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

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