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Shatin Tsung Tsin Primary School

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					                                                                                         Shatin Tsung Tsin School
                                                                   2003/2004 Second Term Primary 1 Scheme of Work
Module: The natural world (I)
Unit: 1 & 2 (On the farm, Animals)              Big Book: Big and Little
Week      Tasks        Targets      Vocabulary             Language items /                    Skills / Strategies          Attitudes                  Activities / Teaching methods                      Resources
                                                        Communicative Functions
       Writing an     ID (b)      Animals:              Using an imperative to         Speaking —                          Show          1.   Textbook Unit 1                                        Picture cards of
       animal         ID (e)      dogs, ducks,           give instructions e.g.            Open an interaction by           keenness to                                                               animals
       riddle for a   KD (a)      hens, pigs, cats,      Look!                              eliciting a response             participate 2.     Textbook Unit 2
       class big      KD (b)      chicks,               Asking ‘Wh-‘ questions to         Maintain an interaction by       in activities
       book           KD (f)      mouse,                 find out specific                  providing information in                       3.   Ss make suggestions on what body parts a monster Jigsaw puzzles
                      ED (a)      elephant,              information about an               response to factual             Show               has with the structure ‘It has ____ (no.) _____     /Picture cards of
                                  giraffe, bear,         object e.g. What are they?         questions                        confidence         (body part)’ and create a monster on blackboard in body parts
                                  tiger, lion,           What’s that?                      Use modelled phrases and         in using           class. Ss work in groups to produce other monsters.
                                  rabbit                Using pronouns to express          sentences to communicate         English
                                  Monkey, bird           facts e.g. They’re pigs.           with others                                    4.   T reads aloud a big book ‘Big and Little’ with ss
                                                         What are they?                    Pronounce correctly                                 and introduce animal names to ss.                      Big book
                                  Numbers               Using nouns to identify            words in isolation: ‘g’ and
                                                         animals/things e.g. chicks,        ‘h’ in a rhyme                                5.    Sing a song about food for animals with ss.
                                  Body parts:            legs, It’s a monkey.                                                                                                                       Song
                                  head, body,           Using adjectives to show       Listening —                                       6.    Show a PowerPoint with partial pictures of food for
                                  legs, arms, tail,      quantities e.g. ten chicks         Identify key words by                              animals and ask ss to guess what the food is. Talk  PowerPoint
                                  beak, wings           Asking ‘How’ questions              recognizing the stress                             about what food animals like and ask ss to make     Picture cards of
                                                         to find out quantity e.g.          Locate specific                                    sentences e.g. It is a monkey. It likes bananas.    food
                                  Colours: red,          How many chicks?                    information in response to
                                  orange, white,        Use the impersonal                  simple questions                             7.    Introduce opposite adjectives with big and little.
                                  black, blue,                                                                                                  Revise some more adjectives learnt before.             Picture cards
                                                         pronoun ‘it’ to express            Recognize alliterative and
                                  brown, grey,           facts e.g. It’s a bird.             rhyming words in a                                                                                        with adjectives
                                  pink, yellow,                                                                                           8.    Ask ss what colour the animals are. Introduce the
                                                        Using pronouns to                   listening game
                                  green                                                                                                         structure ‘It is _____ (colour)’. Teach them some
                                                         identify animals e.g. It has       Discriminate between
                                                                                                                                                more colour names.                                     Colour cards
                                                         a head.                             words with different initial
                                  Food: bananas,
                                                        Using nouns to refer to             sounds: ‘g’ and ‘h’, ‘i’ and
                                  cheese, grass,                                                                                          9.    Ss work in pairs. Student A gives a sentence e.g. it
                                                         more than one object e.g.           ‘j’
                                  meat, fish,                                                                                                   has a big head. Student B chooses the right picture
                                                         wings                              Identify key words in an
                                  bones,                                                                                                        on the worksheet. Ask students to describe some
                                                                                             utterance by recognizing
                                  carrots, leaves                                                                                               body parts of animals.                                 Worksheet
                                                                                             the stress
                                  Adjectives:
                                  big/small,
                                  tall/short,
                                  long/short,
                                  thin/fat


Annual Sharing        (July 04)                                                                                                                                                             CDI/SBCDS
Week    Tasks     Targets    Vocabulary          Language items /                     Skills / Strategies        Attitudes                 Activities / Teaching methods                      Resources
                                              Communicative Functions
                                              Using the simple present        Reading ---                                   Task: Writing an animal riddle for a class big book
                                               tense to express simple            Locate specific
                                               truths e.g. It has a small          information in a short text
                                               head.                               in response to questions                  1.   Introduce a riddle and ask ss to make guesses.            Riddle
                                              Using adjectives to                Pronounce correctly
                                               describe things e.g. a big          words in isolation: ‘i’ and               2.   Read the riddle chorally, and then invite ss to read it
                                               body                                ‘j’ in a rhyme                                 with gestures.
                                              Using definite articles to
                                               refer to specific things e.g.   Writing ---                                   3.   Class writing: Teacher demonstrates how to write a        Worksheet
                                               It’s the beak.                      Develop written texts by                      riddle by encouraging ss to suggest colours,
                                                                                   adding personal ideas and                      adjectives to describe the body parts and food.
                                                                                   information to writing
                                                                                   when a model is provided                  4.   Pair writing: Ss write their riddle in pairs. Select
                                                                                                                                  some pairs to read aloud their riddles in class and ask Worksheet
                                                                                                                                  other ss to make guesses.

                                                                                                                             5.   Individual writing: Ss draft their own riddles for
                                                                                                                                  teacher’s corrections. Ss write the riddle and draw a     Card paper
                                                                                                                                  picture of the animal on a card paper.

                                                                                                                             6.   Select some ss to read aloud their riddles in class and
                                                                                                                                  ask the other ss to guess.

                                                                                                                             7.   Compile ss’ work and produce a class big book.
                                                                                                                                  Circulate the big book among classes.




Annual Sharing   (July 04)                                                                                                                                                       CDI/SBCDS
Annual Sharing   (July 04)   CDI/SBCDS