitestudentstocomeoutwiththepictureandtalkabouttheirnewfriend.

e.g.Mynewfriend

• MynewfriendisKitty,k-i-t-t-y.

• Sheisagirl.

• SheisinClass1B.

• Ilikeherverymuch.

1.9

Book1Unit1

2.Readthesecondpartofthestory(Pictures5–8)tostudents.Usedifferentvoicesfordifferentcharacters.


Pre-reading (10 minutes) Introducingthesettingandmakingpredictions

1.Lookatthefirstpictureofthestoryonpage10ofthee-Textbookwithstudents.Askstudentsthefollowingquestionstointroducethesetting.

T:Wherearethechildren?(Onabus.)

T:Wherearethechildrengoing?(Toschool.)

T:Howmanychildrencanyouseeinthefirstrow?(Four.)

T:WhoisMark?Pointtohiminthepicture.

T:Whoisthenewboy?Pointtohiminthepicture.

2.Introducethesettingtostudents:Somechildrenaregoingtoschoolonabus.Markwantstotalktoanewboynexttohim.

3.AskstudentstopredictwhatmayhappentoMarkandthenewboy.Givethemsomequestionstothinkabout.

• WhatdoesMarkdo?

• Whatdoesthenewboydo?

• DoMarkandthenewboybecomefriends?

e-Textbook

Notethatschoolchildreninsomeforeigncountriesdonotwearschooluniforms.

While reading (55 minutes) Readingthestory

1.Playthefirstpartofthestory(Pictures1–4)tostudents.EncouragestudentstopayattentiontowhatMarkdoestomakeanewfriend.(Herunsaftertheboyandintroduceshimself.)

e-Textbook

HOT skills Resources:Worksheet2(page1.28) 5W1H questions

1.DistributeWorksheet2tostudents.

2.Gooverthequestionswithstudentsandaskthemtocirclethecorrectanswers.

3.Checkanswerswithstudentsandclarifyanyproblems.Drawstudents’attentiontotherelevantpicturesiftheycannotfindtheanswers.

AnswersforWorksheet2:

1.inthemorning 2.bybus 3.runningaway4.hedoesnotwanttotalktoMark 5.MissWong 6.intheclassroom

1.10

Book1Unit1

HOT skills Resources:Worksheet3(page1.29) Timeline

1.DistributeWorksheet3tostudents.

2.Askstudentstolookatthewholestoryagainandfillineachblankwithoneword.

3.Gothroughtheanswerswithstudentstochecktheirunderstandingofthestory.

AnswersforWorksheet3:

3.Readorplaythestorytostudentssentencebysentence.Invitestudentstorepeatafteryou.

1.29

Worksheet 3 (for pages 10–11)

Name: ( ) Class: Date:

What happens to Mark at school? Write the correct answers in the blanks.

1. Mark meets a new

on the bus.

2. Mark wants to

to the boy.

3. The boy

away.

4. Mark meets the new boy again

in the .

5. Mark and the boy

the same things.

6. Mark and the boy

friends.

© 2014 You may photocopy this page for classroom use.

Book1_U1_tg.indd 29 23/6/14 9:52 AM

boy talk

runs

classroom

like/drawbecome

Learner diversity—Highachievers Resources:e-Textbook(Extendedreadingpassage)

1.Printoutenoughcopiesoftheextendedreadingpassageinthee-Textbookfortheclass.

2.Afterstudentshavefinishedthereadingtextandthepost-readingexercise,distributetheextendedreadingpassagetothemforfurtherreadingpractice.

Learner diversity—Developinglearners Resources:e-Textbook(Simplifiedreadingpassage)

1.Tocaterforlearnerdiversity,usethesimplifiedversionofthereadingtexttoreplacetheoriginaltext.

2.Eitherprintoutcopiesofthesimplifiedtextforstudentsoraskstudentstoopentheanimationinthee-Textbook.

1.11

Book1Unit1


Let’s check! Suggestedteachingtime:20minutes

1.Letstudentsidentifyallthecapitallettersinthestory.Usethee-Textbooktohelpillustratetheanswers.

2.Askstudentsiftheyfindanycommonpointsaboutthe‘location’ofthecapitalletters.

3.ConcludethefindingsbytellingstudentsthatAsentencestartswithacapitalletter.People’snamesandtitlesalsostartwithcapitalletters.Choosesomeexamplesfromthestorytoillustratethepoints.

e-Textbook

After you read Suggestedteachingtime:20minutes

1.Askstudentsfortheanswerstothefirstquestion(thedrawing)beforetheydrawthepicture.(Apencilcaseanderasers.)

2.Gothroughthetwoquestionsandtheoptionswithstudents.Guidethemtolookattherelevantpicturesinthestoryandfindtheanswers.

3.Letstudentscompletethelastquestion(fillintheblanks).

4.Checkanswersandclarifyanyproblems.

5.Youcanaskstudentstodotheextendedcomprehensionquestionsinthee-Textbook.

e-Textbook

1.Dividetheclassintofourgroups:thenarrator,Mark,MissHillandEric.

2.Invitesomegroupstoperformtherole-playinfrontoftheclass.

Extension Reader’stheatre

Learner diversity—Highachievers Resources:Crayonsanddrawingpaper

1.Askstudentsthefollowingquestions.

T:WhatschoolobjectsdoMarkandEriclike?(Pencilcasesanderasers.)

T:Whatschoolobjectsdoyoulike?(Students’ownanswers.)

2.Askstudentstodrawwhattheylikeonthedrawingpaper.

3.Whenstudentshavefinisheddrawing,letthemwalkaroundtheclassroomtoseeiftheycanfindanyonewholikesthesamethingsasthem.

Grammar ips

Capital letters

Weusecapitalletters:1.atthestartofasentenceorquestione.g.Itisasunnyday. AreyouinClass1A?

2.forthepronoun‘I’e.g.PeterandIareinthesameclass.

1.12

Book1Unit1

Learning objective:• Touse‘Iam’and‘weare’totalkaboutpeople


Lead-in Introducingthetargetstructures

1.SaytostudentsIam(yourname).Iamaman/woman.

2.Inviteaboy,e.g.Sam,tocomeoutandsayIamSam.Iamaboy.

3.Inviteagirl,e.g.Betty,tocomeoutandsayIamBetty.Iamagirl.

4.Writethesentencesontheboardasshownbelow.

5.TellstudentsWeuse‘Iam’totellpeoplesomethingabout‘I’.

6.Inviteafewmorestudentstointroducethemselvesusingthesetwosentences.

7.AskSamWhatclassareyouin?SamshouldanswerIaminClass1A.AskBettythesamequestion.BettyshouldalsoanswerIaminClass1A.PromptSamandBettytosayWeareinClass1A.

Light up grammar (1)Light up grammar (1) (page13) Suggested teaching time: 35minutes

I am Sam. I am a boy.I am Betty. I am a girl.

3.withpropernouns• namesandtitlesofpeople

e.g.HernameisMary. MrBrownismyteacher.• namesofcountriesandcontinents

e.g.John’sfatherworksinChina.• namesofstates,cities,towns,villages,etc.

e.g.Londonisabusycity.• namesofroads,streets,buildings,parks,etc.

e.g.Mysister’sofficeisinNathanRoad.• namesofrivers,oceans,seas,lakes,etc.

e.g.PetergoestotheDeadSeawithhiswifeeveryyear.• monthsoftheyear

e.g.MybirthdayisinJune.• daysoftheweek

e.g.WedonotgotoschoolonSundays.• holidays

e.g.MyauntiscomingtovisitusatChristmas.

1.13

Book1Unit1


8.TellstudentsWeuse‘weare’totellpeoplesomethingabouttwoormorepeople,includingthespeaker‘I’.

9.Letstudentscirclethecorrectwordsinthegrammarbox.

10.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethisgrammaritem.

e-Textbook

e-Textbook

e-Textbook

Development Practisingthesentencepatterns

1.Askstudentstocompletethesentenceswith‘Iam’or‘Weare’.

2.Checkanswerswiththemandclarifyanyproblems.

3.Playthechantinthee-Textbooktostudents.Invitestudentstoreadthechantafterthedemonstration.

4.LetstudentsplaytheGrammarGameinthee-Textbooktoconsolidatelearning.

Learner diversity—Highachievers

1.Askstudentstoformgroupsofthree.Thegroupscanbethreeboys,twoboysandonegirl,oneboyandtwogirls,orthreegirls.

2.Studentsshouldrewritetheoriginalchanttoformanewchantfortheirgroup.

e.g.Hello,Nancy!IamJane!

Wearegoodgirls!Let’sbefriends!

Hello,Rita!IamJane!

Weareclassmates!Let’sbefriends!

3.Encouragestudentstothinkofsomeactionstogowiththechanttoaddinterest.

4.Invitesomegroupstocomeoutandreadouttheirnewchant.Praiseanygoodperformance.

1.14

Book1Unit1

What is it?It is a ruler.It is an eraser.

What are they?They are rulers.


Lead-in Introducingthetargetstructures

1.Showstudentsoneruler.AskstudentsWhatisit?(Aruler.)Guidestudentstogivetheanswerusing‘itis’,i.e.Itisaruler.

2.Repeatthesamestepswith‘aneraser’.

3.Showstudentstworulers.AskstudentsWhatarethey?(Rulers.)Guidestudentstogivetheanswerusing‘theyare’,i.e.Theyarerulers.

4.ExplaintothemthatWeuse‘itis’torefertooneobjectand‘theyare’torefertomorethanoneobject.

5.Writethequestionsandanswersontheboardasshownbelow.

6.TellstudentsYouneedtoput‘a’or‘an’beforeasingularnounandadd‘s’forpluralnouns.

7.Letstudentscompletethesentencesinthegrammarbox.

8.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethesegrammaritems.

Tworulers,aneraser

e-Textbook

Development Practisingthetargetstructures

1.TelltheclassThechildreninMissWhite’sclasshavesomeinterestingschoolobjects.Let’sseewhattheyare.

2.AskstudentstolookatthemiddlepartofthepageandguidethemtotellyouwhatMissWhitesays.

Learning objectives:• Touse‘what’toaskaboutthings• Touse‘itis’and‘theyare’torefertothings• Toconstructthepluralformsofnouns

Light up grammar (2)Light up grammar (2) (page14) Suggested teaching time: 45minutes

Book1Unit1


3.Letstudentsworkinpairstotalkabouttheschoolobjectsatthebottomofthepage.RemindthemthattheyneedtorefertothesentencepatternsgivenbyMissWhiteandherstudents.

4.Invitesomepairstocomeoutandrole-playtheconversations.

5.LetstudentsplaytheGrammarGameinthee-Textbooktoconsolidatelearning.

6.UseClassroomPracticeSystem(CPS)toconsolidatethetargetstructuresthatstudentshavelearnedinLightupgrammar(1)&(2).

e-Textbook

ClassroomPracticeSystem

Resources:Drawingpaperandcrayons

1.Giveeachstudentapieceofdrawingpaperandsomecrayons.

2.Askstudentstodesignanddrawtwoschoolobjectswithinterestingshapesonthepaper.

3.Invitesomestudentstocomeoutandshowtheirpicturestotheclass.Theclassneedtousethetargetstructures‘Whatisit/arethey?’toaskabouttheschoolobjects.

4.Thestudentsshouldgivetheanswerusing‘Itis/Theyare...’

Extension Designingschoolobjects

1.15

Suggested teaching time: 45minutes

Resources:PictureCards(schoolobjects),Worksheet4(pages1.30–1.31)

Stage Teaching steps Setting/Grouping

Lead-in(5’) Bringingoutthefocusofthelesson

Revisethenamesoftheschoolobjectstaughtonpages8and9withstudents.Userealobjectsorpicturecardstodothis.

Telltheclasswhattheyaregoingtodotoday.

T:Class,wearegoingtoaskandtalkaboutsomeschoolobjects.

Putthelessonobjective—‘Askingandtalkingaboutsomeschoolobjects’—ontheboard.

Wholeclass

Development(35’) Conceptbuilding—Learningthetargetstructures

Showstudentsaruler.AskstudentsWhatisit?(Aruler.)Guidestudentstogivetheanswerusing‘itis’,i.e.Itisaruler.

Repeatthesamestepswith‘aneraser’.

Showstudentstworulers.AskstudentsWhatarethey?(Rulers.)Guidestudentstogivetheanswerusing‘theyare’,i.e.Theyarerulers.

ExplaintothemthatWeuse‘itis’torefertooneobjectand‘theyare’torefertomorethanoneobject.

Writethequestionsandanswersontheboardasshownbelow.

TellstudentsYouneedtoput‘a’or‘an’beforeasingularnounandadd‘s’forpluralnouns.

LetstudentscompletethesentencesinthegrammarboxandMissWhite'squestions.

Checkanswerswithstudentsandclarifyanyproblems.

Askingandtalkingabouttheschoolobjects

Putstudentsintogroupsoffour.Assignnumbers1,2,3,4tothestudentsinthegroup.

Wholeclass

Numberedheadstogether(Groupsoffour)

Small class teaching plan (forpage14)

What is it?It is a ruler.It is an eraser.

What are they?They are rulers.

1.16

Stage Teaching steps Setting/Grouping

DistributeWorksheet4tostudents.Ingroups,studentslookatthepicturesinPartA,discussthequestionstogetheranddecideontheanswerforeachquestion.TheyhavetowritetheiranswersinPartBoftheworksheet.

Calloutanumber.AskallstudentswiththatnumbertostandupandtellyoutheanswertoQuestion1.

RevealtheanswertoQuestion1.Tellallthestudentswhohaveansweredcorrectlytoputatickinthethirdcolumnofthetable.

Repeatsimilarstepsfortheothersevenschoolobjects.

Completingtheexerciseinthebook

Letstudentsworkinpairstotalkabouttheschoolobjectsatthebottomofthepage.RemindthemthattheyneedtorefertothesentencepatternsgivenbyMissWhiteandherstudents.

Invitesomepairstocomeoutandrole-playtheconversations.

Reflection(5’) Recapthelessonobjective.Remindstudentstouse‘a’and‘an’forsingularor‘s’forpluralwhentalkingaboutcountablenouns.

Evaluatestudents’performanceandbepreparedtoelaborateontheconcepttolowachieverswhennecessary.

Wholeclass

1.17

Book1Unit1

1.18

Learning objectives:• Tolistentoaconversation• Tofinishthematchingexercise


Pre-listening Preparingforthelistening

1.Introducethelisteningactivitytostudents.Tellstudentsthattheyneedtodrawalinetomatchthechildwhosaysthenameofacertainschoolobjectaftereachbeep.

2.Gooverthenamesofthefourchildren.Makesurestudentsknowhowtopronouncethenames.

3.Askstudentsforthenamesofthefiveschoolobjects.Letstudentswritethenamesnexttotheobjectsifnecessary.

While listening Identifyingthekeywords

1.Playtherecordingonce.Askstudentstopayattentiontothenamesofstudentsandschoolobjectsmentionedintherecording.

2.Playtherecordingagain.Pauseatsuitableintervalstoallowstudentsenoughtimetomarkdownthelettersoftheanswersnexttothenumbers.

e-Textbook

Studentsneednotdrawthelinesatthisstage.

Post-listening Roundingup

1.Playtherecordingagainforstudentstochecktheiranswers.

2.Givestudentssometimetotidyuptheiranswersanddrawthelines.

3.Checkanswerswithstudentsandclarifyanyproblems.

Time to practise!Time to practise!(page15) Suggested teaching time: 35minutes

Audio script

Narrator: Numberone.Amy: David,whatisit?Itlooksnice.David: Itisaruler.(beep)Narrator: Numbertwo.Amy: Susan,whatarethey?Theylookfunny.Susan: Theyarepencils.(beep)Narrator: Numberthree.Amy: Whatisit,Paul?Paul: Itisaneraser.Ilikeitverymuch!(beep)Narrator: Numberfour.Paul: Amy,showusapencilsharpener.Amy: Look,itisastrawberrypencilsharpener!Paul: Itlooksgreat!(beep)

1.19

Book1Unit1

Learning objectives:• Toidentifytheinitialmandnsounds• Topronouncetheinitialmandnsounds


1.Playtherhymeoftheinitialmsoundinthee-Textbook.Askstudentstopayattentiontoanyrepetitionofinitialsounds.

2.Readeachwordintherhymeslowly.Guidestudentstotellyoutherepetitionoftheinitialmin‘my’and‘Maisie’.

3.Writethewords‘my’and‘Maisie’ontheboard.Readthewordstostudentsandaskthemtorepeatafteryou.

4.ShowthePhonicsDemonstrationinthee-Textbookandexplainhowtopronouncethemsound.

5.Playtherhymeoftheinitialnsoundinthee-Textbook.Askthefollowingquestionstobringoutthetargetwords.

T:Whohasninepens?(Nicky.)

T:WhodoesNickygivehispencilsto?(Hisnicefriends.)

6.Writethewords‘Nicky’,‘nine’and‘nice’ontheboard.Readthesewordsaloudtotheclassandguidethemtolistenforthensound.

7.Askstudentstorepeatthewordsafteryou.

8.ShowthePhonicsDemonstrationinthee-Textbookandexplainhowtopronouncethensound.

9.Readeachlineoftherhymestostudentsandinvitethemtorepeatafteryou.

10.AskstudentstoplaythePhonicsGameinthee-Textbooktoconsolidatelearning.

e-Textbook

Learning objectives:• Torevisetheuseof‘what’toaskaboutschoolobjects• Torevisetheuseof‘itis’and‘theyare’totalkaboutschoolobjects


‘Identifying school objects’

Revisingthenamesofschoolobjects

1.RevisethenamesofschoolobjectswithstudentsusingthePictureCards. PictureCards(schoolobjects)

(pages80&82) Suggested teaching time: 20minutes

(page15) Suggested teaching time: 15minutes

1.20

Book1Unit1


2.Putstudentsintopairs.AssignoneofthemasStudentAandtheotherasStudentB.

3.AskStudentAstolookatpage80andStudentBstolookatpage82silently.Letthemidentifytheschoolobjectsontheirrespectivepages.

RemindstudentsNOTtopeekateachother’spictures.

Completingthepairwork

1.ChooseaStudentAtoaskaquestionaboutthefirstpictureonpage80asademonstration,e.g.A:Picture1.Whatisit?

2.InvitealltheBstolookattheschoolobjectinPicture1onpage82andguidethemtoanswerthequestion,e.g.B:Itisabook.

3.GuidealltheAstocirclethecorrectanswerinQuestion1.

4.LetalltheAsaskQuestions2and3.ThenswaprolestolettheBsaskthequestionsandtheAsanswer.

5.Walkaroundtheclassroomtomonitorprogressandofferhelpifnecessary.

Student’sBook(Pairwork)

1A (Student A)

2A (Student A)

Pair workPair work

2A (Student A)

1

1

2

2

3

3

4

4

5 6

A: Picture (number). What is it? B: It is ...A: Picture (number). What are they? B: They are ...

A: Picture (number). Who is he/she? B: He/She ...A: Can you spell his/her name?B: Yes, ...

a school bag / a book books / notebooks a ruler / a pencil case

? ? ??

Remember to say the picture number first.


Talk about the school objects with your friend. Circle the correct words.

1A (Student A)

Talk about the people with your friend. Write the names.

Pair work

80

P157_1Apw.indd 80 14年5月22日下午3:49

5A (Student A)5A (Student A)

A: What is the boy wearing? B: He is wearing ..., ... and ...

1B (Student B)1B (Student B)

1 2 3

4 5 6

pens / pencils a school bag / a book pencil sharpeners / erasers

B: Picture (number). What is it? A: It is ...B: Picture (number). What are they? A: They are ...

???????


Talk about the missing boy with your friend. Draw three clothing items the boy is wearing.

Talk about the school objects with your friend. Circle the correct words.

Pair work

82

P157_1Apw.indd 82 14年5月22日下午3:49

Learning objective:• Torecognisesomefeaturesoflabels



1.Showstudentstheschoolobjectwithoutalabel.Askthemwhotheobjectbelongsto.(Wedon’tknow.)Showstudentsapuzzledlook.

2.Showstudentstheschoolobjectwithalabel.Askthemwhotheobjectbelongsto.Thestudentsshouldbeabletotellwhotheownerisfromthenameonthelabel.

3.TellstudentsthatAlabelgivesyouinformationaboutanobjectoraperson.Therefore,itisgoodtohavelabelsonyourschoolobjectstotellothersthattheyareyours.Let’sseehowtomakealabel.

Collecttwoschoolobjectsfromstudentsbeforethelesson;oneofthemwithalabelandtheotherwithout.

Development Writinglabels

1.Drawablanklabel(with‘Name:’and‘Class:’)ontheboard.Fillinthelabelbyaskingastudentthefollowingquestions.

T:Whatisyourname?


T:Whatclassareyouin?

Text typeText type (page16) Suggested teaching time: 25minutes

Book1Unit1


2.Invitestudentstoasktheirtwoneighbourstheabovethreequestionsandfillinthelabelsonthepage.

3.Giveoutblanklabelstostudentsandaskthemtocreatetwolabelsforthemselvesandstickthemontheirbelongings.

4.Checktheirlabelsandclarifyanyproblems.

5.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethistexttype.

Labels

e-Textbook

1.21

1.22

Learning objective:• Torecognisesomefeaturesoflabels



1.Showstudentstheschoolobjectwithoutalabel.Askthemwhotheobjectbelongsto.(Wedon’tknow.)Showstudentsapuzzledlook.

2.Showstudentstheschoolobjectwithalabel.Askthemwhotheobjectbelongsto.Thestudentsshouldbeabletotellwhotheownerisfromthenameonthelabel.

3.TellstudentsthatAlabelgivesyouinformationaboutanobjectoraperson.Therefore,itisgoodtohavelabelsonyourschoolobjectstotellothersthattheyareyours.Let’sseehowtomakealabel.

Collecttwoschoolobjectsfromstudentsbeforethelesson;oneofthemwithalabelandtheotherwithout.

Development Writinglabels

1.Borrowapencilfromastudent(StudentA).SayIamgoingtowritealabelforStudentA.Usethefollowingapptotakeaphotoof,andmakealabelfor,thepencil.PleaserefertotheInstructionmanualonpage1.23fortheURLsanddetails.

•ForbothiOSandAndroidusers:Labelbox[free]

2.Putalabelonthephotousingtheappandtype‘Name:’onit.FillinthelabelbyaskingStudentAthefollowingquestions.

T:Whatisyourname?


3.Putanotherlabelonitandtype‘Class:’.FillinthelabelbyaskingStudentAWhatclassareyouin?

4.PrintoutthephotoofthepencilwiththelabelandgiveittoStudentA.

5.Invitestudentstoasktheirtwoneighbourstheabovethreequestionsandfillinthelabelsonthepage.

6.Alternatively,usethePowerPointpresentationinthee-Textbooktointroducethistexttype.

Tablets

e-Textbook

Text typeText type (page16) Suggested teaching time: 25minutes

- Classroom

1.23

ForLabelbox

Step1:Downloadandinstalltheapp.

•ForiOSusers:https://itunes.apple.com/us/app/labelbox/id417694704?mt=8

•ForAndroidusers:https://play.google.com/store/apps/details?id=com.stepcase.labelbox

Step2:Tapthetriangularbuttoninthemiddletostarttheapp.

Step3:Click‘Camera’andtakeaphotooftheschoolobject.

Step4:Choosealabelatthebottom.

Step5:Tapandswipethescreentoputthelabelonthephoto.

Step6:Typewordsonthelabel.

Step7:Savethephoto.

Instruction manual

Book1Unit1

1.24

Learning objectives:• TolearnaboutAustralia• Tolearnaboutkangaroosandkoalas


Introducingthecountry

1.TellstudentsthattheyaregoingtolearnaboutacountrycalledAustralia.AskiftheyknowanythingaboutAustralia.

2.Showstudentstheworldmapinthee-Textbookandtellthemwhatitis.

3.LetstudentslookatthemapandlocateHongKongandAustralia.

4.AskstudentsaboutthelocationsofHongKongandAustraliaontheworldmap.(HongKongisaroundthemiddleandAustraliaisinthesouth.)

5.LookatthenationalflagofAustraliawithstudents.Introduceitbriefly:Theflagisblueincolour,withsixwhitestarsandaredandwhitepatternthatlooksliketheChinesecharacter‘rice’inthetopleft-handcorner.

6.ReadoutthewordsinKim’sspeechbubbles.LetstudentspointoutthenamesoftwoanimalsfromAustralia.

e-Textbook

Moststudentspronouncethesetwonameswrongly.Pointouttothemthecorrectpronunciation.Readingaboutkangaroosandkoalas

1.Lookatthephotosofthekangaroosandkoalaonpage19.Askstudentsforthenamesoftheanimals.

2.Askstudentstosaywhattheyknowabouttheanimals.Tellstudentssomeentertainingfactsabouttheanimalsiftheyareinterested.

3.Letstudentsfinishtheexerciseinthebookandchecktheanswerswiththem.

Resources:e-Textbook,smartphones/tablets

1.Showthevideointhee-Textbooktostudentstohelpthemfindoutmoreaboutkoalas.

2.Studentscanalsodownloadtheappandwatchthevideoontheirsmartphonesortablets.

3.EncouragestudentstogotothesuggestedwebpageorotherwebpagestofindoutmoreabouttheanimalsinAustralia.

Extension Watchingavideo

(pages18–19) Suggested teaching time: 35minutes

Book1Unit1

Knowledge bank1.AustraliaAustraliaisoneofthelargestcountriesintheworld.Beforethelate18thcentury,thecountrywasmainlyinhabitedbyindigenousAustralianscalledAborigines.ItwaslaterdiscoveredandsettledbyEuropeans.By2014,thepopulationofthecountryhadgrowntoaround23millionpeople.Ithasatemperateclimate.Itisfamousforhavingdifferentkindsofanimals,alotofbeautifullandscapesandproducingwonderfulhoneyandwool.AustraliansspeakEnglish.ItscapitalcityisCanberra.

2.KangaroosKangarooshavesmallheads.Theyhavepowerfullegsforleaping,longtailsforbalancingandpouchesforcarryingtheirbabies.Theywalkaroundslowly,hoparoundquicklyandjumpveryhigh.Theyeatdifferentkindsofplantssuchasgrassesandtheleaves.Theyareverysocialanimalsandtheyliveingroups.Theyaretheuno icialsymbolofAustralia.WecanfindthemonAustraliancoinsandinthelogooftheAustralianairlineQantas.

3.KoalasKoalaslooklikebearsbuttheyarenotbears.Theyareabout70cmtallandweighabout8kg.Theyhavegreyhairandfluffyears.Theyalsohavelargepinkorblacknoseswhichmakethemlookfunny.Theyhavesharpclawsforclimbingtrees.Theyonlyeateucalyptusleaves,whichdonothavemuchnutritionalvalue.Theyneedtosleepforabout20hoursadayandareactiveatnight.Theydonotdrinkwaterunlesstheyaresick.Unlikekangaroos,theyarenotsocialanimalsandtheymainlylivewiththeirfamilymembers.

1.25

1.26

Worksheet 1 (for page 9, ‘Language in use’)

Name: ()Class: Date:

A. Talk to three classmates and ask them for their names and classes.

B. Talk to three classmates and ask them for their names and classes.

Classmate 1

Schoolmate 1

Classmate 2

Schoolmate 2

Classmate 3

Schoolmate 3

NameClass

NameClass

NameClass

NameClass

NameClass

NameClass


1.27

S1:Hello!IamPeter.Whatisyourname?

S2:Hi!MynameisMary.Nicetomeetyou!

S1:Nicetomeetyoutoo!Canyouspellyourname?

S2:Yes,m-a-r-y.

S1:Whatclassareyouin?

S2:IaminClass1A.

S1: Student 1 S2: Student 2

Conversation Card (for page 9, ‘Language in use’)


Cut out the Conversation Card and role-play the situation.

1.28

1.LookatPicture1.WhendoMarkandthenewboymeet?

inthemorning atnight

2.HowdoesMarkgotoschool?

bybus bytrain

3.LookatPicture2.Whatisthenewboydoing?

talkingtoMark runningaway

4.Whyisthenewboyrunningaway?

heislate hedoesnotwanttotalktoMark

5.WhoisMark’steacher?

MissHall MissWong

6.WheredothenewboyandMarkmeetagain?

intheclassroom athome

Worksheet 2 (for page 10)


Circle the correct answers.


1.29

Worksheet 3 (for pages 10–11)


What happens to Mark at school? Write the correct answers in the blanks.

1.Markmeetsanew

onthebus.

2.Markwantsto

totheboy.

3.Theboy

away.

4.Markmeetsthenewboyagain

inthe .

5.Markandtheboy

thesamethings.

6.Markandtheboy

friends.


1.30

1.

3.

5.

7.

2.

4.

6.

8.

Worksheet 4 (for Small class teaching plan)


A. Look at the following pictures of some interesting school objects. Guess and write what they are in Part B of the worksheet.


1.31

Worksheet 4 (Continued)(for Small class teaching plan)


B. Write your answers to Part A in the second column. Then, listen to your teacher’s answers and mark down whether you have guessed correctly.

Your answer Correct (✔) or not correct (✘)

Whatisit? 1.Itis .

2.Itis .

3.Itis .

4.Itis .

Whatarethey? 5.Theyare

.

6.Theyare

.

7.Theyare

.

8.Theyare

.


Lighthouse for Hong Kong Book 1 Scheme of worklighthouse.ephhk.com/resources/Teaching Plan/Book 1/lh_bk1_u1_tp.pdf · Lighthouse for Hong Kong Book 1 Scheme of work Module: Me, my

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