• Ask children to work in pairs, taking turns to point to
Skills Time!
Lesson Five J
. m
1 What's in the bedroom? Point and say.
2 Listen ond read
shelf, books, cabinet, bed, pillow, blanket, rug, toy box, toys
^
j STAR LETTER £
Dear Junior Mogazinv,
This » a picture oi my tearoom
There is o bed in my bedroom
0U
there ore lots of soccer bolls on my
.
blanket ond piRcMr There is a book shelf ,
t have twelve books on my shelf.
jn
q
Tout books are about soccer
My clorhes are in my cabirwv
,
My favorite clothes on my red shorts ond
rod T shirt lor %Q CC (
-
I Kent' lots of toys ond a big toy bo
*
There is a blue rug ne*J to my bed.
There O O soccer balls on my rug, fool
'
I like my bedroom and
a
I like soccerl
Byel
^
‘
different bedroom objects and say the words.
• Ask How many soccer bolls are there on the rug / blanket /
pillow / in the box?
I
*
•
‘From Jamie ( oge /)
Write to JUNIOR MAGAZINE, New York, New York USA
*
.
3 Read again. Write T ( true) or F ( false)
h
1 There are photos on his blanket.
.
2 Jamie has twenty books.
.
3 He has lots of toys
4 Jamie has two cobineis
5 There ore soccer balls on the rug.
6 He likes his bedroom
.
UnitlJ IWsdin? u dciwiplive tiff lei
Lesson Five SBWIM
Skills Time!
Skills development
Reading: read and understand a letter to a magazine;
read for specific details
Language
Recycled: vocabulary and structures seen previously
Extra: star { adj), letter,; magazine
Materials
® 151; My bedroom flashcards 161-166; a hand- drawn
picture of a bedroom; one blank piece of paper for
each child
Oxford iTools Digital classroom • Unit 13 • Reading
Warmer
• Play What 's missing? (see Teacher 's Book page 8) with
flashcardsl 61 — 166.
2 Listen and read. @ 151
• Point to the words "Star letter " at the top of the page.
Explain that Jamie is writing a letter describing his
bedroom.
• Ask children to read the first line to find out who Jamie is
writing to { Junior Magazine ).
• Play the recording. Children listen and follow silently in
their books.
• Play the recording again. Ask simple questions to check
comprehension, e.g. What's the room in the picture? How
many books are on Jamie's shelf? What's in the toy box? How
old is Jamie?
3 Read again. Write T ( true ) or F ( false ).
• Write the first sentence on the board. Say There are
photos on his blanket - Yes or no? ( no ). Ask Is the sentence
true or false? to establish that it 's false. Write F next to the
sentence. Point out the example in the book.
• Ask children to read the other sentences and then read
the letter again to see whether they are true or false. They
mark them accordingly. Check answers with the class.
• Play a memory game. Ask children to close their Student
Books. Make statements about Jamie's room (keep a
record of the statements you are making). Children listen
to each statement and write T { true ) or F { false ) in their
notebooks.
• Check answers by asking children to add up how many
they got right.
luiiTTi
j
Below level:
• Children go back to the letter to find the answers. Help
them find clues by asking How do you know? Children
can point or say what helped them find the answer.
At level:
• In pairs, children make the false sentences true.
Students share their answers with the class.
Above level:
• In pairs, students close their books and recite the letter
as best they can.
• Talk about soccer. Ask individual children Do you like
soccer?
2. F
3. T
4. F
.
5 T
Lead- in
Further practice
• Ask children to look at the picture of the bedroom and the
photo of the boy. Explain that the boy 's name is Jamie.
• Ask children to predict what the text is about {Jamie is
describing his bedroom ). Ask What does Jamie like? { soccer ) .
Workbook page 108
Online Practice •Unit 13 •Reading
1 What 's in the bedroom ? Point and say.
• Ask children to look at the pictures again. Point to the
different bedroom objects for children to say the words.
132
1. F
Unit 13
.
6 T
Lead-in
• Hold up flashcards 177-182 and say the words for children
to repeat .
• Repeat in a different order and for each word model an
action for children to imitate at their desks.
1 Listen, point, and repeat. ® 155
• Ask children to look at the pictures of the actions. Play the
first part of the recording. Children listen and point to the
pictures.
• Play the second part for children to repeat.
• Play the recording through again for children to listen and
point and then repeat the words.
• Hold up flashcards 177 - 182 for individual children to say
the words.
2 Listen and chant. ® 156
• Play the recording for children to listen to the chant.
• Play it a second time for children to say the words. Repeat.
• Play Simon says. .. ( see Teacher 's Book page 8). Give the
instructions ( Simon says ) talk / swim / climb for children to
mime the actions.
Lesson One sBPage »2
Words
irLanguage.com
Learning outcomes
To identify action verbs
To understand a short story
Language
Core: run, fly walk, talk, swim, climb
Extra: smart, silly, can (v)
Materials
® 126, 155 -157; Story poster 14; Verbs flashcards
177-182
.
Oxford iTools Digital classroom Unit 14 • Words / Story
Warmer (§) 126
• Sing Let 's go to the zoo! from Student Book page 90.
• Ask children what they can remember about the previous
story.
• Tell children that this lesson's story is about things people
can or can't do. Talk about abilities. Ask Con you swim /
climb / run quickly?
• Tell children that there’s an action figure in the story. Ask if
anyone has an action figure and if so, what it can do.
irfTTCTTflffTm
Below level:
• Put children in pairs. Tell children to cover the words in
their books with another book . One child points to the
picture and the other says the word. Switch roles.
At level:
• Put children into teams. Play Mime the word (see
Teacher 's Book page 8). The team who guesses the
word first gets a point. Repeat with the other words.
Above level:
• Play the "at level" game, but when the word is guessed,
the team must make a sentence using the word, e.g. /
can run.
3 Listen and read. <§) 157
• Use Story poster 14 to present the story. Ask questions,
e.g. What does Billy have? Focus attention on each
frame. Ask children to name as many things as they can.
Ask Who's in the living room? Where's Tim / Rosy? What's
happening ?
• Ask children to look at the poster while you play the
recording. Point to each speech bubble as you hear
the text.
• Ask comprehension questions, e.g. Can Action Boy run / fly
/ talk ?
• Ask children to open their Student Books and follow the
words in the story as you play the recording again.
Ask
children to find and point to the words from Exercise
•
1 that appear in the story.
Further practice
Workbook page 112
Online Practice •Unit 14 • Words
136
Unit 14