Page 22 - SplashTB A Sample_v2.indd

SAMPLE MATERIAL

Unit 4 Lesson 2

Materials

Tex apron Routine clock Washing line Weather flashcards Unit 4 flashcards Unit 4 storycards Audio CD1

1 Circle time andWeather routine

• If you have a routine clock, move the hand to ‘Circle time’ before the start of class.

• Start the class with the Circle time routine you have chosen to do with your class.

2 Game time: Vanishing vocabulary

• If you have a routine clock, move the hand to ‘Game time’ and tell the children that you are going to play a game called Vanishing vocabulary.

• Display the clothes flashcards at the front of class.

TEACHING TIP  It’s a good idea to involve the puppets in your games, for example, when putting flashcards up or demonstrating what to do.

• Play the Unit 4 word list, encouraging the children to repeat the words as they hear them and point to the appropriate flashcard.

• Repeat the procedure a number of times, first working on pronunciation and then chanting the words at different pitches and tempos.

• Now turn the first flashcard (socks) face-down. Point to it and say What’s this? Can you remember? Encourage the children to name the hidden item of clothing.

• Keeping the socks flashcard facing down, do the same for the next flashcard (boots). Now ask the children to name both items of clothing that have vanished. Continue the procedure until all the flashcards are face down and see if the children can remember them all.

3 Song time: Sweater, jacket, socks and boots

• If you have a routine clock, move the hand to ‘Song time’ and tell the children that they are going to hear a song.

• First, show the children the sticker worksheet from Lesson 1. Play the new song, pointing to the various items of clothing as you hear them.

TEACHING TIP  The word order of the song is slightly different to Tex’s words and the story. This should prove a small extra challenge for children who have got used to saying the clothes words in a certain order.

• Display the Unit 4 clothes flashcards in order of the song: sweater, jacket, socks and boots. Say the clothes items and encourage children to do the appropriate action as they hear each word.

• Play Sweater, jacket, socks and boots, demonstrating the actions to the children as the song plays. Encourage the children to copy the actions.

Sweater, jacket, socks and boots

Sweater, jacket socks and boots Socks and boots.

Sweater, jacket, socks and boots Socks and boots.

And a hat and mittens, too. Keep us warm. Yes they do! Yes they do!

TEACHING TIP  This song gets a little faster with each new verse. Do not worry if children cannot accurately keep up with the actions as they get faster; simply embrace the fun of the song!

4 Table time: Pop-outs

• If you have a routine clock, move the hand to ‘Table time’. Play the Table time rhyme, motioning for the children to go back to their tables.

• Give out the Unit 4 pop-out. The children have to press out Dizzy and her clothes.

TEACHING TIP  This pop-out contains a lot of small pieces. Encourage children to use their Splash envelope to store these pieces in, or ask parents to supply a small container for this purpose.

• Fast finishers can be encouraged to practise the unit vocabulary by placing the clothes on Dizzy in an order you specify. Try to choose a logical order for her to put her clothes on; it would be a little strange for Dizzy to put her socks on before her boots, for example!

5 Story time: Let’s make a snowman!

• If you have a routine clock, move the hand to ‘Story time’ and play the Story time rhyme. Tell the children that they are going to hear the story again, but this time they must listen carefully and dress Dizzy in the same order as the story.

• Play the story and encourage the children to put the clothes onto the Dizzy pop-out as they hear them mentioned.