Unit-6: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 5 and Unit 6. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Warm-up and Hot Seat Presentations After warm-up, have 2 students stand up, introduce themselves to the class, and present their daily schedules. Main Activity 1: Daily Activities In groups or pairs, have students say where they are and what they are doing at several times during a typical day. Main Activity 2: Deciding about Food Focus on food-related vocabulary and useful phrases when deciding what to eat or drink: "I'd like a glass of water", "Let's have noodles for lunch." Main Activity 3: Large Numbers and Decimal Fractions Dictate some large numbers and decimal fractions, and have the students read them back. Feedback and Homework. Review, drill and practice key expressions from the lesson. Assign Written Exercise A. Introduction, Warm-up, and Hot Seat. After warm-up, have 2 students stand up, introduce themselves to the class, and present their daily schedules. Then have other students ask them questions about their schedules. e.g. "How do you get to school?" Main Activity 1: Daily Activities In groups or pairs, have students say where they are and what they are doing at several times during a typical day. Example: "Where are you and what are you doing at 5:00 in the morning?" (I'm at home in bed, and I'm sleeping.) "Where are you and what are you doing at 7:30 in the morning?" (I'm on a bus and I'm going to school.) "At 4:30?" (At 4:30, I'm still at school, and I'm practicing basketball with my team.) "At 11:30 in the morning?" (At 11:30 I'm in the computer lab and I'm studying First English." etc. Have students focus on 5 or more different times during the day. Main Activity 2: Deciding about Food Focus on food-related vocabulary and useful phrases when deciding what to eat or drink: "I'd like a glass of water", "Let's have noodles for lunch." Find out what kinds of food/drink the students like or don't like for each meal. What do the students have for breakfast, lunch, and dinner? Who cooks? What about desserts, sweets, and junk food? How much do they eat? How much does it cost? Main Activity 3: Large Numbers and Decimal Fractions Dictate some large numbers and decimal fractions, and have the students read them back. Examples: (1) 1,150,000 (one million, one hundred and fifty thousand); (2) 1,000,151; (3) 55,575; (4) 25,885; (5) 84,550,000; (6) 3,035; (7) 23,515 (8) 230,550 (9) 550,000,000 (10) 73,340 Decimal fractions: (1) 0.01 (zero point zero one or one one hundredth) (2) 0.25 (3) 0.015 (4) 1.5 (5) 2.005 etc. Focus on clear pronunciation of these numbers and encourage students to compare their pronunciation with the models in First English. Feedback and Homework Review and drill key words or structures students have had difficulty with. Assign Written Exercise A. Review Written Exercises from Unit 5. First English: Unit 6 027_EX6_001.PDF Written Exercises A-H First English - Unit 6 027_TG6_001.PDF This unit reviews and extends the language from Unit 5, with a particular focus on 'going to' to express the future. Other focus areas include: needs, ability, telephone expressions, final consonants, large numbers and decimal fractions. Students at this level are ready to begin concurrent study of 'English For Success' to help prepare them for academic English. Unit-6: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 5 and Unit 6. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Warm-up and Hot Seat Presentations After warm-up, have 2 students stand up, introduce themselves to the class, and present their daily schedules. Main Activity 1: Next Weekend or Holiday In groups or pairs, have students say what they are going to do this weekend: Saturday and Sunday, or during the next holiday. Main Activity 2: Dictation: A Pet Store Dictation about a pet store. Then talk about pets and animals. Main Activity 3: Telephone dialog Practice in pairs and then role play Dialog 1 from Unit 6. Feedback and Homework. Review, drill and practice key expressions from the lesson. Review Written Exercise A, and assign Written Exercise B-H. Introduction, Warm-up, and Hot Seat. After warm-up, have 2 students stand up, introduce themselves to the class, and present their daily schedules. Then have other students ask them questions about their schedules. e.g. "How do you get to school?" Main Activity 1: Next Weekend or Holiday In groups or pairs, have students say what they are going to do this weekend, or during the next holiday: "What are you going to do on Saturday morning?" (On Saturday morning I'm not going to do anything!) "What are you going to do this weekend?" etc. After working in pairs, ask 3 or 4 students to report to the plans of their partner to the class: "On Saturday morning (name) isn't going to do anything!" Find out about the next holiday. When is it? What are the students going to do during the holiday? Main Activity 2: Dictation: A Pet Store Dictation: (1)My grandparents own a pet store. (2) It's in a little town about 100 kilometers from my house. (3) It sells food and other things for cats, dogs, birds and fish. (4) Across the street from the pet store is a pet hospital. (5) It's for sick or injured animals. (6) Some people really love their pets. Have the students check for accuracy and then summarize the dictation. Then ask follow-up questions like: 'What kind of store is it?' 'What does the store sell?' 'Why do people bring their pets to a pet hospital?' 'What animals are good pets?" "What kind of pet do you have?" "Which do you prefer, dogs or cats?" etc. Main Activity 3: Telephone dialog Practice in pairs and then role play Dialog 1 from Unit 6 or a variation. Then summarize the situation: Ken is at home. He is doing his homework. Shawn is going to go to the school gym. He wants Ken to come. etc. Feedback and Homework Review and drill key words or structures students have had difficulty with. Review Written Exercise A, and assign Written Exercise B-H. First English: Unit 6 027_EX6_001.PDF Written Exercises A-H First English - Unit 6 027_TG6_001.PDF This unit reviews and extends the language from Unit 5, with a particular focus on 'going to' to express the future. Other focus areas include: needs, ability, telephone expressions, final consonants, large numbers and decimal fractions. Students at this level are ready to begin concurrent study of 'English For Success' to help prepare them for academic English. Unit-6: Review Study Records. Check Study Frequency and Study Path. Students should study lessons in both Units 6 and Unit 7. Review Study Score. Provide coaching information to improve Study Score. Check to see that they are recording sentences and monitoring their recording. Warm-up and Hot Seat Do rapid Hot Seat exercise with selected students. Focus on where the students live and how they are going to get home from school later today. Main Activity 1: Giving Directions (Review) Use a map of your city (or any city) and give detailed directions of how to get to different places of business. Main Activity 2: Dictation and Discussion: Needs Dictation about needs. Then talk about different kinds of needs. Main Activity 3: Letter/Sound Grid (See example in Worksheets) Draw a 4 x 4 grid on the board. Put 1 consonant into each cell. Focus on location of each consonant, then example sounds and words for each. Feedback and Homework. Review, drill and practice key expressions from the lesson. Review Written Exercise B-H. Warm-up and Hot Seat Do rapid Hot Seat exercise with selected students. First focus on abilities, such as swimming: Can you swim? Can you play chess? How well can you X? Then focus on where the students live and how they are going to get home from school later today. What time are you going to leave school? How are you going to get home? How long does it take for you to get home? What bus/train do you take? How often does the bus leave? How do you get from the bus stop to your house? Main Activity 1: Giving Directions (Review) Use a map of your city (or any city) and give detailed directions of how to get to different places of business from the City Center: e.g. From the City Center, take the Green Subway line 5 stops, to X Park, etc. Use expressions like: cross the street, turn left at the corner, go west, about 50 meters, etc. Give small groups or pairs of students a different set of places to go. You can also use the Internet, but English-only. Main Activity 2: Dictation and Discussion: Needs Dictation: (1)Everybody needs food and water. (2) Without food and water, we can't live. (3) We also need clothes and a place to live. (4) Without clean air, we can live, but it isn't good for us. (5) We need to take care of our environment. Have the students check for accuracy and then summarize the dictation. Talk about our 'environment': our world, the air, water, trees, nature, etc. Then ask follow-up questions like: 'What other things do you need?' (a cell phone, a computer, keys, money) 'What do you need at school?' 'What do you need to carry with you?' 'What do you need to see?' (Do you need glasses?) 'What do you need to play basketball?' (a basketball, a place to play basketball) etc. Have students work in pairs to answer these questions, and then report to the class. Main Activity 3: Letter/Sound Grid (See example in Worksheets) Draw a 4 x 3 grid on the board. Put 1 consonant into each cell. Example: First row: b, p, d, t; Second row: t, l, r, g; Third row: f, v, m, n. Describe the location of each letter: 'b' is in the top row, left; or 'b' is above the 't' and to the left of the 'p'. Be creative. Then give a location in the grid, and ask students to identify the letter and its sound, with an example word. Example: "What letter in the bottom row, on the far left?" Ans: It's an 'f'. It sounds like this: (make sound). "What word begins or ends with an f?" Ans: The number 'four' begins with an f." "Who can spell the word 'four'?" etc. If this is difficult, students can work in pairs. Which sounds are difficult for your students? Feedback and Homework Review and drill key words or structures students have had difficulty with. Written Exercise B-H. First English: Unit 6 027_EX6_001.PDF Written Exercises A-H Letter-Sound Grid 027_GR6_001.PDF Sample 4x3 Consonant Grid First English - Unit 6 027_TG6_001.PDF This unit reviews and extends the language from Unit 5, with a particular focus on 'going to' to express the future. Other focus areas include: needs, ability, telephone expressions, final consonants, large numbers and decimal fractions. Students at this level are ready to begin concurrent study of 'English For Success' to help prepare them for academic English.