Unit-3: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 2 and Unit 3. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Introduction, Warm-up, and Hot Seat Names and spelling task. Then do rapid Hot Seat exercise with selected students. Main Activity 1: Relative Locations Use a map of the world and objects in the classroom to focus on location: near (what country is near China?), in, under, above, in front of, next to, etc. Main Activity 2: Family Members Review and Extension with Occupation Explain and discuss terms such as: father, mother, married, husband, wife, parent, etc. Main Activity 3: Numbers 10-100 and Time. Counting from 10-100 and Time to the quarter hour practice. Feedback and Homework. Review, drill and practice key expressions from the lesson. Assign Written Exercise A. Introduction, Warm-up, and Hot Seat. Names and spelling task. Have 5 students practice spelling their first and last names aloud. Make sure students know the difference between first and last names. Then do rapid Hot Seat exercise with selected students: (Teacher) "Where do you live?" (Student) "Where do I live?" "I live in Tokyo." (Teacher) "What country is Tokyo in?" (Student) "What country is Tokyo in? Tokyo is in Japan." (Teacher) "What languages do you speak?" (Student) "What languages do I speak? I speak English and Spanish." Main Activity 1: Relative Locations Use a map of the world and objects in the classroom to focus on location: near (what country is near China?), in (what city is in Japan?), under, above, in front of, next to, etc. Main Activity 2: Family Members Review and Extension Use a chart or pictures to explain and discuss terms such as: father, mother, married/single, husband, wife, parent, son, daughter, grandfather/mother. Have students introduce their family and the names of their family members. Main Activity 3: Numbers 10-100 and Time. Practice the numbers 10-100. Correct and drill pronunciation as necessary. Then focus on telling time: 1:15, 2:45, 12:30. What time is it? Feedback and Homework Review and drill key words or structures students have had difficulty with, e.g.: "she her" - "he his"; Assign Written Exercise A. Review Written Exercises from Unit 1. First English: Unit 3 027_EX3_001.PDF Written Exercises A-H First English - Unit 3 027_TG3_001.PDF This unit reviews and extends Unit 2. The communicative focus extends to occupations, and students learn to describe and ask about on-going actions and relative locations. Prereading skills are further developed as limited word and letter recognition tasks are incorporated into comprehension exercises. In Listening, students extend their ability to talk about themselves and their family, including the occupations of their parents and where their parents work and live. In Dialogs, students learn to greet each other and ask about the time. In Dialog 2, the focus is finding out information such as telephone number, and making suggestions. In Vocabulary, the focus is on location and direction prepositions. Students also learn to use the progressive be+V(ing) to express ongoing actions. In Grammar, Students learn more about the present tense, subject-verb agreement, the use of can/can't, and question formation with What, Where, and Who. In Letters and Numbers, students focus on the sound-letter relationships for initial I-P, numbers 10-100, and how to express times such as: 1:10, 3:30, and 10:15. Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 1 and Unit 2. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Introduction, Warm-up, and Hot Seat Review introductions and greetings. Do rapid Hot Seat exercise with selected students. Main Activity 1: Relative Locations and Number Use a map of the world and objects in the classroom to focus on location and numbers: on (how many books are on the desk?) in (how many students are there in this classroom?) next to (how many countries are next to the US?) etc. Main Activity 2: Occupations and Places Focus on common occupations: teacher, student, banker, doctor, pilot, cook, taxi driver, truck driver, etc. Main Activity 3: Words beginning with E-H, and Dictation Have the class say and write 5 words beginning with E, F, G, and H. Follow this with a short dictation. Feedback and Homework Model and drill any key words or structures the students have had difficulty with. Review Worksheet A. Assign Worksheets B-H. Introduction, Warm-up, and Hot Seat. Review introductions and greetings. Do rapid Hot Seat exercise with selected students. In the hot seat, the student should repeat the question asked to him/her (with the appropriate changes) and then answer it as follows: (Teacher) "Who are you?" (Student) "Who am I? I'm Judy." (Teacher) "Where do you come from?" (Student) "Where do I come from? I come from Madrid." (Teacher) "What languages do you speak?" (Student) "What languages do I speak? I speak English and Spanish." Main Activity 1: Relative Locations and Number Use a map of the world and objects in the classroom to focus on location and numbers: on (how many books are on the desk?) in (how many students are there in this classroom?) next to (how many countries are next to the US?) There are 2 books in the bag. Take 1 book out of the bag. Put it next to the map. What's in front of the computer? What's behind it? Who is standing next to the door? Who is to the left/right of the window? etc. Main Activity 2: Occupations and Places Focus on common occupations and where people work: teacher (a teacher teaches at school), student (students study in a classroom at school), banker (bankers work at a bank), doctors (work at a hospital), pilots (fly airplanes), cook (work in a kitchen, hotel, or restaurant), taxi driver (drive taxis), truck driver (drive trucks), what does your father/mother do? etc. Main Activity 3: Words beginning with E-F, and Dictation Have the class say and write 5 words beginning with E, F, G, and H. Then spell the words aloud. Follow this with a short dictation: (1) an egg (2) France (3) a girl (4) a hand (5) east If the dictation is too difficult, then say the word and ask the students to write down the first letter of each word: (1) "an egg" e, etc. First English: Unit 3 027_EX3_001.PDF Written Exercises A-H First English - Unit 3 027_TG3_001.PDF This unit reviews and extends Unit 2. The communicative focus extends to occupations, and students learn to describe and ask about on-going actions and relative locations. Prereading skills are further developed as limited word and letter recognition tasks are incorporated into comprehension exercises. In Listening, students extend their ability to talk about themselves and their family, including the occupations of their parents and where their parents work and live. In Dialogs, students learn to greet each other and ask about the time. In Dialog 2, the focus is finding out information such as telephone number, and making suggestions. In Vocabulary, the focus is on location and direction prepositions. Students also learn to use the progressive be+V(ing) to express ongoing actions. In Grammar, Students learn more about the present tense, subject-verb agreement, the use of can/can't, and question formation with What, Where, and Who. In Letters and Numbers, students focus on the sound-letter relationships for initial I-P, numbers 10-100, and how to express times such as: 1:10, 3:30, and 10:15. Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 1 and Unit 2. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Introduction, Warm-up, and Hot Seat Review introductions and greetings. Do rapid Hot Seat exercise with selected students. Main Activity 1: Dictation Dictate 4 questions, and have the students write them down and answer them. Main Activity 2: Question Game Have students practice making questions. Give an answer, then they ask the question. (Pair/small group work) Optional Activity: Dialog Practice without text support. Have students practice and role-play a short dialog based on this Unit. Feedback and Homework Review Worksheets B-F. Focus on any difficulties students have and make a note of them for further review. Introduction, Warm-up, and Hot Seat. Review introductions and greetings. Do rapid Hot Seat exercise with selected students. In the hot seat, the student should repeat the question asked to him/her (with the appropriate changes) and then answer it as follows: (Teacher) "Who are you?" (Student) "Who am I? I'm Judy." (Teacher) "Where do you come from?" (Student) "Where do I come from? I come from Madrid." (Teacher) "What languages do you speak?" (Student) "What languages do I speak? I speak English and Spanish." (Teacher) "How old are you?" (Student) "How old am I? I'm 12 years old." Main Activity 1: Dictation Dictate 4 questions, and have the students write them down and answer them. (1) What's your father's name? (2) Where do you live? (3) What time is it? (4) What country do you live in? Main Activity 2: Question Game Have students practice making questions. Give an answer, then they ask the question. (Pair/small group work). Example: "I have two sisters." (How many sisters to you have?) "It's my book." (Whose book is it?) "He's looking at the clock." (What's he doing? What's he looking at?) "She's a teacher." (What does she do?) "He works at a hotel." (Where does he work? What does he do?) "They have 3 children." (How many children do they have?) "Their son is 5 years old." (How old is their son?) etc. Optional Activity: Dialog Practice without text support. Have students practice and role-play a short dialog: A: "Is that your book, Judy?" B: "No, it isn't. It isn't my book." A: "It isn't? Whose book is it?" B: "I don't know. Let's give it to the teacher." First English: Unit 3 027_EX3_001.PDF Written Exercises A-H First English - Unit 3 027_TG3_001.PDF This unit reviews and extends Unit 2. The communicative focus extends to occupations, and students learn to describe and ask about on-going actions and relative locations. Prereading skills are further developed as limited word and letter recognition tasks are incorporated into comprehension exercises. In Listening, students extend their ability to talk about themselves and their family, including the occupations of their parents and where their parents work and live. In Dialogs, students learn to greet each other and ask about the time. In Dialog 2, the focus is finding out information such as telephone number, and making suggestions. In Vocabulary, the focus is on location and direction prepositions. Students also learn to use the progressive be+V(ing) to express ongoing actions. In Grammar, Students learn more about the present tense, subject-verb agreement, the use of can/can't, and question formation with What, Where, and Who. In Letters and Numbers, students focus on the sound-letter relationships for initial I-P, numbers 10-100, and how to express times such as: 1:10, 3:30, and 10:15.