3 elementary english curriculum teacher manual - page 3 copy

7/31/2019 3 Elementary English Curriculum Teacher Manual - Page 3 Copy

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Elementary

English Curriculum Teacher’s

Manual

Peace Corps Uzbekistan

Tbilisi 2006

7/31/2019 3 Elementary English Curriculum Teacher Manual - Copy


Elementary English Curriculum Teacher’s Manual

Contents

Introduction......................................................................... 11

SamplePage......................................................................... 13

FIRST YEAR ............................................ 15SuggestedVocabulary........................................................16

Semester 1 ........................................................... 17

Class#1: Introductions,theAlphabet,andClassRules................... 17

Class#2: Introductions,theAlphabet(ABC)andClassRulesReview... 17

Class#3: VariationsonGreetings,theAlphabet(DEF),and‘tobe’....17

Class#4: VariationsonGreetings,theAlphabet(GHI),and‘tobe’.... 18

Class#5: Greetings,ColorsandAlphabet(JKL)............................ 18

Class#6: Dialogues,ColorsandAlphabet(MNO).......................... 19

Class#7: Dialogues,Colors,NumbersandAlphabet(PQR)............... 20

Class#8: Dialogues,Colors,NumbersandAlphabet(STU)................ 20

Class#9: InformalAssessmentDay.Thisisadayfortheteachertocheckandseehowwellthechildrenarelearning........................................... 21

Class#10: ClassroomCommandsandAlphabet(VWX)......................21

Class#11: ClassroomCommandsandAlphabet(YZ)........................ 22Class#12: ClassroomObjects“Itisa…”...................................... 22

Class#13: ClassroomObjectsand“Whatisit?”............................ 23

Class#14: ClassroomObjects,PluralNouns................................. 23

Class#15: Wrap-up/Review.................................................... 24

Class#16: InformalAssessmentDay........................................... 24

Class#17: EndofSemesterFunDay........................................... 25

Semester 2 ........................................................... 26

Class#1: Reviewallmaterialandteach,“Whoseisit?”.................. 26

Class#2: ClassroomObjectsandPossessiveadjective“MyandYour”.. 26



Class#3: ClassroomObjects“Thisis…”“Thatis…”........................27

Class#4: ClassroomObjectsandPrepositions“Under,On,andIn”.....28

Class#5: ClassroomObjectsandPrepositions“Under,On,andIn”.....29

Class#6: InformalAssessment................................................. 29

Class#7: FamilyWords......................................................... 30

Class#8: FamilyWordsand“Ihavea…”.................................... 31Class#9: FamilyWordsandtheverb‘tohave’.............................31

Class#10: FamilyWords:Doyouhavea…?(Yes/No)........................32

Class#11: FamilyWords:Doyouhavea…?(Yes,Ihavea…)...............33

Class#12: Review.................................................................33

Class#13: Review................................................................. 34


Class#15,16:HolidayActivities...................................................35

Semester 3 ........................................................... 36

Class#1: Reviewsemesters1&2..............................................36

Class#2: IntroducePartsoftheBody........................................36

Class#3: PartsoftheBodyusingplurals....................................37

Class#4: PartsoftheBodyandthePossessiveAdjectives‘my’and‘your’............................37

Class#5: PartsoftheBody,“Ihavea/an…”(Articleuse)................ 38

Class#6: PartsoftheBody,“Thisis…”“Thatis…”........................39

Class#7: PartsoftheBodyandPrepositions(OnandUnder)............ 39

Class#8: PartsoftheBodyandQuestionWords(What,Whose,WhereandWho?).................................40

Class#9: Review.................................................................41


Class#11: DomesticAnimalVocabulary....................................... 42

Class#12: DomesticAnimals.................................................... 43

Class#13: AnimalswithNumbersandPrepositions.........................43

Class#14: TalkaboutPets.......................................................44

Class#15: Review.................................................................45

Class#16: Review................................................................ 45

Class#17: Assessment............................................................46

Class#18: FunDay................................................................ 46

Class#19,20:Catch-upDayorNavruzActivities.............................. 46

Semester 4 ........................................................... 47

Class#1: WildAnimalVocabulary.............................................47




Class#2: WildAnimals.......................................................... 47

Class#3: WildAnimals.......................................................... 48

Class#4: Review................................................................ 49


Class#6: ToysVocabulary...................................................... 50

Class#7: ToyswithPossessiveAdjectives“Itismy…”“Itisyour…”....50Class#8: Toysand“Ihavea…”................................................ 51

Class#9: EndoftheYearAssessment........................................ 51

Class#10: FunDay................................................................ 52

SecondYear ........................................... 53SuggestedVocabulary.......................................................54

Semester 1 ........................................................... 55

Class#1: Introduction,GooverClassRules,ReviewGreetings..........55

Class#2: ReviewGreetings,Alphabet&Numbers,ClassroomWords... 55

Class#3: ReviewToys,Alphabet&Numbers................................ 56

Class#4: ReviewPartsoftheBody,Alphabet&Numbers................. 57

Class#5: ReviewAnimals,Alphabet&Numbers............................ 58

Class#6: ReviewFamily,Alphabet&Numbers............................. 59Class#7: GeneralReview-Alphabet,Numbers,Colors,

Greetings,ClassroomWords,FamilyWords,BodyParts,AnimalsandToys.....................................60

Class#8: ExtendedFamily....................................................60

Class#9: ExtendedFamily,Numbersand‘tohave’....................... 61

Class#10: ExtendedFamilyandAskingQuestions.......................... 62

Class#11: ExtendedFamily,theverb‘tolive’,andthepreposition‘in’............................................ 63

Class#12: Professions/Pronouns,theverbtobe............................ 64

Class#13: PronounsandProfessionsusingFamilyVocabulary&Articles‘a’and‘an’....................... 65

Class#14: Professions,theverbtowork,prepositionsandplacenames.....................................66

Class#15: Review.................................................................67

Class#16: Assessment........................................................... 68

Class#17: Halloween............................................................. 69

Semester 2 ........................................................... 70

Class#1: ReviewExtendedFamily,verbtobe..............................70



Class#2: ReviewProfessions,Prepositions,Nounsandtheverb‘towork’...................................... 71

Class#3: PhysicalAppearance,ReviewBodyParts,theverbs‘tobe’and‘tohave’.....................72

Class#4: PhysicalAppearanceAdjectivesandtheverbtobeandtohave...................................73

Class#5: PhysicalAppearance,DescribeSelf............................... 74

Class#6: DescribeFamilyMembersorPetswithpossessiveadjective“my”................................... 74

Class#7: Describeeachother,usepossessiveadjectives................. 75

Class#8: DescribePictures.................................................... 76

Class#9: Review.................................................................77

Class#10: Assessment........................................................... 78

Class#11-13:Built–inCatchupdays............................................. 79

Class#14,15,16:HolidayActivities(ChristmasandNewYear)............... 79

Semester 3 ........................................................... 80

Class#1: ReviewPhysicalAppearance....................................... 80

Class#2: ReviewPossessiveAdjectives...................................... 80

Class#3: Groundhog’sDay.................................................... 80

Class#4: St.Valentine’sDay.................................................. 80

Class#5: Valentine’sDay...................................................... 81

Class#6: HobbiesVocabularyOverview..................................... 81

Class#7: HobbieswithIliketo,Ienjoy..................................... 82

Class#8: HobbiesVocabularyinGerund..................................... 83

Class#9: SportsVocabularyOverview........................................84

Class#10: SportsIliketo…Ienjoy….......................................... 85

Class#11: SportsandgerundIlike…ingandIenjoy….ing.................. 86

Class#12: Interestsvocabularyandverbs.................................... 87

Class#13: Interests,Ilike…orIenjoy…...................................... 88

Class#14: InterestswithgerundIenjoy/like…ingreviewpronouns.....89

Class#15: Review.................................................................90

Class#16: Assessment............................................................91

Class#17: Woman’sDayActivity............................................... 92

Class#18: StPatrick’sDayActivities.......................................... 92

Class#19,20:HolidayActivities(Navruz)........................................ 92

Semester 4 ........................................................... 93

Class#1: AprilFool’sDayandReview........................................93

Class#2: Review.................................................................93




Class#3: FoodVocabularyOverview......................................... 93

Class#4: Food&Ilike.......................................................... 94

Class#5: FoodAdjectivesandPrepositions.................................95

Class#6: FoodQuestionWords-Whatisit?................................ 96

Class#7: YearReview........................................................... 97

Class#8: YearReview........................................................... 97Class#9: EndoftheYearAssessment........................................ 97

Class#10: FunDay................................................................ 98

ThirdYear ............................................. 99SuggestedVocabulary......................................................100

Semester 1 ......................................................... 101

Class#1: Introduction.........................................................101

Class#2: ReviewClassRules,reviewProfessionsandHobbies..........101

Class#3: ReviewBodyParts,Alphabet&Numbers.......................102

Class#4: ReviewAnimals,Alphabet&Numbers...........................103

Class#5: ReviewFoods........................................................104

Class#6: GeneralReview-Professions,Animals,Food,BodyParts....105

Class#7: ShoppingVocabularyOverview...................................106Class#8: ShoppingVocabularywithverbsand

Howmuch?/Howmany?..........................................107

Class#9: ShoppingandAdjectives...........................................108

Class#10: ShoppingandDegreesofComparison...........................109

Class#11: Shoppingdialoguesand“Which?”................................110

Class#12: ShoppingDialogues.................................................111

Class#13: Catch-upDay........................................................112

Class#14: Review................................................................112Class#15: Assessment...........................................................113

Class#16,17:Halloween.........................................................113

Semester 2 ......................................................... 114

Class#1: ReviewShopping,BuyingandSelling............................114

Class#2: ClothingVocabularyOverview....................................114

Class#3: Clothingandtheverb“Towear”inpresentcontinuous......115

Class#4: ClothingandDescriptions.........................................116

Class#5: ThanksgivingActivitiesandClothingReview...................117

Class#6: AssessmentandThanksgiving....................................117



Class#7: SeasonsandMonthsoftheYear..................................118

Class#8: SeasonDescriptions................................................119

Class#9: WeatherPastTense.................................................120

Class#10: WeatherwithFutureTense........................................121

Class#11: Weatherwithpresentcontinuoustense........................122

Class#12: VerbTensesandtemperatures....................................123Class#13: Review...............................................................124

Class#14: Assessment...........................................................124

Class#15,16:HolidayActivities(Christmas,NewYear).....................125

Semester 3 ......................................................... 126

Class#1: ReviewClothingandSeasons.....................................126

Class#2: Hourlytimeandclockbasics.....................................127

Class#3: HourlytimeinthePastandFuturetense.......................128

Class#4: HourlyTimePast&FutureTenseusingtheverbs‘tobe’and‘togo’.....................................................................129

Class#5: Valentine’sDay.....................................................130

Class#6: MyDayandVerbs...................................................130

Class#7: MyDay-HygieneLesson...........................................131

Class#8: MyDay,TimeandPresentContinuous...........................131

Class#9: Review................................................................132


Class#11: MyHouse/ApartmentVocabularyOverview...................134

Class#12: Myroom..............................................................134

Class#13: MyHouse/ApartmentAdjectives.................................135

Class#15: Review................................................................137


Class#17: Women’sDay........................................................138

Class#18: StPatrick’sDay(orNavruz)......................................138Class#19,20:NavruzActivities...................................................138

Semester 4 ......................................................... 139

Class#1: AprilFool’sDayandReview.......................................139

Class#2: NatureandAnimalHabitatsVocabularyOverview............139

Class#3: DesertVocabulary..................................................140

Class#4: OceanVocabulary...................................................141

Class#5: ForestVocabulary...................................................142

Class#6: City/FarmVocabulary..............................................143

Class#7: YearReview..........................................................144




Class#8: YearReview..........................................................144

Class#9: EndoftheYearAssessment......................................144

Class#10: FunDay...............................................................145

FourthYear .......................................... 147SuggestedVocabulary.......................................................148

Semester 1 ......................................................... 149

Class#1: Introduction&ReviewWeather,Seasons,Months&Days....149

Class#2: ReviewFoods........................................................149

Class#3: ReviewClassroom...................................................150

Class#4: ReviewBodyPartsandClothing..................................151

Class#5: ReviewMyDay,TimeandProfessions...........................152

Class#6: ReviewAnimals......................................................152

Class#7: OurWorld(LargeGeographicFeatures)VocabularyOverview...............................................154

Class#8: OurWorld(SmallScaleEnvironment)...........................155

Class#9: Pollution.............................................................156

Class#10: OurWorldandAmounts(many,alot,few,much).............157

Class#11: EnvironmentandAdverbs.........................................158

Class#12: Environmentandpast/presentandfutureverbs.............159

Class#13: OurWorldandpast/presentandfutureverbs.................160

Class#14: Review................................................................161


Class#16,17:Halloween.........................................................163

Semester 2 ......................................................... 164

Class#1: ReviewEnvironmentandfuturetense..........................164

Class#2: MyTownVocabularyOverview....................................164

Class#3: TownwithAmounts.................................................165

Class#4: MyTownwithdirectionsandprepositions......................166

Class#5: Directions............................................................167

Class#6: Townwithdirections...............................................167

Class#7: Thanksgiving.........................................................168

Class#8: Review................................................................168


Class#10: MyCountryVocabulary.............................................169

Class#11: MyCountryandAdjectivesandPrepositions...................170



Class#12: UzbekistanPast/Pres./FutureVerbs.............................171

Class#13: Review................................................................172


Class#15,16:HolidayActivities(ChristmasandNewYear).................173

Semester 3 ......................................................... 174

Class#1: ReviewTownandCountryvocabulary...........................174

Class#2: TransportationOverview..........................................174

Class#3: Transportationwithdirections....................................175

Class#4: TransportationandTime...........................................175

Class#5: TransportationandQuestionWords..............................176

Class#6: St.Valentine’sDay.................................................177

Class#7: Review................................................................177


Class #9: Specic Time vocabulary overviewwithreviewofHourlyTime.......................................178

Class#10: Specic Time & Tenses.............................................179

Class #11: Specic Time and Past Continuous...............................181

Class #12: Specic Time........................................................182

Class#13: Catch-upDay........................................................183

Class #14: Specic Time Review ..............................................183

Class#15: Review................................................................183


Class#17: Women’sDayActivities...........................................185

Class#18: St.Patrick’sDayActivities-orNavruz...........................185

Class#19,20:NavruzActivities...................................................185

Semester 4 ......................................................... 186

Class#1: Review................................................................186

Class#2: HealthVocabularyOverview......................................186

Class#3: Health:How?Whattodoifyouhurtyourself..................187

Class#4: HealthandVerbs....................................................188

Class#5: FeelingsVocabularyOverview....................................189

Class#6: Feelingsandtheverb‘tofeel’...................................189

Class#7: FeelingsandBecause..............................................190

Class#8: Review................................................................192

Class#9: EndoftheYearAssessment.......................................192

Class#10: FunDay...............................................................193




Appendix A: Visual Aids ......................................... 194

Menu ........................................................................199

TashkentCentralBusStation.....................................................200

Appendix B: Review Day Activities ........................... 201

Appendix C: Holiday Activities ................................. 206

Halloween ........................................................................206

Thanksgiving........................................................................208

Christmas ........................................................................209

NewYear’sEve,NewYear’sDay.................................................209

Groundhog’sDay...................................................................211

St.Valentine’sDay.................................................................212

Women’sDay........................................................................213

St.Patrick’sDay....................................................................214

Navruz ........................................................................215

AprilFool’sDay....................................................................216

Appendix D: Fun Day Activities ................................ 217

Appendix E: Songs and Music ................................... 218



0




Dearteachers!WeareveryproudtointroduceourElementaryEnglishCurriculumTeacher’sManual.WecreatedthismanualafterseeingwhatachallengingandinterestingjobitistoteachEnglishinUzbekistan.Wewanttomakeyourjob

easier byproviding this book.Peace Corpsvolunteershave beenworking inprimaryEnglishclassroomssince1998,andin2001TheMinistryofEducationapprovedthePeaceCorpsCurriculumasthenationalcurriculumforteachingEnglishingrades1-4.Webeganworkingtomakethecurriculumbetterin2003,anddecidedthatthebestwaytodothiswouldbesaveourlessonplans,andcompilethemintoateacher’smanual.Afterayearofworkinginlocalschoolswithlocalteachers,weputallofoureffortstogethertoproducethis manual. This is the rst teacher’s manual of its kind for English primary teachers inUzbekistan.

Byusingthisbook,youwill:

Havelessonsforeverydayoftheschoolyear.

Be using the Ministry of Education’s approved English curriculum for primaryforms.

Have lessons on 3 levels of difculty, so you can choose which is best for your stu-dents

Nothavetoworrywhetheryourstudentshaveatextbook.Theydonotneedatextbookifyouusethisteacher’smanual.

Beusingup-date,testedmethodsforteachinginUzbekistan,withcreativeactivi-tiesthatarefunforyourstudents.

Pleasereadthefollowingpointssothatyouwillusetheteacher’smanualcorrectly.Itwas designed to be exible, and once you understand how to use it, we hope that you

willseeanimprovementintheEnglishskillsofyourstudents.Noticethatthelessonsaredividedinto1styear,2ndyear,3rdyearand4thyear.This refers to rst year of English lessons, 2nd year of lessons, etc. This means thatifyourschoolstartsteachingEnglishin2ndform,youmayusethe1styearlessonplans. You may nd that your students need to work with a different year’s lessonplans.Thisisokay,becauseyouhave4yearsofEnglishlessonstoworkwith.

Eachpageofthebookhasachoiceofthree lessons;oneeasy,onemediumandoneadvanced.Youmaychoosewhichlessontogive,basedonhowadvancedyourchildrenare.Youmayuseamediumlessononeday,andaneasylessonthenext,dependingonhowwellyourchildrenunderstandatopic.

IntheFirstYearlessons,thereareonly2lessonsforeachday.Oneisforchildren

who are in rst form, and the other is for children in their rst year of English les-sons. We understand that children in the rst form are learning to read and write intheirnativelanguage,sowehavemadethelessonsforthemwiththatinmind.

Eachlessonisinthe4Matlessonplanformat.Thisisaveryeasyformattofollow.TheMotivationsectiongetsthechildreninvolvedoracquaintedwiththetopicoftheday.TheInformationsectionisjustthat-thewordsorgrammaryouwouldliketoteachthem.ThePracticesectionisusuallydonewhentheteacherandstudentspracticethenewwordstogether,andtheApplicationsectioninvolveslettingthechildrenusethenewwordstodoataskorassignment.Recommendedhomeworkislisted,aswellasalistofmaterialsthattheteacherwillneedduringtheclass.

Ifyoudonotunderstandoneof thegamesthatismentionedina lesson,pleasecheckAppendixBforcompleteinstructions.

YoumaynoticethatattheendofeachlessonthereisasectioncalledMaterials.Thisistohelpyouprepareforyourclasses.Ifyoumakethesematerialsonce,chancesareyouwillbeabletousethemforyearstocome.Readthroughtheen-tirelessonbeforeyoupreparethematerials.Ifyouarenotsurehowtomakethe



itemlistedinthematerialssection,youcanlookinAppendixA,inthebackofthebook,whereallmaterialsarelistedandexplained.ThesematerialsandvisualaidswillhelpyourstudentsbecomeinterestedinEnglish,andiftheyareexcitedandinterestedinyourclass,theywillbewellbehavedandworkhardtolearnforyou.Pleasedon’tthinkyouneedtobeanartisttomakethesevisualaids.YourvisualaidsDONOTHAVETOBEPERFECT!

TherearemanyReviewDaysthroughouttheschoolyear.Onthesedays,youcanwork on words or grammatical structures that your children nd difcult. We have

givenyouwrittenexercisesthatyoucandowiththechildren,andsuggestedsomereviewactivitiesforyoutodowiththem.Inthebookyouwillseethesentence“Seereviewactivity#34,23…inAppendixBforsuggestedactivityideas.”LookinAppendixBforcompleteexplanationsoftheseactivities.Donottrytodoalloftheactivitieslisted.Theyarejustsuggestions.Pleasechooseoneortwoactivitiesfromthelisttodoinclass.

TheAssessmentsectionsofthemanualaredivided into3levelsaswell.Usethelevelthatyourchildrenhavebeenlearningat throughthesemester.If timere-mainsafterthetest,youmayeitherreviewthetestquestionsorplayareviewgamefromAppendixB.

TherearemanyEnglishsongsthroughoutthelessonplans.ThemusictothesongsislocatedinAppendixE,soyoucanlearnthetune.

We understand that some topics are difcult for students to understand, becauseEnglishisverydifferentfromUzbekandRussian.Ifthestudentsneedtospendmoretimeonatopic,youmayusethebuilt-incatchupdaystoreviewwiththem,oryoumayuseareviewday.Itismoreimportantforthechildrenknowtheinfor-mationthanitistoteacheverylesson.

IfyourstudentshaveEnglishmoreorlessthan2timesaweek,youcanstillusethismanual.Ifyouhavemorelessons,youmayteach2lessonsfromthesameday’stopic,oryoumayuseoneofthegamesfromadifferentlesson,andchangethevocabulary.Don’tforgetthatyoumaymakeyourowninterestinglessonstoo!Ifyou teach less than 2 times a week, you may nish half of the lessons in the year,oryoumayomitsomeoftheunitsandteachthemnextyear.

Thereisa listof vocabularywords inthebeginningofeachsection.Thesearesuggestedwords.Ifyourstudentscanhandlemoreorlesswords,youmayomitoradd.Ifyouusewordorpicturecardsinclass,thislistcanbeusefulforpreparingthem.

Theholiday lesson plansuggestionswillteach your childrena little about ourAmerican culture. It’s ne if they don’t remember the words; we just want themtobeexposedtosomeofourtraditions.AlloftheholidayactivityideasareinAp-pendixC.Pleaselookatsuggestedactivitiesforeachgradelevel.

FunDaysaredaysforplayinggamesandspeakingEnglishatthesametime.Theyare a reward for your childrenfor working sohard.Thereare someAmericangamesandactivitiesforFunDayslistedinAppendixD.Youmayuseanyofthe

ReviewActivitiesinAppendixBonthesedays,oruseafungamethatthechildrenalreadyknowandenjoy.Thisway,yourpupilscanlearnandhavefunatthesametime!Youmay,ofcourseomitthesefundaysanddoreviewactivitiesinstead.

Wehaveusedthepronoun‘her’whenwritingabouttheteacherinthelessons.WerecognizethatmanymenarealsogreatEnglishteachersandweaskforgivenessforusingonlythispronoun!

ThismanualwouldnothavebeenpossiblewithoutthehelpofPeaceCorpsvolunteersJoeTinnel, Jenni Scheifer, Amanda Tufi, Kayte Steuk, Laurie Rich, and Tony Salerno, theircolleaguesandtheschoolsinwhichtheyhaveworkedthroughoutUzbekistan.ChirchikSchools#5,15,and24,BukharaSchool#--,ZarbdorSchool#--andJizzakhSchool#--.SomeactivitieshavebeenborrowedfromtheElementarySongbook,byUzbek14volun-

teers,andthePCKazakhstanSummerCampManual.Goodluck,andhaveagreatschoolyear!

Sincerely,

EmilyHouk,editor




Sample Page

Class #8:Extended Family

(This is class number 8 in the semester, and today’s topic is Extended family words.)

Daily Sentence: Ihavealargefamily.Ihavemanyaunts,unclesandcousins.(Thedailysentenceshouldbewrittenontheboard beforeclass.When childrencomeintoclass,theyshouldsitdown,takeouttheircopybooks,andcopythesentence.Youdonothavetousethissentenceduringtheclass.)

Easy Lesson

(This lesson is for classes who learn slowly, or pupils beginning English)

Motivation:Showpicture-realordrawn-ofalargefamily;aunts,uncles,grandparents,andcousins.Askchildrentopointoutinnativelanguagewhichpeopletheysee.

Information:TeachtheEnglishwords forthesefamilymembers.Childrenshouldcopy

them down- rst with translation, then write1 line of each word.Practice:Practicetranslationthewordswiththechildren.

Application:Askthemtomakesentences,“Ihavea…”or“Ihave2,3…aunts.”Makesuretheypayattentiontoplurals.

Homework: Ask children to nd a picture of their extended family to bring in for nextclass.

Materials:Pictureofextendedfamily(Ifyouarenotsurewhatthismeans,checkAppen-dixAforalistofallvisualaidsandexplanationsofeach.)

Medium Lesson

(This lesson is for classes who learn at the regular pace.)Motivation:Showchildrenapictureofafamily.Talkaboutwhichfamilymembersareinthepicture.

Information:Teachfamilywords:Grandfather,Grandmother,Granddaughter,Grandson,Cousin,Aunt,Uncle.

Practice:Writesmallparagraphontheboard.

Thereisafatherandamotherinmyfamily.Thereare2grandmothers,andthereis1grandfather.Thereare4cousins.Thereare3unclesand3aunts.

Askchildreniftheyunderstand.Havechildrentranslateifnecessary.Ask“Howmanycousins?Howmanymothers?”etc

Application:Askchildrento speak inmore detail about their family.Teach theform“Thereisa…inmyfamily.”and“Thereare….sinmyfamily.”Childrenshouldtelleachotherabouttheirfamilies.Useform“Inmyfamily,thereis/are…”

Homework: Children should nd pictures of their extended family to bring in to class.Remindchildrentopracticespellingforthenextclassaswell.

Materials:Pictureofalargefamily

Advanced Lesson

(This lesson is for children who learn very quickly and could be considered advanced.)

Motivation:SingtheGoodMorningsong(seeAppendixD)(AppendixDhasalistofallthe

songsinthismanual)Information: Introduce vocabulary: grandson, granddaughter, niece, nephew, cousin,aunt,uncle,sonanddaughter.Introduce“Thereis/Thereare”



Practice:Drawafamilytreeontheboard.Startoffwith2grandparentswhohad3chil-dren(includingfatherormother)whohadvariousamountsofchildren(onebeingme).Makesurethereareuncles,aunts,cousins,niecesandnephews.Describethefamilytothechildren.Askthestudents“Howmany…areinthefamily”Appropriateresponsesare“Thereisone…inthefamily.”And,Thereare…sinthefamily.”

Application:Childrenshouldwritedownhowmanycousins,auntsandunclestheyhave.

Homework:Practicespellingthefamilywordsathome.

Materials:None




FIRST

YEAR



SuggestedVocabulary

Greetings:

Hello

Hi

my name

is

what

your

Good Morning

Good Evening

Good Night

Goodbye

nice

to meet

how

are

ne

okay

Family:

father

mother

brother

sister

dad

mom

baby

older

younger

little

big

Body:

face

head

hair

eye(s)

nose

mouth

tooth

teeth

ear(s)

arm(s)

hand(s)

stomach

body

leg(s) foot

feet

nger(s)

toe(s)

lip(s)

shoulder(s)

knee(s)

elbow(s)

back

Classroom:

stand

sit

please

quiet

come here

this

that

open

close

take

give

raise your hand door

window

pen

teacher

pupil(s)

paper

copybook

chair

desk

chalk

board

Toys:

ball

doll

bicycle

car

bear

toy

teddy bear

blocks

play Animals:

cat

dog

pig

cow

horse

hen

chick

rooster (cock)

horse

sheep

goat

duck

goose

Wild Animals:

monkey

bear

crocodile

lion

tiger

giraffe

turtle (tortoise)

sh

kangaroo

snake

fox

elephant

Colors:

red

orange

yellow

greenblue

purple(violet)

brown

black

white

pink

Sight words (Theseare the 50 mostfrequently used

words in the Englishlanguage: the

of

and

a

to

in

is

you

that

it

hewas

for

on

are

as

with

his

they

I

at

bethis

have

from

or

one

had

by

word

but

not

what

all

were

we

when

your

can

said

there

use

an

each

which

she

do

how

their

if




Semester 1

Class #1:Introductions, the Alphabet, and Class Rules

1st Form and 1st Year Lesson

Motivation:GreetChildren“Hello!GoodMorning.Mynameis….”AskchildrentorepeatbothHelloandGoodMorning.

Information:Explainthatchildrenwillneedanotebook,penandcoloredpencilsforev-eryEnglishclass.Explaintheclassrulesandconsequences.TellthemthatinthenextfewweekstheywilllearnEnglishletters.SingtheAlphabetSong,andpointtotheletters.

Practice:Askchildrentotrytosingalongwithyou.Repeatthesongseveraltimes.

Application:Askthechildrentotellyouwhattheclassrulesare.Thenhandoutpiecesofpaper,andtellthemtobringthemhome,andwithsomeoneathome,writetheirnamesinbiglettersonthepaper.Practicegreetingsagain

Materials:Paperfornametags.Optional-Alphabetposter

Class #2:Introductions, the Alphabet (ABC)and Class Rules Review


Motivation:Greetchildrenagainwith“Hello!”Theyshouldpracticesayingthisword.Reviewclassruleswiththechildren.Checktoseeiftheyhavetheirnamecards.ThensingtheAlphabetSong2-3times.Childrenshouldtrytosingalong.

Information:TeacherintroducesthegreetingGoodMorning.Childrenshouldrepeatsev-eral times as a group and individually. Introduce the rst 3 letters of the alphabet. Re-mindthemofthesong“A,B,C…”Writeeachupper-andlower-caseletterontheboard,andsaythem.Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowriteeachletter2-3times.Thentellchildrentowrite2linesofeachletter.Tellchildrenthatthesoundtheletteramakesis/ah/,or/aee/.Childrencanpracticemakingthesoundeachtimetheywritetheletter.TellthemthesoundfortheletterB,/buh/andagain,letthemmakethissoundeachtimetheymaketheletter.RepeatwithC.Thislettercansay/k/or/ss/.Childrenshouldpracticesayingbothastheywritethisletter

Application:Usinglettercards,mixuptheorderofthelettersandaskseveralchildrentocomeandputtheminorder.Attheendofclass,reviewthewordsHello,GoodMorningandteachGoodbye.Encouragethemtosayitwhentheyleaveclass.

Materials:Alphabetlettercards

Class #3:Variations on Greetings,the Alphabet (DEF), and ‘to be’


Motivation:AskchildreniftheyrememberhowtogreetpeopleinEnglish.Practice“Hel-lo!”and“GoodMorning!”Theyshouldpracticesayingthesewords.ThensingtheAlpha-betSong2-3times.Childrenshouldtrytosingalong.



Information:Teacherintroduces“Mynameis…”Childrenshouldrepeatseveraltimesasagroupandindividually.Askeverychildtosay,“Mynameis(child’sname).”Thenreviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F…”Writeeachupper-andlower-caseletterontheboard,andsaythem.Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowrite

theletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterDmakesis/duh/.Childrencanpracticemakingthesoundeachtimetheywritetheletter.TellthemthesoundsfortheletterEare/eh/and/ee/andagain,letthemalternatesayingthenameoftheletterandmakingitssoundeachtimetheywritetheletter.RepeatwithF,/ff/.

Application:Usinglettercards(A,B,C,D,E,F),mixuptheorderofthelettersandaskseveralchildrentocomeandputtheminorder.Attheendofclass,reviewthewords,Hello,GoodMorning.Mynameis…andGoodbye.

Materials:Alphabetlettercards

Class #4:Variations on Greetings,the Alphabet (GHI), and ‘to be’


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.ThensingtheAlphabetSong2-3times.Childrenshouldtrytosingalong.

Information:Teacherreviews,“Whatisyourname?”and“Mynameis...”ThenintroducesTimeofDay pictures. Theseare picturesthat showmorning,afternoon and eveningscenes.ReviewGoodMorningandthenteachthegreetingfordifferenttimesofday.Chil-

drenshouldrepeatseveraltimesasagroupandindividually.Thenreviewthelettersofthealphabettheylearnedinthelastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I…”Writeeachnewupper-andlower-caseletterontheboard,andsay,“ItistheletterA.”“ItistheletterB.”Childrenshouldrepeat.Askchildrentocometotheboard,pointtotheletteryousayandusethisnewsentence.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterGmakesis/g/,andsometimes/j/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.TellthemthesoundfortheletterH,whichcanmakethesound/h/ornosoundatall.Letthemmakethis

soundeachtimetheymaketheletter.RepeatwithI.Thislettercansay/ih/or/eee/.Childrenshouldpracticesayingbothastheywritethisletter

Application:Usinglettercards(A,B,C,D,E,F,G,H,I),mixuptheorderofthelettersandask severalchildren tocomeandput them inorder.At the end ofclass, reviewthewords,Hello,Goodmorning/Afternoon/Evening.Whatisyourname?Mynameis…andGoodbye.

Materials:Alphabetlettercards,TimeofDaypictures

Class #5:Greetings, Colors and Alphabet (JKL)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.ThensingtheAlphabetSong2-3times.Childrenshouldtrytosingalong.




Information:Teacherreviews,“Whatisyourname?and“Mynameis…”Practicewithseveralchildren.Introduce“Howareyou?”Childrenshouldrepeatseveraltimesasagroup and individually. Ask every child “How are you? They should answer: “I am ne.”Repeattogetherandindividually.Thenreviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L…”Writeeachnewupper-andlower-caseletterontheboard,andsay:“ItistheletterJ.”Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheirnotebooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterJmakesis/j/.TellthemthesoundfortheletterK,whichmakesthesound/k/.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithL.Thislettersays/l/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application:Usinglettercards(A,B,C,D,E,F,G,H,I,J,K,L),mixuptheorderofthelettersandaskseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelet-tersinorder.Introducecolors.Teachthecolors:red,blue,yellowandblack.Askchildrento nd different objects in the classroom that are these colors and say, “It is red.” “It is

blue.”Attheendofclass,reviewthewords,Hello,Goodmorning.Whatisyourname?Mynameis…andGoodbye.

Materials:Alphabetlettercards,colorcards

Class #6:Dialogues, Colors and Alphabet (MNO)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthese

greetingwords. Then sing theAlphabet Song 2-3 times. Children should try to singalong.

Information:Teacherreviewsgreetingphrases.Childrenshouldrepeatseveraltimesasagroup and individually. Ask every child “How are you?” They should answer: “I am ne.”“Iamokay.”or“Iamwell.”Repeattogetherandindividually.Thenreviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechil-drenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O…”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterM.”Childrenshouldrepeat.Askchil-drentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.Tellchildrenthat

thesoundtheletterMmakesis/mm/.TellthemthesoundfortheletterN,/nuh/.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithO.Thislettersays/oh/.Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application:Usinglettercards(A,B,C,D,E,F,G,H,I,J,K,L,M,N,O),mixuptheorderofthelettersandaskseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Reviewcolors.Teachthecolors:orange,greenandwhite.Askchildren to nd different objects in the classroom that are these colors and say: “It isgreen.”“Itiswhite.”Attheendofclass,askseveralchildrentocometothefrontandhaveashortdialoguewithteacher,usingthephrasestheyknow.




0

Class #7:Dialogues, Colors, Numbers and Alphabet (PQR)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayinggreetingwords.ThensingtheAlphabetSong,reviewcolorsandhaveafewshortdialogueswiththeteacher.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R…”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterP.”Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Askchildrentoopentheircopybooks.Ontheboard,showchildrenhowtowritetheletter2-3times,thentellchildrentowrite2linesofeachletter.TellchildrenthatthesoundtheletterPmakesis/puh/.TellthemthesoundfortheletterQ,whichonlymakesasoundwiththeletterUandtogethertheymakethesound/kwuh/.Letthemmakethissoundeachtimetheymaketheletter.RepeatwithR.Thislettersays/r/.

Childrencanpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application: Teach numbers 1-5. Children should practice on their ngers and with num-bercards(cardswiththenumberononesideandobjectsontheother-forexample,ifteaching the number 5, have a 5 on one side and ve circles on the other). Use the lettercardsandmixuptheorderoftheletters.Askseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Teachthecolors,blackandwhite.Playacolorgame:Placelargepiecesofcoloredpaper(red,orange,yellow,green,blue,black and white) on the oor in the front of the class. Children take turns throwing abeanbagatthepiecesofpaper.Theyshouldsaythenameofthecoloronwhichtheythrowthebag.

Materials:Alphabetlettercards,largepiecesofcoloredpaper,beanbag(smallclothbag

withsmallbeansorricesewninside),numbercards

Class #8:Dialogues, Colors, Numbers and Alphabet (STU)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.Thensing theAlphabetSong, colors and havea few shortdialogueswiththeteacher.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemontheboard,saythemandhavechildrenpointthemout.Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U….”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterS.”Childrenshouldrepeat.Askchildrentocometotheboardandpointtotheletteryousay.Letseveralchildrendothis.

Practice:Childrenshouldwrite2linesofeachletterintheircopybooks.TellchildrenthatthesoundtheletterSmakesis/s/.TellthemthesoundfortheletterT,whichmakesthesound/t/.TheletterUmakesthesound/uh/or/yoo/.Childrenpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application: Review numbers 1-5, and teach 6-10. Children should practice on their n-gersandwithnumbercards.Usingasimplepicture-suchasastar,andmakerowswithdifferentamountsofthatpicture.Childrenandteachershouldcountthemtogether(ForExample:***Childrenshouldsay,1,2,3stars).Countdifferentthingsintheclassroom(windows, doors, owers, etc.)




Usethelettercardsandmixuptheorderoftheletters.Askseveralchildrentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Pointtodifferentthingsin the classroom and ask, “What color is it?” At rst teacher should answer herself: “It isgreen”.Thenaskchildren“Whatcolorisit?”Theyshouldanswerinthecorrectform.

Materials:Alphabetlettercards,colorcards,numbercards

Class #9:Informal Assessment Day. This is a day for the teacher to checkand see how well the children are learning.


Motivation:ReviewGreetingsandletchildrenhaveshortdialogueswiththeteacherandwitheachother.ReviewtheAlphabetSong.

Information:Teachthesong:10LittleKittens.Sing(tothetuneof10LittleFingers,SeeAppendixE):

1 little, 2 little, 3 little kittens

4 little, 5 little, 6 little kittens7 little, 8 little, 9 little kittens

10 little kittens in a row!

Practice:Teachthewordlittle,andmakeagesturesotheycanguesswhatitmeans.Thenpointtoakittenfromthepicture.Finallypointtotherowofkittensandsay“inarow”.Childrenshouldguesswhatthesewordsmean.Thensay,“1little”,andhavechildrenrepeat,say“2little”andchildrenrepeat.Continueuntiltheyhavesaidallthewordstothesong.Thensaywholelinesofthesong,andaskthemtorepeat.Finally,singthesongagain,andinvitechildrentosingalong.Childrenmaytrytosingwithouttheteacheraswell.

Application:Usecolorcardstoreviewcolors,andthenplayalphabetgame:Choose3children.Giveeachaletterfromagroup(exampleF,G,H)andthechildrenmustmakealine,sothatthealphabetcardsareinorder.Repeat.

Materials:pictureof10kittenssittinginarow

Class #10: Classroom Commands and Alphabet (VWX)


Motivation:SayHelloandGoodMorningtochildren.Theyshouldpracticesayingthesewords.ThensingtheAlphabetSong,reviewcolorsandhaveafewshortdialogueswiththeteacher.Singthe10LittleKittenssong.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemindifferent places on the board, and let children nd them and say their names. Then in -troducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X…”Writeeachnewupper-andlower-caseletterontheboard,andsaythem.“ItistheletterV.”Childrenshouldrepeatwithother2letters.

Practice:Childrenshouldwrite2 linesofeachletterin theircopybooks.TellchildrenthatthesoundtheletterVmakesis/vuh/.TellthemthesoundfortheletterW,whichmakesthesound/wuh/.TheletterXmakesthesound/kss/.Childrenpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.

Application:Teach classroomcommands:Stand up.Sitdown.Comehere.Openyourcopybook.Closeyourcopybook.Repeat.Giveacommandtothegroupandtoindividualchildren.Whenchildrenarecomfortablewithwords,askoneofthemtogivecommandstotheclassorotherchildren.Taketurnsdoingthis.



Givethechildren3consecutivelettersandaskthemtoputtheminorder.Dothissev-eral times. Point to different things in the classroom and ask, “What color is it?” At rstteachershouldanswerherself:“Itisgreen”.Then,begintoaskchildrenwhatcolorisit?Theyshouldanswerinthecorrectform.


Class #11:Classroom Commands and Alphabet (YZ)


Motivation:SayHelloandGoodMorningtochildren.ThensingtheAlphabetSongandaskthemiftheyknowwhichlettersarelefttolearn.Reviewcolorsandnumbersandhaveafewshortdialogueswiththeteacher.Singthe10LittleKittenssong.

Information:Reviewthelettersofthealphabettheylearnedlastclass.Writethemindifferent places on the board, and have children nd them and say their name. Thenintroducethenext3lettersofthealphabet.Remindthemofthesong“A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,andZ”Writeeachnewupper-andlower-case

letterontheboard,andsaythem.“ItistheletterY.”ChildrenshouldrepeatwithZ.Practice:Childrenshouldwrite2linesofeachletterintheircopybooks.TellchildrenthatthesoundstheletterYmakesare/yuh/or/eee/.TheletterZmakesthesound/zz/.Childrenpracticemakingthesoundandsayingtheletternameeachtimetheywritetheletter.Childrenshouldpracticesayingbothastheywritetheseletters.Congratulatethechildrenonlearningalloftheletters!

Application:Practiceclassroomcommands:Standup.Sitdown.Comehere.Openyourcopybook.Closeyourcopybook.Teachnewcommands:“Giveittome.”“Takeit.”Askchildrenasagrouptodoacommandandindividually.Whenchildrenarecomfortablewithwords,Teachthewords“Please”and“Thankyou”.Teachthemthatthesewordsareveryimportanttosayandtheyshouldn’tforgettosaythemwhenwewantsomethingandwhenwegetsomething.Practice“Pleasegiveittome.”“Pleasetakeit.”Andthe

answer:“Thankyou.”Reviewallcommands.

Usingsomeorallofthelettercards,mixuptheorderofthelettersandaskseveralchil-drentocomeandputtheminorder.Childrenshouldthensaythelettersinorder.Playamatchinggameontheboard,inwhichupper-caselettersareononeside,andlower-caselettersareontheother.Childrenshoulddrawalineconnectingtheupper-andlower-caseletters.

Haveshortdialogueswiththechildren,usingallgreetingsvocabulary,commandsand“Whatcolorisit?”“Whatletterisit?”


Class #12:Classroom Objects “It is a…”


Motivation:Greetchildren.Ask,“Howareyou?”and“Whatisyourname?”SingtheAl-phabetSongandusingcards,askchildrenwhichsoundsdifferentlettersmake.Playamatchinggamewithupper-andlower-casealphabetletters.Makesurechildrentellyouwhichlettertheyarematching.

Information:Usingpicturesofclassroomobjectsorpointingtorealobjects,teachtheEnglishwordsfordesk,board,pencil,pen,copybook.Pointoutobjectsandhavechildren

practice:“Itisadesk.Itisa…Practice:Askchildrenwhichbeginningsoundsareineachword.Askthemiftheycanguesswhichletterisinthebeginningofeachword.Reviewcolorswithcards.Askchil-drenwhatcolordifferentobjectsare.Pointtodifferentobjectsandsayphrases:“Abluedesk.”“Aredpen…”Letchildrensaytheirownphrases.




Application:Sing10LittleKittens,andaskthemtocountdifferentclassroomobjects.Askthechildrentocopythealphabet(itshouldbewrittensomewheretheycansee)intotheircopybooksatleastonetime.


Class #13:

Classroom Objects and “What is it?”


Motivation:Writethewholealphabetontheboard.Sayeachletternameandmakeitssoundorsounds.Thenaskonechildatatimetocometothefrontandpointoutaletterandtrytomakeitssound.Choose3-4children,givethemlettercardsfromapartofthealphabet(forexample:G,H,I)andseeiftheycanputthemorder.Usethebeginninghalfofthealphabetlettersforthisgame-theywillbeabletodothetaskmoreeasily,andbe more condent)

Information:Reviewclassroomobjects:desk,board,pencil,pen,copybook.Pointoutdifferentitemsandaskchildrentonamethem.Whenchildrenseemcomfortablewith

thesewords,teach newones:chair,door,book, ruler.Practice thesewordswith thechildrenseveraltimes.

Practice:Placeanexampleofall8itemsneareachother,andpointoutobjects.Classshouldrespondinchorus.Seeiftheycanrecalltheitemsquickly,andifso,pointoutdifferentitemsquicklyandseeiftheycanstillsaythewords.

Application:Practicecounting.Childrenmaystandinacircle,andgoaroundthecircle,eachonesayinganumber,goingfrom1-10.Thenyoumaytrythiswiththealphabet.Youmaypassabeanbagorballasyougoaroundthecircle.Childrenshouldcopythealphabet(itshouldbewrittensomewheretheycansee)intotheircopybooks.

Materials:Alphabetlettercards,optionalclassroomobjectcards,beanbagorball

Class #14:Classroom Objects, Plural Nouns


Motivation:StartingwithA,goaroundtheroom,andaskeachchildtosaythenextletterofthealphabetuntilZ.

Information:Reviewallclassroomobjects,andthenholdup1pencil.Say“Onepencil.”Thenholdup2pencils.Clearlysay“2pencils.”Dothesamewitheachclassroomobject.Thenshow2pencilsagain,andaskchildrentotellyouhowmany.Makesuretheysaythe/s/sound.Explaininnativelanguagethatwhenthereare2ormorethings,inEnglishwe

addthesound/s/totheend.Askwhichlettermakesthatsound.Practicewithdifferentobjects.Showseveralintheplural,thenalternatebetweenpluralandsingularformsofthewords.

Practice:Writelinesof lettersontheboard, forexample:AAA,BBBBB, FFFFFF,etc.Teacher should point to the rst and say the answer: “Three A’s”. Children should prac-ticethis,andthenmaysaytheanswersontheirown.

Application:Writeseverallettersontheboard.Pointtoanobjectandsayitsname.Forexample:ItisaPen.Childshouldcometotheboardandpointtothebeginningletteroftheword.Donotusetheword‘chair’forthisexercise.Playtelephone.Childrenstandina row. Teacher tells the rst child a vocabulary word or phrase, each child must whisperthatwordorphrasetothenext,untiltheendoftheline.Thenthelastpersonmustsay

thewordorphraseoutloud.Sometimesthewordorphraseattheendisverydifferentfromtheoneatthebeginning.

Materials:Alphabetlettercards,optionalclassroomobjectcards



Class #15:Wrap-up/ Review


Motivation:Greetchildren.Childrenmaystandinacircle,andgoaroundthecircle,eachonesayinganumber,goingfrom1-10.Thendothiswiththealphabet.Childrenmaypassabeanbagorball,ortheymaytosstheballacrossthecircletooneanother.

Information:PlaygameTic-Tac-Toe(NoughtsandCrosses),usingletter,color,numberandobjectcards.DrawalargeTic-Tac-Toeboardonthechalkboard.Dividetheclassinto2teams;taketurnshavingonechildfromeachteamcomeuptothefront.Teacherholdsup a card, and whoever says the letter, number or object rst gets to put an x or o on theboardforhisorherteam.

Practice:Teachcolorpoem:

I see green (point to something green)

I see yellow (point to something yellow)

I see this funny fellow (point to a boy in the class)

I see red (point to something red)

I see blue (point to something blue)I see you, and you and you (point to different children)

Application:Reviewgreetings,usingTimeofDaypictures.Doshortdialogueswiththechildren.Showthemdifferenttimesofdaybeforethedialogues,sotheycanusediffer-entgreetings.

Materials:TimeofDayPictures,cardsfornumbers,colors,classroomobjects,andal-phabet

Class #16:Informal Assessment Day

On this day, the teacher can see how well the class is learning the material. Take notes tosee what is difcult and easy. If certain children are having extra trouble, make a note of

this so you can give them extra help in future classes.


Motivation:Greetchildren.Reviewtheclassrules.

Information:Onebyone,askchildrentocomeupandwritealetterofthealphabet.GoinorderfromA-Z.Playmatchinggameontheboardwithupperandlowercaseletters.Thendrawletters(andperhapsnumbersalso)indifferentplacesontheboardandask

children to come up and nd a certain letter or number.Practice:Childrenmaystandinacircleandpracticesayingthenumbersto10.Trytodoitquicklyaroundthecircle,andthenuseaballtotossbackandforthacrossthecircle.

Application:Makedialogueswiththechildren.Reviewcolorsbyasking,“Whatisit?”Childrenshouldtrytoanswer,“Itisaredpen.”“Itisabluebook.”Etc.Reviewthisformwiththembeforeaskingthemtosayitontheirown.

Materials:allobjectandwordcards,ballorbeanbag




Class #17:End of Semester Fun Day

See Appendix – for Fun Activities.

With the rst 4-5 letters of the alphabet, for example: A- apple, B- ball, C- cat D- dogE-egg.LetchildrendrawalargeCapitalandsmallletterforeachA-E,andthendrawtheitemthatbeginswiththeletter



Semester 2

Class #1:Review all material and teach, “Whose is it?”

1st Form lesson

Motivation:Reviewgreetings,colorsandnumbers.

Information:Reviewclassroomobjects.Takeapenciloffachild’sdeskandsay“Whosepencilisit?”answerthequestion,“ItisTimur’spencil.”Dothis2-3moretimes,andthenaskchildrentoanswer.Askchildrenwhatthetranslationofthisquestionis.ThenPlayTranslationgame.Teachershouldsay,“Whosecopybookisit?”Andchildshouldtranslate.Use“Itis(child’sname)’scopybook.”sentencesaswell.

Practice:Sing“10littleKittens”.Writelettersofthealphabetindifferentplacesontheboard.Askchildrentocometotheboardandcircletheletterthattheteachersays.

Application:Reviewcommands,andteachseveralnewclassroomcommands.Practice

byplayingSimonSays.Materials:None

1st Year Lesson

Motivation:Greetclass,quicklyreviewcolorsandnumbers:“Whatcoloris it?”“Whatnumberisit?”Review“Whatisit?”afewtimes,andthenaskchildren“Whosebookisit?”Teacherusespupil’sbookandsays,“ItisTimur’sbook.”Practiceseveraltimes,childrenshouldrepeatandtryontheirown.

Information:Askchildrentocopydownthealphabetonetime.Whentheyaredone,spendtimeaskingchildrenwhatsoundsthatthelettersmake.Ontheboard,write“pen”.Ask

childrentoreadtheletters,andthentellyouthesounds.Thenaskchildrentotrytoputthesoundsinthewordtogether.Dothiswith‘desk’and‘book’.

Practice:Writethefollowingwordsontheboard:I,the,a,an,and,you,is.Teachersayswords,andchildrenrepeatseveraltimes.Childrenshouldwritethesewordsintheircopybooks,thenclosetheircopybooks,andpracticereadingthewords.(Thesewordsareamongthe25mostfrequentlyusedwordsintheEnglishlanguage.Childrenshouldlearntorecognizethesewordsbysight,makingthem‘sightwords’-thatis,wordsthattheydon’tread,butratherrecognize.Youmaywanttomakewordcardswiththesewordstodrillstudents.)Childrenshouldpracticesayingthelettersinthesewords,andthenreadthewords.Taketurnslettingchildrenreadthewords.

Application:Childrenshouldwritedownallofthewords.

Materials:None-optionalclassroomobjectcards.

Class #2:Classroom Objects and Possessive adjective “My and Your”

1st Form lesson

Motivation:TeachGoodMorningSong(TothetuneofBrotherJohn.SeeAppendixE):

Good Morning, Good Morning,

How are you, How are you?

Very Well, I thank youVery Well, I thank you





Information:Reviewquestion,“Whoseisit?”andanswer“Itis….’s.”Teachershouldgiveherpentoachild,andchildshouldask,“Whoseisit?”Teacheranswers,“It’smypen!”Practicewithanotherobject,andthenaskchildrenwhattheythinkteacherhassaid.Thenteacherandstudentsshouldpracticetogether.

Practice:Childshouldchooseanobjectfromanotherchild’sdeskandsay,“Whose---isit?”Teachershouldanswer,It’sMY(object)!Anotherchildshouldsay,“No,it’s(child’sname)’s(object)!”Afterpracticingforawhile,teachercanintroduce‘your’.Teachershouldpickupanobjectandaskachild,“Isityourpen?”Childshouldansweryesorno.

Dothisseveraltimesuntilchildrencantellyouwhat“Isityourpen?”meansinnativelanguage.

Application:Practicemakingplurals:Teachersaysawordinsingular,andchildrenshouldsaythepluralform.PlaySimonSays(Youmayteach2-3moreverbswithwhichtoplay).SingGoodMorningSongagain.

Materials:None

1st Year Lesson

Motivation:Greetchildren,andplayagame:Tossabeanbagorballtoachild,andaskhim to say the rst letter of the alphabet. He says it, tosses it back, and then the teacher

tossestheballtothenextchild,whosaysthenextletter.Continue.Repeatusingnum-bers1-10.

Information:Reviewquestion,“Whoseisit?”andanswer“Itis….’s.”Teachershouldgiveherpentoachild,andchildshouldask,“Whoseisit?”Teacheranswers,“It’smypen!”Dothesame,anduse“It’syourpen.”Practicewithanotherobject,andthenaskchildrenwhattheythinkteacherhassaid.Thenteacherandchildrenshouldpracticetogether.

Practice:Writethefollowingwordsontheboard:of,to,in,that,it.Childrenshouldpracticesayingthelettersandsoundsofthewords,andthenletchildrenpracticeread-ingthewords.Writealloftheclassroomobjectwordsontheboard.Childrenshouldpracticesayingallofthelettersinthewords.Theyshouldthentrytosoundoutthewords.Teachershouldpointtoeachwordandpronounce.Childrenshouldrepeat.Thenpracticepointingtotheword,andthechildrenshouldsayitwithoutprompting.

Application:Childrenshouldwritedownallclassroomobjectwords.Thenewsightwordsare:of,to,in,this,that.Practicesayingthelettersandthesoundsofthesewords.Chil-drenmaypracticereadingthewords,andthenwritethemItheircopybooks.

Materials:Ballorbeanbag

Class #3:Classroom Objects “This is…” “That is…”

1st Form lesson

Motivation:Greetchildren.Singalphabetsongand“10LittleKittens”.

Information:Teach“this”and“that”.Placeonepenonadesk,andholdonepen.Say,“Thispen.”(Pointtothepeninyourhand).Thensay“Thatpen.”Pointtothepenonthedesk.Dothisseveraltimes,andhavechildrenrepeatwords.

Practice:Make falsestatements- holdupapen and say,“Thisis apencil.”Childrenshouldsay,“No,thatisa…”Saysometruestatementsaswell.Childrenshouldanswerthesebysaying,“Yesthatisa…”Askchildrentosaysentenceswith“Thisis…”andhaveotherchildrenanswerwith“Yes/Nothatis…”

Application:Practicedialogueswithchildren,usingallvocabularyincluding,“Whose(ob-ject)isit?”sentencessuchas:“Thisisapencil.”“Whatisthat?”“Thatisapencil.”

Materials:None

1st Year Lesson

Motivation:TeachGoodMorningSong(TothetuneofBrotherJohn.SeeAppendixE):





Very Well, I thank you



Information:Teach“this”and“that”.Placeonepenonadesk,andholdonepen.Say,“Thispen.”(Pointtothepeninyourhand).Thensay“Thatpen.”Pointtothepenonthe

desk.Dothisseveraltimes,andhavechildrenrepeatwords.Practice:Writedownthefollowingwords:he,was,for,on,are.Teachershouldsayeachword,andchildrenshouldrepeat.Practicespellingandsayingthesewords.Drillwithchildrenuntiltheycansayallofthewordseasily.Childrenshouldwritethewords.

Application:PlaySimonSayswithclassroomcommands.

Materials:None.Optionalsightwordcards

Class #4:Classroom Objects and Prepositions “Under, On, and In”

1st Form Lesson

Motivation:Reviewnumbers1-10.Writenumbersontheboard,andchildrenshouldpointoutthenumbertheteachersays.Practicecounting1-10andthentrycountingdownfrom10to1.

Information:Reviewclassroomobjects.Teachseveralmore:eraser,window,girlandboy.Reviewallobjectstogether.Thenpracticenamingthecolorandnumberofobjects.Usethequestion,“Whatisit?”Dothisuntileverychildgetstospeak.Thenplaceapenonabook.Say“On”.Holdthepenunderthebooksandsay“Under”.Thenopenthebookandplacethepeninside.Closethebookandsay“In”.Repeat,andhavechildrensaythenewwordswithyou.

Practice:Blindfoldachildandgivethemaclassroomobject.Seeiftheycansay“Itisa…”Dothisseveraltimes,andrepeatwithseveralchildren.

Application: Practice dialogues. Teacher should say the rst two with children, and thenaskthechildrentodothenextonestogether.Iftimeallows,SingGoodMorningSong,andreplaceGoodMorningwithGoodEvening.

Materials:blindfold

1st Year Lesson

Motivation:Greet children, andhaveshort dialogues.Then drillthemwith thesightwordsformlastclass.

Information:Reviewclassroomobjects.Teachseveralmore:eraser,window, girlandboy.Reviewallobjectstogether.Thenpracticenamingthecolorandnumberofobjects.Usethequestion,“Whatisit?”Dothisuntileverychildgetstospeak.Thenplaceapenonabook.Say“on”.Holdthepenunderthebooksandsay“under”.Thenopenthebookandplacethepeninside.Closethebookandsay“in”.Repeat,andhavechildrensaythenewwordswithyou.

Practice:Blindfoldachildandgivethemaclassroomobject.Seeiftheycansay“Itisa…”Dothisseveraltimes,andrepeatwithseveralchildren.

Application:Newsightwords:as,with,his,they,at.Practicesayingthelettersandthesoundsofthesewords.Childrenmaypracticereadingthewords,andthenwritethemintheircopybooks.Thenwriteallsightwordsontheboard,andchildrenmaypractice

spellingandpointingoutthewords.Materials:None-optionalsightwordscards




Class #5:Classroom Objects and Prepositions “Under, On, and In”

1st Form Lesson

Motivation: Place alphabet cards around the room, and let children nd them as youreviewthealphabet.

Information:Reviewthequestions“Whoseisit?”“Whatisit?”andthenteach,“Whereisit?”“Itison,under,inthe…”

Practice:Play“Ispy”.Teachersays,forexample:“Ispywithmylittleeye,somethingUNDER the desk. Children should look in that place, and try to nd the object that theteacherisspeakingabout.Thenpracticenumbers.Writeanumberontheboard,andchildrenshouldwritethenumberbeforeandafterit.

Application:PlayAroundtheWorldwithclassroomobjects.Startonthefrontrighthandside of the room. Ask the rst 2 children to stand, and show a classroom object, color, ornumber picture. Children should try to be the rst to answer. The rst child to say “It isa…”forclassroomobjectsorsimply“Itis…”forcolorsandnumbers,movestothenextchild,andtheyareshownanothercard.Thechildwhoanswersquicklymovesontothenext child. The other child, who doesn’t answer rst, must sit down in the place his turn

ends.(Thisway,youcanseewhomovedthefarthest)Playuntileverychildhasaturn,oruntilonechildgoesallthewayaroundtheroom,dependingontimeandifthechildrenareinterested.

Materials:Allwordandobjectcards

1st Year Lesson

Motivation:Sing10LittleKittens,andtheAlphabetSong.Drillsightwords.

Information:Reviewclassroomobjects.Teachseveralmore:eraser,window,girlandboy.Reviewallobjectstogether.Thenpracticenamingthecolorandnumberofobjects.Usethequestion,“Whatisit?”Dothisuntileverychildgetstospeak.Thenplaceapen

onabook.Say“On”.Holdthepenunderthebooksandsay“Under”.Thenopenthebookandplacethepeninside.Closethebookandsay“In”.Repeat,andhavechildrensaythenewwordswithyou.

Practice:Writeallofthesightwordsandclassroomobjectwords1timeeachonbothsidesoftheboard.Dividetheclassintoteams,andhave1childfromeachteamcometotheboard.Sayaword,andwhoeverputstheirhandonthecorrectwordgetsapointfortheirteam.

Application:SingtheGoodMorningsong,andreviewcolorsandnumbers.

Materials:None-optionalsightwordscards

Class #6:Informal Assessment

On this day, the teacher can see how well the children are learning the material. Take notesto see what is difcult and easy. If certain children are having extra trouble, make a note

of this so you can give them extra help in future classes.

1st Form Lesson

Motivation:Havedialogueswithseveralofthechildren.Useallquestionwordsandvo-cabularytheyhavelearnedsofar.

Information:PlaySimonSayswithclassroomcommands.

Practice:PlayIspywithcolors,numbersandprepositionson,inandunder.Childrenshould listen to the teacher, look around to nd the object or objects, and then raisehandtopointthemout.



0

Application:Playblindfoldguessinggame.Useseveralitemsandchildmustfeelthemandnamethemall.Ifyougive3pens,childmustsay,“Itis3pens.”Withremainingtime,singsongs:AlphabetSongand10LittleKittens

Materials:blindfold

1st Year Lesson

Motivation:Havedialogueswithseveralofthechildren.Useallquestionwordsandvo-

cabularytheyhavelearnedsofar.

Information:PlaySimonSayswithclassroomcommands.Writesightwordsandclassroomobjectwordsontheboard,andaskeachchildtopointoutaword.

Practice:PlayIspywithcolors,numbersandprepositionson,inandunder.Childrenshould listen to the teacher, look around to nd the object or objects, and then raisehandtopointthemout.

Application:Playblindfoldguessinggame.Useseveralitemsandchildmustfeelthemandnamethemall.Ifyougive3pens,childmustsay,“itis3pens.”Withremainingtime,singsongs:AlphabetSongand10LittleKittens

Materials:blindfold

Class #7:Family Words

1st Form Lesson

Motivation:GreetChildren.SingtheGoodMorningSong.

Information:Usepicturesoffamilymemberstoteachfamilywords,using“Itisa…”

Practice:Teachershouldshowapictureofherfamily,andsay,“Thisismy…Thisismy…Childrenshoulddrawapictureoftheirfamilyintheircopybooksandtaketurnsshowing

theirfamily,saying“Thisismy…Thisismy…Showpicturesoffamilymembers.Application:Reviewthealphabet.Teachvowels,A,E,I,O,U.Tellchildrenthatthesearespeciallettersandtheyshouldrememberthattheyaredifferentfromtherestoftheletters.Practicesayingthem,andthenwrite3ofthemontheboard,andhavechildrennamethemissingvowels.Repeatseveraltimes.PlayagameofISpy.

Materials:Familymemberpictures,pictureofteacher’sfamily(mother,father,sistersandbrothersonly)

1st Year Lesson

Motivation:GreetChildren.SingtheGoodMorningSong.

Information:Usepicturesoffamilymemberstoteachfamilywords,using“Itisa…”

Practice:Teachershouldshowapictureofherfamily,andsay,“Thisismy…Thisismy…Childrenshoulddrawapictureoftheirfamilyintheircopybooksandtaketurnsshowingtheirfamily,saying“Thisismy…Thisismy…Showpicturesoffamilymembers.

Application:Writethewords:Mother,father,sister,brotherontheboard.Practicesayingthesewords,andpointoutthe–th-sound.Practicesayingthissound.Childrenshouldcopyallwords,andthenreviewsightwordsandclassroomobjectwords.

Materials:Familymemberpictures,pictureofteacher’sfamily(mother,father,sistersandbrothersonly)




Class #8:Family Words and “I have a…”

1st form lesson

Motivation: Write every other letter of the alphabet on the board, and let children ll intherest

Information:Drawapictureofafamilyontheboard.Teachersaysafamilyword,andchildcirclesthepictureofthatfamilymember.Teachershowsapictureofhermother,father,brothersandsisters,andsays,“Ihavea…Foreach,remindchildrenofthenativelanguageformofthis.Childrenshouldpointtothepicturestheydrewoftheirfamily,andsay“Ihavea…”

Practice:Childrenmayusetheform“Ihave…”withotherthingsaswellasfamily.Teach-ershouldmodelthesentences,“Thisisacopybook.Itismycopybook.Ihaveacopy-book.”Dothisseveraltimes.Askchildrentodothesame.Teachershouldsayaword,andchildrenshouldtrytosaythesame3sentences.

Application:PlayTic-Tac-Toewith familywords.Youmaypreparecardswith 1,2and3brothersandsisteronthem(atotalof6cards)sothatchildrenmustusethepluralforms.

Materials:familycards

1st Year Lesson

Motivation: Write every other letter of the alphabet on the board, and let children ll intherest

Information:Drawapictureofafamilyontheboard.Teachersaysafamilyword,andchildcirclesthepictureofthatfamilymember.Teachershowsapictureofhermother,father,brothersandsisters,andsays,“Ihavea…Foreach,remindchildrenofthenativelanguageformofthis.Childrenshouldpointtothepicturestheydrewoftheirfamily,andsay“Ihavea…”

Practice:Childrenmayusetheform“Ihave…”withotherthingsaswellasfamily.Teach-ershouldmodelthesentences,“Thisisacopybook.Itismycopybook.Ihaveacopy-book.”Dothisseveraltimes.Askchildrentodothesame.Teachershouldsayaword,andchildrenshouldtrytosaythesame3sentences.

Application:Newsightwords:yes,no,be,this,havefrom.Practicesayingeach,andthenwriteallofthesightwordsontheboard.Askchildrentocometothefront,pointoneout,andreadit.Thendothesamewithclassroomobjectwords.

Materials:Familypicturecards,optionalsightwordcards

Class #9:

Family Words and the verb ‘to have’

1st Form Lesson

Motivation:Writethealphabetontheboardwithmanylettersmissing.Childrenshouldll it in. Write the numbers with several missing as well and have children orally tell youwhicharemissing.

Information:Teachchildrenthatusingtheword‘a’islikesaying‘one’.Examples:amother,afather.Teach“Youhavea…”Childrenshouldsay,“Yes,Ihavea...”“Youhave3brothers.”“No,Ihave2brothers.”Afterrepeatingthismanytimestogether,practiceas a chain drill. Go around the room and have rst child say to second, “You have…” Thesecondchildmustanswer,“Yes/No,Ihave…”andturntothenextchildtomakeasen-tence.Remembertouse‘a’for1thing,andputan‘s’ontheendofwordsforplurals.

Practice:Teach,“Howoldareyou?”“Iam(5,6).”Childrenshouldpracticesayingthisandthen teacher should ask several children how old they are. Then do a chain drill. The rst



childasksthesecond,“Howoldareyou?”Secondanswersandasksthesamequestiontothethirdchild.Repeatwitheverychild.

Application:Moredialogueswithnewwords.

Materials:None

1st Year Lesson

Motivation:Writethealphabetontheboardwithmanylettersmissing.Childrenshouldll it in. Write the numbers with several missing as well and have children orally tell youwhicharemissing.

Information:Teachchildrenthatusingtheword‘a’islikesaying‘one’.Examples:amother,afather.Teach“Youhavea…”Childrenmustsay,“Yes,Ihavea...”“Youhave3brothers.”“No,Ihave2brothers.”Afterrepeatingthismanytimestogether,practiceas a chain drill. Go around the room and have rst child say to second, “You have…” Thesecondchildmustanswer,“Yes/No,Ihave…”andturntothenextchildtomakeasen-tence.Remembertouse‘a’for1thing,andputan‘s’ontheendofwordsforplurals.

Practice:Teach,“Howoldareyou?”“Iam(5,6).”Childrenshouldpracticesayingthisandthen teacher should ask several children how old they are. Then do a chain drill. The rstchildasksthesecond,“Howoldareyou?”Secondanswersandasksthesamequestionto

thethirdchild.Repeatwitheverychild.

Application:Practicewritingthefamilywords:mother,father,sisterandbrother.Chil-drenmaycometotheboardandwritethewords.Then,usingcardsorwritingontheboard,askchildrentoreadsightwords.Askthemiftheyknowwhatanyofthewordsmean.(Theyshouldknowyes,no,in,you,have,I,it,on,thisandthat)

Materials:None,optionalsightwordcards

Class #10:Family Words: Do you have a…? (Yes/No)

1st Form Lesson

Motivation:Greetchildren.Reviewfamilywordswithpictures.Reviewthepluralformofeachofthefamilywords.

Information:Askthequestion:Doyouhaveamother?Answer:“Yes,Ihaveamother.”

Practice:Childrenshouldmakedialoguestogether,andaskeachotheraboutfamilies.Teacher should ask the rst few questions, but tell children to pay attention, so they canalsoaskthesequestions.Useallquestionsfrompreviouslessons.

Application:Usethe“Doyouhavea…?”formwithclassroomobjects.Childrenshouldpracticemanytimes,andeachchildshouldspeakat leastonce.ThenplayTelephone(Linechildrenup.Whisperawordorphrasetoonechild,whowhispersittothenext,

downthelineofchildren.Thelastchildmustsaywhatheorsheheard.withanyofthenewquestionsorstatementsfromthepastfewclasses.Withextratimesingsongs.

Materials:Familycardsandpictures

1st Year Lesson

Motivation:Greetchildren.Reviewfamilywordswithpictures.Reviewthepluralformofeachofthefamilywords.

Information:Askthequestion:“Doyouhaveamother?”Teacheranswerherself:“Yes,Ihaveamother.”

Practice:Childrenshouldmakedialoguestogether,andaskeachotheraboutfamilies.Teacher should ask the rst few questions, but tell children to pay attention, so they canalsoaskthesequestions.Useallquestionsfrompreviouslessons.Ask“Doyouhave…”questionsaboutclassroomobjectsaswell.




Application:Vowelsoundpractice:/e/asinme:meet,feet,seen,sleep,read,bean,seat.Teachchildrenthattheletteremakesthesound/ee/asinmewhenitiswritten–ee,and–ea.Childrenshouldpracticesayingthesewords,andwritingthem.

Materials:Familycardsandpictures,optionalvowelsoundwordcardsandsightwordcards

Class #11:Family Words: Do you have a…? (Yes, I have a…)

1st Form Lesson

Motivation:SingtheAlphabetsong,TenLittleKittens,andTheGoodMorningSong.

Information:Teachtheform“Ihavenosisters/nobrothers.”

Practice:Playagame:Sayaword2ways,oncepronouncingitcorrectly,onceincorrectly.If the rst word was correct, children should hold up one nger, if the second word wascorrect, hold up two nger. Example: Teacher says, “Mahver, Mother” Children shouldhold up 2 ngers because the second word was correct. Teacher should prepare the wordsthatshewillsaybeforehandsoactivitymovesquickly.

Application:Invitethechildrentoaskeachotherforthings.Tellthemtheform“Douyouhavea…?”Iftheansweris“YesIhavea…”Thenthechildshouldsay,“Givemea…please.”Goaroundtheroom,asinachaindrill,anduseallclassroomobjectwords.

Materials:None

1st Year Lesson

Motivation:SingtheAlphabetsong,TenLittleKittens,andTheGoodMorningSong.

Information:Teachtheform“Ihavenosisters/nobrothers.”

Practice:Invitethechildrentoaskeachotherforthings.Tellthemtousetheform“Dou

youhavea…?”Iftheansweris“YesIhavea…”Thenthechildshouldsay,“Givemea…please.”Eachchildshouldpracticesayingthesephrases.

Application:Quicklyplayagame:Sayaword2ways,oncepronouncingitcorrectly,onceincorrectly. If the rst word was correct, children should hold up one nger, if the secondword was correct, hold up two nger. Example: Teacher says, “Mahver, Mother.” Childrenshould hold up 2 ngers because the second word was correct. Teacher should preparethesewordspairsbeforeclasssotheactivitymovesquickly.Thenpracticesightwordsand/e/vowelsoundwords.Introduceseveralwordswiththesound/i/asinhit:hit,mitt,sit,pin,bin,did.Childrenshouldpracticespellingandreadingthesewords,andwritethem.

Materials:None-optionalvowelsoundwordcardsandsightwordcards

Class #12:Review

1st Form Lesson

Motivation:Reviewcolorsusingcards,andthenshowonlysomeofthecards.Childrenmust gure out which colors are missing. Repeat several times.

Information: Where’s My Desk? Song (see rst year lesson, below)

Practice:Learnthissongwell,thenaddgestures.Writeallupper-andlower-caselettersin different placed on the board. Ask children to nd the upper and lower case for eachletter. Introduce the Alphabet Folder. This is a folder with small window aps cut in 5placesonthefront.Numbereachwindow1-5.Insidearepiecesofpaperwithalargelet-terdrawnoneach.Makeoneforeachletterofthealphabet.Placeonepagewithaletter



inthefolder.Openonewindow,andchildrenmayguesswhichletterisinside.Iftheyneedto,teachermayopenanotherwindow.Seehowquicklytheycanguesstheletter.

Application:BallTossTranslation.Tossaballorbeanbagtoachild,andsayavocabularyword.Childrenshouldtranslatetheword,andthrowtheballback.Repeatmanytimes.

Materials:Ball,AlphabetFolder

1st Year Lesson

Motivation:Reviewcolorsusingcards,andthenshowonlysomeofthecards.Childrenmust gure out which colors are missing. Repeat several times.

Information:Where’sMyDesk?Song(tothetuneofBrotherJohn,seeAppendixE):

Where’s my desk? Where’s my desk?

Here it is! Here it is!

I can touch the desk, I can touch the desk,

With my hand, With my hand.

Thiscanbedonewithotherclassroomobjectsaswell:

Where’s my chair(2), Near my desk!(2) I will sit in my chair(2) Quietly(2)

Where’s my pencil(2), On my desk(2)I can hold my pencil(2) In my hand(2)Where’s the window(2) Over there(2), I can see the outside (2) Of my school(2)

Practice:Learnthissongwell,thenaddgestures.Writeallupper-andlower-caselettersin different placed on the board. Ask children to nd the upper and lower case for eachletter. Introduce the Alphabet Folder. This is a folder with small window aps cut in 5placesonthefront.Numbereachwindow1-5.Insidearepiecesofpaperwithalargelet-terdrawnoneach.Makeoneforeachletterofthealphabet.Placeonepagewithaletterinthefolder.Openonewindow,andchildrenmayguesswhichletterisinside.Iftheyneedto,teachermayopenanotherwindow.Seehowquicklytheycanguesstheletter.

Application:Writeallsightwordsontheboard.Childrenshouldpracticereadingthem.Thenwritethevowelsoundwordsontheboard.Askchildrentopointoutandsaywordswiththe/e/sound.Thenaskthemtopointoutandsaywordswiththe/i/sound.

Materials:Alphabetfolder

Class #13: Review

1st Form Lesson

Motivation:Review“Where’sMyDesk?”song,thentheAlphabetsong,andthen10LittleKittens.

Information:Childrenshouldpracticequestions“Whatisit?”“Whose….isit?”“Whereisit?”“Howareyou?”“Doyouhave…?”andanswerstoallofthese.Teachersaysaques-

tion,childrenrepeat,and1answers.

Practice/Application:PlayAroundtheWorldandTic-Tac-Toe,withnouns,andifthisiseasy for them, perhaps try asking questions, to see who answers rst. Also play gamewherechildisblindfoldedandmusttouchtheobject,andsaywhatitis.

Materials:Blindfold

1st Year Lesson

Motivation:Review“Where’sMyDesk?”song,thentheAlphabetsong,andthen10LittleKittens.

Information:Childrenshouldpracticequestions“Whatisit?”“Whose….isit?”“Whereis

it?”“Howareyou?”“Doyouhave…?”andanswerstoallofthese.Teachersaysaques-tion,childrenrepeatquestion,and1childanswers.




Practice:PlayAroundtheWorldandTic-Tac-Toe,withnouns,andifthisiseasyforthem,perhaps try asking questions, to see who answers rst. Also play game where child isblindfoldedandmusttouchtheobject,andsaywhatitis.

Application:Have short dialogues with the children. If time remains, practice sightwords.

Materials:Blindfold

Class #14Informal Assessment

Use this time to see what your pupils know. If you know that they need to practice a certaintopic, you may do different revision exercises than the ones written here. Make notes of children who are having trouble and work to make them more comfortable saying Englishwords.

1st Form Lesson

Motivation:PlaySimonSayswithclassroomcommands.

Information:PracticeusingtheAlphabetFolder.Reviewchildren’snamesandaskthemwhichlettercomesinthebeginningoftheirname.Childrenshouldstand,thensingAl-phabet Song, and when they sing the rst letter of a child’s name, that child should sitdown.

Practice:Teacherwritesaletterontheboard.Childmustwritetheletterthatcomesbeforeandafterit.Callout2colorsandhavechildrenwhoarewearingthosecolorsstandup.

Application:Singallsongs.

Materials:AlphabetFolder

1st Year Lesson

Motivation:PlaySimonSayswithclassroomcommands.

Information:PracticeusingtheAlphabetFolder.Reviewchildren’snamesandaskthemwhichlettercomesinthebeginningoftheirname.Childrenshouldstand,thensingAl-phabet Song, and when they sing the rst letter of a child’s name, that child should sitdown.

Practice:Teacherwritesaletterontheboard.Childmustwritetheletterthatcomesbeforeandafterit.Writeallsightwords,andvowelsoundwordsontheboard.Askchil-drentocometotheboardandpointthemoutasyousaythem.Callout2colorsandhavechildrenwhoarewearingthosecolorsstandup.

Application:Singsongswithremainingtime.

Materials:AlphabetFolder

Class #15, 16:Holiday Activities

Please see Appendix C for holiday Activity ideas.



Semester 3

Class #1:Review semesters 1&2

1st Year Lesson and 1st Form Lesson

Motivation:BegintowritetheGreetings:GoodMorning/Afternoon/Evening/Hello/Good-bye

Information: Children may point out the different letters they see. Take the rst word,good,andsounditoutwiththechildren.Pointouteachplacewhereteacherwrote‘good’ontheboard.Moveonwiththenextwords.

Practice:Childrenshouldwritedownthesephrases.

Application:TeachDaysoftheWeekSong:Firstsaythewords,andthenhavechildrenrepeatthewords,thentrytosingtogether.(tothetuneofAlouette,SeeAppendixE)

Sunday, Monday,

Tuesday Wednesday, Thursday,

Friday, Saturday, Then we start again

(Startthesongagain,butonthedayoftheweekyouarecurrentlyon,don’tsaythatday,andinsteadclap.ExplainthatinAmerica,theystarttheirweekonSunday,notMondayaswedoinUzbekistan.)

Materials:None

Class #2:Introduce Parts of the Body


Motivation:SingDaysoftheWeekSong,andclaponthecurrentdayoftheweek

Information:Teacherpointstonose,andasks,“Whatisthis?”Childrenanswerinnativelanguage.Thenteacherwritesthewordnoseontheboard-anddrawsapictureofanosenexttoit.Childrenshoulddothesameintheircopybooks.Repeatthiswithotherpartsoftheface:Eyes,mouth,ears,hair,head.After,soundoutthewordstogether.Askchildren,oneatatime,topracticesayingthelettersthatareinthewords.Teachthemthatmanytimes,ifitisattheendoftheword,-emakesnosound.Alsopracticethe/th/sound.Childrenshouldputtheirtonguesinbetweentheirteethandblowoutgently.Thisisthe/th/sound.Makesureeveryoneintheclasscanmakethissound,asinmouth.

Practice:Childrenshouldclosetheircopybooks.Eraseallwordsfromtheboard.Childrenshouldclosetheireyesandlistenastheteachersaysaword.Teacherasksthechildrenwhatthebeginningsound/letteris,andwhattheendsoundis.Repeatthisforeachnewword.

Application:Childrenshouldwriteeachword5timesintheircopybooks.Singsongswithextratime.

Materials:None




Class #3:Parts of the Body using plurals

1st Form Lesson

Motivation:SingtheDaysoftheWeekSong,reviewthealphabet,colorsandnumbers.Usetheform,“Whatisit?”“Itis…”and“Itisa…”

Information:Teachtherestofthepartsofthebody,writingthewordsdown,withapicture. Arm, hand, nger, body, leg, foot, toe. Children should copy the word and pic-turefromtheboard.After,soundoutthewordstogether.Askchildren,oneatatime,topracticesayingthelettersthatareinthewords.

Practice:Makealistofallthebodypartwordsontheboard,andletchildrenpointthemoutasyousaythem.Then,discusswhichbodypartsofwhichwehave2.Childrenshouldpickoutallofthesewords,andpracticedrawingthe‘–s’ontheendofthewordsontheboard.

Application:Childrenshouldwriteeachpluralwordintheircopybooks,andthenwriteeachword5timesintheirnotebooks.

Materials:None

1st Year Lesson

Motivation:SingtheDaysoftheWeekSong,reviewthealphabet,colorsandnumbers.Usetheform,“Whatisit?”“Itis…”and“Itisa…”

Information:Teachtherestofthepartsofthebody,writingthewordsdown,withapicture. Arm, hand, nger, body, leg, foot, toe. Children should copy the word and pic-turefromtheboard.After,soundoutthewordstogether.Askchildren,oneatatime,topracticesayingthelettersthatareinthewords.

Practice:Makealistofallthebodypartwordsontheboard,andletchildrenpointthemoutasyousaythem.Then,discusswhichbodypartsofwhichwehave2.Childrenshouldpickoutallofthesewords,andpracticedrawingthe‘–s’ontheendofthewordsonthe

board.

Application:Quicklyreviewsightwords,andthenwritethesentence“Itisahead.”ontheboard.Drawaheadnexttothepicture.Askchildrentoreadthesentence.Showan-otherbodypartontheboard,andaskchildrentosay“Itisa…”Thenaskachildtocometo the board and write the sentence. Remind them that the rst letter is a capital, and aperiodgoesattheendofthesentence.Repeatthisastimeallows,andletthechildrencopythesentencesintotheircopybooks.

Materials:None

Class #4:

Parts of the Body and the Possessive Adjectives ‘my’ and ‘your’

1st Form Lesson

Motivation:SingDaysoftheWeeksong,andthendosomeshortdialogues.Ask“Howareyou?”“Howoldareyou?”“Doyouhave(familymembers)?”Thenreview“Itismy…”and“Isityour?”Childrenshouldremembertheanswer,“Yes,it ismy…”“No,it isyour…”Teachershouldpointtodifferentobjectsandaskthesequestions.Trywithclassroomobjectsandthenwithbodyparts.(Childrenmaythinkthisisfunny.)

Information:Review“Thisismy…”“Thisisyour…”Childrenshouldstandinline,anddoachaindrill.Firstchildsayspointstohimselfandsays,“Thisismy…”Thenheshouldpointtoabodypartofthenextchildandsay,“Thisisyour…”Thischildsays,“Thisismy…”andturntothenext.Repeatthroughtheline.

Practice:TeachtheChant:

1,2,3,4



Point your right hand to the door

1,2,3,4

Point your left hand to the door

Application:Childrenshoulddrawseveraldifferentbodyparts,thenwritethewordnexttoeach.

Materials:None

1st Year Lesson

Motivation:SingDaysoftheWeeksong,andthendosomeshortdialogues.Ask“Howareyou?”“Howoldareyou?”“Doyouhave(familymembers)?”Thenreview“Itismy…”and“Isityour?”Childrenshouldremembertheanswer,“Yes,it ismy…”“No,it isyour…”Teachershouldpointto differentobjectsandaskthesequestions.Trywithclassroomobjectsandthenwithbodyparts.(Childrenmaythinkthisisfunny.)

Information:Review“Thisismy…”“Thisisyour…”Writethese2phrasesontheboard.Childrenshouldstandinline,anddoachaindrill.Firstchildsayspointstohimselfandsays,“Thisismy…”Thenheshouldpointtoabodypartofthenextchildandsay,“Thisisyour…”Thischildsays,“Thisismy…”andturntothenext.Repeatthroughtheline.

Practice:Childrenshouldcopy thesentences,“This ismy leg.” “That isyour nose.”Teachermaywriteseveralsentenceslikethisontheboardandchildrencanpracticereadingthem.

TeachtheChant:

1,2,3,4

Point your right hand to the door

1,2,3,4

Point your left hand to the door

Application:Introducenewsightwords:or,one,had,by,word.Practicespellingandsay-ingthesewords.Childrenshouldwritethem.

Materials:None

Class #5:Parts of the Body, “I have a/an…” (Article use)

1st Form Lesson

Motivation:Reviewalphabetandvowels.Askdifferentchildrentocometotheboardandcirclethevowelsasyousaythem.

Information:Thenwritea fewbodypartsontheboard:leg,eye,ear,arm,head.Tellchildrenthatwhenawordstartswithavowel,youcannotsay,“Itisaear.”Youmustsay“Itisanear.”Writeseveralnounsontheboard(itdoesn’tmatterwhetherchildrenknowthewordsornot)andaskchildrentocometotheboardtowrite‘a’or‘an.’

Practice:Askchildrentocopythesentences:Ihaveahead.Ihaveanose.Teachthemwhatsoundeachwordmakes.

Application:Teachthedifferentpronouns(I,you,he,she,weandthey).Childrenshouldpracticesayingandpointingtodifferentpeopleandsayingthepronouns.Theyshouldwriteallpronouns,andtranslateintheircopybooks.

Materials:None

1st Year Lesson

Motivation:Reviewalphabetandvowels.Askdifferentchildrentocometotheboardandcirclethevowelsasyousaythem.

Information:Thenwritea fewbodypartsontheboard:leg,eye,ear,arm,head.Tellchildrenthatwhenawordstartswithavowel,youcannotsay,“Itisaear.”Youmustsay




“Itisanear.”Writeseveralnounsontheboard(itdoesn’tmatterwhetherchildrenknowthewordsornot)andaskchildrentocometotheboardtowrite‘a’or‘an.’

Practice:Askchildrentocopythesentences:Ihaveahead.Ihaveanose.Teachthemwhatsoundeachwordmakes.

Application:Teachthedifferentpronouns(I,you,he,she,weandthey).Childrenshouldpracticesayingandpointingtodifferentpeopleandsayingthepronouns.Theyshouldwriteallpronouns,andtranslateintheircopybooks.Teachnewsightwords:but,not,what,all,were.Childrenshouldpracticesayingthesewordswiththeteacher,andthenontheirown.Thentheyshouldreviewallsitewordstogether.

Materials:None,optionalsightwordcards

Class #6:Parts of the Body, “This is…” “That is…”

1st Form Lesson

Motivation: Review Pronouns. Sing Alphabet song, and ll in alphabet, which has beenwrittenontheboardwithlettersmissing.

Information:Teacherpointstoownbodypartsorachild’sbodyparts.Childrenmustsaywhattheyare,intheform“Itisa/an…”

Practice:Makesmallpiecesofpaperwithbodypartwordsonthem.Onechildshouldcometothefront,andotherchildrenshouldtaketurnstapingthebodypartwordstothecorrectbodypartsofthechild.

Application: Review dialogue words. Write, “How are you? And the answer “I am ne.”Childrenshouldpracticereadingthistogether,andthenwriteitintheircopybooks.

Materials:Smallpiecesofpaperwithbodypartwordswrittenonthem,tape

1st Year Lesson

Motivation:Teacherpointstoownbodypartsorachild’sbodyparts.Childrenmustsaywhattheyare,intheform“Itisa/an…”

Information:Makesmallpiecesofpaperwithbodypartwordsonthem.Onechildshouldcometothefront,andotherchildrenshouldtaketurnstapingthebodypartwordstothecorrectbodypartsofthechild.

Practice: Review dialogue words. Write, “How are you? And the answer “I am ne.” Chil-drenshouldpracticereadingthistogether,andthenwriteitintheircopybooks.

Application:Teachnewsightwords:we,when,your,can,said.Askthechildrenwhichwords they recognize (we, your). Children should practice spellingand saying thesewords.Theyshouldwritethemintheirbooks,andthenpracticerecognizingandsaying

allsightwords.Materials:Smallpiecesofpaperwithbodypartwordswrittenonthem,tape,optionalsightwordcards

Class #7:Parts of the Body and Prepositions (On and Under)

1st Form Lesson

Motivation:Teachsong:Head,ShouldersKneesandToes(SeeAppendixE)

Head, Shoulders Knees and Toes, Knees and ToesHead, Shoulders Knees and Toes, Knees and Toes

Eyes and ears and mouth and nose,

Head, Shoulders Knees and Toes, Knees and Toes



0

Information:PlaySimonSayswithcommandsandthenewcommand“Touchyour…”

Practice:Reviewprepositionsin,onandunder.Say“MynoseisONmyhead.Whatelseisonmyhead?”Repeatwitheyes.Thenaskchildrentorepeatwithyou,andthengivemoreexamples.Afterallheadpartshavebeenused,pointtoleg.“Mylegisundermyhead.”“Myarmisundermyhead.”Askchildrenwhatelseisundertheirheads.Useasmanybodypartsasyoucan.

Application:Reviewcolorsandnumbers.Writetheminlistformontheboardandhavechildrencopythem.Askthemtoreadthesewordsbacktoyouasyoupointtothem.Singsongswithextratime.

Materials:None

1st Year Lesson

Motivation:Teachsong:Head,ShouldersKneesandToes(SeeAppendixE)





Information:PlaySimonSayswithcommandsandthenewcommand“Touchyour…”

Practice:Reviewprepositionsin,onandunder.Say“MynoseisONmyhead.Whatelseisonmyhead?”Repeatwitheyes.Thenaskchildrentorepeatwithyou,andthengivemoreexamples.Afterallheadpartshavebeenused,pointtoleg.“Mylegisundermyhead.”“Myarmisundermyhead.”Askchildrenwhatelseisundertheirheads.Useasmanybodypartsasyoucan.

Application:Reviewcolorsandnumbers.Writetheminlistformontheboardandhavechildrencopythem.Askthemtoreadthesewordsbacktoyouasyoupointtothem.Teachnewsightwords:there,use,an,each,which.Childrenshouldspell,sayandwritethewords.Practicereadingallsitewords,andvowelsoundwords.

Materials:None–optionalsightwordandvowelsoundwordcards

Class #8:Parts of the Body and Question Words(What, Whose, Where and Who?)

1st Form Lesson

Motivation:Childrensing,Where’sMyDesk?andpracticewritingthealphabet.Eachchildcomestothefrontandwritesthenextletterofthealphabet.

Information:Reviewallquestionsentenceswhilepointingtobodyparts.“Whatisit?

Whoseisit?Whereisit?”Introduce“Whoisit?”Giveananswertoeachoftheseques-tionsandplayagame.Dividetheclassintotwoteams.Childrentaketurnansweringquestionsyougivethem.Askoneteamaquestion,andthenasktheotherteam.Ifthechildanswersthequestioncorrectly,givetheirteam1point.Iftheydonotanswercor-rectly,askthesamequestiontotheotherteam.

Practice: Play Simon Says with classroom commands. Teach the command “Touchyour…”

Application:Writing:Teacherwritesallofthequestionwordsontheboard.Teachchil-dren thatthecombinationof letter ‘wh-’says/wuh/Childrenpracticesaying thesewords,andwritethemdown5timeseach.

Materials:None

1st Year Lesson

Motivation:Childrensing,Where’sMyDesk?andpracticewritingthealphabet.Eachchildcomestothefrontandwritesthenextletterofthealphabet.




Information:Reviewallquestionsentenceswhilepointingtobodyparts.“Whatisit?Whoseisit?Whereisit?”Introduce“Whoisit?”Giveananswertoeachoftheseques-tionsandplayagame.Dividetheclassintotwoteams.Childrentaketurnansweringquestionsyougivethem.Askoneteamaquestion,andthenasktheotherteam.Ifthechildanswersthequestioncorrectly,givetheirteam1point.Iftheydonotanswercor-rectly,askthesamequestiontotheotherteam.

Practice: Play Simon Says with classroom commands. Teach the command “Touchyour…”

Application:Writing:Teacherwritesallofthequestionwordsontheboard.Teachchil-drenthatthecombinationof letter ‘wh-’says/wuh/Childrenpracticesaying thesewords,andwritethemdown.Thenteachnewsightwords:she,do,how,there,if.Chil-drenshouldpracticesayingeachofthesewords,andwritethemintheircopybooks.

Materials:None–optionalsightwordandvowelsoundwordcards

Class #9:Review

1st Form LessonMotivation:SingDaysoftheWeekSong.

Information: Play Days of the Week Snake. Go around the room, starting with the rst dayof the week, each child must say the next day. Keep going even after you have nishedallthedays,untilallofthechildrenhavesaidaday.

Practice:Writethenamesoffamilymembersontheboard.Childrenshouldcopythemandpracticesayingthem.

Application:PlayTic-Tac-Toewithbodyparts,classroomobjectsandfamilymembers.Point to an object or a picture. The rst child to say what it is gets to draw an x or o forhisorherteam.

Materials:Allwordandobjectcards

1st Year Lesson

Motivation:SingDaysoftheWeekSong.

Information: Play Days of the Week Snake. Go around the room, starting with the rst dayof the week, each child must say the next day. Keep going even after you have nishedallthedays,untilallofthechildrenhavesaidaday.

Practice:Teachershouldwritethedaysoftheweekontheboard,practicereadingthewordswiththechildren,andthenthechildrenshouldcopythewords.

Application:PlayAroundtheWorldwithsightwordcards.(seeAppendixDforAroundthe

Worldrules)

Materials:Sightwordscards



Motivation:SingtheDaysoftheWeeksongandtheGoodMorningSong.

Information:Writewordsthatchildrenhavelearnedontheboard.(Teachershouldin-

cluseallsightwordsfor1styearstudents.)Askthemtotrytoreadthewordyoupoint.Keeptrackofwhichchildrencanandcannotreadthewords.Ifnoneofthechildrencanreadthewords,theycanpracticesayingthenamesandsoundsofthelettersinthewordsyoupointto.



Practice:PrettyColorsSong(tothetuneofClementine,SeeAppendixE):

Red and Orange,

Yellow, Green, Blue,

Purple, Brown, Pink and Gray,

Pretty colors all around me,

And I know each one by name.

Introducethenewcolorswithcards(brown,pink,purple,andgray)andpointtothem

eachtimeyousingthesong.Havedifferentchildrenpointtothemaswellwhenyousingthesong.

Application:Practicethesong,thenstandinacircleandtossabeanbagorball,eachchildsayinganumberastheytossit.

Materials:Beanbagorball

Class #11:Domestic Animal Vocabulary

1st Form LessonMotivation:Lookataposterwithdomesticanimals.Askchildrentonameanimalsthattheysee.

Information:Teachthewordsforthefollowing:Cat,dog,pig,sheep,chick,andhen.

Information:Writeeachanimalnameontheboardandpracticespellingand readingtogether.

Practice:Childrenshouldwritedownthesenewwords.Childrenshouldpracticemakingtheanimalsintheplural.Teachthemthatsheepisusedforthesingularandplural.

Application:Childrenshouldmakeapictureintheirnotebooksforeachanimalwordtheywrote.

Materials:Posterorpicturesofdomesticanimals

1st Year Lesson

Motivation:Lookataposterwithdomesticanimals.Askchildrentonameanimalsthattheysee.

Information:Teachthewordsforthefollowing:Cat,dog,pig,sheep,chick,andhen.

Information:Writeeachanimalnameontheboardandpracticespellingand readingtogether.

Practice:Childrenshouldwritedownthesenewwords.Childrenshouldpracticemakingtheanimalsintheplural.Teachthemthatsheepisusedforthesingularandplural.

Application:Childrenshouldmakea pictureintheirnotebooksforeach animalwordtheywrote.Thenteachershouldwritethefollowingwordswiththe/a/sound:bait,raid,wait,wade,fate,gate.Tellchildrenthatoftentheletter–eattheendofthewordmakesnosound.Childrenshouldpracticespellingthewords,andsoundingthemout.Concentrateonthe–aisound.Childrenshouldwritethesewords,





Class #12:Domestic Animals

1st Form Lesson

Motivation:ReviewDaysoftheWeekwithoutthesong.Writethewordsandsaythem.Thensayadayoftheweekinnativelanguage,andaskthechildrentopointtotheEng-lish word for it. This will probably be difcult at rst. If so, sing the song again.

Information:Teachtherestofthedomesticanimals:Horse,cow,goat,rooster(cock),duck,goose.Practicereadingandsayingthesewords,andwritethemdownincopy-books.

Practice/Application:SingOldMacDonaldhadaFarm(SeeAppendixE)

Old MacDonald had a farm, E-I-E-I-O

And on this Farm he had a (animal)

E-I-E-I-O

With a (animal sound) here and a (animal sound) there,

Here a (animal sound), there a(animal sound), everywhere a (animalsound),


Hereisalistofanimalsandtheirsounds:Cat-meowmeow,dog-barkbark,cow-moomoo,sheep-baabaa,horse-neigh/naynay/hen-cluckcluck,pig-oinkoink.


1st Year Lesson

Motivation:SingtheDaysoftheWeeksong.

Information:Teachtherestofthedomesticanimals:Horse,cow,goat,rooster(cock),duck,goose.Practicereadingandsayingthesewords,andwritethemdownincopy-books.

PracticeSingOldMacDonaldhadaFarm(SeeAppendixE)


And on this Farm he had a (animal)

E-I-E-I-O

With a (animal sound) here and a (animal sound) there,

Here a (animal sound), there a(animal sound), everywhere a (animalsound),


Hereisalistofanimalsandtheirsounds:Cat-meowmeow,dog-barkbark,cow-moomoo,sheep-baabaa,horse-neigh/naynay/hen-cluckcluck,pig-oinkoink.

Application:Teachthenewvowelsoundwords:/eh/sound:set,met,pen,sell,get,less.Childrenshouldpracticespellingandreadingthesewords,thenwritethem.Writeallvowelsoundwordsontheboard,andaskchildrentocometotheboardandreadthewordtheteacherpointsto.

Materials:None,optionalvowelsoundcards

Class #13:Animals with Numbers and Prepositions

1st Form LessonMotivation:Reviewanimalnames,writealistofanimalnamesontheboard,andchildrencanpracticereadingthem.



Information:Reviewtheplural,andplaypluralsgame:Teacherwritesanumberontheboard,andtapes,orplaces,apictureofananimalnexttoit.Childmustsaythenumberandtheanimalinthepluralform.Forexample:7cows.

Practice:Childrenplayagame.Onechildactsoutananimal(theymayusesounds),andotherchildrenmustsaythenameoftheanimalinEnglish.

Application:Writethenamesoftheanimalsontheboard,anddrawapictureoftheanimal,orusepicturecardswithtape.Letthechildrendrawa linefromtheanimal’snametothepicture.

Materials:Animalpicturecardswithtape

1st Year Lesson

Motivation:Reviewanimalnames,writealistofanimalnamesontheboard,andchildrencanpracticereadingthem.

Information:Reviewtheplural,andplaypluralsgame:Teacherwritesanumberontheboard,andtapes,orplaces,apictureofananimalnexttoit.Childmustsaythenumberandtheanimalinthepluralform.Forexample:7cows.

Practice:Childrenplayagame.Onechildactsoutananimal(theymayusesounds),and

otherchildrenmustsaythenameoftheanimalinEnglish.Application:Writethefollowingwordswiththe/ah/sound:cat,clam,dad,fat,man,pan.Childrenshouldpracticespellingandreadingthesewords.Theyshouldwritethem,and thenplayTic-Tac-Toewith vowelsoundwords. Divide the class into 2 teams.Achildfromeachteamcomestothefront,andtheteachershowsthemavowelsoundword card. Whichever child says the word correctly rst may put an x or o on the gameboard.

Materials:Animalpicturecardswithtape,vowelsoundwordcards.

Class #14:

Talk about Pets

1st Form Lesson

Motivation:Askchildreniftheyhaveanypetsthatliveintheirhouse.Asktheysaywhichanimalstheyhave,teachtheEnglishversions.

Information: Review cat, dog, and teach mouse, bird, and sh. Teach the plurals of these,andletchildrenwriteallwords.Reviewwithcards.

Practice:TeachSong“IlikeMice”(totuneofBrotherJohn,seeAppendixE):

I like mice, I like mice

Squeak, squeak, squeak

Squeak, squeak, squeakNose and eyes and whiskers, nose and eyes and whiskers


Application:Childrenmaypointtonose,eyesandmakewhiskersastheysingthesong.Practicesong,andteachtheterm“Ihaveapet.Ihavea(nameofanimal).”Teach,“Ihavenopets.”aswell.Thenreviewcolors,numbersanddialoguesiftimeallows.

Materials:Animalpicturecardsofpets

1st Year Lesson

Motivation:Askchildreniftheyhaveanypetsthatliveintheirhouse.Asktheysaywhich

animalstheyhave,teachtheEnglishversions.

Information: Review cat, dog, and teach mouse, bird, and sh. Teach the plurals of these,andletchildrenwriteallwords.Reviewwithcards.

Practice:TeachSong“IlikeMice”(totuneofBrotherJohn,seeAppendixE):







Nose and eyes and whiskers, nose and eyes and whiskers

I like mice, I like mice.

Childrenmaypointtonose,eyesandmakewhiskersastheysingthesong.

Application:Teachwordswith the/oh/ sound:hot,cot, ox,cod,bog, hog.Children

shouldpracticespellingandreadingthesewords.Theyshouldwritethem,andpracticesayingvowelsoundwordsthattheyhavelearned.

Materials:Animalpicturecardsofpets,vowelsoundwordcards

Class #15:Review

1st Year Lesson and 1st Form lesson

Motivation:Havedialogueswithseveralchildren.Askabouttheirfamilies.SingIlikeMice

andDaysoftheWeeksongs.Information:Reviewallbodyparts.Childrenshouldusetheform“Itisa…”

Practice:Learn“TheGoodMorningSong”(tothetuneDoYourEarsHanglow?seeAp-pendixE)

Oh, the duck says quack

And the cow says moo,

The old red rooster says

Cock-a-doodle-do.

The sheep says baa,

And the cat says meow

But I say good morning

When I see you!

Application:playAroundtheWorldwithallvocabulary.RemindchildrenthattheyhavealreadylearnedALOTofwords!Congratulatethemontheirgoodwork.

Materials:allwordcards,includingpicturesofanimals

Class #16:Review

1stYearLessonand1stFormLesson

Motivation:Teachermayhavedialogueswiththechildren.

Information: Sing all songs that children have learned.(1st year only: review sightwords)

Practice:Writewordsfromatopic(suchasbodyparts)indifferentplacesontheboardandaskchildrentopointoutdifferentwords.Thiscanbedonewithanimalsandbodyparts.Thenplayagameinwhichonechildisblindfoldedandhastosaythenameofaclassroomobjectthathetouches.Youmayalsoblindfoldachildandaskthemtowritealetterontheboard.

Application:Askchildrentospeakabouttheirfamily.Reviewtheform,“Ihavea….”Play

ballTossTranslationgamewithcolorsandnumbers.Materials:Blindfold,ballorbeanbag,sightwordcards



Class #17:Assessment

Teacher should collect copybooks after class today, and see how the children are writing,and if they are doing their work.

1st Form Lesson

Motivation:SingOldMacDonald,ILikeMiceandtheGoodMorningSong.

Information:Askchildrentoopentheircopybooks,andcopythefollowingwordsinthem.Tell themtowrite justastheyseethewordson the board: Cat,Dog,Monkey, Leg,Head.

Afterthechildrenhavewrittenthewords,askthemtodrawapicturenexttoeachword,showingwhatthewordmeans.Tellthemnottolookattheirfriends’papers.Aftertheyaredone,collectthenotebooks.

Practice/Application:Reviewpronouns,plurals,dialogues,colors,numbers,andtheal-phabetastimeallows.

Materials:None

1st Year Lesson

Motivation:SingOldMacDonald,ILikeMiceandtheGoodMorningSong.

Information:Askchildrentoopentheircopybooks,andcopythefollowingwordsinthem.Tellthemtowritejustastheyseethewordsontheboard.

Cat,dog,monkey,leg,head

Afterthechildrenhavewrittenthewords,askthemtodrawapicturenexttoeachword,showingwhatthewordmeans.Tellthemnottolookattheirfriends’papers.Aftertheyaredone,collectthenotebooks.

Practice/Application:Reviewpronouns,plurals,dialogues,colors,numbers,andtheal-phabetastimeallows.Writesightwordsontheboard,andaskchildrentocometotheboardandpointoutthewordyousay.

Materials:None

Class #18:Fun Day

Please See Appendix D for Fun Day activities

Class #19, 20:Catch-up Day or Navruz Activities

Pease see Appendix C for holiday activity suggestions




Semester 4

Class #1:Wild Animal Vocabulary

1st Form Lesson

Motivation:Lookataposterorpicturesofwildanimals.Askchildrenwhattheysee.

Information:Teach wildanimals: elephant, tiger, lion, bear, snake andmonkey. Theteachershouldpracticesayingthewordswiththechildren

Practice:Childrenshouldreadandwritewords.Afterchildrenhavecopiedwordsintotheircopybooks,askseveralchildrentocometotheboardandpracticewritingoneoftheanimalnamesontheboard.

Application: Children should draw a picture of the animal next to each vocabularyword.

Materials:Posterorpicturesofwildanimals

1st Year Lesson

Motivation:Lookataposterorpicturesofwildanimals.Askchildrenwhattheysee.

Information:Teach wildanimals: elephant, tiger, lion, bear, snake andmonkey. Theteachershouldpracticesayingthewordswiththechildren

Practice:Childrenshouldreadandwritewords.Afterchildrenhavecopiedwordsintotheircopybooks,askseveralchildrentocometotheboardandpracticewritingoneoftheanimalnamesontheboard.

Application:Childrenshoulddrawapictureoftheanimalnexttoeachvocabularyword.Thenintroducethefollowingwordswiththe/oh/sound:road,goat,soak,robe,hope,tote.Practicespellingandreadingthesewords.Remindthechildrenthatoften–edoesn’tmakeasoundwhenit’sattheendoftheword.


Class #2:Wild Animals

1st Form Lesson

Motivation:Lookatposterorpicturesofwildanimals.Askchildrenwhichwordstheyknow,andthendiscusswhichonestheyhaven’tlearnedyet.

Information: Teach more wild animals: giraffe, kangaroo, sh, crocodile and fox.

Practice:Readandwritewords.Afterchildrenhavecopiedwordsintotheircopybooks.Reviewwordsagain.

Application:Childrenshoulddrawapictureoftheanimalnexttoeachvocabularyword.Thenaskonechildatatimetocometothefrontandpretendtobeoneoftheanimals.Don’tsaythenameoftheanimal-lettheotherchildrentrytoguesswhichonethechildisactingout.


1st Year Lesson

Motivation:GreetChildren,haveshortdialogues,andreviewquestions,“Howoldareyou?Howareyou?Whatisyourname?Whatisit?Whoseisit?Doyouhavea…?”



Information:Lookat picturesof animals,reviewthose learned inthelastclass, andteach more wild animals: giraffe, kangaroo, sh, crocodile and fox. Practice saying thesewords.

Practice:Childrenshouldwriteeachwordanddrawapictureintheirnotebooks.

Application:Writethefollowingwordswiththe/uh/soundontheboard:sun,bud,bun,fun,mutt,bud.Childrenshouldpracticespellingandreadingthesewords.Theyshouldcopythemintheircopybooks.Iftimeremains,singOldMacDonaldhadaFarm.(SeeAp-pendixE)

Materials:Posterorpicturesofwildanimals,vowelsoundwordcards

Class #3:Wild Animals

1st Form Lesson

Motivation:SingDaysoftheWeeksong.Askchildren“Whatdayisit?Theymayanswer,“Itis…”

Information:Reviewallwildanimals.Writethewordsontheboard,andchildrenmaypracticereadingthem.Then reviewdomesticandwildanimals.Writeall theanimalnames,domesticandwild,ontheboardindifferentplaces.Childrenshouldcircleallofthedomesticanimalwordstheysee.

Practice:5LittleElephantsPoem:

Five Little Elephants, (ve children stand in a row, using their arms

as ‘trunks’)

Standing in a row.

Five little trunks,

Waving Hello! (Children wave hello with their ‘trunks’)

Oh! said an elephant,

Time to go (rst child looks at his/her watch, makes a surprised face,and sits down)

Four little Elephants standing in a row

Repeatthisuntiltherearenolittleelephants.(Donotwriteinstructionsinparenthe-ses)

Application:Practicethispoem.Iftimeallows,sing“OldMacDonald”.

Materials:Picturesofwildanimals

1st Year Lesson

Motivation:SingDaysoftheWeeksong.Askchildren“Whatdayisit?Theymayanswer,“Itis…”

Information:Reviewallwildanimals.Writethewordsontheboard,andchildrenmaypracticereadingthem.Then reviewdomesticandwildanimals.Writeall theanimalnames,domesticandwild,ontheboardindifferentplaces.Childrenshouldcircleallofthedomesticanimalwordstheysee.

Practice:5LittleElephantsPoem:

Five Little Elephants, (ve children stand in a row, using their arms as ‘trunks’)

Standing in a row.

Five little trunks,

Waving Hello! (Children wave hello with their ‘trunks’)

Oh! said an elephant,

Time to go (rst child looks at his/her watch, makes a surprised face,

and sits down)

Four little Elephants standing in a row




Repeatthisuntiltherearenolittleelephants.(Donotwriteinstructionsinparenthe-ses.)

Application:Writethefollowingwordswiththe/aw/soundontheboard:dawn,claw,paw,call,fall.Childrenshouldspellandreadthewords,thenwritethemintheircopy-books.Practicereadingallvowelsoundwords.

Materials:Picturesofwildanimals,vowelsoundwordcards

Class #4:Review


Motivation:Saythepoem,FiveLittleElephants.

Information:Reviewwildanimalnames,thendomesticanimalnames.Askchildren:“Doyouhaveapet?”“Yes/No,Ihavea/no….”

Practice:SingtheGoodMorningSong,andOldMacDonald

Application/Practice:DaysoftheWeekSnake,thenplayBallTossTranslationgamewith

allvocabulary.Iftimeremains,practicedialogues.

Materials:Ballorbeanbag


You will test the children’s listening and reading skills as they perform different tasks

1st Form Lesson

Motivation:Sing“GoodMorningSong”withthechildren.

Information:Writewordsfromclassroomobjectsvocabularyontheboard.Readthemtogetherwithchildren.Thenerase,andwritevocabularyfromclassroomobject,bodyparts,family,andanimaltopicsindifferentplacesontheboard.Givechildrenoneofthetopics- for example, body part, and ask them to nd and circle all of the words they canthatarebodyparts.Repeatwithdifferenttopicsuntilallwordsarecircled.

Practice/Application:Play Simon sayswithclassroomcommands.Havedialogueswithsomeofthechildrenwhoneedtopracticedialogues,andthensingseveralsongs.Sug-gestedsongs:GoodMorningSong,PrettyColors,and10LittleKittens.

Materials:None

1st Year Lesson

Motivation:Sing“GoodMorningSong”withthechildren.

Information:Writewordsfromclassroomobjectsvocabularyontheboard.Readthemtogetherwithchildren.Thenerase,andwritevocabularyfromclassroomobject,bodyparts,family,andanimaltopicsindifferentplacesontheboard.Givechildrenoneofthetopics- for example, body part, and ask them to nd and circle all of the words they canthatarebodyparts.Repeatwithdifferenttopicsuntilallwordsarecircled.

Practice:PlaySimonSayswithclassroomcommands.Havedialogueswithsomeofthechildrenwhoneedtopracticedialogues,andthenaskchildrentoreadsightandvowelsoundwords.

Application:Singseveralsongs.Suggestedsongs:GoodMorningSong,PrettyColors,and10LittleKittens.

Materials:None,optionalvowelsoundandsightwordcards



0

Class #6:Toys Vocabulary

1st Form Lesson

Motivation:Askchildrenwhattheyliketoplaywith.Answerswillvary.

Information: Teach the toy words: toy, ball, doll, games, airplane, boat, and teddybear.

Practice:Childrenshouldpracticesayingthesewordswith you,andtranslating themaftersayingthem.Theteacherwriteswordsontheboard,andthechildrenshouldwritethewordsintheircopybooksanddrawapicturetogowitheach.

Application:Pointtodifferentwords,andletchildrenpracticereadingthem.SingtheDaysoftheWeeksong,OldMacDonaldandthePrettyColorssongiftimeremains.

Materials:Picturesoftoysoractualtoys

1st Year Lesson

Motivation:Askchildrenwhattheyliketoplaywith.Answerswillvary.

Information: Teach the toy words: toy, ball, doll, games, airplane, boat, and teddybear.

Practice:Childrenshouldpracticesayingthesewordswith you,andtranslating themaftersayingthem.Theteacherwriteswordsontheboard,andthechildrenshouldwritethewordsintheircopybooksanddrawapicturetogowitheach.

Application: Write the following words with the /I/ sound: kite, dime, like, ne, bike,dine..Childrenshouldspellandreadthewords,thenwritethemintheircopybooks.Practicereadingallvowelsoundwords.

Materials:Vowelsoundwordcards.Picturesoftoysoractualtoys

Class #7:Toys with Possessive Adjectives “It is my…” “It is your…”

1st Form Lesson

Motivation:Sing“OldMacDonaldhadaFarm”and“ILikeMice”.

Information:Reviewclassroomobjectswiththeform“Itismy…”

Practice:Askeverychildtodrawapictureoftheirfavoritetoy.Thengoaroundtheroomandletchildrenshowpictures.Firstchildsays“Itismy(nametoy)”Thensecondchildsays“Itismy(toyname)anditisyour(toyname)”Repeatasachaindrill,eachchild

sayingasentencewith“Itismy…”and“Itisyour…”Application:PlayBallTossTranslationandusetheAlphabetFolderwithwindows.

Materials:Toypicturecardsortoys,ballorbeanbag,alphabetfolderwithwindows.

1st Year Lesson

Motivation:Sing“OldMacDonaldhadaFarm”and“IlikeMice”.

Information:Reviewclassroomobjectswiththeform“Itismy…”

Practice:Askeverychildtodrawapictureoftheirfavoritetoy.Thengoaroundtheroomandletchildrenshowpictures.Firstchildsays“Itismy(nametoy)”Thensecondchildsays“Itismy(toyname)anditisyour(toyname)”Repeatasachaindrill,eachchild

sayingasentencewith“Itismy…”and“Itisyour…”

Application:Writethefollowingwordswiththesound/th/ontheboard:than,their,lather, thin,both, three.Practicesayingbothsoundsof/th/and remindchildrentomakethesoundbyputtingtheirtonguesbetweentheirteethandblowinggently.The




other/th/soundismadebyputtingthetongueinthesameplace,butinsteadofblow-ing,say‘uh’.Childrenshouldpracticesayingandreadingallwords,andthencopythemintotheirnotebooks.

Materials:vowelsoundwordcards

Class #8:

Toys and “I have a…”

1st Form Lesson

Motivation:Reviewtheform“Ihavea…”withfamilywordsandagainwithclassroomobjects.Askchildren“Doyouhavea…?”Goaroundtheroom,andaskeachchildiftheyhavesomething.Theyshouldanswer“Yes/No,Ihavea….”

Information:Reviewtoyvocabularyandteachtheform“Ihavea…”Eachchildshouldsayasentenceaboutatoythattheyhave.

Practice:TeddyBear,TeddyBearSong(seeappendixE):

Teddy Bear, Teddy Bear turn around

Teddy Bear, Teddy Bear touch the ground Teddy Bear, Teddy Bear show your shoe

Teddy Bear, Teddy Bear that will do!

Application: Play Tic-Tac-Toe with all vocabulary using ashcards.

Materials:Allpicturewordcards

1st Year Lesson

Motivation:Reviewtheform“Ihavea…”withfamilywordsandagainwithclassroomobjects.Askchildren“Doyouhavea…?”Goaroundtheroom,andaskeachchildiftheyhavesomething.Theyshouldanswer“Yes/No,Ihavea….”

Information:Reviewtoyvocabularyandteachtheform“Ihavea…”Eachchildshouldsayasentenceaboutatoythattheyhave.

Practice:TeddyBear,TeddyBearSong(seeappendixE):

Teddy Bear, Teddy Bear turn around

Teddy Bear, Teddy Bear touch the ground

Teddy Bear, Teddy Bear show your shoe

Teddy Bear, Teddy Bear that will do!

Application:Writethefollowingwordswiththesound/sh/ontheboard:shake,shame,sheet,shift.Practicespellingthelettersandsayingthewords,andwritethewordsincopybooks.Reviewallvowelsoundwordsandsightwords.

Materials:Allpictureandwordcards

Class #9:End of the Year Assessment

Collect copybooks at the end of class.

1st Form Lesson

Motivation:Askchildrentowritethealphabetintheircopybooksonablankpage.

Information:Writeanimalnames:tiger,elephant,monkey,andchickonboard.Askchil-drentocopydownthewordsandwriteapictureoftheanimalnexttoit.Teacherusestheform:“Itisa…)”usingobjectsintheroom.Saysomecorrectandsomeincorrectsentences(writedownwhicharecorrectandwhicharen’t).Astheteachersaysthesen-



tences,thechildrenshouldwriteaYforatruesentences,oranNforafalsesentence.Thentellthemtheyshoulddrawwhatyoutellthem.Say“Afatherandasister.”Whenthey are nished, collect copybooks.

Practice/Application:Practicesingingfavoritesongs

Materials:None

1st Year Lesson

Motivation:Askchildrentowritethealphabetintheircopybooksonablankpage.

Information:Writeanimalnames:tiger,elephant,monkey,andchickonboard.Askchil-drentocopydownthewordsandwriteapictureoftheanimalnexttoit.Teacherusestheform:“Itisa…)”usingobjectsintheroom.Saysomecorrectandsomeincorrectsentences(writedownwhicharecorrectandwhicharen’t).Astheteachersaysthesen-tences,thechildrenshouldwriteaYforatruesentences,oranNforafalsesentence.Thentellthemtheyshoulddrawwhatyoutellthem.Say“Afatherandasister.”Whenthey are nished, collect copybooks.

Practice:Showchildrensightwordcardsandvowelsoundcards.Theyshouldbeabletosayorreadallwords.

Application:Practicesingingfavoritesongs.Materials:Sightwordcardsandvowelsoundcards

Class #10:Fun Day

Please see Appendix D for fun activities.




Second

Year



SuggestedVocabulary

Sports/Interests/Hobbies:

soccer

American footballbaseball

hockey

boxing

golf

basketball

to read

to play

to travel

to run

to watching televi-

sion

PhysicalAppearance:

tall

short

fat

thin

old

young

long

shortugly

beautiful

big

small

strong

good

bad

smart

friendly

soft

furry curly

straight

man

woman

child

person

Food:

rice

meat

carrot

onion

pumpkin

potato

bread

soup

tea

sugar

salt

cabbage

cheese

apple

orange

grape

pomegranate

garlic

tomato

cucumber

pizza

spaghetti

hamburger

hot dog

Extended Family:

grandfather

grandmother

granddaughter

grandson

cousin

niece

nephew

aunt

uncle

villagecity

town

house

apartment (at)

to live

Professions:

doctor

driver

cook

engineer economist

teacher

manager

retired

seller

military

police

farmer

builder

Months/Days:

January

February

March

April

May

June

July

August

September

October

November

December

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

today




Semester 1

Class #1:Introduction, Go over Class Rules, Review Greetings

Daily Sentence: Welcomebacktoschool!

Easy Lesson

Motivation:GreetChildrenandwelcomethembacktoschool.

Information:Describeclassroomrules,rewards,andpenaltiestochildren.Describedailyroutineofcomingtoclass,gettingtheirnametagout,sittingdownandwritingthesen-tencethatisontheboard.

Practice:Askstudentsaboutdifferentsituationsandwhattheproperbehavioris.Prac-ticedailyroutineonceortwice.Handeachstudentapieceofpaperforanametag.InstructchildrenhowtowritetheirnamesinEnglish.

Application:Childrenshouldwritetheirnamesinpencilonthenametagpaper.

Homework:Childrenshoulddecoratetheirnametags.

Materials:Paperfornametags

Medium Lesson /Advanced Lesson

Motivation:Teacherintroducesherself,andchildrenshoulddothesame.Encouragethemtousedifferentgreetings,suchasGoodMorning,Hello,Mynameis…etc.

Information:Talkaboutclassrulesandconsequences,andhomeworkpolicy.

Practice:Usethistimetoreviewgreetings,colors,numbers,andalphabetusingcards.

Application:Childrenshouldstarttomakenametags.Tellthemthattheywillusetheseeveryday,sotheyshouldmakethemcarefully,inEnglish.

Homework:Childrenshoulddecoratenametags.

Materials:Paperfornametags,color,numberandalphabetlettercards

Class #2:Review Greetings, Alphabet & Numbers, Classroom Words

Daily Sentence: (Writealphabetontheboardforchildrentocopy.)

Easy Lesson

Motivation:Singalphabetsongtogether.

Information:Reviewgreeting:“Hello,mynameis…Howareyou?”Reviewalphabetandnumbers.

Practice:Practicegreetingswithstudents.Orallypractice“Itisa…”withclassroomob-jects.

Application:Childrenshouldcopythealphabetagainintheircopybooks.SingtheDaysoftheWeeksongtogether.

Materials:None

Medium Lesson

Motivation:Reviewgreetingsandanswersto“Howareyou?”

Information:Reviewalphabet,colors,numbersanddaysoftheweek.Writeallofthesewordsontheboardforthestudentstocopy,thenSingtheDaysoftheWeeksong.



Practice:Childrenstandinacircle,andtossaballbackandforth,asking,“Howareyou?”andanswering.Eachchildshouldgetaturn.

Application:Childrenshouldstandinacircle,withrighthandpalm-down(overneigh-bor’spalm-uphand)andlefthandpalmup(underneighbor’spalm-downhand),sothatasyoumovearoundacircle,sayingthealphabet,numbers,etc.thechildrencanslaptheirneighbortotheleft’srighthand(facingdown)withtheirlefthand.Theslapmovesaroundthecircle.Dothiswithdaysoftheweek,alphabet,andnumbers.Thisisavaria-tiononachaindrill.

Homework:practicethesewordsathomeforthenextclass.

Materials:ball

Advanced Lesson

Motivation:SingtheAlphabetsong;goovergreetings,colors,numbersandclassrules.Childrenshouldshowtheirnametags.

Information:Reviewclassroomobjects,andteach a fewnewones. Includegirl, boy,pencil,paper,pen,notebook,desk,chair,board,chalk,childrenshouldmatchwordstopicturesonboard.

Practice:Afterthis,theyshouldwritethewordsintheirnotebooks.Thenplaceagame

inwhichtheshapesofthelettersinthewordsarerepresentedbyboxes.Tallboxesforthetallletterssuchasd,f,h,k…squareboxesforshortletterssuchasa,s,r,e…andlowboxes for low letters such as j,g,q…Children should gure out the words, thinking aboutthe shapes of the letters. Show the children an example rst. Use all of the words.

Application:Childrenshouldpracticeusingtheform,“Itisa…”Theyshouldwrite6sen-tencesintheirnotebooksusingthisform.

Homework:Childrenshoulddrawapicturenexttothesentencestheywrote,showingwhat“Itis.”

Materials:classroomobjectcards.

Class #3:Review Toys, Alphabet & Numbers

Daily Sentence: Weliketoplaywiththeball.

Easy Lesson

Motivation:SingAlphabetSong.(SeeAppendixE)

Information:Reviewalphabetandnumbers.Reviewtoyvocabulary:ball,doll,andteddybear.Introduceverbs:tolikeandtoplay.

Practice:Writenumbersandlettersindifferentplacesontheboard.Letstudentscirclea

numberorletterthattheteachercallsoutfromalistofthemontheboard.Reviewtheverb‘tolike’andpracticesayingsentenceswithtoys.Eachchildshouldsay1sentence.

Application:Write3sentencesusingthevocabularythatwaslearnedduringthelesson.

Materials:toypicturesoractualtoys

Medium Lesson

Motivation:Singandthenwritethealphabet.Writebothupper-andlower-caseletters.

Information:Teachorreviewseveraltoywords.Teachtoys,ball,doll,game,airplane,etc.Useactualtoysorpicturecards,anddrillchildrenuntiltheyarecomfortablewiththewords.Reviewtheverb‘tolike’and‘toplay’.

Practice:Askchildrentomakesentencesusing“Ilike”withanoun(remindthemthatanounisaperson,placeorathing).Childrenshouldpracticewritingwordstoday,focusingonspelling.Practicewritingtheseverbsandtoywords.Childrenshouldwrite2linesofeachword,repeatingthewordsoftlyastheywrite.




Application:Childrenmaycometotheboardandwritesentencesusingthevocabulary.

Homework:Write3sentencesforhomeworkusing‘tolike’and‘toplay’.

Materials:Toycardsortoys,

Advanced Lesson

Motivation:Greetchildren.Checkhomework.SingtheAlphabetSong,reviewnumbers.

Information:Goovertheverbs‘tobe’and‘tolike’.Childrenshouldpointtoobjectstheyknowandsay,“Itisa…”Introducetoy,ball,doll,game,airplane.Practicemakingsentenceswith“Itisa…”

Practice:Childrenshouldplayagame:GuessWhatisintheBox.”Putanobjectorobjectcardinaboxorbag,andchildrenmustask,“Isita…?Teacheranswers,“Yes,itisa…”or“No,itisnota…”

Application:Teachchildren“Youlike…”Practicethisform.Remindchildrenthattheycansaytheylikeanything.Ex:“IlikeNatalyaSergeevna.IlikeEnglish.I likeUzbekistan.”Childrenshouldcopydownallnewwordswithtranslations.

Homework:Write2sentences,1with“Ilike…and1with“Itis…

Materials:Numbercards,Toysortoycards,boxorbagforgame

Class #4:Review Parts of the Body, Alphabet & Numbers

Daily Sentence: Icantouchmytoes,canyou?

Easy Lesson

Motivation:Sing“Head,Shoulders,KneesandToes”(seeAppendixE).

Information:SingAlphabetSongtogether.Reviewalphabetandnumbers.Introducevo-

cabulary: face, eye, nose, mouth, ear, hair, arm, leg, hand, nger, foot, toe and all of theirplurals.Teach“Thisismy…”Writeallwords.

Practice:Drawapictureofapersonontheboardandlabeltheparts.Letstudentsprac-ticeshowingtheirbodypartsandsaying,“Thisismy…”“Ihave2…s.”

Application:Writedown3bodypartsthattheyhave1ofand3bodypartsthattheyhave2of.Makesuretheyusethepluralcorrectly.

Homework:Make4sentencesusingthesentenceformstheyreviewedtoday.

Materials:None

Medium Lesson

Motivation:Checkhomework,singAlphabetSong,reviewnumbers:Childrenshouldbegivennumbers,andtheymustgotothefrontoftheclassandputthemselvesinorder.

Information:Starttoreviewbodypartsonavolunteer.Whentheyaresomewhatcom-fortable,bringoutbabyJoey,piecebypiece.

Practice:ChildrentaketurnsputtingBabyJoeytogether.

Application: Remindchildrenaboutplurals.Childrenshouldwritedownallpartsthattheyhave2of,makingsuretoputan‘-s’ontheendoftheappropriatewords.

Homework:Write5bodypartsontheboard.Childrencopythese,andwriteasentenceforeachword.

Materials:BabyJoeyDoll

Advanced Lesson

Motivation:CheckHomework,singAlphabetSong,reviewnumbers.



Information:Reviewbodypartswiththechildren,pointingtoyourselforachildvolun-teer.Drillforafewminutesuntiltheyarecomfortable.

Practice:Writebodypartwordsontheboard,andletstudentscopythem,sayingthewordsoftlyastheywrite.Quicklyreviewplurals.

Application:BlindfoldedDrawing:Blindfoldonechild,anddictateapictureofapersonforhimtodrawontheboard.(Drawahead.Draw2eyes.Etc.)Otherchildrenshouldbequiet,sothechilddoesn’thavehelpdrawing.Thepictureswillbefunny.

Homework: Make a list of all body parts ofwhich there are two.(eyes, ears, arms,legs…)

Materials:blindfold

Class #5:Review Animals, Alphabet & Numbers

Daily Sentence: WhenIgotothezooIseealotofanimals.

Easy Lesson

Motivation:GreetChildren,checkhomework.SingAlphabetSong.

Information:Showdomesticanimalsposter.Childrencanspeakaboutwhichanimalstheyremember.Writethenamesoftheanimalsontheboard.Thenexplaintheuseofarticles.Aisusedwithwordsbeginningwithconsonants,anwithwordsbeginningwithvowels.Writethevowelsontheboard.Thenchildrenshoulddecidewhicharticlegoeswitheachbarnyardanimal.

Practice:PlayGame:GuesswhatIam.Childrenmustactoutbarnyardanimal,andothermustguessbysaying“Youarea/n….”ChildmustanswerYes,Iama…

Application:Childrenshouldwritedownallbarnyardanimals,andwritethevowels,withtheappropriatearticle.Explainthatplaces,thingsandsometimespeoplegetarticles.

Homework.Givethefollowingwords:egg,boat,doll,ocean,icecube,apple.Childrenmustcopyandputtheappropriatearticleinfront.

Materials:Domesticanimalsposter

Medium Lesson

Motivation:SingTheItsy,BitsySpider(SeeAppendixE)

The Itsy Bitsy Spider crawled up the water spout.

Down came the rain and washed the spider out.

Out came the sun that dried up all the rain,

And the itsy bitsy spider crawled up the spout again.Information:Reviewalphabetandnumbers.Reviewwildanddomesticanimalvocabularyusingpictures.

Practice:Childrentaketurnsmakinganimalnoisesandhavetheothersdecidewhichani-maltheyare.Next,saythenameofananimalandhavethestudentsmakethenoises.

Application:Havethestudentswrite4sentences.“Ilikethe___”and“Idon’tlikethe ___”usinganimalvocabulary.Iftimeremains,singOldMacDonaldhadaFarm(SeeAp-pendixE)

Materials:Picturesofanimals.

Advanced Lesson

Motivation:Showdomesticandwildanimalposters.AskchildrentopointoutanimalsinEnglish.

Information:Writethepoem:




Hop, hop, hop like a bunny

Run, run, run like a dog

Swim, swim, swim like a turtle

Jump, jump, jump like a frog

Tromp, tromp, tromp like and elephant

Fly, y, y like a bird

Now sit right down and fold your hand

Don’t say a single word.

Practice:Translatepoemwithchildren.Theyshouldwriteitintheirnotebooks.

Application:Practicereadingthepoem.Whenchildrenarecomfortable,addactions-hop,swim,tromp(towalkloudly)…

Homework:Childrenshouldtrytolearnthepoem.

Materials:domesticandwildanimalpostersorpictures

Class #6:Review Family, Alphabet & Numbers

Daily Sentence: Didyouallremembertobringyournametagstoclass?

Easy Lesson

Motivation:Singalphabetsongtogether.Playnumbergame.Teachersaysanumber(1-10) and children make the number with their ngers behind their backs. Then, whenteachertellsthem,theyshouldholduptheirhands.Seewhohasthecorrectnumberofngers up.

Information: Review alphabet and colors. Review family vocabulary: father, mother,brother,sister,grandmother,grandfatherandbaby.Teach“Thisismy…”Childrenshouldwritedownallwords.

Practice:Drawafamilyontheboard.Labelthefamilymembers.Saytothestudents:“Thisismy…”Practicereadingthewordsanddescribingthefamily.

Application:Childrenshoulddrawandlabelapictureoftheirfamily.

Homework:Write3sentences:“Thisismy…”

Materials:None

Medium Lesson

Motivation:Showapictureofyourfamily,ordrawoneontheboard.Tellthestudentswhoisinthepicture.

Information:Writedownthetwoforms,Thisismy…andIhavea….Discussthedifferencebetweenthetwo.Thenreviewthefamilynamesontheboard.

Practice:Childrenshouldpracticespellingthesefamilywords.Theyshouldwrite2linesofeachfamilyword.

Application:Childrenmaydrawapictureoftheirfamily,andlabeleachpart-“Thisismymother.”“Thisismysister.”

Homework:Finishthisforhomeworkandaddunderneathasasmalltext(inadditiontothelabels)“Ihaveamother,Ihave2sisters…

Materials:pictureoffamily

Advanced Lesson

Motivation:Teachershouldbringapictureofmyfamilytoclass.Saytochildren,“Thisismyfamily.Ihaveamother,afather,andabrother.Iamasister.”Showpicture.

Information:Reviewwords-mother,father,sister,brother,son,daughter,younger,andolder.Writeallofthesewordsontheboard.TeachformIhavea…Youhavea…Remind



0

childrenaboutusing‘a’and‘an’.Askwhichwordthiswillapplytofromourvocabularywords.(older)Model“Ihaveanolderbrother.Reviewpronounsandtheverb‘tohave’.

Practice:Childrenshouldorallypracticetellingtheteacherwhoisintheirfamily.

Application:Childrenshoulddrawapictureoftheirfamilyandlabelthepeople.

Childrenmayshowthepicture.Usepronounsinthelabels.Heismybrother.Sheismysister.

Homework:Childrenshouldwrite4sentences,tellingwhotheyhaveintheirfamily.1ofthemshouldbeIama(n)older/younger/sister/brother/son/daughter.

Materials:Picturesofteacher’sfamily

Class #7:General Review- Alphabet, Numbers,Colors, Greetings, Classroom Words ,Family Words, Body Parts, Animals and Toys

Daily Sentence: Wealreadyknowmanywords.

See Review Activities # 4,9,22, 47,52, 56,64 in Appendix B for activity ideas.

Class #8:Extended Family

Daily Sentence: Ihavealargefamily.Ihavemanyaunts,unclesandcousins.

Easy Lesson

Motivation:Showpicture-realordrawn-ofalargefamily;aunts,uncles,grandparents,

andcousins.Askchildrentopointoutinnativelanguagewhichpeopletheysee.

Information:TeachtheEnglishwordsforthesefamilymembers.Childrenshouldcopythem down- rst with translation, then write1 line of each word.

Practice:Practicetranslationthewordswiththechildren.

Application:Askthemtomakesentences,“Ihavea…”or“Ihave2,3…aunts.”Makesuretheypayattentiontoplurals.

Homework: Ask children to nd a picture of their extended family to bring in for nextclass.

Materials:Pictureofextendedfamily

Medium Lesson

Motivation:Showchildrenapictureofafamily.Talkaboutwhichfamilymembersareinthepicture.

Information:Teachfamilywords:Grandfather,Grandmother,Granddaughter,Grandson,Cousin,Aunt,Uncle.

Practice:Writesmallparagraphontheboard.

Thereisafatherandamotherinmyfamily.Thereare2grandmothers,andthereis1grandfather.Thereare4cousins.Thereare3unclesand3aunts.

Askchildreniftheyunderstand.Havechildrentranslateifnecessary.Ask“Howmanycousins?Howmanymothers?”etc

Application:Ask childrento speak inmore detail about their family.Teach theform“Thereisa…inmyfamily.”and“Thereare….sinmyfamily.”Childrenshouldtelleachotherabouttheirfamilies.Useform“Inmyfamily,thereis/are…”




Homework: Children should nd pictures of their extended family to bring in to class.Remindchildrentopracticespellingforthenextclassaswell.

Materials:Pictureofalargefamily

Advanced Lesson

Motivation:SingtheGoodMorningsong(seeAppendixE)

Information: Introduce vocabulary: grandson, granddaughter, niece, nephew, cousin,aunt,uncle,sonanddaughter.Introduce“Thereis/Thereare”

Practice:Drawafamilytreeontheboard.Startoffwith2grandparentswhohad3chil-dren(includingfatherormother)whohadvariousamountsofchildren(onebeingme).Makesurethereareuncles,aunts,cousins,niecesandnephews.Describethefamilytothechildren.Askthestudents“Howmany…areinthefamily”Appropriateresponsesare“Thereisone…inthefamily.”And,Thereare…sinthefamily.”

Application:Childrenshouldwritedownhowmanycousins,auntsandunclestheyhave.

Homework:Practicespellingthefamilywordsathome.

Materials:None

Class #9:Extended Family, Numbers and ‘to have’

Daily Sentence: Ihavethreeauntsandtheyhavetwochildreneach.

Easy Lesson

Motivation:Childrenshouldshowtheirpicturestotheclass,andsayatleastthreesen-tences-“Thisismy…”

Information:Practicewordsagain together.Thendiscussthewordsolder,middleand

younger.Askchildrentopointtotheirpicturesandusethesewords.Childrenshouldwritethesenewwords.3childrenmaycometothefrontandsaywhentheirbirthdaysare.Lettheclasslabelthemolder,middleandyoungest.

Practice:Playgameonboardwhereteacherdrawsaboxforeachletterinaword(atallboxfortallletters(l,k,t,h),asquareboxforlettersliker,e,s,cetc.andalowboxforletterslikej,g,p,y.Childrenshouldguessfromtheshapeoftheboxeswhichworditis,then ll in the boxes.

Application:Practicespeakingindialogues.Childrenshouldtalkabouttheirfamiliesinresponsetoquestion-“Doyouhaveafamily?”“Yes,Ihave…”

Homework:Childrenmaywriteabouttheirextendedfamily-Ihavea…Tellstudentsthatthenextclasstherewillbeaspellingtest,sotheyshouldprepare.

Materials:None

Medium Lesson

Motivation:Greetchildren,haveseveralshortdialogues.

Information:Tellstudentsthattherewillbeaspellingtesttoday,butwewillreviewallthe words rst.

Practice:Playhangmanfor15minuteswithspellingwords

Application:Givequickspellingtest.Remindstudentsthattheyshouldnotcopyfromanotherchild’spaper,andshouldbecarefulthatnooneislookingattheirpaper.Givethewordsorally.Spellallthewordstogetherwhenthetestisover.Useimmediateandextendedfamilywords.

Homework:None

Materials:None




Information:Askwhichquestionschildrenknow.Writedownandteach:Doyouhaveafamily?Yes,Ihaveafamily.Tellthemthatthisform,“Doyouhave…?”isgoodforask-ingifapersonhasanything.Thenteach“Isthisyour…?”inthesameway.Pointoutthatquestionsusuallyhavealittlechangeinthebeginningofthesentence.

Practice:Askchildrentopracticethisform,anduseobjectcardstoprompttheminwhattoask.Thenspeakaboutfamily.Haveashortdialoguewithachild.Greet,askname,andask,“Doyouhaveafamily?Thenpointtoachildandask:“Isthisyoursister?”Childrenpracticethesedialogues.

Application:Childrenshouldworkwithpartnerstoprepareadialogueorwithpuppetsiftheywish,andthenpresentthedialoguetotheclass.

Homework:Childrenshouldmakealistofwhoisintheirfamily.Beginthelistwith“Ihavea…”

Materials:Puppetsandbackgrounds,objectcards.

Class #11:Extended Family, the verb ‘to live’, and the preposition ‘in’

Daily Sentence: Myfamilylivesinthevillage.Iliveinthecity.

Easy Lesson

Motivation:ReviewHomework

Information:Writeontheboard,“Wheredoyoulive?”AnswerIlivein(nametown).Askchildrenwhattheythinkthismeans.Tellthemandthengothroughthewordsandtrans-lateeach.Talkabouttheverb‘tolive’.Showtheconjugationswitheachpronoun,andexplainthatwhenyousayaperson’snameinplaceofapronoun,youneedtousethehe/sheform.Childrenshouldwritethis.

Practice:Practiceconjugatingtolive.Askchildrenthequestion“Wheredoesyourmoth-erlive?”Teachchildrentheanswer“Mymotherlivesin(town)”.Childrenshouldwrite

questionsandanswersdown.

Application:Thechildrenshouldpracticespeakingaboutwheretheylive,andwheretheirimmediateandextendedfamilylives.

Homework:Childrenshouldwriteaboutwheretheyand2peopleintheirfamilylive.

Materials:None

Medium Lesson

Motivation:Takeafewminutestoreviewhomework.Showpicturesofplaces:Acity,asmalltown,ahouse,anapartment.Askchildreniftheyknowwhatthesepicturesare.

Information:Teachquestionswithvariouspronounsandtheverbtolive.Forexample:

“DoyouliveinNavoi?”Repeatwithseveralpronounsandcities.Thenask:“Wheredoyoulive?”Havechildrenrepeatseveraltimes.Writeallinformationintheirnotebooks.

Practice:Childrenshouldwritethisintheirnotebooksastheyseeitontheboard.Afterthey have nished, check for understanding. Ask children questions about their family,andletthemaskeachother.

Application:PlayTic-Tac-Toe.Writevocabularyinthesquares.Onechildfromeachteamcomestotheblackboardandmakesasentencewithoneofthewords.Iftheyarecor-rect,theirteamgetsthesquareforthatword.Theotherteamgetsthenextchoice.

Materials:picturesofplaces

Advanced Lesson

Motivation:Writethequestion“Wheredoyoulive?”andtheanswer“Ilivein(nametown).”ontheboard.

Information:Ask children what they think thismeans. Translate if necessary and gothroughthewordsandtranslateeach.Talkabouttheverb‘tolive’.Showtheconjuga-



tionswitheachpronoun,andexplainthatwhenyousayaperson’snameinplaceofapronoun,youneedtousethehe/sheform.Childrenshouldwritethis.Addthatyoucananswer not with a town name, but with: a city, a town, a house, or an apartment (at).Childrenshouldwritenewwordsandsentencestructures.

Practice:Askstudentswheretheyliveand“Wheredoesyourauntlive?”“She(orMyaunt)livesin…”Goaroundtheroomandaskeachchildatleastonequestion.Useaballtotosstostudentsasyouaskquestions.

Application:Playgame:Whereisit?Teacheraskswhereanitemis,andstudentsmustpointandsay,“Thereitis!”Youcanalsodothiswithpeopleandchildrenmustremembertosay,“Therehe/sheis.”

Homework:Writeaboutwherethepeopleinthechildren’sfamilieslive.

Materials:Ball

Class #12:Professions/Pronouns, the verb to be

Daily Sentence: Iamateacher.Mybrotherisacook.

Easy Lesson

Motivation:Gooverthehomework

Information:Introducevocabulary:doctor,driver,cook,engineer,economist,teacher,manager,retired,seller,soldier,policeman,farmer&builder.Reviewpronouns.

Practice:Practicesayingwordsasteachershowspictures.“Sheisa…”“Heisa…”

Application:Teacherwritesontheboard“Myfatherisasoldier”.Reviewthesentencewiththechildren.Doachaindrillwiththechildrenusingthesamestructureasthesen-tenceontheboard.

Materials: Write ve sentences: “My ___ is a ___”

Medium Lesson

Motivation.Showprofessionpictures(peopledoingtheirjobs),andtalkaboutwhichjobsthechildrenknow:student,teacher,banker,seller,farmer,driver,businessman,builder,etc.

Information:Teachnamesofdifferentprofessions.Thenreviewtheformsof“tobe”.Afterthis,youcantellchildrenthattheformforsayingwhatprofessionsomeoneistosay,“Iama/an…”or“Sheisa/an…”childrenshouldcopyandtranslatethis.

Practice:Childrenshouldpracticetalkingabouttheirfamilymembersandthejobsthattheyhave.“Ihaveafather,heisadriver.”“Ihaveabrother,heisastudent.”

Application:Playgame.Childrenshouldactoutprofessionsandtheothersshouldguesswhattheprofessionis.

Homework: Childrenshouldwrite 3 sentences about their familymembersand theirjobs.

Materials:Picturesofprofessions

Advanced Lesson

Motivation:Askseveralchildrenwhatprofessiontheirparentsare.Writeanswersinna-tivelanguageontheboard.

Information:Introduceprofessionwords.Childrenshouldwritethemintheircopybookswith translation.With preparedpictures, drillchildrenwith newwords.Then review

pronouns,andtheformsoftheverbtobe.Tellchildrenwhenyouaskaboutaperson’sprofession,youask,“Whatdoyoudo?(Whatdoeshe/shedo?)andtheanswerisIama…(youarea..).Childrenshouldcopythisdown.




Practice:Practiceaskingeachother“Whatdoeshedo?”usingpictures.Theyanswer:“Heisa/an…”

Application:AskchildrentotellyouwhattheirparentsareinEnglish.Askchildrenwhattheyare.Teach,“Iamapupil”.

Homework:Writeaboutthreefamilymembers:“Ihaveamother,sheisaseller.”“Ihaveabrother,heisastudent.”


Class #13:Pronouns and Professions using Family Vocabulary & Articles ‘a’and ‘an’.

Daily Sentence: Myfatherisamanagerandmymotherisanengineer.

Easy Lesson

Motivation:ReviewPronouns,professionsandarticleusage

Information:Tellchildrenthatwhenyouaskaboutaperson’sprofession,youask,“Whatdoyoudo?”(“Whatdoeshe/shedo?”)andtheansweris“Iama…”(“He/Sheisa…)Chil-drenshouldcopythisdown.

Practice:Practicespeakingtogether.Askchildrenwhattheyare.Invitethemtoanswerwithdifferentprofessions.Makesuretheyusethecorrectarticle.Thenreviewusingfamilymembers:Mymotherisacook.Myfatherisanengineer.

Application:Writeseveralquestionsontheboard.Howareyou?Whatdoyoudo?Doyouhaveamother?Whatdoesshedo?Whatdoesyourfatherdo?Childrenshouldcopydownthesequestions.Aftertheyhavecopiedthem,theyshouldstarttowritetheanswers.Ifthey nish, children should read their answers.

Homework:Finishansweringquestions.


Medium Lesson

Motivation:Playmatchingpronounsgameonboard.Writeallthepronounsinnativelan-guageandEnglishandhavethechildrencometotheboardandmatchthem.

Information:Reviewpronounswithclass.Translate.Goovertheprofessionvocabulary.Reviewvowelsandarticlesaandan.Reviewtheverb‘tobe’.

Practice:Writethe followingwordsontheboard:Doctor,Engineer,Cook,Economist,Driver,Teacher,Arm,Face,Eye,Nose,Ear,Leg,Ball,Cat&Dog.Havethechildrencometotheboardandwriteifanaoranshouldcomebeforetheword.

Application:Practiceusingpronouns,professionsandtheverb“tobe”.Makepronounand verb cards that are attached to strings and t them around the children’s necks. If thechildhas“I”aroundhisneck,hemustusethecorrectformoftheverb“tobe”.Next,the teacher will show a picture of a profession. The child must rst say what the profes-sionis,thensayif‘a’or‘an’goesbeforetheword.Heorshewillthenputthesentencetogether.“Iamateacher”

Homework:Childrenshouldwritedownsixsentencesusingdifferentpronounsbutthesameprofession.

Materials:Picturesofprofessions.Cardswithpronouns,differentformsoftheverb“tobe”andcardswithaandan.Stringtomake“necklaces”.

Advanced Lesson

Motivation:Checkhomework.Goovergreetings,alphabet,numbers,colors.



Information:Reviewprofessions,andreviewquestionsforaskingaboutprofessions“Doyouhaveabrother?Whatdoeshedo?”“Heisa….”Orthechildrencansay,“Mybrotherisa…”Childrencopybothformsintheircopybooks.

Practice:Childrenshouldwritewhateachoftheirfamilymembersdoes,using“My…isa…”

Application:Discussotherprofessions.Askchildrentothinkaboutwhattheywanttobewhentheygrowup.Translateandpracticesayingthesewords.Childrenshouldwritethemintheirnotebooks.

Homework:Childrendrawapictureoftheprofessiontheywanttobewhentheygrowup.Tellthemtheycanbewhatevertheywant,don’tworryif it’snotoneoftheoneswe’velearned.Tellthemiftheydon’tknowwhattheywanttodo,tothinkofonetheydonotwanttodo.

Materials:None

Class #14:Professions, the verb to work, prepositions and place names

Daily Sentence: Mymotherisaseller.Sheworksinabazaar.

Easy Lesson

Motivation:ReviewProfessions.Askchildrentotellyouwherethesepeoplework.Writealistontheboard.

Information:Translatetheplacenamesandpracticewiththechildren.Teachtheverb‘towork’withallpronouns.Introduce“Wheredoyouwork?”“Wheredoeshe/shework?”Translate,andpractice.Teachresponses:“Iworkina…”“He/Sheworksina…”Childrenshouldwriteallofthisdown.

Practice:Practicesayingsentencesusingworkplaces.

Application:Teachershouldgivesentencesinnativelanguageandchildrenshouldprac-ticetranslatingthem.Splittheclassintoteamsandgiveeachteamachancetosaythecorrecttranslation.Giveonepointforeachcorrecttranslation.

Homework:Write3sentencepairs.Forexample:Mymotherisaseller.Sheworksinabazaar.

Materials:Professionpictures

Medium Lesson

Motivation:Reviewprofessions.

Information:Teachtheverbtoworkwithallpronouns.Childrenshouldcopythisdown.Thenwritethesentences:“Adriverworksinacar.Abankerworksinabank.”Etc.Chil-

drenmustguesswhattheplacesare.

Practice:Showchildrendifferentpicturesandpromptthemtosay,“Sheworksinaba-zaar,Heworksinaschool.”Copyplacenames.

Application:Goaroundtheclassinachaindrill.Onechildsaysaprofession;thenextchildsays,“Acookworksinakitchen”.Thenthatchildsaysanotherprofessionandthenextchildanswers.

Homework:Choosefourprofessionsandwritewheretheywork.


Advanced Lesson

Motivation:Lookathomeworkpictures.Teachercanwritedifferentprofessionsontheboard.

Information:Translateandspeak about each of theprofessions.Ask childrento talkaboutwherethesepeoplework.Writeandtranslatethesewordsaswell.Iftheydidn’t




dotheirhomework,haveasetofprofessionsandplacestotalkabout.Introducetheverb‘towork’.Writethesentences:“Afarmerworksonafarm.Abankerworksinabank.”Etc.Writeaplaceforeachprofession.

Practice:Childrenshouldwritethisinformationintheirbooks,thenwriteasentenceforthejobtheywanted.Somechildrenmayreadsentences.“Iamacook.Iworkinakitchen.”

Application:Ifsomeofthechildrenwrotewhattheydidn’twanttobe,talkaboutthenegative.“Abankerworksinabank.Idonotlikebanks.”“Abusinessmanworksinanofce. I do like ofces.” Write both of these on the board one under the other, then com-pare.Talkabouttheplacementofthewordnotandwhatitmeans.

Homework:Write3thingsyoudonotlike.Remembertomakethemplural.


Class #15:Review

Daily Sentence: Let’sreviewournewwords.

See Review Activities # 24, 28, 29, 55, and 65 in Appendix B for suggested activities.

Labeleachmemberofanextendedfamilyinapicturewitha,b,c,etc.Writethefollow-ing questions on the board. Children should copy the sentences and ll in the correctfamilymember.

Thisismy_a_.(aunt)

Heismy_b_.(uncle)

Theyaremy_c_.(cousins)

Thisismy____d__andmy_e_.(grandmother,grandfather)

Theyaremy_f_.(grandparents)

Thatmanandwomanaremy_g.(parents)

Sheismy_h_.(sister)

Sheismyother__i_.(sister)

Ihaveone_j_.(brother)

Thatis_k_!(me)

Matchthefollowingprofessionswithnativelanguagetranslation:

Doctor,banker,seller,farmer,cook,driver,worker,builder,teacher,pupil,engineer.

Copythesentencesontotheboard.Childrenshouldcirclethecorrectanswer.Correctanswersareunderlined.

Adoctorworksina(hospital/bank).

Asellerworksina(kitchen/bazaar).

Adriverworksina(car/boat).

Acookworksina(kitchen/school).

Afarmerworksona(farm/school).

Teachersworkin(schools/school).

Doctorsworkin(hospitals/kitchen).

Pupilsworkin(banks/schools).

Cooksworkin(libraries/kitchens).

Bankersworkin(bazaars/banks).



Businessmen work in (ofces/ hospitals).


Easy Lesson

1. Whatnumberisthis?(Calloutanumberandthechildrenwillwriteit)

2. Whatletteristhis?(Calloutaletterandhavethechildrenwriteit)

3. Whatisthis?Aballoradoll?(Showeitheraballordollandwritebothwordsontheboard.Thechildrenmustwritedownwhatitis.)

4. Whatpartofthebodyisthis?(Drawabodyontheboard;writedownallofthewordsandthenpointtoabodypart.Thechildrenchoosefromthelisttosaywhichpartofthebodyyouarepointingat.)

5. Drawthispartofthebody.(Calloutabodypartandthechildrenwilldrawit.)

6. Whatpartofthebodyisthis?(Drawabodyontheboard;writedownallofthe

wordsandthenpointtoabodypart.Thechildrenchoosefromthelisttosaywhichpartofthebodyyouarepointingat.)

7. Drawthispartofthebody.(Calloutabodypartandthechildrenwilldrawit.)

8. Whichanimalisthis?(Drawseveralanimalsontheboardandwritetheirnamesontheboardaswell.Pointtooneoftheanimalsontheboardandthechildrenwillwriteitsname.)

9. Drawthisanimal.(Calloutananimalandthechildrenwilldrawit.)

10. Whichfamilymemberisthis?(Drawafamilyontheboardwithallofthefamilynamesalsowritten(notinthesameorder)andpointtoamemberofthefamily.Thechildrenwillwritedownthefamilymember’sname.)

Medium Lesson

1-7. Teachershoulddrawpicturesontheboardandgivea/b/cmultiple-choiceanswersfortheanswer:(Pictureofacat)

a.horse

b.dog

c.cat

Drawthefollowingandmakemultiple-choiceanswersfor:1.cat2.dog3.eyes4.leg5.hand6.hen7.cow

8-10. Dictatethefollowingletterstochildren.Theyshouldwritedowntheletteryou

say.M,A,L11-13.Choose3professions(teacher,engineer,driver).Showtheteachertothechildren

andsay“Thisisabanker”Childrenshouldwritenooryesontheirpaper.(Showengineer)Thisisanengineer.(Showdriver)thisisapupil.

Advanced Lesson

1-5. Translatethefollowing:seller,mymother,horse,eye,leg,uncle

6. Writeouttheformsofthe‘tobe’verb

7-10. My brother is a (pupil/engineer). He works in an ofce.

Yoursisterisateacher.Sheworksina(bazaar/school).

Hismotherisa(cook/banker).Sheworksinakitchen.

Myfather(is/are)abusinessman.




Class #17:Halloween

Please see Appendix C for suggested holiday activities



0

Semester 2

Class #1:Review Extended Family, verb to be

Daily Sentence: YourfamilylivesinUzbekistan.MyfamilylivesinEurope.

Easy Lesson

Motivation:Greetchildren,talkabouttest.

Information:Quicklyreviewallvocabularyandverbswithchildren.

Practice:PlayAroundtheWorldwithallvocabulary.

Application:Practicecompletedialoguesusingallpreviousvocabularywords,withtheteacherandeachother

Homework:none

Materials:Wordcardsandpictures

Medium Lesson

Motivation:Handbackchildren’stests;askiftheyhadagoodbreak.

Information:Reviewextendedfamilynames,lookingatfamilytreetodiscussrelation-ships.Makesuretoremindchildrentomakecompletesentences.Writethesentenceforms: There is, There are, He has, I have. Discuss plurals briey and article use.

Practice:ChildrenwillplayfamilyTic-Tac-Toe.Writevocabularywords inthesquaresoftheTic-Tac-Toeboard.Childrenmustdivideintoteamsandmakesentenceswiththewordtoputtheirmarkinthesquare.

Application:SpellingBee.Childrenstandinline,andonebyone,mustspellthewordtheteachersays.Iftheyspellcorrectly,theygototheendoftheline.Iftheyspellincor-rectly,theymustsitdown.Continueuntilonechildisleft.

Homework:Answerthe questions:Who is inyour family?Howmanymothersdoyouhave?

Howmanysistersdoyouhave?Givechildrenenoughtimetowritethequestionsintheirbooks.

Materials:FamilyTreepicture

Advanced Lesson

Motivation:Reviewdaysoftheweek.Uselargepiecesofpaperwiththedayswrittenon

them.Giveoneeachto7studentsandtheymustputthemselvesinorder.Trywithdif-ferentgroupsofstudents.Reviewalphabet,colorsandnumbers.

Information:Reviewallverbsandconjugate.

Practice:Givestudentsalonglistofwordsandtellthemtoputwordsincategoriesnounorverboradjective.

Application: Play hangmanusing family words, and allwords that the children havelearnedsofar.Givecategories.

Homework:None

Materials:Piecesofpaperwithdaysoftheweekwrittenonthem




Class #2:Review Professions, Prepositions, Nouns and the verb ‘to work’

Daily Sentence: Todaywewillspeakaboutwherepeopleworkeveryday.

Easy Lesson

Motivation:Dotimedalphabettest:Givethechildren2minutestoowritethealphabet.

See who can nish. If this is too easy, have children do a timed test with family words.

Information:Reviewverbtowork,tobeandtheprepositionin.

Practice:Writesentencesontheboard-usingextendedfamilywordsandprofessions.Childrenshouldchangethefamilywordstopronouns.

Application:Playgame.Oneteamcallsoutaword,andtheotherteamhastomakeasentencewithit.Seewhocangetthemostpointsforcorrectsentences.

Homework:Childrenshouldreviewbodypartsathome

Materials:None

Medium Lesson

Motivation:Dotimedalphabettest:Givethechildren2minutestoowritethealphabet.See who can nish. If this is too easy, have children do a timed test with family words.

Information/Practice:Askchildrentotellyouwhattheirmother/fatherdoes.Remindchildrenofthe two forms:Mymotherisa…Mymotherworksata…Several childrenshouldanswerthisquestion.Reviewthequestionwords“Where?”and“What?”RemindchildrenthatinEnglishwesay“Whatisyourmother?”or“Whatdoesyourmotherdo?”

Application:Writethefollowingquestionsontheboard.Whatdoesyourfatherdo?Whatisyourmother?Doyouhaveanuncle?Whatdoeshedo?”Childrenshouldanswerthequestions in their notebooks. They may work together to nd the answers, but remindthemthattheiranswersshouldnotbethesamebecausetheyareonlytalkingabouttheirownfamilies.Checkwork.Somechildrenshouldreadtheiranswersoutloud.

Homework:Childrenshouldlookbackintheirnotebooksandreviewbodyparts.


Advanced Lesson

Motivation:Greetchildren.Haveseveral“Howareyou?”dialogues.

Information:Teachchildrensomeadditionalvocabularyforworkplacesandprofessions.Ask childrento listmoreprofessionsandworkplaces.Write themontheboardandtranslate.

Practice:Childrenshouldcopytheseandpracticemakingsentences.

Application: Give children10-12 sentenceswithmissingwords. Childrenshould copydown sentences and ll in the missing word. Use sentences such as “A hairdresser worksina…(salon)Sentencesvarydependingonwhichnewprofessionsaretaught.

Homework:Childrenshouldreviewbodypartsforthenextclass.

Materials:None



Class #3:Physical Appearance, Review Body Parts,the verbs ‘to be’ and ‘to have’

Daily Sentence: Ioncesawatall,beautiful,yellowgiraffeatthezoo.

Easy Lesson

Motivation:SingHead,Shoulders,KneesandToes.Haveastudentleadthesong.Reviewcolors.

Information:Drawapersonontheboardandlabelbodyparts.Childrenshouldknowthesewell.Use“Thisis…”Remindchildrenthatifthereisoneofsomethingwesaytheworda/an,andifthereismorethanonewedonot,butweadd‘s’.Talkabouttheques-tionWhereisthe…?andWhatisthis?Remindthemthattheanswersareformedfromthequestions.Writethisclearlyontheboardandchildrenshouldcopyincopybooks.Quicklyreviewcolorsagain,andencouragechildrentosaysentenceslike“Thisisbrownhair.Thisisaredmouth.”Tellchildrenthatwhenweuseadjectives,theygoinfrontofthenoun.

Practice:Erasethelabels,andchildrenshouldtaketurnswritingthelabelwithacolor

adjectiveifpossibleontheboardnexttotheappropriatepicture.

Application:DotheHokeyPokeysong

Homework:Childrenshouldpick4bodyparts,andwritesentences,usingcolors.

Materials:HokeypokeySongposter

Medium Lesson

Motivation:SingHead,Shoulders,KneesandToes

Information:Quicklyreviewbodyparts.Showsomepicturesthatrepresentadjectivessuchasbeautiful,ugly, fat, thin,tall,short, big, small,and review colors.Childrenshouldwriteallofthesenewwordsintheirbooks.Review“Iam…“Iamnot…”

Practice:Practice recognizingthesewords inwrittenformandin pictures.Writethewordsontheboardwithnotranslation,andeitherpointtoawordorshowthepicture.Eitherway,theyshouldsaytheadjective.Trywritingthewordsinnativelanguageontheboardandaskthemtotranslateaswell.

Application: Tell the children to draw an animal in their notebooks. After they have n-ished,thechildrenshouldwritewhattheanimalis,andwhattheanimalisn’t.Example:Thecatisfat.Thecatisnotthin.Thecatisnotuglyetc.

Homework:Practicethenewwordsathome,andlearnthespelling.

Materials:picturesofadjectives

Advanced Lesson

Motivation:Quicklyreviewbodyparts.

Information:Showsomepicturesthatrepresentadjectivessuchasbeautiful,ugly,fat,thin,tall,short,big,small,andreviewcolors.Childrenshouldwriteallofthesenewwordsintheirbooks.Review“Iam…”“Iamnot…”andreviewthetobeverbinnegativeandpositivewithallpronouns.

Practice:Teachershoulddrillstudentswithnewwords.Giveasentenceinnativelan-guage;seeifthechildrencantranslate.

Application:Childrenshouldwrite4sentencesaboutthemselves-3trueandonefalse.1childshouldreadthemandotherstudentsdecidewhichisthefalsesentence.

Homework:learnthespellingofthenewwordsforthenextclass.Materials:picturesofadjectives




Class #4:Physical Appearance Adjectivesand the verb to be and to have

Daily Sentence: Iamtall,bigandhappy,howareyoutoday?

Easy Lesson

Motivation:Reviewgreetings,colors,numbersanddaysoftheweek

Information:Goovervocabulary:big,small,short,tall,happy,sad,good,bad.

Practice:Teachpoem:Iambig,Iamsmall,Iamshort,Iamtall.Iamhappy,Iamsad,Iamgood,Iambad.

Application:Drawpicturesofallthedescriptivewords.

Homework:Write3descriptivesentencesaboutself.

Materials:None

Medium Lesson

Motivation:Orallyreviewtheverbs‘tobe’and‘tohave.’Information:Writetwosentences-“Ihavebrownhair.”and“Iamshort.”ontheboard.Askstudentstotranslateandaskwhatthedifferenceis.Explainthatweusethesamekindofdescribingsentencesthattheydointheirlanguage.Whentheyaredescribingonepartoftheirbody,theysay,“Ihave(adjective)(noun)…”Butwhentheyaredescribingthemselves,theyshoulduse“Iam(adjective)”

Practice:Goaroundtheroom,andeachchildshouldsayasentence,1childusing“Iam…”andthenextusing“Ihave…”

Application: Students should trace their hands onto a piece of paper. In each nger theyshouldwriteasentenceaboutthemselves.Somechildrenmayreadtheirsentences.

Homework:Studentsshoulddrawpicturesofthemselves.Theyshouldalsoprepareforquickspellingtestnextclassonadjectives.

Materials:None

Advanced Lesson

Motivation:SingTheHokeyPokeySong(seeAppendixE)

You put your (left foot) in,

You put your (left foot) out,

You put your (left foot) in,

And you shake it all about

You do the Hokey Pokey

And you turn yourself around,

That’s what it’s all about.

Information:ShowPictureofteacher-drawn.Teachertellschildrenaboutherself.

Stresstheform“Ihavebrownhair.Iamtall.Ihave2legs.Ihavebrowneyes.

Practice:Studentsshouldpracticethisformat.GivethemseveralchoicesandtheymustchoosewhethertowriteIamorIhave…Writedifferentadjectivesontheboardandtranslatethem.

Application:Childrenwrite5sentencesdescribingthemselves.

Homework:Write3sentenceswith“Ihave…”and3sentenceswith“Iam…”

Materials:HokeyPokeyPoster,Pictureofteacher



Class #5:Physical Appearance, Describe Self

Daily Sentence: Mynoseissmallandmyfeetarebig.Whatismyhairlike?

Easy Lesson

Motivation:Gooverpoem“I’mbig,I’msmall”and“Head,Shoulders,KneesandToes”

Information: Go over words from descriptive poem, and then describe parts of thebody.

Practice:Describeteacher’sbodyparts.Havethechildrendescribethemselves.Usepro-nounsandtheverb‘tobe’todescribeselfandothers.

Application:Childrenshouldwrite5sentencesaboutthemselves.

Homework:Childrenshoulddrawapictureofthemselvestogowiththeirsentences.

Materials:None

Medium Lesson

Motivation:Letstudentssharetheirpictures.Iftheyhavenotdonethematthispoint,theyshoulddothemnow.

Information:Reviewwhentouse“Ihave…”or“Iam…”Tellchildrenyouaregoingtocol-lecttheirpicturesandmakeapostertoputupinclass.

Practice:Haveaspellingtest:Dividethechildreninto2teams.1childfromeachteamcomestotheboardandspellsanadjective.Seewhichteamspellsthemostwordscor-rectly.

Application:Iftimeremains,reviewfamilywords.

Homework:

Materials:NoneNote:Teachershouldmakeaposterwithallofthechildren’sdrawingstoputintheclass.

Advanced Lesson

Motivation:Greetchildren,askthemwhatdayoftheweekitis,andhowtheyaretoday.SingDaysoftheWeekSong.(SeeAppendix--)

Information:Addtodescriptivewords.Addwordssuchasstraight,curly,long,short(forhair),round,oval(forface),strong,good,bad,andsmart.

Practice:Drillwithwords-playaquickgameofAroundtheWorldwithadjectives.

Application:Childrenshouldwriteadescriptionofthemselves,andpracticereadingit.Homework:Thinkofdescriptivewords.Write3downinnativelanguagethattheclasshasn’tlearnedyet.

Materials:None

Class #6:Describe Family Members or Petswith possessive adjective “my”

Daily Sentence: Ihaveagreatpetdog.Itisbig,happyandgood.Myfriendhasacat.Itissmall,happyandbad.

Easy Lesson

Motivation:Gooverpoem“I’mbig,I’msmall”




Information:Gooverwordsfromdescriptivepoem,reviewanimals.

Practice:Showtheclasspicturesofdifferentanimals.Makesurethechildrenknowwhatthe names of the animals are rst, and then ask the students to describe them. Use ani -malnamesandusethepronoun“it”.Usepronounsandtheverbs‘tobe’and‘tohave’todescribeselfandothers.

Application:Write4sentences.2eachdescribingtwodifferentanimals.

Materials:None

Medium Lesson

Motivation:Reviewadjectives,familymembers,animals,pronounsandtheverbstobeandtohave.

Information:Teachafewnewadjectives,includingthoseappropriateforanimals:furry,softandfriendly.Reviewcolorsandnumbers.

Practice:Practicesayingandspellingthesenewadjectives.Playspellinggameonboard.Write words with letters missing. Children must ll in blank spaces.

Application:Describeafamilymemberorpet.Remindchildrenthattheycandescribethingslikeearsandhowmanylegsforanimalsandpeople.

Homework:Pickananimal,anddescribeit.Materials:None

Advanced Lesson

Motivation:Reviewadjectives,familymembers,animals,pronounsandtheverbstobeandtohave.

Information:Teachafewnewadjectives,includingthoseappropriateforanimals:furry,soft,friendly,(colors,numberoflegs)

Practice:Showseveralpicturesofpeopleandanimals.Askthechildrenforyes/noan-swers.Ishetall?Isitfurry?

Application:Childrendescribeafamilymemberoranimal.Firstdrawapicture,thenwrite5-6sentencesdescribingthepersonoranimal.Childrenshouldonlyusepronounsintheform“Itis…”“Shehas…”Childrenwillthenpracticereadingdescriptions.Otherchildrenmustguessifdescriptionisofananimalorperson.

Homework:Pickonepersonoranimalfromhomeanddescribehimorher.

Materials:Picturesofanimalsandpeople

Class #7:Describe each other, use possessive adjectives

Daily Sentence: Ihaveblackhairandbrowneyes.Iamnottall.

Easy Lesson

Motivation:Teacherdescribesherselforally.

Information:Tellstudentsthattodaytheywilldescribeeachother.Onechildwillcometothefrontoftheroom,andtheteacherwilldescribehimorher.Dothisseveraltimesandthenletchildrencomeupanddescribeeachother.

Practice:Goaroundtheroom,eachchildshouldsayonesentencedescribingthenextchild.Encouragethemtousedifferentkindsofdescriptions.

Application:Write5-8mixedupsentencesontheboard.Theymayworkinpairstowrite

thesentencesinproperwordorder.Example:He/tall/and/is/has/hair/brown.=Heistallandhasbrownhair.

Homework:Bringinapicture(fromabookormagazine)ofapersonoranimalforthenextclass.



Materials:None

Medium Lesson

Motivation:Teacherdescribesherselforally.

Information:Reviewpronouns,andthenuseanobjecttodemonstratepossessivead-jectives.Itisyourball.Itismyball.Itishisball,ourball,etc.Talkabout2waystodescribesomething.“Youreyesaregreen.”“Youhavegreeneyes.”Translate,andmakesurechildrenunderstandthedifference.Writeallpossessiveadjectivesontheboardnexttothecorrectpronouns.ForexampleI,myyou,your…

Practice:Childrenshouldwritethisinfointheirnotebooks.

Application:Writeseveraldifferentsentenceslikethisontheboard.Writetheformwith‘tohave’inonecolumnandtheformwith‘tobe’intheother.Letchildrenmatchthemwitheachother.

Homework:Havechildrencopythepossessiveadjectivesandthepronouns2times.Bringinapicturefromabookormagazineofapersonoranimalforthenextclass.

Materials:None

Advanced Lesson

Motivation:Teachergivesariddle.“Iamnottall,Iamagirl.Ihavelongblackhair.Ihavebrowneyes.Iamapupil.WhoamI?”Childrenmustguesswhichpupilteacherisspeakingabout.Theymustanswer:“Areyou(name)?”

Information: Tell children that they will describe each other today, but rst they are go-ingtopracticelistening.Give1-2moreriddles,andthenaskseveralchildrentocomeupandgiveadescriptionriddleaswell.Teachpossessiveadjectives.Talkabout2waystodescribesomething.“Youreyesaregreen.”“Youhavegreeneyes.”Translate,andmakesurechildrenunderstandthedifference.Writeallpossessiveadjectivesontheboardnexttothecorrectpronouns.ForexampleI,my,you,your…Childrenshouldwritetheseadjectivesandexamplesintheircopybooks.Theyshouldtrytousethesepossessivead-jectivesintheirriddles.Forexample:“Hishairisblack.”

Practice:Pairupchildrenandletthemwritedescriptionsofeachother.Encouragethemtowritesomesentencesthatarenottrue,andtelltheclassthattheymustpaycloseattentionsothattheycanpointoutafalsedescription.

Application:Childrenwillcometothefrontoftheroominpairstodescribeeachother.Otherchildrenpayattentiontocatchfalsesentences.

Homework:Bringinapicturefromabookormagazineofapersonoranimalforthenextclass.

Materials:None

Class #8:Describe Pictures

Daily Sentence: Iseeapictureofacatandagirl.Theyarehappy.

Easy Lesson

Motivation:Collectpicturesfromstudents.Iftheyhaveforgotten,takeoutpicturesthatyouhavecollected.

Information:Reviewdescriptivewords,andremindthechildrenthattheycanusecolors,numbersandprofessionwordstodescribetheirpictures.Giveanexampleofacomplete(4-5sentence)descriptionofoneofthepictures.Writeitontheboardsostudentscan

readaswellashear.Addtheadjectivesstraight,curly,round,short,long,round,oval(todescribefaceshape),strong,good,bad,smart.

Practice:Handout2-3picturestoeachchild(useteacher’scollectedpicturesaswell,orworkingroupsiftherearenotenoughpictures)andletthemwriteadescriptionofeach.




Application:Childrenshouldshowtheirpicturesandreadtheirdescriptions.

Homework:Reviewwords;paycarefulattentiontospelling,becausetherewillbeatestsoon.

Materials:Picturesfrombooksormagazines,enoughsothateachchildlookat2-3.

Medium Lesson

Motivation:Collectpicturesfromstudents.Iftheyhaveforgotten,takeoutpicturesthat

youhavecollected.Information:Together,writealistofadjectivesontheboard.Letchildrenleadashortdiscussionofwhatanadjectiveis.Letchildrenwritethewordsontheboard,andcheckforspelling.

Practice:Handoutpictures,2-3toeachstudentorpairofstudents,andletthemwritedescriptivesentences(5-6)foreachpicture.Tellthemtobeascreativeastheywant,perhapsnametheirpersonoranimalpicture,decidewhatjobtheydo,etc.

Application:Childrenshouldsharethesedescriptionsinclass.



Advanced Lesson

Motivation:Collectpicturesfromstudents.Iftheyhaveforgotten,takeoutpicturesthatyouhavecollected.

Information:Quicklyreviewadjectives,colors,pronouns,andverbs.Teachadjectives:old,young.

Practice:Childrenare given 2-3pictures.Theyshoulddescribethe people andwriteabouttheirfamily,job,etc.Childrenshouldwritetheseandthenpresentthem.Encour-agethemtomakeupawholestoryabouttheirpictures,usingthetoworkandtoliveverbs.

Application:collectdescriptionsandpictures.Choose3-4ofthebest,andtapethepic-turestoheboard.Thenreadthedescriptionsandthechildrenmustguesswhichpictureyouaredescribing.



Class #9:Review

Daily Sentence: YouarelearningalotofEnglish.Iamproudofyou!

See review Activities # 21, 29, 33, 46, 56, in Appendix B for activity ideas.

Givespellingtestforadjectives.

Copysentencesontotheboard.ChildrenshouldtranslatethewordsinparenthesesintoEnglish.

Shehas_____hair(long)

Theyare______.(tall)

Theboyhas_______hair.(black)

Wehave_______eyes.(blue)

Iam_______.(fat)



Youare________.(thin)

Thedogis______.(white)

Thereisa_______cat.(small)

Heisa_______man.(short)

Sheisa______girl.(big)

Pronouns-matchtolocallanguageequivalent.

ToBe

(It/She)isagirl.

(We/I)arehappy.

(He/She)isaboy.

(They/You)aredoctors.

(I/ It) am ne.

I(am/are)yourfriend.

You(are/am)mysister.

He(is/are)okaytoday. She(is/am)9yearsold.

It(is/are)abook.

We(are/am)brothers.

They(is/are)tallboys.

PossessiveAdjectives-translateintoEnglish

(our)book

(your)pencil

(My)mother

(His)notebook

(Her)chair

Pleasegivehim(he)pen.

Shehas(she)doll.

Wehave(we)ball.

Take(your)seats,children.

(Their)motherishereforthem


Easy Lesson

1. I(am/have)blackhair.

2. She(has/is)beautiful.

3. He(has/is)aboy.

4. This(is/an)atallgirl.

5. You(has/are)smart.

6. We(are/have)tall.

7. They(are/have)amother.




8. Thatis(a/an)orangeball.

Unscramblethesentences.

9. He/tall/is.

10. We/black/have/eyes.

Medium Lesson



3. He(has/is)aboy.

4. She(is/isnot)aboy.

5. Thedogis(furry/tall).




9. Alyona(is/arenot)apupil.

10. Thecatis(blue/soft).

Advanced Lesson





5. He(has/is)aboy.


7. Thefatheris(strong/arm).

8. Wehave(brown/orange)eyes.

9. Thisis(an/a)friendlycat.

10. I(have/am)asmartpupil.

Class #11-13:Built–in Catch up days

Thesedaysmayhavebeenusedalready,butifnot,pleaseusethemtoreviewatopicthatthechildrenarehavingtroublewith.Youcanalsotryalessonfromadifferentdif-culty level to reinforce the topic on these days.

Class #14, 15, 16:Holiday Activities (Christmas and New Year)

Please see Appendix C for suggested Christmas and New Year’s Activities



0

Semester 3

Class #1:Review Physical Appearance

Daily Sentence: Wewilltalkabouthowpeoplelooktoday.

See Review Activities #1,2,3,6,20, 31, 35, 41, 48, 52, 53, 58, 60 in Appendix B for activity suggestions.

Class #2:Review Possessive Adjectives

Daily Sentence: Iwanttogiveyoumybook.Itisagoodbook.

See Review Activities #1,2,3,6,20, 31, 35, 41, 48, 52, 53, 58, 60 in Appendix B for activity

suggestions.

Changetheunderlinednounorpronountoapossessiveadjective

1. ThatisDilafruz’sbook.(her)

2. Youhaveabook.Itis______book.(your)

3. Timur’shairisbrown.(his)

4. Ihave3pencils.Theyare_______pencils.(my)

5. ThosecatsareAnn’s,James’andBill’scats.(their)

6. YouandIhaveahouse.Itis______house.(our)

7. Thedoghasaball.Itis________ball.(it)

8. Whatistheboy’sname?(his)

9. Ihaveamother.Whereis____mother?(my)

10. Wewillgotothecircus.Wewillgoin______car.(our)

Class #3Groundhog’s Day

Daily Sentence: HappyGroundhog’sDay!Didthegroundhogseehisshadow?

See Appendix C for suggested activities for today’s holiday

Class #4:St. Valentine’s Day

Daily Sentence: HappyValentine’sDay.Willyoubemyvalentine?





Class #5:Valentine’s Day

Daily Sentence: Let’slearnsomemoreaboutSt.Valentine’sDaytoday.


Optional lesson for advanced pupils only:

Motivation:ChildrenshouldreviewwithteachertraditionsandcustomsforValentine’sDay.

Information:Write2sentencesontheboard.“Bemine.”and“Bemyvalentine.”Havechildrenreadthemoutloud.Askwhatthesimilaritiesanddifferencesare.Discusstheuseofmyandmine.Tellthemthat‘mine’isusedalonetotalkaboutsomethingthatbelongstoyou,and‘my’isusedwithanounafterit.Teachtheotherformsofthisusingotherpronouns.My-Mine,Your-Yours,His-His,Her-Hers,Our-Ours,Their-Theirs.Childrenshouldcopythese.

Practice:Writesentences.Thecandyismine.Itismycandy.Thisismymother.Sheis

mine.

Thatismybook.Thebookismine.Sitinmychair.Sitinmine.Childrenshouldreadtheseandcopythemintheirnotebooks.

Application:Writeseveralsentencesontheboard.Childrenshouldcopythemintheirnotebooksanddecidewhichword-mineormythattheyshoulduse.

Hereis____mother.Thedogis_______.Thatis____pen.Thatpencilis_____.Thenaskchildrentowritetheirownsentences,usingthepossessiveadjectiveform.Thentheywillwritethemontheboard,andchangethemtogether.

Homework:Write2sentenceswithmyormine,andpracticesayingthem,soyoucanreadtheminclass.

Materials:None

Class #6:Hobbies Vocabulary Overview

Daily Sentence: AthomeIliketoread,writeandplaygames.

Easy Lesson

Motivation:Askchildreniftheyhavehobbies.Writealistofhobbiesontheboard.

Information:Translatethelist,andinclude:toread,towrite,toplay,to sing,andtowatchtelevision,toswim,todance,tosleepandtorun.

Practice:After studentshavewrittenthewords andanaccompanyingpicture in thebooks,actoutthehobbiestoseeifthestudentscanguesswhatsportyouaredoing.Drawthedifferentkindsofthingsontheboardthatthehobbiesinclude.Havethestu-dentstrytorememberwhichthinggoeswitheachhobby.

Application:StudythevocabularyforH.W.

Materials:None

Medium Lesson

Motivation:Askchildrenwhattheyliketodoforfun.Answersvary.

Information:Explainthatwearestartinganewthemeandchildrenwilllearnaboutdif-ferenthobbies.Todaywewilltalkaboutvocabularywords-becausewearegoingtostartspeakingmoreinclass.Introducethewords:hobby-hobbies,toread,towrite,toplay,tocollect,towatch,andtolisten.



Practice:Tellchildrenthatthesewordsareactions,andaskthemiftheycantelluswhatyouread,whatyouwrite,etc.Writealistandtranslate.Childrenshouldwritethisvocabularydown.

Application:Playagame:matchnounstonewhobbyverbsontheboard.Iftimeremains,useAlphabetfolder.

Materials:Alphabetfolder

Advanced Lesson

Motivation:makealist(innativelanguage)ofhobbiesthatthechildrenhave.

Information:translatethesewordsontheboard.Childrenshouldcopydownthewords.

Practice:havechildrenreadthelistofwords,oncewithyou,thenontheirown.Chil-drenshouldclosetheireyesasyoueraseoneofthewords.Childrenshouldtrytosawthelistofwords,andrememberthewordyouerased.Repeat,untiltheycansaythelistofwordsfrommemory.

Application:Playhangmanwiththesenewwords.Ifyouincludeotherwords,tellchil-drenwhattopicthewordisfrom.

Homework:Usingtheverbtolike,write5hobbiesthatyoulike.Usemorethan1pro-noun.

Materials:None

Class #7:Hobbies with I like to, I enjoy

Daily Sentence: IliketoplaygolfandIenjoybooks.Idonotlikeboxingordancing.

Easy Lesson

Motivation:ReviewHobbiesvocabularyfrompreviousday.

Information:Writedownthesentence“Iliketoplay.”Teachtheverbtolike,andconju-gatewithpronounstogether.Childrenshouldwritethisintheircopybooks.Writethesen-tences“Ienjoybooks.”“Ilikebooks.”Translateandconjugatewithdifferentpronouns.Teachthatifyouwriteaboutanactionyoulike,youmustputtheword‘to’inthesen-tence.Ifyoulikeathing,youmayuseIlikeorIenjoy.Showseveralmoreexampleswithverbs. Show several sentences with I enjoy (sports, books, owers, animals, music).

Practice:Removethewords“liketo”and“enjoy”fromthesentencesontheboard.Askchildrenwhichwordtheythinkgoesinthespaces.Childrenshouldpracticereadingthesentences.

Application:Tossaballaroundtheroom,andaskthechildwhocatchesittosayasen-tencewithIliketo,IenjoyorIlike.

Homework:Write2sentencesforeachbeginning:“Iliketo…”“Ienjoy…”and“Ilike…”

Materials:Ball

Medium Lesson

Motivation:Shortdialoguewrittenontheboard1.Whatdoyouliketodo?

2.IliketoplayandIenjoysports1.Oh,metoo!Ialsoliketowatchtelevision.

Childrenshouldreadthedialoguetogether.

Information:Askchildrenhowmuchtheyunderstood.Tellthemthatweoftenask:“Whatdoyouliketodo?”Theanswerusuallystartswith“Iliketo…”or“Ienjoy.”Explainthat

ifyouaretalkingaboutthenameofasportorathing–asportorforexample,books,wesaythewordafterIlikeorIenjoy.Ifyouaretalkingaboutanaction-forexample,towatch,wesay,“Iliketo…”

Practice:Childrenshouldwritethisinfodown.Writeontheboard(youmaywritemoreverbsduringtheexercise):




I

You

He

She

We

They

enjoy

enjoys

like

likes

toplay

toread

books

dogs

cats

tosing

Childrenshouldpracticereadingsentencesfromthesewords.

Application:Makeawordwebintheirnotebooks.Awordwebismadebywritingonegen-eralwordinthecenterofapageorboard.Thenwritemorewordsaroundthemainword,whichdescribeorexplainit.Drawalinetoconnectthemainwordwitheachotherword.Forexample,wordsconnectedtothecentralwords“Ilike”mayincludebooks,cats,dogs,friends,etc.Explainontheboard,andhavechildrendotheirownwordwebsintheirbooks.Haveatleast4linesconnectingwordstothecentral“Ilike”or“Ienjoy.”

Homework:Fromwordweb,makesentences.

Materials:None

Advanced Lesson

Motivation:Withpicturesofthedifferentsportsandhobbies,playagamewiththechil-dren.Seewhichchildrencanidentifythehobbythequickest.

Information:Weoftenask:“Whatdoyouliketodo?”Theanswerusuallystartswith“Iliketo…”or“Ienjoy…”Explainthatifyouaretalkingaboutthenameofathing–forexample,books,wesaythewordafterIlikeorIenjoy.“Ilikebooks.”Ifyouaretalkingaboutanaction-forexample,towatch,wesay“Iliketowatch…”

Practice:Gooverthenewverbsandhavethestudentsconjugatethemintheircopy-books.Practicesayingpronounsandhavingthestudentssayingthecorrectformoftheverb.Startputtingtogethersentencesusingtheseverbsandthenewvocabulary.

Application:Havethechildrenwritefoursentences.2usingtheverb“tolike”and2us-

ingtheverb“toenjoy”.Allfourshouldusenewvocabulary.

Materials:Picturesofhobbies

Class #8:Hobbies Vocabulary in Gerund

Daily Sentence: Reading,swimming,writingandplayingbaseballaresomeofmyfavoriteactivities.

Easy Lesson

Motivation:Withpicturesofthedifferenthobbies,playagamewiththestudents.Seewhocanidentifythehobbythequickest.

Information:Reviewhobbiesvocabulary,theverbs“tolike”and“toenjoy”andintro-ducethegerundformoftheverbs.Usetheverbs“tolike”and“toenjoy”usingthenewform.Showthestudentsthespellingchangewhenyouswitchtothegerundform.“Ilikeplaying.”“IenjoywatchingTV.”

Practice:Showthechildrenhowtoputverbsintothegerundandhavethemtrytowritetherestoftheverbsinthisform.

Application:Childrenshouldwrite4sentences.Twousingtheverb“tolike”andtwous-ingtheverb“toenjoy”,andallfourshouldusethegerundformoftheverbs.

Homework:Givethechildren4moreverbs,jumpsing,walk,andeat.Theyshouldwritesentencesinthisformforeachverb.

Materials:Picturesofhobbies



Medium Lesson

Motivation:Checkhomework.

Information:ExplainthattherearedifferentwaysofsayingthesamethinginEnglishjustlikethereareintheirnativelanguage.Forexample,inEnglish,wecansayIliketoplay,andalsoIlikeplaying.Wedothisforactionwordsonly.Lookatthetwosentencesandseewhatthesimilaritiesanddifferencesare.Showanother.Iliketoread.Ilikereading.

Practice:Tellchildrenthatwhenwetalkabouthobbieswealsousethisform,andtheyshould orally practice saying what they like. At rst teacher will say the sentence in oneform,andthestudentwillsayittheotherform.Athirdchildmaytranslate.Example:Iliketoplay,Ilikeplaying,translation.Childrenshouldcopyallinformationintheirnotebooks.Makesurethatsymbolssuchasequalssignareusedsochildrenknowthesentencesmeanthesamething.Childrenmaywriteanativelanguageexplanationintheirbooks.

Application:Childrenshoulddrawthemselvesdoingahobby,andthenwritethesen-tencesbothwaysunderneath.

Homework:Finishthisdrawing.

Materials:None

Advanced Lesson

Motivation:Askchildrentocometotheboardandwriteseveralsentencesaboutwhattheylike.

Information:TellchildrenthatthereisadifferentwayofsayingthisinEnglish.Teach,“Iliketoread.”and“Ilikereadinghavethesamemeaning.”Wesimplytakeouttheword‘to’andputan-ingontheendoftheverb.Writeseveralexamplesofthisontheboard.Childrencopythenewinformation.“Ienjoyreading.”isalsocorrect.Theword‘enjoy’canbeusedthesamewasas‘like’inthegerundform.

Practice:Askchildrentochangethesentencesontheboardtothegerundform.Theclassshoulddothistogether.

Application:Write20-30vocabularywordsontheboard,includingsomepronouns,verbsandnouns.Quicklychecktomakesuretheyunderstandallofthewords.Askchildrentomakeasmanysentencesastheycanwiththesewords.Youmayusethefollowingwordsorwriteyourown.Play,walk,run,I,he,they,to,books,she,collect,eat,hamburgers,like, enjoy, watch, lms, stamps, likes, sing, dance, write, (-ing ending). See who canwritethemostsentences.

Homework:Uselastnight’shomework,andchangesentencestothegerundform.

Materials:None

Class #9:Sports Vocabulary Overview

Daily Sentence: InAmericaIliketoplaysoccer,Americanfootballandhockey.

Easy Lesson

Motivation:Checkhomework.Lookatpicturesofdifferentsports.

Information:Introducevocabulary:baseball,Americanfootball,soccer,hockey,basket-ball,bowling,tennis,boxing,andgolf,swimming.

Practice:After childrenhavewrittenthewords andanaccompanyingpicture in thebooks,actoutthesportstoseeifthechildrencanguesswhatsportyouareplaying.Letthemactoutsportsaswell.Drawthedifferentkindsofequipmentontheboardthatthesportsuse.Childrenshouldtrytorememberwhichgamegoeswitheachsport.

Application:Learnwordsfornextclass.



Medium Lesson

Motivation:Tellchildren“Ilikefootball.Whatdoyoulike?”Childrenshouldusetheform“Iliketoplay…”talkaboutthesportstheylike.

Information:Remindchildrenofthesportswordstheylearnedinthelastclass.Thenre-mindthemofthesentencestructureforIlike,andIliketoplay….Discussthedifference.Introducethenegativestructure.Idonotlike…Idonotliketoplay….

Practice:Childrenshouldorallypracticethisstructureandthenwriteallthesentences

andstructuresintheirnotebooks.

Application:Playcharades:Onechildmustactoutawordorphrasesothattheotherchildren can guess it. Usually, in the beginning of the child’s turn, he will use his ngerstotelltheothershowmanywordsareinthesentenceorphrase,andalsoindicatewhichwordheisactingout.Remindstudentsoftheotherpronouns,andthentellthemthatyouwillactoutasentence.Eachteamwillgetachancetoguessthesentence.Sen-tencesshouldinclude‘like’and‘play’.Thenhavechildrentryit.

Homework:Write5sentenceswithIliketoplay…orIenjoy…

Materials:None

Advanced Lesson

Motivation:Reviewsportsvocabularybymimingthesports.

Information:Reviewtheverbtolike.Writethesentence“Iliketoplayvolleyball.”ontheboard.Askchildrentopointouttheverbs.Teachtherulethatwhen2verbsareinthe same sentence next to each other, the rst verb will be conjugated and the secondverb will be in the innitive form. Teach the negative form of this: I do not like to play/Shedoesnotliketoplay.Studentsshouldwritealltheconjugationsofthenegativeformintheirnotebooks.Reviewtheform“Ienjoy”,andteachthenegativeIdon’tenjoy…

Practice:Practiceachaindrill.Onestudentsays,“Iliketoplaybaseball”.Thenextsays,“Idon’tliketoplaybaseball.Ienjoybasketball”.Etc.

Application:Studentsshouldwrite3sentenceswith“toliketoplay,and3sentenceswith

“donot/doesn’tliketoplay”Practicereadingthesentencesinclass.Homework:Write3sentenceswithIliketoplay…orIenjoy…And3sentences1don’tliketoplay…Idon’tenjoy…

Materials:None

Class #11:Sports and gerund I like…ing and I enjoy….ing

Daily Sentence: Ilikewalkinganddancingandsingingsongs.Doyou?

Easy Lesson

Motivation:Reviewcolors,numbers,daysoftheweek,andgreetings.

Information:Studentsguessthesportthattheteachermimes.Reviewthegerundform,andteachtheformsIlikeplaying…andIenjoyplaying…

Practice:Practicewritingsentencesontheboard,usingthisformat.

Application:Playtranslationgame.Throwaballtoastudentandsayasentenceinonelanguage.Thestudentmusttranslatethewordandtosstheballback.

Homework:Studentsshoulddraw3sportstheylikeandwriteIlike(orenjoy)playing…foreach.

Materials:ball

Medium Lesson

Motivation:Reviewsportswords,payingspecialattentiontopronunciation.




Information:Remindchildrenofaformof“Iliketo”,and“Ilike…ing.”Explainthatthewordenjoyisusedinthesamewayaslike,butitisusuallyusedwiththegerundformIenjoy…ing.YoucansayIenjoyplayingbasketballorIliketoplaybasketball.Showsev-eralexamplesofthisandpracticetheword.

Practice:Childrenshouldwritethisnewinformationintheirnotebooks,andpracticewritingsentencesthemselves.After5minutes,askthemtoshare.Youcanalsoprovideasentenceinoneformandaskthechildrentochangeittotheotherform.

Application:Childrenshouldmakewordwebsagain,usingIenjoy…asthemiddleword.Childrenwritedifferentthingstheyenjoyaroundthemiddleword,andconnectthemtoitwithlines.

Homework:Prepareforasmallspellingtestatthebeginningofnextclass.

Materials:None

Advanced Lesson

Motivation:Write2sentencesontheboard:Ilikeplayingfootball.Heenjoyswatchingtelevision.Askchildrentoreadtogetherandtranslate.

Information:Reviewsportswordsandthegerundformof‘toplay’.Introducethenega-tiveformofthisstructure.Idon’tlikeplaying/Hedoesn’tlikeplaying,Idon’tenjoy

playing,Shedoesn’tenjoyplaying.Childrenshouldcopydownthisform.

Practice:Teachersaysasentence,“Ienjoyplayinghockey”.Astudentreplies,“Idon’tenjoyplayinghockey.”Athirdstudenttranslatesbothofthesentences.Repeat.

Application:Dialogues.Childrenworkinpairstomakeshortdialogues.Includegreetings,professionquestionsandaskabouthobbies.Writeoneexampleontheboard.Severalchildrenmaydotheirdialogueinfrontoftheclass.Teachershouldmakesurethatthedialogueusescorrectspeech.

Homework:Memorizedialogue.

Materials:None

Class #12:Interests vocabulary and verbs

Daily Sentence: Iaminterestedinmanythings.IamveryinterestedinEnglish.

Easy Lesson


Information:TeachtheformIaminterestedin…Teachvocabulary:sports,America,ani-mals, toys, playing games, learning English, lms (movies)… Ask children what they areinterestedin

Practice:Goaroundtheroom,askchildrentosayonesentenceaboutwhattheyareinterestedin.

Application:Childrenshoulddrawapictureoftheirfavoritething.Theteachercancol-lectthemandmakea largeposterentitled“OurFavoriteThings”.Childrenmaylabeltheirdrawings.

Homework:Finishpictureathome.Colorandmakeitlooknice.

Materials:None

Medium Lesson

Motivation:Spellingtest.Reviewdaysoftheweek.

Information: Tell children that we are nishing up our unit on what we like, and today wearegoingtotalkaboutotherthingswelike.WhenweliketodosomethingwesaythenameoftheactionafterIlikeorIenjoy.Ifwelikeathing,wesayIlike____s.Ifitis,



forexample,adog,wesayIlikedogs.Iliketomatoes.Thisisbecausewedon’tjustlike1ofthem,welikethemingeneral.

Practice:Dothiswithseveralexamples.dog,cat,tree,car,play,run,television,myfriends,mymother,mybrother.

Afterseveralexamples,childrenshouldwritethisdownintheirbooks.

Application/Homework:Forhomework,writeabout5thingsyoulike.Rememberthatifitisathingingeneral,usesattheend.

Materials:None

Advanced Lesson

Motivation:Askchildrentomakealistofthingsthattheyareinterestedin.

Information:TeachtheformIaminterestedin…Translatethelist,andteachvocabulary:sports, America, animals, toys, playing games, learning English, lms (movies)… Ask chil-drenwhattheyareinterestedin.

Practice:Playcharadesusing interestsvocabulary:Onechildmustact outa wordorphraseso thattheotherchildrencanguessit.Usually,in thebeginningofthechild’sturn, he will use his ngers to tell the others how many words are in the sentence orphrase,andalsoindicateswhichwordheisactingout.

Application:Tossballbackandforthwithstudents,andplaytranslationgame.Teachersaysawordorphrasein1languageandchildtranslates.

Homework:Forhomework,writeabout5thingsyoulike.Rememberthatifitisathingingeneral,use-sattheend.

Materials:None

Class #13:Interests, I like… or I enjoy…

Daily Sentence: When I go to the movies, I always enjoy the lm.

Easy Lesson

Motivation:Reviewgreeting,pronouns,daysoftheweek,numbersto30andcolors.

Information:Teachnegativeformoftolikeandtoenjoy.Childrenshouldwriteallpro-nounsintheircopybooks.Reviewhobbies,interestsandsportsvocabulary.Writeallvo-cabularyontheboard.Teachthequestionform.“Doyoulike…?”“Doyouenjoy…?”Writeallformsofthequestionontheboardandletchildrencopy.

Practice: Practice asking each other questions. Chain drill: the rst child says, “Do youlikesanimals?”Secondchildsays,“Idon’tlikeanimals,IlikeAmerica…”Repeatwithall

children.Application:Writevocabularywordsontheboard,butleaveoutseveralletters.Childrenshould gure out what the missing letters are. Complete words on the board together.

Homework:Write2sentenceswithIlike..and2withIdon’tlike.

Materials:None

Medium Lesson

Motivation:Severalchildrenshouldsharetheirhomework.Reviewnumbersto30

Information: Review pronouns and the verb to like in with each. Ask children to nd listofpronounsintheircopybooks.Thenaskchildrentosaysentenceswith“tolike.”Make

alonglist.Writeexamplesentences“Ilike…Idonotlike…IenjoyandIdonotenjoy…”ontheboard.“Doyoulike…?”“Doyouenjoy…?”Writeallformsofthequestionontheboardandletchildrencopy.

Practice:Childrenshouldcopylistofwordsintheircopybooks.Thenontheboard,prac-ticeaskingquestions.




Application:RemovesomelettersfromthelistofEnglishwordsontheboardandaskchildrento:1.Putinthemissingletters,and2.Writeasentencewith‘Ienjoy+thegerund’or‘Ilike’.Iftheydonotlikethisthing,childrenshouldsay,“Idonotlike…”or“Idonotenjoy…”

Homework:Write3sentencesaboutthingsyoudon’tlike,anddrawpicturesofyourselfdoingthemanyway.

Materials:None

Advanced Lesson

Motivation:Reviewdaysoftheweek,colorsandnumbersto30.ReviewtheformIaminterestedin,aswellasIlikeandIenjoy.Reviewtopicsthatchildrenareinterestedin:sports, America, animals, toys, playing games, learning English, lms (movies)…

Information:Teachverbsthataccompanyinterestsvocabulary:playingsports,learningaboutAmerica,playingwithanimals,collectingtoys,playinggames,learningEnglish,watching movies/lms, going to the movies…Teach the question form: “Do you like…?”“Doyouenjoy…?”Writeallformsofthequestionontheboardandletchildrencopy.

Practice:Childrenshouldmake3questionsfortheseinterests.Theyshouldusedifferentpronouns,andpracticeaskingeachotherquestions.

Application: Spelling:Teacherandchildrenshould spellwords together, then playagameofspellingbaseball.(SeeAppendixBforexplanationofthisgame.)

Homework:Write3sentencesaboutthingsyoudon’tlike,anddrawpicturesofyourselfdoingthemanyway.Write1don’tlike….Idon’tenjoy…

Materials:None

Class #14:Interests with gerund I enjoy/ like…ing review pronouns

Daily Sentence: Ienjoygoingtothepark.Iliketositandwatchthebirds.

Easy Lesson

Motivation:Childrenshouldreadtheirhomeworksentences.

Information:Reviewthegerundformsof‘tolike’and‘toenjoy.’Makeseveralsentencesforthechildrentocopy.Thenreviewthenegative:“Idonotlike/enjoy…ing.”“Hedoesnotlike/enjoy…ing.”Childrenshouldcopythesetoo.

Practice:Childrenshouldpracticesayingsentencesinthenegativeform.Teachersaysasentence:“Welikeplayinggames.”andchildshouldreply:“Wedonotlikeplayinggames.”Practicewithallpronounsandvocabulary.

Application:Studentsshoulddrawapictureof1 thingthattheylike,and1thingthat

theydon’tlike.Labelpictureswithsentences.

Homework:Write4sentencesaboutthingsthatyoudonotenjoy.

Materials:None

Medium Lesson

Motivation:Reviewthelistofwordsfromthelastclass.Seewhorememberstransla-tions

Information:Review pronouns.Then reviewdifferent kinds of sentences thatcanbemadewiththeverb‘tolike’andtheverb‘toenjoy’.Reviewnegativeandpositivestruc-tureforwritingaboutthingsyoulikeanddislike.

Practice/Application:Game:Withwordsonsmallpiecesofpaper,childrenmustmakesentences.Dividethechildrenintosmallgroups.Prepare1bagforeachgroupwith6sentencesinit.Thesesentenceswillbecutupintoindividualwords.Thechildrenmustworktogethertoputthesentencesinproperwordorder.Make3positive,3negative,usingallpronounsand3enjoy,3like.



0

Homework:Starttoprepareforthetest.

Materials:Bagswith6scrambledsentencesineach

Advanced Lesson

Motivation:PlayAroundtheWorldwithinterests,sportsandhobbiesvocabulary

Information:Reviewthegerundformoftolike…ingandtoenjoy…ing.Ienjoygoingtothemovies.Ienjoyplayingwithanimals.Ilikeplayingsports.

Practice:Readtext:

Hello, my name is Jenny. I live in America. I am 8. I am a pupil. I liketo play with dolls and I like to go swimming. I have a brother. He is 12years old. His name is Adam. Adam likes playing sports. Adam enjoys

football, badminton, and volleyball. I also like going to the movies,and learning about Uzbekistan.

Application:Childrenshouldcopytext.Practicereadingtextinchorusandindividually.Translatetextincopybooks.Iftimeallows,childrenmaywritealetterbacktoJenny.

Homework:Finishtranslationoftextorwritingletter.

Materials:None

Class #15:Review

Daily Sentence: Wow,youchildrenareveryclever.Youarespeakingverywell.

See Review Activities #13, 32, 33 40, 53, 55, 60 for suggested activity ideas.

Children should copy all questions and answer. All answers should be in the afrmative,unlessachoiceisgiveninparentheses.

Ishethinorfat?(thin) Aretheysmall?

Issheaverybeautifulgirl? Arewebigorsmall?(big)

Isitatalltree? Doesshehavebrowneyes?

Dowehaveblackeyes? Dotheyhaveblueeyes?

Doeshehaveblondhair? DoIhaveshorthair?

AnswerthequestionsortranslatewordsinparenthesestoEnglish.

Doyoulikevolleyball? Doesheliketoplayfootball?

Doesheplaytennis?

Doyoulikebasketball? Iliketoplay(badminton).

Weliketoplay(hockey. Josephlikesto(box).

Marylikesto(kick)theball. Weliketo(swim)inthewater.

Shelikestoplay(tabletennis). You(throw)theballtome.

Copyallquestionsandwriteanswers.

DoyouliketowatchTV? Doesheliketoplayoutside?

Doyouliketodoyourhomework? DoIliketowatchsports?

Areyouinterestedinmathematics? Issheinterestedinreading?

Doesheliketosew? Dowelikewritingpoems?

Areweinterestedinhistory? Areyouinterestedinanimals?




Copyallquestionsandwriteintheanswers.

Svetalikesto___television.(watch) Sheenjoys____volleyball.(playing)

Helikes___stamps.(collect) Welike____themovies.(going)

Iliketo___withmyfriends.(talk/play) Ienjoy____tomusic.(listening)

Weenjoy___sportsonTV.(watching) Theyenjoy___food.(eating)

Youliketo___sports.(play) Doyouliketo___songs?(sing)

Writetheappropriateformtotheverb‘tolike’.

We___dolls.(like) They_______towatchTV.(like)

He_______books.(likes) I_____dogs.(like)

She______toread.(likes) You_______towrite.(like)

She_______television.(likes) Jenya________cats.(like)

Doeshe_______toplayoutside?(like) DoesMadina_____toswim?(like)

Writethesentencesontheboard.Childrenwritetheverbinparenthesesinthegerund.

Weenjoy(read). Doyouenjoy(write).

Doesheenjoy(play)volleyball? Dotheyenjoy(swim)?

Ienjoy(jump). Sheenjoys(run).

Katyaenjoys(cook). Timurenjoys(listen)tomusic.

DoesVikaenjoy(play)piano? Theyenjoy(play)computergames.


Easy Lesson

1-5. Translate:toread,towatchtelevision,toplay,toplayfootball,toplaygames

6. I(like/enjoys)playingvolleyball.

7. We(likes/like)toplayhockey.

8. She(enjoy/enjoys)reading.

9. You(toplay/enjoy)watchingtelevision.

10. Heenjoys(eating/listening)tomusic.

Medium Lesson

1-5. Translate:toread,towatchtelevision,toplay,toplayfootball,toplaygames

6. Iliketo(dog/run).

7. Ienjoy(books/watch).

8. Ienjoy(playing/sit)games.

9. (I/She)enjoysplayingtennis.

10. Ienjoy(learning/eating)English.

Advanced Lesson

1-5. translatethesportswords:ball,tennis,football,volleyball,basketball

6-10. Fillintheblanks:I___toplaytennis.(like)We____watchingtelevision.(like)Shedoes____likehomework.(notlike)He________running.(likes)Theyliketo ________basketball.(play)



11-15.Spellingw/translation:enjoy,friend,reading,they,like

16-20.Unscramblethesentences.

He/toplay/likes/baseball.Helikestoplaybaseball.

enjoy/television/I/watching.Ienjoywatchingtelevision.

like/You/games/playing.Youlikeplayinggames.

To/likes/read/She.Shelikestoread.

Class #17:Woman’s Day Activity

Daily Sentence: HappyWomen’sDay.Wishyourmomsandgrandmomsawonderfulday!

Class #18:St Patrick’s Day Activities

Daily Sentence: AreyoufeelingIrishtoday?

Class #19, 20:Holiday Activities (Navruz)

Daily Sentence: HappyNewYear-CentralAsianNewYear,thatis.

Daily Sentence: Doyoulikesumalak?Ido-yummy!

Please see Appendix C for suggested activities for these 3 holidays




Semester 4

Class #1:April Fool’s Day and Review

Daily Sentence: HappyAprilFool’sDay!

See Appendix C for suggested holiday activities and Review Activities #4,9,22,13, 33 40,47,52, 53, 55, 56,60, 64 for suggested activity ideas.

Class #2:Review

Daily Sentence: Let’sreviewsowecangetbacktowork.

See Review Activities #4,9,22,13, 33 40, 47,52, 53, 55, 56,60, 64 for suggested activity ideas.

ChildrenshouldcopythesentencesandtranslatethewordinparenthesesintoEnglish.

Ilike(play)tennis.

Doyoulike(swim)inthepool?

Helikes(study)English.

Doesshelike(eat)apples?

Welike(drink)cola.

Theylike(learn)Uzbek.

Thegirlslike(watch)television.

Catslike(sleep)allday. Mybrotherslike(run)tothestore.

Myfatherlikes(read)thenewspaper

Class #3:Food Vocabulary Overview

Daily Sentence: Iliketoeatapples,potatoes,meatandlemons.

Easy Lesson

Motivation:Welcomechildrenbacktoclass.Haveshortdialogueswithseveralchildren.

Information: Introducevocabulary:apple, pear,banana,orange, lemon,watermelon,melon,bread,meat,beet,eggplant,tomato,potato,cucumber,cabbage,carrot,onion,pumpkin,grapesandgarlic.

Practice:Childrenshoulddrawapictureofallofthefoodandlabelthem.

Application:Teacherwritesnewvocabularyontheboardwithlettersmissingfromeachword.Childrenshouldtrytoguesstheword.

Homework:Childrenshouldstudythewordsathome.

Materials:None

Medium Lesson

Motivation:Bringabagoffoodtoschool-drygoodsandrawvegetables.Unpackbagandaskchildrentoidentifyfoodsinnativelanguage.



Information:IntroducetheEnglishwordsforeachoftheobjects,andusepicturestoshowotherfoodsyouwishtoteach.

Practice:Childrenshouldcopywords into copybooks. Childrenshouldpracticesayingthewordsandassociatingthemwithanobject.Dothisorallybyaskingthemtoidentifyfoods.

Application: Write words with some letters missing on the board. Children should gureout what the words are and ll in the letters.

Homework:Studentsshouldwriteabouttheirfavoritefruitorvegetable.Studentsshouldtellthecolorandsizeoffood.Myfavoritevegetableis…

Materials:Fooditemsfromhomeandfoodpicturecardstosupplement.

Advanced Lesson

Motivation:Bringabagoffoodtoschool-drygoodsandrawvegetables.Unpackbagandaskchildrentoidentifyfoodsinnativelanguage.Usepicturesoffreshfoodsalso

Information:Writealistofnewfoodwordsandtranslate.

Practice:Playhangmanwiththestudents,tobegintolearnspelling.Childrenmayalsopracticereadingthewordsoutloudfromtheboard.

Application:Usingthelistsofwordsontheboard,childrenshouldreadthewords.Thentheyshouldclosetheireyesastheteachererasesoneword.Theyshouldreadthelistofwords again, and try toremember themissingword.Continue until allwordsareerased.

Homework:Childrenshouldmakealistoftheirfavoritefoods.

Materials:fooditemsfromhomeandfoodpicturecardstosupplement.

Class #4:Food & I like

Daily Sentence: Ilikeonions.Shelikespears.Helikesoranges.Weliketoeatbeets.

Easy Lesson

Motivation:Teacherwritesontheboard:Ilikefood.Iliketoeatapples,grapes,bread,plovandsweets.Iliketodrinksoda,milkandtea.Readthistexttogetherandtrans-late.

Information:Reviewvocabularyandincludethewordsfood,drinks,fruitsandvegeta-bles.Reviewpronouns,andtheverbs‘tolike’‘toeat’‘todrink’

Practice:PlayAroundtheWorldwithfoodpicturecards.

Application:Askthestudentswhichkindsoffoodtheylike.Theymustanswerwith“Ilike

…”and“Iliketoeat/drink…”

Homework:Childrenshouldwritealistoftheirfavoritefoods.

Materials:Foodpicturecards

Medium Lesson

Motivation:Reviewfoodwords;writethemasthechildrensaythem.

Information:Teachthewordsfood,drinks,fruitsandvegetables.Reviewtheverbs‘tolike’‘toeat’‘todrink’.Goaroundtheroomandaskchildrentosayasentenceaboutwhichfoodtheylike.Encouragethestudentstomakesentenceswith“Iliketoeat…Iliketodrink”Copydownnewverbs.

Practice:BallTossTranslationgame:Tossaballtoastudentandsayawordinnativelanguage.Studentshouldsay,“Ilike(translatetheword),andtossballback.

Application:Game:What’sintheElephant’srefrigerator?Drawtheshapeofarefrigera-torontheboard.Choosedifferentanimals-cat,dog,elephant,horse,sheep,tiger,bear,




etc.Childrenshouldcometotheboardanddrawafooditemthattheanimaleatsandlabelit.Theymaysay“Anelephantlikestoeatbananas.”

Homework:Childrenshouldwrite4sentenceswithIlike…orIdon’tlike…usingfoodwords.

Materials:Ball

Advanced Lesson

Motivation:Reviewhomework.Askchildrentoreadwhattheywroteabouttheirfavoritefoods.

Information:Childrenshouldknowthe“Ilike/Idon’tlike”forms.Theyshouldbeabletogiveyousomeoralsentencesaboutfoodstheylikeanddon’tlike.Remindthemthat“I like to eat...” the second verb ‘to eat’ is in the innitive.

Practice:Writesomeincorrectsentencesontheboard,whichmakesomecommongram-matical(numberagreement,verbform)mistakes.Trytomakesomespellingmistakestoo, and see if they can nd them. At rst underline the mistake and see if the childrencan x it. For example: “He likes eat apple.” This should be written: “He likes to eatapples.”

Application:Ask childrento namesomecommondishes.Tell themthatmostare the

sameinEnglish-pilaf,shashlik,monte,somsa,soup,salad,etc.Theyshouldthenorallytellyouwhichofthefoodsistheirfavorite,andwhatisinthem.

Homework:Finishthisactivityinwrittenform.Studentsshouldwritesomethingalongthelinesof“Ilikeplov.Plovhasrice,carrots,meat….init.

Materials:Preparedsentenceswitherrors

Class #5:Food Adjectives and Prepositions

Daily Sentence: Ilovespring.Soontherewillbelotsofgoodthingstoeat.

Easy Lesson

Motivation:Reviewfoodvocabulary,usingpicturesoffoods

Information:Teachsomenewadjectives:sweet,sour,tasty,nottasty,fresh,hot,cold,salty,

Practice:Teachernamesafood,andstudentsshouldthinkofanadjectivetodescribeit.Example:Teachersaysapple,studentsays“Sourapple”,or“Sweetapple.”Childrenmayusecolorstodescribethewordsaswell.

Application:PlayTic-Tac-ToeorAroundtheWorld(SeeAppendix– forexplanationforthesegames)withthenewadjectives;includesomeoldadjectives,andfoodwordsto

increase difculty.

Homework:Childrenshouldwrite3wordsthatdescribetheirfavoritefood.

Materials:Foodpicturecards

Medium Lesson

Motivation:Reviewfoodvocabulary.

Information:Teach prepositions in,overand under. Then teach adjectives for foodssweet,sour,tasty,nottasty,fresh,hot,cold,salty.Remindthemthattheycanusecolorstodescribethingsaswell.

Practice:Studentsmayplayafewquickgamesofhangmanwiththenewadjectives.If

theycanrememberotheradjectives,theymayusethemaswell.

Application:Drawapictureofarefrigeratorontheboard,andtapedifferentfoodcardsontheshelves.Askthechildrentomakesentences.Iftheyareunsure,pointtotheitemyouwantthemtospeakabout.Example:Themilkisintherefrigerator.Themeatisover



theeggs.Ifchildrendothiswell,askthemtoincludeanadjective.Theredmeatisunderthesweetapple.

Homework:Write4 sentences about food“I like...”using 2adjectives foreach sen-tence.

Materials:Foodcards

Advanced Lesson

Motivation:Askchildrenwhichdishestheycanremember(hamburger,plov,monteetc)Information:Showstudentscutoutingredientsfordifferentfoods.Forinstance,aham-burgerorpizza.Usingtapeontheboard,studentsshouldtellyouhowtoputthefoodstogether.Teachthewordson,underandin.Thenaskstudentsaboutthefoodtheylikeandwhytheylikeit.Introducetheadjectives:delicious,tasty,sweet,sour,salty,dis-gusting,nottasty,crispy,hot,cold,colors.Childrenshouldwritethesewordsintheircopybooks.Askthemtonameothersiftheycan.

Practice:Practiceusing these adjectives.Then teachershouldmakea generalstate-ment. “I ate some fruit.” The children must change it to make it more specic. “I atesomegrapes.”then“Iatesomegreengrapes.”then“Iatesomesourgreengrapes.”Trythiswith“Idranksome…”“Ilike…”“Idon’tlike…”

Application:Askchildrentolisttheingredientsinpizzaorhamburgersorhotdogs.Sug-gestthattheynamethecolorsofthingsalso.Dooneoftheseontheboardtogether.

Homework: Children may have to nish this activity at home.

Materials:Cutoutingredientsofpizzaandhamburger

Class #6:Food Question Words- What is it?

Daily Sentence: Myfavoritefoodispizza.Yummy!

Easy Lesson

Motivation:Showfoodpictures,childrenshoulduseanadjectivewhensayingwhatthefoodis.

Information:Teachthequestion“Whatisit?”Isit…?

Practice:Teachershouldthinkofafood,andchildrenshouldask,“Isitsweet?Isitred?”etc.Childrenmustguessthefood.Theyshouldthendrawtheirfavoritefood,andmakeasentencedescribingit.Childrenmayshowthesetotheclassandreadtheirsentences.

Application:Playthewordshapegame.Useoneboxforeachletterofaword,makingtheshapeoftheword.Childrenshouldguesswhichwordyoudraw.

Homework:NoneMaterials:None

Medium Lesson

Motivation:Reviewadjectivesandfoodnames.

Information:Reviewthequestion:“Whatisit?”

Practice:Describeafood,onlyusingadjectivesandtheformitis…Studentsshouldtrytoguessthefood.Example:“Itiscold,itiswhite,itisfresh,andIdrinkit.Whatisit?”Answer:“Isitmilk?”“Yes,itismilk.”Givechildrenseveralriddleslikethis.

Application:Askthechildrentowritetheirownriddles.Givethemafewminutes,and

thentheyshouldreadthemtotheclass.Playhangmanwiththefoodwordsoradjectives,orhavedialogues.Childrenshouldgreeteachother,askfriendlyquestions,andthenaskeachother“Whatisit?”

Homework:None




Materials:None

Advanced Lesson

Motivation:Tellthechildrenyouhavesomefood.Describeittothemandseeiftheycanguesswhatitis.

Information:Studentsshouldgetintogroups.Handoutmenustoeachgroup.Writesomebasicphrasesonboard.“Whatis…?Howmuchforeverything?Pleasebringmethecheck.Iwantthe…Idon’twantit.”

Practice/Application:Dividetheclassintosmallgroups.Giveeachgroupamenu.Letthemstudythemenusforafewminutes.ThentellthemthattheyaregoingtopretendtheyareinarestaurantinAmerica.Theymustaskthewaitresswhatthefoodis(ex-Whatiscake?)andorderlunch.Remindthemtowatchthepricesandthebill,becausethewaitress(theteacher)doesn’tknowmathwell.ShealsoonlyspeaksEnglish.Havethechildrenplaythegameonegroupatatime.

Homework:None

Materials:Preparedmenus-maybeanotepadtowritefoodorderson,oranapron.Papermoney

Class #7:Year Review

Daily Sentence: You nished a whole year of English class. I am very proud of you today!

Use appropriate Review Activities that your children enjoy, and which help them review the vocabulary.


Daily Sentence: Goodluckonyourtest.Iknowyouwilldowell.

Use appropriate Review Activities, and spend ½ the class explaining what will be on thetest.


Easy Lesson

1-10. Translate:GoodEvening,aunt,cousin,banker,seller,beautiful,tall,short,bread,milk

11. Howoldareyou? 16. I(tolike)toplaygames.(like)

12. Doyouhaveasister? 17. You(tohave)abrother).

13. Doyouenjoybasketball? 18. Weenjoy(toplay)volleyball.(playing)

14. Areyouapupil? 19. She…tall.(is)

15. Doyoulikeoranges? 20. He…brownhair.(has)



Medium Lesson

1-10. Translate:Goodafternoon,uncle,grandfather,driver, seller, strong,smarttall,meat,cheese

11. Doeshehaveabrother? 16. Mymother…ateacher.(is)

12. Areyouabusinessman? 17. We…pupils.(are)

13. Doyoulikeplayingbaseball? 18. They(tolike)toplayfootball.(like)

14. Are you interested in lms? 19. I do not (to enjoy) swimming. (enjoy)

15. Doyouliketodrinktea? 20. Theboy(tohave)2uncles.(has)

Advanced Lesson

1-10. Translate:cousin,aunt,businessman,cook,short,fat,ugly,garlic,onion,house

11. Doesshehaveadog? 16. Theboys(tohave)2dogs.(have)

12. Areyousmart? 17. You…apupil.(are)

13. Doyouliketoeatplov? 18. Ilike(towatch)television.(towatch/watching)

14. Isyourfathertall? 19. Yourgrandmother(tolive)inavillage.(lives)

15. DoyoulikeEnglish? 20. Welike(tolisten)tomusic.(tolisten/listening)

Class #10:Fun Day

Please see Appendix D for fun activities that you can do with your students at the end of the year.




Third

Year



00

SuggestedVocabulary

Weather/Seasons:

sun

sunny

rainrainy

snow

snowy

cloud(s)

cloudy

wind

windy

fog

foggy

warm

cool

cold

hot

Winter

Spring

Summer

Fall

Autumn

Clothing:

pants

shirt

dress

socks

shoes

t-shirt

boots

hat

sweater

coat

jacket

sneakers

bathing suit

sandals

gloves

scarf

to wear

to put on

Shopping/Buying/Selling:

cost,

price

money

change

Do you have…

How much does itcost?

expensive

cheap

store

bazaar

My House/Apartment:

house

home

door

window

table

chair

television

telephone

sofa

dresser

bed

desk

lamp

mirror

sink

toilet

shower

oven

refrigerator

My Day:

to wake up

to get dressed

to wash

to eat breakfast/lunch/dinner

to go to school

to learn

to study

to speak

to brush one’s teeth

to wash one’s hands

to go to sleep

Time:

o’clock

clock

hands

face

until

minutes

hour

early

later

before

after

What time is it?

It is…

Animal Habitat/Nature:

desert

forest

ocean

sky

tropical

farm

city

animal

habitat

treessand

plants

garbage

pollution

air

clean

dirty

buildings



0Elementary English Curriculum Teacher’s Manual

Semester 1

Class #1:Introduction

Daily Sentence: Welcome back to school. I hope you allhave a great year inEnglish

class.

Easy Lesson/ Medium Lesson

Motivation:Greetchildren.

Information:Describeclassroomrules,rewards,andpenalties.Describedailyroutineofcomingtoclass,gettingtheirnametagoutsittingdownandthenwritingthesentencethatisontheboard.

Practice:Askstudentsaboutdifferentsituationsandwhattheproperbehavioris.Prac-ticedailyroutineonceortwice.Handeachstudentapieceofnametagpaper.Ifneces-sary,helpchildrenwritetheirnamesinEnglish.Reviewgreetings:“Hello.Mynameis…Howareyou?”Reviewalphabetandnumbers.

Application:Gooverfamilywords.DrawapictureofafamilyontheboardtohelpIn-structthestudentstodescribetheirfamily.“Ihavea…Ihave3…s”

Homework:Childrenshouldmaketheirnametagslookniceathome.

Materials:Paperfornametags.

Advanced Lesson

Motivation:Teacherandchildrenintroducethemselves.Takethistimetosetupatenta-tiveseatingchart.

Information:Reviewrules,consequencesandhomeworkpolicy.

Practice:Tellchildrentheyaregoingtoreviewtoday.SingtheAlphabetSong,andoneothersongthattheyremember(theymaychoose).Goovernumbers,colorsandgreet-ings.

Application:Talkaboutfamilies.UsetheformIhavea…Perhapsdrawafamilyontheboard and describe it rst. Children should describe own families. Remind them that theycanuseIhave2,3,4sistersaswell.

Homework:Childrenshouldmakeanametagtoputontheirdesks.Theyshoulddoagoodjob on it, as it will be on their desk for at least the rst semester.

Materials:Pictureoffamily,colorcards

Class #2:Review Class Rules, review Professions and Hobbies

Daily Sentence: Don’tforgettheclassrules.Everyoneneedstofollowthem.

Easy Lesson

Motivation:Welcomechildren,Reviewclassrulesagain.Quicklypracticegreetings

Information:Showchildrenprofessionpictures.Reviewtogether.Tellchildrenthatwhilewework(reviewtheverbtowork,andnamesofworkplaces),wealsohavehobbies.Askchildrentonamesomehobbies.Letchildrenwritethelistontheboard,andcheckspellingtogether.Reviewtheverbs‘tolike’and‘toenjoy’.

Practice:Copydownallwordsfromtheboard.



0

Application:QuicklyreviewAlphabet.Spellinggame:Pointtothelettersinaword,andone,byone,childrenspellthewordtogether.Forexample:cook.Firstchildsaysc,sec-ondsayso,nextsayso,andnextsaysk.Repeatwithdifferentvocabularywords.

Homework:Childrenshouldusetheverb‘tolike’andwrite3sentencesabouttheirhob-bies.Tellthechildrentobringinapictureoftheirfamilyfornextclass.

Materials:professionpictures

Medium Lesson

Motivation:Welcomechildren,Reviewclassrulesagain.Quicklypracticegreetings.

Information:Showchildrenprofessionpictures.Reviewtogether.Tellchildrenthatwhilewework(reviewtheverbtowork,andnamesofworkplaces),wealsohavehobbies.Askchildrentonamesomehobbies.Letchildrenwritethelistontheboard,andcheckspell-ingtogether.Reviewtheverbs‘tolike’and‘toenjoy’.

Practice:Playtranslationgame.Teachersaysasentenceinonelanguageandchildrentranslateintotheother.

Application:Childrenshoulddrawamanorawomanintheirnotebooks,andwriteaboutthisperson.Thispersonis….Heisabanker.Heworksinabank.Helikestoplayfootball,andheenjoysswimming

Homework:ChildrenshouldusetheformIliketo…andwrite3sentencesabouttheirhobbies.


Advanced Lesson

Motivation:Childrenshouldshowtheirnametags.Reviewclassrulesandhomeworkpol-icy.

Information:Childrenshouldreviewprofessionsusingfamilymembers.

Writeseveralprofessionsontheboard-driver,farmer,banker,builder,seller,business-man/woman.Teachthemtheform:“Myfatherisa…”“Mymotherisa…”

Childrenshouldwritedownwords.Ifchildsuggestsanewprofession,writeitforthechild.

Practice:Reviewtheverb‘tolike’.Remindthemthattheylearnedabouthobbieslastyear,andaskthemiftheycanrememberany.Writefootball,baseball,running,read-ing,watchingtelevisiononboard.Childrenshouldmakesentences.Iftimeallows,theyshouldplayagamewheretheypantomimethehobby,andtheotherchildrenguess.Usethistimetoremindchildrenthattheyshouldraisetheirhandstospeak,andnotinter-rupteachother.

Application/Homework:Childrenshoulddrawapictureofwhattheywanttodoforajobwhentheygrowup.Finishthisforhomework.


Class #3:Review Body Parts, Alphabet & Numbers

Daily Sentence: Do you remember how to spell parts of the body? Let’s nd out!

Easy Lesson

Motivation:Sing,“Head,Shoulders,KneesandToes”(seeAppendixE)

Information:Reviewalphabetandnumbers.Reviewvocabulary:face,eye,nose,mouth,

ear, hair, arm, leg, hand, nger, foot, toe and all of their plurals. Use “This is my…” and“Thesearemy…”




Practice:SingAlphabetSongtogether.Reviewnumbers1-30.Drawapictureofapersonontheboardandlabeltheparts.Havestudentspracticeshowingtheirbodypartsandsaying,“Thisismy__.Thisismy__.”

Application:Writedown3bodypartsthattheyhaveoneofand3bodypartsthattheyhavetwoof.Makesuretheyusethecorrectplural.

Homework:Writefoursentencesintheform“Ihave(number)(bodypart/s).

Materials:None

MediumLesson

Motivation:Reviewbodyparts.Listthemontheboardaschildrensaythem.

Information:Reviewbasicadjectives:allcolors,beautiful,ugly,tall,short,fat,thin,big,little.Childrenshouldcopyallwordsintotheirnotebooks.

Practice:Reviewplurals.Goaroundtheroomandaskchildrentosayanadjectiveandabodypartintheplural.Ex.blueeyes

Application:SingsongLookinginthemirror(tothetuneofI’malittleTeapot.SeeAp-pendixE):

Lookinginthemirror,whatdoIsee?/Isee(namebodyparts,exbrowneyes,asmallnose)lookingatme./Lookinginthemirror,whatdoIsee?Iseesomeonewholookslikeme!

Homework:Childrenshouldwritealistofallbodypartsofwhichthereisonly1.

Materials:None(optionaladjectivepictures,bodypartposter/pictures,colorcards)

AdvancedLesson

Motivation:Checkhomework.Askchildrenif theyknowasongaboutthebody(Head,Shoulders,KneesandToes).Singtogether.

Information:Askchildreniftheyrememberbodyparts.Theyshouldshoweachparttoyouonthemselveswhilenamingthem.

Practice:BringoutBabyJoeyDoll.Childrenshouldputhimbacktogether.Usetheform:

“Itisa/an…”Reviewarticlesastheyoccur.Application:Showadjectivepictures.Writewordsontheboard,placingantonymsindif-ferentcolumns.Childrenshoulddrawalinematchingtheantonyms.Thenhavestudentscategorizepicturesaccordingtoadjectives:beautiful,ugly,tallshort,fatthin,bigsmall.Usethe‘tobe’verbwhendoingso.Writethedifferentformsontheboardforthemtoreferto.

Homework:Childrenshouldwrite3sentencesaboutanything,usingthetobeverbandanadjective.ExampleThecatisfat.Heisshort.Youarebeautiful.Etc.

Materials:BabyJoeydoll,adjectivepictures

Class #4:Review Animals, Alphabet & Numbers

Daily Sentence: Onetime,Isawacrocodile.Iwasscared.

Easy Lesson

Motivation: Sing “The Itsy, Bitsy Spider”(See Appendix E)

Information:Reviewalphabetandnumbers.Askchildrentonameandwriteontheboardasmanyanimalsastheycan.Reviewtherest.

Practice:Makeanimalnoisesandhavethestudentsdecidewhichanimalyouare.Next,

saythenameofananimalandhavethestudentsmakethenoises.PlayAroundtheWorldwithanimalvocabulary.

Application:Havethestudentswrite4sentences.“Ilikethe___”and“Idon’tlikethe ___”usinganimalvocabulary.



0

Homework:Childrenshoulddrawapictureoftheirfavoriteanimalanddescribein3sentences.

Materials:Picturesofanimals

Medium Lesson

Motivation:Reviewgreetings,daysoftheweek,colorsandnumbers.

Information:Teachthepoem:Firstwriteontheboard,readonceandtranslatetogeth-

er. Hop,hop,hoplikeabunny

Run, run, run like a dog

Swim, swim, swim like a turtle

Jump, jump, jump like a frog

Tromp, tromp, tromp like and elephant

Fly, y, y like a bird

Now sit right down and fold your hands

Don’t say a single word.

Practice:Practicesayingthepoemtogether,thenhavechildrensay itby themselves.

Thenhavechildrenindividuallysaypoem.Addactions(hop,run,swim,etc.)whentheyarecomfortablewiththewords.

Application:Childrenmaywriteabouttheirfavoriteanimalintheform.Ilikebears.Bearsarebigandbrown.Bearsareugly…3-4sentences

Homework:Childrenshoulddrawapicturetogowiththeirsentences.

Materials:none

Advanced Lesson

Motivation:Bringoutpostersorpicturesofwildanddomesticanimals.Askchildrentopointouttheanimalstheyknow.

Information:Reviewanimalwordsandspelling.Explainthatsomeoftheanimalsarewildandsomearedomestic.Childrencanwritetheanimalnamesintheircopybooksw/denitions.

Practice:Generatewordsfromchildren-colors,numbers,andadjectives.Puttheseontherightsideoftheboard.Thenreviewtheformsoftobe.Writetheminthemiddleoftheboard.Keeppicturesoftheanimalsontheleft.

Application:Askchildrentomakesentences.Theyshouldthinkofhowtheywouldsaythesentenceinnativelanguage,andthenrememberthatweusethe‘tobe’verbtohelpdescribethingsorpeopleorplaces.Askthemtofollowthewordsontheboardfromlefttoright,andmakeasentence.

Homework:Childrenshouldwritethefollowingwords:elephant,tiger,pigcat,snake,

chicken,andwritewhethertheyareWildordomesticnexttothem.

Materials:Postersorpicturesofwildanddomesticanimals.

Class #5:Review Foods

Daily Sentence: Whatisyourfavoritefood?Mineisshashlik.

Easy Lesson

Motivation:Askwhichfoodsthechildrenremember.Writedownalistontheboard.Information:takeoutactualfoodorfoodcardsandreviewthenamesoffoodswithchil-dren.Theyshouldcopydownthesewordsintheirnotebooks




Practice:Reviewtheverbstoeatandtodrink.Childrenshouldconjugatewithallpro-nouns

Application:Makesimplesentenceswithverbsandfoodwords.PlayAroundtheWorld.

Homework:Write2-3sentencesforeach:Iliketoeat,Iliketodrink.

Materials:Actualfoodorfoodcards

Medium Lesson

Motivation:HavestudentstrytonametheirfavoritefoodinEnglish.

Information:Reviewdifferentkindsoffood.Choosefromthislistanddraw:rice,meat,carrot,onion,pumpkin,potato,bread,soup,tea,sugar,salt,cabbage,cheese,apple,orange,grape,pomegranate,tomato,cucumber,pizza,spaghetti,hamburger&hotdog.Introduce:“MayIpleasehave…”and“ThankYou.”

Practice:Havethestudentspretendthattheyareatdinnerwithyouandwantdifferentkindsoffood.

Application:Havethestudentswrite2simplesentenceslike“Iliketoeat…”and“Idon’tliketoeat…”

Materials:Picturesofdifferenttypesoffood

Advanced Lesson

Motivation:Bringinsomerealfoods-apple,grapes,beans,rice,bread,onion,carrot,nuts,pear,melon,garlic,sugar.Askchildrentoidentifythem.Iftheteacherwants,givechildrenthefruit.Cutupmelonfortherestoftheclass.

Information:Reviewallfoodnames.Usepicturecardsifnecessary,andchildrenshouldwritethesewordsintheircopybooks.Remindthemtousecompletesentences.“Thisisa…”or“Theseare…”

Practice:Tellstudentstheyaregoingtomakedinnerforthepresident.Eachstudenthastodecidewhattobring,andlisttheingredients.Theycanusetheform“Inplov,thereis….”Explainthesentenceconstruction.Translateanywordsthattheydon’tknowyet.

Application:Childrenreadtheiringredientslists.Teachershouldask“Howmany?”aftereachitemuntilstudentsarecomfortablenamingtheamountofeachingredient.

Homework:Childrenwillbereviewingtopicsasnecessarythenextday,sotheyshouldthinkof2sentencesthattheywouldliketosayinEnglish,andtrytotranslatethem.Theywilltranslatetogetherduringthenextclass.

Materials:Variousfreshfoods,andfoodpicturecards

Class #6:General Review- Professions, Animals, Food, Body Parts

Daily Sentence: Let’sreviewonemoretimebeforewestartsomethingnew.

See Review Activities # 4, 6,7,19, 30, 39, 41, 51, 53, 55, 59, 60 in Appendix B for suggested Review Ideas.

Writethefollowingontheboard.Childrenshouldmatchthewordtothenumber.

5 ten

2 one

1 ve

10 four 4 two



0

Writethetranslationfortheanimals

Tiger,elephant,monkey,cowsheep

Fillin

Adoctorworksina(hospital/bazaar).

Teachersworkin(schools/banks).

Mymotherisabanker.Sheworksina________.(bank)

Dosellersworkinbazaars?(Yes,sellersworkinbazaars.)

Dodriversworkinschools?(No,driversworkincars.)

(Show picture with a,b,c labels)

Thisismy_a_.(mother)

Heismy_b__.(father)

Theyaremy__c_.(brothers)

My__d__livesinavillage.(grandmother)

My_e__isadoctor.(uncle) I(like/likes)toplayfootball.

Chosethecorrectverbandconjugateit.

Doesshe(enjoy/swim)?(Doessheenjoyswimming?)

Fillinthecorrectverb.

We_____playingthepiano.(likeorenjoy)

Theyliketo_____television.(watch)

Class #7:Shopping Vocabulary Overview

Daily Sentence: Iwenttothestoreyesterdaytobuysomepotatoes,buttheyweretooexpensive.

Easy Lesson

Motivation:Askchildrenwhattheyliketobuy.Writealist.

Information:Introducevocabulary:cost,price,money,change,Howmuchdoesitcost?expensive,cheap,store&bazaar,towant.

Practice:Afterthevocabularyhasbeentranslatedintotheirnotebooksandontheboard,playAroundtheWorldwithshoppingvocabulary.

Application:Usinglistofthingsthatchildrenliketobuy,makesentences.“Thecandycosts50soum.”“Thetoycosts300soum.”“Ihavesomemoney.”Etc.

Homework:Write4sentencesabouthowmuchsomethingcosts.“The…costs…”

Materials:None

Medium Lesson

Motivation:Drawpicturesof‘money’ontheboard.Askstudentswhatkindofmoneyitis.(25,50,100,500,1000soum,1,5,10,20,50dollars)Tellthemthattheyaregoingtolearnshoppingwords.

Information:Introducevocabulary:cost,price,money,change,Howmuchdoesitcost?expensive,cheap,store&bazaar,towant,coinandnote(papermoney).Studentsshouldcopywordsandtranslations.




Practice:WriteacolumnofvocabularyinnativelanguageontheboardandacolumnofwordsinEnglish.Childrenshouldmatchupthewords.

Application:Drawanitemontheboard(example:apple)writeapriceunderit.Writesentencestogether.1.Theapplecosts1dollar.2.Thepriceis1dollar.3.Howmuchmon-ey?1dollar.4.From5dollars,Iget4dollarsinchange.5.Howmuchdoesitcost?Itcosts1dollar.6.Itisexpensive.7.Itisnotcheap.8.Idonotbuyapplesinastore.9.Ibuyapplesinthebazaar.10.Iwantanapple.Childrenshouldcopydownthesesentences.

Homework:Forhomework,trytotranslatesentences(exceptnumber4)

Materials:None

Advanced Lesson

Motivation:Giveeachchildpapers‘money’,andaskthemtocounthowmuchtheyhave.ExplainthatAmericanmoneyismadeupofdollarsandcents.Draweachdenominationontheboardandexplainhowmuchitisworth.(1,5,10,20,50and100)

Information:Tellstudentstheyaregoingto learnaboutshopping.Teachstudentstheverbtoshop.TellthemthatwesayinEnglish“Togoshopping”.Theconjugationofthis happenswith the verb togo. (He goes shopping.)Make sure childrenwritetheconjugationsof‘togoshopping’intheirnotebooks.Introducevocabulary:cost,price,money,change,Howmuchdoesitcost?expensive,cheap,store&bazaar,towant,coin,notes(papermoney)

Practice:Practicesayingthewords.Writeseveralsentencesontheboard,andchildrencanpracticereadingthem. (seeApplication sectionofMedium lessonabove forsen-tences)

Application:Drawashelfwithvariousitemsforsale,andpricetags.Childrenmustde-cidewhattheywanttobuywiththeirmoney.Childrenmustusetheform“Iwant…

Homework:Studentsshouldwrite4sentences,using,“Iwanttobuy…”

Materials:Posterofshelveswithitemsforsale.Papermoneyforeachstudent.

Class #8:Shopping Vocabulary with verbs and How much? / How many?

Daily Sentence: IliketogotothebazaarandbuythingsIneed.

Easy Lesson

Motivation:Showchildrenseveralitems:somerice,somefruit,alittlemoney,water,(othercountableandnoncountableitems.)

Information:Explainthattherearesomethingswecancountandsomethingswecannot.Pointoutthedifferencebetweenwaterandapples.Wecancounthowmanyapples,but

wecan’tcounthowmanywaters.ExplainthatitisthesameinEnglish.Forthingswecancount,weask,“Howmany…?”andforthingswecan’tcount,weask,“Howmuch?”Oneexceptioniswhenweask,“Howmuchdoesitcost?”theanswertothiswouldbeanumberandtheword.Forexample:“Howmanyapples?”“2apples.”“Howmuchrice?”“2Kilosofrice.”

Practice:Makealistofcountableandnon-countableitems.Childrenshouldcopythisdown.Onthetopofthecountableitemslistchildrenshouldwrite“Howmany?Andontopofthenoncountableitemschildrenshouldwrite“Howmuch?”

Application:Childrencantaketurnsasking,“Howmuch?”or“Howmany?”fordifferentitems.OnechildshouldsayinEnglish,andanotherstudentshouldtranslateintonativelanguage.

Homework:Write3sentencesusing“Howmuch?”and“Howmany?”Materials:severalcountableandnon-countableitems.



0

Medium Lesson


Information:Reviewtheverb‘towant’.Teachthequestion“Whatdoyouwant?”andanswer“Iwant…”Thenteachthedifferencebetween“Howmuch?”and“Howmany?”(Countableandnon-countableitems)

Practice:Givestudentsalistoffoodwords,andaskthemtodecideiftheyarecountableor non-countable. Include sugar, oil, tea, water, rice, our, (non-countable)

Application:Tellstudentstheyaregoingtoplayashoppinggame.Onestudentwillbetheshopperandonewillbethesalesperson,orseller.Theywillpretendtheyareinthebazaar,andtheshopperwantstobuysomefood.Setoutfoodcards.

Teachdialogue(Writeonboard)

Hello!

I want ----.

Yes/No. I have(no)----

How much is it?

It costs------.

Homework: Students should practice dialogues at home.

Materials: Food cards

Advanced Lesson

Motivation:Putobjectsonatableandseeifstudentscanhaveashortshoppingdialoguewiththeteacher.

Information:Writeadialogueontheboard,andgoovereachwordsothatchildrenun-derstandwhattheymean.Introducethequestionwordshowmuch?andhowmany?Talkaboutitemsthatyoucancount,anditemsyoucannotcount.

Practice:Makealistofcountableandnon-countableitems.Childrenshouldcopythisdown.Onthetopofthecountableitemslistchildrenshouldwrite“Howmany?Andontopofthenon-countableitemsstudentsshouldwrite“Howmuch?”

Application:Practicedialoguewithstudents,andstudentswitheachother.

Homework:Practicedialoguesathome.

Materials:objectstopracticeshoppingorfoodcards

Class #9:Shopping and Adjectives

Daily Sentence: Iboughtabig,bluecopybookatthebazaar.

Easy Lesson

Motivation:Greetchildren;reviewdaysoftheweek,colors,andnumbers.

Information:Tellstudentsthattheyneedtolearnwordstotellthesalespersonorsellerwhattheywant.Askwhatwordstheymightneedtoknow.Fresh,sweet,sour,new,old,big,small,thick,thinheavy,light,hot,cold,goodandbad.

Practice:Writewordsontheboard.Practicesayingthemseveraltimes.Erasetransla-tion. Ask children to try to nd the antonym for the word that you say.

Application:Groupthechildrenintoteams.Giveeachteamanoun,andtheyshoulddescribeitwithasmanyadjectivesastheycan.

Homework:Childrenshouldpickafoodanddescribeitwithasmanyadjectivesastheycan.Forthenextclass,theyshoulddraw3itemsonalbumpaper.Butasintheposter,theyshouldbedifferentsotheycanbedescribedwithdifferentadjectives.(Teacherwillusetheselaterinlessons10,11and12.)Ifchildrenhavetroubleunderstandingtheas-signment, teacher may assign specic pictures to be drawn.




Materials:None(optionalcardswhichrepresentadjectives)

Medium Lesson

Motivation:Lookatpictureofdifferentobjectsanddescribe.

Information:Tellstudentsthattheyneedtolearnwordstotellthesalespersonorsellerwhattheywant.Askwhatwordstheymightneedtoknow.Include:fresh,sweet,sour,new,old,big,small,thick,thin,heavy,light,hot,cold,good,bad

Practice:Lookatdifferentobjectsanddescribethem.Itisabig,sweet,fresh,water-melon.

Itisanold,sour,smallapple.Itisanew,small,potato,etc.Eachchildshouldbegivenafoodwordtodescribe.

Application:Childrenshouldmatchadjectiveantonymsfromcolumnsontheboard.

Homework:Studentsshouldstudythesewordstousenextclass.Forthenextclass,theyshoulddraw3itemsonalbumpaper.Butasintheposter,theyshouldbedifferentsotheycanbedescribedwithdifferentadjectives.(Teacherwillusetheselaterinlessons10,11and12.)Ifchildrenhavetroubleunderstandingtheassignment,teachermayassignspecic pictures to be drawn.

Materials:Picturesofobjects-1foreachadjective

Advanced Lesson

Motivation:Greetchildren.Tryshortshoppingdialogues.Iwantthe…/Howmuchisit?/Itis…./Okay./Thankyou./You’reWelcome.

Information:Tellstudentsthattheyneedtolearnwordstotellthesalespersonorsellerwhattheywant.Askwhatwordstheymightneedtoknow.Include:fresh,sweet,sour,new,old,big,small,thick,thin,heavy,light,hot,cold,goodandbad.

Practice:Useaposterwith3variationsofthesameitem.Studentsmusttellyouwhichonetheywant.

Application:Givechildren10nouns.Seewhocomesupwiththebestdescriptionsforthe

words.

Homework:Draw3itemsonalbumpaper.Butasintheposter,theyshouldbedifferentsotheycanbedescribedwithdifferentadjectives.(Teachercanusetheselaterinles-sons10,11and12.)

Materials:Posterwith3itemsoneachshelf(forexample)3apples,1red,bigandfresh,1small,brownandold,and1yellowallon1shelf.Onthenextshelf,havemeat,milk,cabbage…

Class #10:Shopping and Degrees of Comparison

Daily Sentence: Iloveapples.Thebiggertheapple,thebetter.

Easy Lesson

Motivation:Lookathomeworkpictures.Tapethemontheboard.Ifchildrenhavenotdonethehomework,usepicturesthatteacherhasprepared.

Information:Comparesomeofthepicturesusingtheadjectives.Innativelanguageaskchildrentopointoutthedifferencesbetween2items.“ThisappleisBIGGERthanthatone.”“Thisoneisredderthanthatone.”TellchildrenthatinEnglishweputtheending–erontheendoftheadjectivetocomparethem.

Practice:Choose10adjectivesandteachthecomparativeform.Letchildrenguesswhatthewordwillbe.

Application:Teachtheform,“This…isbiggerthanthat…”LookatthepicturesagainandcompareinEnglish.



0

Homework:Write3sentencescomparinganapple,apotato,andawatermelon

Materials:Picturesofcomparableitems

Medium Lesson

Motivation:Collectpicturesandtapethemontheboard.

Information:Comparesomeofthepicturesusingtheadjectives.Innativelanguageaskchildrentopointoutthedifferencesbetween2items.“ThisappleisBIGGERthanthat

one.”“Thisoneismorebeautifulthanthatone.”TellchildrenthatinEnglishweputtheending–erontheendoftheadjectivetocomparethem.Iftheadjectivehasmorethan3syllables,wedon’tadd–er,weputthewordmoreinfrontofit.

Practice:Makeachartwithdegreesofcomparison.Usebasicadjectivesandaskchildrenwhichadditionaladjectivestheywanttoknow.Childrenshouldcopythechart.

Application:Askchildrentocometotheboardanddrawanitemtheteachersays..Aftertheydrawit,Say,“No!,drawa----erone!Childmustredrawtheitemseveraltimesasteacherdescribes.

Homework:Childshoulddraw2items,andlabelthem:Thisisa___(item),andthisisa ___er(item).

Materials:Picturesofcomparableitems.

Advanced Lesson

Motivation:Showpictureswithdifferentsizesofitems.Askthemwhattheysee.

Information:Discusshowwedistinguishbetweendifferentitems.Oneisbig,onissmall.Butifyouhave2ofthesameitems,whattoyousay?Askinownlanguage.Teachdegreesofcomparison..“ThisappleisBIGGERthanthatone.”“Thisoneismorebeautifulthanthatone.”TellchildrenthatinEnglishweputtheending–erontheendoftheadjectivetocomparethem.Iftheadjectivehasmorethan3syllables,wedon’tadd–er,weputthewordmoreinfrontofit.

Thentakeoutpicturesofapples,andshowdescriptionswiththree.Tellthemthatanywordthatisusedtodescribecanbeusedtocomparetwoitems.Studentsmustwritethisintheirbookswithpicturestoaccompany.Orwriteitclearlyontheboardandtellstudentstocopyit.

Practice:Lookatpicturesanddiscussitemsinthem.Thenlookatappleposterandcom-parethem.Usethearticlesa/an,andtheverbtosee.“Iseeabigappleandabiggerapple.”

Application:Dialoguewith teacher.Childrenask foran itemthat teacherpointsout.Theymusthaveaconversationwiththeteacher(theseller),whomustaskquestionssuchas,“Doyouwantthebigone,orthebiggerone?”ourwhichitemtheywant.Usetheposters.

Homework:Childrenshouldwrite3sentencescomparingthings.Iseea…anda…-er…

Materials:Picturesofapples,otherpicturesoffood

Class #11:Shopping dialogues and “Which?”

Daily Sentence: Whichdoyoulikemore,orangesorbananas?

Easy Lesson

Motivation:QuicklyplayAroundtheWorldwithshoppingvocabularywords.

Information:Introducethequestions,‘Which?’‘Whichone?’and‘Whichones?’Practice:Showthechildren2 items.Ask“Whichoneisthe…?Childrenshouldanswer,“Thisoneisthe…one.”Thenchildrenshouldaskeachotherthequestion,andgivean-swers.




Application:Showthechildrenmanydifferentitemsandask,“Whichone/onesis/arered?Whichonesarebig?Etc.

Homework:Practicedialogueswith“Which?”athome.

Materials:Foodwordcards,variouscomparableitemsorpicturesofitem

Medium Lesson

Motivation:Childrenshouldshowtheirhomework.

Information:Reviewfoodandclassroomobject words. Introduce theword‘Which?’,‘Whichone?’and‘Whichones?’Childrenshouldcopywordsandtranslations.

Practice:Draw2largecirclesontheboard.Labeleachcirclewithacategory(forex-ample,redandblue).Asthechildrenwhichfoodsandclassroomobjectsbelongineachgroup.Tryred/blue,sweet/big,etc.Theyshouldwriteeachwordintheappropriatecircle.

Application:Dothistogetherseveraltimes,andthenletchildrennamethecategories.Askquestions.Forexample:“Whichcirclehasmeat?Answer:“Theredcircle.”

Homework:Practicedialogueswith“Which”athome.

Materials:None

Advanced Lesson

Motivation: Play quick game: Set up several bags on a table, with letter (rst letter in theword)ofseveralfoodwords.Childrenmustputfoodcardinthebagwiththesameinitialsoundastheoneoftheirfood.

Information:Writeontheboard,“Whichwordswentinthe/m/bag?”Studentswillan-swermilk,meat,etc.Askchildrenwhichquestionwordtheteacherusedtomakethatquestion.Answer:“Which?”Askthemwhattheythink‘which’means,andiftheydon’tunderstand,giveanotherexample.Holdup2cardsandask,“Whichoneisthebread?”Talkabouttheword“one”inplaceofthefoodwordname,andtellthemthatitstandsinplacewhenbothpeopleknowwhatitemsyouaretalkingabout.“Whichonedoyouwant?”Ask iftheycan translate this sentence. Remind themofaprevioussentence“Whatdoyouwant?”Writebothontheboard,lookforsimilarities.Childrenshouldwriteallofthisintheirnotebooks.

Practice/Application:Studentswillplayanothergamewithbeginningsounds:Theywillgointoa“shop”withseveralinitiallettercardsandsomemoney.Theymustbuyitems.Thereshouldbedifferentsizesoftheitems.Sellermustask,“Whichonedoyouwant?”andstudentsmustaskforthebiggerorthesmallerofthetwo.Askforprices.“Howmuchisit?”

Homework:Studentsshouldwrite2questionswith“Which?”and2answers.

Materials:Foodwordcards,posterswithitems,bigandsmallversionsofthesameitems.Bagswithinitialletters,Alphabetlettercards.

Class #12:Shopping Dialogues

Same Lesson for all 3 levels

Daily Sentence: Ihopeyouenjoytoday’sclass.Iwill.

Allclasseswillplaytheshoppinggamewithdialogues.Handoutpaper‘money’withdifferentamounts.Eachchildshouldhaveadifferentamountofmoney.Writeusefulsentencesontheboard.Oneatatime,orinpairs,studentsshouldvisityour‘shop’.Useeitheraposterwithdifferentitemswithpricetags,orplaceitemsonadeskand

writepricesonsmallpiecesofpapernexttothem.Trytotrickthechildrentocheckforunderstanding.Givethemthewrongamountofchange,oraskformoremoneythanthepricetag.



Materials:Papermoney,posterwithshelvesofobjectsforsale,orrealobjectswithpricetags

Class #13:Catch-up Day

Please use this day to review a topic that your students are having trouble with, or use thisclass to teach a different difculty level from a past lesson.

Class #14:Review

Daily Sentence: You’vealreadydonealotofworkthisyear.

See Review Activities # 61,62,64,65, 21, 30 in Appendix B for suggested activity ideas.

Childrenshouldcopydownthesentencesandwriteinthecorrectanswers.

_______doyouwant,thebookorthepencil?(Which) Whichoneissweet,sugarorsalt?(sugar)

Ihaveabighamburgerandasmallhamburger.Whichonedoyouwant?(Iwantthebiggerhamburger.)

________cardoyouwant,theredoneortheblueone?(Which)

Whichisbetter,akiloofchocolate,or½kiloofchocolate?

Howmany(grapes/sugar)doyouwant?

Howmany(balls/cow)doyousee?

Howmany(oranges/pen)doyoubuy?

Howmany(dolls/window)doesshehave?

Howmany(candy/candies)canyoueat?

Howmuch(money/dollars)isit?

Howmuch(time/minutes)dowehave?

Howmuch(butter/apples)dowehave?

Howmuch(tea/peaches)doyouwant?

Howmuch(cabbages/water)canyoudrink?

Childrenshouldwritedownthequestionsandwritetheanswers.

Whichisbigger,anelephantoracat?

Whichissweeter,chocolateorcherries?

Whichisbetter,a5ora4?

Whichisstronger,afatherorababy?

Whichisfaster,acarorabicycle?

Apenis(better/worse)thanapencil.

Apianois(heavier/lighter)thanatable.

Thesunis(brighter/greener)thanalamp.

Atigeris(moredangerous/smaller)thanabird.

Anelephantis(bigger/smaller)thanagoat.

Amotheris(older/younger)thanababy.




Acatis(smaller/bigger)thanadog).

Ahorseis(faster/slower)thanacar.

Whichisworse,a2ora1?

Whichisbetter,TashkentorSamarkand?


Easy Lesson

1-5. Translate:price,money,expensive,store&cost.

Medium Lesson

1-5. Translate:price,money,expensive,store&cost.

6. He(want/wants)tobuyacopybook.

7. It(cost/costs)2dollars.

8. Translate:Howmuchdoesitcost?

9. Whichissmaller,acatoradog?

10. Whichisred,atomatoorapotato?

Advanced Lesson

1. Whichisbigger,anappleorawatermelon?

2. Whichisfaster,ahorseoracar?

3-10. Fillintheblanksinthedialogue.

-Hello!

-____(Hello!)

-Howareyou?

-I am ____. (ne/okay)

-Whatdo____want?(you)

-I____tobuytomatoes.(want)

-Tomatoes____300soum.(cost)

-Oh,itis____.(givechoicebetweenexpensive&cheap)Giveme2kilos.

-ThankYou.

-____arewelcome.(you) -Goodbye.

-____(Goodbye)

Class #16, 17:Halloween

Daily Sentence: HappyHalloween.Doyouhaveacostume?




Semester 2

Class #1:Review Shopping, Buying and Selling

Daily Sentence: Letsstartthesecondsemesterbyreviewing.

See Review Activities# 26, 27, 30, 39, 42, 57, 59 in Appendix B for suggested activity ideas.

Class #2:Clothing Vocabulary Overview

Daily Sentence: Whocantellmewhatcolormyshirtis?Doesanyoneelsehavethiscolorshirton?

Easy Lesson

Motivation:Greetchildren.Haveshortdialogues.

Information: Introduce vocabulary: pants(trousers), shirt,dress, socks, shoes, t-shirt,boots,hat,sweater,coat,jacket,andsneakers.

Practice:PlayaSimonSays.Usethecommand“Touchyour…”toreviewclothingwords.

PlayagameofGuessWho:Teacherdescribesachildintheclassusingadjectivesandpronouns.Childrenmustguesswhoitis.

Application:Drawapersonandlabeldifferentarticlesofclothing.

Homework:Childrenshouldwritealistoftheclothestheyweartoschool.

Materials:None

Medium Lesson

Motivation:Showlargepictureofacloset.Talkaboutwhatisinthecloset.

Information:Introduceclothingwords.Childrenshouldcopythemdown.pants(trousers),shirt,dress,socks,shoes,t-shirt,boots,hat,sweater,coat,jacket,andsneakers,gloves,bathingsuit,andsandals.

Practice:WriteallEnglishwordsandtheirtranslationsontheboardindifferentplaces.Childrenmustdrawlinestoconnectthewords.

Application/Homework:Childrenshouldwriteatleast4sentencesaboutwhatclothingtheyown.Ihavea…Ihave3…Etc.

Materials:Pictureofclosetwithclothes

Advanced Lesson

Motivation:Bringinvariousitemsofclothes,andonebyone,pullthemoutofabag.Havechildrenlistwhattheitemsareinnativelanguageontheboard.

Information:Gooverthewordsandtranslatetogether.Addotherwordsthatyoudidnothaveanpieceofclothingfor.Vocabularyshouldinclude:pants(trousers),shirt,dress,socks,shoes,t-shirt,boots,hat,sweater,coat,jacket,sneakers,sandals,bathingsuit,andscarf.

Practice:Practicepronunciationbyreadingthelistofwordstogether.ConcentrateonSsounds Ask children how many ‘S’ sounds they can nd. Sc-, Su-, Sa-, Sw-, So-, Sh-, Ts-,Sn-.

Application:Askthechildrentodescribewhattheyarewearing,withcolorsandanyotherdescriptivewordstheycanthinkof.Example:Long,bluepants.




Homework:studynewwords

Materials:bagofclothing,onepieceofeachtype

Class #3:Clothing and the verb “To wear” in present continuous

Daily Sentence: TodayIamwearingablueshirt,brownpants,brownshoesandaredhat.

Easy Lesson

Motivation:Playagameofmatchingpronounstothecorrectformoftheverb“tobe”

Information:Reviewclothingvocabulary.Introducetheverb“towear”inthepresent-continuousform.

Practice:Havethestudentsdescribeeachoftheirclassmates.“Heiswearing…”“Malikaiswearing…”

Application:Writetwosentences:Myfatheriswearing____.Mybrothersarewearing

______.Materials:None

Medium Lesson

Motivation:Teachertellsthechildrenwhatheorsheiswearing.Example:Iamwearingashirt.Iamwearingaskirt.Iamwearingsocks.Iamwearingshoes.

Information:Reviewthe‘tobe’verb.RemindthechildrenthatinEnglishthereisaspe-cialwaytospeakaboutwhatapersonisdoingrightnow.Weuseapronoun,the‘tobe’verbandtheverb+ing.Forexample:“Iwearshoes.”But,“IamwearingshoesNOW”.Childrenshouldcopydownthisformwitheachpronoun.

Practice:Giveotherverbs-towear,tosee,tolisten,tosit,tostand,andchildrenshould

practiceconjugatingtheminpresentcontinuousform.

Application:Childrenshouldgoaroundtheroom,eachsayingIamwearing,andthennamingapieceofclothing.Ifthereistimeremaining,childrenshouldgoaroundtheroom,andusethepresentcontinuous,butwithyou,he,she,they,andweinsteadofI.

Homework:Write6sentences,onewitheachpronoun,andwritewhatsomeoneiswear-ing.

Materials:None

Advanced Lesson

Motivation:Reviewclothingwords.

Information:Reviewthe‘tobe’verb.RemindthechildrenthatinEnglishthereisaspe-cialwaytospeakaboutwhatapersonisdoingrightnow.Weuseapronoun,the‘tobe’verbandtheverb+ing.Forexample:Iwearshoes(maybenow,maybe2daysago).But,“IamwearingshoesNOW”.Childrenshouldcopydownthisformwitheachpronoun.

Practice:Allstudentsstandup.Teachercallsout“Whoiswearing…anitemofclothing(withanadjective)andthosestudentswhoarewearingthatitemmustsitdown.Continueun-til1childisleftstanding.

Application:Goaroundtheroomandhavechildrendescribewhatthenextchildiswear-ing.“Heiswearingblackpants,awhiteshirt,blackshoes…”“Sheiswearing…”

Homework:Writedownwhatyourmotherorfatheriswearingwhenyougohome.

Materials:None



Class #4:Clothing and Descriptions

Daily Sentence: Ihaveabeautifuldress.Itisblueandpink.Iloveit.

Easy Lesson

Motivation: Reviewadjectives.Askwhich adjectiveswould work wellwithclothing (

warm,cool,big,small,colors,long,short,beautiful,ugly).

Information:Remindstudentsthatadjectivesshouldcomebeforethenoun.Practicesev-eralontheboard,andstudentsshouldwritethemintheirnotebookswithtranslation.

Practice:PlayBallTossTranslationgame.Teachertossesaballtoastudent,andsaysaphrase(adjectiveandpieceofclothing)studentmusttranslateintoeitherEnglishornativelanguage.

Application:Practicespellingwordstogetherandthenplaywordshapegame.Maketheshapeofthewordusingboxesforeachletter.Lowboxesforlowletters(j,g,q…)squareboxesforshortletters(u,o,r,x…)andtallboxesfortallletters(l,k,t…)Childrenshouldtrytoguesstheword.

Homework:Childrenshouldwrite5phrases,abeautifuldress,ablueshirt.Remindthemthatforwordslikepants(trousers),jeansandgloves,wedonotusethearticlea(jeansisplural).Alsoremindthemthatthearticle‘an’goesbeforeawordstartingwitha,e,i,o,oru

Materials:Ball(optionalpicturesofadjectives,picturesofclothing)

Medium Lesson

Motivation:Reviewclothingwords.

Information:Reviewadjectives.Asyoureviewthem,askthechildrentousetheadjec-tivetodescribeapieceofclothing,includewarmandcool.Ifpossible,makeasentencewithapronounandthepresentcontinuousformoftowear.

Practice:ReviewPresentcontinuoustense.Practiceusingotherverbsinthepresentcontinuous.

Application: Have a spelling bee with clothing words. If this is too difcult, start review-ingspellingbydoingaspellingactivity:Goaroundtheroom,eachchildsayingoneletterfromthewordyouwantthemtospell.

Homework:Write5sentenceswithpresentcontinuousformoftowearandadjectives.

Materials:None

Advanced Lesson

Motivation:Askchildrenwhatwedotoclothes.Makealistinnativelanguageonthe

board.Information:translateandpracticetheverbstoputon,totakeoff,tosew,towash,toclean,tofold,tohangup.

Practice:Practiceconjugatingtheseverbs:Makesentencestogetherusingnewverbs.Teachershouldwrite several sentencesasexamplesandencourage childrento maketheirown.

Application: Students should play a miming game.One acts out a verb, the othersguess.

Homework:Studentsshouldmake3-4sentenceswiththeseverbs.

Materials:None




Class #5:Thanksgiving Activities and Clothing Review

Daily Sentence: Let’smakesureyouknowclothingwordsverywell.

See Appendix C for holiday activities and Review Activities# 8,9, 51,53, 60,61,63,65, in Ap- pendix B for suggested activity ideas.

Childrenshouldcopysentences,choosethecorrectformoftheverbandtranslatetheitemofclothing.

She(tobe/towear)the(skirt). (iswearing)

He(tobe/towear)a(coat). (iswearing)

We(tobe/towear)our(shoes). (iswearing)

I(tobe/towear)a(scarf). (amwearing)

You(tobe/towear)a(bathingsuit). (arewearing)

Arewe(towear)(jeans)? (wearing)

Areyou(towear)your(gloves)? (wearing)

Isshe(towear)your(shirt)? (wearing) Ishe(towear)his(socks) (wearing)

AmI(towear)my(hat)? (wearing)

Class #6:Assessment and Thanksgiving


Easy Lesson

1-5. Translate:hat,shirt,skirt,scarf,shoes.

6. He(am/is)wearingsocks.

7. We(are/am)wearinghats.

8. I(am/are)wearingashirt.

9. Theyarewearing(blue/tall)shirts.

10. (He/I)iswearinga(short,warm)hat.

Medium Lesson

1-5. Translate:shirt,pants,coat,shoes,scarf.6. He(am/is)wearingsocks.

7. We(are/am)wearinghats.

8. I(am/are)wearingashirt.

9. Pleaseusethelisttowritedownwhatyouarewearing

List:pants,bathingsuit,skirt,socks,sandals,shirt,sweater,hat,coat,gloves.

10. Unscramble:scarf/This/blue/is(Thisscarfisblue.)

Advanced Lesson

1-5. Translate:sandals,T-shirt,pants,sweater,boots

6. They(are/is)wearingskirts.

7. She(is/am)wearingsandals.

8. Thatisa(big/tall)sweater.



9. Unscramble:jacket/You/wearing/agreen/are(Youarewearingagreenjacket.)

10. Unscramble: is/a beautiful/She/wearing/dress. (She is wearing a beautifuldress.)

Class #7:Seasons and Months of the Year

Daily Sentence: ItisthemonthofDecember.Itiswinter.

Easy Lesson

Motivation:ReviewDaysoftheWeek.Askthechildrenwhattheirfavoriteseasonsandmonthsare.

Information:Writedownmonthsoftheyear,andseasons.Readtogether.Paycarefulat-tentiontopronunciation.

Practice:Childrenshouldtranslatetheseasonsintotheirnativelanguage.Passoutcardsorpiecesofpaper,eachwithamonthoftheyear.Childrenshouldputthemselvesinorder,January-December.

Application:Writetwosentences:Myfavoriteseasonis___.Myleastfavoriteseasonis ___.

Materials:Cardswithseasonsandmonthsonthem.

Medium Lesson

Motivation:Lookatcalendar.Reviewdaysoftheweek.Makealistsofthemonths.

Information:WritealistofthemonthsinEnglishontheboardandseeiftheycanmatchthemupwiththemonthstheyknow.Makesuretostressthedifferences,andmakesurethechildrenseethedifferences.Makesurechildrennumberthemonths1-12.IntroduceSeasonsoftheyear.

Practice:Childrenshouldcopydownallofthesenewwords.

Application:PlayMonth/seasonTic-Tac-Toe.Yousayamonth,andchildrenhavetosaytheseason,orvice-versaquicklyinordertoputamarkfortheirteamontheTic-Tac-Toeboard.

Homework:Dividepaperin4partsandontopofeach,writeseasonname,andthenwritethemonthsinthebottomofthebox.

Materials:calendar

Advanced Lesson

Motivation:Showchildrenacalendar.Pointoutdifferentthingsonthecalendarandask

thechildrenwhattheyare.Reviewdaysoftheweek.Information:Teachmonthsoftheyearandseasons.Writeallwordsontheboardandhavechildrentranslateandwritethemdown

Practice:Teachachantandsoundtogowitheachmonth.ForexampleJanuaryhas4syllables.TeachChildrentoclaphandsonJan-,slaptheirlegson–u-,clapin–ar-andslaplegsagainon-ymaketheseupbeforehandandwritethemdownsotheyarenotconfusedorforgotten.

Application:Practice these chants. If childrencatch onquickly, trya gamein whichteacheronlymakesthemovementandsound,andchildrenmustguesstheword.

Homework:Practicemonthsandseasonsathome.

Materials:calendar




Class #8:Season Descriptions

Daily Sentence: ItisacoldFebruarydayinwinter.

Easy Lesson

Motivation:Askthestudentswhattheirfavoriteseasonsandmonthsare.Askthemto

writetheirbirthdaysontheboard.(Reviewnumbers1-30).

Information:Reviewtheseasonsandmonths,andthen teach thedescriptive words:rainy,sunny,snowy,cloudy,foggy,hot,warm,cold.

Practice: Reviewmonths/seasonsby askingwhichmonthsgo toeach season.Explainweatheradjectivesandhavethestudentssaywhichtypeofweathergoeswitheachseason/month.Askchildrentosayasentencedescribingtheseasonthattheirbirthdayisin.

Application:Havethestudentswrite4sentences,1describingtheweatherineachsea-son.

Materials:None

Medium Lesson

Motivation:Lookatposterwithpicturesofseasons.Discusseachpicture.

Information:Teach theweathernouns rain, sun, snow, cloud, fog,windandexplainhowtomakethemintoadjectives-byadding–y.Tellchildrenthatwhenspeakingabouttheweather,theybeginthesentencewithItis…orWinteris…orTodayis….Todaytheweatheris…

Practice:Pointtodifferentseasons,andchildrenshouldpracticesaying“Itiswindyinautumn.Itiscloudyinwinter…

Application:Childrenshouldwritedowntheirbirthdaysandtheseasontheirbirthdayisin,andwrite3-4sentencesabouttheweatherduringtheseason.

Homework:Childrenshouldwrite5sentencesabouttheirfavoriteseason.

Materials:Posterwithpicturesofseasons

Advanced Lesson

Motivation:Show4picturesoftheseasons.Childrenshouldsaydescriptionsintheirownlanguage.Writedownwhattheysay.

Information:Dividetheboardinto4partsandwritedowntranslationsforwhatthechil-dren said, Include the following: Spring: many owers, green, warm air, Navruz, rain.Summer:hot, sunny,dry,green,fun.Fall:cool,school,colored leaves.Winter:Cold,snowy,white,andgrayskies.Childrenshouldcopyallwordsdown.

Practice:Remindchildrenthattheycannowsaymanysentencesabouttheseasons.Havethempracticefromthewordsyouhaveontheboard.Theycansay,“Itis(Summeris)…”andthenadescriptiveword.Theyshouldwriteallofthedescriptivewordsandtheirtranslationsfromtheboard.

Application:Childrenshouldwritedowntheirbirthdaysandtheseasontheirbirthdayisin,andwrite3-4sentencesabouttheweatherduringtheseason.

Homework:Childrenshouldwrite5sentencesabouttheirfavoriteseason.

Materials:None



0

Class #9:Weather Past Tense

Daily Sentence: Yesterdaywascoldandwindy.Theweathermansaidtomorrowwillbecoolandrainy.

Easy Lesson

Motivation:Gooverhomework

Information: Introduce thepasttenseof ‘tobe’.Useall pronouns.Teach thatwhenspeakingabouttheweather,wesay,“Itwas…”Wealsousetimeindicatorssuchasyes-terday,before,2days(weeks,months)ago…

Practice:Askchildrenhowtheweatherwasyesterday,andwritethesentencedown.Practicesubstitutingdifferentweatherwordsintothesentence.Eachchildshouldsayasentenceabouttheweatherinpasttense,trytousedifferenttimeindicators.

Application:Writetwosentences.Yesterdaytheweather…Todaytheweather…

Materials:None.

Medium Lesson

Motivation:Introduceweatherwheelandgooverwordsonit.Askwhattoday’sweatheris.

Information:Discussweatherterms-snow/y,rain/y,cloudy,sunny,andwindy.Review“Itis…today.”Writetheformsofthe‘tobe’verbinthepresenttense,andthepasttense.Childrenshouldwritealldown,butpayspecialattentionto“Itis…today.”and“Itwas…yesterday.”Explaintimeindicatorsyesterday,ago,before.

Practice:Chaindrill.Firstchildsaysitis,secondsays,“Itwas…”withthesameadjec-tive.

Application:Childrenshouldwriteallwordsandterms.

Homework:ChildrenshouldplayBallTossTranslationgamewithweathersentencesinthepastandpresent.

Materials:Weatherwheel,ball

Advanced Lesson

Motivation:ShowchildrentheweatherwheelAskwhattheweatheristoday.Askwhattheweatherwasyesterday.

Information:Teachpasttenseoftobe.TeachtheweatherformItwas….Tellchildrenabouttimeindicatorssuchasyesterday,2days(months,years)ago…Writeallinforma-tioninnotebooks.

Practice:Teachershouldwriteseveralsentencesontheboard,usingtimeindicatorsfor

present and past tense. Children should write down the sentences and ll in the correctformoftobe.Example:“It…cloudyyesterday.”“It…sunnytoday.”“It…rainynow.”Chil-drenshouldcopyallinformationandpracticemakingsentenceswithpasttenseandtieindicators.

Application: Tell childrenthey are goingto keep trackof heweatherfor the next2weeks.Theyshouldmakeachart:

Sunny Windy Rainy Snowy Foggy Cloudy

11/15 11/18 11/19

11/16 11/20

11/21

Andkeeptrackoftheweathereverday.Eachdaytheyshoulddecidewhichweatherwehave,andwritethedateinthesquareabovetheweathertype.

Homework:Recordweatherinchart




Materials:WeatherWheel

Class #10:Weather with Future Tense

Daily Sentence: Ihopeitwillbesunnytomorrow.

Easy Lesson

Motivation:Reviewdays oftheweek, seasons,and ask childrenthe date.Usingtheweatherwheel,askabouttheweathertodayandyesterday.Letstudentsguesswhattheweatherwillbetomorrow.

Information:Teachfuturetense.Itisaneasytense,allpronounsandnounsarefollowedbywill+theverbwithouts.Practicewithseveralverbs‘tobe’,‘togo’,‘tohave’.Tellthestudentsthatwhentheytalkabouttheweatherinthefuturetense,theyshouldsay‘Itwillbe…andatimeindicatorsuchastomorrowor…days(months/years)fromnow.

Practice:Goaroundtheroom,1childatatimeshouldsayasentence:“Todayitis…”“Tomorrowitwillbe…”“Yesterdayitwas…”Eachchildshouldsayasentencewithone

oftheverbtenses.Application:Childrenshouldwriteabouttheweatherintheirtown,andinoneothertown,givingthe“forecast”.Theyshouldtellwhattheweatherwasyesterday,todayandtomorrow.Somechildrenmayreadtheirsentences.

Homework:Write6sentences.2inpasttense,2inpresentand2infuturetense.

Materials:Weatherwheel

Medium Lesson

Motivation: Check homework. Lookatweatherwheel again, and introduce thewordtomorrow.

Information:Talkaboutformingfuturetense,andtheterm“Itwillbe…”Putall3tensesontheboardtomakedifferentiations.Thenteachthetimeindicatorstomorrow,after,later,…daysfromnow.

Practice:Writewordsincopybooks,andpracticemakingsentencesinthefuturetense.

Application:PutupalargeTVscreen.WithmapofUzbekistanoranothercountry,chil-drenshouldpracticebeingweatherforecasters.

Homework:Writewhattheweatherwasyesterday,istoday,andwillbetomorrow.

Materials:TVscreen(cutasquareoutofashowercurtainandhangitfromtheceilingofyourroom,ormakefromdifferentmaterial,mapsofcountries.

Advanced Lesson

Motivation:Reviewdaysoftheweek.Usingdaynames,asabouttoday,yesterdayandtomorrow.

Information:Teachthefuturetense.Itisaneasytense;allpronounsandnounsarefol-lowedbywill+theverbwithouts.Practicewithseveralverbs:tobe,togo,tohave.Tellthechildrenthatwhentheytalkabouttheweatherinthefuturetense,theyshouldsay‘Itwillbe…andatimeindicatorsuchastomorrowor…days(months/years)fromnow.

Practice:Childrenshouldwriteaweatherforecastforeachdayinthenextweekintheform:OnMondayitwillbesunny.OnTuesdayitwillbe…

Application:Childrenshouldcomeuptothefrontoftheroom,andpretendtheyareataparty.Tellthematparties,peopleoftenmeeteachother,andonethingtheytalkabout

istheweather.Childrenshould‘mingle’(walkaround,sayinghelloandhavingshortcon-versations).Useweatherandpreviouslylearneddialogue.

Homework:Childrenshouldstillbeworkingontheirweathercharts

Materials:None(optionalweatherwheel)



Class #11:Weather with present continuous tense

Daily Sentence: YourEnglishhasimproved.Greatjob!

Easy Lesson

Motivation:Reviewpast,presentandfuturetensesforweather,andthenaskwhatthe

weatherisNOW.

Information:Reviewthepresentcontinuoustense.Tellchildrenthattheycanusepres-entcontinuousforafewoftheweatherforms.Theywillkeepthe“Itis…”andadd–ingtotheweathernoun.“Itisrainingnow.”“Itissnowingnow.”Inothercaseswesay,“Thesunisshiningnow.”and“Thewindisblowing.”

Practice:Childrenshouldwritethisnewinformationdown,andpracticesayingthenewwordstogether.

Application:Teachersaysaweatherword,andchildrenmustgiveasentencetellingwhattheweatherisusingthenewsentences.

Homework:Write3sentencesabouttheweatherusingthepresentcontinuous.

Materials:None

Medium Lesson

Motivation:Withweatherwheel,childrenshouldtellday,dateandweather.

Information:Teachdifferentwaysoftalkingabouttheweatherinthepresentcontinuoustense.“Itisgettingwindy,foggy,rainy,etc.”or“Itisraining.”“Itissnowing.”or“Thesunisshiningnow.Thewindisblowingnow.”Write3columnsontheboard.Ontopoftherst, write “It is getting…” on the second “It is…ing now” and the third “ The sun… Thewind….”Puteachweathersentenceinitsplacetogether.Childrencopythis.

Practice:Givethechildrenoneformofpresenttense,andtheyshouldchangeittotheotherforms.

Application:Introducequestionform.Isit…?Answer,“Yes,itis...”“No,itisnot…”Chil-drenshoulddodialoguesusingthisquestion.

Homework:Writeashortdialoguewith2questionsandanswersintheirnotebooks.Iquestionshouldbeabouttheweather.

Materials:WeatherWheel

Advanced Lesson

Motivation:Askchildrenwhatthedateis,andthenaskwhattheweatherisNOW.

Information:Teachdifferentwaysoftalkingabouttheweatherinthepresentcontinuoustense.“Itisgettingwindy,foggy,rainy,etc.”or“Itisraining.”“Itissnowing.”or“The

sunisshiningnow.Thewindisblowingnow.”Write3columnsontheboard.Ontopoftherst, write, “It is getting…” on the second “It is…ing now.” and the third “ The sun… Thewind….”Puteachweathersentenceinitsplacetogether.Childrencopythis.

Practice:Pointtochildren,andgivethemaweathertype.Theymustuseitinasentenceofanykind,inanytense.

Application: Childrenmayplayweatherforecaster.UseLargeTV screenandmapsofUzbekistan.

Homework:Childrenshouldchoose1weathertype,andwriteaboutitinalltenses.Re-mindthemtobringtheirweatherchartstothenextclass.

Materials:TVscreen,mapsofcountries




Class #12:Verb Tenses and temperatures

Daily Sentence: Yesterdaywaswindy,Todayiscloudy.Whatwilltomorrowbe?

Easy Lesson

Motivation:Reviewdifferentwaysoftalkingabouttheweatherinthepresentcontinuous

tense.Itisgettingwindy,foggy,rainy,etc.or“Itisraining,Itissnowing.”or“Thesunisshining now. The wind is blowing now.” Write 3 columns on the board. On top of the rst,write“Itisgetting…”onthesecond“Itis…ingnow”andthethird“Thesun…Thewind…”Fillindifferentsentencetypes.

Information:Usingapictureofathermometer,teachchildrenhot,cold,coolandwarm.Childrenshouldcopydownthepictureofthethermometerandwritethewordswithtranslation.

Practice:Weusuallysay“Itis…withtemperaturewords.Reviewmonthsandseasonsandaskchildrentotalkaboutthetemperatureinthosemonths.ItishotinJuly.ItiscoolinOctober.Winteriscold.

Application:PlayAroundtheworldwithweatherwords.

Homework:Studyforthetest.

Materials:None(optional-pictureofthermometer)

Medium Lesson

Motivation:Showchildrenlargethermometer.Askthemwhatweatherishot,andwhatiscold.

Information:Teach temperaturewords very, hot,warm, cool, cold. Reviewdifferentforms ofpresent continuous,past, presentand futurewithweather. Children shouldwritethattheymayonlyusepresentcontinuouswithtemperaturesiftheysay,“Itisgettinghot/cold/etc.”

Practice: Children should make dialogues with a partner rst, and then prepare to givetheminfrontoftheclass.

Application:UselargeTVscreen,andletchildrengiveweatherreports.


Materials:TVscreen,maps,andlargethermometer

Advanced Lesson

Motivation:Studentsshouldhandintheirweathercharts.

Information:Tapethechartsontheboard,andmakecomparisons.Thenstudentsshouldtaketurnsspeakingaboutweatherondifferentdays.Teachermaypromptchildrenfor

sentencesindifferenttenses.Childrenshouldwritethattheymayonlyusepresentcon-tinuouswithtemperaturesiftheysay,“Itisgettinghot/cold/etc.”

Practice:Teachtemperaturewordsvery,hot,warm,cool,cold.Reviewdifferentformsofpresentcontinuous,past, presentandfutureusing thesewords.Practiceusingallweatherwordsinsentences.Dividetheclassintotwogroups.Eachgroupgetsachancetosayaweathersentence.Iftheysayasentencecorrectly,theygetapoint.Iftheycannotthinkofasentence,orsayoneincorrectly,theydonotgetapoint.Norepeatingsentences.

Application:Askchildrentowritea shortcompositionabouttheir favorite season. Ishouldincludetemperature,presentsimple,andperhapsfutureorpasttensewithtimeindicators.Theymayalsowriteaboutwhatclothestheywearinthisseason.


Materials:None



Class #13:Review

Daily Sentence: Studyhardsoyougetagoodgradeonthetest!

See Review Activities # 18, 25, 26,27, 31,35, 39, and 44 in Appendix B for suggested activity ideas.

Childrenshouldcopythesentencesandwritethecorrecttimeindicators,adjectivesandverbtenses.

(Tomorrow/Yesterday)itwas(cloud). (cloudy)

Diditrain(tomorrow/yesterday)?

(Tomorrow/Today)itis(sun). (sunny)

2daysagoit(tobe/snow). (wassnowy)

(Tomorrow/Yesterday)willbe(cloud). (cloudy)

3weeksagoit(tobe)verywindy. (was)

In2weeks,it(tobe)summer. (willbe)

Todayit(tobe)coolandcloudy. (is) Thismorningitwascoldand(wind). (windy)

Yesterdayit(tobe)rainy. (willbe)

Childrenshouldcopythesentencesandwrite theappropriateclothingword.Donotwritethewordsinparenthesesontheboard.

Whenitisverycold,Iweara_______outside.(coat)

Whenitishot,Iweara______,notasweater.(t-shirt)

Whenitissunny,Iweara______onmyhead.(hat)

When my ngers are cold, I wear _______. (gloves)

Whenmyneckiscold,Iweara_______.(scarf)

Whenmylegsarehot,Iwear________.(shorts)

Whenitisraining,Iweara________.(raincoat)

Whenitissnowing,Iwear______onmyfeet.(boots)

Whenitiswarm,Iweara______andpants.(ashirt)

Whenitiscool,Iweara_______.(sweater)


Easy Lesson

1-6. Translate:Summer,Fall,January,May,Spring,Winter

7. It___rainyinTashkent.(is)

8. Yesterday,it___snowy.(was)

9. Nextweekit___sunny.(willbe)

10. TodayisDecember3rd,andit(tobe/snow)now.(issnowing)

Medium Lesson

1-5. Translate:cold,sunny,windy,snowy,hot

6. Name the rst month of the year. (January)




7. Itis___today.(Fillinthecurrentweathertype.)

8. Itis(snow)now. (snowy)

9. Yesterday,theweather(tobe)good.(was)

10. Tomorrow,it(tobe)rainy.(willbe)

Advanced Lesson

1-4. Nametheseasons.

5. Whenisyourbirthday?

6. Thewindis___.(blowing)

7. Thesunis___.(shining)

8. Todayit___rainy.(is)

9. Yesterdayit___sunny. (was)

10. Tomorrowit___(translatecloudy).(willbe)

Class #15, 16:

Holiday Activities (Christmas, New Year)

Please see Appendix C for suggested holiday activities.




Practice/Application:Childrenshouldtranslateandpracticepoem.

Homework:Practicepoemathome

Materials:None(optional:weatherwheel,pictureofthermometer)

Class #2:Hourly time and clock basics

Daily Sentence: Aclockisonthewallandawatchisonmywrist.

Easy Lesson

Motivation:Showalargeclockmadeoutofpaper.Askthemwhatitis,andwhattimeitis

Information:Introducetimevocabulary:time,watch,clock,o’clock,“Itis…”hour,min-ute,second.Childrenshouldcopyallwords.

Practice:Reviewnumbers,andteachthequestion“Whattimeisit?”andtheanswer“Itis…o’clock.”Childrenshouldwriteallinformationincopybooks.Theyshouldalsocopy

thewrittenformofnumbersonethroughtwelve.Application:Practiceaskingthetime,“Whattimeisit?”andanswering,“Itis….o’clock.PlayquickgameofTic-Tac-ToeorAroundtheWorldiftheyseemtounderstandthevo-cabularywell.

Homework:Writeseveraltimesontheboard:4:00,2:00,6:008:00,12:00Childrenshouldwritesentences“Itisfouro’clock.Itis…

Materials:Largeclock

Medium Lesson

Motivation:Askchildrenwhentheydodifferentthingsduringtheday.“Whendoyoueat?”

Information:Timevocabulary:Face,hand,hour,minute,second,clock,o’clock,watch.

Practice:Childrenshoulddrawapictureofaclockandlabelallofitsparts.Havethemwriteoutthetimes1:00,2:00,3:00,4:00,5:00,…..12:00andwritethewordsforthetime(eg.1:00–oneo’clock)

Application:Onechildcomestotheboardaswritesatime.Thenthechildasksanotherclassmatewhattimeitis.Theclassmatemustanswer,andthengotothefronttowriteanothertime.Continue.

Homework:Writeseveraltimesontheboard:4:00,2:00,6:008:00,12:00andchildrenshouldwritesentences“Itisfouro’clock.Itis…

Materials:None.

Advanced Lesson

Motivation:Reviewnumbers.Reviewgreetings.Introducethelargeclock.Ask“Whatisit?”

Information:Teachform“Whattimeisit?”“Itis…o’clock,face,hand,hour,minute,sec-ond,clock,o’clock,watch.Morning,afternoon,evening,midnightandnoon.Discussthepartsoftheclock,andremindstudentsthatweusuallydon’tusemilitarytime,andthatyoucantellfromcontextwhetheritismorningornight,am,pm.

Practice:Childrenshouldwritenewwordsintheirnotebooks,undertheheadingTime.

Application:Practicetellingtime.Whenarecomfortable,givepuzzles.

It is 12 o’clock. I am eating. Is it midnight or noon? What time do you go to school?

What time do you eat breakfast/lunch/dinner?

I am playing at 1 o’clock. Is it am or pm



Homework:Childrenshouldwritewhatyoudoat8o’clockam,andat8o’clockpm

Materials:BigClock,timeofdaypictures

Class #3:Hourly time in the Past and Future tense

Daily Sentence: Iwakeupat6:00a.m.andgotobedat9:00p.m.

Easy Lesson

Motivation:Askchildrenhowtheyknowwhattimeofdayitiswhentheyhearatime.ExplainthatinEnglish,sometimesweusea.m.andp.m.

Information:Reviewalltimevocabulary,andteachplacementofa.m.andp.m.Reviewthetensesof‘tobe’inpastandfuture.

Practice:Writeatimeontheboard,usea.m.orp.m.Ask“Whattimeisit?”Childrenshouldpracticesayingthetime.

Application:Writethecurrenthourontheboard,andthenwritesentences:At--:00

He….Tothestore.At--:00she…watchtelevision.Childrenshouldcopythesesentencesandusethecorrectformoftobe.Theyshouldlookatthetimesinthesentencesandknowiftheyareinthepastorfuture.

Materials:None.

Medium Lesson

Motivation:Lookatclock;writeadialoguethatthestudentsandteachercanreadto-gether.

1: Hello!

2: Hi!Howareyou?

1: Well, Now, I am ne, but at 8 o’clock I was bad. 2: Oh,that’stoobad

1: But NOW I am ne!

2: Good!

1: Andhowareyou?

2:Well,at9:00Iwasgreat,butnowIamokay.

1:Well,goodbye!

2: Goodbye!

Information:Discussdialogue.Makeachartonboardofpastpresentandfutureformsof

thetobeverbwithpronouns.Reviewwithtimeindicators:Today,now,yesterday,…ago.Practicemakingsentencesorallyusingthepastandfuturetense.

Practice/Application:Givechildrenscramblessentences.Writeoutsentencesusingdif-ferenttenses,andcutthemupsoeachwordisonaseparatepieceofpaper.Childrenmustputthesesentencesinorder.Theymaywordingroups.Whentheyhaveunscram-bledthesentence,theymaypassthepiecesofpapertothenextgroup.

Homework:Write2sentencesinthepresenttense,2inthepasttense.

Materials:Clock

Advanced Lesson

Motivation:Greetchildren.Askthemthedate,dayandtime.Askwhatdayyesterdaywas,andwhatdaytomorrowwillbe.

Information:Reviewthepast,presentandfutureformsoftheverbtobe,togo,towant.Conjugateallformsoftheseverbs.Reviewotherverbs,toread,towrite,towalkand




conjugatethem.Remindchildrenthat‘tobe’isnotaregularverb,andmostverbsfollowapatternforpasttense.

Practice:Dividetheboardinto3section,pastpresentandfuture.Writewhattimeitisinthepresenttensesectionoftheboard.Childrenshouldcometotheboardandwritesentences,beginningwithAt(hour)o’clock…Iftheyareunsure,giveeachstudentaverb,andpronoun.Makenocommentsaboutthesentences.Iftheyareincorrect,leavethemalone.

Application:Childrenandteachershouldgothroughthesentencestogether,anddecideiftheyarecorrectornot.Iftheyarenotcorrect,makechanges.

Homework:Write3sentencesineach-past,presentandfuture.

Materials:None

Class #4:Hourly Time Past & Future Tenseusing the verbs ‘to be’ and ‘to go’

Daily Sentence: IwillgotoTashkentat9:00a.m.tomorrow.Hewenttothestoreyester-day.

Easy Lesson

Motivation:Greetchildren;askthemthedate,dayandtime.Askwhatdayyesterdaywas,andwhatdaytomorrowwillbe.

Information:Reviewtimevocabulary,a.m.andp.m.,andthepastandpresentformsoftheverb“togo”

Practice:Practicesayingsentencesusingthefuturetenseoftheverb‘togo.’“TomorrowIwillgotothebank.”Practicesayingsentencesusingthepasttenseoftheverb“togo”“YesterdayIwenttothestore.”

Application:Childrenshouldwrite4sentencesusing‘togo,2inthepasttense,and2inthefuturetense.Tellstudentsthatthenextclasstheymustbringcoloredpencilsandalbumpaper

Materials:None.

Medium Lesson

Motivation:Reviewpast,presentandfuturetensesof‘tobe’ontheboard.

Information:Introducethewordtogo.Tellchildrenthatthisverbiseveneasier.Inthepastitisalways‘went’andinthefutureitisalways‘willgo’.Childrenshouldcopythisintotheirnotebooks.

Practice:AskchildrentotranslatesentencesfromnativelanguageintoEnglish.Drawclockontheboardsotheyknowthetimeframetheyareworkingin.Iwillgotothestore.Hewillgotoschool.ShewillgotoTashkent.IwenttoAfrica.Youwenttothebazaar.WewenttoSamarkand.Iwasatschool.Youwereathome.Shewasatthebazaar.Youwereintheclass.Wewillbeatwork.Theywillbeatthedoctor.

Application:Drawaclockwiththetimeonit.Writeseveralsentencesontheboardwiththeverbmissing.Askchildrentolookatthetimeontheclockandcopythesentences,writingthecorrectformoftogoortobe.

Homework:Write6sentenceswitheachpronounandaformof‘togo’.Studentsmustbringcoloredpencilsandalbumpapertothenextclass.

Materials:None

Advanced Lesson

Motivation:Greetchildren;askthemwhattimeitis.



0

Information:Askchildrenwhatclassestheytakeinschoolnow.Makealistontheboardandtranslate.Teachorreviewtheverb‘togo’,inpastpresentandfuturetenses.Teachthewords‘before’and‘after’

Practice:Askchildrentowritetheirscheduleforyesterday,tomorrowandtoday,withtimes(tellthemtheycanjustwritewhichhourtheclassbegins).

Example: 8:00-PhysicalEducation

9:00English

10:00UzbekLanguage

Application:Askstudents,“WhatclasstheygotoAFTEREnglish?”“WewillgotoUzbeklanguageclass(afterEnglish).”“Whatclassdidyougotoat8:00?”“WewenttoPhysicalEducationat8:00.”

Homework:Write4sentencesaboutyour(chooseaday)schedule.Tellstudentsthatthenextclasstheymustbringcoloredpencilsandalbumpaper

Materials:None

Class #5:

Valentine’s Day

Daily Sentence: InAmerica,childrengiveValentine’sDaycardstotheirfriends.

See Appendix C for holiday activity ideas

Class #6:My Day and Verbs

Daily Sentence: Ihaveabusydaytoday.Whatdoyouhavetodo?

Easy Lesson

Motivation:TeachershouldtellchildreninEnglish3thingsshedidthismorning.

Information:Teachbasicverbs:late,early,togetup,tobrushone’steeth,togetdressed,towash one’s hands/face, toeatbreakfast/lunch/dinner.To go towork/ school/thestore/anyplace.Reviewpossessiveadjectivesmy,your,his,her,our,their.Conjugatetheverbsthatcontainpossessiveadjectives.

Practice:Childrenshouldpracticesayingtheverbsintheappropriateconjugation.“Iwashmyface.”“Shewashesherface.”“Hegoestowork.”

Application:Pantomimeactions,childrenshouldtaketurnsmimingandguessingtheac-tion.

Homework:Writeasentencewitheachofthenewverbs(6sentences).

Materials:None

Medium Lesson

Motivation:Lookatasampledayschedulewithtimes,perhapsdrawpicturesnexttotheverbs.

Information:Makeachartwithalltheverbsandputthemintopastandfuturetense.Teachlateandearly.

Practice:Childrenshouldcopythechart.

Application:Teacherwillwritequestion-“Whatdidyoudoat…?”“Whatwillyoudoat…?”Studentsmustanswerincorrectform.“At4:00Iwill….”

Homework:Write4sentencesaboutchild’sday.

Materials:ScheduleofaDay




Advanced Lesson

Motivation:PlayaquickgameofSimonSays,usingverbsthatchildrenknow.

Information:Teachnewverbstogetup,tobrushone’steeth,togetdressed,towashone’shands/face,toeatbreakfast/lunch/dinner,togotowork/school/thestore/anyplace,late,early.Reviewpossessiveadjectivesmy,your,his,her,our,theirandusethemwithsomeoftheverbs.

Practice: Together, make a daily schedule on the board, and ll in the new verbs, plus

anyothers-playoutside,domyhomework,watchtelevision…Childrenshouldcopythescheduleintotheircopybooks.

Application:Childrenshould speakabout the schedule.At 8:00,I get up.At…Igotoschool.

Homework:Write5sentencesaboutdailyschedule.

Materials:None

Class #7:My Day- Hygiene Lesson

1 lesson for all levels. The objective of this lesson is to talk about healthy habits, so it ismore important that the children understand the topic than memorize the words.

Daily Sentence: Let’slearnaboutstayinghealthy.

Motivation:Tellchildrenthattodaytheywilltalkabouthowtostaycleanandhealthy.

Information:Teachtheverbstoclean,totakeabath,towash,tobrush,tocomb,tosweep,dirt,dirty.

Practice:Discusswithchildrenwhenandwhatthingstheyneedtowashandcleantostayhealthy:Washyourface,washyourhands-afteryougotothetoilet,beforeyoueatandafter,whenyousneezeorblowyournose.Takeabatheveryweek,Brushyourhair,brush

yourteeth,wearcleanclothes,andkeepyourhousecleanandswept.Writeallofthesewordsinalistontheboard,andtranslate.

Application:Childrenshouldcopyallofthesephrasesdownintheirnotebooks.Thenplayamiminggame.Onechildactsoutaverb,andtheothersmustguesswhatheisdoing.

Homework:Writedown4sentencesforthingsthatyoudotostayclean.

Materials:None

Class #8:My Day, Time and Present Continuous

Daily Sentence: Iamwritingthisnow,andIamthinkingofyou.

Easy Lesson

Motivation:Reviewtimewords,andintroduceadailyschedule.

Information:Gooverdailyhygienewords.Getdressed.Washmyhands,Washmyface,brushmyteeth,brushmyhair.Lookatscheduleandchildrenshouldtrytomakesen-tenceswiththewords.Reviewpronounsandencouragethemtomakemanysentences.

Practice:Introducethesong:Thisistheway…(SeeAppendix--)

This is the way we wash our hands,

Wash our hands, wash our hands.This is the way we wash our hands,

Early in the morning.

This is the way we brush our teeth, wash our face, brush our hair, etc)



Application:Childrenshouldwritesong,andpracticesayingwords,thensinging.

Homework:Childrenshouldmakeowndailyschedulewithtimes.

Materials:Dailyschedule,Thisistheway…songposter.

Medium Lesson

Motivation:Reviewdailyschedule

Information:Askchildreniftheyrememberhowtotalkaboutsomethingthatishappen-ingrightNOW.Reviewthe‘tobe’verbandhowtoformthepresentcontinuous.

Practice:Pantomimedailyactivitiesandletchildrenguesswhatyou,oranotherchild,aredoingrightnow.Remindthemtouseapronounorthenameoftheperson.

Application:PlayTic-Tac-Toewithverbs.WriteaverbineachsquareoftheTic-Tac-Toeboard.Childrenmustsaytheminthepresentcontinuousinordertoputanxoroontheboard..Example-brushingyourteeth!

Homework:Childrenshouldmaketheirowndailyschedulewithtimes.

Materials:None

Advanced Lesson

Motivation:CheckHomework.

Information:Askchildreniftheyrememberhowtotalkaboutsomethingthatishappen-ingrightNOW.Reviewthetobeverbandhowtoformthepresentcontinuous.

Practice:Practicesayingverbsinthepresentcontinuoustense.

Application:Usepicturesfrommagazines,books,oronesteacherhasdrawn,whichshowactions.Childrenshouldworkinpairsorgroupsanddecidewhatthepersonoranimalisdoing.Includeinformationabouttheperson’sname,profession,family,whattheweath-erislikeonthatday,andwhathedidbeforethepictureandwhathewilldoafter.Ifchildrenneedhelpwithwords,provideadictionary,ortranslateforthem.

Homework:Athomechildrenshouldwrite4sentencesaboutwhatthearedoing,and

whatafamilymemberisdoingMaterials:Picturesofpeopleoranimalsdoingactions,eitherfrommagazinesordrawn

Class #9:Review

Daily Sentence: My goodness, time ies, doesn’t it?

See Review Activities # 11,15,16,19, 21, 36, and 39 in Appendix B for suggested activity ideas.

Childrenshouldcopysentences,andwritetheappropriateseason(inparentheses)inthespace.

Inthe_______,she(towear)acoat.(winter)

Inthe_______,we(towear)gloves.(winter)

Inthe_______,we(towear)skirts.(spring)

Inthe_______,she(towear)ascarf(winter)

Inthe_______,you(towear)sandals.(summer)

Inthe_______,you(towear)t-shirts.(summer)

Inthe_______,heoften(towear)ahat.(fall)

Inthe_______,they(towear)shorts.(summer)

Inthe_______,mymother(towear)asweateroutside.(fallorspring)

Inthe_______,Ican(towear)adress.(spring)




She(towakeup)at(6:00/1:00). (Wakesup)

You(togotoschool)at(8:00/4:00). (Gotoschool)

We(togotowork)at(4:00/9:00) (gotowork)

They(togetdressed)at(7:00/12:00). (Getdressed)

I(tobrushmyteeth)inthe(morning/afternoon). (Brushmyteeth)

He(tocomehome)at(1:00/6:00)intheevening). (Comeshome)

Dima(toeatlunch)at(12:00/7:00). (Eatslunch)

Olga(towatchTV)after(school/shegoestobed). (WatchesTV)

Myfather(toreadabook)at(night/work). (Readsabook)

Mysister(togotobed)at(9:00/3:00). (Goestobed)


Easy Lesson

1-5. Teacherwilldrawclocksontheboardshowingthefollowingtimes.Thestudentsanswer“Itis___o’clock.” 4:00 3:00 12:00 10:00 1:00

6. He(toeat)breakfastthismorning.PastTense (ate)

7. You(togo)toschoolyesterday.PastTense (went)

8. I (to wash one’s hands) every day. Present Indenite (wash my hands)

9. They(towork)tomorrow.FutureTense (willwork)

10. She(togotosleep)tomorrownight.FutureTense (willgotosleep)

Medium Lesson


6. You(togo)tothestoreyesterday.PastTense (went)

7. Hewenttowork (yesterday,today,tomorrow)

8. I (to brush one’s hair) every day. Present Indenite (brush my hair)

9. They(togetup)earlytomorrow.FutureTense (willgetup)

10. We(towash)ourfacestomorrowmorning.FutureTense (willwash)

Advanced Lesson


6. They(togetup)at6:00.PastTense (gotup)

7. She(togetdressed)forschool.PastTense (gotdressed)

8. He (to wear) clean clothes every day. Present Indenite (wears)

9. I(togo)tothebazaartomorrow.FutureTense (willgo)

10. You(tobrushyourteeth)tonight.FutureTense (willbrushmyteeth)



Class #11:My House /Apartment Vocabulary Overview

Daily Sentence: Iliveinanapartment.Helivesinahouse.

Easy Lesson

Motivation: Show poster of a house and/or an apartment (at). Point out the different

rooms:livingroom,bedroom,room,basement,attic,bathroom,kitchen,diningroomand hallway, wall, oor.

Information:WritethedifferentroomsofthehouseinEnglish.Showsentencestructure:“Thereisa…inmyhouse.”

Practice:Childrenwritedownwords.

Application:Childrenshouldpracticespellingthewords.Usewordshapesgameoran-otherspellinggamethatthechildrenlike.

Homework:Studywords.Write3sentences“Thereisa….inmyhouse.”

Materials:Houseposterand/orapartmentposterwhichshowtheroomsofthehouse

Medium Lesson

Motivation:Askchildrenwhatroomsareintheirhouse.Writealistontheboard.

Information:Introducemyhouse/apartmentvocabulary:house,apartment,room,livingroom,bedroom,basement,attic,bathroom,kitchen,diningroom,andhallway,wall,oor.

Practice:HavethestudentsdrawapictureahouseandlabeltheroomsinEnglish.

Application:Dividetheclassintotwoteams.Onechildfromeachteamcomestotheboard tries to be the rst to say the name of the room that the teacher points to, usingthehouseposter.

Homework:Studywords.Write3sentences“Thereisa….inmyhouse.”

Materials:Houseorapartmentposter

Advanced Lesson

Motivation:Showchildrenaposterofahouseorapartment.Askwhichroomstheysee.

Information: My house/apartment vocabulary: house, apartment, room, living room,bedroom, basement, attic, bathroom, kitchen, dining room, and hallway, wall, oor.

Practice:Practicepronouncingthewords,andcopyallwordsintocopybooks.

Application:Playhangmanwiththenewvocabularywords.Ifyouusedifferentwords,writethetopicsothechildrenwillknow.

Homework:Write5-6sentences.“Ihaveahouse(orapartment).Thereare…roomsinmyhouse.Thereisa…”

Materials:Posterofahouse/apartment,whichshowstheroomsofthehouse

Class #12:My room

Daily Sentence: Ihaveabed,adeskandachairinmyroom.

Easy Lesson

Motivation:Lookatapictureofaroom.

Information:Discussfurniturewords:bed,chair,table,mirror,anddesk.Askchildrenwhatotherfurnitureandhouseholdobjectstheycanthinkof.Acceptsofa(couch),car-pet,stove,refrigerator,shower,toilet,sinkcupboard,bookshelf,painting,picture.




Practice: Play repetition game. Stand in a circle. The rst child says, In my house, thereisachair.Nextchildsay,Inhishousethereisachair.Inmyhousethereisa….Continueuntilthelastchildmustsaywhatisineveryone’shouse.Offerhelp.Childrenmayaddamotiontogoalongwiththeword,sotheywillberememberedmoreeasily

Application:Playgameusinghouseholdobjectcards.Teacherchoosesahouseholdobjectcard,andhidesitfromchildren.Theymustask,“Isthisa…?”Answer:No/Yes,Itisa…

Homework:Childrenshouldmakealistofallthefurnitureintheirhouse.

Materials:Pictureofaroom,householdobjectcards

Medium Lesson

Motivation:Lookatapictureofaroom,discusswhattheysee.

Information:Writea listwiththechildrenofthefurnitureinthehouse.Somewillbereview,somewillbenew.Translatetogether.

Practice:Teachtheforms:“Inmyroom,thereis…”and“Ihave…inmyroom.”Orallypractice.Copydowntheseforms.

Application:Childrenshouldwritewhattheyhaveintheirroomsathome.Severalchil-drenmayreadtheirlists.

Homework:Childrenshouldpickoneotherroomintheirhouse,drawit,andwrite5sen-tencesaboutwhattheyhaveinit.Theyshouldusealbumpaper.

Materials:Pictureofroom

Advanced Lesson

Motivation:Drawalargehouseshapeonheboard,andseparateitintosquares,whichwillberooms.

Information:Tellstudentstheymustdecoratethehousewithfurniture.Identifythedif-ferentrooms,andwritetheirnamesontheboardwithspaceunderneath.

Practice:Aschildrencomeupanddrawfurniture,thenameofthefurnitureshouldbewrittenundertheappropriateroomname.

Application:Readthefurniturelistsforeachroom,andlet1childatatimecomeupandpointoutthepieceoffurnitureastheteacherreadsit.

Homework:Studentsshoulddrawtheirroomonalbumpaperandwrite6sentencesaboutwhatisintheirroom.3ofwhatisintheroom,3withwhatisnotintheroom.“Thereisa…inmyroom.”Thereisnota…inmyroom.

Materials:None

Class #13:My House/Apartment Adjectives

Daily Sentence: Myhouseiswarmandcomfortable.Iliketorestthere.

Easy Lesson

Motivation:Lookat thepictureofa room.Pointoutfurnitureandaskthestudentstodescribeitinnativelanguage.

Information: Introduce thewords, comfortable, uncomfortable, dark, light, narrow,wide,soft,hard.Reviewotherdescriptivewords-beautiful,ugly,tall,short,fat,thin,big,small,andcolors.

Practice:Write2columnsofwords:1columninEnglishand1columninnativelanguage.

Studentsmustdrawalineconnectingthecorrectwords.Application:PlayAroundtheWorldwithalladjectives.

Homework:Givestudents2-3adjectives,andletthemlistwhatfurniturecanbecalledbythosedescriptions.



Materials:Pictureofaroom

Medium Lesson

Motivation:Lookatthepictureofaroom.Pointoutoneoftheobjectsandaskthestu-dentstodescribeitinnativelanguage.

Information:. Introduce thewords, comfortable,uncomfortable,dark, light, narrow,wide,soft,hard.Reviewotherdescriptivewords-beautiful,ugly,tall,short,fat,thin,big,small,andcolors.Childrenshouldcopyallwordsandtranslations.

Practice:Teachergivesnounsandchildrenshouldofferappropriatedescriptivewords:“Chair”response:“anuncomfortablechair”“Aredchair,asoftchair”Trythiswithsev-eraldifferentnouns.

Application:Lookat2similarpicturesofrooms.Childrenshouldpointoutdifferences.Thisisaredcouchandthatisagreencouch…

Homework:Writeabout3thingsinyourhouse,usingadjectives.“Ihavea…”or“Thereisa…inmyhouse.”

Materials:Pictureofaroom.2morepicturesofroomsthataresimilar,buthavemanysmalldifferences.

Advanced LessonMotivation:Checkhomework.Lookatapictureofaroom,askchildrentodescribeit.

Information:Tellchildrentheywilllearnmoreadjectivestoday.Introduce:comfortable,uncomfortable,dark, light,narrow,wide,soft,hard.Reviewotherdescriptivewords-beautiful,ugly,tall,short,fat,thin,big,small,andcolors.Childrenshouldcopyallnewwords.

Practice:Askchildrentodescribetheroomusing,“Theroomis…”Askthemtodescribefurnitureaswell.

Application/Homework:Childrenshould8sentencesthatdescribetheroomtheydrewusing adjectives. Tell them that they may start in class, and nish for homework.

Materials:Pictureofroom

Class #14:My Room and Prepositions

Daily Sentence: Thelampisinthelivingroom.Therefrigeratorisinthekitchen.

Easy Lesson

Motivation:Introduceprepositioncardsorposter.Eachshowsapreposition.Askchildrentoidentifytheminnativelanguage.

Information:Reviewhousevocabularyandadjectives.Translateprepositions.Lookatthehouseposter.

Practice:Practicesentencessuchas:“Thetableisinthelivingroom.”or“Themirrorisinthebathroom.”Writethesesentencesontheboardandletchildrenpracticedescrib-ingthehouseintheposter.

Application:Haveeachofthestudentswriteout5sentencesdescribingwheredifferentthingsareintheirhouse/apartment.

Materials:Houseposter,prepositionsposterorcards

Medium Lesson

Motivation:Introduceprepositionsposter.

Information: Children should copy all prepositions and write a picture to represent

each.Practice:Childrenshouldlookaroundtheclassroomandeachshouldsay1sentenceusingaprepositions.Teachershouldgiveafewexamplesandwritethemontheboard.




Application:Lookatpictureorposterofaroom.Playgame:Askchildrenquestionsus-ingprepositionsin,on,near,under,over,usingpictureofaroom.“Isthechairinthebedroom?”Answersshouldbe,“Yesitis.”“Noitisn’t.”

Homework:Write4sentencesaboutthechild’shouse,usingprepositions.

Materials:Prepositionsposter,pictureorposterofaroom

Advanced Lesson

Motivation:Lookatprepositionsposter.Readtogether.Information:Translateallprepositions.Makeseveralsentencesusingthepictureoftheroomandthehouseandapartmentpictures.“The…isnearthe….Remindthemweusethewordthebecausewearetalkingaboutacertainobjectthatwebothknowabout.

Practice:Practiceseveralsentencesandhavechildrenwritewordsandtranslationsintheirnotebooks.Thentheyshouldwriteexamplesentencesandtranslations.Teachermaypointtoanobject,andchildrenmustuseprepositionstomakeasentenceaboutthatobject.

Application:Childrenshouldwriteabouttheroomtheydrewonalbumpaper,andwrite4moresentencesusingtheprepositions.

Homework:Starttostudyforthetest.

Materials:Prepositionposter,roomposter.

Class #15:Review

Daily Sentence: It’stimetostudyforanothertest!

See Review Activities # 18,23,26, 28, 30, 31, 39, 51,62 in Appendix B for suggested Activity ideas.

Childrenshouldcopythesentencesandchoosethecorrectpreposition. Theclockis(in/on)thewall.

Thechairis(near/on)thetable.

Thetelevisionisinthe(livingroom/bathroom).

Thecomputeris(near/on)thedesk.

Thebedisinthe(kitchen/bedroom).

Theovenisinthe(kitchen/bathroom).

Weeatdinnerinthe(kitchen/bedroom).

The carpet is (on/ under) the oor.

Thecarpetis(in/under)thetable.

The chair is (on/ near) the oor.


Easy Lesson

1-5. Translate:sofa,chair,bed,kitchen,diningroom

6. Thecarpetis(in,on,under)thetable.

7. Thebookis(under,on,near)thebookshelf.

8. Theovenis(in,under,around)thekitchen.



9. Thechairis(soft/smart)andcomfortable.

10. The living room is (small/ve) and uncomfortable.

Medium Lesson

1-5. Translate:sofa,carpet,apartment,diningroom,mirror

6. Thebedisinthe(livingroom/bedroom).

7. Therearetwochairs(in/under)thekitchen.

8. Wehavea(sofa/toilet)inthelivingroom.

9. Thereisnolamp.Itis(dark/light).

10. Thepaintingisvery(comfortable/beautiful).

Advanced Lesson

1-5. Translate:mirror,table,sofa,hallway,bedroom

6. Thebedis(in/under)thebedroom.

7. The(toilet/bed)isinthebathroom.

8. Thebookis(on/in)thetable.

9. Wehaveavery(big/blue)livingroom.

10. Yourbedroomisvery(warm/pencil).

Class #17:Women’s Day

Daily Sentence: HappyWomen’sDay.Benicetoallwomentoday!

Class #18:St Patrick’s Day (or Navruz)

Daily Sentence: TodayisSt.Patrick’sDay.Haveyouseenaleprechaun?

Class #19,20:Navruz Activities

Daily Sentence: HaveagreatNavruz.Visityourfamily,andeatlotsofplov!




0

Application:Askchildrentodescribeananimal.Theyshouldnotsaythename,butratherdescribe it. They should write these rst and then give their descriptions.

Homework:Ifchildrenhaveapet,writeadescriptionofthepet.Whatitis,whatit’snameis,anddescriptions.

Materials:Postersofwildanddomesticanimals

Advanced Lesson

Motivation:Showchildrensomepicturesofanimals.Askthemwheretheanimalslive.Information:Explaintochildrentheywilllearnaboutthedifferentplacesonearththatanimalslive.Introducethewordsnature,forest,ocean,dirt,sand,rocks,leaves,stream,river,treeandsky.Thentalkaboutthedifferentkindsofanimals-insects,birds,mam-mals,reptiles.Studentsshouldcopydownallofthesewords.

Practice:Writethewordsontheboard,butmixuptheletters.Studentsmustarrangetheletterstoformthenewvocabularywords.

Application:Playhangmanwiththenewwords.

Homework:Thinkofyourfavoriteanimalanddrawapictureofitandwhereitlives.

Materials:Afewpicturesofanimals-wildordomestic

Class #3:Desert Vocabulary

Daily Sentence: ThedesertinUzbekistanishotanddry.Haveyoubeenthere?

Easy Lesson

Motivation:AskthechildreniftherearedesertsinUzbekistan.TheyshouldnametheKizilKumandtheKaraKum.Askthemwhatanimalsliveinthedesert.Lizards,camels,insects,scorpions,snakes,spiders,birds.

Information:Aschildrenlistanimals,writethemontheboardinnativelanguage.Trans-late.Thendiscussotherthingsthatdescribethedesert-sand,hot,cactus,nowater,etc.

Practice:Together,writea textaboutthedesertontheboard.It shouldbe6-10sen-tenceslong.

Application:Childrenshouldcopydownthistextandbegintotranslateit.

Homework:Finishtranslatingtext.

Materials:None

Medium Lesson

Motivation:Showthechildrenapictureofthedesert.Askthemifanyonehaseverbeentothedesert.Ifnot,whatdotheythinkitislike.Writealistofthingsthatareinthedesert.Lizards,camels,insects,scorpions,snakes,spiders,birds,sand,hot,cactus,nowater.

Information:Aschildrennamethingsaboutthedesert,writethemontheboard.Makesuretowriteanimalsaswell.Translatethewords.

Practice:Askchildrenwhatdesertanimalseat.Introducenewwords:insects,plants,grass,meat.AskthemtomakesentencesinEnglish:“Camelseatgrassandplants.Theydrinkwater.Lizardseat…Writeseveralsentencestodescribethedesert.“Scorpionsliveinthedesert.”“Inthedesert,thereisnowater.”“Itishotinthedesert.”

Application:Playhangmanwiththesenewdesertwords.Homework:Write5sentencesaboutthedesert.

Materials:Pictureofadesertscene




Advanced Lesson

Motivation: Showapictureofadesert scene.Ask studentswhichanimals livethere.Writealist.

Information: With children, make a list of specic desert vocabulary. For example- nowater,dry,hot,coldatnight,fewanimalsandplants,lizards,camels,insects,scorpions,snakes, spiders, birds, sand, cactus. They should copy these and the denitions into theirnotebooks.

Practice:PlayquickgameofAroundtheWorldforthenewwords.

Application:Studentsshouldbreakintogroupsandwriteasmalldescriptionofthedes-ert,usingnewwords.

Homework:Practicereadingthedescriptionforthenextclass.

Materials:Pictureofadesertscene

Class #4:Ocean Vocabulary

Daily Sentence: Theoceanisbigandblue.Youcanlookandlook,andstillseenoland.

Easy Lesson

Motivation: Look at a map. Find Uzbekistan, and then nd the 4 oceans of the world.Namethemtogether.NoticehowlargetheoceansarecomparedtoUzbekistan.Whichisthe Largest Ocean? (Pacic)

Information: Introduce words: sh, shark, whale, crab, octopus, wave, water, salty, deep,boat,island,anddolphin

Practice:Reviewverbs:toswim,tosail,andmakesentencestogetherabouttheocean.

Application:Writenewwordsontheboardwithseverallettersmissingfromeach.Chil-

dren should try to gure out what the words are. Play hangman if time allows.Homework:None

Materials:Mapoftheworld

Medium Lesson

Motivation: Look at a map. Find Uzbekistan, and then nd the 4 oceans of the world.Namethemtogether.NoticehowlargetheoceansarecomparedtoUzbekistan.Whichisthe Largest Ocean? (Pacic)

Information: Introduce words: sh, shark, whale, crab, octopus, wave, water, salty, deep,boat, dolphin, Atlantic Ocean, Pacic Ocean, Indian Ocean, Arctic Ocean,

Practice:Writesomesentencesontheboardandletchildrenreadandtranslatethem.Application:Erasethesentences,andhandoutpiecesofpaperwiththewordsfromthosesentencesfromtheboard.Ingroups,childrenmustunscramblethewordstoforma sentence that was written on the board. See who nishes rst, then give the scrambledsentencestoadifferentgroupofchildrentounscramble.

Homework:None

Materials:Oceansentences,writtenonstripsofpaper,andcutup.

Advanced Lesson

Motivation:Tapealarge,blankpieceofpapertotheboard.Askifanyofthestudentshaveseenanocean.Tellthemtheyaregoingtocreateonetoday.

Information: Introduce the words: sh, crabs, sharks, seaweed, waves, boat, island,beach,andsand.Askstudentsforsomeofthesewords.



Practice:Assignstudentstodrawonpaperdifferentobjectsfromvocabulary.Sketchontheboardiftheyhavetrouble.Studentsshouldcolorintheirobjects,andcutthemout.Letthestudentstapeupthedifferentobjects,tomakeanoceanscene.

Application:Studentsshouldquicklywrite3sentencesaboutthesceneintheirnativelanguage.

Homework:TranslatethesentencestoEnglish.

Materials:Largepieceofpaper,tape

Class #5:Forest Vocabulary

Daily Sentence: Theforestcanbescaryifyouarealonethereatnight.

Easy Lesson

Motivation:Tellstudentsthattodaytheywillbespeakingabouttheforest.Askthemiftheyknowaboutanyfamousforests.

Information:Teachnewwords: trees,bear,wolf,plants, grass,mushrooms,path, in-sects,birds,stream,pond,deer…

Practice:WriteacolumnofEnglishwordsandacolumnofnativelanguagewords.Chil-drenshouldmatchthem.Thenwriteseveralwordswithmixeduplettersontheboard,and see if children can gure out which vocabulary words they are.

Application:PlayTic-Tac-Toewithnewwords.Onechildfromeachteamcomestothefront of the class. Teacher gives a word in one language, and the rst child to translatecorrectlygetstomarkanXoranOinasquare.

Homework:None

Materials:None

Medium Lesson

Motivation:Tellstudentsthattodaytheywillbespeakingabouttheforest.Askthemiftheyknowaboutanyfamousforests.

Information:Teachnewwords: trees,bear,wolf,plants, grass,mushrooms,path, in-sects,birds,stream,pond,deer.

Practice:Teachershouldgive6-10scrambledsentencesforthechildrentoarrange.Thenchildrenandteacherwriteatexttogetherabouttheforest.(6-10sentences)

Application:Childrenshouldtranslatetext.

Homework:Finishtranslationforhomework.

Materials:NoneAdvanced Lesson

Motivation:Showstudentsapictureofaforest.Askthemiftheyknowwhatisinafor-est.

Information:Generatewords-animals,insects,treesrocks,dirt,rivers,streamsetc.Askthemiftheyknowaboutanyfamousforests.Introduceshorttextaboutafamousfor-est:

The Amazon Rainforest is in Brazil. It is a very big forest. Thereare so many trees and plants there. Many animals live in this forest.Insects, mammals, lizards, birds and sh live there. It is difcult to

walk in this forest, because there are many trees and plants. Thereare many rivers too. It rains almost every day. It is very green there.It is also very hot there. It is a very famous forest.

Practice:Studentsshouldtaketurnsreadingthetext.




Application: Students pick out words that they don’t know. Dene them and let the chil-drenusetheminsentences.

Materials:Pictureofaforest

Class #6:City/Farm Vocabulary

Daily Sentence: TherearemanyanimalfarmsinAmerica.

Easy Lesson

Motivation:Lookatposterofdomesticanimals

Information:Lookatanimals,andintroduceanimalbodyparts.Writedown:fur,hoof,paw,claw,wing,andshell.Writedownthesenewwords.Makesentences.Forexample:“Catshaveclaws.”

Practice:Reviewdomesticanimals.WriteoutthewordsforOldMacDonaldhadaFarm(SeeAppendix--)

Application:Childrenshouldsaythewordswithyou,andwritethemdown.Begintosing,andusedifferentanimalsandsounds

Homework:None

Materials:Domesticanimalsposter

Medium Lesson

Motivation:Lookatdomesticanimalsposter

Information:Reviewdomesticanimalnames,anddiscusswhattheanimalseat.Includemilk, sh, grass, grain, and meat.

Practice:Reviewspellingtogetherontheboard.Practicespellinginchorus.Gothrough

allthewords.Application:PlaySpellingBaseball(SeeAppendix--)withanimalwordsandanimalfoodwords

Homework:None

Materials:domesticanimalsposter

Advanced Lesson

Motivation:Askstudentstonamefamouscitiesthattheycanthinkof.Writethemontheboard-usetheEnglishnames.

Information:Talkaboutanimalsthatareincities-todaytheanimalsinthehabitatare

mostlypeople!Ask,“Whatotheranimalsliveinthecity?Practice:Studentsshouldbreakintogroupsandtrytounscramblesentencesaboutani-malsthatliveinthecityoronfarms.Eachgroupreceivesastackofwordsfrom3sen-tences that have been cut apart. See which group can nish rst.

Application:Playhangmanwithnewvocabularywords.

Homework:None

Materials:Scrambledsentences.Keep3sentencesofwordsinonegroup.Ifchildrenwillhavetrouble,usedifferentcolorstowriteeachsentence.




Daily Sentence: Canyoubelievetheyearisalreadyover?

Use appropriate review activities from Appendix B that are fun for your children and thatwill help them review the year’s material.


Daily Sentence: Goodluckonyourtest.Theclassesafterthatwillbefun.

Use appropriate review activities, and spend ½ of the class preparing the children for thetest.

Class #9:

End of the Year Assessment

Easy

1-15. Translate:coin,cost,price,shirt,hat,ocean,trees,rainy,windy,summer,store,school,clock

16. We(togo)totheparkyesterday.(went)

17. They(togo)tothebanktomorrow.(willgo)

18. I(towant)tobuyahat.(want)

19. I(tobe/towear)ascarf.(amwearing)

20. How(much/many)doesitcost?(much)

21. He(towash)hisfaceeverymorning.(washes)

22. You(togetup)at7:00.(getup)

23. Thegirl(toeat)dinnerat6:00.(eats)

24. She(togo)toschooleveryday.(goes)

25. Mybrotherenjoys(togo)toTashkent.(going)

26. Doyoulikespring?

27. Willyougotoschooltomorrow?

28. Whattimeisit?29. Howareyoutoday?

30. Do you like sh?

Medium

1-15. Translate:cost,price,skirt,jacket,socks,forest,city,trees,snowy,spring,store,camel,clock,sofa,carpet

16. Thecatsits(on/under)thecarpet.(on)

17. Thesofais(under/in)thelivingroom.

18. Westand(in/on/near)thedoor.(near)

19. She(togo)tothestoreyesterday.(went)

20. You(toeat)lunchyesterday.(ate)

21. They(tobe/towear)hats.(arewearing)



SuggestedVocabulary

Our World:

continent

land

island water

lake

river

ocean

mountain

desert

sea

hill

Earth

plain

forest jungle

nature

tree

plant

rocks

soil

sand

grass

sky

animal

stream

to throw

to help

to save

to use

to grow

garbage

to litter

to kill

smoke

dirt

clean

to throw away

pollution

to make one ill

to shine

to blow

to ow

to grow

My Town:

post ofce

theater

drug store

school

store

park

building

bank

mayor’s ofce

market

doctor’s ofce

dentist’s ofce

hospital

restaurant

café

hairdresser

apartment

buildings

house

pool

garden

lake

forest

hills

port

street

road

playing eld

library

factory

cinema

many

much

a few

a little

not much

not many no, some

turn

turn around

left

right

through

straight

pass

north

south

eastwest

in

on

under

by

next to

around

far from

near

My Country: president

country

ag

anthem

border

neighbor

capital

cotton

scientist

writer

famous

Great Silk Road

Independence Day

Transportation:

to go by

to take

to drive

to y

to sail

to walk

car

truck

bus

airplane

train

street

road

on foot

metro

boat

ride

pay

ticket

wheelhelicopter

motorcycle

horse

camel

wagon

helicopter

skateboard

roller-skates

Specifc Time:

facehand

hour

minute

second

clock

o’clock

watch

Numbers 1 – 60,

half past

quarter after

quarter ‘til/to/of midnight

noon

Health:

medicine

pill

shot

thermometer

bone

blood

cough

ache

sneeze

tired

temperature

u

cold

to be ill

to hurt

to bleed

to cut

to fall

to hit

to break

to clean

to rest

to go to the hospital

to go to the doctor

to sleep

to drink a lot

to wash one’s hands

Feelings:

to feel

happy

sad

bad

ne

mad

angry

bored

glad

silly

sleepy

surprised embarrassed

shy

Question Words:

Who

What

When

Where

Why

How

Do you…What time

How much

How many




Semester 1

Class #1:Introduction & Review Weather, Seasons, Months & Days

Daily Sentence: Welcome back to school. I hope you allhave a great year inEnglish

class.

Easy Lesson

Motivation:Greetstudents.Reviewseveralgreetings,toseewhattheyremember.

Information:Describetochildrenclassroomrules,rewards,andpenalties.Describedailyroutineofcomingtoclass,gettingtheirnametagout,sittingdownandthenwritingthesentencethatisontheboard.

Practice:SingDaysoftheWeeksong(SeeAppendixE).Reviewdaysoftheweekandmonths.Putmonths intoseasons.Reviewweatherwords likehot,cold,warm, cool,rainy,snowy,windy,andcloudy.Drawpicturesofeach.Gothroughthemonthsandsea-sonsandaskthechildrenwhichtypeofweatherthatwouldbeineach.

Application:Havechildrenmaketheirnametagslookniceathome.

Materials:Paperfornametags,calendar

Medium Lesson/Advanced Lesson

Motivation:GreetChildren,Introduceself.Makeatentativeseatingchartnow.

Information: Introduceclassrules,consequences,andhomeworkpolicy.Taketimetomakesurechildrenunderstandallpoliciesandconsequences.

Practice:Showthechildrenalarge,emptycalendar.ChildrenshouldtalkaboutdaysoftheweeksingDaysoftheWeeksong(seeAppendixE).Childrenshouldalsoreviewmonthsoftheyear,andseparatethemintoseasons.

Application:Childrenshouldtalkaboutweatherineachoftheseasons.Writewords:hot,cold,warm,cool,windy,rainy,sunny,snowy,cloudyontheboard.Teacherwritesanumericaldateontheboard,ex-5/15/2004,andchildrentellthemonth,season,anddescribepossibleweather.Useform“Itis…”“In(month),itis…”

Homework:Childrenshouldmakenametagsathome.

Materials:None

Class #2:Review Foods

Daily Sentence: Whichfoodsdoyouremember?Doyourememberhamburgers?

Easy Lesson / Medium Lesson

Motivation:ChildrenshouldtrytonametheirfavoritefoodinEnglish.

Information:Reviewdifferentkindsoffood.Choosefromthislistanddraw:rice,meat,carrot,onion,pumpkin,potato,bread,soup,tea,sugar,salt,cabbage,cheese,apple,orange,grape,pomegranate,tomato,cucumber,pizza,spaghetti,hamburger&hotdog.Goover:“MayIpleasehave…”and“ThankYou”

Practice:Childrenshouldpretendthattheyareatdinnerwithyouandwantdifferentkindsoffood.

Application:Childrenshouldwrite2simplesentences:“Iliketoeat…”and“Idon’tliketoeat…”

Materials:Picturesofdifferenttypesoffood



0

Advanced Lesson

Motivation:GreetChildren.Theyshouldshownametags.Reviewclassrulesandhome-workpolicy.

Information:Reviewfoodwordswithchildren.Thenplayamarketgame.Reviewpro-nounsandtheverb‘tobe’.Writephrasesontheboard:Iwanttobuy…Howmuchdoesit(dothey)cost?Howmany?Okay.It’sexpensive!It’scheap!Nothanks.Thankyou.You’rewelcome.Review,thenchildrenshouldwritethesewordsinnotebooks.

Application:Childrenshouldtaketurnsbeingsellers.Theymustbuyandsellitems.Ifthisis too difcult, then play a game where children must guess a word from the shape of itletters. Use boxes to show each letter shape and children must ll in.

Homework:Childrenmustwriteashortdialogue,includinggreetingand6-8sentences,usingtheshoppingphrasesthattheywrotedownduringclass.

Materials:Foodcards

Class #3:Review Classroom

Daily Sentence: Pleasesitinyourchair,takeoutyourpenandwritethisinyourcopy-book.

Easy Lesson

Motivation:Gooverhomework.

Information:Gooverclassroomobjects:chair,desk,chalkboard,clock,teacher,student,pen,pencil,copybookandbook.Gooverclassroomcommands:Standup,Gotothe…,Sitdown,etc.

Practice:Drawalloftheclassroomobjectsandhavethestudentsdrawthemintheircopybooks.

Application:PlaySimonSays.Usecommandslike“Touchthedesk.”“Showmeapen!”

Materials:None

Medium Lesson

Motivation:Askchildrentonameclassroomobjects.If theycanremembertheEnglishwords,theymaygivethem.Writealist.

Information:Translatethewordsonthelistandreviewwithchildren.

Practice:Reviewcolors,Numbersthrough30anddaysoftheweek.

Application:PlayISpy.Teacher,andthenchildshouldsay,“Ispywithmylittleeye,something…yellow! Children should look around the room to nd what yellow object thespeakermeans.Ask“Isita…?

Homework:Reviewbodyparts

Materials:None

Advanced Lesson


Information: Review classroom objects: window, oor, door, wall, plant, pencil, pen,desk,chair,girl,boy,ruler,book,copybook,eraser,chalk,board.

Practice:Childrenshouldwritethesewordsintheirnotebooks.Then,writethe‘tobe’verbonboardandexplainitsuseinEnglish.Practiceitis…Theyare…

Application: Reviewalphabettogetherby spellingallthewords,untilmostchildrenremembertheletters.PlayBallTossTranslationwithclassroomobjectwords.Teachertossesaballtoachild,saysawordinnativelanguage,andthechildmusttranslateitandtosstheballback.



Class #5:Review My Day, Time and Professions

Daily Sentence: Iwakeupat6:30andworkfor8hours.Iamabanker.

Easy Lesson

Motivation:Askchildrenwhattimeitis.TheyshouldanswerinformItis…o’clock.

Information:Writedailyactivityverbsontheboard:togetup,toeatbreakfast,lunch,dinner,snack,toplayoutside,togotoschool,togohome,towatchTV,todoone’shomework,togotosleep.Review,andaskchildrenifanyaremissing.Ifsowritethemdown.Childrenshouldalsocopyverbs.

Practice:7:00-Igetup.8:00-Igotoschool.9:00IlearnEnglish.10:00Ieatasnack.12:00Igohome.1:00Ieatlunch.2:00Iplayoutside.6:00Idomyhomework.7:00IwatchTV.9:00Igotosleep.Reviewschedulewithchildren,andletthemcopyit.

Application:Playquickgamewithchildren.Throwthemaball,andsayaverb(inEnglishornativelanguage).Theyshouldtranslatetheverbintotheotherlanguageandtosstheballback.

Homework:Childrenwritetheirdailyschedule,usingatleast5verbs.Materials:Ball

Medium Lesson

Motivation:Usingclock,childrenshouldtellthetimeuntiltheyarecomfortable.Remindthemofthewordso’clock,noon,midnight,morning,afternoon,evening.

Information:Pantomimeeachwordasyouwriteitontheboard.Childrenshouldwritetranslations:Togetup,togetdressed,toeatbreakfast,togotowork,towork,toeatlunch,togohome,tomakedinner,towatchTV,tosleep.

Practice:Presentseveraldailyschedules-ateacher,abusinessmanager,adriver.Makealistofotherprofessions.

Application:Childrenwillpickaprofession,andmakeadailyscheduleforwhatthatpersondoes.Somechildrenmayreadtheirschedules.

Homework:Studentsshouldusetheirnewverbstowrite5sentences.

Materials:3schedules

Advanced Lesson

Motivation:Gooverthehomework

Information:Goovervocabulary:o’clock,wakeup,washmyface,brushmyteeth,eatbreakfast/lunch/dinner,go tobed,go toschool,playandgetdressed.Reviewprofes-sions:Driver,doctor,engineer,teacher,cooketc.

Practice:Childrenshouldtalkabouttheirday.Put inorderthethingstodoeachday.Childrenshouldsaywhatjobstheirparentsdo.

Application:Writetwosentences.Myfather/motherisa….Iwanttobea...

Materials:None

Class #6:Review Animals

Daily Sentence: My friend has many pets. He has 4 dogs, 8 cats, and 21 sh.

Easy Lesson

Motivation:Sing“TheItsy,BitsySpider”(seeAppendixE)andwildanimals.Writetheirnamesontheboard.




Practice:Letchildrenmakeanimalnoisesandothersmaydecidewhichanimaltheyare.Next,saythenameofananimalandhavethestudentsmakethenoises.

Application:Havethestudentswrite4sentences.“Ilikethe___”and“Idon’tlikethe ___”usinganimalvocabulary.

Materials:Picturesofanimals.

Medium Lesson

Motivation:Showpicturesofanimals.Childrenshouldnameasmanyastheycan.Askwhereseveraloftheanimalslive.Childrenshouldrespondintheform,“Elephantsliveintheforest.”

Information:MakealistofanimalsinEnglish.Thenmakealistofverbsthatareassoci-atedwithanimals:run,jump,climb,eat,drink,hunt,andgrowl.Childrenshouldcopydownnewverbs.

Practice:Practicemakingshortsentences:Usetheverb“toliketo”ortheword‘often’:“Lionsoftengrowl”.“Monkeysliketoclimb.”Ifchildrenaren’tvolunteeringsentences,pointtoachildandgivethemananimalname.Remindchildrenthattheyshouldusethepluraloftheanimalname,becausetheyaremakinggeneralstatements.

Application:Playagame:Guesstheanimal.Childrenshouldpantomimeananimal-no

noises,andothersshouldguesswhatitis.

Homework:Write5sentencesusingnewverbs(asinthepracticesection).

Materials:None

Advanced Lesson

Motivation:Showdomesticandwildanimalsposter.Askchildrentonameasmanyani-malsastheycan.

Information:Teachbody partsofAnimals.Then teach theinterrogative form:Doesamonkeyhaveatail?Dobirdshavefur?

Practice:Setupcolumnsofwordsontheboardandmakesillysentences.Example(please

writemorewordsinactualactivity):

Do

Does

you

giraffes

go

elephants

chickens

arooster

sh

amonkey

have

live/s

eat

toschool?

tails?

inthewater?

fur?

eatmeat?

4legs?

Application:Playgame:I’mthinkingofananimal…Ithas(atail,4legs,etc.)Itisbrown,ithaswings….Childrenmustguesstheanimalthattheteacherisdescribing.

Homework:Write3questionsandanswerthem.

Materials:ZooPoster,FarmPoster



Class #7:Our World (Large Geographic Features) Vocabulary Overview

Daily Sentence: Let’slearnaboutourworld.Itsureisbig.

Easy Lesson

Motivation:Lookatamapoftheworld.Askchildren“Whatisit?”Teachthewordsmap,

Earth,andworld.

Information: IntroduceWorldvocabulary: continent, land,island,water, lake, river,ocean,mountainanddesert.Askchildrenwhichotherwordstheyneedtoknow-forest,jungleetc.

Practice:Lookatdifferentmapsordrawamapontheboard-notoftheworld,butonethatrepresentsthevocabularywords.Askthestudentstopickoutlakes,rivers,oceansandmountains.Playagamewhereonechildperteamcomestothefrontoftheroomandtriestobethequickesttosaywhatteacherispointingto.

Application:Childrenwritethenewwordsintheircopybooks,translatethem,anddrawalittlepictureafterthemsotheycangobackandeasilyseethewords.

Materials:MapsorglobeMedium Lesson

Motivation:Showpicturesofgeographicalfeatures:adesert,alake,anoceanetc.Askchildrentohelpyoumakealistofothergeographicalfeatures:continent,land,island,water,river,ocean,mountain,forest,andjungle.

Information:Translatethesewords,andletchildrencopythemintotheirnotebooks.Reviewthe‘tobe’verbandteach‘tobelocated’.

Practice:Speak aboutUzbekistan. ForExample:2desertsarelocated inUzbekistan.ThereareriversinUzbekistan.ThereisoneislandinUzbekistan.Teachershouldprovidethe rst few sentences, and after that children should give them. Write all sentences

down.Ifchildrengiveincorrectsentences,writethemasthechildsaysthem.Application:Withchildren,reviewsentences,andmakechangesiftheyareincorrect.Studentsshouldcopythemdownandtranslatethem.

Homework:Givechildren5wordswithmixedupletters,andaskthemtounscramblethemforthenextclass:sreedt-desert,teconnitn-continent,dlasin-island,noeac-ocean,tunomian-mountain

Materials:Picturesofgeographicalfeatures

Advanced Lesson

Motivation:Lookatmap.childrenmaycall outfeaturesofthemap suchascountry,state,border,mountain,lake,river,oceanetc.

Information:Tellchildrentheyaregoingtolearnabouttheworldanddifferentenviron-ments.Givestudentsvocabulary:land,ocean,sea,river,lake,mountains,desert,hill,Earth,continent,island,plain.Askchildrentolistanymorewordstheycanthinkof(forlarge features only- not owers, stones, etc.)

Practice:Drawabasicmapontheboardwithgeologicalfeaturesfromvocabulary.Thendrawaboxwhichwillbethemapkey.Childrenshoulddecidewhatsymbolsstandforwhichfeaturesonthemap.

Application: Look at the map again. Teacher calls out a country, and child must nd it anddecidewhatgeologicalfeaturesithas.Makesurechildrenusetheform“(Country)has ___,___,and___.Itdoesnothave___.

Homework:WritealistofgeographicalfeaturesinUzbekistan.Materials:Largeworldmap




Class #8:Our World (Small Scale Environment)

Daily Sentence: TohelpsavetheEarth,weneedtothrowawayourtrashandgrownewtrees.

Easy Lesson

Motivation:Showanaturescene-speakaboutthedifferentthingsinthepicture.Writedownwordsthatchildrensay.

Information:Introducenaturewords:nature,trees,plants,rocks,soil,sand,grass,sky,animals,stream.Remindstudentsoftheverb‘tolive’.Reviewweatherwords.

Practice:Makealistofallthevocabularyfromsmall-scaleenvironmentandlarge-scalegeographicalfeatures.Reviewwordstogetherand translate.Childrenshouldpracticepronouncingthewords.

Application:Drawalargecircle,thenalargercirclearoundthat,andoneevenlargercirclearoundthat.Tellchildrenthatthecircleinthemiddleistheearth.Thenextcircleisforthingsthatareontheearth,andthebiggestcircleisforthingsinthesky.Childrenshouldcategorizewords,oneatatime:forexamplemountain,ocean,andcontinentgo

in the earth circle, tree, rock, ower, go in the next circle, and bird, sky and weatherwordsgointhelastcircle.

Homework:Childrenshouldlookoutoftheirwindowathomeandmakealistofthingsthattheysee.

Materials:Pictureofanaturescene

Medium Lesson

Motivation:Checkhomeworkandreviewvocabulary.Askthemtothinkaboutwhatthingsare located in those geographical features. Trees, rocks, owers etc.

Information:Introducenaturewords:nature,trees,plants,rocks,soil,sand,grass,sky,

animals,stream.Remindchildrenoftheverbtolive.Practice:WriteCity,Mountains,Desert,Forestontheboard.Childrenshouldseparatenewvocabularywordsaccordingthewheretheyarefound.Encouragethemtouseani-malwords,andwordsfromotherlessons.

Application:Childrenshouldpickoneofthe4environmentsandwriteaparagraphaboutit.Usetheverb‘tohave’,“Thereis/are…”andthepreposition‘in’.

Homework:Finishthisparagraph.

Materials:None

Advanced Lesson

Motivation:PlayAroundtheWorldwithnewvocabulary.Information:Revieworteachenvironmentvocabulary:nature,trees,plants,rocks,soil,sand,grass,sky,animals,andstream.Introduceverbs:tothrow,tohelp,tosave,touse&togrow.

Practice:Gothroughthenewverbsandconjugatethem.Makesentencesontheboard.Writedownwhatchildrensay,andthencorrectsentencestogether.Childrencopydownsentences.

Application:Writethreesentencesusingthenewverbsandthreedifferentpronouns.

Materials:None



Class #9:Pollution

Daily Sentence: Pleasedon’tpollute.Itmakesourbeautifulearthlookugly.

Easy Lesson

Motivation:Innativelanguage,tellchildrentheywilldiscusspollutiontoday.Askchil-

drenwhatpollutionis.

Information:Makeawordwebwithpollutioninthemiddle,andwritethewordsthatchildrensayaboutpollutionaroundthemainword.Connectthewordswithlines.Chil-drenshouldcopyit.Translatethewords.Leadchildrentospeakabouttrash/garbage(synonyms),airpollution(smoke fromfactories, burning garbage, smoke fromcars),waterpollution(dumpinggarbageandchemicalsinthewater)

Practice:Askchildrenwhypollutionisbad(thiscanbedoneinnativelanguage).Breath-ing bad air, eating bad sh or meat and drinking bad water can make us ill, and it is uglytosee.

Application:Takewordsfromthewordweb:factory,garbage,tolitter,todie,smoke,dirty,clean,tothrowaway,pollution,andplaywordshapegame.Iftime,playTic-Tac-

Toewithnewwords.

Homework:Childrenshouldwrite3sentencesaboutpollution.

Materials:None

Medium Lesson

Motivation:Talkaboutpollutioninnativelanguage.Talkaboutwhathappenstouswhenwebreathepollutedair,andeatfoodfrompollutedplaces,ordrinkdirtywater.

Information:Teachthewords:garbage,tolitter,tokill,smoke,dirty,clean,tothrowaway,pollution,tomakeoneill.

Practice:Together,makesentencesontheboard.Thesecanbeaboutlitter,theenviron-

mentorourworld.Idonotlikegarbage.Pollutionisugly.Dirtyairmakesmeill.Pollu-tion kills trees and animals. Dirty water makes me ill. There are 4 Oceans, the Pacic,Atlantic,IndianandArtic.Etc.

Application:Inpairs,studentsshouldwritesentencesfromtheboardonpiecesofpaper,andthencutthemout.Theyshouldpassthesescrambledsentencestoanothergroupofchildrentoputinorder.Whentheyareinorder,childrenshouldwritethesentenceintheirnotebooks.Theymaypassthemtoanotherpair,tounscramble.Pass1-2moretimes.

Homework:Translatesentencesfromnotebooks.

Materials:scissors

Advanced Lesson

Motivation:Lookat2pictures. One ofa beautiful forest/lakescene, the otherwithgarbage, smoke anddead/dying nature.Ask whatcould cause thischange.Teach tochange.

Information:Introducevocabulary:factory,garbage,tolitter,todie,smoke,dirty,clean,throw,pollution

Practice:ReadParagraph:

Pollution

In nature there are many beautiful things. People like to go to themountains or the sea for a rest and look at the beautiful nature. But,

if people throw garbage in the water, and if factories make smokeand throw chemicals into the water or forests, nature will be dirty.Many animals and plants will die. It is difcult to breathe dirty air.

Many people will be ill. It is important to throw garbage in one place,and keep our beautiful world clean.




Teachershouldgothroughparagraphwordbywordand ifstudentsdon’tunderstandthem,underline.Thenstudentsmaylookupwords.

Application: Test for understanding: It is not difcult to breathe dirty air. People likebeautifulnature.Youcangotothedesertorthecityforarest.Plantsandanimalscandiefromgarbageandpollution.Factoriesmakepollution.True/False

Homework:Write3sentenceswiththenewvocabulary.

Materials:2pictures,onepolluted,oneclean

Class #10:Our World and Amounts (many, a lot, few, much)

Daily Sentence: InAmericatherearemanytrees,lakesandrivers.InUzbekistantherearemanyrivers,mountainsanddeserts.

Easy Lesson

Motivation:PlayAroundtheWorldorBallTossTranslationgamewithenvironmentvo-cabulary.

Information:Reviewenvironmentvocabularyontheboard.Introduceamountvocabulary:many,few,some,no,alittle,andalot.Remindchildrenofthephrase“Thereare…”

Practice:Childrenshouldmakesentenceslike:Therearemanytreesin(town).Therearenolakesin(town).

Application:Writethreesentencesusingamountandenvironmentvocabulary.

Homework:Translatethesentencesfromclassintonativelanguage.

Materials:None

Medium Lesson

Motivation: Show severalpicturesof naturescenes.Pointto picturesanddescribeinnativelanguagethepictureswithamountwords.Therearemanytrees,thereisalotofwater,Therearenopeople.

Information:Reviewforms“Thereis,thereare…”thenintroduceamountwords.Write:much,alotof,many,notmuch,few,alittle,no.Translate.Explainthatmanyisusedforcountableitemsandmuchisusedfornon-countableitems(water,grass,happiness,etc.)Manyandfewareusedwithpluralwordsandtheformoftobe‘are’.Alittle,alot,none,muchandnotmuchareusedwithsingularwordsandtheformoftobe‘is’.Childrenshouldwritenewwordsintheirnotebooks.

Practice:Makealistwiththechildrenofvocabularywords,andwhenlistisdone,askchildrentowriteanappropriateamountwordnexttoeach.

Application:Childrenshould pick5-6 ofthewordsfromthe listandwritesentenceswiththemusingtheamountwordwrittennexttoit.Somechildrenmayreadtheirsen-tences.

Homework:Childrenshouldmakelistsofwordsthatcanbeusedwitheachoftheamountwords.

Materials:Picturesofnaturescenes

Advanced Lesson

Motivation: Show children a map of the world. Talk about what things you nd in Nature.Thentalkaboutotherthingsyouseeonthemap.

Information:Introducetheamountwords:many,alotof,few,much,none,alittle,not

much.Explainthedifferencebetweenmanyandmuch.Manyisusedforcountableitemsandmuchisusedfornon-countableitems(water,grass,happiness,etc.)Manyandfewareusedwithpluralwordsandtheformoftobe‘are’.Alittle,alot,no,muchandnotmuchareusedwithsingularwordsandtheformoftobe‘is’.



Practice:Childrenshouldusetheamountwordsinsentences.Giveanexample.Therearemanytreesintheforest.(Showpictureifavailable)Askthemtogiveexamplesofsentences.

Application:Askchildrentocompletethesentences,insertingthecorrectamountword.Makemoresentencesforlesson.

Thereare_______treesintheworld.

Thereis________raininthedesert.

Arethere______rocksinthedirt?

Doeshehave________moneyor______ofmoney.

_____peopleareinterestedinGeography.

________peoplehavebeentoAntarctica.

Homework:Make4sentencesusingtheamountwords.

Materials:mapoftheworld

Class #11:

Environment and Adverbs

Daily Sentence: Thesunisshiningbeautifullyandthewindisblowingstronglytoday.

Easy Lesson

Motivation:Reviewvocabularywords.Childrenstandup.Goaroundtheroom,andhaveeachchildsayonewordfromthevocabulary.Whenachildcan’tthinkofawordwithin5seconds,heorshesitsdown.Don’trepeatwords.Whenallvocabularywordsareusedandmorethan5childrenarestillstanding,youmayusevocabularyfromanothertopic.

Information: Introduce verbs for natural features: to shine(sun), to blow(wind), toow(water), to grow(plants, owers, grass). Children should copy these words and orally

conjugatethem.Writethemontheboardinpast,presentandfuturetenseforchildrentocopy.Thenremindchildrenaboutadjectives.Reviewadjectives,andmakesurethefollowingareinthelist-beautiful,bright,hot,cold,quick(fast),slow,cleanetc.Teachchildrenthatifyouwanttodescribeanaction,yousimplyputa–lyontheendoftheadjectiveandsaythewordbeforeoraftertheverb.Writeanexample.Thechildreadsslowly.Childrenshouldcopydownadjectivesandthenwritetheadverbnexttoit:quick-quickly

Practice:Teacherandstudentsshouldmakesentencestogether,usingadverbs,verbsandvocabularywords.Childrenshouldcopydownsentences.

Application:Childrenshouldtrytowritesentencesusingadverbs.Seewhocanwritethemostsentences.

Homework:Childrenshouldtranslatesentencesfrompracticesection.

Materials:None

Medium Lesson

Motivation:Showverbs inactions(walkand talk)Walkslowly,thenquickly,thentalkslowlythenquickly.Askchildrenwhatthedifferencewasbetweenthetwo.

Information:Whentheydescribeoneasslow,andoneasquick,usethistimetotalkabouthowwecandescribeverbs.Weuseadverbs.Adverbsareeasytomake,allyoudoistakeanadjectiveandadd–ly.

Practice:Takeseveraladjectives:quick,slow,nice,bad,new,strong,weakbeautiful,

neat,clear,dark,careful.Childrenshouldmaketheadjectiveintoanadverb.Application:PlayadverbSimonsaysorAdverbTic-TacToe(childrenmustmaketheadjec-tivesthatarewrittenintheTic-Tac-Toeboardintoanadverbinordertoputtheirteamsmarkinasquare.




Homework:Write3sentenceswithadverbs.Remindthemthattheadverbgoesinfrontoftheverb.

Materials:None

Advanced Lesson

Motivation:Showverbsinactions(walkandtalk)Walkslowly,thenquickly,thentalkslowlythenquickly.Askchildrenwhatthedifferencewasbetweenthetwo.Explainthatwehaveadjectivethatdescribeactions.

Information:Teachchildrenhowtomakeadverbs.Theyshouldtakeanadjectiveandadd–lytotheend.Explainthatonlysomeadjectivescanbeused,becausetheyhavetobeabletodescribeanaction:quick,slow,nice,bad,new,strong,weak,beautiful,neat,clear,dark,careful.Childrenshouldmakeeachintoanadverbontheboard.

Practice:Childrenshouldcomeupwithalistofverbsthatcanbeusedwiththeadverbsthatyouwrote.

Application:Childrenshouldpick5verbsandadverbsandwritesentenceswiththem.

Homework:Reviewspellingforvocabulary

Materials:None

Class #12:Environment and past/ present and future verbs

Daily Sentence: Theearthhaddinosaurs,andnowtherearelotsofpeople.Whatwillthefuturebe?

Easy Lesson

Motivation:Quickspellingtest.Lookattwopictures.Oneofacaterpillarandoneofabuttery. Tell students that one is before, and one is after. Label them, and see if stu -

dentscanrememberthemeaningsofbeforeandafter.Information:Reviewthepastandfuturetenses.Writeseveralverbsontheboard:ToThrow,ToHelp,ToSave,ToUse&ToGrow.

Practice:Turnsentencesintothefutureandpasttense.Writeabout5sentencesontheboard.Childrenshouldwritetheminpast,presentandfuturetenses.

Iwalktothestore.Igotoschool.Ihaveacat.TheEarthhasmanypeople.Therockisinthesoil.

Application:Askstudentstodrawabeforeandafterpictureandwrite3sentencesaboutit.

Somechildrenmayreadtheirsentences.

Homework:Conjugatethefollowing:totalk,tolike,toclean,tolisten

Material: Pictures of Caterpillar and Buttery.

Medium Lesson

Motivation:PlayBallToss.Childrenshouldsayavocabularywordandthrowtheballback.Donotallowrepeatingwords.

Information:Reviewverbswithchildren.Makealonglist.Ontheleftoftheverbwritethepasttenseformandontheright,writethefutureform.Childrenshouldcopythis.

Practice:Writeashorttextontheboard.Teachershouldreadit,thenreadinchoruswithchildren.Letseveralstudentsreadthetextbythemselves.

Our world is very big. There are 7 continents and 4 oceans. Welive on the continent of Asia. We live in Uzbekistan. We are learningEnglish now. We are learning about many animals- domestic animalslike chickens, horses and sheep, and wild animal that live in the for-est or the desert- tigers, lions, elephants, snakes and insects. There




Materials:None

Medium Lesson

Motivation:Reviewvocabularywords.Childrenstandup.Goaroundtheroom,andhaveeachchildsayonewordfromthevocabulary.Whenachildcan’tthinkofawordwithin5seconds,heorshesitsdown.Don’trepeatwords.Whenallvocabularywordsareusedandmorethan5childrenarestillstanding,youmayusevocabularyfromanothertopic.

Information:Reviewpast,presentandfutureverbtenseswithseveralverbs.Include:togrow, to shine, to ow, to rest, to go etc.

Practice:Childrenshouldwritetexttogetherwithteacheronatopic.Forinstance,ifthereisaparkintown,thetextmaybeadescriptionoftheparkineachseasonofthisyear.Firstdescribewhatisintheparkandhowitlooks,thenwriteabouthowitlooksin different seasons. “In the fall, the park was cool, and there were no owers. Thetreeswereverytall,andtheleaveswereyellow.Thereare…”Youmayalsodescribetheschool,orplayground.

Application:Childrenshouldcopytextandtranslate.

Homework:Finishtranslationforhomework.

Materials:None

Advanced Lesson

Motivation:ReviewHomework.

Information:Reviewpast/futureverbs,andthenintroduceafewirregularverbs(see,sleep,speak).Tellchildrentheyaregoingtoworkonfuturetensequestionstoday,andthenpasttensequestionsalittlelater.Futuretensequestions“Doyou…”becomes“Willyou…?”Explainthatwhentheylistentoquestions,theyneedtolistenforcluesastowhetheritwaspasttense,presenttenseorfuturetense.Thebiggestfuturetenseclueisthewordwill.Alsolistenandlookforwordslikelater,tomorrow,orafter.

Practice:Childrenshouldcopyallofthisinformation,andthenanswerquestions.“Willyougotothestore?Willhewalktoschool?Willwegotothezoo?Willyousleeplater?

Afterlunch,whatwillyoudo?”Writeanswerstoeachquestion.Childrenshouldcopysamplequestionsandanswersintocopybooksaswellasfuturewordindicators.Givechildrenafewminutestowriteafuturetensequestion,andthengoaroundtheclass,eachchildaskingaquestion,andthenextansweringit.

Application:PlayAroundtheWorldwithverbs.Teachersaysfuturepastorpresent,thena verb. The rst child to answer, moves on to challenge the next child.

Homework:Write3futuretensequestionsandanswerthem.

Materials:None

Class #14:Review

Daily Sentence: Iwanttoreviewsomeofourvocabularywordstoday.

See Review Activities # 10,20,27,29, 30,34,39, 46,58 in Appendix B for suggested activity ideas.

Childrenshouldcopysentences,andmaketheadjectiveintoanadverb.

Thewatermoves(quick)inthestream.

Thewindblows(soft).

Thelightshinesontheocean(beautiful).

Theriverruns(calm)throughthetown.

Thefogrises(slow).

Thesunshines(brightly/dimly).



The airplane ies (slowly/ quickly) over the desert.

Therocksfall(dangerous)offthemountain.

The bird ies (safe) through the air.

Children should copy the sentences and ll in the amount word.

Thereare____treesintheforest.(many)

Thereare______lakesinthedesert.(feworno)

Thereare_______oceansintheworld.(few)

InUzbekistan,thereare(few/many)mountains.

Thereare(some/many)birdsintheair.

Thereare(no/some)pigsintheocean.

Theare(some/many)riversinUzbekistan.

________peopleliveinRussia.(Many)

_______peopleliveinAntarctica.(No)

Thereare(no/some)housesintheocean.

EnvironmentandtheWorld.Childrenshouldwritethesentences,andwritetrueorfalse,orpicktherightword.

T/F Therearemanytreesinthedesert.

T/F Birds y in the rivers.

T/F Fishswimintheocean.

T/F Treesareintheforest.

Iliketodrink(water/grass).

I have a beautiful (ower/ continent).Lookatthegreen(grass/desert).

The(ocean/lake)isverybig.

The (ower/ rock) is hard.

The(tree/river)islong.


Easy Lesson

1-5. Translate:country,lake,river,continent,island

6. Trees(togrow)inthesoil.(grow)

7. Pollutionis(good/bad).

8. Thereare(many/few)treesinthedesert.

9. Thereis(many/alot)ofwaterintheocean.

10. Thesunisshining(bright)today.(brightly)

Medium Lesson

1-5. Translate:country,lake,river,continent,island

6. Thereare(16/7)continents.

7. Flowers(togrow)intheforest.(grow)




8. Thereare(much/many)birdsinthesky.

9. Thereisa(few/little)windtoday.

10. Thecarisgoing(quick).(quickly)

Advanced Lesson

1-5. Translate:mountain,sea,hill,river,continent

6. Aseais(bigger/smaller)thananocean.

7. Pleasedonot(tothrow)garbageintheforest.(throw)

8. (Many/Much)peoplelovenature.

9. Thereare(afew/alot)ofpeopleinUzbekistan.

10. Thewindblows(strong)inthemountains.(strongly)

Class #16,17:Halloween





Homework:Choose4places,andwritewhatprofessionworksinthoseplaces.Forex-ample,“Doctorsworkinthehospital.”

Materials:Mapoftownwith20-30differentbuildings-labeled

Class #3:Town with Amounts

Daily Sentence: Therearemanytreesandlakesinmytown.Itisbeautiful.

Easy Lesson

Motivation:Askchildrenifthereisonlyoneschoolintown,onlyoneriver,onlyonepostofce. They should answer in the form: “There are… post ofces in town.” “There arenoriversintown.”

Information:Writethedifferentplacesintownontheboard.Childrenshouldreadthemtogether.Thenwritetheamountwords-many,much,afew,alittle,notmuch,notmany,no,some.Translatetogether.Childrenshouldrememberthese.

Practice:Askchildrentowritesentencesontheboardusingamountwords.Write5-10

sentences.Ifthechildrenwritethemincorrectly,leavethemuntilallthesentencesarewritten.

Application:Together,correctthesentencesiftheyhaveerrors,andwritethemdown.Thenchildrenbegintotranslate.

Homework:Finishtranslations.

Materials:None

Medium Lesson

Motivation: Review Our World vocabulary, especially words such as owers, trees, hills,rivers,etc.

Information:Writethedifferentplacesintownontheboard.Childrenshouldreadthemtogether.Thenwritetheamountwords-many,much,afew,alittle,notmuch,notmany,none,some.Translatetogether.Childrenshouldrememberthese.

Practice:Askchildrentowritesentencesontheboardusingamountwordsandthetownvocabulary.

Application:Childrenshouldre-writesentencesfromtheboardwiththeoppositeamountword.Ifstudentwrote:Therearefewplantsinthedesert,therewrittensentenceshouldbe: There are many plants in the desert. If children nish early, the teacher should erasethesentencesandplayagame.Teachersaysasentence,andchildrenmustdecideifitistrueorfalse.

Homework:Childrenshouldwrite4sentences,3trueand1false.

Materials:None

Advanced Lesson

Motivation:Reviewcolors,daysoftheweek,askchildrenthedatetoday,andreviewnumbersto30.

Information:Reviewamountwordswithchildrenandaddafewnewones:many,much,afew,alittle,notmuch,notmany,no,some.

Practice:Goaroundtheroomandaskeachchildtomakeasentenceusingtheamountwords.

Application:Childrenshouldwriteacompositionabouttheirtown.Itshouldbeatleast

10sentenceslong.

Homework:Forhomework,childrenshouldswitchpapers,andtryto correctmistakesthatweremade.Studentsmustbecarefulwiththepapers,andusepenciltowritethecorrections.



Materials:None

Class #4:My Town with directions and prepositions

Daily Sentence: Togettomyhouse,togostraightpastthebank,turnleftatthestoreand

turnrightatthepark.Easy Lesson

Motivation:Quicklyreviewtheverb‘togo’inthecommandform.Showcardswithdi-rectionwords:turn,turnaround,left,right,through,straight,passby.Childrenshouldstandandpracticemovingwiththedirection.

Information:Writewordsdown.Lookatprepositionposter.Discuss.

Practice: Lead children around the town poster. They should use their nger to trace gointhedirectionyousay.

Application:Together,drawamapoftheschool,andthesurroundingarea.Childrencopythismap,anddrawaline,showingtheirwaystoschoolfromtheirhouses.

Homework:Childrenshouldwritealistofalltheplacestheypasstogettoschool.

Materials:Prepositionsposteranddirectioncards

Medium Lesson

Motivation:Childrenshouldreadtheirhomework,andotherchildrenmustdecidewhichsentence is false. If children did not do homework, or you nish quickly, play Around theWorldwithMyTownvocabulary.

Information: Review vocabulary: post ofce, theater, drug store, school, store, park,building, bank, mayor’s ofce etc. Review direction vocabulary: straight, left, right,turn,street,up,down,stopandpassby.

Practice:Directthestudentstofollowdirectionsusingamapontheboard.Havetheotherchildrenintheclassshoutoutdirections.

Application:Writebeginningplacesandendingplacesfromthemapontheboard,onpiecesofpaper.Foldpapers.Inviteapairofchildrentotheboard.Onepicksapieceofpaper,andmustsay:“Beginatthe…”Thenthechildmustgivedirectionstoreachtheendingplace.

Homework:Childrenshouldchooseaspotoutside,andwritewhattheyseewhentheylook:straight,totheleft,totheright,andwhentheyturnaround.

Materials:Mapoftown,orothermap,andpiecesofpaperwithbeginningandendingplaces.

Advanced Lesson

Motivation:Lookatcorrectedcompositions.Studentsmaymakecorrectionsoraskteach-eriftheyareunsure,orteachermaycollectcompositionsandcorrect.

Information:Lookatprepositionpicturesorposter.Writethetranslationsfortheprepo-sitionsanddecidewhichonesareusefulfordirections.Teachthewordsstraight,left,right,turn,turnaround,passby,up,downandstop.

Practice:Givethestudentsseveralvocabularywordswithscrambledletters.Theymustunscramblethewordtotellyouwhichitis.

Application:Studentsshouldwritewhattheyseewhentheylook:straight,totheleft,totheright,andwhentheyturnaround.Totheleft,Isee….Totheright,Isee…Encourage

themtouseadjectivesandwritemorethan1thingthattheyseeforeachdirection.Homework:Childrenshouldwritedirectionsforhowgotoschool.

Materials:Picturesofprepositions,eitherinaposter,orlabeledcards.




Class #5:Directions

Daily Sentence: Let’slearntofollowdirectionstoday.

Easy Lesson


Information:Reviewvocabulary-directionwords,prepositions,andteachNorth,South,EastandWest.Tellchildrenthattheyaregoingtodictateamaptotheteachertoday.

Practice:Drawalargesquareontheboard,anddrawtheschoolinthemiddleofit.Eachchildshouldaddoneelementofthemap.Makesureallchildren’shousesareonthemapandlabeled.

Application:Studentsshouldwritesentencesaboutthemap:1describingwheretheirhouseis,1describingwhereafriend’shouseand1setofdirectiononhowtogotoan-otherplaceonthemapfromtheschool.

Homework:None

Materials:None

Medium Lesson / Advanced Lesson

Motivation:CheckHomework.

Information:Reviewvocabulary-directionwords,prepositions,andteachNorth,South,EastandWest.Teachtheword‘step’-‘astep’.

Practice:GivechildrenashortspellingtestwiththewordsfromTownandDirectionsvocabulary.

Application:Givestudentspiecesofpaperwithwrittendirectionsonthem,whichtellthemtostartinoneplaceintheclassroom,andgosomewhereelse.Hideobjectsindifferent places around the room for the children to nd. Example: Stand at the door.

Gostraightfor5steps.Turnleft,andpassby3desks.Thenturnright.Gostraightfor2steps.Sitdown.Looktotheleft.Thereisyourprize!

Homework:None

Materials:5-8piecesofpaperwithdirections-placeitemsintheroomforchildrentond.

Class #6:Town with directions

Same lesson for all levels

Daily Sentence: Thisclassshouldbeextrafunforeveryone.

Instructions:Childrenshouldreviewalltownvocabularyanddirectionvocabulary.Onechildwillbeblindfolded,andteacherdirectshimorheraroundtheclass.Afterseveraltries,studentsshouldstarttodirecteachother.Teachthewordstep-takeonestep.Takeone big step. Take 2 small steps. Then set items (from the classroom) on the oor andstudentsmustdirecteachotherthroughtheitemswithoutsteppingonthem.

Homework:None

Materials: blindfold, items to place on the oor



Class #7:Thanksgiving

Daily Sentence: IloveThanksgivingbecauseIlovetoeatturkey!


Class #8:Review

Daily Sentence: Thanksgivingisthisweek.Whatareyouthankfulfor?

See Review Activities # 11,17,23, 25,26,27,30,31,34 in Appendix B for suggested activity ideas.

Childrenshouldcopythesentencesandputinthecorrectplacenames.

Igetmoneyatthe______.(bank)

Shedoesnotliveinahouse,shelivesinan_______.(apartment)

He sends a letter from the _____. (post ofce)

Weliketoeatatthe(café/restaurant)

Whenyouareill,yougotothe________.(hospital)

Thecardrivesonthe_______.(street/road)

Timorbuyseggsatthe_______.(store)

EverydayIlearnatthe_____.(school)

Igetmyteethcleanedatthe_______.(dentist)

Everydayweplayatthe______.(park)

Class #9:Assessment

Easy Lesson

1-5. Translate:hairdresser,school,factory,pool,bank

6. Thereare(many/much)streetsinourtown.

7. Thereare(no/many)restaurantsinmyschool.

8. Thereis(alotof/many)waterinthelake.

9. Therearetrees(in/under)thepark.

10. Iliketowalk(on/to)thestore.

11-15.Translate:right,left,straight,turn,stop.

Medium Lesson

1-5. Translate:restaurant,factory,cinema,apartmentbuilding,dentist

6. Thereare(many/much)streetsinourtown.

7. Thereare(no/many)restaurantsinmyschool.

8. Thereis(alotof/many)waterinthelake.

9. Yougo(by,through)thehouse.

10. Iwillgo(under,to)thestore.

11-15.Translate:right,left,straight,turn,stop.




Advanced Lesson

1-5. Translate:dentist,hospital,factory,cinema,pool

6. Thereare(no/many)cowsinmyhouse.

7. Wehave(many/much)money.

8. Youhave(much/alot)offriends.

9. Youwent(in/through)thelake.

10. Theteacherworks(on/in)theschool.

11-15.Translate:right,left,straight,turn,passby

Class #10:My Country Vocabulary

Daily Sentence: Uzbekistanisourhomeland.Weloveourcountry.

Easy Lesson

Motivation:LookatamapofUzbekistan

Information:Reviewnaturevocabulary-mountains,deserts,rivers,forests,city/ies,tobe located, to live, to grow. Introduce the vocabulary. Our/ the President, country, ag,anthem,border,neighbor,cotton,capital.

Practice:Make2listsofwords,1inEnglish,1innativelanguage.Childrenshouldmatchwordswithtranslation.

Application:Reviewpossessiveadjectives,especially‘our’.Studentsshouldtrytomakesimplesentenceswithvocabularywords.OurPresidentisIslomKarimov.Wegrowcottonin Uzbekistan. The capital of Uzbekistan is Tashkent. Our ag is blue, white and green.OuranthemisSirkaYosh.Kyrgystanisourneighbor.

Homework: Give children scrambled words- desitenrep- president, glaf- ag, pltiaca-capital,drreob-border

Materials:MapofUzbekistan

Medium Lesson


Information:Reviewnaturevocabulary-mountains,deserts,rivers,forests,city/ies,tobe located, to live, to grow. Introduce the vocabulary. President, country, ag, anthem,border,neighbor,cotton,capital

Practice:Listthewordsonboardandreadtogetherwithstudents.Studentsshouldreadthemagain,bythemselves,andthenclosetheireyesasteacherremovesoneword.Thestudentsshouldreadthelistagain,andremembertheerasedwordwhentheyareread-ingthelistofwords.Repeatuntilallwordsaregone.PlayquickBallTossTranslationgame.

Application:Askthequestions:WhoisthePresidentofUzbekistan?WhichriversareinUzbekistan?WhichdesertsareinUzbekistan?WhichvalleyisinUzbekistan?WhatdowegrowinUzbekistan?Answerquestionstogetherontheboard,andchildrenshouldwritethequestionsandanswersintheircopybooks.



Advanced Lesson




0

Information:Reviewnaturevocabulary-mountains,deserts,rivers,forests,city/ies,tobe located, to live. Introduce the vocabulary. President, country, ag, anthem, border,neighbor,capital,cotton,scientist,writer,famous,GreatSilkRoad,andIndependenceDay.

Practice:ChildrenshouldsaysentencesaboutUzbekistan innativelanguage.Teacherwritesthemontheboard,andteacherandstudentstranslatetogether.

Application:Askthequestions:WhoisthePresidentofUzbekistan?WhichriversareinUzbekistan?WhichdesertsareinUzbekistan?WhichvalleyisinUzbekistan?WhatdowegrowinUzbekistan?Answerquestionstogetherontheboard,andchildrenshouldwritethequestionsandanswersintheircopybooks.



Class #11:My Country and Adjectives and Prepositions

Daily Sentence: Mycountryhasyellowdeserts,greenvalleys,andtallmountains.

Easy Lesson /Medium Lesson

Motivation:ReviewPrepositions.

Information:MakealistofcitiesinUzbekistan.Reviewthedirectionwords:north,southeast,andwest.Reviewadjectives:beautiful,modern,old,big,small,busy,traditional.

Practice:Matcheachmajorcitywiththeappropriatedirection.Forexample,Nukusisinthenorth,Tashkentisintheeast,Karshiisinthesouth,Buhkaraisinthewest.Useamapifnecessary.Studentsshouldthenmakesentencesusingthe‘tobelocated’verb,anad-jective,andacityname.Example:Karshiislocatedinthesouth.Itisasmall,traditionalcity.Makeasentenceforeachcity.Childrenshouldcopythesesentences.

Application:DrawtheshapeofUzbekistanontheboard.Childrenshouldwriteinthenamesofthecitieswheretheybelong-don’tlookatamap!Writeoneortwoadjectiveswiththecityname.Childrenshouldcopythismapintotheirnotebooks.

Homework:Write5sentencesaboutcitiesinUzbekistan.Useanadjectiveorprepositionineachsentence.

Materials:Map

Advanced Lesson

Motivation:Reviewprepositionsanddirectionwords.

Information:Goaroundtheroom,reviewingvocabularywords.Eachchildmustsaya

wordwithoutrepeatingwhatanyonehassaidbefore.

Practice:WriteacompositionaboutUzbekistaninEnglish.Childrenshouldwriteabouttheirtown,aboutUzbekistan’scities,andgeography,andwhateverelsetheycanthinkof.Compositionshouldbe12sentenceslong.

Application:Translatecomposition.Studentsmayreadtheirworktotheclass.

Homework:Finishcompositionsifnecessary.

Materials:None




Class #12:Uzbekistan Past/Pres./Future Verbs

Daily Sentence: TodayyouwillreadaboutUzbekistan.Ibetyouwillknowallthewords.

Easy Lesson

Motivation:Greetchildren,andaskthedayanddate.

Information:

Readtext:WeliveinUzbekistan.UzbekistanislocatedincentralAsia.OurneighborsareKazakhstan,Kyrgystan,TurkmenistanandTajikistan.Thereare2riversinUzbekistan,theAmuDaryoandtheSirDaryo.Therearetwodeserts,theKizilKumandtheKaraKum.TheTienShanandPamirMountainsarealsoinUzbekistan.TheAralSeawasabigsea,butnowitissmall.IntheFerghanaValley,itisverygreen.Wegrowlotsoffruitsandvegetables. Our President is Islom Karimov, and our capital is Tashkent. Our ag is green,blueandwhite,withalittleredinit.Manyyearsago,UzbekistanwasontheSilkRoad,andthereweremanyfamousUzbekscientistsandwriters.Uzbekistanwillhaveaverygreatfuture.

Practice:/Application:Teachershouldreadtext,andthenstudentsshouldreadtextto-

gether.Studentsshouldunderlinethewordstheydon’tknow,andteacherwilltranslate.Studentsshouldcopythetextintotheirnotebooks.

Homework:Studentsshouldtranslatetext.

Materials:None

Medium Lesson


Information:

Readtext:WeliveinUzbekistan.UzbekistanislocatedincentralAsia.OurneighborsareKazakhstan,Kyrgystan,TurkmenistanandTajikistan.Thereare2riversinUzbekistan,the

AmuDaryoandtheSirDaryo.Therearetwodeserts,theKizilKumandtheKaraKum.TheTienShanandPamirMountainsarealsoinUzbekistan.TheAralSeawasabigsea,butnowitissmall.IntheFerghanaValley,itisverygreen.Wegrowlotsoffruitsandvegetables.TheweatherinUzbekistanisveryhotinsummer,andcoldinthewinter.OurPresident is Islom Karimov, and our capital is Tashkent. Our ag is green, blue and white,withalittleredinit.Uzbekistanisaverybeautifulcountrywithveryfriendlypeople.Manyyearsago,UzbekistanwasontheSilkRoad,andthereweremanyfamousUzbekscientistsandwriters.Uzbekistanwillhaveaverygreatfuture.

Practice:/Application:Teachershouldreadtext,andthenstudentsshouldreadtextto-gether.Studentsshouldunderlinethewordstheydon’tknow,andteacherwilltranslate.Studentsshouldcopytextintotheirnotebooks.

Homework:Studentsshouldtranslatetext.Materials:None

Advanced Lesson


Information:

Readtext:WeliveinUzbekistan.UzbekistanislocatedincentralAsia.OurneighborsareKazakhstan,Kyrgystan,TurkmenistanandTajikistan.Thereare2riversinUzbekistan,theAmuDaryoandtheSirDaryo.Therearetwodeserts,theKizilKumandtheKaraKum.TheTienShanandPamirMountainsarealsoinUzbekistan.TheAralSeawasabigsea,butnowitissmall.IntheFerghanaValley,itisverygreen.Wegrowlotsoffruitsand

vegetables.

OurPresidentisIslomKarimov,andourcapitalisTashkent.TheIndependenceDayofUz-bekistan is September 1st. Our ag is green, blue and white, with a little red in it. Manyyearsago,UzbekistanwasontheSilkRoad,andthereweremanyfamousUzbekscientists



andwriters.Uzbekistanwillhaveaverygreatfuture.OurfamouscitiesareSamarkand,Bukhara,andKhiva.InUzbekistan,therearemanypeople.MostofthemareUzbek,butsomeofthemareRussian,Korean,Tajik,Kazakh,andKyrgyz.WespeakRussianandUz-bek.TheweatherinUzbekistanisveryhotinsummer,andcoldinthewinter.Uzbekistanisaverybeautifulcountry,withveryfriendlypeople.

Practice:/Application:Teachershouldreadtext,andthenstudentsshouldreadtextto-gether.Studentsshouldunderlinethewordstheydon’tknow,andteacherwilltranslate.Studentsshouldcopytextintotheirnotebooks.

Homework:Studentsshouldtranslatetext

Materials:None

Class #13:Review

Daily Sentence: It’stimetogetreadyforatestbeforetheholidaysbegin.

See Review Activities # 13,14,17,31,38, 48 in Appendix B for suggested activity ideas.

Children should copy the sentences, and ll in the blanks, or write true or false.

ThePresidentofUzbekistanis________.

ThecapitalofUzbekistanis_________.

Ilearnatschoolnumber______.

ThebestrestaurantsinUzbekistanarein_______.

The2riversinUzbekistanarethe________andthe_______.

2famouscitiesinUzbekistanare_____and__________.

T/F Bukharaisaverysmalltown.

T/F TherearenoparksinUzbekistan.

T/F AmirTimurisafamousUzbek.

T/F ChirchikisthelargestcityinUzbekistan.

Childrenshouldcopy the sentences,andwritein the correctword,orwrite trueorfalse.

The Uzbek ag has the colors ___, _____, and ______. (blue, white and green)

(Baytqorgon/Bukhara)isafamouscity.

T/F George Washington was the rst president of Uzbekistan.

T/F Uzbekistanisaverylargecountry.

T/F TherearetwobigriversinUzbekistan.

T/F TashkentisthecapitalofUzbekistan.

T/F AllpeopleinUzbekistanspeakRussian.

Uzbekistanhas____seasons.(4)

MostofthecarsinUzbekistanare(Fords/Daewoos).

Uzbekistanhasdeliciousfruitinthe(winter/summer).





Easy Lesson

1-5. Translate:modern,old,new,traditional,west

6. Uzbekistanislocated(in/under)CentralAsia.

7. ThemountainsinUzbekistanare(orange/tall).

8. ThePresidentofUzbekistanis___.(IslomKarimov)

9. (Many/Much)peoplegrowcottoninUzbekistan.

10. The ag of Uzbekistan is ____, ____, and ____. (blue, white and green)

Medium Lesson

1-5. Translate:north,south,west,modern,cotton

6. Uzbekistan(tobelocated)inCentralAsia.(islocated)


8. TheFerganaValleyisvery(pink/green).

9. We___manyfruitsandvegetableshere.(grow)

10 ThecapitalofUzbekistanis___.(Tashkent)

Advanced Lesson

1-5. Translate: beautiful, modern, traditional, ag, cotton

6. Name2ofUzbekistan’sneighbors.(Kyrgyzstan,Kazakhstan,Turkmenistan,Tajiki-stan.


8. Uzbekistan(willbe/was)ontheGreatSilkRoad.

9. The ag of Uzbekistan is ____, ____, and ____. (blue, white and green)

10. Thereweremany greatwriters and scientists fromUzbekistan. (Translate thissenetenceintonativelanguage.

Class #15 and #16:Holiday Activities (Christmas and New Year)

Daily Sentence: It’sbeginningtolookalotlikeChristmas!

Daily Sentence: HappyNewYear!Iwishyoumanyhappyreturns!

PleaseseeAppendixCforsuggestedholidayactivities.



Semester 3

Class #1:Review Town and Country vocabulary

Daily Sentence: WelcomebacktotheNewYear.Whatisthedatetoday?

See Review Activities # 11,19,25,27, 31,38, 39, and 43 in Appendix B for suggested activity ideas.

Class #2:Transportation Overview

Daily Sentence: ManypeopleinAmericahavecarsandtruckstogetaround.TogettoUzbekistanyoumusttakeanairplane.

Easy Lesson

Motivation:ReviewtownandCountryvocabulary.

Information:Introducevocabulary:car,truck,bus,airplane,train,street,road,onfoot,metro,boat,ride,pay,ticket,andwheel.

Practice:Playgamewherestudentstrytosaythetypeoftransportationtheteacherpoints to rst.

Application:Drawthedifferentformsoftransportationnexttovocabularywordsincopy-books.

Materials:None

Medium Lesson

Motivation:Childrenshouldmakealistontheboardofdifferenttypesoftransporta-tion.

Information:Teachertranslatesthese.Include:car,truck,bus,airplane,train,street,road,onfoot,metro,boat,ride,pay,ticket,andwheel,helicoptermotorcycle,horse,camel,wagon,helicopter,skateboards,roller-skates. Introducetheterms‘togoby…’‘totakea…’

Practice:Childrenshouldwritealltermsintheirnotebookswithtranslation.

Application:Childrenshouldpracticemakingsentences.Teachermaygivea location,andchildrenmustoffersentencesdescribinghowtogetthere.ChildrenshouldwritedowntheEnglishversionsofthelocationsaswell.

Homework:Childrenshouldpickaplace,andgivetransportdirectionsonhowtogetthere.

Materials:Optional-mapoftheworld

Advanced Lesson

Motivation:Askchildrentobrainstormdifferenttypesoftransportation.

Information:WritetheEnglishwordsforthetypesoftransportation,thenintroducethephrases:“HowdoIgoto(place)?”“Togoto(place)youtakea(transport).”“Iwillgoby(transport)to(place).”Giveseveralexamples.Askthemwhatthefutureandpasttensesofthesesentenceswouldbe.

Practice:Childrenshouldwritethevocabularyandsentencestructuresintheirnote-books




Application:Askchildrentothinkofplacestheywanttogo.Askthemwhattransporta-tiontheywouldusetogothere.Helpbysuggestingplaces.Useamapoftheworldifpossible

Homework:Childrenshouldpickaplace,andgivetransportdirectionsforhowtogetthere.

Materials:Optionalmapoftheworld

Class #3:Transportation with directions

Daily Sentence: I like to drive in cars, y in airplanes and sail in boats.

Easy Lesson

Motivation:checkhomework

Information: Review transportation vocabulary. Introduce verbs: to drive, to y, to sailandtowalk,Askchildreniftheycanthinkofanymoretypesoftransportation.Trans-late.

Practice:Conjugatetheverb“todrive”andthenaskchildrentocopyandconjugatetheremainingverbs.Addtheword‘to’andaplacenametosentencestomakethemmorecomplete.

Application:Playaroundtheworldwiththetransportationvocabulary.

Homework:Write5sentencesusingthenewverbs.

Materials:None


Motivation:Reviewdirectionwordsandtownvocabulary.Usemapoftown.

Information:TellchildrenthatoneimportantskilltohaveinEnglishistellingpeoplewhereyouwanttogo.So,todaytheywillpracticeridinginataxi,andgivingdirectionstothedriver.Together,comeupwithalistofphrasesthatyouwouldneedtosayinthissituation.“Howmuchfor1kilometer?”“Iamgoingto…”“Doyouknowwhereitis?”“Itisnear….”“Stophere.”“Goalittlefurther.”“Howmuchisit?”“Thankyou.”

Practice:Tellchildrentheyaregoingtopickastartingpointinatown,andadestination,andwritedirectionsdownabouthowtogetthere.Makesuretheyusephrasessuchas‘passthe…’‘turnatthe…’

Application:Teachershouldsetupchairsasinacar.Teachermaymakeotherpropssuchasasignthatsaystaxiorasteeringwheel.Afterteacherchecksallwrittendirections,childrencanpractice‘riding’inthetaxi,andgivingdirectionstothedriver(teacher).

Homework:Writedirectionsforatriptoyourlocalbazaar.Materials:Mapoftown,taxisign

Class #4:Transportation and Time

Daily Sentence: Whendoestheplaneleave?Now?Uh-oh!

Easy Lesson

Motivation:Showschedulefortrain,busorairplane.

Information:Teachthedifferentwordsontheschedule:departure,arrival,todepart,toarrive,gate,late,ontime,to,cost,from,early.Reviewhourlytime,andthetermsa.m.andp.m.Teachermayalsotakethistimetoreviewmilitarytime(14:00=2:00pm).



Practice:Askchildrenquestionsandshowtheanswerform:“WhendoesthetraintoLeningradarrive?”Itarrivesat9:00.”“WhendoestheairplanetoAmericadepart?”“Itdepartsat2:00.”“DoyouknowwhenthebustoSamarkanddeparts?”“Yes,itdepartsat...”Writetheseontheboardsothechildrencanseethesentencestructure.Childrenmaycopythequestionsandanswers.Pointoutthatwhenthesentencestartswith“Whendoes…theverbattheenddoesn’thavean–s(becauseoftheverb‘does’).Butintheanswertheverbhasan–s.

Application:Childrenshouldwrite5questionsfollowingthesentencestructuresonthe

board.Homework:Childrenshouldanswer3ofthequestiontheymade.(Theydonothavetoworryifthetimesarecorrect)

Materials:Bus,trainorairplanescheduleorschedules

Medium Lesson

Motivation:ShowAirplaneorbusschedule

Information:Teachwords,depart,arrive,gate,price,ticket.Lookatanotherposterthatadvertiseswaystogettoawell-knownplace,suchasSamarkand.Itshouldgivetravelinformationsuchashowtogobycar,bybus,byplane,andbyboat.Discussvariouspartsoftheposters.Childrenshouldwritedownnewwords.

Practice:Askchildrenwhichinformationinnot trueontheposters.(Youcan’ttakeaboat to Samarkand) Ask questions about the specic destinations and departure times.“WhencanIgoto…?”“Howmanyhoursto…?”Howmuchisitto…?”

Application:Write2ofeachtypeofquestionontheboardforthechildrentoanswerintheirnotebooks.Childrenshouldwritebothquestionandanswers.

Homework:Childrenshouldstudynewwords.

Materials:BusorAirplaneSchedule,TravelAdvertisementtoSamarkandwithinforma-tion

Advanced Lesson

Motivation:Lookatatrain,planeorbusschedule;askchildreniftheycanunderstandanypartofit.

Information:Teachthedifferentwordsontheschedule:departure,arrival,todepart,toarrive,gate,late,ontime,from,tocost,early.Reviewhourlytime,andthetermsa.mandp.m.Youmaytakethistimetoreviewmilitarytime(14:00=2:00pm).

Practice:Teacheraskschildrenquestionsabouttheschedule.“WhattimedoesthebustoBukharaleave?”Childrenshouldpracticemakingsentencesabouttheschedule.“ThetrainfromMoscowarrivesat9:00.”“AtickettoAlmatycosts40,000soum.”“Theair-planetoAmericadepartsat…”Theyshouldwritethesesentencesdown.

Application:Childrenshouldreadoneoftheirsentences,andaskotherchildrentomake

aquestionthatthissentenceanswers.Forexample:TheplanetoBerlinleavesat4:00.Thequestionshouldbe“DoyouknowwhattimetheplanetoBerlinleaves?Thisisdif-cult, so the teacher may want to write questions on the board.

Homework:Childrenshouldstudynewwords.

Materials:Bus,trainorairplanescheduleorschedules

Class #5:Transportation and Question Words

Daily Sentence: HowdoIgettoSamarkand?CanIgobybus?

Easy Lesson

Motivation:LookatamapofAmericawithchildren.AskthemhowtheythinkpeopletravelinAmerica.




Information:Reviewtransportationschedulewords,andphrases.Include“Iwanttogoto…”“Iwantaticketto…”“Howmuchisit?”Teachthesentence“Doyouwantareturnticket?”Theymustwritethisdown.

Practice/Application:TellthechildrenthatmustpretendtheyareatthebusstationinAmerica.Eachgroupofstudents(2pergroup)willgetapieceofpaperwithaplaceonit.Theywillhavetogouptotheticketcounterandbuyaticketfortheirdestination.

Homework:Begintostudyforthetest.

Materials:MapofAmerica.Busschedule


Motivation:Tellchildrenthatwhentheygotoanothercountry,theymustbeabletoaskimportantquestionsinEnglish.AskthemtopretendtheyareinAmerica,andtheyneedtobuyatickettoUzbekistan.Whatdotheyneedtobeabletoask?Writedownnativelanguagequestions.Translateandaddsome.

Information:Teachterms“HowdoIgetto…?”“CanIgoby(transport)to(place)?”Howmuchisaticketto(place)?”“Whereisthegate/ticketcounter/cashier?”“Iwanttobuyaticketto

(place).”“Whendoesthebus/trainleave?”Childrenshouldpracticesayingthesewords,

andcopythemdownwithtranslation.

Practice:Givepairsofchildrenpiecesofpaperwiththewordstoasentence.Thissen-tencemaybeaquestionthatiswrittenontheboard,orananswerinaformthechildrenknow.Childrenmustarrangethewordstoformasentence.Theymayworkingroups.

Application:Trytohaveshortdialogueswiththechildren.Teachertellsachildorchil-drenaplacewheretheymustgo,andthentheymustpracticebuyingaticketfromthe‘cashier’(teacher).

Homework:Begintostudyforthetest.

Materials:piecesofpaperwithwordsfromtransportationquestionsandanswers

Class #6:St. Valentine’s Day

Daily Sentence: Valentine’sDayisthisweek.Don’tforgettosay‘Iloveyou’toyourVal-entine!


Class #7:Review

Daily Sentence: DoyouhaveasecretValentinethisyear?

See Review Activities # 44,48,49,50,51, 53,57and 58 in Appendix B for suggested activity ideas.

Children should copy the sentences and choose the correct word or write true orfalse.

The(car/boat)sailsontheocean.

Iridea(bicycle/motorcycle)toschool.

She likes to y in a (helicopter/ trolleybus).

The(car/motorscooter)isfast.

Manypeoplecanrideonone(bicycle/bus).

The(truck/train)islong.



T/F You y on a boat.

T/F Sixpeoplecanrideonamotorcycle.

T/F ThereisonlyoneroadinUzbekistan.

T/F Many people can t into an airplane.

Town and Transport

Wegottothebazaar(byfoot/byhelicopter).

Wecantakea(train/boat)toMoscow.

Ican(walk/rideahorse)tothehairdresser.

Icango(byfoot/bycar)toTashkent.

Shegoestothe(café/polyclinic)toeatlunch.

Theygo(byhelicopter/bybicycle)upthemountain.

Myteachergoestoschool(bytrain/byfoot).

Myfatherworksatthe(factory/lake).

We can mail a letter at the (post ofce/ ofce).

Class #8:Assessment

Easy and Medium Lessons

1-5. Translate:byfoot,helicopter,airplane,boat,train,gate.

6. Shewill(totake)abustoSamarkand.(take)

7. Igo…toschool.(byfoot)

8. (What/When)doesthetraindepart?

9. (Where/When)isthebusstation?

10. (How/Where)muchisthetickettoBukhara?

Advanced Lesson

1-10. Translate:byfoot,ticket,motorcycle,toride,byboat,byskateboard,bycamel,gate,todepart,toarrive.

11. Howdoyougettoschool?(Igotoschoolby___)

12. (What/Where)isgate20?

13. (When/How)doestheairplanearrive?

14. (What/When)timeisit?

15. (How/Where)manyhourswillwewait?

Class #9:Specifc Time vocabulary overview with review of Hourly Time

Daily Sentence: I wake up at ve fty-ve in the morning and go to bed at nine thirty-

sevenatnight.

Easy Lesson

Motivation:Greetchildren,askthedayanddate,reviewcolors,daysoftheweek.




Information: Introducevocabulary: face, hand, hour,minute, second,clock, o’clock,watch.Numbers1–60.

Practice:Childrenshoulddrawaclockandlabelitsparts.Thentheyshouldwriteoutthenumbers1–20inEnglishthenthenumbers30,40,50&60.Explainhowtheycansayallthenumbersonaclockwiththisinformation.

Application:WritevarioustimesontheboardandhavethestudentswritethemoutinEnglish.

Homework:Studynewnumberwords.Materials:None

Medium Lesson

Motivation:Teachnumbers1-60.

Information:

Reviewvocabularyusingalargeclock:Face,hand,hour,minute,second,clock,o’clock,watch.Introducewordshalfpast,quarterafter,quarter‘til/to/ofmidnight,noon.Ex-plainthatthesecondhandcountstheminutes,andtotellthetime,wesaythenumberofthehour,andthenumberofminutes.Example:5:23,10:12,etc.Wecanalsosayhalfpast5for5:30,Quarterafter4for4:15andquarter‘til/to/of4for3:45.Childrenshouldwriteallofthesevocabularywordsandexamplesintheircopybooks.

Practice:Movethehandsoftheclock,andaskstudentstopracticetellingthetime.

Application:Givethewordformofseveraltimes,andchildrenshouldpracticereadingnumbers.

Homework:Givethestudentssometimes,andaskthemtowritethetimes-5:00,2:30,1:45,7:15


Advanced Lesson

Motivation:Reviewnumbersandgreetings.Introduceclock.Ask“Whatisit?”

Information:Teachform“Whattimeisit?”“Itis…o’clock.Reviewtimesofday(morning,afternoon,evening),andteachchildrenmidnight,noon,hour,halfpast,quarterpast,andquarterto.Remindstudentsthatweusuallydon’tusemilitarytime,andthatyoucantellfromcontextwhetheritismorningornight,a.m.orp.m.

Practice:Childrenshouldwritenewwordsintheirnotebooks,andthenwriteoutthewordformsofnumbers1-20,andthenumbers30,40,50,and60.

Application:Practicewiththeclock.Whenchildrenarecomfortable,givepuzzles.Trytimemath.Example:4:30-2:30=2hours.5:00-1:00=4hours.Showthemhowtodo2-3examples,andthengive5forthemtodoontheirown.

Homework:Finishtimemath.

Materials:Largeclock,timeofdaypictures

Class #10:

Specifc Time & Tenses

Daily Sentence: Iwenttoworkat7:12a.m.andwillplaysoccerat4:27p.m.

Easy Lesson

Motivation:Writedialogueonboardandreadwithastudent.

1:Hello! 2: Hi!Howareyou?

1: Well, Now, I am ne, 2: Oh, that’s too bad butat8o’clockIwasbad.

1: But NOW I am ne! 2: Oh good!



0

1: Andhowareyou? 2: Well,at9:30Iwasgreat,but nowIamjustokay.

1: Well,goodbye! 2: Goodbye!

Information:Reviewthepastandfuturetenseof‘tobe’andtimeindicatorssuchasyes-terday,tomorrow,today,ago,fromnow,etc.Childrenshouldwritealltimeindicators.

Practice:Childrenshouldpracticemakingsentences,“At(time)I(verb).Trythiswithotherverbssuchasgo,want,sit,play,read,write.Eachchildshouldmakeseveralsen-

tencesintheircopybooks,andpracticereadingthem.Application:PlayBallTossgame:Tossaballtoachild,andgiveaverbandaverbtense.Childmusttellyoutheverbintheappropriatetense.Tossballback

Homework:Copythesentences:Wearehomenow.Hewantsadog.Athomewritetheminpastandfuturetense.

Materials:Ball

Medium Lesson

Motivation:Reviewpast,present,presentcontinuousandfuturetenseoftobe,togo,towant,tohaveontheboard.Reviewtimeindicators:Yesterday,today,tomorrow,--daysago,--daysfromnow.

Information:Reviewthewordsbeforeandafter.Teacherwritesseveralexamplessen-tencesontheboard.“Iwillbehomeafter2:30.”“Shewenthomebefore8:00.”“3daysago,theywenttothestore.”“Iamwritinga letternow.”Childrenshouldcopydownexamples.

Practice:Childrenshouldtakeanexamplesentenceandtaketurnschangingit.Writechangedsentencesontheboard.

Examplesentence: Shewenthomebefore8:00.

Changeto: Hewenthomebefore8:00.

Hewenttoschoolbefore8:00.

Theywenttoschoolafter8:00 Theywillgotoschoolafter8:00.

Dothiswitheachoftheexamplesentences.

Application: Practice conjugating verbs. Write 10 pronoun/innitive verb/tense sets ontheboard.Childrenshouldcopydownwhatiswrittenontheboard,andwriteasentenceforeach.Example:“They/togo/pasttense”Childrenshouldwrite:“Theywenttothestore.”

Homework:Finishthisworkforhomework.

Materials:None

Advanced LessonMotivation:Askstudentshowtheyknowwhattimeofdayitiswhentheyhearatime.

Information:Reviewtimevocabulary,a.m.andp.m.Teachtimeindicators,reviewsomeverbsinpastandfuture.Reviewpresentcontinuoustense.

Practice:Reviewa.m.andp.m.andgivethestudentsatime(leavingouta.m.orp.m.)and have them try to gure out if it is happening during an a.m. or p.m. time (Example:At6:12Iatebreakfast…6:12a.m.)Varytheverbtensetogivechildrenhints.

Application:Writedownthecurrenttimeinthemiddleoftheboard.Ontheleft,writeseveraltimesfromearlierintheday,andontheright,writesometimesforlaterintheday.Leaveroomforchildrentowritesentencesnexttothetimes.Childrenshouldwritesentencesforeachofthetimes.Correctanymistakestogether.

Homework:Write6sentences,2ineach,past,presentandfuture.Theyshouldbeginthesentences:“At5:15…”

Materials:None




Class #11:Specifc Time and Past Continuous

Daily Sentence: Whoknowswhattimeitisrightnow?

Easy Lesson

Motivation:Write2sentencesontheboard:“At8:00Iwaseatingbreakfast.”“Yester-

day, at 2:30 we were watching television.” Ask children if they can gure out what theymean.

Information:Reviewthepasttenseoftheverbtobe,andthenintroducepastcontinu-ous.Writeseveralexamplesontheboard.

Practice:Setupcolumnsofwordsandletchildrenmakesentences.

I

You

He

She

It

We

They

was

were

walking

driving

thinking

writing

at

Etc…

children should nish the sen-

tence.

Application:Writesomesituationsontheboard,usingthepastcontinuoustense.Thechildrenmustdecideifitwasinthemorning,afternoonorevening.Forexample:Iwaswashingmyclothesat1:30.Shewasgettingdressedforschoolat6:00.

Homework: Write 4 sentences about the day using past continuous and specic time: At11:00,Iwasatschool.

Materials:None

Medium Lesson

Motivation:Write2sentencesontheboard.“At8:00Iwaseatingbreakfast.”“Yester-day, at 2:30 we were watching television.” Ask children if they can gure out what theymean.

Information:Reviewthepasttenseoftheverb‘tobe’,andthenintroducepastcontinu-ous.Writeseveralexamplesontheboard.Itissimplythepasttenseformof‘tobe’(wereorwas),andtheverb+ing.Write2or3moreexamplesontheboard.Childrenshouldwritethisinformationintheircopybooks.

Practice:Give apairof childrenscrambled sentencewords onpiecesofpaper.Theyshouldunscramblethesentenceandwriteitdown.Thenpassthestripstoadifferentpairofchildren.

Application: BallTossTranslation:Teacher says a sentence in thepresentcontinuoustense,andchildshouldrepeatthesentence,changingittopastcontinuous.

Homework: Write 4 sentences about the day using past continuous and specic time: At11:00,Iwasatschool.

Materials:Sentencesinthepastcontinuous,witheachwordwrittenonaseparatepieceofpaper.

Advanced Lesson

Motivation:Write on the boardand ask a child “Whatwereyou doingyesterday at5:00?”

Information:Reviewthepasttenseoftheverb‘tobe’,andthenintroducepastcontinu-ous.Writeseveralexamplesontheboard.Itissimplythepasttenseformoftobewereorwas,andtheverb+ing.Write2or3moreexamplesontheboard.Childrenshouldwritethisinformationintheircopybooks.



Practice:Teacher drawsa lineonboard,witharrows ateachend. Introduce itas atimeline. Teacher should write the days of the week, times and verbs in the innitive atdifferentpointsalongtheline.Example:

_____I____________________I______________________I______

Tuesday Wednesday Thursday

5:30/towatchTV7:45/toeatdinner 8:45/towork

Childrenshouldmakesentencesabouttheteacher’sweek.Forexample:OnTuesdayat5:30,shewaswatchingTV.

Application:Childrenshouldmaketheirowntimelinesforthelastweek.

Homework:Writesentencesfortimeline,1foreachday.

Materials:None

Class #12:Specifc Time

Daily Sentence: Igottoschoolthismorningatseven-twentynine.

Easy Lesson

Motivation:Withlargeclock,reviewhowtotellthetimeinEnglish.

Information:Reviewverbtenses,andpracticesayingnumbers.Playa BallTossgame:Tossaballtoachild,andpointtoanumberwrittenontheboard.ChildmustsaythenumberinEnglishandtosstheballback.

Practice:Writethefollowingnumbers inword form: 1-30, then 40,50…100.Childrenpracticesaying,copywords.

Application:Playscramblednumbersgame.Givechildrenpiecesofpaperwithlettersthatspellanumber.childrenmustarrangetheletterstospellthenumber.Childrenmay

passscrambledlettersetstodifferentgroupswhentheyaredone.

Homework:Writeoutthefollowingtimesinwordform:4:12,5:30,8:50,and12:23

Materials:Largeclock,piecesofpaperwithletterswhichspellnumberwords.

Medium Lesson


Information:Quicklyreviewallverbtenses,aswellas10-15verbs.

Practice:Childrenshouldworkinpairstomakedialoguesabouttheirday.Theyshouldinclude2sentencesineachtense,past,present,future,pastandpresentcontinuous.Practicedialoguetogether.Perhapswritesomeusefulsentencesontheboardiftheyare

havingtrouble.

Application:Childrengotothefrontoftheroomandgivetheirdialogue.

Homework:Memorizethedialogue.


Advanced Lesson


Information:Introducefuturecontinuoustense.Explainthatitissimilartothepastcon-tinuous,butinsteadofthepasttense,theverb‘tobe’isinthefuturetense:‘willbe’andtheverb+ing.Childrenshouldwritethefuturecontinuous,andseveralexamplesthat

theteacherwritesontheboard.“IwillbeinTashkenttomorrow.”

Practice:Readtext:

Tomorrow will be a busy day for me. At 6:00 I will get up. I willeat breakfast, brush my teeth, and get dressed before 6:45. Then at




7:00, I will be on a bus, riding to Tashkent. I will be riding the bus for 3 hours. When I arrive in Tashkent, I will go to the Amir Timur Museum. There I will buy a ticket, and I will be walking around themuseum and looking around for 2 hours. After that, I will go to the

park. In the park, I will be waiting for my friend from America. Hewill meet me at 3:00. At 3:30 we will be going in a taxi to the The-ater. We are going to see a ballet at the theater. By 6:00 we will beeating dinner in a restaurant. Then, I will go home. I will go home by car, and I will be riding in the car for 2 hours. Then I will arrive home.

At 9:00 I will be sleeping in my bed. It will be a busy day!

Application:Copytextandtranslate.

Homework:Finishtranslatingtextforhomework


Class #13:Catch-up Day

Class #14:Specifc Time Review

Daily Sentence: HavethestudentswriteoutthefollowingtimesinEnglish:3:33,4:28,11:59,1:11,9:31.

See Review Activities # 55, 14,15,16, 29, 30 and 33 in Appendix B for suggested activity ideas.

Class #15:Review

Daily Sentence: It’salmosttimetocelebrateNavruz.Areyouexcited?

See Review Activities # 39,41,42, 49, 51, and 53 in Appendix B for suggested activity ideas.

Children should copy the sentences and ll in the correct times.

Iwakeupat6:20(am/pm)

Ieatdinnerat5:40(am/pm)

15minutesafter7:00is_____.(7:15)

15minutesbefore7:00is_____.(6:45)

Igotosleepat_______(3:17/9:45).

Ieatbreakfastat(4:37/7:13)

40minutesafter7:30is_______.(8:10)

40minutesbefore7:30is______.(6:50)

17minutesafter8:45is________.(9:02)

17minutesbefore8:45is_______.(8:28)




Easy and Medium Lesson

1-6Writethetimeusingnumerals.

1. eightthirty(8:30)

2. nine forty-ve (9:45)

3. twelveo’clock(12:00)

4. four fteen (4:15)

5. sixeleven(6:11)

6. ve thirty (5:30)

7. ThismorningI(tobe)atschool.PastTense(was)

8. AtlunchI(toread)abook.PastTense(read)

9. We(togo)tothestoreat1:00.PastTense(went)

10. At5:00I(towalk)tothebazaar.PastContinuous(waswalking)11. At11:00she(toeat)anapple.PastContinuous(waseating)

12. At7:30thismorningthey(todrink)milk.PastContinuous(weredrinking)

13. Inanhour,I(togo)home.FutureTense(willgo)

14. In30minutesthey(toplay)basketball.FutureTense(willplay)

15. At7:00tonightwe(tohave)dinner.FutureTense(willhave)

Advanced Lesson

1-6Writethetimeusingnumerals.

1. halfpasteight(8:30)2. aquartertillten(9:45)

3. noon(12:00)

4. aquarterafterfour(4:15)

5. sixeleven(6:11)

6. half past ve (5:30)

7. ThismorningI(tobe)atschool.PastTense(was)

8. AtlunchI(toread)abook.PastTense(read)

9. We(togo)tothestoreat1:00.PastTense(went)

10. At5:00I(towalk)tothebazaar.PastContinuous(waswalking)

11. At11:00she(toeat)anapple.PastContinuous(waseating)

12. At7:30thismorningI(todrink)milk.PastContinuous(wasdrinking)

13. Tonightat10,I(togo)tosleep.FutureTense(willgo)

14. Later,I(tobe)athome.FutureTense(willbe)

15. Tomorrowat9:30I(toride)abus.(willride)




Class #17:Women’s Day Activities

Daily Sentence: Thismonthisfullofgreatholidays!

Class #18:

St. Patrick’s Day Activities- or Navruz

Daily Sentence: WecancelebrateanAmericanholiday,andanUzbekholiday.

Class #19,20:Navruz Activities

Daily Sentence: Navruzisawonderfulholiday.Let’scelebrateSpring.

Please see Appendix C for suggested activities for these holidays.



Semester 4

Class #1:Review

Daily Sentence: Welcomeback.Didyouhaveagoodrestovertheschoolbreak?

See Review Activities # 43,46, 58,59,60,61, and 63 in Appendix B for suggested activity ideas.

Class #2:Health Vocabulary Overview

Daily Sentence: Howisyourhealth?Doyoufeelhealthytoday?

Easy Lesson

Motivation:Askchildrenwhathappenswhentheybecomeill.Writedownsomeof thewordstheysay,andtranslate.

Information:Ontheboard,theteachershouldwriteandtranslatethefollowingwords:to be ill, temperature, to hurt, medicine, bone, blood, cough, ache, sneeze, tired, u,cold.Teachthattheword–achecanbeusedwithbodypartstosaythatsomethinghurts:headache,stomachache,andearachearecommon.

Practice:Playmatchinggame.Inonecolumn,writeEnglishwords,andinanothercol-umn,writetranslation.Childrenshouldmatchthem.Thengoaroundtheroom,eachchildpronouncingandspellingawordfromthelist.

Application:Studentsshouldtaketurnscomingtothefrontoftheroom,andactingoutoneofthevocabularywords.Otherstudentsmustguesstheword.

Homework:Studentsshouldconjugatetheverbs:tohurt,tocough,andtosneezewithallpronouns.

Materials:None

Medium Lesson

Motivation:Teachershouldwriteontheboard:“Howisyourhealth?”andtranslate.Tellchildrenwewillbelearningwordstousewhenwebecomeill.

Information:Ontheboard,theteachershouldwriteandtranslatethefollowingwords:tobeill,temperature,tohurt,medicine,bone,blood,cough,ache,sneeze,tobetired,u, cold. Teach that the word –ache can be used with body parts to say that somethinghurts:headache,stomachache,andearachearecommon.

Practice:Practicespellingwords.Askchildrentoreadthelettersinwordsthatarewrit-tenontheboard.Everychildshouldreadaword.

Application:Erasethelistofwords.Writethevocabularywords(inadifferentorder)with several letters missing. Children should copy this into their notebooks, and then llintheletterstomakethewords.

Homework: Write a list of things that have happened to you- broken bone, u, stomach-ache,etc.forthenextclass.

Materials:None

Advanced Lesson

Motivation:Teachershouldwriteontheboard:“Howisyourhealth?”andtranslate.Tellchildrenwewillbelearningwordstousewhenwebecomeill.

Information:Ontheboard,theteachershouldwritethefollowingwordsandtranslate:tobeill,temperature,tohurt,tobleed,medicine,pill,shot,thermometer,bone,blood,




cough, ache, sneeze, tired, u, cold. Teach that the word –ache can be used with bodypartstosaythatsomethinghurts:headache,stomachache,andearachearecommon.

Practice:Childrenshouldpracticesayingthelistofwords,andthenclosetheireyes.Teacherwillremoveaword,andthechildrenmustreadthelistagain,andremembertheword.Repeatthisuntilallthewordsareerased.

Application:Assignanactiontogoalongwitheachword.Readthelistofwordsseveraltimes,andshowtheaction.Thenonlyusetheaction,andletthechildrenguesstheword.

Homework: Write a list of things that have happened to you- broken bone, u, stomach-ache,etc.forthenextclass.

Materials:None

Class #3:Health: How? What to do if you hurt yourself

Daily Sentence: Doyouknowwhattodowhenyouarehurtorill?Youshouldlearn.

Easy Lesson

Motivation:Reviewhealthwordsfromlastclass

Information:Reviewtheverb‘tohave’andmakealistofbodyparts.

Practice:Nexttolistofbodyparts,askwhatcanhappentoeach.Writeverbssuchasache,break,cut,sneeze,cough,tocut,tohit.

Application:Askchildrentomakesentencesfromthewords:“Icutmyhand.”“Ibrokemyleg.”I“Ihitmyhead.”“Icoughed.”“Isneezed.”Writetheseontheboard,andaskchildrenwhattheyshoulddoifanyofthesethingshappen.Teach:togotothehospital,togotothedoctor,towashmyhands,torest,tosleep.Writetheseontheboardwithtranslations,andaskchildrenshouldmatchthemwiththesentences.Childrenshould

copyallwords.Homework:Write4sentenceswithillnesswords.Examples:Ihaveacold.Icutmyleg.

Materials:None


Motivation:Reviewbodyparts.Askonechildtocometo thefrontbeforeclassstarts.Wrapbandagesaroundvariouspartsofthechild.Thentelltheclass:“Oh,lookatpoor(child’s name). “He broke his arm, cut his nger, has a stomachache and hit his head.”Askchildrentorepeat,andpointtotheplaceswherethechildishurt.

Information:Lookatthelistschildrenmadeforhomework.Writewordsfromthehome-worklistsontheboard-translate.Forcutsandbreaksandstomachaches,ask,“Howdid

youhurtyourself?Astheyanswer,writetheverbsontheboard.Include:Tofall (pasttense-fell).Tocut,tohit,tohurt.Thesewordsarethesameinthepasttenseasinthepresenttense.Teachthewords:toclean,torest,togotothehospital,togotothedoc-tor,tosleep,todrinkalot,towashone’shands.

Practice:Teachchildrentheword“If”andteachthesentence:“Ifyou(injury),youshould(verb).Writeexamples:Ifyoufallandbreakyourarm,youshouldgotothehos-pital.

Application:Childrenshouldwrite4sentences:“Ifyou…youshould…”

Homework:Translatesentencesfromapplicationsection.

Materials:Materialorwhitebandages



Class #4:Health and Verbs

Daily Sentence: WhenIwasyoungIbrokemyarm.Ihadtowearacastfor6weeks!

Easy Lesson

Motivation:Withpuppets,haveadialogue:Hello!/Hello!/Howisyourhealth?/Oh,Iam

ill./Why?/Ihaveacold,andatemperature./Oh,toobad./It’sokay,Iwillbebettertomorrow./Goodbye!/Goodbye!

Information:Copythedialogueontotheboardandtranslatetogether.Letseveralchil-drenrepeatthedialogue.Reviewtheverbsfromlastclass.Teachthefollowing:totakemedicine.Togetashot,togotothedoctor,togotothehospital,tohaveacold,tohavethe u, I hurt my, I have a… I broke my… Next to each phrase, write the past tense of theverb.Childrenshouldcopythewordsandtranslate.

Practice:Childrenshouldmakesentencesusingthesenewverbs.Telleachchildwhichverbtensetouseinthesentences.Theycanbeverysimple:Iwenttothehospital.Igotashot.

Application:Write5simplesentencesontheboard.Childrenshouldcopya sentence,

thenmakeonechangeinthesentenceandrewriteit.Dothis4 times,witheachsen-tence. Do the rst sentence together. Example: She cut her nger./He cut his nger./Hebroke his nger./He broke his leg.

Homework:Finishtheapplicationsection.

Materials:Puppetsmadefrompaperortoys

Medium Lesson

Motivation:Writeontheboard:“Iamill today.Iamverytired.Iwenttothehospitalyesterday and talked to the doctor. He said I had the u. Now I take medicine. I take 1pilleverydayfor10days.”Studentsandteachershouldreadtogether.Studentsshouldcopysentences,underlinethepronouns,circletheverbsandmakeasquarearoundthe

newwords.Ontheboard,makethecorrectmarkstogether.

Information:Reviewtheverbstotake,togoandtohaveandwritealistofphrasesthathavethesewords:Totakeapill,totakemedicine,togetashot,togotothedoctor,togo to the hospital, to have a cold, to have the u, I have a…

Practice:Studentsshouldpracticemakingsentences.

Application:Together,writea shortstoryontheboard innativelanguagewithillnesswords.Thentranslate.Childrenshouldcopythestoryandtranslation.

Homework:Write5sentencesusingthenewverbphrasesinthepasttense.

Materials:None

Advanced Lesson

Motivation:Reviewhealthwordsandverbs.

Information:Teachthefollowing:totakeapill,totakemedicine,togetashot,togoto the doctor, to go to the hospital, to have a cold, to have the u, I hurt my, I have a…-ache,Ibrokemy…Nexttoeachphrase,writeitinpasttense.Childrenshouldcopythewordsandtranslate.

Practice:Childrenwillpretendtheyarecallingtheemergencynumber03.Theymusttelltheoperator(teacher)whathappenedandthattheyneedhelp.Askchildrenwhichphrasestheyneedtoknowtomakethecall.Teach:Pleasehelpme/Ineedhelp/Whathappened?/Whereareyou?/Iam…/Comequickly!

Application:Childrenshouldtaketurnscallingforhelpfromtheteacherandeachoth-er.

Homework:Memorizethenewphrases.

Materials:None-optionaltelephoneto‘call’forhelp




Class #5:Feelings Vocabulary Overview

Daily Sentence: Areyoufeelinghappy?Ifeelhappytoseeyoueveryday.

Easy Lesson

Motivation:Lookataposterwithdifferentfaces.Discussthedifferentfeelingsthatthe

facesrepresent.

Information: Translate feeling words. Include happy, sad, bad, ne, mad, angry, bored,silly,sleepy,surprised,embarrassed,andshy.TeachtheformIamhappy,Youare….

Practice:Leavethewordsontheboard,andhavedifferentchildrencomeupandactoutafeeling.Otherstudentsmustguessthefeeling.

Application:PlayFruitBasket(seeAppendix--)withnewvocabulary.

Homework:Write6sentences,usingeachpronounandadifferentfeeling.

Materials:Picturesoffacesshowingdifferentfeelings

Medium Lesson

Motivation:Innativelanguage,askthechildrenhowtheyfeel.Makealistofdifferentfeelingsontheboard.

Information: Translate feeling words. Include happy, sad, bad, ne, mad, angry, bored,silly,sleepy,surprised,embarrassed,andshy.

Practice:Studentsshouldmakefaceswitheachfeelingintheirnotebooksnexttothefeelingword.

Application:PlayAroundtheWorldwithfeelingwords


Materials:None

Advanced Lesson

Motivation:Innativelanguage,askthechildrenhowtheyfeel.Makealistofdifferentfeelingsontheboard.

Information: Translate feeling words. Include happy, sad, bad, ne, mad, angry, bored,silly,sleepy,surprised,embarrassed,andshy.

Practice:Playmatchinggamewith1columnofEnglishwordsand1columnofnativelanguagewords.

Application:PlayBallTossTranslationgame.Teachermakesaface,andtossestheballtoastudent,andthestudentmustdescribethefeelingandtossback.Classmayalsoplaywordshapegamewiththenewwords,usingboxestomaketheshapesofthelettersin

aword.


Materials:None

Class #6:Feelings and the verb ‘to feel’

Daily Sentence: SometimesIfeelsadwhentheweatherisbad.

Easy LessonMotivation:Reviewfeelingwords.

Information:Teachthephrases,“Howdo youfeel?”“Howareyoufeeling?”“I feel…”“I’mfeeling…”“Oh,I’mglad.”“Oh,that’stoobad.”“I’msosorrythatyou’re(sad).”



0

“Ihopeyoufeelbettersoon.”Repeatwordstogether,translate,andhavechildrencopynewphrasesintocopybooks.

Practice:Inpairs,makedialogues,usingthewordsandphrasesforfeelings.

Application: Childrenshouldreadprepareddialogues,andthenhaveunprepareddia-logueswiththeteacher.Speakaboutmanydifferenttopics,andincludefeelings.

Homework:Childrenshouldmemorizethedialoguesfromclass.

Materials:None(optionalfeelingsposter)

Medium Lesson

Motivation:Lookatpictures(cutoutofmagazinesorfrombooks)anddescribethefeel-ingsofthepeopleinthem.

Information:Teachthephrases,“Howdoyoufeel?”“Howareyoufeeling?”“Ifeel…”“I’mfeeling…”“Oh,I’mglad.”“Oh,that’stoobad.”“I’msosorrythatyou’re(sad).”“Ihopeyoufeelbettersoon.”Repeatwordstogether,translate,andhavechildrencopynewphrasesintocopybooks.

Practice:Studentsshouldhaveshortdialogueswiththeteachertopracticenewphras-es.

Application:Ontheboard,writethelinesofadialogueinthewrongorder.Childrenshouldwritethedialogueinthecorrectorderintheirnotebooks.

Homework:Writeanewdialoguewiththevocabularywordsandnewphrases.

Materials:Pictures(frommagazinesorbooks)ofpeoplewhoareshowingdifferentfeel-ings.

Advanced Lesson

Motivation:Reviewfeelingwords-useposter

Information:Writethepoemontheboard:

I was mad and I was sad

And I was all upsetI couldn’t go outside and play

The weather was too wet

But then my best friend called my up

With lots of things to say

We made each other giggle

I felt better right away

Teacher reads the poem rst, and then children read together. Translate together, andwritenewwordsontheboard.Childrenshouldcopypoem

Practice:Childrenshouldcopypoemandpracticesayingit.

Application:Playhangmanwithfeelingvocabulary

Homework:Learnpoem

Materials:Posterwithfeelingwords

Class #7:Feelings and Because

Daily Sentence: IfeltsoexcitedbecauseIwasgoingtothecircus.

Easy Lesson

Motivation:Asksomechildrentoreadtheirdialoguesfromhomework.Ifnooneisready,teachercanhavedialogueswithchildrenaboutfeelings.




Information:Writethequestions:“Howdoyoufeel?”and“Whyareyou…?”Teachtheword“because”Andtheform,“Ifeel…because…”and“Iam…because…”

Askeachchildtothinkof2reasonstheymayfeelhappy,sad,mad,surprised,sleepy,etc.WritetheminEnglishandtranslate.

Practice:Makesentencesfromtheinformationontheboard.Goaroundtheroom,andeachchildshouldgiveonesentence.Theremayberepetition.

Application:Scrambledsentences.Writesentenceswithwordsinthewrongorderonthe

board.Childrenshouldtrytoputthewordsinorder.Theclassshoulddothistogetherwiththeteacher.

Homework:None

Materials:None

Medium Lesson

Motivation:Askchildrenhowtheyarefeelingtoday.

Information:Askchildrentolistdifferentthingsthatcanhappenthatcanmakeapersonfeeldifferently:tohaveanewbrotherorsister,togotothezoo,tohaveabirthday,todropanicecreamcone,toplayoutside,etc.Writetheseinlocallanguage,andtranslatetogether.Childrenshouldcopythesephrasesdown.Writethequestions:“Howdoyoufeel?”and“Whyareyou…?”Teachtheword“because”Andtheform,“Ifeel…because…”and“Iam…because…”

Practice:Ask“Whyareyouhappy?”childrenshouldanswer:“Iamhappybecause…”Orallygiveexamplesofsentences:IfeelhappybecauseIameatingicecream.IfeelmadwhenIgeta2.IfeelsurprisedwhenIgetapresent.Childrenshouldpracticeseveralofthesesentenceswiththeteacher.

Application: Childrenshouldwritedown 5 sentences thatdescribe their feelingsandwhy.

Homework:None

Materials:None

Advanced Lesson

Motivation:Reviewdifferentfeelings

Information:Writethequestions:“Howdoyoufeel?”and“Whyareyou…?”Teachtheword“because”Andtheform,“Ifeel…because…”and“Iam…because…”Askchildrentoeachthinkof2reasonstheyfeelhappy,sad,mad,surprised,sleepy,etc.WritetheminEnglishandtranslate.

Practice: Students should pick one oftheirsentences, andmakeanew sentencebychangingoneword.Makeanothersentencebychangingonewordfromthenewsen-tence.Example:IfeelhappybecauseIsawmyfriend./I feelhappybecauseIsawmymother./IfeelsillybecauseIsawmymother…Childrenshouldwrite5versionsofthe

originalsentence.

Application:Sayasentenceindifferentways.Writeasimplesentenceontheboard.IgotothestoreonSunday.Achildcomestothefront.Thechildmustreadthesentenceindifferentvoices-onceinamadvoice,onceinasadvoice…Writeseveraldifferentsentences,andletmanychildrentry.

Homework:None

Materials:None



Class #8:Review

Daily Sentence: Everyonehasdoneverywellthisyear inEnglishclass.Congratulationsandgoodluckonthetest!

Use appropriate Review Activities that are fun for your children and help them review thematerial. Spend ½ the class preparing for the test.


Easy Lesson

1-20. Translate:nature,grass,mountain,president,happy,sad,hairdresser,pool,lake,continent,train,car,airplane,cough, sneeze,ache,tired,motorcycle,capital,cotton,street

21. Idonot(tothrow)garbageinthestreet.(throw)

22. We(tolive)nearthemountains.(live)

23. Thesunisshining(bright).(brightly)

24. Thegirls(togo)bycartomorrow.(willgo)

25. Theboys(tolike)toridebicycles.(like)

26. Myfather(todrive)acartowork.(drives)

27. Yourfriend(tolive)inUzbekistan.(lives)

28. Weoftengotothe(restaurant).(translate)

29. Hehas(many/much)friends.(many)

30. She(towork)atschool.(works)

31. Howmanylegsdoyouhave?

32. Doyoufeelhappytoday?

33. WhatisthecapitalofUzbekistan?

34. Wheredoyoulive?

35. DoyoutakeaboattoTashkent?

Medium Lesson

1-20. Translate: post ofce, theater, hairdresser, café, capital, anthem, cotton, neigh-

bor,hills,trees,motorcycle,horse,camel,boat,continent,island,forest,cough,sneeze, cut, u.

21. Manytrees(togrow)intheforest.(grow)

22. Themountains(tobe)veryhigh.(are)

23. The river ows (quick). (quickly)

24. Shetakes(ahelicopter/abus)towork.(abus)

25. We(togo)toTashkenttomorrowat6:00.(willgo)

26. Youtake(atrain/aboat)toBukhara.(atrain)

27. IndependenceDay(tobe)September1st.(is)

28. Mytown(tohave)2hospitals.(has)

29. Uzbekistan(tobelocated)inCentralAsia.(islocated)

30. Thereare(few/alittle)ducksinthelake.(few)




31. Whattimeisit?(drawaclock2:30)

32. Whattimeisit?(drawaclock12:00)


34. WhatdowegrowinUzbekistan?

35. Doyoufeelilltoday?

Advanced

1-20. ill,healthy,surprised,embarrassed,happy,mad,cotton,anthem,neighbor,capi-tal, bus, motorcycle, train, continent, country, hill, cold, u, sneeze, post ofce.

21. (Are/Is)youfeelingill?(Are)

22. She(togo)tothestorenow.(isgoing)

23. He(tocut)hishandyesterday.

24. We(tobe/tosleep)yesterdayat11:00.(weresleeping)

25. Themaniswalking(quick)ontheroad.(quickly)

26. Doyou(tofeel)happy?(feel)

27. Writeinnumberform:foursixteen(4:16)28. Writeinnumberform:eightforty-three(8:43)

29. Uzbekistan(tobe)ontheGreatSilkRoad.(was)


31. Whattimeisit?(drawclock-4:15)



34. Which2riversareinUzbekistan?

35. Aretheremanytreesinthedesert?

Class #10:Fun Day

Please see Appendix D for fun games and activities to do with your students at the end of the year.



Appendix A: Visual AidsAlphabet Folder with Windows: This is a folder with ve small square ‘windows’ cut init.Thesewindowsshouldonlybecutonthreesides,sotheymaybeopenedandclosed.Thereshouldbe2nearthetop,oneinthemiddle,and2onthebottomofthefolder.Labelthewindows1-5.Inside,youshouldhave26piecesofpaper(thesamesizeasthefolder).Oneachpieceofpaperoneletterofthealphabetshouldbewritten.Children

mayaskforawindowtobeopened.Thentheymusttrytoguesswhichletterisinside.Theymayasktoopenanyandallofthewindows.Theyshouldtrytoguesstheletterwithasfewwindowsopenaspossible.

AlphabetLetterCards:Piecesofpaper,largeenoughforallthechildrentosee,witheachletterofthealphabetwritteninupper-andlower-case.Variation:Youmaymakeaseparatesetofalphabetcardsforeachuppercaseandlowercase.

AlphabetPoster:Alargeposterorsetofcardsthathaseachletterofthealphabetwrit-teninitsupper-andlower-case.Thisshouldbevisibleatalltimesinyourclassroom.

AnimalPictureCards:Piecesofpaper,largeenoughforallchildrentosee,withpicturesofallanimalswhichwillbetaught:wild,domesticandpets.

ApartmentPoster:Pictureofanapartment,whichshowseachroom,anditemsthatare

foundineachroom.

Baby Joey Doll: This is a large doll, made from cloth and lled with cotton. Each of thedollspartsissewnseparately,andattachtogetherwithVelcro.Thisdollmaytakealotoftimetomake,butthechildrenenjoyitanditcanbeusedformanyyears.

BagofDifferentTypesofClothing:Abagwithdifferentitemsofclothing.Useapieceofclothingforeachvocabularywordyouareteaching.

BagswithBeginningLetters:Smallbagswithlettersonthefront.Theselettersshouldbethebeginninglettersfromthefooditemsyouareteaching.Childrenshouldpracticeputtingpicturesoffoodsinthebagwiththecorrectbeginningletter.Forexample:Inabaglabeledwith‘m’,childrenshouldputmeat,milk,melon,etc.

Bean Bag: A small cloth bag lled with small beans or rice. It may be a 10 cm by 10 cmsquare,oranothershape.Thisisusedforseveralgames,andcanbetossedfromteachertochild,andfromchildtochild.Thesebeanbagsdonotbounceorroll,andtheydonothurtiftheyaccidentallyhitachild.

Blindfold:Ascarforpieceofcloth,whichyoucanusetocoverachild’seyes.Ablindfoldisusefulformanydifferentactivitiesinwhichthechildshouldlisten,performanactionoridentifyanobjectorperson.

BodyPartsCards:Piecesofpaper,largeenoughforallchildrentosee,withdifferentbodypartsdrawnonthem.Theymayhavethenameofthebodypartwrittenontheotherside.Suggestedbodypartsinclude:head,hair,eyes,ears,nose,mouth,shoulders,arms, hands, ngers, body, stomach, leg, knee, foot, toes.

Bus,Train,orAirplaneSchedule:seefollowingpagesforexample.Calendar:Acalendarthatshowsthedaysoftheweeksandmonthsoftheyear,bestifinEnglish.

ClassroomObjectCards:Piecesofpaper,largeenoughforallthechildrentosee,whichhavepictures(drawnortakenfromabookormagazine)ofclassroomobjects.Suggestedclassroomobjectsinclude:chair,desk,board,window,door,pen,pencil,eraser(rub-ber),copybook,book,girl,boy,chalk,andruler.Onesidemayhavethepicture,andtheothersidemayhavethewrittenword.

Clothorbandagematerial:Piecesofclothtowraparoundchild-sohelookslikehehasbeenhurt.

ColorCards:Piecesofpaper,largeenoughforallthechildrentosee,whicharecolored.Wesuggestoneforeachofthefollowingcolors:red,orange,yellow,green,blue,violet,black,white,pink,brownandgray.

Countable and Non-Countable Items: Items, such as water, pencils, sand, our, sugar,light,dirt,milk,pens,copybooks,etc.




Cut-outPicturesofHamburgerandPizzaParts:Piecesofpaper,intheshapesofbreadroll,lettuce,tomatoandmeat(itemsthatarefoundinahamburger),andatriangleshapewithdough,anotherwithsauce,cheese,etc.thatcanbeputtogethertoformapreparedpizza.

DesertScene:Apicturefromamagazineorbook,whichshowsadesert.

DirectionCards:Piecesofpaper,largeenoughforthechildrentosee,witharrowspoint-ingindifferentdirections.Suggesteddirections:left,right,straight,turn,turnaround,through.

FamilyPictureCards:Piecesofpaper,largeenoughforallthechildrentosee,whicheachshowafamilymemberormembers.Suggestedcardsinclude:amother,afather,agrandmother,agrandfather,anuncle,anaunt,abrother,asister,2brothers,2sisters,3brothers,3sisters.

FamilyTreePoster:Largepieceofpaper,dividedinthreeparts(top,middleandbot-tom).Theserepresentgenerations.Thegrandparentsshouldbeshownontop,parents,auntsandunclesinthemiddle,andchildrenonthebottom.Drawlinestoconnectthechildrentotheparents.

FoodItems:Bagsorcontainersofsomefoods,including:sugar,salt,tea,andanyotherfoodsyouwishtoteach.

FoodPictureCards:Piecesofpaper,largeenoughforallchildrentosee,withpicturesofdifferentfruits,vegetablesandfoodproducts.Ononesideyoumayhaveapicture,andtheothersidethewrittenword.

ForestScene:Apicturefromamagazineorbook,whichshowsaforest.

HokeyPokeySongPoster:Alargepieceofpaperwiththewordstothesong,“TheHokeyPokey”.Thewordsareasfollows:Youputyour(leftfoot)in/youputyour(leftfoot)out/youputyour(leftfoot)in/andyoushakeitallabout./YoudotheHokeyPokey/andyouturnyourselfaround,/that’swhatit’sallabout.

Thissongcanbesungusingdifferentbodyparts:rightfoot,arm,ears,head,wholeself,etc.

HousePoster:Pictureofahouse,whichshowseachroomanditemsthatarefoundineachroom.

HouseholdObjectCards:Piecesofpaperthatarelargeenoughforallchildrentosee,whichshowdifferenthouseholditems.Suggesteditems:chair,table,bed,oven,sofa,television,bookshelf,mirror,carpet,sink,picture,vase,desk,andrefrigerator.

MapofTown:Thismapshouldshowatown,withstreetsandmanybuildings.Thebuild-ingsandplacesinthetownshouldallbelabeled.Thereshouldbeatleast30placespictured.

Maps:MapsofUzbekistan,America,theworldoranyotherplace.

NatureScene:Apicturefromabookormagazine,whichshowsascenefromnature.

NumberCards:Piecesofpaper,largeenoughforallthechildrentosee,withanumberwrittenoneachone.Ontheothersideofthecard,youmaydrawsmallpictures,asmanyasthenumberindicates.Forexample:Forthecardnumbered2,draw2starsontheotherside.For3,3stars,etc.

PaperforNametags:Piecesofwhitepaperapproximately30cmlongand10cmwide,onwhichchildrenmaywritetheirnames.

Papermoney:Smallpiecesofpaperintheshapeofpapermoney,withnumberswrittenonthemtorepresenttheamountofmoney.Thereshouldbeenoughforeachchildtohave8-10piecesofpaper.

PaperswithDirectionsAroundtheClass:Teachershouldwritedirectionsforchildrentofollow.Theseshoulddirectthechildaroundtheclassroomtoacertainspot,wherehewill nd something (a piece of candy, a message).

Picture of a Caterpillar and a Buttery: A piece of paper with a caterpillar, and anotherwith a buttery.

PictureofaThermometer:Alargepieceofpaperwithathermometerdrawnonit.Itshouldshowdifferentdegrees.



PictureofClosetwithClothes:Alargepictureorposter,showingaclosetwithdifferentitemsofclothinginside.Suggesteditems:coat,jacket,shirt,t-shirt,pants(trousers),skirt,dress,socks,shoes,boots,sandals,scarf,gloves,hat,bathingsuit.

PictureofImmediateFamily:Thesepicturesmaybephotographsorpicturesdrawnbytheteacher,whichshoweithertheteacher’sfamily,oranotherpictureofafamily.Thesepicturesshouldonlyincludeamother,father,sistersandbrothers.

PictureofLargeFamily:Seepicturesofextendedfamily

PictureofTeacher:Alargepieceofpaperwithapictureofaperson.Thismaylookliketheteacheroranotherperson.

PicturesofAdjectives:Piecesofpaper,largeenoughforallthechildrentosee,whichshowacertainadjective.Thesecanbedonewithanypictures,andthechildrencanlearntoassociatethepicturewiththeadjectives.Youmaywritetheadjectivethatispicturedontheothersideofthepaper.

PicturesofAnimalsandPeople:Theseare picturesthatarecut out ofmagazines orbooks,ormadebytheteacher.Theyshouldbepicturesofanimalsandpeoplewithdif-ferentcharacteristics,sothattheycanbedescribedusingadjectives.

PicturesofComparableItems:Thesearepicturesthatdescribeadjectives:Asmallballandasmallerball,afatdog,andafatterdog,etc.Thereshouldbe2picturesofeach

typeofitem.PicturesofDifferentGeographicalFeatures:Piecesofpaper,whichshowdifferentgeo-graphicalfeatures. Suggested pictures: lake, river,mountains, continent, island,hill,etc.

PicturesofExtended Family:Thesepictures,whichshould bebig enough for all thechildrentosee,maybephotographsordrawnpicturesoftheimmediateandextendedfamily.Thepictureshouldincludethemother,father,sisters,brothers,cousins,auntsanduncles.

PicturesofHobbies:Piecesofpaper,largeenoughforthechildrentosee,whichshowdifferenthobbies.Suggestedpictures:watchingtelevision,collectingstamps,traveling,goingtothecinema,playingcomputergames,writing,reading,running,walking.

PicturesofItemsofDifferentSizes:seePicturesofComparableItems.

PicturesofLivingPlaces:Largepiecesofpapers,withdifferentlivingplacesdrawnonthem.Suggestedpicturesinclude:house,apartmentbuilding,city,andtown.

PicturesofPeopleandAnimalsDoingActions:Picturescutfrommagazinesorbooks,ordrawn,ofpeopleandanimalsperformingdifferentactions.

PicturesofPeopleShowingDifferentFeelings:Thesepictures,cutfrommagazinesorbooks,shouldshowdifferentpeoplewhoarehappy,sad,angry,surprised,etc.

PicturesofSports:Piecesofpaper,largeenoughfrothechildrentosee,whichshowseveraldifferentsports.Suggestedpictures:football,basketball,volleyball,baseball,tennis,hockey,andswimming.

PicturesofToys:Piecesofpaper,largeenoughforallthechildrentosee,withpicturesoftoysdrawnonthem.Ontheotherside,thewordmaybewritten.Suggestedtoys:ball,doll,game,boat,andairplane.Variation:Useactualtoys.

PosterofDomesticAnimals:Aposterorlargepieceofpaper,whichallthechildrencansee.Thispostershouldhavepicturesofdomesticanimalsonit.Suggesteddomesticani-malsinclude:cow,cat,dog,pig,chick,hen,rooster(cock),goose,duck,sheep,goat,andhorse.Variation:Youmayusepiecesofpapertomakedomesticanimalcardswithpicturesofthedomesticanimals.

PosterofFeelingFaces:Alargepieceofpaper,whichshowsmanyfaces,eachshowingadifferentfeeling.Labelthefeelings.

PosterofItemsonShelvestoBuy:Aposterorlargepieceofpaperwithitemsonshelves.Theseitemsshouldhavesmallpricetagsonthem,andstudentscanpractice‘buying’themfromtheteacher.Itemsmayincludetoys,animals,classroomobjects,andfoods.

PosterofWildAnimals:Aposterorlargepieceofpaper,whichallthechildrencansee.Thispostershouldhavepicturesofwildanimalsonit.Suggestedwildanimalsinclude:el-




ephant, lion, tiger, giraffe, bear, fox, crocodile, kangaroo, turtle (tortoise), sh. Includeothersasyouwish.

PosterwithSetsof3Items:Alargepieceofpaperorposterwith3ofthesameitem,buttheseitemsshouldbedifferentfromeachother.Forexample:3apples,onered,onesmall,andonebrownandold.Studentscomparetheitems.Youmaydothiswithanyitem.Thepostershouldshowatleast4setsofitems.

PreparedMenus:LargepiecesofpaperwithEnglishmenus(Seepg—forexample)

PreparedSentenceswithErrors:Sentenceswrittenwithsmallerrors.Thesecanbemadetopracticeverbtenses,pronoun,orspelling.Example:Thecatarenotinthehouse.Childrenshouldreplace‘are’with‘is’.

PrepositionsPoster:Alargepieceofpaperwithpicturesofdifferentprepositions.Theseshouldbelabeledandmayuseaboxandaball.Theballcanbeindifferentplacesinrelationtotheboxto showthedifferentprepositions.Suggestedprepositions:in,on,under,near,over,around,near,farfrom,andthrough.

ProfessionPictures:Piecesofpaperwithpicturesofprofessions.Suggestedprofessionsinclude:ateacher,apupil,abuilder,abanker,abusinessman,adriver,acook,aseller,adoctor,ascientist,andawaiter/waitress.

PuppetsandBackgrounds:Smallpaperpuppetsorotherpuppetsastheteacherwishes.

Thebackgroundsarelargepiecesofpaperwithdifferentscenes.Suggestedbackgrounds:desert,city,forest,orpark.

RoomPoster:Pictureofaroom,withitemsthatarefoundinatypicalbedroom.

ScheduleofaDay:Onalargepieceofpaper,writealistoftimesandactionsdoneatthosetimes.Thesecanbemadefordifferentprofessions.

ScrambledSentencesorWords:Writesentencesonpiecesofpaper.Thencutapartsen-tences,sothateachwordisseparate.Keepthewordsofeachsentencetogether,butmixupthewordorder.Thiscanbedonewiththelettersofwordsaswell.

SeasonandMonthCards:Piecesofpaperthatarelargeenoughforallchildrentosee.Theyshouldbelabeledwiththemonthsoftheyearandseasons.Theseasonscardsmayshowapictureononeside.

SightWordCards:Piecesofpaperthatarebigenoughforthechildrentosee.Oneachshouldbewrittena‘sightword’.Thesearewordsthatthechildrenshouldlearntorec-ognizeimmediately.

TaxiSign:Asmallsignthatsays“TAXI”.Thisisapropthattheteacheruseswhenplayingadirectiongame.

TenLittleKittensPicture:Toaccompanythesong“10LittleKittens.”Thisisapicturewith10kittens,sittingsidebysideinarow.Itshouldbelargeenoughforallthechildrentosee.

TimeofDayPictures:Largepiecesofpaperwithpicturesofasceneduringdifferenttimesofday:morning,afternoon,eveningandnight.Thesemaybeofahouseandsky,

oranotherscenethatyouchoose.Theseareusefulwhenspeakingaboutgreetingsandtimeofday.

TravelAdvertisementtoMoscow:seepg–forexampleforexample.

TVscreen:A large‘screen’made tolook likea televisionscreen. Itshould belargeenoughthatchildrencanstandbehinditandpretendtheyareweathermen.Perhapsuseashowercurtain,andcutoutalargesquarefromthemiddleforthe‘screen’.Youcanhangitfromtheceilinginyourclassroom.

TwoPictures,onepollutedandoneclean:Thesepicturesshouldbeofthesameplace.One should show a bright sunny day, with owers and animals. The other can show abrown,dirty,place,withuglygarbageandnoanimals.

TwoSimilarPicturesofaRoom:Thesepicturesshouldbeverysimilar,buthave10-12dif-ferences.Seefollowingpagesforexample.

Vowelsoundwordcards:Piecesofpaper,largeenoughforthechildrentosee,withwordwrittenonthem.Thesewordsareexamplesofdifferentvowelsounds,andvowelsoundblends.



WeatherWheel:Alargepieceofroundpaper,withallweathertypesshownaroundthesides.Useapapercliptoputanarrow(cutoutofpaper)inthemiddleofthepapercircle.Childrencanpracticemovingthearrowtothedifferentweathertypesaccordingtotheday’sweather.




MenuBreakfast

Eggs............................................................................... $2.00

Toast.............................................................................. $1.00

Cereal............................................................................. $3.00

Mufns............................................................................ $2.50

Pancakes......................................................................... $5.00

LunchHamburger....................................................................... $5.00

Cheeseburger.................................................................... $6.00

Hotdog........................................................................... $3.00

Chickensandwich............................................................... $7.00

Soup............................................................................... $4.00

Frenchfries...................................................................... $3.50

Dinner

Spaghetti......................................................................... $6.00

Steak.............................................................................$12.00

ShishKebabs....................................................................$10.00

Stew............................................................................... $6.50

FriedChicken.................................................................... $8.50

Fish................................................................................ $7.50

Dessert

Cake............................................................................... $4.00

Cookies........................................................................... $2.50

IceCream........................................................................ $3.00

Chocolate........................................................................$2.00



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T a s h k e n t C e n t r a l B u s S t a t i o n

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Appendix B: Review Day Activities

1. (Adjectives)Cutpicturesofpeopleorotherthingsfrombooksormagazines.Giveeachchildapictureandhavehimorherwriteadescriptionofit.Beforethenextclass,glueortapethepicturestoalargepieceofpaperandnumberthem.Eachchildmustthenreadtheirdescriptionsandothersmustdecidewhichpictureitdescribes.

2. (Adjectives)Havechildreneachwriteadescriptionofonepersoninclass.Whentheyaredone,childrenreadtheirdescriptions,andothersmustguesswhoisbeingdescribed.

3. (Adjectives)Choose3childrentocometothefront.Theyshouldbealikeinsomeway.Theotherchildrenmustguesshowthechildrenarealike.Forexample:3studentswithlonghairor3studentswithbluejeans.

4. (Alphabet)Divideclassintoteams.Theyshouldstandin2linesintheaislesbe-tween the desks. One person comes up at a time, and writes the rst letter of thealphabet,thenwalksbackandtapsthenextperson,whocomesupandwritesthe

next letter. See which team can write the whole alphabet rst.5. (Animals)SpeedRabbit:Smallgroupsofchildrenmustmaketheanimalsoundthat

theteachercallsout.

6. (BodyParts)Drawacrazymonsterorpersonfromshapesorbodyparts.Forex-ample:Draw4eyes.Draw1arm.Etc.

7. (Body Parts) Each child has a piece of paper. Teacher tells the rst child to draw aheadandthenfoldthepapersotheheadiscovered.Hepassesittothenextchildwhoistoldtodrawabody.Continueuntilallthepartsaredrawn.Thenchildrenmaylookatthedrawings.

8. (Clothing)Sortbagsofclothingbycolor,size,season,etc.

9. (Colors)Callout2colors.Thechildrenwearingthemshouldstandup.

10. (Colors,Vocabulary)ColorMe: Havechildrendrawpicturessuchasanimalsorpeople.Thentellthemtocoloreachpartofthepictureadifferentcolor.Example:Colorthehairblue.

11. (Dialogues)Groupchildrenin3lines,andhavethemmeet,onefromeachline,inthe‘street’andhaveadialogue.

12. (Feelings)Song:YouaremySunshine(seeAppendixE)

You are my Sunshine,

My only sunshine

You make me happy,

When skies are gray.You’ll never know dear,

How much I love you,

So please don’t take, my sunshine away.

13. (Interests)Standupif…:Teachersays,“Standupifyou…(likecats,haveamother,etc.)Childrenmuststandiftheylikecats,orhaveamother,etc.

14. (MyDay,SentenceWork)MakeapapercirclewithMorning,AfternoonandEveningindifferentplaces.Makeanarrow,andattachittothepapersothatitwillspinaroundwhenitispushed.Ifitlandsinonetimeofday,studentsmustdescribeactivitiestheydoduringthistime.

15. (My Day) Draw 4-5 pictures on the board that show daily activities. Children

must describe each picture and put them in order of what happens rst, second,third…

16. (MyDay)PantomimeMorningActivities.Childrenmustguesswhichactivityisbeingdone.



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17. (MyTown,Directions)Makeamap.Studentsmaymakeupamagicplace,anddrawamapofit.Useallvocabularywords,andstudentsmaytelltheteacheroreachotherwherethingsare.Givedirectionstogotodifferentplacesonthemap.

18. (MyHouse/Apartment)Childrenshouldwritethenamesof4differentroomsonapieceofpaper.Theteacherthenlistsorwritesdifferentpiecesoffurnitureontheboard.Astheteachersaysthewords,thestudentshavetowritethepiecesoffurniture next to each room where they may be found. The rst student to list 5differentpiecesoffurnitureinoneroomwins.Variation:Thisgamemaybeplayed

withmonthsoftheyearandweather/seasons.19. (Numbers)Buzz-Goaroundtheroomcounting,butsay‘buzz’forevery3rd,5th,

7th,etc.number.Forexample:1,buzz,3,buzz,5,buzz…etc.Ifachildsaystheincorrectwordorwaitstoolong,heshouldstopplaying.

20. (Numbers)HighLow-Pickanumberandwriteitonapieceofpaper.Don’tletany-oneseeit.Childrenmusttaketurnsguessingthenumber,andteachersays‘high’iftheirguessistoohigh,and‘low’iftheirguessislessthanthenumber.Childrenmust try to gure out from these hints which number you chose.

21. (Numbers)ClappingGame-Childrenshouldrhythmicallyclaptheirhandstogether,thenclaptheirknees,thensayanumber.Goingaroundthecircle,eachpersonsaysonenumber(1,2,3…).Ifthestudentsaysthenumberincorrectly,tooslowly,

orloosestherhythm,heisout.Variation:Trythiswithdaysoftheweek.

22. (Numbers)Havechildrenputtheirhandsbehindtheirbacks.Calloutanumberand give them some time to put up that number of ngers. Then have the childrenshow you their ngers. See who is holding up the correct number of ngers.

23. (Prepositions, Vocabulary) Draw a picture and ask the class questions about.“Whereisthe…?”Useprepositions.

24. (Professions)Findobjectsthatgowithprofessions,andletstudentsguessthepro-fession.

25. (SentenceWork)Answer Precedes the Question: Give ananswer, for example,“TodayisTuesday.”andchildrenmustdecidewhatthequestionis,forexample,“Whatdayistoday?”

26. (SentenceWork)HideandSeek.Onestudentleavestheclassroom.Hideanobjectin the room. Child enters and must ask yes/no questions to nd the object.

Variation:Hideanobjectwhileachildisoutoftheroom.Childentersandwalksaroundtheroom.Otherchildrenmaysayhot,warm,cool,orcold.Whenheisclose,hewillbewarm,whenheisveryclosehewillbehot.Ifheisfar,heiscool,Ifheisveryfar,heiscold.

27. (SentenceWork)Writeasentenceontheboard.Childrenshouldunderlinethedif-ferentparts(noun,verb,adjective).Thentheyshouldwiththesamestructuretomakeothersentences.

28. (SentenceWork)Writeavarietyofwordsontheboard.Childrenshouldunderline

thedifferenttypesofwordsindifferentwaysForexamplenounswith1line,verbswith2lines,adjectiveswithawavyline.

29. (SentenceWork)Writesentencesontheboard.Childrenmustunderlinethenounsandchangethemtopronouns.Variation:Childrenmayunderlinetheverbsandchangetheverbtense.

30. (SentenceWork,Vocabulary)AVeryLongSentence:Beginasentence,forexample,“Iwenttothemarket…”Eachchildshouldsaythebeginningofthesentence,andaddawordtoit.Iwenttothemarket,andIboughtgrapes.Thenextsays,“IwenttothemarketandIboughtgrapesandapples.Thethirdaddsanotherwordandsoon.

31. (SentenceWork,Vocabulary)TwoTruths and aLie- Childrenwrite 3 sentencesaboutthemselvesoranothertopic,2correctand1lie.Childrenshouldguessthe

lie.

32. (SentenceWork,Vocabulary)ClassSurvey:Chooseaquestion,forexample:What’syourfavoritesport?Childrenshouldquestionclassmates,andwritetheiranswers.Thenmakeachart,showinghowmanychildrenlikeeachsport.




33. (Spelling)6StepstoSpelling:

1. Closeyoureyesandrepeattheletters.

2. Lookattheword,sayitandlistentothesounds

3. Saythelettersinorder.

4. Coverthewordandwriteit.Checktoseeifyouspelleditcorrectly.Ifnot,startover.

5. Writethewordcorrectly2moretimes.

6. Writethewordwhilelookingatit.

34. (Spelling)SpellingBaseballArrange3chairsanda‘homechair’aroundtheclass-room. Divide the class into 2 teams. The rst team is lined up at home chair. Theteacher asks the rst child to spell a word. If he spells it correctly, he goes to the1stchair.Thenextchildgetsaword.Ifshegetsitcorrect,shemovesto1stchairandtheotherchildgoestothe2nd.Apointisscoredwhenachildgoestoeachchairandreturnshome.If3childrenincorrectlyspellwords,theteamisout,andthenextteammustlineup.Repeatprocedure.

35. (Spelling) Spelling Bee- Children line up and teacher gives the rst child a word.Thechildmustspellthewordcorrectly.Ifhedoes,hegoestotheendoftheline.Ifhedoesnot,hesitsdown.Continueuntilonlyonechildremains.

36. (Time) Children shoulduse arms to be thehandsof theclock. Other childrenshouldtrytotellthetime.

37. (Transportation)Song:TheWheelsontheBus-transportation

The Wheels on the bus go round and round,

Round and round,

Round and round,

The wheels on the bus go round and round,

All around the town!

The wipers on the bus go swish swish, swish (wipers= windshield wipers)

The baby on the bus goes waa, waa, waa!

The kids on the bus go Ha! Ha! Ha!

(Make your own words as well)

38. (Uzbekistan)Song:tothetune“ThisLandwasMadeforYouandMe(SeeAppendixE)

This land is your land, this land is my land,

From Nukus City, to Andijon!

From the white sand desert, to the big green valley,

This land was made for you and me!

This land is your land, this land is my land,

From the high, high mountains, to the grassy taiga,

From the Sir Daryo River to Samarkand,

This land was made for you and me.

39. (Vocabulary)Categories:Putstudentsinacircle.Childrennameitemsinagivencategorysuchasanimals,food,clothing,etc.Goaroundthecircle,andeachchildmustsayawordfromthecategory.Childrenwhorepeatanswersorwhoareun-able to answer quickly must sit down. The nal 3 children should begin their letterswithalettergivenbytheteacher.

40. (Vocabulary)Duck,Duck,GrayDuck:Childrensitorsquatinacircle.Onechildis‘it’.Hegoesaroundthecircle,tappingeachchildontheheadandsayingacolor,number,orothervocabularyword.Whenthechildsaysthespecialword-decidedbefore(forexampleifyouareusinganimalvocabularythespecialwordcouldbe‘elephant’)the

childwhoistappedmustgetupandrunafterthechildwhois‘it’.Ifhecatchesthe‘it’childbeforehecansitdowninthetaggedchild’splace,thechildwhowas‘it’mustsitinthemiddle.Thenthenewchildis‘it’andrepeatstheprocess.

41. (Vocabulary)BlackboardBingo:Write10-15wordsontheboard.Eachchildshould



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chooseandwritedown5ofthewords.Readoffthewordsinarandomorder.Chil-drenmaymakeacheckastheyhearawordontheirlist.Whenastudentchecksoffallofhiswords,hemustyell“BINGO!”Teacherchecktomakesurehehasallofthewordsthatwerecalled.

42. (Vocabulary)Dialogueinabag:Inabag,putseveralitems,andthe2studentsmustmakeadialogueusingtheseitems.

43. (Vocabulary)DrawingDictation:ForExample:Tellchildren,“Drawahouse.Drawatableinthehouse.Drawacakeonthetable…”Checktoseeifchildrenfolloweddirections.

44. (Vocabulary)FruitBasket:Giveeachchildavocabularywordso thatat least2childrenhavethesameword.Childrensquatorsitinacircle.Onechildisinthemiddle,andcallsoutavocabularyword.Thechildrenwhohavethatwordmustswitchplacesinthecircle.Theymustdoitquicklybecausethechildinthemiddlealsomusttrytogettooneoftheemptyplaces.Whoeverhasnoplaceinthecircleisthenextonetocalloutaword.Ifthechildcalls“FruitBasket”,allthechildrenmust try to nd a new place in the circle

45. (Vocabulary)Givealistofwords.Sayanotherwordthatrhymeswithoneonthelist. Children must nd the word that rhymes.

46. (Vocabulary)Giveeachstudentaletterfromthealphabetcards.Writeawordontheboardandhavethechildrenspellit.Askstudentswiththoseletterstocometothefrontandlinethemselvesupintheproperordertospelltheword.

47. (Vocabulary)Guesswhat’sinthebox.Putanobjectinaboxanddescribeittothestudents.Havechildrenguesstheobject.Thenchooseachildtodescribeanewobjecttotheclass.

48. (Vocabulary)Hangman:Childorteacherchoosesawordanddrawsalineforeachletterontheboard(forexample,ifthewordiscat,drawthreelines:___).Chil-drenmusttaketurnsguessingletters.Iftheletteristhere,theteacherwritesitin.Iftheletterisnotintheword,drawonepartofabody.Whenthewholebodyisdrawn,thegameisover.Childrenmusttrytoguessthewordbeforethebodyisdrawn.

49. (Vocabulary)Makeacrosswordpuzzleforchildrentosolve.Drawitontheboard,andgivecluesorallyorinwrittenform.

50. (Vocabulary)MemoryGamePut15-30itemsonatable,andletthestudentslookatthemfor30seconds.Thentheyshuttheireyes,andteachersecretlyremovesanobject.Childrenmustdecidewhatwasremoved.

51. (Vocabulary)OddWordOut:Write4wordsontheboard.Threeofthewordsshouldhave something in common, 1 should be different. Children have to gure outwhich one doesn’t t, and why. For example: apple, raspberry, potato, peach.Potato doesn’t t. It is a vegetable.

52. (Vocabulary) Pass race: Teacher hands a word or picture card to the rst studentandsayswhatitis.Childmustturntothenextchildandsaywhatitis.Repeataroundtheclassroom.

53. (Vocabulary)Pictionary:Callonestudenttotheboard.Whispertohimorheronevocabularyword.Thechildmustdrawthewords,andtheclassmusttrytoguessthewordwithinatimelimit.Canalsobeplayedwithteams.

54. (Vocabulary)Postpicturesofvocabularyaroundtheroom.Calloutaword.Seewho can nd the picture rst.

55. (Vocabulary)Preparevocabularywordcards-2 foreachvocabularyword.Handout the cards, and children must nd the other child who has the same card. Theyshould ask, “Do you have a….?” Variation: Prepare cards with specic times ontheminsteadof vocabularyChildrenmustsay, forexample:“What timedo you

have?” “I have four fteen.”56. (Vocabulary)Put8-10picturesontheboardanddividetheclassinto2groups.Saya

wordandthechildmustputhishandonthatpicture.Onechildfromeachteamcom-petes at a time. The child who nds the picture (and puts his hand on it) rst wins.




57. (Vocabulary)TeacherpreparedtextmostlyinnativelanguagebutwithsomeEng-lishwordsmixedin.ChildrentrytoguesswhattheEnglishwordsmean.

58. (Vocabulary)WheelofFortune:Writeaseriesofdashesontheboard,oneforeachletterofawordorsentence.Inteams,childrenmustcalloutaletter.Iftheletterisinthewordorsentence,writeitin,andgivetheteam10pointsforeachtimeitappears.Iftheletterisnotthere,theotherteamgetsaturn.Ifthechildrenknowthewordorsentence,theymustwaitfortheirteam’sturn,andiftheyarecorrect,theyreceive100points.

59. (Vocabulary)Animal-Food–Color:Everyonestandsinacircle.Oneplayerischosenandisgivenaball.Hetossestheballtosomeoneelseinthecircleandsays‘ani-mal’,‘food’or‘color’.

60. (Vocabulary)BallToss.Tosstheballtoachild.HemustsayanEnglishwordandtossitback.Tossittosomeoneelse.Repeatuntilnoonecanthinkofanewword,orifallstudentsknowthewordswell.

61. (Vocabulary)Bingo-Childrenmakecardswith5rowsof5squares(or4rowsof4),Childrenwriteavocabularywordorpictureineachsquare.Theteacherreadsoffvocabularywords,andthechildputsasmallpieceofpaperoverthewordastheteachersaysit.Whenthechildmakesalineofpaperpieces,eithergoingacross,downordiagonally,hemustyell“BINGO!”Teachercheckshiswords,andthegame

canstartagain.

62. (Vocabulary)Chooseavocabularywordthatcanbedrawn.Drawonepartofit.Askchildrenwhattheythinkitis.Drawanotherpart.Childrenmayguessateachpartthattheteacherdraws,untilthepictureiscompleteorachildguessescorrectly.

63. (Vocabulary)Dividechildreninto3 teamsandwrite3 lettersontheboard.Onechildfromeachteammaycometotheboardatatime.Theymustwriteawordthatstartswiththatletter.Thenextchildmustwriteawordthatstartswiththelast letter of the word the rst child wrote For Example: Apple, elephant, tree,egg,goat…

64. (Vocabulary,AdvancedAlphabet)thechildwhocatchestheballmustsayawordfromthecategory.Ifhecan’theisout.Repeat.

65. (Vocabulary,Alphabet)Divide class into teams. Put all alphabetcardsorwordcardsinabag.Childfromeachteammustpickacardandnameit.Gofromoneteamtotheother.Theteamthatnamesthemostletterscorrectlywins.

66. (Vocabulary)Word shapeboxes/square game:Teachermakesthe shapeof thewordusingboxes.Tallboxesfortallletters:l,k.h…squareboxesforsquareletters:a,s,e,r…andlowboxesforlowletters:j,q,p….Childrenmustguessthewordfromitsshape.



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Appendix C: Holiday Activities

Halloween

October 31st

History of HalloweenHalloween,orAllHallowsEvebeganasareligiousholiday.AllHallowsDay,adaytore-memberpeoplewhodied,isNovember1.So,onOctober31st,theeve(dayoreveningbefore)ofthisday,somepeoplethoughtthatspirits,orghosts,wouldcometoearthandcausetrouble.Peopledressedupinscarycostumesinordertoscarethespiritsawaybeforetheycouldcausemischief.

OurAmericanholidayhasbecomenon-religious.ChildrenandadultsbothenjoyHallow-een.Theydressupinsillyorscarycostumes,andgotopartiesoroutto“Trick-or-Treat”.Children,dressedincostumes,walkaroundtheirneighborhoodsintheeveningwithabagorpillowcase,knockingondoorsandcallingout“Trick-orTreat”!Theresponsefromtheneighborsistoputcandy,or“treats”,inthebags.Thetraditionisthatiftheneigh-bordoesn’tgiveatreat,thechildwillplaya“trick”onthem.

Halloweentraditionsincludecarvingafaceinapumpkin-andputtingacandleinsidesothefaceshines(calledaJacko’Lantern),andplayingpartygamessuchas“BobforApples”,“PintheTailontheDonkey”,and“MusicalChairs”.

Traditional costumes includewitches,wizards, ghosts,monsters, princesses,pirates,skeletons…becreative!

Traditionalfoodsincludepopcornballs,toastedpumpkinseeds,candy-coveredapplesonastick,applecider,andCANDY!

TraditionalanimalsofHalloweenarebats,spiders,blackcats-anythingthat’sblackorscary.

TraditionalsymbolsofHalloweenareskeletons,pumpkins,witches(stirringabigqazonor ying on brooms), spiders, bats, and ghosts.

Traditionalcolorsareorangeandblack-soevenifyoudon’thaveacostume,youcanstillcelebratetheholidaybywearingthesecolors.

Suggested Activities

Bob For Apples-A large basin of water is placed on the oor. Apples are placed in thewater,andchildrenmusttreytopickupanappleusingtheirteeth.Theymustnotusetheirhands.

PintheTailonTheDonkey-Alargeposterofadonkeywithnotailisputonthewall.Children-onatatime-areblindfoldedandgivenapaper“tail”whichtheyshouldtrytopinonthewall-asclosetotherightplaceastheycan.

MusicalChairs-Chairs(onelessthanthenumberofplayers)areplacedinacircle.Musicisplayed,andtheplayerswalkaroundthechairs.Whenthemusicstops,theplayersmustquicklysitdown.Whoeverisleftwithoutachairisout.Onechairistakenaway,andthegamecontinuesuntilonlyonepersonisleft.

PopcornBalls-Popcorn.Makeasugarsyrupwith1partwaterto2partssugar.Boiluntilgolden.Addaspoonfulofbuttertothesyrup.Poursyrupcarefullyoverthepopcorn,andmixwithaspoon.Becareful-itisHOT!Afterafewminutes,putsomebutteroroilonyourhandsandmakeballswiththepopcorn.Coolandeat.

CarvedPumpkinandToastedPumpkinSeeds-Chooseapumpkinwiththin‘walls’.Cutaholeinthetop,aroundthestem,andtakeoutalloftheseeds.Setaside.Drawafaceonthepumpkin.Becreative,butrememberyouhavetocutouttheeyes,noseandmouth.Ifyoudothispleasebeverycareful.ThepumpkinsinUzbekistanareharderandthickerthanthoseinAmerica.Takecaretocutyourself.Putacandleinthepumpkin,andlightintheevening.Taketheseeds,andwashthem,removingallofthepumpkin.Poursome




saltandoilonthemandmixwell.Placethemonapan,andbakeuntiltheyaretoasted,about15minutes.Coolandeat.

A Halloween Song

Halloween is Coming Soon (to the tune of ‘London Bridge’, see Ap- pendix B)

Halloween is coming soon, coming soon,

Coming soon.

Halloween is coming soon, Oh, what fun!

Black cats sitting on a fence, on a fence

On a fence.

Black cats sitting on a fence,

Meow, meow, meow!

Witches ying on their brooms, on their brooms,

On their brooms,

Witches ying on their brooms,

Eee! Eee! Eee!

2nd Year Activities:

Explainthehistoryoftheholidayinnativelanguage.Teach4-6newwords,suchastrick,treat,ghost,witch,pumpkin,toscare.

Makeascarymask

Teachchildren“TheItsyBitsy(orEentsyWeentsy)Spider”Rhyme.(‘ItsyBitsy’and‘EentsyWeentsy’arebabylanguageandmean‘small’.)(SeeAppendixE)

Makefoldedpaperobjects-seenextpages.

3rd Year- 2 Days of ActivitiesExplain history of holiday. Encourage children to ll in parts that they rememberformthepreviousyear.Learnsomenewwords-animalsorsymbolsassociatedwithHalloween(seeabove)

Brainstormcostumes-learntheEnglishwordsforthem.Drawapictureofacos-tume.

Play“IsitaTrick?”GuessingGame:Makecardswith8-10Halloweensymbolsthatyouteachthechildren.2Childrenshouldcomeuptothefrontoftheroom.Onepicksacardandholdsitbehindtheother’sback.Theotherchildmustaskques-tions-Isitatrick?(yes),Isitaspider?(no)Isitawitch?(YES!).Taketurnsdoingthis.

4th Year-2 Days of Activities

Readtextandtestforunderstanding.Underlinedwordsmaybenewvocabulary.

Halloween is on October 31st. It is an interesting holiday. On thisday, children dress up in costumes. They walk around their neighbor-hood and ask their neighbors for treats. Treats are candies or other sweets. It is fun to scare our friends with masks. It is also fun to dressup as a different person or thing. I like to go to Halloween parties.Do you like Halloween?

Makefoldedpaperobjects(seefollowingpages)

DoHalloweenWordSearch(inpairsortogetherontheboard)

Designapumpkinface

Assignchildrentomaketoastedpumpkinseedsforthenextclass.(Warnchildrennottotrytocarveapumpkinface-theycouldcutthemselves)



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Thanksgiving

The 4th Thursday in November

ThanksgivingisanAmericanholidaywhenwethinkaboutallthethingsweareluckytohave-family,friends,andallofthethingsthatmakeourlivesgood.WhenthePilgrims-the rst European settlers in America- rst arrived in America, it was a very difcult and

dangerousplacetolive.Manypeopledied.ThePilgrimsdidn’tknowhowtoliveandgrowfoodinAmericayet.Theywereveryworriedthattherewouldbenofoodinthewinter.ButtheNativeAmericanswhoalreadylivedinAmericahelpedthePilgrimsandshowedthemhowtogrowfoodandlivethere.BecauseofthekindnessoftheNativeAmericans,thePilgrimslivedthroughthewinter,andinNovember,theyallhadafeast-abigmealtogether,tocelebratetheirfriendshipandtheirgoodfortune.Werememberthistimeonthe fourthThursdayofeachNovember.Onthis day we gather togetherwithourfriendsandfamilyandeatalargemeal,asymbolofourgoodluckandrichness.Weoftentelleachotherwhywearethankful-andonthisday,wethinkabouthowluckyweare.

SymbolsofThanksgiving:

Aturkey-thetraditionalthanksgivingfood

Acornucopia-ahornshapedbasketfulloffruitsandvegetables-thiswordalsomeans“alotof”

Pilgrims-Pilgrimstraditionallydressedinblackandwhitewithblackhatsforthemen,whitehatsforthewomen.

Corn-especially‘IndianCorn”whichhasdifferentcoloredkernels,isasymbolofhavingenoughtoeat.

TraditionsofThanksgiving:aparade,abigfootballgame,givingthanks,visitingfamilymembers,andeatingalotoffood!

FatTurkeysSong(tothetuneof“DidyoueverseeaLassie?”)

Oh, gobble, gobble, gobble,

Fat Turkeys, Fat Turkeys


Fat Turkeys we are.

We walk very proudly and gobble so loudly,

gobble, gobble, gobble, gobble, gobble

Oh gobble, gobble, gobble,

Fat turkeys we are.

5LittleTurkeysPoem

5 little turkeys standing by a door,

One waddled off and then there were 4






One waddled off and then there was 1

One little turkey, better run away,

For soon will come Thanksgiving Day.




Suggested Activities for Thanksgiving

3rd Form-2 days

Teachershouldexplaintheoriginoftheholidayinlocallanguage.Teachseveralvocabularywordssuchasturkey,togivethanks,dinner,tradition.Useagamethatthechildrenliketopracticethewords.

Makea“turkey”:Childrentracetheirhandsonapieceofpaper(thethumbisthe

head and neck, the ngers are feathers). They can color and decorate the turkey,andthenwriteonethingaboutthemselvesineachofthe“feathers”.

Reviewdaysoftheweek,payingspecialattentiontothepronunciationofthe‘th’inThursday.

SpeakaboutFall

Childrencanalsowriteorspeakaboutwhattheyarethankfulfor.Teachthemthevocabularyasitcomesup-althoughtheyshouldknowmostofthewords.

4th Form- 1 day

Askthechildrenwhattheyrememberabouttheholiday,andthenreadthetext:

On the 4th Thursday of every November, Americans celebrateThanksgiving. Giving thanks means we like to think about and telleach other about the things we like or love. This tradition started when the rst people came to America. The Native Americans helped

them to live through the winter. They were so glad they all had a big feast. So now, Americans have a big feast every year to remember allthe things that we have, especially our family and our friends. Weremember how lucky we are.

Studentsmayalsospeakaboutwhattheyarethankfulfor.Theyshouldusewordslike”Iamthankfulfor…Iamgladthat…

StudentsmaydiscusswhattheywouldeatiftheyhadThanksgivinginUzbekistan.

Christmas

December 25th

New Year’s Eve, New Year’s Day

December 31st, January 1st

InAmerica,Christmasisoneofourfavoriteholidays.Christmasistraditionallyknownas

the birthday of Jesus Christ, the main gure in the Christian religion. Christians celebratethisholidaybygoingtochurch,butmanyotherpeoplethinkofChristmasnotonlyasareligiousholiday,butasafamilyholiday,andatimetotellourfriendsandlovedoneshowmuchwelovethem.Itisalsoatimetogivegiftstoeachother.Manypeoplestartprepar-ingforChristmasinthebeginningofDecember.WehavepartiesandgetChristmastrees.AChristmastreeisusuallyanevergreentree,whichisdecoratedwithsmalllightsandorna-ments.PeopleinUzbekistanalsodecoratetreesfortheNewYear’sholiday.WeplaceourwrappedgiftsunderneaththeChristmastree,waitingtoopenthemonChristmasmorning.Forchildren,thereisthetraditionofSantaClaus-orSaintNicholas.SantaClausisabigfatmanwhowearsaredandwhitesuit.WesaythatSantaClauslivesattheNorthPole,andhasatoyworkshop.Elves-magicallittlepeoplewithpointedears-areSanta’shelpers.Theyworkallyearmakingtoysforgoodgirlandboys.WesaythatSantaClauskeepsournamesonalistandalwayswriteswhetherwehavebeengoodorbad.Alongwiththetree,

we also keep ‘stockings’ or big socks hanging on a wall so that Santa can ll them up withpresents. If we have been bad, Santa will ll our stockings with coal instead of presents. OnChristmas Eve, we say that Santa ies around the world in a sleigh pulled by ying reindeer,andclimbsdownourchimneystoplacepresentsfromhisbigbagorsackundertheChrist-mastree.OnChristmasmorning,childrenliketowakeupearlytoseewhatgiftsSantahas



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leftthem.Afteropeninggifts,weoftenvisitrelativesandhavea largemeal.Oftenthismealincludesaroastedgooseasthemaindish.

SomeChristmastraditionsareasfollows:

Caroling-SingingChristmas carols- or songs, is a popular tradition. Sometimesgroupsoffriendsgoaroundtheirneighborhoodsandsingfortheirneighbors.Thisiscalled‘caroling’.

Mistletoe-mistletoeisasmallplantwithwhiteberriesthatgrowsintrees.We

oftenhangapieceofmistletoefromtheceilingsinourhomes,andiftwopeoplestandunderthemistletoe,theyshouldkiss.

RoastingChestnuts-ItistraditionaltobuyormakeroastedchestnutsinChristmas.Theyaresimplychestnutsthathavebeenbaked.

Gingerbreadhouse-Agingerbreadhouseisasmallhousemadefromcookiesanddecoratedwithbrightlycoloredcandies.Itisheldtogetherwithasugarfrostingwhichlookslikesnow.Theyarefunforchildrentomakeandeat.

ChristmascookiesforSanta-ChildrenoftenleaveaplateofChristmascookies(anytypeofdecoratedcookie)andaglassofmilkneartheChristmastreeforSantatoeatwhenhecomeswithpresents.

GoingtovisitSantaClaus-Amorerecenttraditionistovisit“SantaClaus”atastoreorpublicplace.ChildrengoandsitonhislapandwhispertohimwhattheywantforChristmas.

Traditionalsymbols:Christmastree,Holly(aplantwithpointed,greenleavesandredberries-itstaysgreenin thewinter),mistletoe,aSanta’scap,candycanes(aredandwhitestripedpeppermintcandy)aChristmastreeAsleigh,andreindeer

TraditionalColors:green,redandwhite

NewYear’sEveandNewYearsDayarealsotraditionalholidaysinAmerica.OnNewYearsEve,peopleoftengotopartiestocelebratetheendoftheoldyear,andthebeginningofthenewone.Weoftenmake“NewYear’sresolutions”onthisday.Thisiswhenwedecidethatwewilldosomethingdifferentlyoraccomplishagoalforthenextyear.NewYear’sDayisadaytospendwithfamilyandfriends,visitingandeatingtogethertocelebratetheNewYear.AtNewYear’sparties,weoftenwearsillyhats,makenoisewithnoisemakers,andthrowsmallpiecesofcoloredpaper,orconfetti,aswe‘countdown’totheNewYear.Peopleusuallystopevery-thing and count down from ten seconds until the rst second of midnight, when the New Yearbegins.Peopleoftendrinkchampagneandeatexpensivefoodstocelebratethisholiday.

TraditionalsymbolsofNewYear’s:

Anoldman-FatherTime,andababy-asymboloftheNewYear.

InNewYork,abigcelebrationtakesplaceinTimesSquare-andpeoplewatcha‘ball’drop.Thisballisalargeballwithlightonitatthetopofabuilding.Attenseconduntilmidnight,itbeginstodrop,andeveryonewatchesituntilitreachestheroofofthebuilding.

SingingAuldLangSyne-aGermansongwhichtranslatesto“thegoodolddays”asongto

remembertimethathaspast,andtellingustolookforwardtotheNewYear.

Suggested Activities for Christmas and New Year

1st Form- 2 days

ExplainAmericanChristmasandNewYear’straditions

MakeanornamentforaChristmastree

LearnashortChristmasCarols-seeAppendixforexamples

CutaChristmastreeshapeoutofpaper,anddecorateit

2nd Year- 3 Days

ExplainholidaytoChildreninnativelanguage

Teachnewvocabularywordssuchasholiday,SantaClaus,present,gift,reindeer,Christmastree,NewYear,old,new




LearnChristmasCarols

Playgame“What’sinSanta’sSack?”Childrenshouldfeeltheoutsideofabagandguesswhichobjectisinside.

MakeaChristmasWishList-alistofpresentstheywouldlike

MakeChristmasorNewYear’sTreeornaments

MakeaNewYearsresolution

3rd Year- 2 Days

RemindChildrenabouttheholiday,teachsomenewvocabulary

LearnandsingChristmasCarols

MakeChristmastreeornaments

MakeNewYear’sResolutions

Makeasillypaperhat

4th Year-2 Days

Childrenshouldreadthetextandlearnnewwords

Christmas and New Year’s are 2 holidays at the end of December. OnChristmas, children wait for Santa Claus to come and give them pres-ents- but only if they have been good! Christmas is a time for familiesto be together, and think about all the good things in their lives. OnNew Year’s Eve we celebrate the end of the old year and the beginningof the New Year. We often go to parties and stay up late to welcomethe New Year. We also make resolutions, or goals for the New Year.

SingChristmasCarols

MakeChristmastreeornaments

MakeNewYearsResolutions

Groundhog’s Day

February 2nd

February2ndisGroundhog’sDay.Agroundhogisasmallfurryanimal,aboutthesizeofacat,whichlivesintheground.Theyhibernate,orsleepallwinter.WesaythatonFebru-arysecond,thegroundhogwakesupandcomesoutofhishole.Ifheseeshisshadow,hewillbescaredandgobackintohishole.Thisisasignthattherewillbe6moreweeksofwinter.Ifhedoesnotseehisshadow,wesaythattherewillbeanearlyspring.


2nd Form

Teachermayexplainholidayinnativelanguage.Introducevocabulary:groundhog,shadow,scared.

Poem(orsungtothetuneof“I’maLittleTeapot,seeAppendixB)

Here’s a little groundhog, furry and brown

He’s coming up to look around,

If he sees his shadow, down he’ll go,

Then 6 more weeks of winter, oh no!

Tapepapertothewall,andshinealightonthestudentssotheycastashadow.

Tracetheshadowofthestudent’sheads.Theycancutthemoutandplayaguess-inggame“Whoseheadisit?

Teachermayholdaniteminfrontofalight,andstudentsmuchguesswhatitisfromtheshadow.



4th Form

Teachermaygivestudentsthetext,andtheycanpracticereading.Goovernewvocabulary.Thentheteachermayremovesomewordsandseeifthestudentscanputthewordsbackin.

Studentscanreviewmonthsoftheyearandseasons.PayspecialattentiontotheseasonFebruaryisin.

Poem

Sunday was a lovely day

The sun was shining bright

The sun on Monday his it’s face

Behind some clouds of white

On Tuesday we saw only fog

And Wednesday brought us more

Thursday’s skies were dim and dull

And rain began to pour

On Friday morning the wind crept up

And it began to blow

By Saturday the sun peeked out

And once more said hello!

St. Valentine’s Day

February 14th

St.Valentine’sDayisFebruary14th.Valentine’sdayisaveryniceholiday.InAmericaitisourtraditiontogivegiftstopeoplewelikeonthisday.Thegiftmaybeacard,aboxofchocolateor sweets, owers, or something else that the person will like. We give Valentine’s Day gifts toourfamily,friendsandmaybeourboyfriendsorgirlfriends.Itisadaytotellsomeonehowmuchwelikehimorher.Ifyoulikeaperson,onthisdayyoumaycallhimorher“MyValentine”.

TraditionalsymbolsofValentine’sDay:

Pink or red hearts, Cupid (a little baby with wings who ies around and shootspeoplewitharrows.Thearrowswillmakethepersonfallinlove)andcupidsar-rows,aheartwithanarrowthroughit.

TraditionalsayingsforValentine’sDay:

Bemine,BemyValentine,YouaremyValentine,Youaresweet,Youarenice,Iloveyou,Ilikeyou,You’reasweetheart.

TraditionalcolorsofValentine’sDay:

Pink,redandwhite

Valentine’sDaySongs:

YesIDo(tothetuneof3BlindMice,seeAppendixE)

I love you, I love you

Yes I do, yes I do

I love you every night and day

I love you when I work and play,

I love you in so many ways,

I love you!

BeMyValentine(tothetuneofMaryHadaLittleLamb,seeAppendixE)

You’re a special friend of mine,




friend of mine,

friend of mine.


Be my Valentine!


2nd –2 days

Tellchildrenaboutthisholiday.Teachnewvocabularywords:tolike,tolove,gift,andValentine’sDaysayings.Teachthedifferencebetweentolikeandtolove(loveisamuchstrongerwordthanlike).

Makeacardforyourvalentine.

Makevalentinescardsforeveryoneinyourclass,andmake‘mailboxes’thattheycanbedeliveredto.

Discusspolitewordsandwhenandhowtousethem.

3rd –1 day

Reviewholidayanditstraditions.

MakeaValentinesDaycard.

Learnthepoem:

Roses are red

Violets are blue

Sugar is sweet

And so are you!

4th –1 day

Reviewholidayandreadtext.Removesomeofthevocabularywordsandaskthemif they can ll them in.

Valentine’sDayWordSearch-makephotocopiesordotogetherontheboard.

Discuss adjectives that compliment: beautiful, handsome, pretty, nice, sweet,friendly,cute,smart,clever,etc.Childrenmayusethemtocomplimentsomeone.

PlayI’mthinkingofapersonwhois…Studentsdescribeeachotherwithadjec-tives.Theymustguesswhoitis.

Women’s Day

March 8th

InAmerica,wedon’tcelebrateWomen’sDaybutwedocelebrateMother’sDay.Onthisday,weshowourmothershowmuchwelovethembymakingtheirdayextraspecial.Sincemothersusuallydothingsforus,onthisdaywedoeverythingforourmothers.Weoftenmakeourmothersandgrandmothersbreakfast,ortakethemtoarestauranttoeat. We do the housework, and give gifts such as owers, candy, jewelry or perfume. Wegiveourmothers“thedayoff!”

Howismother’sDaysimilartoWomen’sDay,andhowisitdifferent?


2nd Form

DiscussMother’sDay.AskhowitisdifferentfromWomen’sDay.Teachsomevocabulary:celebrate,toshow,extraspecial,housework,togive

ChildrencantrytousethesevocabularywordsinsentencesaboutWomen’sDay

Makeapictureforyourmother,sisterorgrandmother



3rd Form

Reviewtext(above),andspeakaboutMother’sDay.

ReviewPoem:

Roses are Red

Violets are blue

Sugar is sweet

And so are you (or And I love you!)Playavocabularygame-nameitemsandaskiftheyaregoodgiftsforWomen’sDay.

Playgame:ShoppingforWomen’sDay.Providepicturesofitemswithpricetags.Havedialogsinwhichchildrenmustastheshopkeeper(teacher)foranitem,andthenbuyit.Givestudentspapermoneytoshopwith.

4th Form

Childrenshouldreadthetext,andlookfornewwords.Thenteachercanerasesome of the words, and ask children to ll them in. This can be done with preposi-tions,nouns,oranypartofspeechthatthechildrenneedtopractice.

Childrencanmakesentenceswithnewwords

MakeaWomen’sDaycardorpicture

Playavocabularygame:NameitemsandaskiftheyaregoodgiftforWomen’sDay.

Playgame:ShoppingforWomen’sDay.Providepicturesofitemswithpricetags.Havedialogsinwhichchildrenmustastheshopkeeper(teacher)foranitem,andthenbuyit.Givestudentspapermoneytoshopwith.

St. Patrick’s Day

March 17th

March17thisSt.Patrick’sDay.ThisisadayforChristianstorememberanIrishsaint,St.Patrick.AlthoughitistraditionallyanIrishholiday,theIrishpeopleinAmericahavemadeitsomuchfunthatwesay,“OnSt.Patrick’sDay,everyoneisIrish!”Wetrytoweargreenonthisdayandoftengotopartiesorparades.ThisisadaytoshowprideinbeingIrish.St.PatrickwasamanwhowenttoIrelandalongtimeago.He’sthemostfamoussaintinIrelandandpeoplesayhegotridofallthesnakesthere.

Traditionalsymbols:

AShamrockor4leafedclover.Thisisasmallplantwith3or4roundleavesatthetop.

ALeprechaun[leh-pri-kahn]-thisisasmall,magicalIrishmanwhohasapotfullofgold.Heisverytricky,butifyoucancatchhim,youcanhavehisgold.Itishiddenat“theendoftherainbow”.Weknowthatthereisnosuchplace,andthismeansthat a person can never nd it.

Potsofgold,rainbowsandtheleprechaunsgreentophatarealsosymbolsofthisholiday.

Traditionalcolor:

Greenofcourse!

St.Patrick’sDaySong(tothetune,I’maLittleTeapot,seeAppendixB)

I’m a little leprechaun,

Dressed in Green

The smallest man,

You’ve ever seen.

If you ever catch me, so it’s told

I’ll give you my pot of gold!





2nd Form

Tellchildrenabouttheholiday,andteachsomenewwords:Ireland,Irish,sham-rock,andleprechaun.

Childrencanmakeshamrocksandineachoftheleaveswritesomethingaboutthemselves

Reviewcolors,andperhaps“RainbowBingo”toreview.Childrenshouldmakebin-gocardswithcolorwords.Wordscanberepeated,butwheneachcoloriscalled,onlyoneofthecolorsquarescanbecovered.

ShowmapofIreland.FactsaboutIreland:verygreen,peoplespeakEnglish,onesymbolisashamrock.Infairytalesthereisaleprechaun.Littlemanwhotakesgoldandifyoucancatchhim,hehastogiveyouhisgold,whichisattheendofarainbow.Reviewvocabularywords:rainbow,gold,leprechaun,green,shamrockEnglish,Ireland.IncludeothervocabularywordsforWomen’sday.

Game:Bigrainbow,revisecolors.Attheendofeachcolorhaveastackofwordcards.Eachteamgetstopickacolorandtrytotranslatetheword.Playastic-tac-toe.

3rd Form

Recalltext.Speakabouttheleprechaunattheendoftherainbow.Childrenmaydrawtheleprechaunastheyimaginehim.

Practicespellingwordsfromthetext.

Ask children where they would hide something if they wanted no one to nd it.

4th Form

Childrenshouldreadthetextandlearnnewwords.Teachermaywritethetext

ontheboard,andafterchildrenlearnwords,removesome,andseeiftheycanrecallthem.

Makeamatchinggame:Writevocabularywordson“goldcoins”(yellowpiecesofpaper).Eachwordshouldbewrittenon2ofthepiecesofpaper.Hanoneouttoeach child, and they must nd the match. This may be with antonyms, or English/locallanguagetranslations.

Navruz

March 21st

NavruzistheCentralAsianNewYear.ItisMarch21st.Itisaveryniceholiday.Peoplearehappy,anditisspring.Wegotoparties,sing,danceandmakesumalak.Wecanmakewishedonsmallstonesthatwethrowinthesumalakpot.Wevisitourfamilyandfriends.WeeatalotoftastyfoodsonNavruz.Thereisnoschoolonthisday,sowecanrest.NavruzisaspecialholidayinUzbekistan.

Suggested Navruz Activities

(Please remember that you can make your own Navruz lessons and activities!)

2daysofactivitiesforeachyear

DrawapicturethatdescribesNavruz.

TeacherdictatesapictureaboutNavruz.Teacheralsodictatescolorsofthepic-ture.

Readtext.Copyandtranslate.

Writeowntextwiththeclassorindividually.



Answerthequestions:

What do you do on Navruz?

What is Navruz?

When is Navruz?

What do you eat on Navruz?

Writeasetofsentences,describinghowtopreparesumalak.Writethesentenceson the board out of order. Children must arrange the sentences in order of rst,

second,thirdstep…Teachwordssuchastostir,toboil,tosqueeze,tocollect,toadd,etc.

WhichfoodsdoyouliketoeatonNavruz?Eachchildcandrawandlabeladishtotapeona“Navruzable”alargepieceofpaper.Thispicturecanbedisplayedinclass.

Reviewfamilywords,andtheverb‘tovisit.’

Reviewmonthsoftheyear,daysanddates.

WritethelettersN.A.V.R.U.Z.ontheboard.Childrenmustthinkofawordthatstartswitheachoftheseletters.ThentrytouseitinasentenceaboutNavruz.Theymaybeverysillysentences.

See who can think of and write the most words starting with the lettersN.A.V.R.U.Z.

April Fool’s Day

April 1st

April rst is April Fool’s Day. On this day it is common to play jokes on your friends. Thismeansthatyoutellyourfriendssomethingthatisfunny,butnottrue.Oryoucandosomethingtomakethemfeelsilly.Peoplecanbeverycreativeonthisdayandmakeupveryinterestingandfunnystoriesto‘fool’theirfriends-thatis,tomaketheirfriends

feelsillyorfoolish.Thisholidaystartedlongago,whenNewYear’sDaywaschangedfromApriltoJanuary1st.Therewerenotelevisions,radiosortelephones,somanypeopledidn’thearaboutthischangerightaway.PeoplewhostillcelebratedtheNewYearonApril1stwere‘fools’andpeopleplayedjokesonthemandcalledthemAprilFools!

Traditionaljokestoplayonpeople:

Tellsomeonehisorhershoeisuntied.

Tellsomeonethereissomethingonhisorherface.

Teachersoftentellchildrentherewillbeasurprisetestonthisday.

Studentsmayplayajoketosurprisetheirteacher.

Tell someone there is a y or bug in his or her food or drink.2nd Form- ½ class

Tellchildrenaboutthisholidayandaskthemwhomtheywouldplayajokeonandwhatwouldthatjokebe?

3rd Form- ½ class

Remindchildrenaboutthisholiday.Teachthewordstotrick,tojoke,tofool,toplayajokeon.Letchildrenmakeupsentencesusingthesenewverbs.

ImagineyourfriendtoldyouthatNavruzhadbeenchangedtoMay15th.Wouldyoubelievehim?Whatwouldyoudo?Wouldyouthinkthathewasplayingajoke

onyou?




Appendix D: Fun Day Activities

Youmayuseanysongs,gamesorreviewactivitiesonFunDays.Hereareafewothergamesuggestions.

7Up:7childrenarechosentocometothefrontoftheroom.Allotherchildrenmustputtheirheadsontheirdesksandclosetheireyes.Theyshouldholdouttheirhand,andholdtheirthumbup.The7childreneachmoveveryquietlytoonestudent,andtouchhisorherthumb.Thentheygobacktothefront.Teachersay,“Headsup,7up!The7childrenwhosethumbsweretouchedstandup,andmustguesswhotouchedtheirthumb.Iftheyguesscorrectly,theytaketheplaceofthatchild.Repeat.

Alphabet Bingo: Use the alphabet to ll in Bingo Cards (5 rows of 5 squares) teacher orchildcallsletters,andthechildrencovertheletterswithsmallpiecesofpaperastheyare called. The rst child to cover a row of letters (across, down or diagonally) wins thegame.

AroundtheWorld:Thisgamemaybeplayedwithanyvocabulary,orsimplemath.Therst two children in the front desk stand up. Teacher gives a word, and the child musttranslateit(or,inthecaseofmath,solvetheequation).Thechildwhoanswersmorequicklymovestothenextchild,andtheteachergivesanotherwordorequation.When

onechilddoesn’tanswermorequicklythantheother,hemustsitwhereheis(don’tmovebacktoownseat).Thisway,youcanseewhohasmovedthefarthestaroundtheroom.

BlanketNameGame:Dividetheclassinto2teams.2childrenmustholdtheblanketupsotheteamscan’tseetheotherteams.Eachteamquicklychoosesachildtostandinfrontoftheblanket.Thechildrenquicklypulldowntheblanketandeachchildmusttryto say the other’s name rst. The child who says the name rst brings the other child tohisteam.

Detective:Labelthecornersoftheroom1,2,3and4.Onechildisblindfolded-thedetec-tive.TheotherchildrenmustmoveVERYQUIETLYfromonecornertoanother.Whentheyareallintheirchosencorner,thedetectivecallsoutanumberwhereheorshethinks

childrenarestanding.Allchildreninthatcornermustsitdown.Childrenmoveagain,andthedetectivecallsoutanumber.Repeatuntilthereisonechildleft.Thatchildbecomesthenewdetective.

HumanKnot:Childrenstandinaclosecircle.Theyeachputonehandinthemiddleofthecircle,andholdsomeoneelse’shand.Thentheyeachputtheirotherhandinthecircleandholdadifferenthand.Withoutbreakinghands,childrenmustundotheknottheyhavemade,andmakethemselvesintoacircle,allholdinghands.

SherpaWalk:Blindfoldeddirectionswithalineofblindfoldedchildren,eachholdingtheshoulderofthechildbeforehimorher.

Tic-Tac-Toe(NoughtsandCrosses):Makea largeTic-Tac-Toeboardontheboard.Dividetheclassinto2teams.Onechildfromeachteamcomestothefrontandmustanswer

aquestionortranslateaword.Whoeveranswersmorequicklymayputamarkontheboardforhisorherteam.

Titanic:Childrenwalkaroundinalargespace,asiftheyweretakingawalkontheTi-tanic.Theteachercallsoutanumber-usually1-6,dependingonnumberofchildren.Thismeansthattheshipissinkingandthechildrenmustgetinthelifeboatsinsetsofthatnumber.Theymustholdhandswithnomoreorlesschildrenthatthenumbercalled.Thosechildrennotholdinghandwithenoughchildrenornonemustsitdown.Repeatuntilafewchildrenremain.

ZipzapZop:Childrenmuststandinacircle:Goinginorderaroundthecircle,childrenmustsay,zip,thenzap,andthenzop.Childrenhave2secondstosaytheappropriateword.Iftheysaythewrongwordorhesitatetoolong,theyareout.Continueuntilthereisonestudentleft.



10 Little Fingers

10 Little Kittens




10 little kittens in a row!

Good Morning Song






Where’s my Desk?

Where’s my desk? Where’s my desk? Here it is! Here it is!

I can touch the desk, I can touch the desk,

With my hand, With my hand.

Thiscanbedonewithotherclassroomobjectsaswell:

Where’s my chair(2), Near my desk!(2) I will sitin my chair(2) Quietly(2)

Where’s my pencil(2), On my desk(2)I can hold my pencil(2) In my hand(2)

Where’s the window(2) Over there(2), I can seethe outside (2) Of my school(2)

I Like Mice




Nose and eyes and whiskers,

Nose and eyes and whiskers

I like mice, I like mice.

Days of the Week Song

Sunday, Monday,Tuesday, Wednesday, Thursday,

Friday, Saturday, Then we start again

Head, Shoulders, Knees and Toes





The Good Morning Song

Oh, the duck says quack And the cow says moo,

The old red rooster says

Cock-a-doodle-do.

The sheep says baa,

And the cat says meow

But I say good morning

When I see you!

Halloween Song

Halloween is coming soon, coming soon,

coming soon.

Halloween is coming soon, Oh, what fun!

Black cats sitting on a fence, on a fence

On a fence.

Black cats sitting on a fence,

Meow, meow, meow!

Witches ying on their brooms, on their brooms,

On their brooms,

Witches ying on their brooms,

Eee! Eee! Eee!

Fat Turkeys Song


Fat Turkeys, Fat Turkeys


Fat Turkeys we are.

We walk very proudly and gobble so loudly,

Gobble, gobble, gobble, gobble, gobble

Oh gobble, gobble, gobble,

Fat turkeys we are.

Groundhogs Day Song

Here’s a little groundhog, furry and brown

He’s coming up to look around,

If he sees his shadow, down he’ll go,

Then 6 more weeks of winter, oh no!

Adjective Song

Looking in the mirror, what do I see? I see a (body part) smiling at me.

Looking in the mirror, what do I see?

I see someone who looks like me!

St. Patrick’s Day Song

I’m a little leprechaun,

Dressed in Green

The smallest man,

You’ve ever seen.

If you ever catch me, so it’s told

I’ll give you my pot of gold!

Appendix E: Songs and Music



3 Blind Mice

Yes I Do

I love you, I love you

Yes I do, yes I do

I love you every night and day

I love you when I work and play,

I love you in so many ways,

I love you!

Mary Had a Little Lamb

Be My Valentine


friend of mine,

friend of mine.


Be my Valentine!

3 elementary english curriculum teacher manual - page 3 copy

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