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									                 ESF Educational Services English Language Section Purposes and Aims
1. Building confidence 2.Building on existing levels of ability 3. Creating an enjoyable classroom experience


                                         Long Term Plan
          Name: NunziaFerraretto        Term: Spring 2006             Theme: Dinosaurs
          Site: Quarry Bay School       Day: Tues/Thursday            Age Group: Reception

                        Week One-Tuesday 10January 2006
                                             ASSESSMENT

                       Week One-Thursday 12 January 2006
                                             ASSESSMENT

                       Week Two-Tuesday 17 January 2006
                                             ASSESSMENT

                      Week Two-Thursday 19 January 2006
                                             ASSESSMENT

                     Week Three – Tuesday 24 January 2006
                                             ASSESSMENT


                     Week Three-Thursday 26 January 2006
                                             ASSESSMENT

           Week Four-31 January & 2 February 2006 (Chinese
                         New Year Holiday)
          English Language Section - Spring Term 2006 LTP (Tues/Thurs)
              Week Five-Tuesday 7 February 2006
Book: Robert and the Dinosaurs

Objectives: By the end of the lesson students will be able…
to recall household objects
to brainstorm equivalent objects
to make predictions
to spell phonetically
to reproduce the narrative in the form of a role play

 Introduction: Following from the assessment activity of ordering children
alphabetically by name, repeat but this time order them by age. Elicit their age, then their
month of birth and ask them to place themselves in order. Record their placement by
creating a timeline on the w/board.
Erase and create a second timeline on the w/board but this time using familiar events e.g.
the birth of family members to ensure the students have a good grasp of the concept of
time and historical chronology. Ask where they should put the birth of the first dinosaur.
Can we visit the time of Grandma‟s birth? Can we visit the time of the Dinosaurs birth?
Ask students to think of different ways that they might visit the time of the dinosaurs.
Guide them towards the idea of a special machine that can travel through time.

Activities:
 1: Introduce the book as a story about a little boy who wanted to visit the land of the
dinosaurs and decided to make his very own time machine.
Show the sts the flashcard of Robert‟s time machine and ask the students what household
objects they think they would need to make a time machine. Draw and label suggestions
on the w/board

2. Distribute the “What can I use to make...” activity sheet and ask students to fill the
thought bubble with drawings of things they could possibly use to make their time
machine.

NB The very young students who maintain that they cannot draw and are unwilling to try
may cut and stick pictures from the accompanying sheet.
- Post completed activity sheets on the w/board and compare and contrast the contents.
Question students (as far as possible) as to why they made their particular choices and
what function they would fulfill.

Extension Activities:
1. Read „R&tD‟ book in its entirety for the initial reading.

NB Things to note during reading:
   encourage students to replicate the noises they will hear: the bang bang of the
      hammer, the thump of the time machine as it lands, the munch munch of the
      diplodocus eating, the zzzzzz snoring sound on the sleeping stegosaurus, the fast
      drumming sound of the running oviraptor‟s feet, the splish splash of the

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
       swimming plesiosaur, the whoosh of the swooping pteranodon, the roar of the T-
       Rex
Note the corresponding verbs: eat, sleep, run, swim, fly, roar and elicit predictions at each
point when you read …and he saw…

2.Play a game whereby the students have to make corresponding actions and/or sounds
when they hear (or if the students can read/have initial sound letter recognition) or see the
corresponding verb.


    Week Five-Thursday 9 February 2006(LTP Due)
Book: Robert and the Dinosaurs

Objectives: By the end of the lesson students will be able…
to recall household objects
to brainstorm equivalent objects
to make predictions
to spell phonetically
to reproduce the narrative in the form of a role play

Introduction: -Re-read/Recap „R&tD‟ book. Pause on page 1 to make particular note of
what Robert uses to make his time machine
As each item is identified post the corresponding flashcard on the w/board.
Activities:
1. - Show the students the word flashcards and encourage them to use their phonic skills
to decode the words by identifying the initial letter/sounds to decide which of the 2 word
flashcards matches each picture.

2.Continue the recap pausing to look at the individual dinosaurs Robert meets and name
them. Divide sts into pair/small groups and distribute a selection of upper and lower case
magnetic letters to each group. Post a flashcard (dipodocus is the best choice) of a
dinosaur and ask sts to help you to write the name. Say the name stressing the individual
sounds (one step at a time) and students to bring letters they think represent the sound.
Post on w/board and eliminate: any „wrong choices‟ by making the sound of the letter
and comparing it to the name, capitals, (other than for the initial letter) telling students
that big letters are only used and the beginning of some words, and then spell out the
name with the remaining correct letters.
Extension Activities:
1.Teacher holds up the relevant dinosaur flashcards as sts talk about their physical
characteristics and how sts think they might move around. Brainstorm suitable action
words (other than the previous verbs) swoop, stomp, crash etc and adverbs (if possible)
noisily, wildly etc.

2. - Play a game whereby the students sit in a circle and take turns to act out/mime
nominated actions (suggested by teacher and/or peers)

      brush your teeth like a tyrannosaurus

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
      skip (jump rope) like a diplodocus
      make a cup of tea like a stegosaurus
      eat a hamburger like a pteranodon
      take a bath like a pleisiosaur

              Week Six-Tuesday 14 February 2006
Book: Explore The 3-D World of Dinosaurs Park

Objectives:
recognize and read high-frequency sight words
touch and feel dinosaur toys
match pictures, stick and paste to complete „All Kinds of Dinosaurs‟ booklet

Introduction: Sing dinosaur balancing song:
1. One little Dinosaur balancing, (One child walks and pretends to be a dinosaur on a
piece of string)
   Step by step on a piece of string.
   He thought it such a wonderful stunt,
   That he called for another little dinosaur. (Another child joins the line, then there are
two little dinosaurs balancing and so on)
    (until five)
   Five little dinosaurs balancing,
   Step by step on a piece of string.
   All of a sudden, the piece of string broke!
   And down came all of those little dinosaurs. (Children all fall down on the ground)

Activities
1. Children settle down and sit in a circle.
Pass a bag around, students touch and feel bag to guess what is inside. Students use
descriptive language.

2. Using flashcards teach high-frequency sight words. Students practice using words
when answering questions.

Extension Activities:
1. Pre-teach then students cut and paste to complete „All Kinds of Dinosaurs‟ booklet.
2.Sing the song” I want to clap my hands when I see you.”


               Week Six-Thursday 16 March 2006
Book: Explore The 3-D World of Dinosaurs Park.

Objectives: The learner will be able to:
discuss what they know about dinosaurs
make a dinosaur model.
discuss the features of a dinosaur

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
Introduction: Song: „The Dino Dance-O‟ (Song from Assessment).
Activities:
1. Read the book, “Explore The 3-D World of Dinosaurs Park.”
2. Pre-teach the dinosaur model and then students make their own model.

Extension Activities:
1Show students dinosaur toys, discuss their shape and features. List on the white board.

2.Song:One little, two little, three little dinosaurs, (Ten little Indians tune)
  Walking in the forest and walking on the seashores.
  It makes me sad they‟re not around anymore.
  Dinosaurs were really great! Hooray!

            Week Seven-Tuesday 21 February 2006
Book: Ten Terrible Dinosaurs

Objectives: By the end of the lesson the learner will be able to
complete a dinosaur puzzle
use language „have/ haven‟t got‟
practice to count 1-8.
use motor skills and hand paints a Chinese New Year mandarin tree.
Introduction: Register. Sing songs;
1. I want to clap my hands when I see you,
2. One little dinosaur balancing step by step on a piece of string, (Song from week two)

Activities:
1. Divide class into two groups on the carpet and play a game. This game is useful for
practicing have/ haven’t got. Give out each group the dinosaur cut-out puzzle pieces and
a dice which they take turns to roll. Each cut-out has a number 1 to 6. One child rolls the
dice and says “I have got a …” The number corresponds with a body part to form a
Dinosaur puzzle picture. If a pupil rolls the dice and gets a part of the body that has been
chosen then pass the dice on to the next pupil. The first group to complete the puzzle is
the winner.
2. Read the title of the book, predict and brainstorm what the story is about. Read Ten
Terrible Dinosaurs.

Extension Activities:
1. Game: Ask students to walk/run around, and suddenly say “There are (three) in your
group!
Children have to quick get into groups of (three)
Go to each group and ask how many there are in their group. Each group has to answer.
There are (three) in our group.
Repeat with other numbers in your group.

2. Sing the Dino Assessment song



English Language Section - Spring Term 2006 LTP (Tues/Thurs)
          Week Seven-Thursday 23 February 2006
Book: Ten Terrible Dinosaurs

Objectives: The learner will be able to:
use language „have/ haven‟t got‟
make a „snapdragon‟
use questions „What colour do you want? What number do you want?‟
use motor skills and to paint a dinosaur

Introduction: Pre-teach the „Snap Dragon‟ Activity. With a snapdragon, you can
practice the questions „What colour do you want? What number do you want? You‟ve
got” Students follow your instructions and watch you.

Activities:
1. Make the „Snap Dragon.‟ Divide the class in half. You will need to help the children
fold the paper to make the snapdragon. Before starting the activity students colour the
dinosaur pictures and the circles.

2. Using the snapdragon
Ask the group you working with to use the snap dragon with you. Move the snapdragon
with your fingers. Show children how to hold the snapdragon and how to move their
fingers.
T: What colour do you want?
S: I want yellow.
T: Yellow ( move the snapdragon twice, once on each syllable)
Now open the snapdragon so that the student can see the numbers inside.
T: What number do you want?
S: I want 4
Count while making the snapdragon move with each number: one, two, tree, four!
Ask the same question two more times, and on the last time, open up the snapdragon to
show the triangle behind. There is a picture of a dinosaur and you say “You„ve got a T
Rex”
Everybody goes around the class using the snap dragon with each other.

Extension Activities:
1. Paint dinosaur pictures. You may want to copy pictures from Ten Terrible Dinosaurs
so that students may follow and attempt to replicate.

2.Repeat dino claws song from Tuesday and get students to suggest different dinosaur
actions to use in song.

            Week Eight-Tuesday 28 February 2006
Book: Dinosaur, Dinosaur

Objectives:

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
- students will be able to identify texture adjectives (bumpy, furry, rough, smooth, slimy,
soft, lumpy, spiky)
     - students will be able to develop their fine motor skills in the context of texture
        rubbings and other art activities
     -
Introduction: Ask students how are you today? Hands up, who is a sleepy/hungry/happy
dinosaur today? Student replies 'I am/am not sleepy/hungry/happy'. Sing dinosaur version
of 'If You're Happy And You Know It' with appropriate acitons.

If you're a sleepy dinosaur stamp your feet
If you're a sleepy dinosaur stamp your feet
If you're a sleepy dinosaur and you really want to ROAR, if you're a sleepy dinosaur
stamp your feet.

If you're a hungry dinosaur clap your hands etc (as above)

If you're a happy dinosaur shout hurray, HURRAY etc (as above)

(Sing this last verse really slowly once and then sing it really quickly again)
If you're a sleepy dinosaur stamp your feet
If you're a hungry dinosaur clap your hands
If you're a happy dinosaur and you really want to ROAR, if you're a happy dinosaur
shout hurray, HURRAY.
Activities:
1.STUDENTS WILL SKETCH A4 PICTURE OF A DINOSAUR AND PAINT
Show students the dinosaur pictures from the inside front and back cover of story book,
have a quick discussion on the different shapes of the dinos and their distinguishing
features. Seat students and show them how to draw a simple dinosaur as big as they can
on A3 paper (I suggest T-rex, Dipolodocus, Triceratops for easy shapes), eg for
Diplodocus draw a large egg shape for body, long neck and small head, long tail, 4
rectangle legs. Ss choose which one they want to draw and complete – pictures don't
need too many details as students will be painting. Students paint their pictures and leave
to dry. This painting is for next weeks class.
2.INTRODUCE TARGET VOCAB THROUGH REALIA
Circle time – Show students realia and use it to introduce/elicit the texture vocab. Get
students to run their fingers over the different textures and feel the differences, discuss if
they think dinos skin would have felt like this. Sandpaper – rough, their own skin –
smooth, a strip of fake fur – furry, bubble wrap – bumpy, washing up liquid – slimy,
cotton wool – soft, toothpicks – spiky, newspaper balls in a sock – lumpy.
Extension Activities:
 1.STUDENTS TAKE RUBBINGS USING A3 SHEET AND A CRAYON
Tell students we will make our own dinosaur skin! Demonstrate to students how to make
rubbings around the class. Use an A3 sheet of paper and the long side of a crayon, place
paper over a surface and rub the crayon quite hard over the top, see how the rubbing
looks. Students take rubbings from around class and they can also take them from outside
(walls, floors, chair, table, carpet, baskets etc). Students must cover A3 sheet with
patches of different rubbings. This A3 sheet of rubbings is their “dino skin”.

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
               Week Eight-Thursday 2 March 2006
Book: Dinosaur, Dinosaur

Objectives:
 students will be able to identify texture adjectives (bumpy, furry, rough, smooth, slimy,
soft, lumpy, spiky)
students will be able to develop their fine motor skills in the context of texture rubbings
and other art activities

Introduction:
Activities:
1.STUDENTS MAKE DINO HANDS WITH CLAWS AND DINO FEET
Seat students and demonstrate. Turn A3 'dino skin' rubbings over and on half the sheet
use a pencil to roughly draw around your hands (its better to make fingers quite fat and
stumpy and hands big as it will be easier to stick on claws later). Cut out 2 hands. Give
students a long strip of coloured card, about an inch thick, to cut out triangle shapes with
– these are the claws which students then glue onto each finger.. Younger students may
need pre-cut out claws! Staple a thin strip of card to inside of dino hands for students to
slip their hands into and hold the dino hands on. (I will provide example of dino hands)

To make dino feet is the same procedure with students drawing around their 2 feet this
time on the remaining piece of A3.
2.STUDENTS BECOME TEACHER AND SHOW AND TELL
Circle time – encourage students to become teacher. In turns they show their claws/feet
and pointing at the different textures tell other students how their “skin” feels using target
vocab eg „It is spiky‟ , „It is bumpy‟.

Extension Activities:
1.MOVEMENTS AND DINO CLAWS SONG
With students wearing their claws and feet, go through different movements with
students eg nod your head, shake your claws, stamp your feet, wiggle your body etc.
Then sing „Roll Your Claws” song to tune of „Row Your Boat‟. First time tell students to
sing it really slowly, then pause and sing it really quickly

Roll, roll, roll your claws slowly as can be
Roll, roll, roll your claws just like me

Roll, roll, roll your claws quickly as can be
Roll, roll, roll your claws just like me

Repeat this song with any of the different movements eg
Stamp, stamp, stamp your feet slowly as can be
Stamp, stamp, stamp your feet just like me. e
2.Put different toys/items into a bag. Students take turns to put their hand into the bag,
feel an item without looking and describe its texture and size to the class using. Students

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
try to guess the correct item.




Book: Dinosaur Roar

Objectives: The learner will be able to…

      Say the names of some dinosaurs.
      Describe the characteristics of the dinosaurs in the book.
      Use comparative language when discussing the characters.
      Nominate a dinosaur the children like.
      Explore, experiment and build on their rhyming words.

Introduction:
Brainstorm names of Dinosaurs.
Write their answers on the whiteboard or chart paper.
Explain the difference between Reptiles and Mammals.
Show some picture cards of Mammals and Reptiles and match the pictures with the
words reptile and Mammals.
(Materials – Flash cards).
Activities:
1.Sing the Dinosaur‟s action song:

I am a mean old Dinosaur.
(Tune: I am a little TeaPot).

I am mean old Dinosaur.
(Make a mean face; the kids make the cutest mean faces).

Big and Tall.
(Gesture hands big and tall).

Here is my tail, here is my claw.
(Gesture hands behind your back for tail and make claw hands).

When I get all hungry
(Rub your tummy).
I just growl
(have the kids exaggerate the grrrooowwwIII).
I look out kids I am on the prowl.
(here I tickle each one of the tummy and they all giggle)
2. Read the book “Dinosaur Roar”.
After reading the story question children on the story line. Ask comprehension question
starting with who, why, how, where and when.



English Language Section - Spring Term 2006 LTP (Tues/Thurs)
3. Musical Dinosaur Footprint.
Cut out several large coloured papers Dinosaur footprints and arrange the footprints
around the room. Play the music and ask the children to tip toe around the room to the
music. Stop the music children go and stand on a footprint. If they don‟t step on the
footprint, they will be out.

Extension Activities:
1.Make Dinosaurs:
Supply the children with a full sheet of paper with meat eater and plant eater dinosaur
pictures. Ask them to colour, cut and stick onto it and draw some trees.

2. Dinosaur comes in all sizes.
Show different Dinosaur‟s pictures from the story or plastic dinosaurs and write
responses on the whiteboard.(Write the Dinosaur‟s name)
Supply worksheet “Dinosaur‟s sizes” children cut and place the Dinosaurs into the
correct boxes.
 Play a game find something in the classroom big, little and giant size.

               Week Nine-Thursday 9 March 2006
Book: Dinosaur Roar

Objectives: The learner will be able to…

   Say the name of some dinosaurs.
   Describe the characteristics of the dinosaurs in the book.
   Use comparative language when discussing the characters.
   Nominate a dinosaur the children like
Explore, experiment and build on their rhyming words.

Introduction: Dinosaur shape “match up”
Cut out dinosaur‟s shapes from different colours of paper. Give each child one Dinosaur
shape. Ask the children to find one person with the same colour Dinosaur shape. Carry
on this game by swapping the dinosaur.

Activities:
1. Have the children vote for their favourite Dinosaur and graph the results, which
dinosaur did most children like best.

2. Word fun
Talk about the meaning of these opposite word fierce/meek, fast/slow, and weak/strong.
Sweet/grumpy, spiky/lumpy, nibble/scrunch and role-play different Dinosaurs.
Extension Activities:
1. Phonics worksheet „d‟ dinosaur and words beginning with „d‟ Brainstorm all words
beginning with 'd' and list on the board and then give out worksheet.
2.Rhyme Dinosaur


English Language Section - Spring Term 2006 LTP (Tues/Thurs)
    Five enormous Dinosaurs
    Letting out a roar …..
    One went away, and
    Then there were four.

    Four enormous Dinosaurs
    Crashing down a tree ….
    One went away, and then there were three.

    Three enormous Dinosaurs
    Eating tiger stew ….
    One went away, and
    Then there were two.

    Two enormous Dinosaurs
    Trying to run …..
    One ran away, and
    Then there was one.

    One enormous Dinosaur
    Afraid to be a hero ….
    He went away, and
    Then there was zero.

                Week Ten-Tuesday14 March 2006
Book: Harry and the bucketful of dinosaurs

Objectives: The learner will be able to……

      Talk about their favourite toys from the past and present.
      Use words to describe feelings.
      To recognize and explore how sounds could be changed when speaking.
      To move with confidence and imagination.
      To use language such as “greater”, smaller, heavier, lighter, bigger and smaller.
      To hear and say initial and find sounds.

Introduction: Circle Time Discussion.
Teacher to bring and show her favourite toys, books or any thing from past and present
and show her favourite things and talk about it. After showing and talking about her
favourite things ask children some questions.
How many toys do they have?
Who bought these toys?
What is your favourite toy?
What is your favourite toy‟s name?
How would you feel if your favourite toy got lost?



English Language Section - Spring Term 2006 LTP (Tues/Thurs)
Activities:
1. Memory game
Display different plastic dinosaurs or dinosaur cards or any classroom objects on the table
or carpet. Introduce the names of the dinosaurs and objects .Hide some objects, dinosaurs
and play what is missing game? If they say the right answer each child will get a sticker.

2.Pre Reading activity. Show the children the cover of the book „Harry and Beautiful of
Dinosaurs’ but hide the title of the book and ask what the book might be about.

Distribute the photocopies of the book cover with title blocked.
Brainstorm possible titles for the book and have children say the titles and teacher to help
children to write the titles.

Extension Activities:
1. Toy’s name game.
Have the children sit in a circle and supply the children with different toys. Play the
music. The children must say the names of the toys when the music stops.
2. Students draw pictures of the toys used in the circle game and label.

               Week Ten-Thursday 18 March 2006
Book: Harry and the bucketful of dinosaurs
Objectives: The learner will be able to
   Talk about their favourite toys from the past and now.
   To interact with peers and adults through role play and classroom discussion.
   Use words to describe feelings.
   To recognize and explore how sounds could be changed when speaking.
   To move with confidence and imagination.
   To hear and say initial and find sounds.

Introduction: Read the book „Harry and the bucket full of Dinosaurs’.
After reading the story, question children on the story line. What was the story about and
did they enjoy the story.
Activities:
1. Ask students to draw pictures of their favourite part of the story and ask them why they
liked that part. Teacher can help the students to write about their picture.
2. Discuss Emotions: Teach words to describe feelings using flashcards or pictures and
talk about the meaning of each word.
Stick some picture cards on the white board, distribute second set of cards to the students.
Ask individual student come and match it to the pictures on the board and tell the class
what makes them happy, sad, angry etc.

Extension Activities:
1. Role-play ‘Lost property office’. Discuss the sort of things that people usually loose,
such as cases, bags, umbrellas, spectacles, books and toys etc. Have they lost any things
in the past?
Create a „Lost property office and Lost property box‟. Stand the table and chair at the

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
front of the area as the „counter‟. Put the items the children have lost in a box. Each
child to come in turns to complain about their lost property and describe their property
(example; My dinosaur is purple with sharp blades). Have you seen this kind of
dinosaur?
2. Use large dinosaur footprints made out of card to make a treasure hunt path – hide an
object somewhere at the end of the path. Students follow the path to find the object.


            Week Eleven-Tuesday 21 March 2006
Book: Saturday Night at the Dinosaur Stomp
Objectives:
The learners will be able to…
    Listen for rhythm in songs, chants, and stories
    Develop ability to move in time to rhythm
    Discuss and describe dancing experiences
    Recall and retell events from the story Saturday Night at the Dinosaur Stomp
    Make instruments and use them to identify rhyme and rhythm
    Demonstrate an ability to orally blend words

Introduction:
    GAME – Big Foot, movement and spatial awareness
    cut out a set of large dinosaur footprints from coloured card and place on the floor
       making a path across or around the class
    students follow the footprints trying not to touch the ground as the follow the path
    clap and see if students can follow the footprints walking in time to the rhythm
    play “follow the leader” where the leader decides how to walk on the footprints
       (e.g. on tip toes, on heels, using hands and feet, backwards…) and the rest of the
       class must follow
    you could hold a race with two teams and a set of footprints for each team, the
       first team whose members all cross successfully without touching the floor wins
Activities:
Activity One
    DISCUSSION about dancing experiences
    Have students been to a party where they danced?
    What kind of party (e.g. birthday)? Where?
    How did people dance? students may like to demonstrate
    What parts of your body do you move when you dance?
    What do they listen to when they dance? TV? Music? Radio?
    Do they have any instruments at home? e.g. drum, piano…
    Can they sing when they dance? What songs do they like to dance to?

Activity Two
    ART – make a megaphone
    show students a finished megaphone, demonstrate how it amplifies your voice and
       explain that students will make one to use when singing songs later on

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
      Copy the megaphone template onto card
      Decorate the template
      glue pre-cut tissue paper strips and coloured paper
      allow time to dry then roll and tape the megaphone together, (double sided tape
       may make this quicker)
OPTIONS
glue beans or macaroni to make dinosaur shapes or patterns on the megaphone

           Week Eleven-Thursday 23 March 2006
Book: Saturday Night at the Dinosaur Stomp
Objectives:
The learners will be able to…
    Listen for rhythm in songs, chants, and stories
    Develop ability to move in time to rhythm
    Discuss and describe dancing experiences
    Demonstrate an ability to orally blend words

Introduction:
     READ THE BOOK
     Discuss the cover asking students to predict what the story will be about
     As you read the book focus on rhyming words and rhythm of the text, you may
       want to tap your foot to the rhythm as you read
     When finished ask students what they thought of the book and why they liked it.
       Ask what the dinosaurs did in the story. Discuss the different ways the dinosaurs
       danced (e.g. in a conga line), what body parts they moved (e.g. tails, legs) and
       how they moved (e.g. stomped, jumped). Ask if they heard the rhythm and
       rhyming patterns.
    
Activities:
1. ORAL BLENDING – phonemic awareness
     prepare a sock puppet in advance in the form of a dinosaur
     introduce the dinosaur to the class and explain that it has problems speaking and
       instead of speaking quickly it can only speak very slowly. Students can help the
       dinosaur by saying words at the natural pace.
     the dinosaur sounds out a word very slowly e.g. fffffffaaaaaaaat
     have students repeat the stretched out word and then say it correctly
     continue with these and other (rhyming) words as appropriate: hat, cat, sat, rat,
       that, bat, fan, van, can, man, ran, tail, sail, nail, run, sun, fun, bun, one,

2. ORAL BLENDING – onset/rime
     Students listen to the word parts and say the word as a whole.
     Quiz students using a sentence to help them identify the answer
    - I go to sleep at /n/…ight. When do I go to sleep?
    - When I go to sleep I turn out the /l/…ight. What do I turn out?


English Language Section - Spring Term 2006 LTP (Tues/Thurs)
   -   I ate an apple. I opened my mouth and took a big /b/…ite. What did I do with my
       mouth?
   -   On a windy day I go outside and fly my /k/…ite. What do I fly?
   -   I saw two angry people having a /f/…ight. What did I see?
   -   Her answer was /r/…ight. What was her answer?
   -   When I‟m hot I use a /f/…an? What do I use?
   -   The shopkeeper was a /m/…an. What was the shopkeeper?
   -   My daddy drives a /v/…an. What does he drive?
   -   Coca cola comes in a c…an. What does it come in?
                use flashcards or draw pictures on the board when you confirm or
                   reveal the answers as a visual aid for students

Extension Activities:
1. Rhyming – phonemic manipulation
     introduce the „_at‟ rhyming family on the whiteboard
     demonstrate how adding a letter/sound in front of the word can make a new word
       e.g. cat
     brainstorm other words they can make by adding a letter at the start
2. Give students a set of letters to choose from (listed on the whiteboard or on cards)
      show a picture/say a word (cat, fat, hat, mat, bat, rat, pat) and students identify
       which letter from the list they should add to _at

                Week 12-Tuesday 28 March 2006
Book: Saturday Night at the Dinosaur Stomp
Objectives:
The learners will be able to…
    Listen for rhythm in songs, chants, and stories
    Develop ability to move in time to rhythm
    Discuss and describe dancing experiences
    Recall and retell events from the story Saturday Night at the Dinosaur Stomp
    Make instruments and use them to identify rhyme and rhythm
    Demonstrate an ability to orally blend words
Introduction:
READ THE STORY –

Activities:
1. Demonstrate rhythm to students. Show students how to clap, or stomp their feet in time
to the rhythm of the story. Encourage them to clap, stomp, strum in time as you reread
parts of the story to help demonstrate rhythm.
2. ART – Make a Guitar
     Materials: paper plate, paper bowl, rubber band, stapler, chopsticks (optional)
        decorating materials
     Precut a rectangle or oval shaped hole in the middle of each paper plate. Stretch
        and staple a rubber band in place across the hole to act as guitar strings
     Students decorate the bowl and the paper plate

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
       Optional: tape a chopstick to the paper plate to act as the neck of the guitar
       Staple the bowl and plate together to complete the guitar

Extension Activities:
1. Sing a song using megaphones or guitars encouraging students to use them in time
with the rhythm or only on the rhyming words

       The Dino Dance-O                                (song from assessment)

2. One little, two little, three little dinosaurs (Ten Little Indians tune)

                Week 12-Thursday 30 March 2006
Book: Saturday Night at the Dinosaur Stomp
Objectives:
The learners will be able to…
    Develop ability to move in time to rhythm
    Discuss and describe dancing experiences
    Recall and retell events from the story Saturday Night at the Dinosaur Stomp
    Make up their own dance
    Perform a dance to the group
Introduction:
Dinosaur, Dinosaur Turn Around Song (Teddy Bear, Teddy Bear chant)
Dinosaur, dinosaur touch the ground
Dinosaur, dinosaur dance all night
Dinosaur, dinosaur say good night

Activities:
1. Recall and re-tell the story. Ask students to recall the story. Provide sequencing
pictures of the story and ask students to order in the correct sequence. Students paste on
A3 paper and with the help of the teacher provide information for each picture.
2. Discuss some various dances that children might know. Teach children the 'chicken
dance.' Tell children that both chickens and dinosaurs hatch from eggs. You could adapt
the chicken song to include dinosaur movements.

Extension Activities:
1. In groups of 3 students can attempt to make up their own dances. After they practise in
groups, they can perform the dances to the whole group.
2. GAME – no, no, no … GO! (like duck, duck, goose)
students play using rhyming words instead of the traditional duck, duck, goose
you can introduce different sets of rhyming words and actions to match
e.g. bump, bump, JUMP; fun, fun, RUN; stop, stop HOP

                    Week 13-Tuesday 4 April 2006
Book: Bones, Bones, Dinosaur Bones by Byron Barton.

Objectives: The learner will be able to:

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
Define the work of a paleontologist.
Sort dinosaurs according to their characteristics.

Introduction: Sing the famous "Dem Bones" song:(For younger
students you might only want to sing parts of it.)

Your   toe bone's connected to your foot bone
Your   foot bone's connected to your ankle bone
Your   ankle bone's connected to your leg bone
Your   leg bone's connected to your knee bone
Your   knee bone's connected to your thigh bone
Your   thigh bone's connected to your hip bone
Your   hip bone's connected to your back bone
Your   back bone's connected to your shoulder bone
Your   shoulder bone's connected to your neck bone
Your   neck bone's connected to your head bone

Your   head bone's connected from your neck bone
Your   neck bone's connected from your shoulder bone
Your   shoulder bone's connected from your back bone
Your   back bone's connected from your hip bone

Your   hip bone's connected from your thigh bone
Your   thigh bone's connected from your knee bone
Your   knee bone's connected from your leg bone
Your   leg bone's connected from your ankle bone
Your   ankle bone's connected from your foot bone
Your   foot bone's connected from your toe bone

Them bones, them bones gonna walk around
Them bones, them bones gonna walk around
Them bones, them bones gonna walk around

Activities:

1. DISCUSS THE COVER: Discuss the cover with students. Ask students
to predict what the story will be about. Count the number of people on
the cover. (Don't forget to show students the back of the book, as
there is another paleontologist on the back cover) Discuss what they
are holding. Tools & bones. What their job might be? What is the large
white object with the big teeth?

2. READ THE BOOK

DISCUSSION:

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
Six small paleontologists search for bones. When they find them, they
dig them up, wrap them, and load them on a truck, bound for the
museum. There, they carefully put together the bones of a giant
dinosaur. This is what happens to the bones left behind by dinosaurs
of long, ago. Bones are very delicate and great care needs to be taken
with them. Hence the wrapping etc.
Extension Activities:
1. SORTING AND GROUPING DINOSAUR PICTURES: Students
sort out dinosaurs into two groups; those with 4 legs and those with 2
legs.
Materials: Pictures of 
 dinosaur's with two legs and four legs.

DISCUSSION:

Tell students that all dinosaurs walked fully erect, unlike modern
reptiles like lizards and crocodiles that walk on their bellies with their
legs sprawling out from their sides. Dinosaurs are the only reptiles that
walked like humans.

Some dinosaurs walked on two legs, some on four. All four-legged
dinosaurs were plant eaters. All meat eaters were two-legged,
although some herbivores were two-legged as well.

2. Drawing two legged and four legged dinosaurs:

Students sort the dinosaurs into those that have two legs and those
that have four legs. They should count the legs as they do this activity.
Students draw a picture of the four-legged dinosaurs and you might
discuss why these would be plant eaters. This can be taken home.
Students draw a picture of the two-legged dinosaurs and again discuss
why these might be meat eaters.

              Week 13-Thursday 6th April, 2006
Book: Bones, Bones, Dinosaur Bones by Byron Barton.

Objectives: The learner will be able to:
define a fossil.
make a fossil of their own.
discuss the job of a paleontologist.

Introduction:
Show students the cover of the book. Ask students to recall
information they remember about the book from the last lesson.
Activities:

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
1. MAKING FOSSILS:
 Students simulate fossil prints using clay to explore the concept of a
fossil and to make inferences that humans believe that dinosaurs
existed because we have found their fossil remains.
Materials: Various leaves (ferns, preferred), shells, buttons or
coins.
 A piece of modeling clay the size of an adult fist for each
student.

DISCUSSION:

Explain to children that fossils/bones are parts of once living animals
or plants. Fossils appear buried in the earth as either actual bones or
teeth, left in stone after the animal has gone away.


PROCEDURE:
Press one half of the clay flat and smooth.
Place the buttons, coins, leaves or other items onto the clay. Make a
few impressions in the clay with the button, coin or twig.
Roll out the other half of the clay and place it over the objects on the
first half. Press the two pieces of clay together gently to keep the clay
from breaking. Take care that the clay molds the bone or other
objects.
After the clay has dried, somewhat, carefully separate the pieces of
clay. The prints of the leaves can be seen.
2. PHOTO PALEONTOLOGISTS:
Materials: Take a close-up picture of each student. (This will need to
be done the week before).
DISCUSSION: Discuss what a paleontologist does. Paleontologists dig
for fossils to help us learn about the kinds of animals that lived long
ago. Good guesses can be made from careful observations. What
tools, equipment or instruments might they use? Why?
"Fossilized bones are usually very delicate and deeply buried in rocks
fossils. Removing them in a lab takes skill, patience, and the right
tools."
Share the 'Mini Paleo Pictures'- attachment, so that children can
visualize some of the tools used by paleontologists.


Give each child a paleontologist worksheet-attached. If they are a girl
you need to give them the girl pattern, if a boy then the boy one!
Have each student colour his/her photo paleontologist pattern. After
completion, cut out the circle and insert the child's face (photo) in the

English Language Section - Spring Term 2006 LTP (Tues/Thurs)
opening. Then cut out the paleontologist and mount this on some
coloured cardboard.
Extension Activities:
1. Make a 'shoeasaurus.' The teacher traces around the child's shoe
onto a piece of construction paper then the child can glue on spikes, a
tail, legs and feet etc.using scraps of paper and/or other art materials.
2. Dino Dino Who Has Your Bone. This game is played with one player
closing his eyes. One of the other players hide the dino bone. When
ready, all players sing, "dino dino who has your bone, somebody stole
it from your home.....guess who. You can use a dog's chew toy bone
for the dino bones

                Week 14-Tuesday 11 April 2006
 Book: How Do Dinosaurs Say Good Night?

 Objectives:
 The learners will be able to…
     Articulate the differences between night and day
     Orally list the steps they take to get ready for bed
     Discuss their sun/moon art project
     Explain the scientific reasons for night and day
 Introduction:
     Discussing the differences between day and night
     Use attached flash cards to support this activity
     Make a two-column chart on the white board
     Label one column "day" and one column "night"
     Have the students discuss the differences between day and night and write (or
        draw) their answers on the whiteboard
     Areas for discussion…
         What are some of the differences between day and night that we can see?
             DAY – sun, blue sky, clouds, rainbows, shadows
             NIGHT – moon, stars, black sky
         What are the different animals we can see in the day and in the night?
             DAY – butterflies, cows, cats, dogs, birds, etc.
             NIGHT – owls, bats, moths, rats, etc.
         What are the different things we can do in the day and in the night?
             DAY – play outside, go to school, eat, go shopping, etc.
             NIGHT – sleep, take a bath, read books, watch TV, etc.

 Activities:
 1. ART
      Take two paper plates (large is better) FOR EACH STUDENT and staple them
        together face-to-face so the resulting piece is 3-D


English Language Section - Spring Term 2006 LTP (Tues/Thurs)
       ON ONE SIDE – you are going to have the students make a sun
         Have the students glue on PRE-CUT yellow tissue paper and gold metallic
          paper
         You can encourage them to have some longer streamers around the edges
          for the sun's rays
         You can have the students add gold glitter on the top
         You can have the students add PRE-CUT labels with the word "sun"
       ON THE SECOND SIDE – you are going to have the students make a moon
         Have the students glue on PRE-CUT silver metallic paper
         You can have the students add silver glitter on the top
         You can have the students add PRE-CUT labels with the word "moon"
       OPTIONS…
         Add a ribbon or other string so the student can hang the sun/moon art
         Put beans in the middle of the paper plates before stapling so the plate can
          be a shaker


 2. SCIENCE LESSON
        Using the whiteboard/pens/eraser
        ILLUSTRATE how one side of the earth is dark when it is facing away
          from the sun and light when it is toward the sun
        Make sure you also add the MOON in the illustration
        You can make this as technical as you wish (e.g. showing the earth's orbit
          around the sun; the moon's orbit around the earth; the rotation of the earth;
          etc.)
        KEY IDEA…
           When Hong Kong is facing the sun, then it is day (light)
           When Hong Kong is facing away from the sun (toward the moon) then
              it is night (dark)

 Extension Activities:
 1.Science Worksheet
     The students complete the Day and Night Worksheet according to the
        instructions
     Can be enlarged to A3 paper if desired for clarity/ease of completion
    
 2.Discussion on bed time in the students' homes
     How do the students prepare for bed?
     What does their bedroom look like?
     What does their BED look like?
     What do they wear to bed?
     With what do they sleep? (teddy bear?)
     With whom do they sleep? (mommy and daddy? helper? sister and/or brother?)
 Students can draw a diagram/map/detailed picture of their bedroom if time permits.



English Language Section - Spring Term 2006 LTP (Tues/Thurs)
     Week 14-Thursday 13 April 2006 (Last Day of
                      Term)
Book: How Do Dinosaurs Say Good Night?

Objectives:
The learners will be able to…
    Describe a dinosaur in details
    Recall and retell the story How Do Dinosaurs Say Good Night?
    Discuss appropriate bed time behaviour
    Draw and label a map/diagram/picture of their bedroom
    Read day and night related sight words
    Write the words "day" and "night" (and other words for more advanced students)
    Make the /n/ sound and identify words commencing with /n/

INTRODUCTION:
    Circle time discussion: categorising dinosaurs
    USE MODEL DINOSAURS for this activity (can be purchased at Toys R Us)
    Discuss the different dinosaurs
    How are they the same? How are they different?
      Long/short necks, long/short legs, spikes, plates, horns, sharp teeth, no teeth,
         etc.
      What do you think the different dinosaurs might say?
    Give EACH STUDENT a dinosaur
    Have the student DESCRIBE the dinosaur to his or her classmates

ACTIVITIES:
1.Read and Discuss: How Do Dinosaurs Say Good Night?
    Focus on BEHAVIOUR
    What was the appropriate (good) behaviour and the inappropriate (bad) behaviour
       of the various dinosaurs?
    How should (do) we act at bed time?

2.Teach the students to sight-read the words…
        day
        night
        cloud
        sun
        star
        moon
        shadow
        rain
    Use the flash cards (matching) to assist



English Language Section - Spring Term 2006 LTP (Tues/Thurs)
3. MATCHING GAME
     In advance, prepare several sets of the word/picture flashcards (also to be used in
      activity seven)
     Allow the children to match the pictures to the words individually or in pairs

Extension Activities:
1.Teach the students to write the words "day" and "night"
    Students to complete the worksheet which asks them to label pictures "day" or
       "night"

2. Phonics development (for younger learners)
     Phoneme /n/
     How do we write big N? How do we write small n?
     What sound do they both make?
     What are some words that start with /n/?
        night, noodle, nest, nose, numbers, nurse, etc.
        DRAW or WRITE students' answers on the whiteboard




English Language Section - Spring Term 2006 LTP (Tues/Thurs)

								
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