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

• 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.

• 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.

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.

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

• First, show the children the sticker worksheet from Lesson 1. Play the new song, pointing to the 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 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 approp they hear each word.

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

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; simp fun of the song!

• If you have a routine clock, move the hand to ‘Table time’. Play the Table time rhyme, motioning n 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

ner for this purpose.

• t 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!

• 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.

• includes an Introduction section that explains the methodology and concept of Oxford Splash Plus, as well as sections on the use of stories, songs, routines and puppets

• complete description of the syllabus and objectives for the course

• unit walk-through explaining the principle points of each lesson

• detailed lesson plans for each unit, including unit overviews that will help plan what extra resources are needed and how to involve parents

• extensive ideas bank, full of extra suggestions in order to make the most of the resources

• templates and cut-outs for making class resources such as a routine clock, masks and weather badges

• Tex’s words worksheets, for further practice of main vocabulary

• Frankie talks worksheets to reinforce the communicative language

• Plus Dizzy’s project worksheets, for reinforcement of the project language and practising the key concept

• Spot’s portfolio, for revising all the unit language and the allows the teacher to monitor each child’s progress

• a clearly structured phonics programme that offers a one or two-year introduction to the main sounds and letters of English

• an Introduction section that explains the rationale for phonics and what it involves

• mapping grids that describe the sounds for each term, covered in one or two-year programmes

• session notes that suggest how to introduce and practise the sounds and build solid reading skills

• printable resources and ideas for how to use them, such as letter flashcards, wordcards and phonics fans

• audio for all the sounds, words, and also simple tongue twisters to assist with practise and pronunciation

• one DVD-ROM per level for use with Interactive Whiteboard or projector

• interactive games that reinforce the key language for Tex’s words and Frankie talks

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

If you have a routine clock, move the hand to ‘Song time’ and tell the children that they are goi ng. First, show the children the sticker worksheet from Lesson 1. Play the new song, pointing to the of

The word order of the song is slightly different to Tex’s words and the story. This should extra challenge for children who have got used to saying the

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 approp they

, d he actions to the children as the song plays. Encourage the

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; simp fun

If you have a routine clock, move the hand to ‘Table time’. Play the Table time rhyme, motioning n to

This pop-out contains a lot of small pieces. Encourage children to use their Splash envelope to store

ner for this purpose.

• t vocabulary by placing the clothes on Dizzy in an order you specify. Try to choose a logical order for her to put her

The art of teaching is the art of assisting discovery. Mark Van Doren (Poet and Pulitzer Prize winner)

Present and practise winter clothes vocabulary: socks, boots, sweater, jacket, hat, mittens

Put on your … Review colours, numbers and weather vocabulary Project: present and practise parts of the body vocabulary: legs, arms, body, head and investigate melting

Tex apron Frankie, Dizzy and Spot puppets Routine clock Washing line Class Book Character flashcards Unit 4 winter clothes flashcards Unit 4 storycards: Let’s make a snowman! Photocopy Masters 16, 26, 38 Reward stickers Audio CD1 DVD Interactive Whiteboard Resources

• In this unit, the children will be introduced to winter clothes vocabulary and learn about the clothes we wear when it’s cold outside.

• Even if you don’t usually do so, it is a good idea to include the Weather song in your Circle time routine throughout the unit, as the weather – particularly cold weather – is an important feature of it.

• Ensure the class understand that you will be focusing on cold weather in this unit by discussing in this in their L1 prior to starting the unit. Encourage them to talk about what sort of clothes they might wear when it’s winter and it’s cold outside. To help consolidate their understanding you may wish to bring in some suitable clothing items and / or ask parents to supply some of the children’s own.

• The project in this unit introduces new language for parts of the body in a similar wintery context to the rest of the unit. This is done predominantly through the use of a snowman’s body parts: his legs, arms, body and head.

• The project also has a cross-curricular slant, offering you the opportunity to integrate science into your English lesson. Again this makes use of familiar themes (winter, snowmen and the weather) to help children investigate things like how a snowman melts and the difference between feeling cold and warm. As some of these experiments will require you to use a combination of English and the L1, you may wish to discuss and co-ordinate your plans for this project with your teaching colleagues.

Page 4 - SplashTB A Sample_v2.indd

This is a SEO version of SplashTB A Sample_v2.indd. Click here to view full version

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